Lesson Plan - Brooke Stanke's Art Education Portfolio



Lesson Plan Title: Art Around the World Length: 5 Class Periods

|Course Name |Art |Grade Level |3rd Grade |

|Enduring Understanding (s): |Prepared Graduate Competency (ies): |

|(Statements summarizing important idea(s) and core process(es) that are central to an art topic and have |(List, in bullet form, which Prepared Graduate Level Competency [ies] will be addressed in this lesson as it|

|lasting value beyond the classroom. They synthesize what students should understand—not just know or do—as a|[they] relate [s] to the enduring understanding [s].) |

|result of studying a particular area of art. Moreover, they articulate what students should “revisit” over | |

|the course of their lifetimes in relationship to art. These statements link two or more concepts.) | |

| | |

|Students should understand that other cultures around the world, and not just their own state and country, |Develop and build appropriate mastery in art-making skills using traditional and new technologies and an |

|made art in the past but are still making artworks today for specific purposes. |understanding of the characteristics and expressive features of art and design |

| |Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about |

|Students should understand that other country’s past and present artistic styles can be used to inform, |art and design through and expanded use of media and technologies. |

|inspire, and alter their own artistic style, artworks, and viewpoints about the visual arts. |Transfer the value of visual arts to lifelong learning and the human experience |

| |Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, |

| |and cultural contexts |

| |Identify, compare and justify that the visual arts are a way to acknowledge, exhibit, and learn about the |

| |diversity of peoples, cultures and ideas |

| |Use specific criteria to discuss and evaluate works of art |

| |Critique personal work and the work of others with informed criteria |

| |Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and |

| |analyzing visual information |

|Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable) |

|(Aligned to: Bloom’s-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Bloom’s: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy, and/or Technology) |

|1. Students will be able to create a small pinch pot out of clay and painted watercolor designs, using the style of vessels made by the Anasazi people of Mesa Verde. |

|(Creating/Applying: Create – Use basic media to express ideas through the art making process.) |

|2. Students will be able to create a Japanese style fish print using either a real or rubber fish. |

|(Creating: Create - Use basic media to express ideas through the art making process.) |

|3. Students will be able to create a small dot painting using the style and concepts of the Australian Aboriginal style dot paintings. |

|(Creating/Applying: Create - Use basic media to express ideas through the art making process.) |

|4. Students will be able to create a personal symbol stamp using the concept and style of the stamps used in China. |

|(Creating/Applying: Create - Use basic media to express ideas through the art making process.) |

|5. Students will be able to create a small 3-D totem pole using the artistic style of the totem poles created by the Maori people of New Zealand. |

|(Creating/Applying: Create - Use basic media to express ideas through the art making process.) |

|6. Students will be able to create an original final work that utilizes and employs at least two of the five techniques that they experimented with in a new way that is interesting and applicable to them. |

|(Applying: Transfer – Historical and cultural ideas are evident in works of art.) |

|7. Students will be able to explain and defend to the class, or write, how they used at least two of the cultural artistic styles within their own artwork successfully, what techniques or concepts they would like to |

|utilize in future artworks, and what they learned from the experience of making other culture’s artworks. |

|(Understanding/Evaluating: Reflect – Artists, viewers, and patrons use the language of art to respond to their own art and the art of others. Literacy) |

|Pre-Assessment: (Hint-Turn objectives into questions.) |

|(This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/objectives of the lesson. Be specific in |

|describing what you would recognize as proficient skill/knowledge. |

| |

|1. Can students create a small pinch pot out of clay and painted watercolor designs, using the style of vessels made by the Anasazi people of Mesa Verde? |

|2. Can students create a Japanese style fish print using either a real or rubber fish? |

|3. Can students create a small dot painting using the style and concepts of the Australian Aboriginal style dot paintings? |

|4. Can students create a personal symbol stamp using the concept and style of the stamps used in China? |

|5. Can students create a small 3-D totem pole using the artistic style of the totem poles created by the Maori people of New Zealand? |

|6. Can students create an original final work that utilizes and employs at least two of the five techniques that they experimented with in a new way that is interesting and applicable to them? |

|7. Can students explain and defend to the class, or write, how they used at least two of the cultural artistic styles within their own artwork successfully, what techniques or concepts they would like to utilize in |

|future artworks, and what they learned from the experience of making other culture’s artworks? |

| |

|I know that students have not created many of the artistic cultures because most of the students hadn’t even heard of the cultures when we mentioned them the week before. It was a good concept to introduce though |

|because most of them do know where in the world we are talking about because of what they are learning in their geography classes. They could at least recognize the world map and many can name the countries. I also |

|knew they were ready for stations and more individual work because they were good with printmaking stations and had a little practice with that with the previous project. I also am giving them the option of presenting|

|their work or writing it because some are very good at writing and expressing their knowledge and some are not, and it doesn’t show their understanding. |

|Accommodations and modifications: |

|(Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need |

|growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives. The curriculum does not change; |

|access, process and product are reconsidered. NOT about doing more or less.) |

| |

|Students that are struggling may ask a student that is done or moving fast to help them with the stations that they will be using. This will encourage collaboration as well. They also will be encouraged to at least |

|try the activities at each station and to do the best and as much as they can, but they won’t be rushed into finishing them. If students are unable to complete the final assignment I will encourage them to just |

|thoroughly finish one of their pieces from the stations to their liking. Students that need more of challenge I will question to see if they can really apply what they did in the stations in a different way in their |

|own artwork. I will push them to alter the stations to fit their personal artistic style and likings. I may also ask them what their personal family culture is and if they could potentially incorporate another |

|countries artistic style if they are aware of some to make it even more personal. |

|Vocabulary/Literacy Integration: |

|(List terms specific to the topic and describe how literacy is integrated into the lesson.) |

|Aboriginal, “dream time,” pinch pots, Mesa Verde, Anasazi, Maori people, totem poles, vessel |

|Materials: |

|(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.) |

|Pinch Pots: clay, watercolors, oven to bake clay in |

|Fish Prints: rubber fish, two real fish with scales, printing ink, ink rollers, ink trays (plexiglass) to roll ink on, paper to print on |

|Dot Paintings: tempera paint, paper plate palettes, colored paper, q-tips, hand-outs on Aboriginal dot designs |

|Personal Symbol Stamps: foam paper, a plastic base, glue, scissors |

|Totem Poles: paper towel role, paper, tape, paint |

|Resources: |

|(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher |

|to support/develop the lesson.) List all resources in a bulleted format.) |

|(images of dot paintings) |

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|(images of fish prints) |

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|(images of totem poles) |

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|(images of chinese name stamps) |

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|Preparation: |

|(What do you need to prepare for this experience? List steps of preparation in a bulleted format.) |

|Create all powerpoints and print resource images and notes for student stations. |

|Practice making all the stations and prepare started examples. |

|Collect all materials needed for the stations and organize them before the students come to class. |

|Prepare area to store 3-D materials. |

|Safety: |

|(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.) |

| |

|Students will be reminded to respect all materials if they want the privilege of using stations. They will appropriately and cleaning use paint and ink, and they will be mature with the fishes. They will keep them |

|flat on the tables for printing only. They also will be reminded to transition quietly and safely in between station and to clean up their own messes. |

|Action to motivate/anticipatory set: |

|(Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific |

|about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: |

|presenting a skit, telling a story, posing a series of questions, role-playing, etc. |

|In the PowerPoint presentation I will make a big deal about how they are going on a “trip” around the world and how they will be art explorers for the next couple of weeks! I will show them a map of the united states |

|and stars on countries where we will be going. I will ask if anyone knows the countries that are starred. Then during the PowerPoint I will ask if any of them have traveled and see art around the world. I will ask why|

|they think it is important and interesting to study other culture’s artworks, and the continue showing them the rest of the images on the PowerPoint. |

|Ideation/Inquiry: |

|(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry |

|questions and processes you will engage students in to help them develop ideas and plans for their artwork.) |

|Where else have you seen art in the world? Where have you traveled? Was it interesting and inspiring to experience a different culture? How so? Why is it important we learn about other countries and their artistic |

|culture? Can you make any connections between these historical images and any present day or other artworks you have seen before? How can you incorporate other artistic styles into your own artwork? How can your own |

|personal cultures inspire and inform your artwork? |

| |

|Students will be asked many of these questions during the beginning PowerPoint and also during their process of making art the various stations. I will challenge them with each station to put their own individual |

|flare on the assignments and to apply the styles they see to make something original. They will also be questioned individually and as small groups as I walk around observing each station. They may just be questions |

|for them to just think about or to actually answer. Also at the end they will be questioned with their final works they create. They have the choice to reflection on the inquiries verbally or in written form. They |

|will explain their ideation process at the end and how they applied all of the existing culture’s ideas and works to their own. |

|Procedures: (Align with instructional methodologies and approximate times for instruction.) |

|Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.) |

|Day 1: |

|1.) Exposition/Lecture:15 mins: Students will observe the PowerPoint created to introduce them to the lesson, Art Around the World. (See the PowerPoint images at the end of the lesson) The PowerPoint will show an |

|overview of all the small stations they will complete during this lesson. It will show which countries they will “travel to” during this unit. |

| |

|2.) At the end of the PowerPoint it goes into detail on the people of Mesa Verde and the vessels they made. The students will make vessels inspired by these works at the end of class. They will be told that the |

|designs will be painted on later during another class time but the form they will make in class today. They will be reminded after the PowerPoint that a vessel actually holds something so they have to make a form that|

|can actually hold something specific. They can be thinking about what they want their vessel to hold as they make their pinch pot. |

| |

|3.) Demonstration: 5 minutes: After students have been introduced to the Mesa Verde style vessels on the PowerPoint they will be shown a demonstration on how to make a pinch pot. They will be shown how, with the type |

|of clay they will be given, they have to roll the clay into a ball and warm it up in their hands. Once they roll it into a ball they begin pinching with their thumb into the center of their ball and rotating it in |

|their hands to create the hollow part of the pot. They will be told that they cannot make it too thin or too thick and it should be about the thickness of their pinky. They will each be given a small disk shape of |

|terra cotta colored clay. |

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|4.) Skills: 30 mins: Each student will make a pinch pot and then put it on a tray to be baked later. |

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|5.) The pinch pots will need to be baked for 18 minutes at 275 degrees at the end of the day. The cafeteria will do the baking for us. |

|Day 2: |

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|1.) 1 minute: I will ask students to come in a take a seat, and to please not touch the materials that are on their desks. They will be asked to put their hands in their laps so as not to tempt them to touch the |

|materials. |

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|2.) 1 minute: Once all students are sitting I will ask them to tell me what they did last class period. I will call on a student to remind me of what they did and what they learned. |

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|3.) 2 minutes: I will then explain that today we will be moving fast and making a lot of artwork so I will need their attention the whole class time if they want to get to everything that we have planned for them. I |

|will explain that we have four stations set up. Two stations will be for fish printing and the other two will be for aboriginal dot paintings. |

| |

|Fish Printing Stations (2): Both fish stations will have two or three rubber fish and one or two real fishes. There will be a stack of 8.5in x 11in white papers for the students to print on. There will also be black |

|or blue colored ink available for them to use as well as ink rollers and Plexiglas pieces for them to spread the ink on. The table will also be covered with paper to make clean up easier. |

|Aboriginal Dot Painting Stations (2): Both dot stations will have printed images of aboriginal dot designs for students to observe and utilize for ideas if they wish. There will also be pencils to draw their design |

|onto their paper if they want to. There will be a bowl full of q-tips for them to create their painted dots with as well. There will be colored sheets of paper cut into sizes around 6in x 6in. The paper will not be |

|much bigger than that because the dots paintings are time consuming. |

| |

|5.) Demonstration: 5 minutes: I will have the students quietly follow me to a fish printing station first. I will explain that this art form started in Japan in the 1800s because fisherman needed a way to record how |

|big their fish were that they caught, and it then became an artform. They used to use rice paper and ink right on their boats! Now the art form is used around the world in artwork and to record fisherman’s catches. I |

|will show them how to carefully take the ink out of the ink jars with rubber gloves on and with a popsicle stick. I will also tell them I will pick two people at each printing station to be an “inkmaster.” Those |

|students will be the only ones allowed to get the ink out of the jars for themselves and the other students at the stations. I will grab a sheet of paper with clean hands and write my name on the back with a pencil. I|

|will then show them how to evenly roll out the ink on the plexiglass and then how to roll the ink onto the rubber fish and onto the real fish. I will make a print with the real fish and with the rubber fish to show |

|them how it looks. I will encourage them to help each other out at this station. |

| |

|6.) Demonstration: 5 minutes: I will then have the students follow me to the Australian Aboriginal dot painting station. I will present the packet of pictures and notes I have about the dot paintings. (see end of |

|lesson plan) |

|Then I will show them how they must pick one small sheet of paper to create their painting on, and how they put their name on it first. They can draw their design on if they want if they spend less than five minutes |

|drawing it! Then they will get to paint it with dots. I will show them how they can take the cotton off of one end of the q-tip to make a smaller dot but also how they can use the cotton end to make a good dot as |

|well. The will be encouraged to use colors that will stand out on the colored paper that they choose. I will tell them that it is okay if they don’t finish because we can finish them later. |

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|7.) Skills/Collaboration:Then I will have everyone go back to their seats and based on where they are sitting is where I will send them for their station. Each group will work at their station for about ten minutes |

|each. There will be about three minutes of transition time in between the stations where they need to organize and clean their station. |

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|8.) (10mins) Near the end I will pick four students who have been on task to be chaos control and they will help clean certain things for me. I will ask each student to put their work with their name on it on the |

|drying rack and when their area is clean to line up. |

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|Day 3: |

|1.) Students will participate in the following stations. |

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|Skills: 15 mins: Totem Pole Stations: Students will create a personal totem pole that is made with a paper towel role, paper, tape, and paint. They will be shown how they can wad up paper and tape it with masking tape|

|to create forms on their paper towel role. I will also show them how they can paint their whole pole one color or with simple designs like the Maoris did with few colors. I will show them images of totem poles that |

|they created of animals and humans that are altered for a specific reason. They will get to alter their own humans and animals on their totem poles. |

| |

|Skills: 15 mins: Personal Symbol Stamp Stations: I will show them images of Chinese stamps that were used in the past and are still used today. I will explain how often times they say someone’s name, so they will get |

|to make a symbol that represents themselves. They will draw a symbol on a piece of foam paper and then they will cut it out and glue it onto a base. They will get to print with them the following class. |

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|2.) Students will follow the same structure for rotations and clean up as before. |

|Day 4: |

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|1.) Students will finish their projects from the other days. Each of them will need to turn in a completed painted Mesa Verde vessel, a finished dot painting, a finished fish print, a finished totem pole, and a |

|finished personal stamp symbol that they will actually stamp with. |

| |

|2.) Demonstration/Discussion: We will look at some images of Mesa Verde pottery again, and also pass out printed images of the patterns and designs that the Anasazi used on their vessels for the students to review. |

|They will paint their own design on their pinch pots with watercolors. They can use a color other than black but they will be required to only use one or two colors on their vessel so they can show the Anasazi style |

|more. |

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|3.) They will also need to make sure that they have their name and class code on each of their works that they will turn in. |

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|4.) Skills: The stations will be set up around the room in case students need to use them to finish their works. |

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|5.) If students finish all of their work, I will explain their next project. Students will create a final work that incorporates at least two of the techniques they learned or created at the various stations. They |

|will be instructed to use the techniques from around the world to create a final work but they must create something that they are interested in and a design that is unique to them. |

| |

|6.) If they want to make something 3-D they can add to what they already made or utilize a part of what they already created, but they wont be able to make another clay pinch pot for example. |

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|7.) They will be given examples such as creating a painting using their personal stamp symbol they created and utilizing the dot style of painting. They could also add onto their printed images of their fish to make |

|they more interesting or they could add dot painting or stamps in the background. They could also add onto their totem pole to make it even more interesting and personal to them. They will only be given about one |

|class to make this so they will be encouraged to work hard to finish it. They will be told that we want them to create something original that is unique to them that utilizes other new styles they learned. They can |

|apply what they learned to create something new. |

| |

|8.) Skills: Students will have work time for the rest of the class. |

|Day 5: |

|Discussion/Critique: Students will have work time to finish their final works. As they finish, or as they are working and ready to present, we will have students presenting. We will do two or three every ten minutes |

|or so, or we may do more if more are finished. If they finish they also could fill out the questions instead of presenting them. We will try and finish all of the works, but may need to do more presentations next into|

|the next class. |

| |

|Student reflective/inquiry activity: |

|(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. |

|How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to |

|objectives, standards and grade level expectations of the lesson.) |

|If students finish all of their work, I will explain their next project. Students will create a final work that incorporates at least two of the techniques they learned or created at the various stations. They will be|

|instructed to use the techniques from around the world to create a final work but they must create something that they are interested in and a design that is unique to them. If they want to make something 3-D they can|

|add to what they already made or utilize a part of what they already created, but they wont be able to make another clay pinch pot for example. They will be given examples such as creating a painting using their |

|personal stamp symbol they created and utilizing the dot style of painting. They could also add onto their printed images of their fish to make they more interesting or they could add dot painting or stamps in the |

|background. They could also add onto their totem pole to make it even more interesting and personal to them. They will only be given about one class to make this so they will be encouraged to work hard to finish it. |

|They will be told that we want them to create something original that is unique to them that utilizes other new styles they learned. They can apply what they learned to create something new. |

| |

|This final project will be presented to the class, or they may choose to write about it instead. It is up to them. Students will present their work under the document camera and show what they learned, or turn in the |

|same questions the students will answer in front of the class. |

|Post-Assessment (teacher-centered/objectives as questions): |Post-Assessment Instrument: |

|(Have students achieved the objectives and grade level expectations specified in your lesson plan?) |(How well have students achieved the objectives and grade level expectations specified in your lesson plan? |

| |Rubric, checklist, rating scale, etc.) |

|1. Have students created a small pinch pot out of clay and painted watercolor designs, using the style of |Students will be given grades 1, 2, 3, or 4 for two categories. |

|vessels made by the Anasazi people of Mesa Verde? | |

|2. Have students created a Japanese style fish print using either a real or rubber fish? |Station work: |

|3. Have students created a small dot painting using the style and concepts of the Australian Aboriginal |4 - They go above and beyond the requirements of the station and create something original and unique |

|style dot paintings? |3 - If they complete all of the stations and turn in a work for each one. |

|4. Have students created a personal symbol stamp using the concept and style of the stamps used in China? |2 – They completed most of the stations works. |

|5. Have students created a small 3-D totem pole using the artistic style of the totem poles created by the |1 – They only completed one or two of the stations works. |

|Maori people of New Zealand? | |

|6. Have students created an original final work that utilizes and employs at least two of the five |Written/Oral Reflection on Final Work: |

|techniques that they experimented with in a new way that is interesting and applicable to them? |4 – They show extremely inventive and unique ideas of how to use the stations in their future artworks and |

|7. Have students explained and defended to the class, or written, how they used at least two of the cultural|clearly understand and can apply other cultures artworks to their own lives and artwork. |

|artistic styles within their own artwork successfully, what techniques or concepts they would like to |3 – They show original ideas of how to use the stations in their future artworks and understand and can |

|utilize in future artworks, and what they learned from the experience of making other culture’s artworks? |apply other cultures artworks to their own artwork. |

| |2 – They show somewhat original ideas and somewhat show how they can apply other cultures to their artwork. |

| |1 – They do not show original ideas and do not show how other cultures can be applied in their artwork. |

|Self-Reflection: |

|After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize |

|assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued |

|practice, reteach content, etc.) |

|Overall I think this lesson went pretty well. I do wish that either I did fewer stations, or gave students the choice to do some and not others though. The lesson was very long, and because I wanted to accomplish so |

|much, and the kids were excited to move on to the next assignment, some of the assignments looked pretty rushed. I feel like the kids got excellent experimentation with various techniques, but they did not really have|

|one good finished product. Also, we didn’t have time to complete the final assignment where they would apply various techniques to one assignment. It was the end of my time at the school so we just did a gallery walk |

|around and the students worked back into a few of the projects they needed to finish. They still were able to reflect on their work and others, but I wish they could have completed the final assignment. Although, that|

|may have extended the project too long as well. If I taught this again, I would do fewer countries, and less involved stations. Then, I would have them choose one or two techniques to explore further in a final |

|project that interested them. |

Australian Aboriginal Dot Paintings!

Traditional Aboriginal Colors: yellow (the sun), brown (the soil), red (desert sand) and white (the clouds and the sky)

What did they paint? These Dot paintings can be painted on paper but in aboriginal times they painted on rocks, caves, and bark! They painted nature, “the dreamtime,” and stories and legend to represent their religion.

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