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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Daniel Higuera

School Elementary

Grades 3-5

UNIT TITLE Class Origins

Length of Class Period 45

Approximate Number of Students in Each 20-25


class

Beginning Date for this Unit

Ending Date for this Unit

Enduring Understandings (From ODE Standards)

Personal Choice and Vision: Students construct and solve problems of personal
relevance and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways.

Progress Points (from ODE standards)


The student will at the appropriate developmental level:

Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art
problems using appropriate tools, media and technologies.

Express personal responses to artistic works giving reasons for their interpretations and
preferences.

Provide and use feedback to improve and refine their artworks.

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)

B). Rationale (why is this lesson relevant?)


A) At this age, students should be familiar with essential arts and crafts. This includes
painting, drawing, gluing, pasting, and cutting out. They should have a good grasp on simple
shapes in 2-D and 3-D. At this point in their education, they should have had many
experiences with group activities/projects. I suspect that they will also have an established,
yet expanding, sense of family. I assume that they might not have a sense of how art is
integrated into, and affects, family life.
Starting the lesson, I will attend to ideas of art in relation to family. I will present new
perspectives that will challenge the students to expand their definitions of family. Doing this I
can help to create an open atmosphere in the classroom. This is key to the success of this
unit. The students must respect each others home lives. Doing this might help them question
their ideas, and accept other students.

B). Family is increasingly relevant to children, because family is a dynamic system that
constantly surrounds them. Home life can impact the opportunities that students have for
success, and It is an important factor in their academic careers. Students also already love
talking about their home life because it is something that they already understand. It could
really benefit them to learn the system of family deeply, and use its relational and social skills
to propel themselves to a future that ensures a better life than they would have in a situation
where they have less resources and a smaller network. Often times this is the case with
students in a single parent household, and/or students that are experience poverty. If we can
get these students to think about family differently then we might be able to help them in
creating reliable networks within their own communities. These networks would give them
access to more resources that could be used as tools for success. Through art they can think
creatively, explore critically, and express consciously their family experience. Through
research they can discover their truth. Through relating they can create a community unique
to them. Through reflecting they can plan out their personal goals. The art process
incorporates these steps, and it could help them to take ownership over their success in all
areas of life.

Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Exploring, and Expanding Family Through Art.
There are so many ways to define family, and thatll be great for discussion. There are also so
many different elements of art that speak to the topic of family; Both Fine Art, as well as
commercial art- in the form of television shows, cartoons, and animations- open up
discussions about this. Exposing the students to that art, and having them think critically in
how they interpret it is a very important part of this unit. Exploring this idea through art is just
as important. Students have to create and express something that reflects their sense of
family, as well as responds to how others view family. Hopefully expanding their ideas in
creative ways, such that it has a positive effect on their self-efficacy.

Essential Questions (provocative, engaging, critical)

What is Family?
Who decides what family is?
What are some examples of families?
Do all families look the same?
Can you have more than one family?

Possible Integration

Literature: Read books about families that also incorporate art into their stories.
Research Lineage
Science: Learn to read Pedigrees (Family Trees)
History: Examples of what families did, and looked like in the past

Description of the essential educational content of this unit

Lesson One

Title Kindred
Lesson I will introduce the lesson with a presentation that includes art discussing
Description families. Opening a dialogue, and creating a safe/brave space for the students.
I probably will share about my family here too.

Students will work independently on their own to research their own lineage,
and art work that relates to the topic of family. The students will share their
findings in small groups, and write important takeaways from group
discussions. These discussions are to guide them in creating symbols for their
projects.

The children will produce 3 art works.


1) Family Trees with original unique symbols
2) Self-portrait incorporating a symbol
3) Creating a Pedigree Portrait to tell a story about what they want

Explain how technology has been used in this unit

The students will often use their Ipads for projects in class

LESSON PLAN

Teacher Candidate Daniel Higuera

School Elementary

Grades 3-5

LESSON NUMBER 1

Lesson Title Kindred

Length of Class Period 45 minutes

Approximate Number of Students in Each class 20 minutes


Beginning Date for this Lesson

Ending Date for this Lesson

Content Statement Perceiving/Knowing (From ODE Standards)

5PE Provide examples of how we encounter art and artists in everyday life.

6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other
people).

Content Statement Producing/Performing (From ODE Standards)

2PR Experiment with art materials by using them in unexpected and creative ways to express
ideas and convey meaning

3PR Experiment with various ideas and visual art media to solve a problem that
addresses a contemporary social issue.

Content Statement Responding/Reflecting (From ODE Standards)


2RE Describe how personal experiences can influence artistic preferences.

3RE Recognize and describe the relationship of artworks to their social and

cultural contexts.

Performance-based Assessment Objectives

1. Students will talk about materials and experiment with different media to produce three
different art works that convey meaning through the use of unique and original
symbols.

1. Students will use different media to work through the issue of their contemporary
family experience, and personal goals.

Performance-based Assessment Strategies


(attach assessment documents if applicable)

1. I will visually assess students works to confirm they have attempted different media
experiments and successfully created three different pieces of art.

2. I will assess students oral responses and group discussions for whether they
demonstrate an understanding of the contemporary issue of the family, and how their
goals relate to addressing that issue

I will provide a rubric with these points in them for self-assessment, and teacher
feedback.
Academic Language

Vocabulary (define each)

Kin- Family relationship


Lineage- A line of descent
Pedigree- A list/table of your family history
Symbols- Markings that mean something else.

Additional Language Demands (specific communication task)

Students have to give a small group presentation on their research about lineage and art in
family life.

Accommodations for Special Populations


For students with increased frustrations in social settings, I will provide the option to work
alone or with a teacher aid. To avoid singling out the student with needs, I will offer this
option to everyone but I will stress
the importance of group work. I will be sure to offer whatever accommodations necessary for
my specific students, and will employ universal design principles to avoid singling out.
Additional time will be given for any students who need more time with processing and
collaboration
Adapted drawing utensils will be available for students with motor needs
Teacher aids will be present for students who need additional attention
Additional seating will be provided for students who cannot sit in stool

Art/Visual Culture Examples (list all artists, artwork or media used)

Daniel Higuera- Fait vs Destiny 2016, Mixed Media


Zhang Xiaogang- A Big Family
Pissarro Family Bliss
Ed Fairburn- The Milky Way, mixed media
Alyssa DaSilva- Lineage, Photography

Preparations

Materials/Resources for Teacher

Projector
Blackboard
Family Pedigree
Personal Art Work
Handouts
Power Point

Materials for Students


IPads
Water color paints
Acrylic paints
Colored pencils
Graphite
Pens
Ink
Markers
scissors
Notebook paper
11x14 Mixed media paper

Safety Procedures

The main safety procedure for this lesson will be oriented around the scissors, because they
are the most dangerous item on the materials list. I will tell the students not to run with the
scissors. I will also inform them how to hold and pick up the scissors, as well as what direction
they should cut. Although I should have toxic free martials for the kids, its important to keep
them away from the habit of putting things in their mouths. Another thing that should be
addressed is no stabbing. There should be no impaling of any kind with the class materials.

Learning Activity

Getting the Classroom Environment Ready


The classroom will be dived into 5 tables with 5 seats at each table. I have left some extra
seats just in case students transfer in the middle of the year, or switch classes. However, to
start off we will have 4 students per table. There will be a rug at the front of the class that I
want the students to sit at to start off the class. The rug will help with an open dialogue, and
it will help me quickly determine which kids can sit next to each other and which students
have a hard time sitting next to each other. The tables will encourage small group
discussions on the topic of art and the contemporary family. The seat assignments are
predetermined, but if I notice some challenges I will make some changes.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources

1 10 I will Great the students and they will come in on the rug at Projector
minutes the center of class.

1 15 I will introduce the New lesson on Family Lineage. I will Handout


minutes have to go through the list of vocabulary words on the Projector
handout. I will also share about my family and art here. Blackboard

Here I should share the lesson objectives.


1. Family Trees with original unique symbols
2. Self-portrait incorporating a symbol
3. Creating a Pedigree Portrait to tell a story about what
they want

I will write this on the blackboard just in case they forget.

1 15 During this time, they will draw a little family tree of their IPads
minutes immediate family, along with a small description in their journals
journals.

I will go around to make sure that they are on task and sure
1of what theyre doing.

1 5 I will give them a 1o minute warning for the end of class so Hand out
minutes that they can be prepared to clean up following the clean-up Blackboard
procedure.

I will also write down the homework on the blackboard here;


it will already be on the handout from earlier.

They have to look up an artist related to the topic of family,


and they have to research their own lineage
1 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks, and iPads, since the class session will
end soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them.

2 10 I will Great the students and they will come in on the rug at
minutes the center of class.

This is a good time for a quick refresher of the last class.


During this time, I will split them up into small groups.

2 10 The kids will discuss in small groups all of the research that
minuets they compiled, and take notes on things that they find
interesting about their family, or other peoples families.

2 10 I will move the kids back to their individual work. They will
minutes make symbols on the notes that they took, or on things they
found interesting in their research.

After they make the symbols I will tell them to add it to their
family tree from Day 1.

2 10 I will make my rounds to check on everyone.


minutes
At this point I will warn the students on the time.

They should be finished with their family tree by now.

2 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks, and iPads, since the class session will
end soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them.
3 10 I will Great the students and they will come in on the rug at
minutes the center of class. After this I will give them a quick review
of the previous day, and then send them off to work

3 15 They will take 15 minutes to make a self-portrait


minutes incorporating one of the symbols that they made.

3 15 The students will take 15 minutes to create a mixed media


minutes pedigree with a portrait on it.

I will give a 10-minute warning for the end of class

3 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks, and iPads, since the class session will
end soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them.

4 10 I will Great the students and they will come in on the rug at
minutes the center of class. After this I will give them a quick review
of the previous day.

Today will be a reflection day. So, Ill send the kids off to do
some journaling.

4 10 The students will spend about 10 minutes journaling. They


minutes should reflect on what they learned, and anything that they
find important.

4 10 I will put the students in small groups to share about their


minutes experience. They should take notes on each other, and
share those points with other students as they switch
groups.

4 10 I will lead an open class discussion on the topic, and share


minutes some of my insights. Its good to share the things that your
students teach you.
I will encourage other students to share in front of the entire
class.
Ill also pass out candy as a fun treat for accomplishing the
lesson objectives as a class.
4 5 I will give the final 5-minute warning urging the kids to put
minutes away their notebooks, and iPads, since the class session will
end soon.
After the kids are cleaned up. Ill line them up for their
teachers to come and get them
Clean-up Procedures (Room, Materials & Work Storage)

All materials should be put back in their rightful places. I will organize and label bins for all
materials. This will make it easy for the students to get themselves together and cleaned up.
We will always have a 10-minute warning time for clean-up. At 5 minutes, I will really
emphasize that the class is almost over and that they should have all their stuff away ready
for dismissal.

Closure, Review & Anticipation (whats next?)

Closing we will evaluate the art work of the students, and review the good things to take away
from this lesson.

Supplemental Activity

For students who finish early there will be paper for drawing whatever they want. They can
take this home, or add it to the family art gallery that I will set up in the room.
Lesson 1: Kindred

Technique/ Experimented: Problem Knowledge: Teacher


Execution: Did you take Solving: Do you feel feedback
Do you feel chances with Did you like you
like your different answer any learned
process was media? questions something
unique, about what new?
original, and Family in our
meaningful? current age?
Artwork 1 __ /5 __ /5 __ /5 __ /5

Artwork 2 __ / 5 __ /5 __ /5 __ /5

Artwork 3 __ /5 __ /5 __ /5 __ /5

Total: __ /15 __ /15 __ /15 __ /15 ___ /60

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