Impressionist Poppy Painting

Subject(s): Visual Arts Grade: 3

Teacher(s): Miss Bakker

Date: 4/14/19

Part I – GOALS AND STANDARDS (TPE3.1)

1. Common Core Learning Standard(s) (CCSS) Addressed:

For 1. and 2., you may only need to use a CCSS or a content standard. If so, leave the other section blank.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

VA2.1.2 – Perceive and discuss differences in mood created by warm and cool colors.

VA3.2.3 – Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.

3. ELD Standard Addressed:

· Part I: (Communicative Modes – A. Collaborative, B. Interpretive, C. Productive)

Students will be interacting in meaningful ways through interpreting what they read on the Impressionist Poppy Painting Slideshow. Students will as well listen actively to the details on how to create their own Impressionist Poppy painting and then ask questions for clairfication or answer questions that are given to them.

· Part 2: (Structuring Cohesive Texts, Expanding and Enriching Ideas, and Connecting and Condensing Ideas)

N/A

4. Learning Objective: (What will students know & be able to do as a result of this lesson?)

Students will be able to create their own Impressionist Poppy painting that shows the illusion of space, using a contrast of warm and cool colors. Students will as well be able to distinguish what parts of a painting have warm colors and what parts have cool colors.

STUDENT-FRIENDLY TRANSLATION

You will create your own Impressionist Poppy painting! Your painting will include warm and cool colors. You will also be able to explain what parts of a painting have warm colors and what parts have cool colors.

5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?) (TPE1.3)

The relevance of teaching art is important for students because it can present difficult concepts visually but then taking them step by step makes them easier to understand. This thought-process modeled with art can instill a growth mindset within students when comparing it to other subjects such as mathematics and show them they need to take a difficult problem one step at a time.

STUDENT-FRIENDLY TRANSLATION

It is important for you to understand that art can impact your growth mindset of solving difficult problems in the way of showing you that you need to take those problems one step at time even when it seems like a difficult concept visually when you first see it.

6. Essential Questions (TPE1.5):

· In what context can creating art impact your growth mindset within other subjects?

· In what ways can a color impact one’s emotions?

7. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify anticipated difficulties for English Learners, students with special needs, or students with unique needs):

English/Standard English Learners: Anticipated difficulties these students could have would be that English is their second language and therefore even if they are considered “expanding” or “bridging” they could have difficulty with the academic language of art such as the word “Impressionism.” Most of these students have visual impairments and wear glasses. If these students forget them, they might not be able to see the whiteboard with the projection of the directions on how to create an Impressionist Poppy painting. Another anticipated difficulty could be keeping these students on task and having them follow the directions carefully because they are talking with one of their peers.

Special Needs: Anticipated difficulties for the student with Autism would definitely be keeping him on task during the lesson because he tends to space out and fidget with his hands. As well he has a tendency to struggle with art and gets overwhelmed if an aspect doesn’t look right or if there is a mess on the table such as paint, etc.

Part III – UNIVERSAL ACCESS LESSON ADAPTATIONS (TPE1.4,3.5,3.6,4.4,4.5,5.7,5.8 SSP-ELD)

8. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated challenges for this set of students?

· EL/SDAIE Strategies-

Modifications for EL students will include some of the best practices, such as identifying and teaching essential vocabulary explicitly such as “Impressionism” and presenting the lesson orally as much as possible. Modifications also include the incorporation of the SDAIE strategy “Comprehension Check” through the use of the teacher asking students to give thumbs up or thumbs down to the wrap up questions at the end of the lesson.

· Differentiation for Special Needs-

Modifications will include walking around during the different steps of creating his/her own Impressionist Poppy painting and use the cues we have with this student to help him/her focus on the task at hand. As well, the teacher will ask this student to contribute his/her thoughts during the whole-class discussion, which is known to help this student focus tremendously. The teacher will also remind this student that their painting doesn’t have to look exactly like the ones on the board and that if a little mess happens, its ok.

· Socio-Emotional Learning support-

The teacher will focus his/her support on the self-management portion of the socio-emotional learning competencies. The teacher will help his/her students regulate their behavior such as impulse control of wanting to shout out one’s thoughts or answers, instead will have them practice thinking their thoughts through and raising their hand to share.

· Universal Design for Learning (whole class) support-

This lesson will include the UDL strategy of providing multiple means of engagement through recruiting the interest of students by having them create their own piece of Impressionist art with paint. The UDL strategy of providing multiple means of representation of perception will be seen a well through the use of the teacher projecting the Impressionist Poppy Painting Slideshow that shows students how they should complete each specific step as well as the teacher modeling it on the board with his/her own supplies. This lesson will include as well the UDL strategy of providing multiple means of action and representation of executive functions by the teacher asking students to self-reflect if their own piece of Impressionist art has all of the elements needed to classify it as one.

· Higher Order Thinking Strategies (Bloom’s, Depth of Knowledge, Hess’ Cognitive Matrix, G.A.T.E., Graphic Organizers, etc.)-

This lesson falls under the second level of Depth of Knowledge and the first level of Bloom’s Taxonomy because students are asked to distinguish the difference between warm and cool colors. Students will as well demonstrate their understanding of Impressionism based on their completed Impressionist Poppy painting and if it has all of the elements needed to classify it as one.

9. Implementation of Strategies for Enhancing Lessons

· 21st Century Skills – Circle all that are applicable and describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3,4.7):

Communication Collaboration Creativity Critical Thinking

In this lesson, the 21st century skill communication and creativity will be used. Communication will be used throughout the entire lesson when the teacher or student asks and answers any questions given. Creativity will be seen throughout the entire lesson as well as students are asked to be artists and create their own Impressionist Poppy painting. The final artwork of the students will show the 21st century skill of creativity as well because each student will add their own flair to their painting and make it their own.

· Technology- How will you incorporate technology into your lesson? (TPE3.6, 3.7,4.4,4.8)

Technology will be incorporated into this lesson through the use of projecting the Impressionist Poppy painting Slideshow from the computer.

· Visual and Performing Arts – How will you provide the students with opportunities to access the curriculum by incorporating the visual and performing arts? (TPE1.7)

This entire lesson is visual and performing arts.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

10. Assessment Criteria for Success: How will you & your students know if they have successfully met each of the specific objectives identified above?

a. Formative Assessments At least 2 total, at least one with a rubric:

· Formative Assessment 1:

The first formative assessment will be students’ answers to these three questions, “What are warm and cool colors? What are some words or feelings/moods that come to mind when you see these warm color images? And What are some words or feelings/moods that come to mind when you see these cool color images?” These questions will allow the teacher to determine students understanding of the concept.

· Formative Assessment 2:

The second formative assessment will be students completed Impressionist Poppy painting.

· Attach rubric here (for at least 1 formative assessment): Rubric at the end of this lesson.

b. Peer and Self-Assessment- How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? If working in teams, how will they peer-assess each other and the group? (TPE5.3)

Students will be involved in the self-assessment of their understanding of Impressionist art during the portion of the lesson when the teacher has students put thumbs up or thumbs down to the wrap up questions at the end of the lesson. Students will be able to self-assess if they have successfully followed directions and created their own piece of Impressionist art by how many thumbs up they give.

Part V - INSTRUCTIONAL PROCEDURE

11. Instructional Method: Circle one – Direct Instruction Inquiry Cooperative Learning

12. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

· Tempera Paints

· Paint Brushes

· Water Cups

· Paper Towels

· Paper

· Pencils

· Computer – Impressionist Poppy Painting Slideshow

· Projector

13. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):

OPEN:

Impressionist Poppy Paintings!

1. Teacher will open today’s lesson with engaging students in a quick discussion to discover their background knowledge of a Poppy.

· “Has anyone ever seen a Poppy before?”

· “Did you know it is California’s state flower?”

Quick Facts on the California Poppy: The California Poppy is more golden/yellow. It was adopted as our state flower in the year 1903. California Poppy Day is celebrated every April 6. A short distance from Los Angeles, you’ll find the Antelope Valley California Poppy Reserve. (You can show students pictures of the reserve!)

2. Teacher will pass out necessary supplies for students while he/she asks students:

· “What are warm and cool colors?”

· “What are some words or feelings/moods that come to mind when you see these warm color images?”

· “What are some words or feelings/moods that come to mind when you see these cool color images?”

BODY:

3. Teacher will directly state what students will be painting today and give explicitly the definition of Impressionism.

“Today we are going to be ARTISTS and create an Impressionist Poppy painting! Though what is Impressionist art? Impressionist art is known for scenes of nature, bright and light colors, quick brushstrokes and dabs of paint, and lastly it is known for the sense of movement and changing light. Now let’s make our own Impressionist Poppy painting!”

4. Teacher will then facilitate/model for students how to create their own Impressionist Poppy Painting.

· Step #1: Look at your photo reference and you’ll notice poppies are not perfect geometric shapes. Using red, paint cloud-like, organic shapes for the petals.

· Step #2: Add dabs of orange and yellow to show the bright, warm colors, and the light shining on the poppy petals.

· Step #3: Using dark brown paint, create the center of the poppies. Use dark brown to add shadow underneath.

· Step #4: Now it’s time to paint the cool colors! Paint dabs of blue and white to create an Impressionist-style sky. We are beginning to add the illusion of space to our painting.

· Step #5: Dab shades of green for the stems, leaves, and grasses.

· Step #6: Add gently curving stems with dark green paint.

CLOSE:

5. Teacher will wrap up the lesson by asking her students a series of questions to help them self-assess if they have been successful in creating a piece of Impressionist art with contrasting warm and cool colors. The teacher will ask students to give a thumbs-up or thumbs-down to these questions:

· Does your Impressionist Poppy painting have warm and cool colors? Where?

· Does it have a nature scene?

· Did you use quick brushstrokes and dabs of paint?

· Do you get a sense of movement and changing light in your painting?

The teacher will then congratulate his/her students on creating their own Impressionist Poppy Painting!

Objective: Students will be able to create their own Impressionist Poppy painting that shows the illusion of space, using a contrast of warm and cool colors. Students will as well be able to distinguish what parts of a painting has warm colors and what parts have cool colors.

0-5pts. (Not Developed)

5-7pts. (Somewhat Developed)

8-10pts. (Well Developed)

Class Participation

Not engaged in the class discussion of Poppies, Impressionist art and wrap up questions. Not engaged in the activity of creating own piece of Impressionist Poppy painting.

Engaged in the class discussion of Poppies, Impressionist art and wrap up questions. Engaged in the activity of creating own piece of Impressionist Poppy painting.

Actively engaged in the class discussion of Poppies, Impressionist art and wrap up questions. Actively engaged in the activity of creating own piece of Impressionist Poppy painting.

Completed Impressionist Poppy Painting with contrasting warm and cool colors.

Student has not created a piece of Impressionist art, meaning there are no bright colors, nature scene, quick brushstrokes & dabs of paint, as well as no sense of movement and changing light.

Student has not contrasted warm and cool colors within their painting to show an illusion of space.

Student has a somewhat developed Impressionist Poppy Painting, meaning the student has done 50-75% of the elements that classify it as a piece of Impressionist art (bright colors, nature scene, quick brushstrokes & dabs of paint, as well as the painting has a sense of movement and changing light).

Student has somewhat contrasted warm and cool colors (could have used one and not the other) within their painting to show an illusion of space.

Student has a well-developed Impressionist Poppy Painting, meaning the student has done 76%-100% of the elements that classify it as a piece of Impressionist art (bright colors, nature scene, quick brushstrokes & dabs of paint, as well as the painting has a sense of movement and changing light).

Student has contrasted warm and cool colors that show an illusion of space.