I Dream a World (lesson plan)

Azikiwe T. Chandler

EDEE 655 – Dr. Hunter-Doniger

Lesson Plan 1

May 29, 2013

I Dream a World

Grade 3: Art & ELA

I. Standards

·      SC Art Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.

·      SC Art Standard 2: The student will use composition and the elements and principles of design to communicate ideas.

·      SC Standard 5: The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others.

·      CCSS.ELA-Literacy.W.3.1: The student will write opinion pieces on topics or texts, supporting a point of view with reasons.

·      CCSS.ELA-Literacy.W.3.2: The student will write informative/explanatory texts to examine a topic and convey ideas and information clearly.

II. Resources and Materials

·      22” x 28” poster boards

·      Construction paper

·      Magazines

·      Cotton balls (and other glue-able objects)

·      fabric

·      Scissors

·      Glue

·      Markers

·      Crayons

·      Colored pencils

·      Internet connected computers

·      Color printer

III. Objectives

The students will be able to:

·      Identify and describe the materials, techniques, and processes used in a variety of artworks.

·      Use their own ideas in creating works of visual art.

·      Use and combine a variety of materials, techniques, and processes to create works of visual art.

·      Select and use various elements and principles of design to communicate his or her ideas and feelings in works of visual art.

·      Select and use the most effective materials, techniques, and processes to communicate their ideas, experiences, and stories through works of visual art.

·      Use art materials and tools in a safe and responsible manner.

·      Describe, both orally and in writing, the ways that their use of organizational principles and expressive features evoke the ideas they intended to convey in a work of visual art.

·      Identify purposes for the creation of works of visual art.

·      Describe, discuss, and evaluate the different qualities and characteristics of their own artwork and those of others, including works by South Carolina artists.

·      Introduce a topic and group related information together; include illustrations when useful to aid comprehension.

·      Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

·      Provide reasons they support the opinion.

·      Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

·      Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

·      Provide a concluding statement or section.

IV. Assessment

Formative: Teacher will evaluate student understanding throughout the lesson with questions like:

·      “What medium(s) & material(s) is this artist using?”

·      “What techniques & processes did the artist use to create this work of art?”

·      “What do you think he’s trying to convey?”

·      “What gives you that impression?” (“Materials? Placement? Relationships? Color combos?”)

Summative:

·      The teacher will evaluate students’ artwork checking for use of various elements and principles of design to communicate his or her ideas and feelings.

·      The teacher will evaluate students’ oral statements:

o   Describing, discussing, and evaluating the different qualities and characteristics of their own artwork and those of at least 2 of their classmates.

o   Identifying the purposes for the creation of their own works of visual art

·      The teacher will use a rubric to evaluate students’ written artist’s statement, checking for:

o   An introduction, stated opinion, and organizational structure that lists reasons.

o   A description of the combination of materials, techniques, and processes used to create the work of art.

o   A description of the ways that their use of organizational principles and expressive features evoke the ideas they intended to convey in their work of visual art.

o   Use of linking words and phrases (e.g., because, therefore, since, for example) to connect opinions and reasons.

o   Use of linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

o   A concluding statement or section.

V. Details of Instruction (70 minutes - 1.5 hours)

1.     Introduction (15 minutes):

a.     “What would your perfect world look like? What’s important to you?” Both tangible and intangible qualities will be written on the board.

b.     “Before we create our own art, let’s look at materials and techniques used by other artists from various cultures.” Teacher will present an assortment of works of art created by various cultures and in various mediums (e.g. collage, watercolor, crayon, digital collage, pastels, acrylic, etc.).

c.     “Think you can create your own piece of art bringing your ideal world to life?”

2.     Procedures (40 minutes – 1 hour):

a.     Each student takes time to create a personal list of essential components of his or her ideal world.

b.     Each student uses an assortment of materials to create a work of art communicating their dream for a better world.

c.     Once their works of art are complete, their works of art will be posted around the room, gallery style. Each student will view at least 2 of their classmates’ works of art, and orally offer their interpretation of one of them.

d.     Each student will then produce a written artist statement for their own work including:

                                               i.     An introduction, stated an opinion, organizational structure that lists reasons.

                                             ii.     A description of the combination of materials, techniques, and processes used to create the work of art.

                                            iii.     A description of the ways that their use of organizational principles and expressive features evoke the ideas they intended to convey in their work of visual art.

                                            iv.     Use of linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

                                              v.     Use of linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

                                            vi.     A concluding statement or section.

3.     Conclusion (15 minutes):

a.     Each student’s artist statement will be posted next to his or her work of art.

b.     The class will clean up.

c.     In small groups, the class will discuss how to make these dreams reality.

d.     The entire class will discuss how to make these dreams reality, starting with our class.

VI. Addressing Individual Differences

1.     Early finishers will be allowed to start a new art project of their own design or assist struggling students.

2.     Struggling students may be assisted by early finishers, or work on their projects after class.

3.     Students with limited hearing will be seated near the front of the class.

4.     English Language Learners should be able to participate with limited additional assistance, as this is mainly a visual project. However, the teacher will be sure to ask, “How might we illustrate (words being written on the board to describe their ideal world)?”

5.     Artists used during the introduction will represent a myriad of cultures