2017 CAEA Workshop Presenter/Instructor Conference Lesson Plan

Email completed form to Linda Stevenson membership@caea-arteducation.org on or before August 24, 2017.

Workshop Title: How Might We …?

Name of Presenter: Patricia Naczinski/Jeanne Hoel

Workshop Grade Level and Audience Type (check one or more in each column)

Grade Level Audience Typex TK-5 x Single Subject Visual Arts Teachers

x 6-8 x Art, Media, Entertainment Teachers (CTE)

x 9-12 x Multiple Subject Classroom Teachers

x Students with Special Needs

x University

Other: Administrators

x Museumx Pre-Service

Other:

Workshop Academic Standards ConnectionsCheck and list the specific standard(s) for each type of standards directly addressed in your workshop.

Type of Standards Specific Standards (Applies K-12)x CA Visual Arts Content

Standards5.0 Students apply what they learn in the visual arts across subject areas, they develop competencies & creative skills in problem solving, communications, & management of time & resources that contribute to lifelong learning & career skills.

New National Visual Arts StandardsCA Content Literacy for Technical Subjects - WritingCA Content Literacy for Technical Subjects - Reading

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Type of Standards Specific Standards (Applies K-12)x CA English Language

Development StandardsCCSS Speaking and Listening:

1. Participate in collaborative conversations with peers & adults in small & large groups

6. Produce complete sentences when appropriate to task & situation to provide requested detail or clarification.

x 21St Century Skills Communication: sharing ideas with your partner/groupCollaboration: combining ideas with your partner/groupCritical thinking: using materials/ideas creatively to solve problems Creativity: using your imagination

Workshop Lesson Learning Objectives/Goals/Essential Understandings:This session helps teachers connect design-based learning concepts to practical and professional challenges; teachers will also explore how to adapt this concept to the classroom to help students see how artistic strategies can be applied to problem-solving situations in a variety of contexts outside the art room.

Vocabulary: (Words used...related to lesson and concepts taught)Design thinking, prototype, inquiry

Materials: (Needed for lesson--paper, paint, etc.) Prototyping materials: Paper bags, assortment of found objects that can be used to build with,

such as: cardboard, recyclables, rubber bands, coffee filters, straws, paper clips, balloons, foil. Additional supplies for writing and drawing: paper, pencils, colored pencils, crayons or

markers, post its, chart paper.

Motivation: (Suggestions for involving students, previous learning, videos, examples, etc.) Participant-generated challenges: How might design-based thinking help us approach

classroom challenges creatively? Classroom lesson plan inspired by the question ‘How might I retool a tried-and-true (but tired)

lesson plan?’

Procedure: (Step-by-step instructions or outline of workshop)1. Introductions: ask participants to share a particular professional challenge or current area of

focus (for example, maximizing limited time; building more student choice into assignments; forming a professional network; etc.)

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2. Keynote presentation: How Might We …? Overview of design thinking process and how to turn challenges into ‘how might we’ questions. Propose categories for design-based thinking application in a teaching context: lesson plan retooling; classroom setup; time management; professional networking; etc. Share example of “retooled” art lesson: Collaborative Mandala (see pictures).

3. Provide time for participants to select a specific challenge, then post for others to see and find potential collaborators

4. Working time: participants create written or 3D prototypes to address their ‘how might we’ questions.

5. Share out. What are your take-aways?6. Group discussion: what are implications of How Might We problem framing? How might this

be adapted into assignments for students?

Assessment and/or Evaluation of Learning:(Examples of rubrics, pre-tests/post-tests/critiques format, evaluation forms and/or sample questions teachers may ask their students when evaluating student work, prompts for student writing about their artwork and learning, etc.)

- What are your take-aways?- What are implications of ‘How Might We’ problem framing? - How might this be adapted into assignments for students?- How well did you work with your partner or group?- What were some creative risks that you took?

Extensions: (Follow-up lessons, connections to the performing arts, and other core subjects)- Share Patricia’s Collaborative Mandala lesson plan (see pictures)- How might this be adapted into assignments for students?

Adaptions or Modifications for Students with Special Needs: Allow extra time for planning and discussion.

You may also send photos, diagrams, etc., to be posted with your lesson plans. Please make sure to name the image or file with your name, 2017CAEAWorkshop. Thank you!

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