Lesson plan for Art I Fadra Hepner Lesson: Islamic art web quest SCOS Objective: 1.01 Plan and organize for creating art. 1.02 Devise and use strategies for imagining and implementing images. 1.06 Manipulate sensory stimuli to develop perceptual awareness. 1.07 Use the vocabulary of art in written and oral form. 3.01 Recognize, apply and evaluate the elements of art in an aesthetic composition. 3.02 Recognize, apply and evaluate the design principles used in composition. 4.04 Research and discuss how artists develop personal imagery and style. 5.02 Identify specific works of art as belonging to particular cultures, times and places. Lesson Objective: Students will be able to list significant aspects of Islamic traditions and culture. 5.03 Compare relationships of works of art to one another in terms of history, aesthetics, They will also learn the primary reasons for the geometric/arabesque designs within Islamic art. and cultural/ethnic groups Students will create their own Islamic inspired geometric/arabesque design. Materials and room arrangement : Computers with internet access and MS Word One handout of instructions per group (5 groups) Students will need: o Journals o Pens/pencils Focus Activity: (10m) Brainstorm with students words that come to mind when given the word Islam Discuss stereotypes if necessary Time Needed: 90 Minutes URL’s and other materials: www.fadrahepner.com- student page-special projects and web quests link-Islamic art link to web quest Clean up time needed: Lesson Procedures: 1. Discuss exemplary behavior (They did great last time they were in the library) (1 m.) 2. Divide students into four groups (4 people each) (2 m) 3. Instruct students to read webquest as a group and then decide who will answer each question within the group. (5 m) (Each group should answer all questions) 4. Move to library as a unit and commence web questing. (45 m.) Remind students to watch their clocks- only 45 m. to work and record what they found 5. This will probably take two class periods of research if students answer all questions per group 6. Return to class and process as a large group interesting facts found. Assessment: Display area: Hallway Grading rubric found at end of webquest Considerations for special needs: Reflection: This Lesson went quickly as I originally had each group answer about three questions. Some students were lagging behind and others well ahead and not eager to help the students having trouble in their group. I believe that establishing a group dynamic early on in the school year would prevent some of this. Also, as stated in the lesson, it would take longer if each group were to answer all of the questions on the web quest. I believe this would be more beneficial in the long run, as everyone would be forced to look through the images and hopefully get a “sense” for the Islamic style of design. I believe that it is very important to process the information found in the usual classroom setting due to distractions I encountered at the library. It may also have worked well to break the information sharing into “chunks” or complete a classroom group activity to share the information. Example: Stations for a set of related questions could be placed around the room. Large sheets of paper with markers for each group to record the answers they found would be at each station. This will facilitate communication within the groups and give them a visual prompt when explaining what they found to the rest of the class. Each group may rotate around the room and add to the previous group’s written answers.
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