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Sandy Badger, Art Methods 432, Dr.

Fedorenko, Spring 2012, Ashland University Dwight Schar College of Education Teacher Education Program - Office of Field Experience Lesson Plan Form (B) (8/06) Name of Instructor: Sandra E. Badger Grade Level: High School Subject: ART Unit Title: Museum Visit- WPA and Today Time Length: 7-8 classes Date of Lesson: 04/05/2012 1. Learning Goal/Objective a. What will the pupil be able to do as a result of the lesson? State your objective from the course of study or ODE Academic Content Standards-1PE-Analyze interdisciplinary connections that influence social and cultural contexts of visual imagery, 2PE-Analyze the factors that influence artworks, 3PE-Compare and contrast the styles in artworks by artists of different cultures and/or historical trends, 3PR-Explore solutions to visual art problems through preparatory work, 1PR-Demonstrate proficient technical skills and craftsmanship with various art media when creating images from observation, memory and or imagination, 4pr-Establish the appropriate levels of craftsmanship for completed artworks, 1RE-apply methods of art criticism in responding to artwork, 2RE-Use appropriate vocabulary to define and describe techniques and materials used to create works of art. b. Prior knowledge/skills required by students- Research skills c. Connection how does the lesson objective connect with previous and future lessons/learning? Our entire unit is based on social issues. This will tie in particularly with the Art as social action collage lesson we completed and will be included in the web-folio. The student willHave knowledge of the depression era from our museum visit-where we concentrated on American art from that period and from watching the movie, The Grapes of Wrath, as well as, instructors power point instruction and online information at Columbusmuseum.org and Artcyclopedia.com under social realism. Will use book: American Expressionism: Art and Social Change 1920-1950. The student will understand what the WPA was and why it is important to art history and history in America. They will consider that time period and what is happening today with our economy and apply our situation to making of new art. The student will write about what they have learned and how it affected them. We will have a critique and then display the works in a professional manner. 2. Assessment (Pre & Post) - How and when will you evaluate the objective and student learning? Attach a copy of the assessment/rubric instrument you will use. PRE: Presenting and questioning students to understand what they already know. Encourage critical thinking. What is the art about? What time period do you think this is from? Could this be happening today? We will look at some specific paintings at the museum and have group discussion to help assess what students already know. POST: Did the student participate in discussion, complete writing assignment, sketchbook/journaling, working with partner and finished project? Rubric-attached, C:\Users\owner001\Desktop\therubric.htm 3. Methods/Strategies a. What teaching methods will you use (e.g. teacher presentation, demonstration, simulation, role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or deductive/direct modeling)? Museum visit, watch movie, Grapes of wrath, research and ideas in sketchpad, power point presentation with important background and history and critical questioning, work with partner to plan an artwork created together. b. Accommodations How will you accommodate for student differences? As needed. Peer teaching. Those not able to go to the museum will be provided with links to look on the web. c. Learning climate/environment How might you establish a safe and an effective environment? An uncluttered space that provides resources needed, lots of space for working. Working in pairs. 4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.)? Is this typical? Working in pairs, possibly groups of 3, if necessary.

Page 2, Lesson Plan Form (B) 5. Equipment and Material - What instructional equipment and materials are required to help students reach the objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)? Transportation for trip to museum. Computer, projector and internet for presentation. Computer lab for research, art history books, art making materials. 6. Instructional Delivery a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate expectations, procedures required for the lesson.) A trip to the museum, paying special attention to the works of American artists from the Depression era, WPA artists. Viewing film, The Grapes of Wrath. A power point presentation, various art history books and examples of WPA artwork will be presented. Use of the CMA site lessons for Art and Social Issues-Economics. Critical questioning, class discussion. Tie the WPA era together with what is happening in our country today: unemployment, increased need for benefits, gas prices, etc. History and social studies will be integrated. b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps, examples, clues, feedback/checking for understanding. etc.) ACTIVITY TIME ALLOTTED The Instructor will: Take students on trip to CMA, discuss with the class the importance of American art, depression era, ask critical questions-attached-1 class. Show film-2 classes. Show power point with important info, history, social studies, artist info, definitions with class discussion-1 class. Encourage questions, planning with partner and sketchbook planning. Be available throughout for questions and encouragement. Approve poster ideas-1 class. Guide critique and guide students in display of work-1 class. The students will: Go on trip to museum, those not able to go will be provided with links to look on the web. During that trip sketchbook notes and ideas in regard to critical questioning. Special attn to WPA artists-1 class. Watching film-2 classes. Viewing power point presentation and discussion-1 class. Researching WPA works and sketching, writing ideas with one partner for a modern day WPA poster-1 class. The student needs to chose a theme, media and make the design with this partner. Making of the poster-2 to 3 classes. Class critique-1 class. And display. c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson. d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, re-teach if necessary. 7.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased you? What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure intended student learning? If no, what are some alternatives? Attachment (s): Artwork example, notes/questions, power point, rubric.

WPA and TodayMuseum Visit-1 class period Time to wander-check out the whole museum Make sketchpad notes and/or drawings Meet in hall with American art: o Class discussion, what did you see that excited you? o Any ideas for future art making? Talk about the American art in this hall Lets walk through this area and look at the work Seeing any themes here? What is this art about? When do you think this art was made? When you think about the economy todaycould these paintings be new? What ideas do you see that you can relate to personally? Take some notes and make sketches about some of the things here that have an emotional effect on you. Back in the classroom-2 class periods Watch, The Grapes of Wrath o Class discussion o How did this movie make you feel? o How did the art work we saw at the museum tie in with this movie? o Again, besides the old cars and clothing-could this be taking place today? o Do you know any extended families that have had to live together? o Do you know anyone who has lost a job, home, health insurance? See power point presented about: The Great depression/brief history WPA-what is it? Explore some of the art work produced by WPA artists o Use http://artandsocialissues.cmaohio.org/pages/econ.html o Use book, American Expressionism: Art and Social Change 1920-1950. o Special look at WPA posters More classroom discussion o Do you think these artists had an effect on the public? o Why do you think the government felt they should invest in art at this time in history? o Do you think the WPA could work in todays atmosphere? Why? Why not?

The Project Create a WPA Poster! Work with one partner Agree on subject matter that is relevant today Create a design together, making rough sketches first What will your poster say-any words? The poster should communicate a clear idea Design should be simple, like the WPA posters, but color and style are up to you and your partner Use whatever media you like (colored pencil, water color, markers, acrylic, collage or print) When completed write in your own sketchbook about the entire experience, specifically why you and your partner chose this subject matter and how you completed the work. Are you satisfied with the outcome? Critique Presenting work in professional manner You will be assessed on: Class participation at museum In-class participation Sketchbook notes, sketches and reflection Working with partner Completed poster Critique participation Preparing to show work