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MICHIGAN TEACHERS LESSON PLAN SYMMETRICAL SELF PORTRAITSNAME: Jaymie MillerSUBJECT: Visual Art 4-6 gradeSTATE STANDARD: ART .VA .II .4 .1 Synthesize the use of a variety of materials, techniques, and processes to problem solve in the creation of art . ART.VA.II.4.4 Analyze and reflect on the uses of subject matter, symbols, and ideas to express and communicate meaning in artwork . LEARNING OBJECTIVE(S): The student will learn about printing, symmetry, contour lines, and the human face. They will study other artist self-portraits and how they put meaning into their self-portraits with symbolism. ASSESSMENT/PERFORMANCE MEASURE: Students will be assessed by doing a performance assessment on their final piece of art. A self-performance assessment will be conducted by students-so students and teacher can reflect on the work produced and subject matter learned. Throughout the year students will also keep a digital portfolio (Google or Seesaw) of all their finished work to review progress. At the end of the year it can be used as a tool for self-assessment, self-reflection and personal development and growth. It can also be a platform used to invite feedback from teachers and peers. Using reflective questions at the end of class will be utilized for the students to sketch/write in journal to reflect on assignment.Performance Task List Assessment for Art WorkDid I put a vertical line down the middle of my face (the line of symmetry)? INCLUDEPICTURE "/var/folders/2f/9srm7gqs12z7lvy24f2gnklh0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/hibbard1996_exhibit3.gif" \* MERGEFORMATINET Did I measure out at least 15 reference points from the line of symmetry? INCLUDEPICTURE "/var/folders/2f/9srm7gqs12z7lvy24f2gnklh0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/hibbard1996_exhibit3.gif" \* MERGEFORMATINET Did I do a symmetrical background with symbols that represents me? INCLUDEPICTURE "/var/folders/2f/9srm7gqs12z7lvy24f2gnklh0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/hibbard1996_exhibit3.gif" \* MERGEFORMATINET Did I print my name on the bottom left corner? INCLUDEPICTURE "/var/folders/2f/9srm7gqs12z7lvy24f2gnklh0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/hibbard1996_exhibit3.gif" \* MERGEFORMATINET Color TheoryMATERIALS and SETTINGWhat materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?Materials: closeup photo of each student on 8.5 x 11 white paper, 9x12 white construction paper, paper cutter, glue stick, rulers, pencils, crayons and colored pencils, black paint stamperStudents are in stations at tables of 4 with an artwork cart of colored pencils, pencils, crayons. Let the students have the option of working individually, in groups or in pairs based on their preference but all students need to have finished project. (student collaboration)KEY VOCABULARY and ACADEMIC LANGUAGEWhat vocabulary terms must students know to understand the concept being taught?Symmetrical, parallel, proportional, features, symbolismFOCUS ACTIVITYWhat activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosityStart assignment on overhead connected to iPad to show symmetry using Procreate App to use vertical symmetry tool (anything you draw on one side will mirror the other side). Make a butterfly, vase, frog doing symmetry on iPad. Then with scrape paper have students fold paper in half-open paper back up and do some paint dots on only one side then shut paper in half then open up to see the other side is symmetrical. Show other artist self-portraits-Van Gogh, Frida Kahlo, Pablo Picasso, Andy Warhol etc. and how they put meaning in their self-portraits with symbols.CONNECTION TO PRIOR LEARNINGThis is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.Students will be reminded that one side should mirror the other, symbols have meaning, previous lessons have talked about good composition, start in pencil, use shading, make accurate measurements, and analyze other work to convey ideas and expressions.OBJECTIVE STATEMENT (be sure to include the performance measure)This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)The students will learn about how to draw a self-portrait by using symmetry and adding symbolism to their portraits. They will learn to use math and observations to understand where structures of the face lie. They will have performance-based assessments on the work they produce on how well they followed directions and how will they have used multiple measurements encompassing the symmetry line. The students will also complete a self-assessment on a reflection on how they feel they learned. In closing students will be asked questions orally on what is and is and isn’t symmetry. PURPOSE OF LEARNINGWhy do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives.Students need to learn about symmetrical objects and they will learn how symbolism is used to create more meaning to a piece of artwork. It is important we learn and symmetry because it is a big part of nature and understanding symbolism brings depth of knowledge.INSTRUCTIONAL STEPSInclude:Step by Step InstructionsKey PointsDirections to give(Teacher) Take students photo straight on without head tilted.Have students cut around their picture then looking at the nose cut the picture down the middle line of symmetry.Then have students glue their half heads onto the 9 x 12 white construction paper.Next using the ruler, have students pick a starting point (ex. Inside corner of eye) measure the distance to the line of symmetry ex. 1.25cm then measure out on the other side 1.25cm and put a dot for where the other inside of eye will start. Continue to measure other structures of the face and place dots for other reference points. Also measure out the whole perimeter of the half of the face with dots.Now the children are ready to connect the dots and well see the outline of their features and head.Add a symmetrical background with symbols, lines, shapes, and patterns that help describe themselvesChildren are now ready to add color to their pictures.Make sure students put their name on the bottom.LITERACY STRATEGIES USEDBe sure you include activities that support literacy; vocabulary, reading, listening, speaking and writing Read: Seeing SymmetryBy: Loreen Leedy.Read: What is Symmetry in NatureHave students draw/write in their sketchbooks journals about what they see in nature that is symmetric and what makes them special or facts about themselves (where they live, what they like to do, eat etc.).STUDENT USE OF TECHNOLOGYEven if you do not have enough technology devices for your students, you must include student use of technology as if you did have all the technology you need.Using the iPad for Procreate App symmetry tool at beginning of lesson. Use Symmetry Lab Basic App on iPad to draw symmetrical-kaleidoscope works of art.Watch YouTube videos on art symmetry.Use E portfolio to take images of portraits to store for future overview of development.6 QUESTIONS FOR UNDERSTANDING1 question per each level of Bloom’s TaxonomyIdentify the level of Bloom’sQuestions should increase in complexity as lesson progressesRemembering-What Artist did self-portraits.Understanding-Classify what symmetry is and how symbols can reflect different meanings.Applying- Choose features of the face to measure off points of reference.Analyzing- Examine how the different points marked can create correct placement of structures on the face.Evaluating- Compare your structures symmetry from one side to the next.Creating- Create a final piece of artwork that looks and reflects yourself. MODIFICATIONS/ACCOMMODATIONSCreate at least one modification/accommodation for a student with special needs, and one modification/accommodation for English language learnersSpecial needs learner modification-Use a whole picture of the student with a line down the middle. Have students trace the structures on one half first then the next have to show how they are mirror images. Have them add symbols around the portrait with stamps that are symmetrical.Accommodation for English language learners use lots of pictures of the symbols/with picture of what it is next to it with labels in both English and other language. Use peer modeling when in groups. Use the overhead board so the student can follow along visually. Let students do symbols of a history that reflective on their culture and understanding. RETEACH/EXTENSIONInclude different activities for struggling students and for students who already understand the materialReteach- Have a scrape paper box handy where they can practice doing black watercolor symmetry prints. Have students to butterflies, leaves, frogs, monsters, etc. until they understand symmetry. Extension- Have students build Legos/blocks with symmetry. CLOSURE: Review: How will you cement the learning that has taken place in this lesson? Connect to future learning: How will what students learned today help them in upcoming lessons?Reflective questions for journal/sketchbook writing. Ask students to observe things around the classroom, outside or at home that symmetry or symbols in their sketchbook. Future it will help with -teaching meanings of critical thinking problem solving, conveying ideas, using math, symbols design principles and history of artist. ................
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