MDCPS Standards and Curriculum: Lesson Plan 1

LINK: MDCPS Standards and Curriculum


LESSON PLANS
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Group 1 

Visual Arts

Lesson plan for Collage

Emily Gossett, Claudia Delorenzo, Millie Chokshi, Luke Didriksen

Components:

• Personal development
• Studio Skills
• Cultural and historical context

Objectives:

• Works cooperatively in classroom setting.  
• Practices craftsmanship when producing works of art
• Draws upon real life and imagination as sources for subjects and themes in own artwork
• Creates the illusion of space through the use of overlapping, size, and placement of objects on the page
• Creates art through experimentation
• Compares the use of similar themes in the art of different cultures (examples may include but are not limited to: love, war, heroes, rituals)

Competency:

• Through the critique process, the student uses analytical vocabulary in verbal and written form to categorize various themes used by different cultures.
• The student will select their best piece of work per grading period to establish a portfolio
• The student can show respect for fellow classmates and their work through cooperative interaction
• The student can demonstrate independence in self-expression through increased experimentation of techniques and materials

Assessment (Rubric)

• Use at least 10 pictures
• Be sure to fill up the board with images.
• Give a title for your work
• Give an explanation for the image that you have created
• Work as a team when creating the collage
• Present your piece to the rest of the class

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Group 2

Lexi Fioto, Remi Petit, Brooke Jaffe

Visual Arts

Kindergarten

Components:

Aesthetic and Critical Inquiry

Objectives:

1. Identifies kinds of lines (examples may include, but are not limited to: thick, thin, straight, curved) in art and in the environment.
2. Identifies basic shapes: circle, square, triangle, oval, rectangle and free forms. 
3. Identifies textures (examples may include, but are not limited to: rough, smooth, soft) in art and in the environment.
4. Recognizes the primary and secondary colors. 
5. Identifies patterns in art and in the environment. 
6. Develops a beginning descriptive vocabulary (examples may include, but are not limited to: quiet, excited, busy, happy) to respond to visual qualities in art and in the environment.
7. Shares own art with classmates and the art teacher and engages in dialogue about the visual qualities observed.
8. Interprets personal ideas, feelings, and experiences. 
9. Describes how certain works of art communicate information or emotion. 
10. Discusses the difference between an original painting and a reproduction.
    
    Competency:

1. Through the critique process, the student can identify the elements of art and principles of design.
2. Through the critique process, the student can express feelings about works of art. 
3. Through the critique process, the student can understand that works of art can be rendered realistically, symbolically, or abstractly. 
4. The student knows the difference between an original work of art and a reproduction.
   
   Lesson Plan:
   
   We will make small groups for the students to go outside and find materials for them to create a sculpture of anything they desire.
   
   Assessment:

When we come back inside and they finish, we will discuss the colors, shapes, lines, textures, and patterns of the materials that they collected. After they build their structures, we will discuss why they made what they did, have them describe their structure, explain how they made what they did, and how it made them feel. We will also discuss how each group has a different work of art created, which means it is an original work of art. We will discuss how if one group would have copied the other, that it would be a reproduction. We will give the students stickers for their grades if they complete the activity as a “grade” since they are so young. 

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Group 3

 Kathleen Weetman, Kyle Riegler, Corey Gaynor, Kai-Leon Herbert, John Campbell

Visual arts:   

Kindergarten Lesson Plan

 

The objective of this lesson plan is to educate students on different shapes and colors. To begin the class, the teacher will show students different colors and different shapes. This can be done through shapes found in common everyday objects that the students interact with. For example, the teacher may show the students a tennis ball and teach them that it is a yellow circle. This action will be repeated with other common objects.

 

To measure the competency of the students the teacher will now ask the students to draw. After all the students receive blank paper and a pack of crayons the teacher will begin. The teacher can use some of the same examples that they used earlier in the lesson as well as introduce new examples. This will allow the teacher to measure what the students learned from the lesson as well as what knowledge they have to apply the lesson to their daily lives. 

 

If the student correctly completes the exercise, drawing the correct shape with the correct color they will be credited with full points (A). If the student correctly draws the shapes and colors of the examples used the in the lesson the student will receive a B. If the student does not correctly draw the examples from class and fails to identify any outside examples the student will receive a C. 

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 Group 4

Valery Ferrante, Sydney Frankel, Katie Kean, Faith Markey, and Noah Singer

Visual Arts

Lesson Plan for Making a Collage Grade 1

Component: Studio Skills 

Objective: Combines shapes by cutting and pasting to make a collage and/or to construct three-dimensionally.

Competencies: The student can produce a minimum of twelve works of original art through the manipulation of a variety of media, and the student can develop fine and gross motor skills. 

Activity: The students will have a large piece of paper and work in teams to cut and paste images onto the paper to create a collage. They will be provided with magazines, a glue stick, and scissors to pick, cut out, and attach the different components of the collage. Throughout the collage unit students will complete a total of 12 different collages that reflect different themes they will decide on as a class to incorporate a student centered learning environment. 

Assessment: Students must be able to fill up the entire page, use a variety of shapes and images, work cohesively with their group members, and be able to explain the meaning behind their work. Students must complete all 12 required collages by the end of the unit to receive full credit.

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Group 5

Julie Kim, Kaici Aloupis, Gregory Roussea, Jake Teplitzky

Lesson Plan Title: Drawing Climatic Ecosystems

Visual Arts

Content Area: Life Science

Grade: 4

Objectives: students will be able to draw a picture that includes the living organisms, structural adaptations, and climatic region.  

Orally describe the relationships among living things in a chosen climatic region.
Orally defend why some structural adaptations are necessary to sustain organism livelihood. 

Standards: 

SC.G.1.2.2 Give examples of how living things compete in a climatic region with other living things and how structural adaptations make them fit for an environment. 

Materials: 

Plain printer paper, colored markers/pencils/crayons, research database (online, encyclopedia, textbook)  

Activity Description: In groups of 3-4, students will decide on a climatic region to draw on a printer paper. The students will be given drawing materials (i.e. colored pencils, crayons, markers, etc.) The students will work together to research what living organisms inhabit their chosen climatic region. These living organisms will include both plants and animals. The students will also need to include typical structural adaptations in their drawing that help the organisms sustain life. The students will work together to draw their environment’s ecosystem and include the typical organisms (both plants and animals) inhabiting the region. In their groups, the students will present to the class their drawing and explain what the included. Additionally, students will explain the existing relationships between drawn organisms and their chosen ecosystem. The students will describe to the class how an organism’s behavior is influenced by and reliant on the nature of the environment. 

Assessment: Students will have satisfied the objectives if they have a drawing that includes living organisms and environmental structures that denote their chosen ecosystem. Students will receive full credit if they are able to orally describe their ecosystem drawing, their selected organisms, included structures and relationships between the organisms and the structural adaptations. 

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Group 6

Blaire Bowers, Maggie Reich, DJ Ivey, Waynmon Steed, Delone Scaife 

Visual Arts

Lesson Plan—collage for first graders  

Component: Personal Development  

Objective:  Works well with others  

Competency: The student can demonstrate an attitude of respect for materials, tools, facilities, and peers by following classroom rules and procedures. The student can show respect for fellow classmates and their work through cooperative interaction. 

Materials:  

• Magazines  
• Glue 
• Cardboard  
• Marker  

Plan:  

1. Assign groups  

2. Assign jobs “the gluer, the ripper, the leader”  

3. Allow 20 minutes to make the collage  

4. Once done present to the class  

Assessment 

• Working together  

• Did everyone do their job?  
• Did everyone participate?  
• Did everyone equally contribute?  
• Was there any fighting?  
• Did everyone cooperate in an appropriate manner? 

• Did everyone clean up? 

• The collage itself  

• Did they have a title? 
• Did they actually put time and effort into it?  
• Did they use the space they were given?  

• Was it creative?  
• Was there some kind of theme or were pictures just randomly placed on? 
• Did everyone put back the materials neatly?  

• The presentation  

• Did everyone share?  

• Did they use their imagination and creativity? 
• Did they make connections between their collage and their theme?  
• Did they allow their other group members to talk?  

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Group 7

TAL 324 Lesson Outline:

Jessica Maristany, Francis Marty, Sonny Qadir

Visual Arts

Installation Art for 6^th graders

Component: Aesthetic & Critical Inquiry

Objectives:

3. Evaluates how color, shape, space, line and texture affects the meanings of artworks

5. Demonstrates an ability to critically analyze the aesthetic qualities of tow and three-dimensional works of art

6. Applies the critique process of description, analysis, interpretation, and judgement both orally and in written form

Competency:

B: Through the critique process, the student can use analytical vocabulary in verbal and written form to examine the application of the elements of art and the principles of design in artworks of importance and significance.

Component: Studio skills

Objectives:

2. Draws from observation, imagination, memory

7. Practices craftsmanship when producing works of art

8. Explores depth in three-dimensional works of art

Lesson Plan:

Students were made aware that during this class period we will be going outside and to wear sneakers and long pants.  

Students have prior knowledge about installation art from prior classes and today will be implementing their knowledge hands on.

Instruct students that today they will be split into groups and will go outside to collect items that appeals to them.

Instruct students to leave all belongings in the classroom

Take students outside to the playground/garden for 10 minutes and have them collect items

Once back in classroom have each group begin forming their work of art for 15 minutes

Group Assessment:

Present your work of art as a group to the class, what does it mean? Why did you choose those items? What is the name of your art piece? What message would you like your audience to receive from your art?

Individual Homework/Written Assessment:

Each student must explain what did they learn from doing this activity. Explain how the group worked together? Were there any issues? Did you enjoy working with the people in your group? If not, why? Explain why you chose the items that you did prior to building the art piece? Remember to mention the different textures, lines, colors, and shapes of your items.

Rubric:

A)

- Answers all questions thoroughly.

- Uses proper artistic vocabulary

- Worked well with group members

B)

- Did not answers questions thoroughly

- Uses intermediate vocab

- Did not speak during presentation

C)

- Did not answer all questions

- Poor vocab

- Minimal participation in group

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Ambur Clark, Colissa Alford, Taylor Shell

  GRADE K 

  Volume III - Page 367   

VISUAL ARTS EDUCATION   

COMPONENT  III:  Studio Skills  

OBJECTIVES:  

1. Interprets personal ideas, feelings and experiences through visual form.  

             COMPETENCY   

A. The student can produce a minimum of twelve works of original art through the:  

1. manipulation of a variety of media (VA.A.1.1.2) 

 2. use of line, color, texture, shapes, and space (VA.A.1.1.3) (VA.B.1.1.4)  

3. interpretation of personal ideas (VA.1.1.1) (VA.B.1.1.2)  

             Activity:   
                Create a drawing that expresses your ideas and feelings 

Assessment: 

Participation(heavy involvement during the activity increases probability of higher grade)