Académique Documents
Professionnel Documents
Culture Documents
2. Key Concepts: (What students will know) Why is it important for students to know these concepts?
1.The learner will utilize creative data (personal song data chart) to The objectives listed build upon the lessons that came previously while
ideate in preparation for art making. simultaneously preparing students for the lessons in the future.
Students will be able to better connect with others through art as well
2.The learner will compose artworks that make thinking visible as through collaborating with their peers. The process of creating data
through printmaking strategies. in new ways and persisting through the material provides a level of
3.The learner will demonstrate persistence of their work through autonomy for students to guide their own discovery, which directly
impacts how they feel about themselves, their connections with others
critique, revision, and refining. and their own artistic expression!
6. Standards: Please select a standard from each: How the standards support each other and the learning taking place
Creating The standards I chose support each other as a natural progression of
Presenting learning that includes diverse curricular content as well as the
Responding application and transfer of that knowledge to materials. The format of
the lesson allows for the discovery of multiple standards as well as
Connection emphasizes and supports students using artistic practice to make
meaning in their lives and the world around them.
NVAS:
1. VA:Cr1.1.6 - Combine concepts collaboratively to generate
innovative ideas for creating art.
2. VA:Pr.4.1.6 - Analyze similarities and differences associated with
preserving and presenting two-dimensional, three-dimensional, and
digital artwork.
3. VA:Re8.1.6 - Interpret art by distinguishing between relevant and
non-relevant contextual information and analyzing subject matter,
characteristics of form and structure, and use of media to identify
ideas and mood conveyed.
4. VA:Cn10.1.6 - Generate a collection of ideas reflecting current
interests and concerns that could be investigated in art-making.
7. Teaching Resources: Rationale for each and HOW they work together
Art: (Artists, please insert thumbnail photo of examples shared)
Andy Warhol Marilyn The Warhol Marilyn was chosen to give students an understanding of
how pop artists used color to communicate ideas. This particular
example uses a colorblocked background with layers. These are specific
skills students will be working on through this lesson.
The warhol flowers in another example of the way in which color can
Andy Warhol Flowers communicate. The grassy background gives an example of using
textural elements through the monoprinting process. The flowers
provide an example of using shapes to block out areas on their print.
These are two additional skills students will be experimenting with
during the monoprinting lesson.
Andy Warhol Mick Jagger I chose the warhol Mick jagger piece to show ways of using blocks of
color to create unique ways of addressing the background which
prompt students to think about space and layers together as a whole.
The large blocks of color communicate a different idea than the
examples above.
Keith Haring Untitled, 1985 The Haring untitled piece was chosen to give another artists
interpretation of color and layers. In this example, the background
colors are more organically situated and create a conversation with the
additional layer on top.
The Haring Flowers IV piece was chosen to show yet another
Keith Haring Flowers IV perspective of color blocking. Students may use this model in
experimenting with stencils in creating their backgrounds.
Book: This book is an excellent visual resource for students who may have
trouble getting started. It offers several ideas for students using found
materials to create textures using the gelli plates. It also offers several
basic ideas for color blocking.
8. Lesson Plan sequence (This will be lengthy and may span several Share rationale for choices in each step. Be sure to identify specific
areas of creating, connection, presenting and responding.
days)
1. Bridging the previous lesson into this one is important for providing
continuity and logical transition through the unit plan and lesson
series. he bellringer activity gives students the time to orient
themselves to the artspace. Middle School settings operate on a bell
1. Respond to the padlet...What are two characteristics of pop art? schedule with only a few minutes to transition from class to class. The
bellringer helps students adjust, transition and provides inquiry into
which one of these two characteristics do you envision incorporating what might be taking place in the art room that day. Using technology
into your artwork? Why? is a great way to engage students!
etc. Students will circle with two peers and will resume printing!
8.This offers students a way of continuing to refine art room
procedures such as retrieving supplies and cleaning up after
8. Clean up: Students will receive a five minute warning before clean themselves which is part of being respectful of their creative space,
up time(during this time, they will need to finish the print they are materials, the teacher, and each other. Teaching responsibility is
working on and put their data charts in the re-file basket. Upon the important to middle schoolers social and emotional development.
Being proactive with lining out procedure is an excellent classroom
expiration of their five minutes, they will check the board to see management strategy.
their groups jobs. All artwork should be placed on the drying rack at
this time. *Make sure to leave aprons on until cleanup is over!
Groups: Busboys (girls): take brayers to sink as well as texture pieces
that can be cleaned and used again (texture combs, stencils, stamps,
lids, etc..) and clean up all trash on the tables (bubble wrap,
cardboard, anything that cannot be used again, scratch sheets, table
covers). Dishwashers: thoroughly clean brayers, and all reusable
texture pieces. Dry and place in labeled bins. Organizers: organize
supplies for next class (paint, plates, found materials, wipes, etc)
Clean up Crew: Using wipes, clean all tables, chairs, floors and ensure
they are free from paint). All students may hang up aprons or place
on the back of their chairs to be ready for the next group.
9. This is a great student engagement strategy that celebrates
persistence and accomplishment. The activity is steeped in growth
9. Celebrations: Who would like to celebrate something that mindset research and allows peer modeling of studio habits of mind.
happened during class today? Is there anyone who had a challenge? Students gain valuable speaking and listening skills and get more
practice discussing their work and being vulnerable in sharing their
process so others can learn. This also continues to build healthy peer
relationships and trust when appropriately scaffolded by the teacher.
The beautiful thing about art is that it meets students where they are.
Art is a naturally differentiating content. Students will be allowed to Students naturally work at their own levels with which they feel the
work at their level and will be facilitated by a certified art specialist. most comfortable. Because art celebrates individual learning
experiences, all elements can be modified to suit specific students
needs. Students having difficulty will have modifications made within
Accommodations will be given through extra time needed, modified the parameters of their individualized plans. Students who have
assignments, larger print, paraprofessional support and one on one mastered material can extend their activities by increasing the
complexity of their prints. This is facilitated best during teacher
assistance. Modifications will be made in coordination with rounding. The important issue here is that ALL students have access to
teachers, parents, appropriate support staff and LEA representative. a high quality art experience.
10. Assessment Strategies: Share rationale for formative and summative assessment
Due to the nature of this lesson and the amount of creating, This lesson could be created in isolation, however is much better suited
assessment will be completed in a couple of ways. as a process lesson to prepare for the summative assessment. There
Formative strategies include the padlet bellringer as well as teacher are several opportunities for formative assessment checkins. The
Padlet bellringer checks for understanding from the previous lesson as
observational data compiled during rounding as students are well as asks them to apply what they know and envision these ideas in
working. The wagon wheel peer critique activity may also be used as their own work. Teacher rounding during printmaking provides
a formative strategy. The prints students create are also a formative observational data about student progress which informs how to move
forward after the critique. This could provide valuable information that
assessment. may need to be revisited in an additional demonstration at the
intercession. The key here is that the data in informing teaching, which
is what we want it to do. The wagon wheel activity formatively
assesses student progress and allows them to practice peer to peer
feedback. This provides a place to encounter suggestions, see other
ideas, and revise and refine the process. The prints themselves are
formative in assessing student growth and determining any changes
that might need to be made to the lesson or the project as a whole.
11. Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and
prior knowledge across the curriculum that students will need in order
to understand the lesson content.
The exemplars were created to give students an understanding of the
infinite possibilities they have at their disposal with gelli printing. The
process of monoprinting is simple to do and has really great results.
Students can create multiple layers using stencils, stamps and found
materials, creating interesting patterns and shapes to increase the
depth and texture. Another aspect of gelli printing is that the brayer
becomes a tool to create prints also. Gelli printing is no fail! All
students can create successful, professional looking prints that have
depth and meaning. This is really important to the development of
young adolescents as they are very concerned with their creative
expression looking the right way. Using techniques that offer many
possibilities coupled with the proper scaffolding and additional teacher
support create an environment for middle schoolers to thrive and feel
successful and accomplished. This keeps them engaged, not frustrated
and gives them the confidence to continue to create at higher levels.
Monoprint layer 1: Test Print Monoprint Layer 2 What else is significant in creating the backgrounds is that they are
doing so with their song choices in mind. This allows them to be
deliberate in their thinking and the materials and color they use. The
print is a way that they communicate. There is no such thing as a bad
print. My monoprint layer 1 test print was my least favorite print. By
adding a second layer, I was able to create more texture and depth
and it turned out to be one of my favorites. This is the value in
experimentation. Students will be able to make serendipitous
discoveries as well as push the material in innovative ways. Once they
start, they wont want to stop.
Students will hopefully have some knowledge about how to talk about
identity from other content areas that they can bring with them to the
art room. This will make them feel better as they work through ideas
on how to symbolize the songs of their life through the prints. Other
than that, all prior knowledge needed has been built into the
scaffolding of the lesson series and unit plan.
Monoprint layer 1:Test Print Monoprint Layer 2
Monoprint Layer 1 Monoprint Layer 2
12. Materials/Tools/Art supplies needed Prior knowledge students will need to effectively use materials