Scribd Logo
Upload

Welcome to Scribd!

  • 105 views

    309 Lessonplan Fourth Template

    Uploaded by

    api-273005472
    This document provides details for a lesson plan on street art for a 4th grade class. The plan addresses national art standards focusing on creating, presenting, responding to, and connecting art. Students will learn about street artists like Banksy, Kaws, Anna Garforth and Scott Wade through a powerpoint. They will create a collage and use dripping and stenciling techniques to explore themes in street art. Assessments include students creating a collage reflecting something important to them and describing similarities and differences between conventional and street art in writing and discussion. Accommodations support diverse learners through oral discussion, adaptations for early finishers, and challenging advanced students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    309 Lessonplan Fourth Template

    Uploaded by

    api-273005472
    105 views4 pages
    This document provides details for a lesson plan on street art for a 4th grade class. The plan addresses national art standards focusing on creating, presenting, responding to, and connecting art. Students will learn about street artists like Banksy, Kaws, Anna Garforth and Scott Wade through a powerpoint. They will create a collage and use dripping and stenciling techniques to explore themes in street art. Assessments include students creating a collage reflecting something important to them and describing similarities and differences between conventional and street art in writing and discussion. Accommodations support diverse learners through oral discussion, adaptations for early finishers, and challenging advanced students.

    Original Title

    309 lessonplan fourth template

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides details for a lesson plan on street art for a 4th grade class. The plan addresses national art standards focusing on creating, presenting, responding to, and connecting art. Students will learn about street artists like Banksy, Kaws, Anna Garforth and Scott Wade through a powerpoint. They will create a collage and use dripping and stenciling techniques to explore themes in street art. Assessments include students creating a collage reflecting something important to them and describing similarities and differences between conventional and street art in writing and discussion. Accommodations support diverse learners through oral discussion, adaptations for early finishers, and challenging advanced students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    105 views4 pages

    309 Lessonplan Fourth Template

    Uploaded by

    api-273005472
    This document provides details for a lesson plan on street art for a 4th grade class. The plan addresses national art standards focusing on creating, presenting, responding to, and connecting art. Students will learn about street artists like Banksy, Kaws, Anna Garforth and Scott Wade through a powerpoint. They will create a collage and use dripping and stenciling techniques to explore themes in street art. Assessments include students creating a collage reflecting something important to them and describing similarities and differences between conventional and street art in writing and discussion. Accommodations support diverse learners through oral discussion, adaptations for early finishers, and challenging advanced students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Level 3: ART 309 & Student Teaching

    Living Artist Lesson Plan


    Central Focus
    Grade Level
    Class Size
    Time
    Class Demographics

    Living Artist
    4th grade
    6
    1hr 50min
    (use during Student or Clinical Teaching only)

    National Core Arts Standards Addressed


    Creating: VA:Cr1-4 b. Collaboratively set goals and create artworks that are meaningful and have purpose to the makers.
    VA:Cr3-4 a. Revise artwork in progress on the basis of insights gained through peer discussion.
    Presenting: VA:Pr5-4 a. Analyze various considerations for presenting and protecting art in indoor or outdoor settings, in
    digital or in a temporary format, on various surfaces or in different location
    Responding: VA:Re7-4 b. Analyze components in visual imagery that convey messages.
    Connecting: VA:Cn10-4 a. Create works of art that reflect community cultural traditions.
    Common Core State Standards Addressed
    Use http://www.corestandards.org/ELA-Literacy to copy and paste the codes and standard text for the level-specific Common
    Core State Standards this lesson will address. 4th grade lesson example:
    CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and
    evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
    CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and
    examples related to the topic.
    SPECIAL PRE-INSTRUCTION PREPARATIONS
    Teacher example
    Powerpoint
    Make handouts
    ARTISTIC PRACTICE
    Forms
    Frames
    Conceptual Framework

    2D
    Cultural
    Artwork

    3D
    Subjective
    Artist

    Artmaking (60%)
    Create a collage
    Using a dripping technique they will layer their
    Create a stencil that goes on top of their multimedia work

    Structural
    Audience

    4D
    Postmodern
    World

    Critical/Historical Study Activities (40%)


    Learning street art though Banksy, Kaws, Anna Garforth,
    Scott Wade

    LEARNING OBJECTIVES
    As a result of this lesson, students will be able to:
    2D: Students will be able to create a collage using at least 10 images from magazines that reflect a subject
    that is important to them.
    Artwork: In written response students will describe at least two similarities and two differences between
    conventional art and Street Art.
    Subjective: While looking at images of Street Art students will orally identify an emotion evoked by the
    images and give at least two ways that emotion was communicated.
    Cultural/ Structural: While looking at images of Street Art students will orally describe, at least one theme
    they notice in street art.
    Postmodern: Students made adjustments to their works of art by making at least two changes to their
    original piece to assimilate street artists challenges.
    INTERDISCIPLINARY CONNECTIONS
    Writing
    History
    TEACHER MATERIALS

    Level 3: ART 309 & Student Teaching

    Powerpoint
    Video Clip
    Teacher example
    Handout

    Cardboard 12X6
    Magazine cut outs
    Scissors
    Matt medium or modgepoge
    Tempera paint
    Think paper (card stock)
    Paint shirts
    Pencils

    STUDENT MATERIALS

    Key Artists
    Key Artworks
    Key Critical Questions

    ARTISTS IN CONTEXT
    List at least 6 diverse artists
    Artist, Artwork Title, Year (list at least 2)
    1. List at least 4 critical questions about each of the key artworks that will ground writing
    and discussion activities
    VOCABULARY AND LANGUAGE ACQUISITION

    Discipline Specific (Syntax)


    Commission: receiving money from someone in order to
    create a work of art
    Conventional art: historical or traditional art (art you would
    normally find in a museum)
    Street art: art that may or may not be illegal that is found
    on the streets or in unconventional places.
    Stencil: a tool used to recreate a pattern, design, word,
    ect. Onto another surface.

    Academic

    LANGUAGE FUNCTIONS
    Describe: what they see in the power point
    Compare/Contrast: conventional art to street art
    Critique/question: if street is an acceptable form of art
    LANGUAGE MODES AND ACTIVITIES
    Throughout your unit you should have at least one activity focused on have students exercise each mode.
    Read
    Write
    Listen
    Speak
    Books open for early
    Ven-diagram comparing
    During power point and
    Discuss at least one
    finishers.
    street art and
    demo
    emotion provoked by the
    conventional art
    images.
    Discuss, at least one
    thing they notice about
    themes in street art.
    INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
    Instruction Methods
    Orally
    Have you ever seen street art before?
    Video
    Video about street art
    Instruction
    Instruction Methods
    Go around the room and ask one thing they learned from the video
    Orally
    Do you know of different forms of street art?
    Demonstration
    Start PowerPoint
    Written
    Slide one: Banksy (Sarah)
    Visual
    Launch

    Level 3: ART 309 & Student Teaching

    -Do you think this is right or wrong?


    -why do you think that?
    -If its wrong is it still considered art?
    -Talk about commission based work
    -Is it still right/wrong if it is commissioned
    Slide Two: Anna Garforth: Pharmacy Sign (Kim)
    -Is this a more acceptable form of art?
    -Is this still wrong if she puts moss on walls without asking?
    Slide Three: Scott Wade: Mona Lisa/Starry Night (Sarah)
    -Dose permanency devalue the meaning of art?
    Slide Four: Kaws (Kim)
    -is reverse graffiti still graffiti?
    -Do you think it would be considered illegal?
    Pass out vendiagram
    Intro to collage
    Passout paper
    Informal demo of how to collage (Sarah)
    Students will work on making project
    After collage is done we will then talk about the importance of layering
    their work, in relation to street art.
    We will then demo controlled drip painting onto their collage
    The students will then drip paint on their work creating a textured surface,
    mirroring the street artist process.
    While the surfaces are drying we will have the students create a stencil
    that will be used on the following Saturday.
    Clean up
    Closure
    Have a discussion on one thing each student liked about to day and one thing
    they learned.

    Instruction Methods
    Orally

    ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS


    Adaptations and Accommodations
    Orally comparing and contrasting street art with conventional art within the powerpoints and also having the students create
    a written vendiagram doing the same.
    Enrichment and Extensions
    Advanced students work will reflect a deeper understanding of the themes within street art.
    We will question their motives and meaning behind their choices within their art.
    Activity for Early Finishers
    Early finishers will have the options to read books on street art
    They will also have the option to make more than one stencil
    Early finishers will also help clean up
    1.
    2.
    3.
    4.
    5.

    OBJECTIVE-DRIVEN ASSESSMENTS
    2D: Students will be able to create a collage using at least 10 images from magazines that reflect a subject
    that is important to them.
    Artwork: In written response students will describe at least two similarities and two differences between
    conventional art and Street Art.
    Subjective: While looking at images of Street Art students will orally discuss at least one emotion provoked
    by the images.
    Cultural/ Structural: While looking at images of Street Art students will orally discuss, at least one thing they
    notice about themes in street art.
    Postmodern: Students cocreate works of art by making at least two changes to their peers original piece to
    assimilate street artists challenges.

    Level 3: ART 309 & Student Teaching

    REFERENCES

    Gardens, G. (2008, September 25). Design | Triple Size Pugs. Retrieved


    fromhttps://triplesizepugs.wordpress.com/category/design/
    Lean, P. (2004). space invaders. Retrieved from
    http://nga.gov.au/Exhibition/SPACEINVADERS/Default.cfm?IRN=162193&BioArtistIRN=33679&MnuID=4&GALID=33679&vi
    ewID=3&DTLVIEW=TRUE
    Wade, S. (2014). scott wade's dirty car art. Retrieved from http://www.dirtycarart.com/get-the-dirt/
    Garforth, A. (2013). Anna Garforth. Retrieved from http://www.annagarforth.co.uk/

    * Developed and written by (Kimberly DeFreece and Sarah Schmidt), Art Education, Illinois State University, 2014 *

    You might also like