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Context for Learning (to be completed for all one-lesson projects, as well as for unit plans)

1. In what type of school do you teach? (Check all that apply) Elementary school X Middle school________ High school __________ Urban____________ Suburban___________ Rural____________ Other (please describe) __________________________________________________________

2. List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. According to Carolanna PS 295 has many ELL students as well as special needs students. PS 295 has one CTT class on each grade and one 12:1:1 special ed class in the building

3. Describe the physical facilities (e.g., regular classroom, specially equipped art room, portable, storage space), materials, and equipment (e.g., easels, potter’s wheel, kiln) available to you for the learning segment. The classroom is equipped with many storage units and a lot of materials that continue to come in as the school year progresses. There are plenty of tables for students to sit and never a shortage of space. I would say the room is designed for table work more than floor or easel work and the teachers tend to avoid messy mediums because there is no sink in the classroom.

4. Describe any district, school, or cooperating teacher requirements, expectations, or scheduling that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. She has mentioned many times how standardized testing scores affect not only the students but the teachers, even the art teachers. Additionally the requirements of the blueprint.

5. How much time is devoted each day to visual art instruction in your school or classroom? 45 minutes once a week for grades pre k-5th

grade

6. 6. Identify any textbook or instructional program you primarily use for visual art instruction. If a textbook, please provide the title, publisher, and date of publication.

Adventures in artDavis publicationsLaura chapman author 1998

Children and painting by Cathy Weismann TopalDavis Publication 1992

7. List other resources (e.g., electronic whiteboard, hands-on materials, online resources, art posters, slides of artwork, and/or materials

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for art production) you use for visual art instruction in this class. At PS 295 Carolanna uses a smart board to project images of art and short video clips about art and art making. questioning and discussion and hands on demonstration are used to motivate students.

1. Grade level(s):3rd Grade Number of students in the class: 30/ each

males :28 females : 29

2. Complete the chart below to summarize required or needed supports, accommodations or modifications for your students that will affect your instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment (English language learners, gifted students needing greater support or challenge, students with Individualized Education Programs (IEPs) or 504 plans, struggling readers, underperforming students or those with gaps in academic knowledge).

Learning Needs Category # of Students Supports, Accommodations, Modifications, and/or Pertinent IEP Goals

ELL 7 Para-Proffessional, ICT,

Learning Disability 7 Separate Learning Location, OT, Counseling, Questions read and re-read aloud

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UNIT PLAN

UNIT Title/# Figures in Action of lessons length of lessons: 4 Lessons, 45 Minutes Each Grade Level: 3rd Grade

Learning Central FociCentral FociWhat are the central foci for the content in the learning segment?1. Art context2. Form and Structure3. Personal Perspective4. Production

Art Context: In this series of lessons we will look at artists such as Cezanne, Picasso, Rembrandt, as well as action photography. This will provide a plethora of references for students throughout the lessons.Form and Structure: Students will be grouped based on the seating arrangements pre- determined in the beginning of the year. If a student is unable to see the still life for the first lesson they may move their seat. For the gesture drawings the tables will be arranged in a ‘U’ shape so that students may model in the middle of the classroom.Personal Perspective: Students will represent the still life in their own personal style. For the second lesson students will choose from actions that are important to them and will be performing the actions themselves and for the third and fourth lesson students will represent wire figures based on the gesture drawings that they created.Production: For the first lesson students will look at various famous artists that worked with the still life and watch a brief clip on Cezanne. Students will identify elements such as line, composition, difficulties the artist might encounter during the process. The students will work with painting crayons on large paper, focusing on the elements we talked about. The still life will resemble the objects and composition that Cezanne worked with. Students will be encouraged to consider their composition, to work large, to consider the large shapes first and to only draw what they see. At the end of the lesson the students will be given a self-assessment and review of concepts gone over during the lesson. As for the second lesson, the students will use their observation skills but in a different manner. During group discussion students will be ask what they would feel might be a challenge when drawing a person verses the challenges they faced when drawing the still life. be paired. The first student picking an “action” out of a bag and the other student drawing. The first pose will last for 30 seconds and then switching with the same structure as before. Then after both students have done 30 seconds everyone will go back to their seats and volunteers will come up and do one minute action poses that they pick from a hat. The children will learn and develop their own personal skills of observation as well as working with their mistakes. The class will produce as many gesture drawings as they can during the art period. This will lead into next weeks lesson of taking one of the actions that they did and creating a contour drawing of it to be made into a foil sculptureForm and Structure: The students will be assigned partners for the class period. Students will understand the language that come with this project and apply to further knowledge by class discussions and visual aids.

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Content StandardsWhat standard(s) are most relevant to the learning goals?(Indicate which lesson will address the standard by putting the Lesson number in parentheses).

(See attached resources for standards)

NYC Blueprint for Teaching and Learning in the Visual Arts, 2nd grade Benchmarks “Through an exploration of art materials and techniques students exercise imagination, construct meanings, and depict their experiences; work in two-dimensional and three- dimensional art forms, use basic art tools, and gain knowledge of media and compositional elements. 2nd Grade Developing Art Literacy “Identify new art vocabulary; contribute to word webs and word charts posted in the classroom. 2nd Grade Making Connections Through Visual Arts - Recognizing the historical significance of art.” NAEA - Visual Standards 1. Content Standard: Understanding and applying media, techniques, and processes. C. Use different media, techniques, and processes to communicate ideas, experiences, and stories. D. Use art materials and tools in a safe and responsible matter. 3. Content Standard: Choosing and evaluating a range of subject matter, symbols and ideas. B. Select and use subject matter, symbols, and ideas to communicate meaning. 4. Content Standard: Understanding the visual arts in relation to history and cultures. A. Know that the visual arts have both a history and specific relationships to various cultures. B. Identify specific works of art as belonging to particular cultures, times, and places. C. Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art. 5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Student Learning Goal(s)/ Objective(s)

Skills/proceduresWhat are the specific learning goal(s) for student in this unit?

Concepts and reasoning/problem solving/thinking/strategies1

What are the specific learning goal(s) for students in this UNIT?

SKILLS/STRATEGIES:Students will be able toCreate gesture drawingsCreate a (2 dimensional) piece from observation and translate those 2 dimensional drawings into 3-Dimensional sculptures.Find simple shapes that are used in the human figureLearn the importance of drawing from a live modelVocabulary such as gesture, contour, line, proportion, torso, action are all pertinent to this lesson and will know the meaning by the end of the lesson.

CONCEPTS: The skills, techniques and principles of the arts can be learned, studied, refined and practiced. Artists use tools and resources as well as their own experiences, skills and imaginations. Art making can involve a continual process of planning, creating, and refining. This process can

include working with and getting feedback from others. Artists can learn from and take inspiration from the work of other artists.

.

1 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components.

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Prior Academic Knowledge and ConceptionsWhat knowledge, skills, and concepts must students already know to be successful with this unit?

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this unit?

Before beginning this project, students should:

Students will need to have basic safety skills learned previously (i.e wire safetly) Students need to have basic drawing skills (i.e. how to use oil pastels)

Gaps: Most likely students will not have experience working from 2-D to 3-D and manipulation of wire. However

these students are capable of watching a demonstration and have fairly strong attention levels, which is necessary for learning such a technical process. This lesson is a departure from what they have been used to up until this point. They will learn the basic form of the figure and be forced to forget about the detail of the figure and focus on the form and gesture being presented to them.

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or MisunderstandingsWhat might be common errors or misunderstandings of students related to the central foci of this unit?

How will you address them for this group of students?

Students may have trouble understanding that this isn’t about the detail of the figure. I will address this by demonstrating and providing clear examples.

Students may have trouble translating the big motions or gestures of the figure onto the paper. I will address this by having them practice and providing clear feedback.

I will provide clear examples of wire and gestural art by famous artists as well as other students. I will provide videos that will ground them in understanding the concept.

Lesson 1

Title: Grade Level:

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Learning Central FociCentral FociWhat are the central foci for the content in this lesson?1. Art context2. Form and Structure3. Personal Perspective4. Production

The context for learning is as follows: showing them famous artists’ and their gesture drawing such as Rembrandt and Picasso. The students will be paired. The first student picking an “action” out of a hat and the other student drawing. The first pose will last for 30 seconds and then switching with the same structure as before. Then after both students have done 30 seconds everyone will go back to their seats and volunteers will come up and do one minute action poses that they pick from a hat. The children will learn and develop their own personal skills of observation as well as working with their mistakes. Day 1: Analyzing the drawings of artists such as Rembrandt, Daumier, and Picasso to discover strategies for gesture drawing. Students will pose for each other in quick 30-second poses, and 1-minute poses. The students will continue to produce gesture drawings during the first class. (art context, personal perspective)

Content StandardsWhat standard(s) are most relevant to the learning goals of this lesson?Student Learning Goal(s)/ Objective(s)Skills/proceduresWhat are the specific learning goal(s) for student in this lesson?Concepts and reasoning/problem solving/thinking/strategies2

What are the specific learning goal(s) for students in this lesson?

SKILLS/STRATEGIES:Students will be able to: Demonstrate understanding of the term "gesture drawing" through the completion of sketches as well as experiment with their own personal drawing style and develop their ability of observation without having the temptation to erase.

SKILLS/STRATEGIES:Students will be able to:Create gesture drawings (2 dimensional) from observation and translate those 2 dimensional drawings into 3-Dimensional sculptures.Find simple shapes that are used in the human figureLearn the importance of drawing from a live modelUse the appropriate vocabulary to discuss a work of art.

CONCEPTS:Students will understand that

The skills, techniques and principles of the arts can be learned, studied, refined and practiced. Artists use tools and resources as well as their own experiences, skills and imaginations. Art making can involve a continual process of planning, creating, and refining. This process can

include working with and getting feedback from others.


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Artists can learn from and take inspiration from the work of other artists.

Prior Academic Knowledge and ConceptionsWhat knowledge, skills, and concepts must students already know to be successful with this lesson?

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

Prior Knowledge will consist of: Having basic knowledge and experience looking and talking about art. Additionally students will have prior experience understanding the difference between what is 2 dimensional and what is 3 dimensional as well as knowledge of the basic shapes that can constitute a figure in a drawing.

Gaps: Up until this point students have been making portraits with detail and not fully from observation. This lesson allows them to observe the basic shapes in a figure. Additionally they have been making all sculptures with clay only, and not with any other materials

Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or MisunderstandingsWhat might be common errors or misunderstandings of students related to the central foci of this lesson?How will you address them for this group of students?

It Students may have difficult in ignoring the details of the figuresStudents may have difficulty in understanding the concept that the figures must overlapStudents may have difficulty completing a drawing in 30 seconds or less

Instructional Strategies and Learning TasksDescription of what the teacher (you) will be doing and/or what the students will be doing.

Launch10 MinutesHow will you start the lesson to engage and motivate

I will start by showing a videoSo what did you notice about this video?What do you think her next step would be in her drawing process? Do you think she was done with her piece?What is normally the first step in creating a piece of artwork?I will show a series of examples of gesture drawingsThese are called gesture drawing drawings. Why do you think they are called that?

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students in learning?

Are they the final product?What do you notice about the way they were made?These are called Gesture Drawings because they capture the general action that is being performed, They serve as a sort of sketch for the final product for the artist. Every artist struggles with this aspect of the process in capturing the action as drawing the human body is tough so as you can see some of these drawings are not even recognizable.

Instruction_________ MinutesWhat will you do to engage students in developing understanding of the lesson objective(s)?

How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?

What will you say and do? What questions will you ask?

How will you engage students to help them understand the concepts?

I will show the materials that we will be using (oil pastel, paper)I will begin by showing them a Moubridge piece and explain by demonstrating over the smart board that they will capture the action using a stick figure using a color of their choice. Then using their next color they will capture the neI students begin to work with their partners I will look at the issues I am seeing arise.•After 5 minutes, I will ask students to share problems that they are having (if they want to). Studentscan offer their suggestions in solving the problem. I will prompt students toward a solution only afterthey have truly exhausted their discussion.•I will allow 30 seconds for each pose and will let students know ahead of time when this is their last pose. The very last pose will be 1 minute with a student volunteer.

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What willstudents do?Structured Practice andApplication__________ MinutesHow will you give students the opportunity to practice so you can provide feedback?

How will students apply what they have learned?

In addition to the previous mentioned exercise, Through discussion I will encourage students to share any issues that came up during their 30 second practices. I will encourage those to share that want to and what was difficult and what was easy. I will then introduce the next part of the exercise. One volunteer will come to the front of the room and students will use their knowledge of gesture drawing to complete one of the volunteer doing an action picked out of the hat.

Assessment

How will you determine if students are meeting the intended learning objectives?

I will leave 10 minutes at the end of class for students to fill out an assessment worksheet(attached)

Closure5 MinutesHow will you end the lesson?

I prepare students by letting them know when this is the last pose we are going to do. Students will make sure their name and class is on the back of the paper. They will leave the charcoal drawings on the table so that they don’t smudge. Each table will be responsible for putting their own materials away. Each student will receive a baby wipe for their hands. Students will then return to the meeting area and we will review next weeks lesson.

“Next week we will continue in pairs however you will pick your favorite action and we will continue this activity using a techinique called a contour drawing.” This is another way of saying we will just be drawing the outline of the body. HOWEVER we will be doing this in two ways. We will be doing this by not looking at our page. And then we will also be doing this by not picking up our pencil.” Does anyone have any questions? We will go over more in detail next week

Differentiation/ Planned

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SupportHow will you provide students access to learning based on individual and group needs?How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

There will be visual examples of gesture drawings displayed on the smart board. The lists that the class made as well as I made will be on the smart board throughout the lesson Students will be given the opportunity to share their issues with eachother as well as with me.

Groups of students with similar needs: Students will sit in the meeting area at the beginning of class as a group. Getting to know this group over time I know what students should not work together or sit together. Additionally there are paras in the room that spend the whole day with these children and are there to move children or assist in grouping.

Individual students: I have been told and have noticed that when you hover or circulate around the room while this particular age group is working it can actually hinder there ability to concenter and work. However using the 30 second poses as a stopping point this can provide students the opportunity to raise any questions they may have. Each pose I will station myself in a different part of the room as to observe different students without becoming a distraction.

Students with IEP’s or 504 plans: Neither of these classes have children with particularly specific needs. Those that need a little extra help do have the paras help and I will be in communication with them.

Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: Students will practice making large marks on a page using a material, the charcoal that may or may not be new to

them.

Student Interactions:How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups

Students will mostly be in pairs during this lesson. We will have discussions as a class. Materials will already be on the table in order and students will receive their actions as pairs as they leave the

meeting area During work time, students will be placed in groups of 2 Students who are well concentrated will be paired with those who do not concentrate as well. Carolanna has a policy that every conversation in the art room must be art related or there cannot be talking at all. I

think that the constant switching 30 seconds and then 1 minute will limit talking of non related subjects.

What Ifs:What might not

These students are very concerned with details and the way their work turns out. Students might have issues with loose movements and might get frustrated when their figure does not look the way they think it should look. I will make sure

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go as planned and how can you be ready to make adjustment?

to emphasize that this is just practice for our project to come later.

Theoretical Principles and/or Research–Based Best PracticesWhy are the learning tasks for this lesson appropriate for your students?

Gesture drawing encourages students to look carefully and examine the individual shapes. This will help develop their drawing skill as well as their concentration skills. This lesson serves as a basis of understanding the difference between drawing a figure in motion and a still figure. To create a better understanding of proportion and the characteristics of the human body. These goals are appropriate for these students at this time because they will have had prior knowledge of some of these concepts from their unit on portraiture.

MaterialsWhat materials does the teacher need for this lesson?What materials do the students need for thislesson?

Teacher:Smart board with powerpoint presentation

Students: Sheets of newsprint/large paper, charcoal

Academic Language Demand(s):What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson?

Students will be responsible for contributing in discussion as they are expected to everyclass.•Students will use language to express the challenges that they encounter when using the material and assignment given•Students will use language that expresses the vocabulary that they have learned based on the lesson.

What content specific terms (vocabulary) do students need to support

Movement Action

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learning of the learning objective for this lesson

Gesture Line

What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

Speaking during group discussion Participating in group demonstration Writing ideas during brainstorm time Speaking during closing discussion Sharing thoughts, concerns or difficulties they are having. Listening to the questions of other students during work time

What are your students’ abilities with regard to the oral and written language associated with this lesson?

They have not had any literacy components in previous lessons Students will be expected to fill out a worksheet in order for them to effectively reiterate what they have

learned from this lesson. Students are expected to participate in class discussion by raising their hand

How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

I will have vocabulary defined on the board I will leave time for questions and comments throughout the lesson. I will use visual examples in order for them to better understand the vocabulary and concepts needed in this

lesson.

Assessments:Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the

assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan.Type of assessment(Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Summative Checklist Some students may need help from peers or myself.

Were students able to complete assignment?

Formative Checklist Students may need to be reminded of Evaluates the capability of the student to

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the expectations of group discussions. Contribute in group discussion andBe considerate and listen to others.

Formative Note-Taking One on one support from myself Assesses whether the student is able to work independently and in groups and redirect themselves based on new challenges and discoveries made.

Analyzing TeachingTo be completed after the lesson has be taught

What worked?What didn’t?For whom?AdjustmentsWhat instructional changes do you need to make as you prepare for the next lesson in the sequence?Proposed Changes.If you could teach this lesson again to this group of students what changes would you make to your lesson

Whole class:

Groups of students:

Individual students:

JustificationWhy will these

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changes improve student learning?What research/ theory supports these changes?

Title: Grade Level:Learning Central Foci

Central FociWhat are the central foci for the content in this lesson?1. Art context2. Form and Structure3. Personal Perspective4. Production

The context for learning is as follows: showing them famous artists’ and their gesture drawing such as Rembrandt and Picasso. The students will be paired. The first student picking an “action” out of a hat and the other student drawing. The first pose will last for 30 seconds and then switching with the same structure as before. Then after both students have done 30 seconds everyone will go back to their seats and volunteers will come up and do one minute action poses that they pick from a hat. The children will learn and develop their own personal skills of observation as well as working with their mistakes. Day 1: Analyzing the drawings of artists such as Rembrandt, Daumier, and Picasso to discover strategies for gesture drawing. Students will pose for each other in quick 30-second poses, and 1-minute poses. The students will continue to produce gesture drawings during the first class. (art context, personal perspective)



SKILLS/STRATEGIES:Students will be able to:Create gesture drawings (2 dimensional) from observation and translate those 2 dimensional drawings into

3 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject

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3-Dimensional sculptures.Find simple shapes that are used in the human figureLearn the importance of drawing from a live modelUse the appropriate vocabulary to discuss a work of art.








Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or MisunderstandingsWhat might be common errors or misunderstandings of

It is possible that some of the students have not had sufficient experience in working with a multi-part lesson sequence. It is possible that some of the students have never translated a 2 dimensional work into a 3 dimensional work. I will be constantly checking and assessing which students are having difficulty.

specific components.

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students related to the central foci of this lesson?How will you address them for this group of students?


Launch10 MinutesHow will you start the lesson to engage and motivate students in learning?

What are some things you remember about your portrait assignment?What were some important things Ms. Parlato told you to do?Well these are

http://www.markpriest.org/Nalle_Series/Pages/Drawings.html

What is a gesture? What is the purpose of gesture drawing?What are five activities that would make good gesture drawings (e.g., basketball games, dance classes, etc.)?(With younger grades we will play a freeze dance game in which they pose and we write down the actions)How can emotions be shown through gesture drawings?What tools work best for gesture drawing?How does Mark Priest use gesture drawing in his painting?Why is composition so important in Mark Priest’s painting? Why should you consider it important in your own work?No outlines or details.Observe the model’s pose.

Notice the proportion of the head to body, arm, and leg length.


How will you link the new content (skills and

I will show the materials that we will be using (charcoal, paper)I will explain that they will number there pagesI will check for understanding by asking students why they think we are using charcoal and not pencil and eraser.As students begin to work with their partners I will look at the issues I am seeing arise.•After 5 minutes, I will ask students to share problems that they are having (if they want to). Studentscan offer their suggestions in solving the problem. I will prompt students toward a solution only afterthey have truly exhausted their discussion.•I will allow 30 seconds for each pose and will let students know ahead of time when this is their last pose. The very last pose will be 1 minute with a student volunteer.

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concepts) to students’ prior academic learning and their personal/cultural and community assets?






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Assessment





“Next week we will continue in pairs however you will pick your favorite action and we will continue this activity using a techinique called a contour drawing.” This is another way of saying we will just be drawing the outline of the body. HOWEVER we will be doing this in two ways. We will be doing this by not looking at our page. And then we will also be doing this by not picking up our pencil.” Does anyone have any questions? We will go over more in detail next week

Differentiation/ Planned SupportHow will you provide students access to learning based on individual and group needs?How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?





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them.





What Ifs:What might not go as planned and how can you be ready to make adjustment?

These students are very concerned with details and the way their work turns out. Students might have issues with loose movements and might get frustrated when their figure does not look the way they think it should look. I will make sure to emphasize that this is just practice for our project to come later.



MaterialsWhat materials does the teacher


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need for this lesson?What materials do the students need for thislesson?




What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

Movement Action Gesture Line






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lesson.








Formative Checklist Students may need to be reminded of the expectations of group discussions.

Evaluates the capability of the student toContribute in group discussion andBe considerate and listen to others.



What worked?What didn’t?For whom?AdjustmentsWhat

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instructional changes do you need to make as you prepare for the next lesson in the sequence?Proposed Changes.If you could teach this lesson again to this group of students what changes would you make to your lesson

Whole class:

Groups of students:


JustificationWhy will these changes improve student learning?What research/ theory supports these changes?

LESSON #2Title: Grade Level:

Learning Central FociCentral Foci The context for learning is as follows: showing them famous artists’ and their gesture drawing such as

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What are the central foci for the content in this lesson?1. Art context2. Form and Structure3. Personal Perspective4. Production

Rembrandt and Picasso. The students will be paired. The first student picking an “action” out of a hat and the other student drawing. The first pose will last for 30 seconds and then switching with the same structure as before. Then after both students have done 30 seconds everyone will go back to their seats and volunteers will come up and do one minute action poses that they pick from a hat. The children will learn and develop their own personal skills of observation as well as working with their mistakes. Day 1: Analyzing the drawings of artists such as Rembrandt, Daumier, and Picasso to discover strategies for gesture drawing. Students will pose for each other in quick 30-second poses, and 1-minute poses. The students will continue to produce gesture drawings during the first class. (art context, personal perspective)




SKILLS/STRATEGIES:Students will be able to:Create gesture drawings (2 dimensional) from observation and translate those 2 dimensional drawings into 3-Dimensional sculptures.Find simple shapes that are used in the human figureLearn the importance of drawing from a live modelUse the appropriate vocabulary to discuss a work of art.





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It is possible that some of the students have not had sufficient experience in working with a multi-part lesson sequence. It is possible that some of the students have never translated a 2 dimensional work into a 3 dimensional work. I will be constantly checking and assessing which students are having difficulty.



What are some things you remember about your portrait assignment?What were some important things Ms. Parlato told you to do?Well these are


What is a gesture? What is the purpose of gesture drawing?

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What are five activities that would make good gesture drawings (e.g., basketball games, dance classes, etc.)?(With younger grades we will play a freeze dance game in which they pose and we write down the actions)How can emotions be shown through gesture drawings?What tools work best for gesture drawing?How does Mark Priest use gesture drawing in his painting?Why is composition so important in Mark Priest’s painting? Why should you consider it important in your own work?No outlines or details.Observe the model’s pose.

Notice the proportion of the head to body, arm, and leg length.




How will you

I will show the materials that we will be using (charcoal, paper)I will explain that they will number there pagesI will check for understanding by asking students why they think we are using charcoal and not pencil and eraser.As students begin to work with their partners I will look at the issues I am seeing arise.•After 5 minutes, I will ask students to share problems that they are having (if they want to). Studentscan offer their suggestions in solving the problem. I will prompt students toward a solution only afterthey have truly exhausted their discussion.•I will allow 30 seconds for each pose and will let students know ahead of time when this is their last pose. The very last pose will be 1 minute with a student volunteer.

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engage students to help them understand the concepts?




Assessment





“Next week we will continue in pairs however you will pick your favorite action and we will continue this activity using a

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techinique called a contour drawing.” This is another way of saying we will just be drawing the outline of the body. HOWEVER we will be doing this in two ways. We will be doing this by not looking at our page. And then we will also be doing this by not picking up our pencil.” Does anyone have any questions? We will go over more in detail next week







them.

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Movement Action Gesture Line






How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning


lesson.

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objectives of the lesson?








Formative Checklist Students may need to be reminded of the expectations of group discussions.

Evaluates the capability of the student toContribute in group discussion andBe considerate and listen to others.



What worked?What didn’t?For whom?AdjustmentsWhat instructional changes do you need to make as you prepare for the next lesson in the sequence?

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Proposed Changes.If you could teach this lesson again to this group of students what changes would you make to your lesson

Whole class:

Groups of students:



LESSON #2Title: Contour Line Drawing Grade Level: 3rd Grade


The central focus of this lesson is to take the gesture drawings that they did the previous week and do a series of contour drawings based on one action they choose. They will gather in the pairs they were in last week do a blind contour and a continuous line contour. In this lesson, students will sharpen their observation skills while creating blind contour drawings and self-portraits. Students will also examine images of portraits, and discuss the components and their significance.

Content StandardsWhat standard(s) are most relevant to the learning goals

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of this lesson?

Student Learning Goal(s)/ Objective(s)Skills/proceduresWhat are the specific learning goal(s) for student in this lesson?Concepts and reasoning/problem solving/thinking/strategies5


SKILLS/STRATEGIES:Students will be able to: Demonstrate understanding of the term "contour" through the completion of blind contour drawing and group discussion and various visual examples.CONCEPTS:Students will be able to1. To expose students to the element of art, line. To teach students the variations and uses of line.


What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and

Students will have prior knowledge of gestures and gesture drawing and the vocabulary nessessary for this lesson. I am expecting that students will need help in proportion study.


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concepts for this lesson?Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or MisunderstandingsWhat might be common errors or misunderstandings of students related to the central foci of this lesson?How will you address them for this group of students?

Students may have trouble understanding that this isn’t about the detail of the figure. I will address this by demonstrating and providing clear examples

Students may have trouble translating the big motions or gestures of the figure onto the paper. I will address this by having them practice and providing clear feedback.



Reviewing last week: Can someone tell me what we did last week? And what was the point? Why do artist make gesture drawings?

I will show them a short introduction to a video.http://www.youtube.com/watch?v=bkjn81jz2Sw

What did you notice about the way the drawings were made in this video? Right they were made without picking up the pencil. These are called contour line drawings. So today we are going to make contour line drawings. What does the word contour sound like? Continuous. So today we are going to take our action drawings and make a contour line drawing using continuous lines. Now here is the poster we made with the different strokes your can make. I want you to think about that when you are drawing your partner. Is your partner making a fast pose? A slowwww pose? What marks go with a fast pose? Can someone show me? So we don’t want to spend too much time and detail on these either. Remember fast and loose motions. Remember action people action.

Instruction_________ MinutesWhat will you do to engage students in developing understanding of

Observe the lines, shapes and lines of the action your partner is doing- They will be given pencils but no eraser

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http://www.youtube.com/watch?v=bkjn81jz2Sw

the lesson objective(s)?





“Choose your action for your contour and have your partner perform that action. Pick a point on your partner’s figure where the eye can begin its slow journey around the contour or edge of the figure. Remember, the eye is like a snail, barely crawling as it begins its journey. “When the eye begins to move, so should the hand holding the pencil. Try drawing the entire contour of the object without lifting your pencil form the paper.Practice this drawing method often and you will find your drawings looking more and more like what you are looking at.”

“And remember ... don't panic if your drawing of a shoe looks more like a squashed beetle ... relax and keep it fun. Practice, practice, practice. That's how the real artists do it.”

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remember:

-Keep your pencil or pen always touching the paper as you draw, making one continuous line. If you accidentally pick the pencil up then put it down in the place where you picked it up and keep going. There are no mistakes and you can go back over lines again to get your pencil to a new location.

- Funny lines are OK and don’t need to be fixed.

Assessment


Students will be assessed based on the following criteria:Did the students follow the instructions?Did the students use the materials properly?


Students will be responsible for cleaning up their own area.How hard was it not to pick up your pencil?Did you follow all the contours?Is your drawing an outline drawing?We will go over next week’s lesson.What did you like about the pose that you picked?Next week we will turn these 2 Dimensional art masterpieces you created into 3 Dimensional Masterpieces. What does that mean? We will create a sculpture of the action you chose using tin foil.

Differentiation/ Planned SupportHow will you

There will be visual examples of gesture drawings displayed on the smart board. The lists that the class made as well as I made will be on the smart board throughout the lesson

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provide students access to learning based on individual and group needs?How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Students will be given the opportunity to share their issues with eachother as well as with me.





them.


Students will mostly be working independently Materials will already be on the table in order and students will receive their actions as pairs as they leave the

meeting area Carolanna has a policy that every conversation in the art room must be art related or there cannot be talking at all. I

think that the constant switching 30 seconds and then 1 minute will limit talking of non-related subjects.

What Ifs:What might not go as planned and how can you


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be ready to make adjustment?




After clean up we will have a gallery walk with closing thoughts.What was the hardest part? The most fun? Do you think the gesture drawing loosened you up to to make more successful figure drawings in the future?




Movement Action Gesture

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Line








lesson.






SummativeC hecklist Some students will have needed help

from peers or myself or occasional reminders or repition of previous demonstrations

Were students able to complete the assignment?

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Formative Note-Taking Students may need to be reminded of the expectations during group discussion and throughout class

Is the figure in proportions? Was the entire value scale used?

Formative Note-Taking One on One assistance from myself Use of Contour drawing methodFigure composed well on format


What worked?What didn’t?For whom?AdjustmentsWhat instructional changes do you need to make as you prepare for the next lesson in the sequence?Proposed Changes.If you could teach this lesson again to this group of students what changes would you make to your lesson

Whole class:

Groups of students:


JustificationWhy will these changes improve

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student learning?What research/ theory supports these changes?

LESSON #3Title: Foil Sculpture Grade Level: 3rd Grade


After working on the human figure from observation in a 2 dimensional form, the Students will discuss the differences between two- dimensional and three-dimensional art. Students will develop their knowledge of the Elements of Art through practice of shape and form as well as Principles of Design through movement and balance. They will create foil sculptures that show movement. The students will manipulate aluminum to create sculptures. The students will problem-solve and make creative decisions about how to give their sculpture movement.The students will participate in a class critique at the completion of the project to assess how each student created form and movement through their sculpture.

Content StandardsWhat standard(s) are most relevant to the learning goals of this lesson?

NYC Blueprint for Teaching and Learning in the Visual Arts, 2nd grade Benchmarks“Through an exploration of art materials and techniques students exercise imagination,construct meanings, and depict their experiences; work in two-dimensional and three dimensionalart forms, use basic art tools, and gain knowledge of media and compositionalelements.2nd Grade Developing Art Literacy “Identify new art vocabulary; contribute to word webs andword charts posted in the classroom.2nd Grade Making Connections Through Visual Arts - Recognizing the historical significance ofart.”2nd Grade Developing Art Literacy “Identify new art vocabulary; contribute to word webs andword charts posted in the classroom.2nd Grade Making Connections Through Visual Arts - Recognizing the historical significance ofart.”NAEA - Visual Standards1. Content Standard: Understanding and applying media, techniques, and processes.

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C. Use different media, techniques, and processes to communicate ideas, experiences, andstories.D. Use art materials and tools in a safe and responsible matter.3. Content Standard: Choosing and evaluating a range of subject matter, symbols and ideas.B. Select and use subject matter, symbols, and ideas to communicate meaning.4. Content Standard: Understanding the visual arts in relation to history and cultures.A. Know that the visual arts have both a history and specific relationships to variouscultures.B. Identify specific works of art as belonging to particular cultures, times, and places.C. Demonstrate how history, culture, and the visual arts can influence each other in makingand studying works of art.5. Content Standard: Reflecting upon and assessing the characteristics and merits of theirwork and the work of others.

They demonstrate independence.They build strong content knowledge.They respond to the varying demands of audience, task, purpose, and discipline.They comprehend as well as critique.They value evidence.They use technology and digital media strategically and capably.They come to understand other perspectives and cultures. (So, you could say: )Students will comprehend as well as critique. Students will understand other historical perspectives.

Student Learning Goal(s)/ Objective(s)Skills/proceduresWhat are the specific learning goal(s) for student in this lesson?Concepts and reasoning/problem solving/thinking/strategies6

What are the specific learning goal(s) for students in this

SKILLS/STRATEGIES:Students will be able toDevelop sense of proportion of the bodyUse and develop skills for beginning a sculptureApply principles of proportion and balance in creating their own human formknow the differences between materials, techniques, and processesStudents will gain experience manipulating foil to see how it can become a figure.Students will brainstorm how to bring something of themselves into their sculptures.Students will translate 2D figure drawing into 3D sculpture.Students will practice the principle of balance to create a piece that can stand as on its own.Students will critique their work as well as the work of their classmates for feedback and suggestions.


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lesson? CONCEPTS:

Students will be able to1. Observe how historical artists used gesture drawing or simple lines to draw the human figure.2. Use simple shapes and lines to draw the human figure.3. Understand that the proportion of the adult human figure is measured in terms of the length of the human head.4. Practice drawing figures in action with simple gesture lines.5. Students will critique their work and the work of others to choose drawings for submission and portfolio based upon specific criteria.



Before beginning this lesson, students should: Know and be able to list all the basic shapes

Students have previous knowledge of proporition, portratutre and gesture drawing from the previous week. They have gained the proper knowledge of vocabulary nessessary for this lesson on contour line drawing and the vocab for this lesson is pretty simple.

Gaps:


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.We will Discuss how a sculpture differs from a painting: it has a front, a side, a back, a top, a bottom. We will look at examples of sculptures, identifying and comparing parts of sculptures

“so a sculpture is a piece of art that is not flat. If something is not flat, it is three-dimensional. Does anyone know what three- dimensional means? “Yes, so three-dimensional means that the object has length, going from side toside, height, going up and down, and depth, going from front to back. However if something is flat, then it only has length, going from side to side, and height, going up and down. So this means that it only has two dimensions, so a flat object is called two- dimensional. Any questions about that?”

Great, so what you have done up until this point has been 2 dimensional. So we are going to create your first 3 Dimensional masterpiece of the year!


How will you link the new content (skills and concepts) to students’ prior academic learning and their

I am going to show them a demo of what they will do.

“Ok you see that your final foil has 2 slits in it. Why do you think? For the arms. So we are going to do something very interesting that I came upon the other day that makes a very interesting figure. Gently crumple foil together holding it in the middle (like you were holding the waist of the person) Gently, if you squeeze too hard the foil compresses and the person gets really tiny! What was the result? The tin foil is no longer flat. So now I can start forming my arms, which are these two slits and then my head and the very bottom, my legs. And with foil when you feel you need to re do someone you can just move it! Does anyone have any questions?

-

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personal/cultural and community assets?





Students will return to their seats. I will choose a student to hand out contour drawings to students. They will be giving 1 minute to pick which pose they would like to use as their statue and then when they have decided they will raise their hand to indicate this. They will then be given a piece of tin foil to begin.

Assessment

How will you determine if students are meeting the

Using the thumbs up, ok, and down technique, I will ask students the following questions using the thumbs up/down technique.

Did your sculpture stand and have necessary body parts?

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intended learning objectives?

Did you take prior lessons in the unit into account when designing your sculpture?____________________________________________________Did you actively listen and follow directions?

Did you do your best during this lesson?

_________________________________________________


Conclusion: After clean up we will hold an art walk in the room to admire and comment on each other’s work; being reminded that our comments must be descriptive and positive. We remembered that our comments are descriptive and positive. The students enjoyed seeing the drawings.


There will be visual examples of gesture drawings displayed on the smart board. The lists that the class made as well as I made will be on the smart board throughout the lesson Students will be given the opportunity to share their issues with eachother as well as with me. There will be examples on how to fold the foil



Students with IEP’s or 504 plans: Mainly the issue in this class is one of a language barrier. Those students that are ELL have para’s with them to translate and I have spoken with them.

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Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: Students will be encouraged to show their art making progress and focus will be on what they can do, not what they can’t. Extra assistance will be given to those who need it. Positive reinforcement, feedback and praise will be given. Students who have trouble manipulating the foil can simplify their figure by making it smaller.


Students will mostly be working independently Materials will already be on the table in order and students will receive their actions as pairs as they leave the

meeting area Carolanna has a policy that every conversation in the art room must be art related or there cannot be talking at all. I

think that the constant switching 30 seconds and then 1 minute will limit talking of non-related subjects.


Students might have trouble translating from 2D to 3D. This can be solved by having them make the piece 2D. However once they are done, pairing them with a classmate who grasped the idea. Additionally some may trouble with the material. This can be resolved or helped by adding materials like tape or making the figure smaller.

Theoretical Principles and/or Research–Based Best PracticesWhy are the learning tasks for this lesson appropriate for your students?MaterialsWhat materials


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does the teacher need for this lesson?What materials do the students need for thislesson?

Students: Tin Foil, projects from previous weeks




Movement Action Gesture Line Shape






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lesson.






Summative Checklist Some students will have neededhelp from myself or peers.

Where students able to complete the task

Summative Checklisst Some students will have neededhelp from myself, peers or paras

Asseses the ability of students use of classtime

Summative Checklist Assesses students application of terms and vocabulary throughout the unit

Formative Checklist One on one assistance frommyself

Asseses students effort throughout the project.

SummativeStudents may need to bereminded of the expectations ofgroup discussion.

Were students able to participate in group discussion and follow directions


What worked?What didn’t?For whom?AdjustmentsWhat

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instructional changes do you need to make as you prepare for the next lesson in the sequence?Proposed Changes.If you could teach this lesson again to this group of students what changes would you make to your lesson

Whole class:

Groups of students:



Assessment: Still Life

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Name1. Did you create an abstract or realistic piece? If abstract, how did you alter the still life to make it abstract?2. Is your overall design successful? Why or why not?3. Did your drawing turn out the way you planned? Why or why not? Is it better or worse?4. What would you change about you drawing to improve it? Think about overall layout, process, media application, etc.5. Meets basic requirements6. Uses space well7. Media is applied carefully, does not look rushed

/50 (total from above) x 4=/200Total Points

Gesture Drawing Assessment

Gesture Drawing Exemplary/Advanced

Gesture drawing lines depict characters, objects, and environments in a free and descriptive manner capturingg the essential underlying gesture/movement and expresses a symbolic connection to the content of the story.

Proficient

Gesture drawing lines depict characters, objects, and environments in a free and descriptive manner capturing the essential underlying gesture/movement.

Developing

Gesture drawing lines that depict characters, objects, and environments needs to be more fluid as they attempt to capture descriptive details and the essential underlying gesture/movement.

Incomplete

Gesture drawing lines are not utilized in the final drawing.

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Collaboration Exemplary/Advanced

Student participated in peer and group critiques, discussions, and brainstorming. Student workedoutside of class with others, brought in props andreferences for others, followed directors instructionstaking modeling and drawing for others seriously, and generally worked to make others work more successful.

Proficient

Student participated in peer and group critiques, discussions, and brainstorming. Student followed directors instructions, taking modeling and drawing for other seriously, and generally worked to make others work more successful.

Developing

Student participated in peer and group critiques, discussions, and brainstorming. Student almost always followed directors instructions, took modeling and drawing seriously, and generally worked to make others work more successful.

Incomplete

Student's participation in peer and group critiques, discussions, and brainstorming was minimal or disrespectful. Student did not have a constructive attitude when participating in group activities. Student was only concerned with his/her own work.

Assessment: Wire sculptureExcellent

Good

Average Needs Improvement

Gesture Planning Sketches

10 9-8 7 6 or Less

Shows movement drawn from life

10 9-8 7 6 or Less

Figure Captures

10 9-8 7 6 or less

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MovementSkillful use of art tools and media

10 9-8 7 6 or less

Effort-Did not rush, good use of class time

10 9-8 7 6 or less

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