Adaptive Lesson Plan
Teacher: Ms. Max
Grade Level:
Title: Let's Dance/Robotic Characters
Brief History and Background:
Recognizing shapes and colors help to induce memory skills when repeated through visual identification.
Standards:
Pennsylvania Academic Standards for Arts and Humanities
9.1 Identify and use comprehensive vocabulary within each of the arts forms.
9.1 Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
Goal:
Students will create 2D moving, paper characters with 3D traits
Objectives:
Students will:
use cut-out geometric shapes
will cut some of their own shapes
Assemble shapes into a character
glue shapes to paper
create a character
Resource Materials/Visual Aides:
Visual displays and exemplars
Supplies/Materials:
11 x 16" colored paper
multi-colored geometric shapes
decorating edge scissors
Teacher Preparation:
Set up exemplars and Power point
Have supplies readily accessible at supply station
Introduction:
Using recognizable shapes helps the students to understand how to apply or understand them when they create a character. The bright colors stimulate the visual senses and triggers another aspect of memory.
Directions:
1. Distribute large colorful paper
2. Select colors of paper and pre-cut shapes
3.adjust shapes with scissors
4.assemble shapes onto paper
5.glue shapes
6.let dry and bend and fold legs and arms accordion style for movement
7. Create Dancing Characters
Critique/Evaluation/Assessment:
Rubric
Time Budget:
50 mins. a week for 2 weeks
5 min. introduction
40 min. work period
5 min. clean-up
Vocabulary:
square
rectangle
circle
triangle
Safety Concerns:
n/a
Extensions
jigsaw puzzle
computer
Lesson plan
Light Catchers
Teacher
Marie Max
Grade level
Title
Stained Glass Light Catchers
History and Background
The Medeival Era, early A.D. 1300, was a time of chivalry and religious icons. Storytellers would illustrate glass on windows of the churches. The churches were the religious buildings for the kingdoms. The towns people could come to the churches to learn the religion of the time. Not many people new how to read and the churches were dark. The windows would let the light through and they were where stories were painted. The colors would blend with each other and bright shapes would shine through when the light would beam into them.
Standards:
Academic Standards, 2007
9.1.
Historical and Cultural Contexts..………………………..
A. Context of Works in the Arts
B. Chronology of Works in the Arts
C. Styles and Genre in the Arts
D. Historical and Cultural Perspectives
E. Historical and Cultural Impact on Works in the
Arts
9.2.
F. Vocabulary for Historical and Cultural Context
G. Geographic regions in the arts
H. Pennsylvania artists
I. Philosophical context of works in the arts
J. Historical differences of works in the arts
K. Traditions within works in the arts
L. Common themes in works in the Arts
Critical Response………………………………………….
A. Critical Processes
B. Criteria
C. Classifications
D. Vocabulary for Criticism
E. Types of Analysis
F. Comparisons
G. Critics in the Arts
9.3.
Aesthetic Response………………………………………...
A. Philosophical Studies
B. Aesthetic Interpretation
C. Environmental Influences
D. Artistic Choices
Pennsylvania Academic Standards for the Arts and Humanities
9.1.8.A. Know and use the elements and principles of each art form to create works in the arts and humanities
9.1.8.C. Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
9.2.8.C. Relate works in the arts to varying styles and genre and to the periods in which they were created
9.2.8.L. Identify, explain and analyze common themes, forms and techniques from works in the arts
Educational Technology Standards (NETS•S) and Performance Indicators for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
Using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
Informed decisions using appropriate digital tools and resources.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.
Goal:
Students will produce stained glass models or light catchers
Objective:
1. Students will improve cognitive skills by interpreting narrative stories
2. Students will improve motor skills by line drawing
3. Students will improve motor skills by applying color
4. Students will improve understanding affect of color interplay
5. Students will create a stained glass image
Resources:
Books on mediaval imagery and symbols
Samples of stained glass project
Materials:
Recycled , flat clear plastic or Acetate
Tape
String
Markers
Templates
Paper frames
child safe laminator
Introduction:
The teacher will introduce the history of stained glass windows. Then the students will observe samples of stained glass images from the medieval era and modern times. Teacher will explain the light and color play through the glass. . Students will color acetate with high colored markers and melted crayon wax to create there own stained glass .objects.
Directions:
1. Students will draw own design to make the template.
3. Students will place the acetate over the template..
4. Students will color in the shapes of the template onto the acetate
5. Students will choose several colors of permanent markers
6. trace black lines around the shapes to delineate the shapes.
7. Students will glue paper frames onto front and back of acetate
8. Teacher and students will run finished piece through child safe laminator
9. Teacher and student will use hole puncher for hanging
Teacher Preparation
• set-up display board
• display exemplars
• supply each work space with required material
Vocabulary
Medieval- era between the years AD 1300 -AD 1500
Safety Concerns:
none
Critique/Evaluation/Assessment:
1. critique discussion on affectiveness of project and production
2. evaluate % of attendance, class participation, following directions, completing assignments, vocabulary quiz scores
3. assessment unsatisfactory, satisfactory, outstanding
Time Budget:
50 mins - 6 min. intro, 3 min set-up, 30 min. work time, 3 min clean-up, 5 min. critique, 3 closing
Bibliography/References:
• http://www.metmuseum.org/toah/hd/glas/hd_glas.htm
• Notre Dame, http://images.google.com/images?q=notre+dame+stained+glass&ndsp=21&hl=en&sa=N&start=21&um=1
• http://www.metmuseum.org/toah/ho/08/euwc/ho_13.64.3ab.htm
• http://www.philamuseum.org/collections/permanent/54100.html?mulR=8364
• Stained Glass: Art or Anti-art, John Piper, Studio Vista:London, 1968
• Eyewitness Knight, Christopher Gravett, DK Publising,Inc.,2007
• Art Smart, Susan Rodriquez,Pearson Education, 2007
• Metropolitan Museum of Art, Howard Hibbard, Harrison House, 1980
Adaptive Lesson plan
Teacher: Marie Max
Grade level
Title: Wield a Shield: Coat of Arms
History and Background:
In the Medieval era, A.D. 1300-1500, the kings and Noblemen would have a special symbol that identified their family name or lineage. A design or picture was used as a symbol to describe their lineage, strength, or knowledge. These symbols were called a "Coat of Arms". Each picture and color had a special meaning that could be used to tell a story about the kingdom or noble family. The Coat of Arms was used in stained glass windows, cloaks for royal horses, shields for knights and so on. These symbols were a way to identify the family name or kingdom a person such as a Knight might have loyalty toward.
Standards:
Academic Standards, 2007
9.1.
Historical and Cultural Contexts..………………………..
A. Context of Works in the Arts
B. Chronology of Works in the Arts
C. Styles and Genre in the Arts
D. Historical and Cultural Perspectives
E. Historical and Cultural Impact on Works in the
Arts
9.2.
F. Vocabulary for Historical and Cultural Context
G. Geographic regions in the arts
H. Pennsylvania artists
I. Philosophical context of works in the arts
J. Historical differences of works in the arts
K. Traditions within works in the arts
L. Common themes in works in the Arts
Critical Response………………………………………….
A. Critical Processes
B. Criteria
C. Classifications
D. Vocabulary for Criticism
E. Types of Analysis
F. Comparisons
G. Critics in the Arts
9.3.
Aesthetic Response………………………………………...
A. Philosophical Studies
B. Aesthetic Interpretation
C. Environmental Influences
D. Artistic Choices
Pennsylvania Academic Standards for the Arts and Humanities
9.1.8.A. Know and use the elements and principles of each art form to create works in the arts and humanities
9.1.8.C. Identify and use comprehensive vocabulary within each of the arts forms.
9.1.8.H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
9.2.8.C. Relate works in the arts to varying styles and genre and to the periods in which they were created
9.2.8.L. Identify, explain and analyze common themes, forms and techniques from works in the arts
Educational Technology Standards (NETS•S) and Performance Indicators for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
Using technology. Students:
a. Apply existing knowledge to generate new ideas, products, or processes.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
Informed decisions using appropriate digital tools and resources.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. Understand and use technology systems.
b. Select and use applications effectively and productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new technologies.
Goal:
Students will create a Coat of Arms
Objective:
1. Students will improve cognitive skills by interactively exploring ideas, choosing, and discussing objects and colors of importance.
2. Students will improve motor skills by drawing and notating ideas and relationships of images, objects, .
3. Students will improve motor skills by cutting out shield from templates.
4. Students will improve motor skills by coloring shields.
5. Students will create a shield with a Coat of Arms
Resources:
• Display Board
• Exemplars
• Books
Materials:
• Construction paper
• White 12x16 Paper
• Markers
• Paint
• Glue
• Scissors
• Pencils
• Stencils
Introduction:
The teacher will focus on the idea of thinking about who the student is and what is there family history. The teacher will explain that the objective is to create a symbol or shapes(s) that give a designed description about which the student are or how the students feel about themselves. Students will focus on meaning of shapes, color, and design.
Directions:
1. Think of family, ancestry, career, and talents
2. Choose colors and patterns from templates and stencils.
3. Trace shield template
4. Cut out shape
5. Cut shapes from construction paper or trace stencil of image
6. Glue shapes on shield
7. Color shield
CLOSURE:
Students will display each of their pieces of art and discuss their shields
Extension
Students who complete early will hang shields and then color pictures of symbols from the medieval era
Teacher Preparation
• Display board
• Exemplars
• Lay materials out for selection on table
Vocabulary
Coat of arms
Medieval- the era between the years of AD 1300 and AD 1500
Safety Concerns:
Students need to be careful with scissors.
Critique/Evaluation/Assessment:
1. Critique discussion on effectiveness of project and production
2. Evaluate percentage of attendance, class participation, following directions, completing assignments, vocabulary quiz scores
3. Assessment: unsatisfactory, satisfactory, outstanding
Time Budget:
50 mins - 6 min. intro, 3 min set-up, 30 min. work time, 3 min clean up, 5 min. critique, 3 min. closing
Bibliography/References:
• http://www.metmuseum.org/toah/hd/glas/hd_glas.htm
• Notre Dame, http://www.metmuseum.org/toah/ho/08/euwc/ho_13.64.3ab.htm
• http://www.philamuseum.org/collections/permanent/54100.html?mulR=8364
• Eyewitness Knight, Christopher Gravett, DK Publising,Inc.,2007
• Art Smart, Susan Rodriquez,Pearson Education, 2007
• Metropolitan Museum of Art, Howard Hibbard, Harrison House, 1980
Adaptive Lesson Plan
Teacher: Ms. Max
Grade Level
Title: jewelry making
Brief History and Background:
Beading is a craft that involves the stringing of beaded forms and color selection. Through the actions of stringing and making independent decisions with selecting particular beads, it is beneficial for tuning fine motor and cognitive skills.
Standards:
Pennsylvania Academic Standards for the Arts and Humanities
9.1 Know and use the elements and principles of each art form to create works in the arts and humanities
9.1 Identify and use comprehensive vocabulary within each of the arts forms.
9.1 Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
9.2 Identify, explain and analyze common themes, forms and techniques from works in the arts
Goal:
Students will thread beads onto string
Objectives:
Students will:
1. tape one end of string to table
2. choose beads from containers
3. slide string through hole in beads
4. make a necklace
Resource Materials/Visual Aides:
How to exemplar
Supplies/Materials:
beads
string
Teacher Preparation:
Prepare containers of beads
Add tape to string in advance
Introduction:
Teacher explains step-by-step process of stringing beads. Teacher has students choose at least two colors of beads and, if applicable, how many.
Directions:
1. Students press taped string onto table-top.
2. Students take opposite end of string
3. Students select beads
4. Slip beads onto string
Critique/Evaluation/Assessment:
Students praised for their ability and creativity.
Teacher assesses ability to bead in time provided.
Teacher evaluates variety of colors student chooses
RUBRIC
N/A
Time Budget:
5 minute introduction
40 minutes to construct
5 minute clean-up
Vocabulary:
n/a
Safety Concerns:
n/a
Extensions
Students may engage in playing with puzzles or clay.
Bibliography/References:
n/a
Lesson Plan
Teacher: Ms. Max
Grade Level
Title: Kente Cloth
Brief History and Background:
Kente cloths are woven and good for the fine motor skills. They are West African and are woven with pieces of woven fabrics. Each color woven into the cloth has a meaning. the bigger the cloth the more important to person.
Standards:
Pennsylvania Academic Standards for:
Arts and Humanities
9.1 Know and use the elements and principles of each art form to create works in the arts and humanities
9.1 Identify and use comprehensive vocabulary within each of the arts forms.
9.1 Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
9.2 Relate works in the arts to varying styles and genre and to the periods in which they were created
9.2 Identify, explain and analyze common themes, forms and techniques from works in the arts
Goal:
Students will weave Kente cloths
Objectives:
Students will:
1. select strips of colored fabric
2. weave second selection in and out of strips taped to table
3. students will create Kente cloths
Resource Materials/Visual Aides:
Visual displays and exemplars
Supplies/Materials:
20" long x 3" wide strips of multi-colored fabric
tape
Teacher Preparation:
cut strips of fabric
fabric glue
Set up exemplars and Power point
Have supplies readily accessible at supply station
Introduction:
Kente cloths are colorful, textural, and wearable. Choosing
the different colors will be cognitively productive for students as they focus on decision making. The application of weaving large strips of fabric will be easy for students to manipulate fine motor skill that require the use of two hands.
Directions:
1. select 8 strips of colored cloth
2. tape ends of the strips to table
3. select colors to weave into taped fabric pieces as they progress
4. apply fabric glue to cross pattern areas
5. create wearable Kente cloths
Critique/Evaluation/Assessment:
Ability Rubric
Time Budget:
50 mins.
5 min. introduction
40 min. work period
5 min. clean up
Vocabulary:
Kente cloth
weaving
Safety Concerns:
n/a
Extensions
computer time
Bibliography/References:
Wearble Paper Sculpture Head Piece Grade 10 Wearable Paper Sculpture The Basketball Crown Grade 11
Wearable Sculptures for the Head (not a HAT!)
Intend: Design & Construct a piece of sculpture
Define: -Must use headband as initial structural support
-something must move when worn (kinetic)
-process limited to 30 mins. only
-limit a structural start point
Explore: Design, materials, structures
- organization of pattern/ or non-patterned
- choose from various elements or cultures
- form from directive discourse
-emergent and organic
Plan: Organize your approach
-
Produce: Make your solution
-consider it an Odyssy
- don't expect to know how it will turn out
Evaluate: Content, Process, Impact
-imaginative based
-try to focus on how to build it
-express, a "wow"
Integrate: -What will you carry away from this experience?
-What new applications could be envisioned using elements of your design?
KEEP DIDACTICS IN THE CLASSROOM!!!
Lesson Plan: Teacher: Mrs. Fritz
Grade Level:
Title: Aliens, Goblins, and Ghouls! Oh, My!
Brief History and Background:
Artists such as Picasso and Matisse use distortion and patterns within features. They use symmetry and asymmetry. Eerie monster faces can be made the same way.
Standards:
Pennsylvania Academic Standards for:
Arts and Humanities
9.1 Know and use the elements and principles of each art form to create works in the arts and humanities
9.1 Identify and use comprehensive vocabulary within each of the arts forms.
9.1 Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.
9.2 Relate works in the arts to varying styles and genre and to the periods in which they were created
9.2 Identify, explain and analyze common themes, forms and techniques from works in the arts
Goal: Students will create symmetrical and asymmetrical abstracted faces.
Objectives:
Students will:
improve cognitive skills by understanding symmetry and asymmetry
improve psychomotor skills by drawing asymmetrical lines
improve psychomotor skills by cutting symmetrical shapes
improve cognitive skills by applying elements
improve motor skill by drawing and coloring
Resource Materials/Visual Aides:
Visual displays and exemplars
Supplies/Materials:
12x18 black paper
9x12 colored paper
pencil
glue
scissors
crayons for construction paper
Teacher Preparation:
Set up exemplars
Have supplies readily accessible at supply station
Prepare for demonstration
Introduction:
Introduce project by having an exemplar in view. Discuss symmetrical and asymmetrical shapes. Draw examples on board, write the words, and say aloud with students. Begin Demo with folding paper into a 'tent'. Tent side up; show how to draw an asymmetrical, large wavy shape from one side to the other. Remind students to leave a thumb's width of space at each end. Double check student's lines to make sure they are ready to cut from the folded side. Demonstrate how to cut from the fold. Then show students how to glue the two, the symmetrical and the asymmetrical, pieces to black paper in a mirror image or reflection style.
Directions:
1. Fold paper in half and hold in a tent formation.
2. Mark a space 1/2 inch from each corner of open edges.
3. Draw a free form line , beginning at one mark on open edge, around page without crossing lines and back to open edge on opposite side
3. Cut out shape carefully to create a solid window and turn over to clean side.
4. Glue unmarked or clean side of window or negative shape up, at top on 11x14 colored paper
5. Reverse unmarked positive cut-out shape to be a mirror image and glue at bottom of 11x14 paper, below window (negative) image
6. Draw imaginative alien/ghoul or goblin face one top and decorate with patterns.
7. Repeat on bottom to create a different or alien, ghoul, or goblin face.
8. Create alien, goblin, and/or ghoul symmetrical portraits.
Critique/Evaluation/Assessment:
1. Critique discussion on effectiveness of project and production
2. Evaluate percentage of attendance, class participation, following directions, completing assignments, vocabulary quiz scores
3. Assessment: unsatisfactory, satisfactory, outstanding
Time Budget:
40 mins. a week for 2 weeks
5 min. introduction
30 min. work period
2 min. group review
3 min. clean up
Vocabulary:
Symmetry- even or balanced on both sides
Asymmetry - uneven and not balanced
Safety Concerns:
None
Extensions
Make a miniature
Bibliography/References:
Yin and yang
Rorschach
Book It!!
Students create book marks
Introduction:
Reading illustrated books is the really important for the imagination and education. When a person reads they imagine what the writer is describing. They learn new words and look at new and different picture painted by different artists.
Can anyone tell me what a bookmark is?
What does a bookmark do?
When we go to the store and we are buying a bookmark, do we buy a plain white one or do we buy one that has a picture on it?
We will think about the artists we like best and make bookmarks in our "own" way.
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