Curriculum Guide for Art Education Nicole Rapattoni SED 720 Section One: Current Research Article #1: http://ijea.asu.edu/v3n1/ “Theoretical Foundations for an Art Education of Global Culture and Principles for Classroom Practice” – Paul Duncum Summary This article discusses the importance of introducing the theory of a global culture in relation to mass marketing and distribution. The author proposes five principles that Art Educators should incorporate into their curriculum. The first principle is teachers should begin to engage students with the idea of global culture and the notion that culture producer’s aide in the making of identities. Secondly, teachers should encourage students to embrace their cultural heritage while emphasizing that it is always changing. Third of all teachers should guide students in enjoying the complexity of global culture and the creativity of interpretation within the context of culture. The forth suggestion entails pointing out that global culture is also determined by the values of each particular marketplace. Lastly, the author concentrates on the uniqueness of the classroom setting and how teachers can use this to help students develop a sense of critical distance. Connection to Literacy This article relates to literacy by way of emphasizing the importance of critical thinking and analysis. To study culture or rather a global culture and the influence of media and art creates the grounds for understanding complex theories and developing the ability to identify with our surroundings from an inner and intra personal perspective. Significance What makes this article significant is its attempt to persuade Art teachers to teach more complex theories in their classes. It seem that too many art classrooms are practicing craft rather than experiencing the use of fine art in expression and reaction. This article is inspirational for teachers like myself, who are always looking for more ideas to help sculpt curriculum. Article #2: http://ijea.asu.edu/v2n3/ “The Postmodern Artist in the School: Implications for Arts Partnership Programs” –Margaret Meban Summary This article is based on the observations and experience of an artist in an art partnership program, taking place in a public school setting. She discusses her struggles teaching art within the realm of a school structure and the difficulty she had sacrificing her own ideas and work to accommodate censoring brought on by the values and philosophies of the school. She brings up the difference in teaching from a modernist and postmodernist point of view and the social function of art. The author indicates the imbalance in articles and research done on Art Partnership programs from the student or school point of view, rather than the artist’s point of view. She illustrates the frustration she felt working in a school that did not understand or appreciate the postmodernist and stuck to a strict skill teaching curriculum rather than a free interpretive and creative based program. She gives examples of students and teachers misunderstanding her work and how that changed her direction. She discusses how an overbearing and conservative school art program, that dictates curriculum, hurts the overall experience of the student body. Connection to Literacy It is important to understand the different periods in art, it is equally important to understand how popular culture influences art. This article points out the importance of knowing and teaching how to accept what is not understand and the importance of making art work that is open to impression rather than the “cookie-cutter” painting and drawing that reflects little more than skill. This article is about literacy and art in the school setting. Significance This is an important article for aspiring art teachers to read because it gives direct examples of the difficulties we will face in balancing our own values and those of the school when developing our curriculums. Article #3: http://www.readingonline.org/search/search_index.asp Nancy M. Nagy, C. Estelle Campenni and Janet N. Shaw on Sustained Silent Reading Summary This is a research article on the current use of SSR and the difficulties that many teachers face when implementing it. It also provides direction for teachers who are using or interested in using this approach in a literacy program. The research was is based on 69 teachers in 29 school districts with an average of 14.7 years of teaching reading. The seventh grade was the focus group and about one-seventh of each schools seventh grade class represented the rest of the grade level. The article provides graphs that illustrate the findings for many of their questions. Some of the questions include: 1) Who is responsible for deciding whether or not a school will participate in SSR 2) The organization of SSR, such as frequency and timing. 3) Dealing with content of materials action that are taken if students forget materials and 4) How teachers evaluate the students and SSR. The article goes on to discuss the types of materials seventh graders tend to enjoy reading, the materials that teachers would prefer their students to read and information supporting both views. Connection to Literacy This article is based on promoting literacy in the classroom by participating in Sustained Silent Reading Programs. It discusses some of the benefits and difficulties of using this in a classroom such as monitoring the type of reading students are engaging in. Significance This is a great article for teachers to read if they are looking for information on SSR. It gives some good insight as to how it functions in the school setting and the benefits to using it. Article #4: http://www.uic.edu/classes/ad/ad382/sites/AEA/AEA_04/AAEA04a.html Summary This article is based on color theory and the typical curricula that revolve around it. In the article the author is trying to persuade the teacher to move away from the traditional teaching of color. Although color wheels are important in understanding how to mix color and identify warm tones, cool tones, hues and complimentary colors the article points out the importance of seeing color from a global perspective. Assuming that our classrooms are made up of different ethnicities and cultures, the article suggests that we have to have an understanding for a diverse use of color that may be more closely related to the student-artists. The article proposes, “ Effective contemporary color classes include the study of the artist’s role in creating and mainstreaming color symbolism and ethical implications of how such symbolism serves to reinforce particular social, cultural, and economic agendas.” Connection to Literacy The connection to literacy with this article lies in its approach to explain color theory from a natural science point of view rather than a social science or aesthetics point of view. It is reaching to provide an understanding for color theory based on current art trends and popular culture. Significance This article is an important piece of research literature for art education teachers because it discusses a new way of viewing and teaching color. Not only is it interesting for the teacher as a teacher, but also it is interesting for the teacher as an artist. Article #5: http://www.readingonline.org/articles/art_index.asp?HREF=gipe/index.html “Integrating Literacy Lessons and the Visual and Communicative Arts: Preservice Teachers’ Concerns and Challenges.” – Joan P. Gripe, Janet C. Richards and Ramona C. Moore Summary This is an article focused on the integration of literacy instruction with visual and communicative arts based on the Portal School Project. The Portal School Project is a college program similar to the program used at SFSU. It requires precredential students or graduate students seeking a Masters in Education to participate in teaching after school programs using their professors as mentors. The theory behind the program is that a teacher cannot learn to teach by sitting in classes, but must work with other teachers in the field and prepare by practice. The Portal School Program works under the contemporary theory that literacy encompasses more than reading and writing. It is believed that literacy “represents all endeavors associated with the visual and communicative arts, including thoughtful and critical examination of media: interpretation of data from Web sites and CD ROM’s; visual representation of facts and concepts through graphs, charts, and murals; and development of aesthetic appreciation and proficiencies. The Program also encourages preservice teachers to use Vigotski’s zone of proximal learning. Connection to Literacy This article is about the various forms of literacy. Significance The significance of this article is that it presents a very modern way of approaching literacy in the classroom and it is posted on the Internet. This gives the world access to discovering a greater way of teaching. Section Two: Lesson Plan Critiques Critique #1: Clay Birdhouses, by Rebecca A. Shampine Summary: Within Rebecca Shampine’s 10-week high school sculpture unit, she exposes her students several ceramic techniques including pinching, coiling and slab building. For this particular lesson the students used slabs to build birdhouses from the “blueprints” they made prior to construction. During the lesson the class discusses works by Michelangelo, Henry Moore and Alexander Calder. When construction was complete the work was fired and painted with watercolors and sprayed with a clear sealant. The work was displayed in a glass case on campus where others could see it. Positive: This is a great lesson for elementary school kids. I like the use of “blueprints” or patterns because it adds a level of complexity t the lesson. I also liked the way the teacher displayed the work upon completion. Negative: Because this lesson would be great for elementary school, it is obviously not suitable for high school. The lesson lacked exposure to postmodern artwork and forced the students to work within a confined structure. The lesson was on the crafty side, lacking room for critical thought. Adaptation I think that rather than making birdhouses we would make houses that represent ourselves. The trick is that the house cannot take on the form of a traditional four-wall, triangle roof appearance. Students will have to reinvent form and think critically about the shape of the capsule and what it “contains”. Critique #2: Eye on Art Summary Eye on art is a lesson on how to look at art. This lesson starts familiarizing students with the vocabulary used in describing art, as well as how to identify design characteristics. The lesson begins with a student analysis of a painting projected by the teacher. Following the analysis students are taken to a computer lab where they research four design elements out of the thirteen they had to choose from. The research is done at www.mcrel.org/connect/artshtml. Upon completion of the research, students chose a work of art that they present to the class and describe using the new vocabulary. Following the student presentations the teacher shows the class the original slide that they had seen at the beginning of the lesson. Students have a change to re-evaluate the techniques and characteristics of the work using the information they gained over the class period. Positive This is a great lesson for introducing students to the vocabulary that is needed to talk about art. I like that students had a chance to find information on their own as well as apply it to a couple different exercises that will help to solidify the knowledge they have gained. Negative I would have liked to see an alternative to the computer lab exercise. As much as I like the idea of students using a media lab I do think it is likely that all schools don’t have a lab and it is also possible that the if there is a lab it may be occupied by another class. I am sure teachers can request it’s use prior to the lesson but for substitutes it may be a good idea to include a second plan of action. Adaptation I think this lesson is great as it is. I would use it and follow it up by having students use the design techniques we covered, in a painting or drawing of their own. After they complete their work they would have a chance to share it with the class and students would participate in a class critique. Critique #3: Learn to Draw Summary This lesson is making use of online lessons for beginning artists using a website called ArtStudioChackboard, URL: http://www.saumag.edu/art/studio/chalckboard.html . It caters to artists that lack natural skill and would like to improve their techniques or beginners that are looking to move forward. The teacher starts the lesson with a quick background sketch not using proper perspective. The teacher goes on to showing students how to see perspective and why it is so important in bring a drawing to life or making it look realistic. After the lecture, students log on and choose a lesson that best suits their own interests. The students are responsible for following the online directions and applying them to a painting or drawing that they share with the class. Positive It is a great idea to equip students with what they need to educate themselves. Giving students websites to use to improve their skills on their own is a great idea. I also liked the way students work on their own and then as a group. Negative I don’t think that a singe class period is enough time to complete this entire lesson. Unless it was designed for a block period, it feels a little rushed. Adaptation I think I would use a class period to inform my students of a few different resources that they can tap into for more information on the arts, including the one given in this lesson plan. I would guide the students through searching and using the Internet during this class period, then assign several homework assignments revolving around self-help. Critique #4: Picture This Summary This lesson explores photojournalism. It introduces students to the idea that photographs, when shot in a series can create a cohesive body of work that can function as a photo- story. It stated that teachers should point out the impact photography has had on capturing historical moments, then guide the students into exploring photographic images that may have had a lasting impact on them. After discussing students relationships to pictures and brainstorming about what to do their own photo stories on, students will go to the lab and research photo stories on the internet so they can get a better idea of content and how to capture what is they are looking for. When research is complete, students are free to shoot in black and white or color. Students will print images and provide captions for a class critique and will provide a self-analysis based on a series of questions provided by the teacher. Positive This is a great lesson because it combines art with text. The author also makes it easy to draw on student’s prior knowledge or experience to lure them into the assignment. I like the use of computers as well as class and individual critiques. Negative There is not a flaw in this lesson, other than time frame, which it vaguely hints at. I do expect most art projects to take 3-5 days from introduction and completion. Adaptation I would like to use this lesson in my classroom but require students to shoot two rolls of both black and white as well as color film. I think it is important to compare the differences in the two. I also think shooting black and white is better for the beginning photographer because they can develop and print their own pictures. Critique #5: Drawing Emotions Summary The lesson begins with viewing slides of non-objective art such as works by Jackson Pollock, Gerhard Richter or Stuart Davis to understand Abstract Expressionism. The class participates in a discussion on emotions and talks about how they feel when the look at the work on slides. After the discussion students choose four emotions (2 upbeat and 2 downbeat), then fold a 12x18 inch piece of drawing paper into four. In each of the four sections students are required to draw one emotion using only line, shape and color. Students must refrain from using text or any other recognizable objects. Positive I like this lesson because it pushes students to look at art from a different perspective. It encourages students to looks at work and come up with their own interpretations. I also think it’s a great lesson for students that have troubles with drawing because it doesn’t require any mimicking of recognizable objects and student are free to express themselves in a new way. I also appreciate this lesson because as easy as it sounds it is very challenging for students to understand. Negative I didn’t really find anything negative about this lesson. The only thing that it could use is a little more diversity in artists. Adaptation I would use this lesson in my classroom in conjunction with teaching color theory. I would also do a follow up lesson that would use a blow up from a picture so that students could see how everything around us is made up by line, shadow, and curve. Section #3: Individual Curriculum Activities Lesson Plan #1 Light Study Author: Nicole Rapattoni Date Created: 12/2/2003 11:31:21 PM PST VITAL INFORMATION Subject(s): Art Topic or Unit of Study: Drawing and Shading Grade/Level: 9-12 Objective: 1. Students will be able to identify the location of a light source in a picture or painting. 2. Students will understand how to use light in composition to bring drawing to life. 3. Students will know the meanings and techniques of crosshatching, pointillism, monochrome drawing, gray scale. 4. Students will become familiar with the works of Lindsay Jones. Summary: This is the introduction lesson to shading. We will become familiar with terminology as well as identification and the art by Lindsay Jones. IMPLEMENTATION Learning Context: Following this lesson we will do several series of still life drawings from objects that students bring in. Procedure: 1. (Anticipatory Step) Quick Write. "Have you ever heard of shading? Can you describe what it is? If you haven't heard of if can you guess on what it might be? Can you locate an area of shade in the classroom? Please give me a quick sketch of the area. If you cannot identify a shaded area then sketch an area of the room you find interesting." (15 min) 2. Show slides of work by Lindsay Jones. Show slides of cars, athletes or other images that are of interest to the students so that they may work on identifying light source. (10 min) 3. Give a demonstration on pointillism, and crosshatching. Explain the meaning of monochrome and why students will be working in that format. (10 min) 4. Set up a still life at each table will a well-defined light source. Explain that for the rest of the period and through tomorrow we will be drawing from this still life and rotating every 10 min. so we can view different angles. (5 min) 5) Begin drawing and rotate once. (20 min) 6) Clean up. (5 min) Differentiated Instruction: Sample Student Products: N/A Collaboration: Students will work collaboratively & individually. Students will work in groups of 5. Time Allotment: 1 class period. 1 Hr per class. Author's Comments & Reflections: 1. Some students may be hesitant in drawing from certain angles but reassure them that we are not looking at the object as much as we are looking at the way the light falls upon it. 2. If the student is still hesitant have them sketch a very small portion of the still life. 3. Be sure to get back any borrowed drawing pencils. 4. Rotations can be a problem. If that is the case bring is a "lazy-Susan" or use a hand turning ceramic wheel that the still life can be placed on. You can also just move the light source. MATERIALS AND RESOURCES Instructional Materials: Resources: The number of computers required is 1. Technology resources: PowerPoint Materials and resources: Drawing paper, Pencils #1-5, Slides and Projector or CD and computer. STANDARDS & ASSESSMENT Literacy Aspect: Students will practice using the language and techniques associated with basic drawing and shading. Quick Writes Standards: CA- Curriculum Frameworks Subject : Arts Area : Visual Arts Component : Aesthetic Valuing Component Goal 8: Students derive meaning from artworks through analysis, interpretation,and judgment. Level : Grades Nine - Twelve Advanced Example of Knowledge : Through discussion and reflective journal writing, students analyze the variety of reasons for creating artworks and explore the implications of and various purposes for their creation. Example of Knowledge : Student artists analyze the way in which specific works are created and their relation to historical and cultural contexts. Assessment/Rubrics: Class Participation 30% Quick Write and Sketch 30% Drawing with use of new technique 40% Lesson Plan #2 Media and Identity Author: Nicole Rapattoni Date Created: 12/2/2003 10:37:16 PM PST VITAL INFORMATION Subject(s): Art Topic or Unit of Study: Popular Culture Grade/Level: 9-12 Objective: 1. Students will explore how they have been affected by advertising and media and how the may believe in social stigmas that have been created for them. 2. Students will have a better understanding of how social stigmas affect buying patterns. 3. Students will be able to identify social classification amongst groups based on fashion. 4. Students will think more critically about how they judge people and perceive themselves. 5. Students will understand what target audiences are and be able to identify what commercials are directed at them vs. another group. Summary: Groups of two to three students will create an advertisement for a four foot by four foot bulletin board that will be hung outside the art building. The advertisement will be a personal or social slam (or perk) about consumer America. IMPLEMENTATION Learning Context: This is the first lesson in a total of five for the project. Following this activity, we will begin the construction of our 4x4 foot advertisements in our small groups. Procedure: 1. (Anticipatory Step) Quick Write. "Have you ever been stereo-typed? How did it make you feel? Was it accurate? If you have a favorite brand of clothing what is it and why? If not, why?". (5 min) 2. Show a series of short clips or a slide show of music videos, films and commercials or ads geared toward teenage consumers. (5 min) 3.Discussion on the images we saw. Who has seen them before? How are the products glamorized to seem so fantastic? Is someone less cool because they drink Safeway select band cola instead of Coca-Cola? What techniques did they use to get your attention? Was it funny, sad, upsetting, stupid? Who's the target audience? (15 min) 4. Discussion? What are stereotypes? Do we have them on campus? What are the different groups called and how do we identify them. Do these stereotypes also create character types? Is it fair to judge a person heart by their sleeve? Writ down student answers on board. *** Students should be taking notes because they will be required to write about this later. (15 min) 5. Split class up into groups of three. While two students passes out Magazines, Books and any other images that students may use to collage with. (5 min) 6. Student will begin brainstorming through collage so that they can come up with a concrete idea for their advertisement. (By the end of class they should know their target audience, the product that they are selling and the approach they want to use.)(10 min) 8. Clean-up (5 min) 7. Homework. Check out The Hip Hop Circuit and three links on it. Paste one image from each link in you journal and give me five sentences on it. What do you like? dislike? Describe the image. Differentiated Instruction: Sample Student Products: N/A Collaboration: Students will work collaboratively & individually. Students will work in groups of 3. Time Allotment: 1 class period. 1 Hr per class. Author's Comments & Reflections: Make sure there is clean up time because collage can be messy!! MATERIALS AND RESOURCES Resources: Materials and resources: slide and projector or video and TV/VCR or CD and computer. Scissors, Journals, Mags, Books. STANDARDS & ASSESSMENT Literacy Aspect: Class discussion on media and advertisements. Bringing awareness to a consumer culture. Quick Writes. Standards: CA- Curriculum Frameworks • Subject : Arts • Area : Visual Arts • Component : Historical and Cultural Context Component • Goal 6: Students explore the role of the visual arts in culture and human history. • Level : Grades Nine - Twelve Advanced Example of Knowledge : Student artists demonstrate an understanding of artworks from a variety of cultures by describing the roles that specific artworks play in those societies. Example of Knowledge : Student artists analyze specific artworks,identify cultural sources,discuss the processes involved,and examine the role of artworks and artists in that society. Assessment/Rubrics: Class Participation 35% Group Work 30% Quick Write 15% Homework 20% Lesson # 3 Journal Making Author: Nicole Rapattoni Date Created: 12/2/2003 8:58:33 PM PST VITAL INFORMATION Subject(s): Art Topic or Unit of Study: Books and Supplies. Preparing for the rest of the year. Grade/Level: 9-12 Objective: 1. Students will have the ability to bind their own notebooks. 2. Students will have a greater appreciation for book forms after. 3. Students will want to use their journals more often because they have made them and feel a connection to them. 4. Students will have a self-bound journal to decorate/collage with images that represent aspects of themselves. Summary: This exercise is designed for the very beginning of the year. Students will make their own sketch/journal book that will be used daily throughout the semester. Most of the prep work will have already been done so students will only have to focus on binding and decorating the front so it is personal to them and reflects their personality. IMPLEMENTATION Learning Context: This is the third day of the lesson. The total lesson requires 5 days. Procedure: 1. (Anticipatory Step) Quick write. "Have you ever kept a journal? If so, who turned you on to keeping one and when did you start? If not, how do you feel about keeping one for a class? (5 min) 2. Students collect 50 sheets of folded paper that they have already hole punched, one ruler, one pencil, and one economy size paper clip. (5 min) 3. Have one student pass out needles sewing needles, another pass out pre-cut waxed linen, and the last pass out one 10.5" x 24" piece of canvas to each student. (5 min) 4. Have students fold canvas in half and measure one inch from the center to the outside. Show students how to mark the distance between holes on the canvas so that the pencil makes on canvas line up with the paper they are going to set inside. (10 min) 5. Place papers inside canvas folder and clip in place. (1 min) 6. Thread waxed linen through needle head and tie a knot with the loose ends so that when you pull the thread through the holes it will be doubled. (2 min) 7. Take needle and stick through the first dot at the top of the canvas FROM BACK TO FRONT, pull through, wrap around and pull through the SAME hole again leaving 2 inches of loose thread in the back. (This is important because this is how you tie off the seam). (2 Min) 8. You have completed one full loop through the first hole. Now your needle is in the front of the folder, stick the needle through the next hole down pulling it from the front to the back. Now...loop it around (bring to front and stick through second hole again so that you have made a complete circle like the first. (3 Min) 9. Continue down to the end. 10. When you reach the end You will notice that there is a broken dotted looking line that is binding your book together. You will see this broken line on both sides. (15 min) 11. All you do at this point is weave the needle back up to the top, covering the gaps between the holes. (5 min) 12. Take the two ends and tie them together to fining the binding. (2 min) 13. Inform students that they are required to bring ten images to the next class session that that they really like. Remind them to try using the hip hop circuit, or any of the other web sites on their resource list for images in popular culture that they may want to use for the decoration of there book. (It would be cool to have pictures of musician, lyrics, favorite quotes, models, movie-stars or athletes) Clean up! Differentiated Instruction: Sample Student Products: N/A Collaboration: Students will work individually. Time Allotment: 1 class period. 1 Hr per class. Author's Comments & Reflections: 1. Be sure to precut all the waxed linen and canvas before class. 2.Remind students that the needled are not to poke people and if anyone should test that Their needle will be taken away immediately and they will have to finish their journal with me after school. 3. Be sure that you have done this before you attempt to teach it. If you are subbing for my class, please don't be surprised if you don't finish. 4. Pass out all materials needed during the class before this one. MATERIALS AND RESOURCES Resources: Materials and resources: Pencils, Rulers, LARGE stack paper-clips, 10.5 x 24 piece of canvas for each student, Pre-folded sheets of paper that have already been hole punched by students and should be in their storage area, Waxed Linen, Needles. STANDARDS & ASSESSMENT Literacy Aspect: Prior to this class session we would have had an open discussion on books, types of books (comic, nonfiction, fiction, mags, journals, picture, etc.) This particular class is a working class, which I wrote a lesson plan on because it can be useful in any class. Quick Writes. Standards: CA- Curriculum Frameworks • Subject : Arts • Area : Visual Arts • Component : Creative Expression Component • Goal 4: Students create original artworks based on personal experiences or responses. • Level : Grades Nine - Twelve Proficient Example of Knowledge : Students express their ideas and thoughts through a wide variety of media, techniques,and processes. Example of Knowledge : Students analyze visual images and recombine them in new and original ways to create a personal statement. Assessment/Rubrics: Class participation 35% Ability to follow instruction 30% Creativity/cleanliness 35% Lesson #4 A Diverse Vision Author: Nicole Rapattoni Date Created: 12/3/2003 12:37:37 AM PST VITAL INFORMATION Subject(s): Art Topic or Unit of Study: Photographic Content and Composition Grade/Level: 9-12 Objective: 1. Students will understand that everybody sees things from a different vanishing point. 2. Students will have shot two rolls of film on the same subject to prepare for developing and printing. 3. Students will know the terms compare and contrast, cropping, density, contrast, landscape and portrait formats. Summary: This lesson is where students take their proof sheets and have their classmates tell them what to print, how to crop and what kind of contrast and density should be used. IMPLEMENTATION Learning Context: This project is designed to help students understand what is meant when people refer to the artist's "eye". The lesson will begin with a discussion on how we see things differently and at the end the students will have printed four pictures that have been cropped and prepared for a critique. Procedure: 1. (Anticipatory Step) Quick Write. "What kind of photographs do like? Do you prefer B&W or color? Do you like fashion, fine art or photojournalist photography?". (10 min) 2. Show slides of different types of portraiture and landscape. (5 min) 3. Class discussion on comparing and contrasting the pictures we saw. (Go through he slides again and again if needed. (10 min) 4. Students will make a list of the titles of each image and write a brief description then compare and contrast two from each category in their journals. (10 min) 5. Break students up into groups of four. (5 min) 6. Each person in each group will pick a picture from the other three peoples' proof sheets that they would like to see them print. Along with choosing the image, They must designate how they would like it cropped and printed. (20) Differentiated Instruction: Sample Student Products: N/A Collaboration: Students will work collaboratively & individually. Students will work in groups of 4. Time Allotment: 1 class period. 1 Hr per class. Author's Comments & Reflections: 1. Another way of doing this might be having the artist print their picture. 2. Have them make a photocopy for everyone in the group. 3. Have everyone in the group draw on the photocopy the way they would like to see it cropped and write out how to print it. 4. It would be interesting to see how different each one would be coming from the same exact image. MATERIALS AND RESOURCES Resources: Materials and resources: Journals, Proof Sheets, Pens, and cropping tools. Slides STANDARDS & ASSESSMENT Literacy Aspect: Class discussion and Comprehension of Language associated with photography. Developing an understanding for how to see art and how to appreciate what other see. Quick Writes Standards: CA- Curriculum Frameworks • Subject : Arts • Area : Visual Arts • Component : Artistic Perception Component • Goal 1: Students use their senses to perceive works of art,objects in nature,events, and the environment. • Level : Grades Nine - Twelve Proficient Example of Knowledge : Students perceive their surroundings and demon- strate the relationship of their visual experience to their ability to create original works of art. Assessment/Rubrics: Group-work and Effort 40% Class Participation 20% Journal Entry 25% Creativity 15% Lesson #5 Nonfunctional Teapot Author: Nicole Rapattoni Date Created: 12/3/2003 1:40:25 AM PST VITAL INFORMATION Subject(s): Art Topic or Unit of Study: Ceramic Hand Building Grade/Level: 9-12 Objective: 1. Students will know the terms coil, hand build, sculpt, slab, paddle, intaglio, pinch pot, functional, unfuntional. 2. Summary: This lesson is preparation for the construction of our nonfunctioning teapots. During this lesson we look at slides of other teapots, collage and sketch. IMPLEMENTATION Learning Context: This lesson will require students to use all of ceramic techniques learned this far. Students will have free reign over the content of the piece but must turn in sketches and collages first. The final product will be a nonfunctional teapot. Procedure: 1. (Anticipatory Step) Quick Write. "Please write down the first thing that comes to mind when you read the word nonfunctional. Give me one example of something you have that does not function for any useful purpose but that you would not give away." (10 min) 2. Show sides of traditional and nontraditional teapots. Discuss with class the definitions of these characteristics as well as the entry we just made in our journals. (10 min) 3. Ask if anyone would like to share what he or she wrote. If nobody wants to share give some examples of functioning vs. nonfunctioning. (Ex. cash registers that people collect. (5 min) 4. Distribute magazines, color pencils, markers, rulers, compasses, glue, q-tips, watercolors, wax paper, paint brushes etc. (10 min) 5. Have students work individually on the sketches they need to turn in for approval so they may begin the construction of the project. Each student must complete 10 sketches between today and Wednesday. (15 min) 6. Clean up. (10 min) Differentiated Instruction: Sample Student Products: N/A Collaboration: Students will work individually. Time Allotment: 1 class period. 1 Hr per class. Author's Comments & Reflections: Maybe give more time to work on sketches next time. Fifteen minutes is not a very long time considering the amount of materials the students are allowed to use. MATERIALS AND RESOURCES Instructional Materials: Resources: Materials and resources: Journals, Watercolors, Paint brushes, Pencils, Markers, Compass', Rulers, Glue, Q-tips, Mags, Books, Slides, Projector. STANDARDS & ASSESSMENT Literacy Aspect: Students will participate in class discussion using terms associated with ceramics. Quick Write. Standards: CA- Curriculum Frameworks • Subject : Arts • Area : Visual Arts • Component : Artistic Perception Component • Goal 1: Students use their senses to perceive works of art,objects in nature,events, and the environment. • Level : Grades Nine - Twelve Proficient Example of Knowledge : Students perceive their surroundings and demon- strate the relationship of their visual experience to their ability to create original works of art. Assessment/Rubrics: Journal Entry 10% Classroom Production 20% Sketches 60% creativity and use of materials 10% Section #3: Resources 1. http://www.princetonol.com/groups/iad/ The incredible art department is a great web site for finding lesson plans and kinds of other stuff about teaching for ALL age groups. It includes info for teacher development, workshops and links to many others sites like it. 2. http://www.lessonplanspage.com/ArtJH.htm This is a great site for lesson plans, projects or literature for every teacher and every subject. The site also has a teacher discussion board that offers suggestions for problems or gives information on news that’s around the country. 3.http://lessonplancentral.com/lessons/Art/High_School/ This is a good site for all teachers. There are lesson plans for every subject. It’s good for basics on subjects that your maybe not as familiar with but you could use the info to create a better, or maybe well rounded lesson that includes aspects of another subject. 4.http://school.discovery.com/lessonplans/9-12.html This is great for ideas on lessons connecting to other classes. There is so much science out there that it is easy to find things in this site that are age appropriate and interesting for your particular group so you can cross subjects. 5.http://www.americanteachers.com/ This site is best for providing links to all sorts of other sites that may be useful for the working teacher or even a sub. Extras http://www.cde.ca.gov/shsd/arts/ This is the link for the California Department of Education and Art. http://www.readingonline.org/default.asp This is a great site for finding research on current educational topics.
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