Lesson Designer ___Steven Chesnut____
Last Revision Date __3/25/08___
Lesson Plan Template – Los Artes Overall Goal for the Lesson: After having shown the class a PowerPoint slide presentation of my research on foreign artists (must be from a Spanish speaking country), the students will break up into groups of 2 or 3 and pick an artist (following above guideline) and give a brief biography and summary of works. They will include pictures of artist, paintings, sculptures, murals, etc and describe them. – A discovery based lesson plan. After the presentations and each group understanding their artist’s style, the students (each one) are to paint a picture following the same style of the artist that they chose. PASS Content Standards Addressed Standard 2.2: Products of Culture Students will demonstrate an understanding of the relationship between the products and perspectives of the culture(s) studied. 1. Identify objects, images and symbols, such as flags, currency, food, dress, and toys, which are commonly used in the target culture. 2. Identify some major contributions and historical figures from the target culture, including contributions in science, mathematics, government, and fine arts. 3. Identify some historical and contemporary influences from the target culture that are significant in the U.S. culture, such as explorers and settlers, music and sports. 4. Identify countries, regions, and geographic features where the target language is spoken. 5. Extract samples of the culture's perspectives from popular media in the target culture. Standard 3.2: Distinctive Viewpoints Students will acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 1. Extract information about the target culture from selected authentic sources (such as the Internet, books, and magazines). 2. Use authentic target language sources to gain insight about the distinctive perspectives of the target culture. Standard 5.2: Personal Enrichment Students will show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. 1. Demonstrate a willingness to interact with native speakers. 2. Discover and explore a variety of entertainment sources representative of the target culture.
Lesson Designer ___Steven Chesnut____
Last Revision Date __3/25/08___
3. Identify current issues of interest within the target culture. 4. Discover and explore samples of art, literature, music, representative of the target culture. PASS Instructional Technology Standards Standard 1: The student will demonstrate knowledge of basic operations and concepts. And make informed choices among technology systems, resources, and services. Standard 3: The student will demonstrate knowledge of technology productivity tool. 1. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, and purchases, correspondence). 2. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Standard 4: The student will demonstrate knowledge of technology communications tools. 1. Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, and purchases, correspondence). 2. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. 3. Select and apply technology tools for research, information analysis, problem solving, and decision-making in content learning. 4. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Standard 5: The student will demonstrate knowledge of technology research tools. 1. Evaluate technology-based options, including distance and distributed education, for lifelong learning. 2. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. 3. Select and apply technology tools for research, information analysis, problem solving, and decision-making in content learning. 4. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. 5. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Standard 6: The student will demonstrate knowledge of technology problem-solving and decision-making tools. 1. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
Lesson Designer ___Steven Chesnut____
Last Revision Date __3/25/08___
2. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. 3. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Student Objectives for the lesson. (Given a condition, the students will, to what level). Given a sample PowerPoint and rubric to follow, the students will create their own presentation with relative accuracy to history and analysis of paintings. Given a computer with internet and PowerPoint, the students will do research on their artists and create a PowerPoint while following the rubric to the point. Given the understanding of the artist’s style of painting, the students will create/paint something accurately following the style of their chosen artist. Length of Lesson: (minutes, number of class periods, or days or weeks needed). I believe a week would be necessary for this lesson. Schedule of Activities: (Break down your activity into a timeline of events. Focus on what students will be doing and what teachers will be doing during each part of the activity.) Day 1: Teacher will explain the importance of cultural relevance to the lives of each student and discuss the idea of “art” with the students to see their basic idea of what it is. Then the research PowerPoint will be shown and explained as it goes through. The rubric at the end will then be discussed about the PowerPoint that the students will eventually have to do. Students will be given a chance to think about an artist that they want to research and discuss and bring back a name and possibly some information the next to start their research and PowerPoint presentation. Day 2: Class will go to a computer lab and do research and create PowerPoint on their chosen artist. Teacher will float around the class and help students that have questions or need assistance in using a program. Day 3: Class will be in regular classroom. They will give their PowerPoint presentations (they shouldn’t be too long since each group needs to get them done that day).
Lesson Designer ___Steven Chesnut____
Last Revision Date __3/25/08___
Day 4: Day 5:
Teacher will ask questions about the presentations and what the students learned from their research.
Students will put their knowledge about their artist to good use. They will create a painting of their own imagination, using the styles of the chosen artist (individually, not as a group). Teacher will go around explaining painting styles if there is any confusion. The students will present their artwork in front of the class and explain how it follows the style of their chosen artist. Teacher will make appropriate comments about the artwork and its connection to their artist’s style.
How will these activities be assessed? (Go back to your objectives, what will the students do? Make sure that each objective is paired to an assessment measure that allows students to show it). The PowerPoint will be assessed in the student’s ability to do research and incorporate as much information as possible into a well explained presentation. As long as the students follow the rubric, it is easy do well. Art and cultural relevance are hard things to grade, and as long as the students understand the ideas of it they will do just fine. The piece of artwork will be assessed on the idea of originality and following the styles of their artist that they chose. In the end, their work (PowerPoint and painting) will be placed into a kind of portfolio that will be graded as a whole. The previous grades are more or less like a participation grade, whereas this is a way to show that they actually understand what they are learning. Again, it is important to note that it is hard to give someone a grade based on specific things; but, it is seemingly more important that they know what is going on when they do the research. Adaptations: How might the lesson need to be adapted for students with special needs? If a student were to have vision impairment, the computer would be able to read the information to the student. On top of this the student could just sit at the front of the room during the PowerPoint presentations to help maximize his/her capability to see the artwork. Students with limited abilities in technology can be paired with students who are strong with technology. Just because they may not know how to type, does not mean that they do not know how to do research very well or aren’t smart. If a student is gifted and find the assignment a bit easy, they can be given the option to include more information on their presentation – such as how the style of their artist is tied to the time period and the social movements during this time. Students with ADD could be given extra tasks such as helping set up the computer(s) and equipment just to keep them busy during the down time of the lesson.
Lesson Designer ___Steven Chesnut____
Last Revision Date __3/25/08___
Materials Needed: Go through each activity and identify what items (both technology and not) are needed to complete this lesson. Include a breakdown according to individual student or student groups. Include materials that need to be created as well. Day 1, there will need to be a computer with the PowerPoint application, a projector and a white screen of some sort. On day 2, we will need a computer lab with at least 17 or so computers each with PowerPoint, access to the world wide web, and other research resources. On day 3, There will need to be only one computer with PowerPoint and a projector and white screen for the students to do their own presentations. On day 4, paper, paints, colors, and other art supplies will be needed for the students to be able imitate their artist’s style of painting. On day 5, the students will only need to bring themselves and a way to describe their piece of artwork that they completed the day before.