final joan miro 2nd grade lesson plan 1

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					Page One                         Lesson Plan-Art                            Part One

Teacher- Mrs. Morlino
Grade Level- K-4
Actual Grade- 2nd Grade
Lesson Title- Joan Miro Math People
Time- 2-3 periods including PowerPoint presentations

Brief History Background-
        In Joan Miro’s works, this is an excellent project to introduce the idea of
ABSTRACT art. It teaches the children that you don’t have to be able to draw
something realistically to come up with a great piece of art. Miro’s work lends
itself to math, looking at lines, organic, geometric shapes, and patterns concepts.

  1)    Students will learn about Joan Miro and Spain.
  2)    Students will identify the difference between a line and a shape.
  3)    Students will know the different shapes- circle, square, triangle e.t.c
  4)    Students will know the different lines- thin, thick, dark, light, curly, wavy,
        straight, diagonal, zigzags, vertical, horizontal, broken, unbroken.
   5)   Students will know the difference of over the top and underneath and on
        the bottom and overlapping and overlaying.
   6)   Students will create a person using specific shapes offered and use line
        techniques to create arms and legs in the style of Miro.
   7)   Students will understand the term Surrealists and abstract.
   8)   Students will be able to identify the elements of art- color, line and shape.

             To acknowledge the concept of Abstract art
             To gain basic knowledge of artist Joan Miro
             To understand what is the difference between a line and shape
             To develop knowledge of different shapes and lines
           To know an organic shape.
           To know a geometric shape.
           To produce a Joan Miro styled abstract shape/line character
             incorporating all knowledge gained.
Source/materials/visual aids/technology-
           Interactive smart board-go to Miro official website
    and have the children involved by personally
             having them travel up to the board and interacting with questions
             and puzzles relating to shapes, line and color.
           PowerPoint -Show power point presentation with many of Miro’s
             images both early and late. Also show movie clip and animation of
             Miro art.
           Music-Spanish guitar music via Pandora radio.
           Radio-Pandora One.
           and YouTube videos embedded into PPP
             relating to Miro artwork
           YouTube
           X1 sheet of 12X18 white construction paper
           X1 pencil
           X1 black marker
           X1 selection of assorted color marker
Differentiated Learning
      Larger selection of shapes; shape and line quiz sheet; more detailed
PowerPoint on line and shape; different medium; Miro landscape instead of single

      Utilize pre-tests to assess where individual students need to begin study of a given topic or unit.
      Encourage thinking at various levels of Bloom's taxonomy.
      Use a variety of instructional delivery methods to address different learning styles.
      Break assignments into smaller, more manageable parts that include structured directions for
       each part.
      Choose broad instructional concepts and skills that lend themselves to understanding at various
       levels of complexity.
Based on Process

      Provide access to a variety of materials which target different learning preferences and reading
    Develop activities that target auditory, visual, and kinesthetic learners.
    Establish stations for inquiry-based, independent learning activities.
    Create activities that vary in level of complexity and degree of abstract thinking required.
    Use flexible grouping to group and regroup students based on factors including content, ability,
       and assessment results.
Based on Product

      Use a variety of assessment strategies, including performance-based and open-ended
    Balance teacher-assigned and student-selected projects.
    Offer students a choice of projects that reflect a variety of learning styles and interests.
Make assessment an ongoing, interactive process.

Procedure/Teaching strategies-
     Refer to Part Two

               Students should be enthusiastic and participate in all parts of the lesson.
               Students should follow school and art room rules.
               Apply principles and directions discussed.
               Completion of the project in time allotted
Literature –
‘The Art Lesson’ By Tommie DePaola
‘Seen ART?’ By Jon Scieszka and Lane Smith

        Line, shape, horizontal, vertical, diagonal, zigzag, curly, broken, square,
circle, triangle, Miro, surrealism.

Elements of Art-
     Line, shape, form, color, texture, space, value
   Principles of Art-
         Unity, harmony, balance, rhythm, contrast,

New Jersey Core Curriculum Standards-
Performing Arts
1.1 The Creative Process            1.2 History of the Arts and Culture    1.3. Performance   1.4 Aesthetic Responses and Critique
      D. Visual                          D. Visual Arts
8.1 Educational Technology
A. Technology Operations and Concepts
B. Critical Thinking-Problem Solving and Decision Making
C. Technology, Citizenship, Ethics, Society
D. Research and Information
E. Communication and Collaboration
F. Resources for Technological World
G. The Designed World

   Grade K-2 inclusive
   1.1.2.D.1 1.1.2.D.2    1.2.2.A.2   1.3.D.1                             1.3.2.D.2    1.3.2.D.3    1.3.2.D.4         
   1.4.2.A.1 1.4.2.A.2    1.4.2.A. 3 1.4.2.A.4                            1.4.2.B.1      1.4.2.B.2    1.4.2.B.3                  1.4.2..1
   1.4.2.A.2    1.4.2.A.3 1.4.S.A.4   1.4.2.B.1                              1.4.2.B.2    1.4.2.B.3

   Grade K-2 Inclusive- Technology-
   8.1.2.A.1 8.1.2.A.2 8.1.2.A.3 8.1.2.A.4 8.1.2.A.5
   8.2.2.B.1 8.2.2.C.1 8.2.2.D.1 8.2.2.E.1 8.1.2.F.1 8.2.4.F.1 8.2.2.G.1 8.2.2.G.2

   Cross Curricular-
              Math concepts, handwriting concepts, language arts concepts
Part Two

                       Joan Miro Art Project

With the Miro lesson, I spoke about Miro's art in terms of shapes and lines. Explain the
difference. I like to draw a curvy line and ask them what it is. They say a line and they're right.
Then, I connect the curvy line so that it becomes a shape. This way the kids see how a line and a
shape differ. There are big oval heads or small triangle heads or wiggly, squishy round heads.
Draw all three and the kids can decide if they would like to copy or try their own version. Do the
same for the body, giving lots of options. Set out Crayola brand tip markers and black medium
tipped markers and let the kids draw. Since there are few large shapes to color, this lesson
doesn't take much time to complete, roughly around 40 minutes.
Mrs. Morlino’s 2nd Graders Artwork

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