STEPP Lesson Plan Form

Date: March 3rd, 2016

Teacher: Soto/Cronen
School:
Rocky
Content Area: Jewerly

Grade Level: 9, 10,11,12

Title: Musical Chairs

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content

Standards directly from the standard)
Critique personal work and the work of others with informed criteria
Recognize, articulate, and debate that the visual arts are a means for
expression
Analyze, interpret, and make meaning of art and design critically using oral
and written discourse

Understandings: (Big Ideas)

Students will understand that there are different kinds of critiques
Critiques can be applicable to the outside world, not just in art classrooms

Inquiry Questions: (Essential questions relating knowledge at end of the

unit of instruction, select applicable questions from standard)
What is a critique?
Why is it important?
a.
b.
c.
d.
e.
f.

What is your first response to the artwork?

What do you notice/ see about the piece of jewelry? (Shape, size, detail)
How does it make you feel?
What does it make you think of or what does it remind you of?
What types of techniques do you see that the person did well/not so well?
What are two questions you have for the artist?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from
the standard, follow the ABCD format, using student voice)
I can: Explain what a critique is and identify how it can be applicable
to other situations/classes.
Colorado State University College of Applied Human Sciences

Page 1

STEPP Lesson Plan Form

This means: that I will participate in the activity and take it

seriously by answering the questions asked by the teacher.

List of Assessments: (Write the number of the learning target associated

with each assessment)
By participation and answering question: Students will understand that there
are different kinds of critiques
Discussion at the end of activity: Critiques can be applicable to the outside
world, not just in art classrooms

Colorado State University College of Applied Human Sciences

Page 2

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and
the students to associate with the
activity. Think of the purpose as the
mini-rationale for what you are trying
to accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Musical Chairs
The purpose of this activity is to get students to critically think
and give constructive feedback to their peers by answering
questions and doing so in a playful fun way.

Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to the
objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing
framework for the ideas,
principles, or information that is
to follow (advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to
be introduced.
Procedures
(Include a play-by-play account of

Start out by asking them: what a critique is- write it on the board
for everyone to see.
Then ask why they are important in the art classroom. Write out
on board

30-40 minutes
sticky notes or paper
pencils/pens
music!
Their jewelry!

After that I will then tell them what I have planned for them and
start the music and have them walk around each artwork and
once the music stops they have to answer a few questions about
the jewelry inform of them on some sticky notes.

Start out by introducing myself again and state why I am in their

classroom. (They may have forgotten)

Colorado State University College of Applied Human Sciences

Page 3

STEPP Lesson Plan Form

what students and teacher will do from

the minute they arrive to the minute
they leave your classroom. Indicate
the length of each segment of the
lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a
teacher that are designed to bring a
lesson presentation to an appropriate
conclusion. Used to help students
bring things together in their own
minds, to make sense out of what has
just been taught. Any Questions? No.
OK, lets move on is not closure.
Closure is used:
To cue students to the fact that
they have arrived at an
important point in the lesson or
the end of a lesson.
To help organize student
learning
To help form a coherent picture and to
consolidate.

Tell them we are going to do an activity and need everyones

participation.
Start with question: what is a critique and write on board their
answers. And why it is important.
Next we will jump into the activity and start playing music,
students will walk around the tables looking at the different
jewelry and once the music stops I will ask one or two questions.
Alternating between each round.
After 3-4 rounds have students sit and have a group discussion.
Why was this activity relevant? Was there something you
learned from your peers?
How can you apply critiques to the real world? And why is
that important to think about?
Give me feedback on what I could have done better
After 3-4 rounds have students sit and have a group discussion.
Why was this activity relevant? Was there something you
learned from your peers?
How can you apply critiques to the real world? And why is
that important to think about?

Colorado State University College of Applied Human Sciences

Page 4

STEPP Lesson Plan Form

Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too easy for
a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

Modify: Depending on level of questions, I would modify them to

be more simple and write down the question on board for
students to read it incase they forget it.
Extend: have students sit down for a while and write about the
artifact/artwork infront of them in a short paragraph explaining
what the artist intention was, why they might have made it the
way they did, explain what they see and how it makes them feel
and what they think it means.
If they answer all the questions asked, especially the opening
questions about why critiques are important, and overall
participation.

Colorado State University College of Applied Human Sciences

Page 5

STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
All students participated during lesson. The way it was set up,
each student had to write their answers to the questions I asked in
sticky notes that were by each art piece. I should have had collected
the sticky notes at the end of lesson, but did not. I was unable to see
what they wrote for each piece. At the beginning of the lesson I asked
what they knew about critiques and a few students had a sense of
what they were about, from previous art classes taken. And postlesson, I asked the students where they can apply critiquing or where
they have seen it, and I got good feedback. I noticed that some of the
students were surprised and agreed upon the responses their peers
said, which in my mind was that Aha moment. Which brings us back
to the learning target Explain what a critique is and identify how it can
be applicable to other situations/classes.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
I would definitely collect what I ask the students to do, just to go
over what they wrote down and said. Although I wanted to make it a
fun critique I understand why the generic whole class sits and
stares at one work of art at a time kind of critique is important. It
lets us all focus on one work of art and really dissect it. But all the
students enjoyed being able to stand up and listen to music. I would
also start out by critiquing as a whole class one piece of art, that
way if any questions come up we can all brainstorm answers and it
is better to get each student to speak about the art and share their
ideas.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
It would be interesting if I could possibly teach a technique of some
kind, critiques are important but maybe take a lesson from the
teacher and teach it myself. I know that because I never took
Jewelry I really was not fit to come up with something in such a
short amount of time and I would not have felt ready either. But Im
glad that Mrs. Cronen was able to let me get my foot in the door in a
way.

Colorado State University College of Applied Human Sciences

Page 6

STEPP Lesson Plan Form

Colorado State University College of Applied Human Sciences

Page 7