Sarah Skidmore Lifeline Lesson Plan

Date: 4/2/2014 Title: Lifeline Lesson Plan Description: Students will create a chronological lifeline represented through color, shape, line, and image. This will lead students to understand that peoples values and behaviors are shaped by their culture. It will also push students to understand that heredity, culture, and personal experience all interact in shaping human behavior.

Subject: Psychology and Art Instruction time: 1-2 class periods Students level by grade: 9-12 Standard(s) to be addressed: 1) Students understand the process of how humans develop, learn, adapt to their environment, and internalize their culture. 2) Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.

Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Students can design a visual lifeline and understand how heredity, culture, and experiences have shaped their behavior over time.

Identified student needs and plans for differentiation: Students will be able to individually pick out which particular moments in their life that they represent in their lifeline. They will have options to make the lifeline out of any shape, any color, or any images, words or expressive marks that they decide. Students can decide what they represent and how they represent it. I will be available to help any students who need individual help.

Specific resources needed for this lesson: Lifeline graphic organizer, pencil, paper, markers, crayons, colored pencils, and pens.

Instructional method(s) used in this lesson: Direct Instruction on how to complete the lifeline project. Creating the project uses the discovery learning instructional method with each student thinking for themselves and analyzing their own life, lifeline, and existence.

Lesson Sequence: Hook (How will you get students excited about learning/Introduce students to your objectives?): Everyone has a story, and everyones story is unique and different! These stories can be shaped through our families, our cultures, and our personal experiences. Today we are going to represent our stories and our pasts through a one to two day art activity, depending on how detailed, as you class, we decide to get. Direct instruction/Modeling: Today we are going to use the information we learned in our color/mood activity and about representing of our feelings visually in order to create a chronological lifeline (a

visual timeline of our lives.) These will highlight specific experiences or moments in time that stand out to you when you look back at your past, see your present, and look forward to the future. Try to consider the mood and feeling of specific events and what colors, shapes, forms, and symbols could best express that mood or feeling. I will walk through the graphic organizer and show how I would do the first one. Think about your best memory? What happened? How old were you? Tell students how for me that would have been graduating from High School and being accepted to the Kansas City Art Institute. Knowing that I was about to go experience something totally new and different and push myself past my comfort zone all while meeting new people and doing new things. This was exciting to me. I went on a family trip to California that summer and went camping at Big Sur, which is one of my favorite memories. Then draw a VERY quick sketch. Remind students to keep these sketches brief because on their actual lifeline they will be adding color, detail, making it any size they want, etc. Guided practice: Hand out graphic organizer and walk around the room making sure that students are understanding the concept and starting on their project. Stop to give students reassurance and help with anyone who is stuck. Let students know that each one is going to be different, which is going to be what makes them each so unique. Consider the future part to be a specific goal youd like to achieve. Consider the strengths you have to help you get to the goal, the people in your life who will help or hinder you, and consider images of obstacles that may get in your way of reaching future plans. Independent practice: Work time for students to complete the graphic organizer and prepare materials during this time. (Crayons, markers, colored pencils, etc.) for them to use on their actual lifeline. Check(s) for understanding and scaffolding of student learning: After students begin their visual representation of their lifeline, ask them if it helped them to map out their experience and organize their thoughts in the graphic organizer. Students will be demonstrating their knowledge of using color, line and shape to express mood in order to enhance the meaning of the events and time in their life, so have them reflect on how looking back at the color/mood activity assisted them with ideas for their lifeline. Assessment of/for learning: After completing the visual lifeline, assess students on completion of their graphic organizer and of the lifeline itself. Look for use of the color/mood activity we did the first class. Have students answer the question How did the lifeline assist you in considering key factors related to you experiences, heredity, and culture that have shaped your behaviors throughout your life? Closure of the lesson: Share lifelines if there is time if not let students continue working and adding detail until the next time. Bridge to next lesson Next we will be learning about Freud and how he helped shape the ways that we think about ourselves, our minds, and the science of psychology. Remember to keep the color/mood activity in mind and also your lifeline, because they will all play a role in your ability to understand yourself better and be better able to represent your experiences, emotions, and behavior through art.

Name: Lifeline # Order Think

Think about your best memory. What happened? About how old were you?

Create
What picture or expression represents this event? Create a quick sketch here.

Think about a time when your life changed. What happened? About how old were you?

What picture or expression represents this event? Create a quick sketch here.

The time in my life when I enjoyed school the most was. What was it like? About how old were you?

What picture or expression represents this event? Create a quick sketch here.

My favorite place to visit is. I had a good memory of this place when I was about _______ years old.

What picture or expression represents this event? Create a quick sketch here.

One important thing about my life now is.

What picture or expression represents this event? Create a quick sketch here.

I have been influenced positively by.

What picture or expression represents this event? Create a quick sketch here.

I have been influenced negatively by..

What picture or expression represents this event? Create a quick sketch here.

One goal I have for the future is.

What picture or expression represents this event? Create a quick sketch here.

Other things I would like to include are

What picture or expression represents this event? Create a quick sketch here.

Number the events in order that you find them on your lifeline. (What happened 1 st, 2nd, 3rd?)