a lesson plan to use in your classroom - Frist Center for the Visual Arts
a lesson plan to use in your classroom - Frist Center for the Visual Arts
a lesson plan to use in your classroom - Frist Center for the Visual Arts
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Teacher:Class:Course Unit:Lesson Title:1 Class PeriodTorn LandscapesTEAM Lesson Plan 2 nd GradeLESSONSummary of <strong>the</strong> task, challenge, <strong>in</strong>vestigation, career-related scenario,OVERVIEW problem, or community l<strong>in</strong>kSpace is <strong>the</strong> illusion of depth on a two-dimensional surface and <strong>in</strong>cludes a <strong>for</strong>eground, middleground, and background. In this <strong>lesson</strong>, students will choose <strong>the</strong>ir favorite season and depict aTennessee landscape us<strong>in</strong>g <strong>to</strong>rn construction paper. In <strong>the</strong>ir landscape students will depictspace by <strong>in</strong>clud<strong>in</strong>g a <strong>for</strong>eground, middle ground, and background.STANDARDS Identify what you want <strong>to</strong> teach. Reference State, Common Core, ACTCollege Read<strong>in</strong>ess Standards and/or State Competencies.Tennessee State Standards <strong>for</strong> Art1.1 Use <strong>to</strong>ols and media consistently <strong>in</strong> a safe and responsible manner.1.2 Demonstrate an understand<strong>in</strong>g of a variety of techniques.1.3 Explore a variety of processes.2.1 Identify, understand, and apply <strong>the</strong> elements of art.2.2 Identify, understand, and apply <strong>the</strong> pr<strong>in</strong>ciples of art.3.1 Select subject matter, symbols, and ideas <strong>for</strong> <strong>the</strong> student’s own art.5.1 Analyze <strong>the</strong> characteristics and merits of <strong>the</strong> student’s own work.5.2 Analyze <strong>the</strong> characteristics and merits of o<strong>the</strong>r’s work.6.1 Understand connections between visual art and o<strong>the</strong>r arts discipl<strong>in</strong>es.Common Core Connection <strong>for</strong> Integrated Subject-LanguageL.2.1. Demonstrate command of <strong>the</strong> conventions of standard English grammar and usage whenwrit<strong>in</strong>g or speak<strong>in</strong>g.L.2.5. Demonstrate understand<strong>in</strong>g of figurative language, word relationships and nuances <strong>in</strong>word mean<strong>in</strong>gs.OBJECTIVEClear, Specific, and Measurable – NOT ACTIVITIESStudent-friendly1. The student will identify <strong>for</strong>eground, middle ground, and background.2. The student will def<strong>in</strong>e space.3. The student will create a <strong>to</strong>rn construction paper landscape depict<strong>in</strong>g <strong>the</strong>ir favoriteseason. The landscape will conta<strong>in</strong> a <strong>for</strong>eground, middle ground, and background.4. Students will effectively attach construction paper <strong>to</strong> 6” x 8” white tag board us<strong>in</strong>g a gluestick.5. On <strong>the</strong> back of <strong>the</strong>ir 6” x 8” white tag board students will answer <strong>the</strong> follow<strong>in</strong>g questions:ASSESSMENT /EVALUATIONWhat is <strong>your</strong> favorite season?What elements <strong>in</strong> <strong>your</strong> piece will allow <strong>the</strong> viewer <strong>to</strong> recognize which season youchose?What activities do you enjoy dur<strong>in</strong>g this season?Students show evidence of proficiency through a variety ofassessments. Aligned with <strong>the</strong> Lesson ObjectiveFormative / SummativePer<strong>for</strong>mance-Based / RubricFormal / In<strong>for</strong>mal
In<strong>for</strong>mal Assessment- <strong>the</strong> teacher will walk around and moni<strong>to</strong>r student behavior <strong>to</strong>ensure <strong>the</strong> students are on task and work<strong>in</strong>g.Self-Assessment- students will score <strong>the</strong>ir work on a rubric.MATERIALSAligned with <strong>the</strong> Lesson ObjectiveRigorous & Relevant1. Construction paper3. Pencils2. Glue Sticks4. 6” x 8” White Tag Board5. Pictures of Tennessee landscapes <strong>in</strong>various seasons from magaz<strong>in</strong>es,newspapers, local pho<strong>to</strong>graphers, andtravel guides.ACTIVATING STRATEGYMotiva<strong>to</strong>r / HookAn Essential Question encourages students <strong>to</strong> put<strong>for</strong>th more ef<strong>for</strong>t when faced with complex, openended,challeng<strong>in</strong>g, mean<strong>in</strong>gful, and au<strong>the</strong>nticquestions.1. The teacher will ask students <strong>to</strong> name and describe <strong>the</strong>ir favorite season. Responseswill be written on <strong>the</strong> board until each of <strong>the</strong> four seasons is represented.2. The teacher will show visual examples of Tennessee landscapes <strong>in</strong> various seasonsus<strong>in</strong>g images from magaz<strong>in</strong>es, newspapers, travel guides, and local pho<strong>to</strong>graphers.INSTRUCTIONStep-By-Step Procedures – SequenceDiscover / Expla<strong>in</strong> – Direct InstructionModel<strong>in</strong>g Expectations – “I Do”Question<strong>in</strong>g / Encourages Higher Order Th<strong>in</strong>k<strong>in</strong>gGroup<strong>in</strong>g StrategiesDifferentiated Instructional Strategies <strong>to</strong> ProvideIntervention & Extension
1. See set.2. The teacher will <strong>in</strong>troduce <strong>the</strong> project with a pre-made example and state <strong>the</strong> objectives.3. The students will watch a teacher demonstration on <strong>the</strong> process of layer<strong>in</strong>g <strong>the</strong>construction paper <strong>to</strong> create <strong>the</strong>ir landscape. (Note: start at <strong>the</strong> <strong>to</strong>p of <strong>the</strong> page with <strong>the</strong>sky and work <strong>your</strong> way down <strong>to</strong> <strong>the</strong> bot<strong>to</strong>m of <strong>the</strong> page with <strong>the</strong> landscape).4. The teacher will give each student one piece of 6” x 8” white tag board. The teacher will<strong>in</strong>struct students <strong>to</strong> take a pencil from <strong>the</strong> supply station and return <strong>to</strong> <strong>the</strong>ir seats.5. Students will start by writ<strong>in</strong>g <strong>the</strong>ir name <strong>in</strong> <strong>the</strong> corner and pick<strong>in</strong>g <strong>the</strong>ir favorite season.On <strong>the</strong> back of <strong>the</strong> tag board students will answer <strong>the</strong> three questions listed <strong>in</strong> <strong>the</strong>objectives.6. The teacher will place various colors of construction paper on each table while <strong>the</strong>students are answer<strong>in</strong>g <strong>the</strong> questions.7. After students f<strong>in</strong>ish answer<strong>in</strong>g <strong>the</strong> questions <strong>the</strong>y will tear <strong>the</strong> construction paper andlayout <strong>the</strong>ir design be<strong>for</strong>e receiv<strong>in</strong>g glue sticks.8. Once <strong>the</strong> teacher has approved <strong>the</strong> layout and given feedback, <strong>the</strong> students will receivea glue stick and beg<strong>in</strong> attach<strong>in</strong>g <strong>to</strong>rn construction paper <strong>to</strong> <strong>the</strong> tag board. The teacherwill rem<strong>in</strong>d students <strong>to</strong> work from <strong>the</strong> <strong>to</strong>p down when glu<strong>in</strong>g.9. Cleanup will occur dur<strong>in</strong>g <strong>the</strong> last 10 m<strong>in</strong>utes of class. Students are responsible <strong>for</strong>recycl<strong>in</strong>g scraps and return<strong>in</strong>g materials <strong>to</strong> <strong>the</strong> supply station.ALTERNATE/EXTRA ACTIVITIESStudents can <strong>use</strong> tissue paper <strong>in</strong>stead of construction paper.CLOSUREReflection / Wrap-UpSummariz<strong>in</strong>g, Rem<strong>in</strong>d<strong>in</strong>g, Reflect<strong>in</strong>g, Restat<strong>in</strong>g, Connect<strong>in</strong>g1. The students will def<strong>in</strong>e space.2. The students will identify <strong>for</strong>eground, middle ground, and background with<strong>in</strong> <strong>the</strong>ir work.CROSS-CURRICULAR CONNECTIONS1. Language2. Geography3. Writ<strong>in</strong>gExtended Learn<strong>in</strong>g
Book:Owl Moon by Jane Yolen.Onl<strong>in</strong>e Enrichment: The Artist’s Toolkit Space:http://www.artsconnected.org/<strong>to</strong>olkit/encyc_spacetypes.html <strong>Arts</strong>connected Examples of Space <strong>in</strong> Art: http://www.artsconnected.org/resource/list#query=<strong>for</strong>eground&f_InstitutionTitle=All%20Institutions&d_InstructionalMethod=All&d_Grade=All&w_HasThumbnailMedia=on&w_DisplayResourceType=All&w_Culture=All&w_DisplayCrea<strong>to</strong>r=&f_avDisplayCrea<strong>to</strong>r=&combosort=relevance_desc&sortby=relevance&order=desc&perpage=20&category=work&spell<strong>in</strong>g=trueAdditional Activities: K<strong>in</strong>derArt Landscape Resist:http://www.k<strong>in</strong>derart.com/pa<strong>in</strong>t<strong>in</strong>g/landscaperesist.shtml Albright-Knox Art Gallery:http://www.albrightknox.org/education/<strong>lesson</strong>-<strong>plan</strong>s/<strong>lesson</strong>:a-wall-<strong>in</strong>-<strong>the</strong>-middleground/For additional <strong>lesson</strong> <strong>plan</strong>s and activities, visit us onl<strong>in</strong>e at www.fristkids.org.This <strong>lesson</strong> <strong>plan</strong> was created by an art education student <strong>in</strong> <strong>the</strong> <strong>Frist</strong> <strong>Center</strong> <strong>for</strong> <strong>the</strong> <strong>Visual</strong> <strong>Arts</strong>’ Teach<strong>in</strong>g Assistantprogram under <strong>the</strong> guidance of education department staff and/or a men<strong>to</strong>r teacher.The Teach<strong>in</strong>g Assistant program is designed <strong>to</strong> <strong>in</strong>troduce participants <strong>to</strong> m<strong>use</strong>um education by provid<strong>in</strong>g uniqueteach<strong>in</strong>g experiences <strong>in</strong> an <strong>in</strong><strong>for</strong>mal learn<strong>in</strong>g environment. For more <strong>in</strong><strong>for</strong>mation about this program or o<strong>the</strong>reducational opportunities offered by <strong>the</strong> <strong>Frist</strong> <strong>Center</strong>, please visit our website at www.fristcenter.org.