Académique Documents
Professionnel Documents
Culture Documents
Title:AlternativeglazingandHabitatsGroup/Date:ArtisticAbilities3D4/13/15
LessonIdeaand
Thislessonwillallowstudentstodecidewhethertheywanttocomplete/elaborateon
Relevance:
Whatare
projectsfrompreviousweeks,tojoininonanewproject,orboth.Theywillhavetheoption
yougoingtoteachand toaddcolorbyusingcrayonandindiaink(asasubstituteforglaze)totheclayvesselswe
whyisthislessonof
createdlastweek,allowthemtounderstandhowcolorisreleventtoformandsubject.The
importancetoyour
otheroptionistocreateaspace/environmentforanything(i.e.themselves,ananimal,a
students?Howisit
fictionalcharacter)withintheinnervolumeofaboxthatwewillprovide.Eachofthese
relevanttostudentsof
createdspaceswillthenbeputtogethertocreateonepiecefromthewholeclass.
thisageand
background?
EssentialUnderstanding(s):
Whatarethebigideas? EssentialQuestion(s):
Whatprovocativequestions
Whatspecificunderstandingsaboutthemaredesired?
willfosterinquiry,understanding,andtransferof
learning?
1) Artists'ideascanbeinfluencedbythematerials
1) Whydoartistsmakeartovera(long)periodof
andprocessestheyexplore.
time?
2) Artistscollaborateinprocessanddiscussionto
2) Whywouldartiststakeinspirationfromthe
growfromeachother'sideas
naturalworld/theirownlives,oreachother?
OutcomesStudentswillbeableto...
Whatkeyknowledgeandskillswillstudentsacquireasaresultofthisunit?
...Arthistoryandcultureexpressivefeaturesandcharacteristicsofartartmaterials,tools,andtechniques?What
shouldtheyeventuallybeabletodoasaresultofsuchknowledgeandskill?...Compareandcontrastartwork
analyzesketches?
Studentswillbeableto
1) Manipulatethecrayonandinkcoloringprocessontotheirclayvessels,withanunderstandingofhowcolor
tiesintothe3Dqualityofapiece
2) Createhabitatthatexpressesconceptinsubjectmatterofinnervolumeofbox
3) Discussandevaluatetheirartisticprocess
StudentReflectiveActivity
:Throughwhatauthentic
AssessmentInstrument(s):
Bywhatcriteriawill
performancetask(s)willstudentsdemonstratethedesired performancesofunderstandingbejudged?
understandings?Howwillstudentsreflectuponand
selfassesstheirlearning?
OneFinalGalleryWalk!
Thisisourfinalgallerywalk.
Studentmanipulatedcrayonandindiaink
Welllookatwhatwevemadetoday,andhowthey
techniquetoaddcolortotheirclaypiece.Createdhabitat
ultimatelycreatedtheirfinalpiece.Thenwellspenda
thateffectivelyexpressesconceptinsubjectmatter
briefamountoftimecoveringwhatwevelearnedoverthe throughinnervolumeofbox.thoroughlydiscussand
past5weeksandhowthathastranslatedintoourpiece
evaluatedtheirartisticprocess
fromtoday.
Studentpartiallydemonstratedcrayonandindiaink
Prompts:
technique.Createdhabitatthatsomewhatexpresses
Whatsortofcolorsdidyouchooseforyourclay
conceptinsubjectmatterthroughinnervolumeofbox.
piece,andwhy?
Whatisyourhabitatforandhowarethevisual
Partiallydiscussedandevaluatetheirartisticprocess
elementsofwhatyouvecreatedrelated?
Studentdidnotdemonstratecrayonandindiaink
Whatmaterialsdidyouusetocreatethehabitat?
technique.Studentdidnotcreatehabitat.Studentdidnot
Aretheymaterialsthatyouvealreadyusedornewones? discussandevaluatetheirartisticprocess.
askaboutchoicesthatweremadeinthemaking,
whatleadthemtodothat?
Preassessment:
Howwillyouhelpthestudentsknowwheretheunitisgoingandwhatisexpected?Helpthe
teacherknowwherethestudentsarecomingfrom(priorknowledge,interests)?
1) Ideabubbletogenerateentrypointstohabitatconcept
a) Whatwouldyourdreamhabitatbelike?Whataresomekindsofhabitats,andwhowouldtheybe
for?whatwouldtheyinvolve?
2) Narratepreviousideabubblestoshowourprogressionandundestandwhatwevelearnedabout3Dart
highlightingpriorknowledge.
3) demonstratethealterntiveglazing,showingthevariouspossibilitiesandcheckforgapsinunderstanding.
Motivation:
Howwillyouhookallstudentsandholdtheir Ideation:
Howwillyouequipstudents,helpthem
interest?
experiencethekeyideas,andexploretheissuesto
generateideasfortheirartwork?
1) Ourpreviousideabubblescombinedwiththe
1) Analternatewayofaddingcolortotheclay
newideabubblewillprovideinspiration.
piecesbringsinteresttowardsexploringhowit
2) Reviewingwhatwevecreatedandallofthe
mightturnout.
ideasthattheclasscameupwithwillshow
2) Givingstudentsfreedomandconfidencetouse
studentstheirgrowthandallowthemtoreflect
pastmaterialsandnewmaterials.Reviewingthe
onwhattheyhavealreadymade.
pastprojectswillgiveconfidencethatwevehad
3) Physicalexamplesofhabitatstoshowstudents
experiencewithalargeamountofmaterials
whathowhabitatconceptcanbereflectedin
3) Creatinganinstallation.Wewillbeputting
form.
togetherallofthehabitatsandcreatingalarge
pieceofartthateveryonecontributesto.
Procedures:
Howisthelessonorganizedtomaximizeinitialandsustainedengagementaswellaseffectivelearning?
Provideopportunitiestorethinkandrevisetheirunderstandingsandwork?Allowstudentstoevaluatetheirworkand
itsimplications?Includeliteracyandnumeracy?
1) Introduction:
Ideabubblethatincludesallofthepreviousconceptsandanewideabubblefortheconcept
for
thisweek(habitats,envrionments,andspaces)
(10minutes)
i)
Witholdideabubbles,wellreviewourpastprojectsandtheideasthatwereinvolvedin
creatingthem,givingastudentsachancetoreflect.
(1) Weveexploredalotofmaterialsandlearnedalotaboutwhatittakestocreatea
pieceoveraperiodoftime,aswellasinstallingitandcollaboratingwithother
artists.
(2) Pointouttheoverarchingthemeswevecoveredandwhatwascreated.
(a) allofthedifferentobjectscreatedfortheskyinstallation
(b) themobilesandthedifferenttechniquesusedonthose
(c) MOVEMENT
(d) INSTALLATION
(e) COLLABORATION
(3) emphasizethelastclayprojectbecausewearecarryingitovertothisclass
b) Introduceprocessforcoloringtheclaypieces
i)
Wearegoingtouseadifferent,funwaytoaddcolortoourclaypiecesfromlast week!It
involvesusingcrayonsandIndiaink.
(1) First,weusethecrayonstoaddcolorwherewewantit.
(2) Second,wedoalayerofinkoverthecrayontoaddafinishedlook.
c) Introducetheoptionalhabitatproject:
ifyoufinishcoloringyourclaypieceandwantsomething
elsetoworkonyoucancreateahabitat!
i)
Sowhatisahabitat?
(1) definitionofahabitat:theplacewhereapersonorthingisusuallyfound...aspecial
environmentforlivinginoveranextendedperiod
(2) showphysicalexamplesofhabitats
ii)
Askquestionslike:Whatwouldyourdreamhabitatbelike?Whataresomekindsof
habitats,andwhowouldtheybefor?whatwouldtheyinvolve?
(1) example:aprincesswouldhaveaveryfancy,prettyhabitat
(2) whatissaidherewillgointheideabubble
iii)
Wehavetheselittlechambersforyouguystocreatehabitatsinsideof!
(1) Theycanbeforanyoneoranything
2) Making(1hrand30minutes)
a) Studentswillbeabletochoosewhattheywillbecreating.Therewillbetwoseparatestationswith
differentmaterials.Theywillbeabletoeither(ordoboth)addcolortotheirclayproject,orcreatea
habitatwithinthebox/chambersthatwewillprovide.
i)
Thematerialsforcreatingahabitatwillincludeeverythingweveusedsofar(i.e.pipe
cleaners,styrofoam,aluminumfoil,wire,glue,paint,tapeandsoon)
ii)
Studentswillgrouptheirfinishedhabitatstogethertoformaninstallationofseveralunique
anddiversehabitatsallcomingtogether.
iii)
Duringmakingteacherswillbenarratingstudentsthemespecificartisticchoicesand
intereststheyseehappeningandsharingthiswiththewholeclasswhenaddinganideato
theideabubble.
iv)
Duringmakingtheteacherswilltakethetimetodocumentstudentworkthroughphotos.This
willallowforstudentsandtheteacherstoassessandreviewtheprocessofthestudentsart
fromstarttofinish.Thisisaformofpreandfinalassessmentthatwecanusetoevaluateour
studentsandiftheyhavemetoutcomes
3) GalleryWalk(15minutes)
a)
Thisisourfinalgallerywalk.Welllookatwhatwevemadetoday,andhowtheyultimatelycreated
theirfinalpiece.Thenwellspendabriefamountoftimecoveringwhatwevelearnedoverthepast5
weeksandhowthathastranslatedintoourpiecefromtoday.
i)
Prompts
(1) Whatsortofcolorsdidyouchooseforyourclaypiece,andwhy?
(2) Whatisyourhabitatforandhowarethevisualelementsofwhatyouvecreated
related?
(3) Whatmaterialsdidyouusetocreatethehabitat?Aretheymaterialsthatyouve
alreadyusedornewones?
(4) askaboutchoicesthatweremadeinthemaking,whatleadthemtodothat?
MaterialsandResources:
Whatisneededtocompletethelearningplan?
Listmaterialsandresourcesina
bulletedformat.
crayons
indiaink
cardboardboxesforthechambers
styrofoam
string/yarn
markers
paint
trashbagtablecoversforpaintingstationsandstationswithindiaink
glitter
feathers
pipecleaners
puffballs
aluminumfoil
wire
fabric
tape
glue
scissors
wirecutters
cardboard
magazines
stationwithfoundobjects
PreparationandSafety:
Whatdoyouneedtoprepareforthisexperience?Whatsafetyissuesneedtobe
addressed?
Liststepsofpreparationandsafetyinabulletedformat.
placetrashbagsontablesfortheindiaink
1) hotglue,wire,andscissorsarebeingsupervised
2) prepareforcoloringdemonstrationwithcrayonsandink
3) makesurewehaveseveralchambersready
4) displayoldprojects,oldideabubbles,andnewideabubble
Accommodations:
Howisthelessontailored(personalized)tothedifferentneeds,interests,andabilitiesof
learners?...
Access
(Resourcesand/orProcess)and
Expression
(Productsand/orPerformance)?
1) Ourdifferentstationsareforthesakeofstudentsthatwishtoexploreseveralmaterialsanddontworkwell
sittinginthesamespot.
2) Supplyglovesforpaint,indiaink,glueetc.
3) supplyapronsforpaint,indiaink,glueetc.
4) bepreparedwithseveralextrachambersforstudentsthatwishtocreatemorethanonehabitat
Understandingtheplan...
Stage1DesiredResults
Relevance
Whatareyougoingtoteachandwhyisthislessonofimportancetoyourstudents?How
isitrelevanttostudentsofthisageandbackground?
EssentialUnderstanding(s)
Whatarethebigideas?Whatspecificunderstandingsaboutthemare
desired?Whatmisunderstandingsarepredictable?
(ReflectandTransfer)
EssentialQuestion(s)
Whatprovocativequestionswillfosterinquiry,understanding,andtransferof
learning?
(ReflectandTransfer)
Outcomes(objectives)
:Whatwillstudentsknowandbeabletodo?Whatkeyknowledgeandskills
willstudentsacquireasaresultofthisunit?...Arthistoryandcultureexpressivefeaturesand
characteristicsofartartmaterials,tools,andtechniques?Whatshouldtheyeventuallybeabletodo
asaresultofsuchknowledgeandskill?...Compareandcontrastartworkanalyzesketches?
(ComprehendandCreate)
Stage2AssessmentEvidence
StudentReflectiveActivity:Throughwhatauthenticperformancetask(s)willstudentsdemonstratethe
desiredunderstandings?Howwillstudentsreflectuponandselfassesstheirlearning?
(Comprehend,
Reflect,Create,Transfer)
TeachercenteredAssessment(instrument):Bywhatcriteriawillperformancesofunderstandingbe
judged?Whatevidence(e.g.quizzes,tests,academicprompts,observations,products/artwork,
sketchbooks,journals,etc.)willstudentsdemonstrateachievementofthedesiredresults?
Stage3LearningPlan
W=helpthestudentsknowwheretheunitisgoingandwhatisexpected?Helpthe
teacherknowwherethestudentsarecomingfrom(priorknowledge,interests)?
(Comprehend)
H=hookallstudentsandholdtheirinterest?
(ReflectandCreate)
E=equipstudents,helpthemexperiencethekeyideas,andexploretheissuesto
generateideasfortheirartwork?
(Create)
R=provideopportunitiestorethinkandrevisetheirunderstandingsandwork?
(Reflect
andTransfer)
E=allowstudentstoevaluatetheirworkanditsimplications?
(Reflect)
T=betailored(personalized)tothedifferentneeds,interests,abilitiesoflearners
O=beorganizedtomaximizeinitialandsustainedengagementaswellaseffective
learning?