Creating Ease 4 Teaching

Technology and Lesson Plans

2008-02-27T14:56:00Z

I was never a big fan of tech until I tried to use it! After a few training sessions, and many mistakes, I'm able to use tech to do my bidding! My bidding being lifting lesson plans and tweaking them to suit my will.... here is an effort of a Unit and a Lesson ....

A Unit Plan about Gargoyles for U

2008-02-23T13:22:00Z

THE SHEDULE OF THE GARGOYLE UNIT Session One: 1. Post this quotation where everyone can see it: “ The purpose of art is to represent not the outward appearance of things, but their inward significance.” - Aristotle. 2. Discuss this quotation and the various purposes of art such as functional, decorative or symbolic. 3. Display prints or examples of different art forms created for different purposes such as ceramic masks, clay vessels, paintings, sculptures and weavings. 4. In small groups, have students decide and explain the purpose of each selected work. 5. Have each group explain its decisions to the whole class. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. Historical, Cultural and Social Contexts Benchmark A Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. Indicator 2 Explain the relationship of a selected work of art to the time period in which it was created. Session Two: 6. Have students use the Internet and reference books to conduct research and gather information for completing worksheets. They will refer to this information in future sessions. Historical, Cultural and Social Contexts Benchmark A Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. Indicator 2 Explain the relationship of a selected work of art to the time period in which it was created. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. Session Three 6. Divide students into several small groups. 7. Distribute prints of gargoyles obtained from the Internet. Choose gargoyles found on European cathedrals built during the medieval period and on buildings in the United States such as the Washington National Cathedral, St. John the Divine Cathedral in New York City or Princeton University . Give each group two prints, one from the medieval period and one from the United States . 8. Remind students to use their worksheets as resources for this session 9. Ask students to compare the two prints using the following questions: Are there any recurring themes listed on the worksheets for either gargoyle? Is either of the gargoyles a chimera? Is either of the gargoyles a griffin? Is either of the gargoyles a green man? What are the visual differences between the styles of the two gargoyles? Is either of the gargoyles a grotesque? Are there differences in the media used to make the two gargoyles? From what you have learned about why gargoyles were created, what do you think is the difference between the purposes of the two gargoyles? Groups take turns sharing responses to these questions with the whole class. Instructional Tip: Tell students that gargoyles are still used on modern buildings even though there is no longer a practical need for them as waterspouts. They still serve symbolic, spiritual, religious, whimsical and decorative purposes. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. Historical, Cultural and Social Contexts Benchmark A Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. Indicator 2 Explain the relationship of a selected work of art to the time period in which it was created. Session Four: 10. Distribute a copy of a poem to each student group or post it in the room for everyone to see. 11. Have students read the poem and use their worksheets as resources to discuss how the poem relates to the purposes of gargoyles. 12. List responses on the chalkboard or chart paper. 13. Have groups discuss the question, “What do you think was the most important purpose of a gargoyle; to act as a waterspout, to tell a story or to decorate the cathedral?” 14. Each group lists its answers on the chalkboard or chart paper. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. Historical, Cultural and Social Contexts Benchmark A Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. Indicator 2 Explain the relationship of a selected work of art to the time period in which it was created. Session Five 15. Distribute drawing paper, one sheet for every three students in a group. 16. Tell each student to design a medieval gargoyle using the information from his or her worksheet about the animal he or she selected from the bestiary. Have students work in groups of three to combine their individual animals into one gargoyle that has symbolic significance to the group. 17. Have students share their gargoyles with the entire class, explaining the features and symbolism. Creative Expression and Communication Benchmark B Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. Indicator 3 Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. Session Six 18. In small groups, have students share information from their worksheets about where to find gargoyles in contemporary society. Have students note the sculptors of these works. Display prints of the sculptors’ works from students’ Internet searches. Ask what other occupations students associate with gargoyles. 19. Give students the following guidelines for the final project and share Scoring Rubric for the Gargoyle. a. Create a gargoyle for a specific place that you choose. Some examples include: the hood of your family car, on a building in the community, in your room, on the football field or in a garden. b. Include a practical feature and a symbolic feature. c. Include at least one feature from traditional gargoyles such as a green man with foliage. d. Complete the two-dimensional drawing in pen and ink. e. Use existing gargoyles to generate ideas, but your final design should be original. 20. Conduct a brainstorming activity to help students generate ideas for their designs. Some suggestions include: a. Study images collected from research of gargoyles of the past and present; b. Think about the characteristics of a functional gargoyle such as to embellish, tell a story or help drain water; c. Distort an image on the computer for a reference; d. Look at your own facial distortion in a mirror; e. Think about a particular emotion; Think about a lesson to teach; Distribute drawing paper and instruct students to create three thumbnail drawings for their designs. Have students share their designs in a group critique. After the critiques, have each student select his or her best design to complete as a final drawing. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. Creative Expression and Communication Benchmark B Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. Indicator 3 Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects. Historical, Cultural and Social Contexts Benchmark A Explain how and why visual art forms develop in the contexts (e.g., cultural, social, historical and political) in which they were made. Indicator 2 Explain the relationship of a selected work of art to the time period in which it was created. Session Seven h. Demonstrate basic pen-and-ink techniques such as hatching, crosshatching, stippling. i. Distribute drawing paper. j. Have students begin their drawings in pencil from their selected thumbnail sketches. k. After they complete the pencil drawings, have students finish the drawings using the pen-and-ink techniques demonstrated. l. As students work on their drawings, assess each student’s progress. Discuss his or her pen stroke choices, designs and where he or she plans to place the gargoyle. Ask the student if there was a particular culture or gargoyle that influenced his or her choice, and, if so, how could he or she invent a variation of it instead of copying it. Creative Expression and Communication Benchmark B Create expressive artworks that demonstrate a sense of purpose and understanding of the relationship among form, materials, techniques and subject matter. Indicator 3 Make informed choices in the selection of materials, subject matter and techniques to achieve certain visual effects Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work. . Session Eight m. Display student gargoyle designs where everyone can see them. Lead a class critique focusing on one work at a time. Have each student introduce his or her design explaining how the idea addresses project guidelines and the central meaning of the design. Have students also discuss what materials they would suggest if their designs were completed in three-dimensional forms. Ask them to share tips and ideas for various materials, noting the strengths and weaknesses of each. n. Following the critique, have students make final adjustments to their gargoyle designs. o. Encourage them to use descriptive language including adjectives and adverbs when responding to questions about their work and processes. p. As a final discussion, encourage students to think about and explain ways they use art outside of class. Have them generate a list of art and arts-related careers related to this art form and others. Connections, Relationships and Applications Benchmark C List and explain opportunities for lifelong involvement in the visual arts. Indicator 5 Investigate opportunities for lifelong involvement in the arts and artist-related careers. Analyzing and Responding Benchmark B Explain how form, subject matter and context contribute to meanings in works of art. Indicator 3 Research and describe the work of an artist on the basis of how the artist’s choice of media and style contribute to the meaning of work.

and a praxis III lesson plan with rubric

2008-02-23T13:05:00Z

Modified Praxis III Final Portfolio Lesson Plan Adapted 5100: 604: Multicultural (Reference : Exploring Diversity: A Video Case Approach by Kroeger & Bauer) Name: Kellie Evans Brief School /Community Description: My classroom is in a culturally diverse setting with middle school and high school students. My students are low socioeconomic status with middle income families mixed, and the overall school is receiving the Title 1 category by the State of Ohio . My students are continually being pulled from my classroom, because art is a “special,” a non academic course. Content Area: Visual Arts Lesson Title: Gargoyles-session one Grade: 9th I. Plan (70%): To employ culturally responsive teaching strategies which build on each student’s strengths as a member of a learning community. A. Learning Objectives (10%). Students will be able to examine the history of gargoyles and compare gargoyles of the past with gargoyles of the present, how works of art can have both aesthetic and functional qualities fulfilling national and state standards of education. Students also begin understanding cultural/moral standards of communities where art is displayed. Standards: Analyzing and Responding -Benchmark B-Indicator 3; Historical, Cultural and Social Contexts -Benchmark A-Indicator 2; Creative Expression and Communication -Benchmark B-Indicator 3 B. Prior Knowledge (10%). Questions and prompts to determine what students already know about gargoyles. Note student responses and their level of prior knowledge about the topic. This will guide discussions and assignments by aiding in how much background on topic must be covered before proceeding to desired final outcome. Pre-Assessment: The following questions/prompts may be used to determine what students already know about gargoyles · What is a gargoyle? · Describe a gargoyle and its purpose, if any. · Where would you place a gargoyle? · What do gargoyles symbolize, if anything? · What is the difference between function and form in art? C. Model of Instruction / Instructional Strategies and Grouping for Instruction (10%). Students will be grouped by no more than four participants per group when using the cooperative learning method . Dr. Barrett has done research in this area and I’ve discussed it within our psychology class at length. Particularly, beginning teachers need to be aware of the following: · Do not overuse, students may get burnt-out on this method of instruction. · Do not go over four students in a group to ensure all students are carrying their part of responsibility within group. These are just helpful guidelines added to the rest of cooperative learning strategies ensuring critical thinking and the sense of community within each group may be maximized. Demonstrations, note-taking and brainstorming are also used throughout lessons with journals and sketchpads. Journals are for classroom activities and sketchpads for ideas and thoughts outside of the classroom. Community engagement is utilized and explained later. D. Accommodations (10%). Instruction is differentiated according to learners needs, helping all learners either meet the intent of the specified indicators or to advance beyond the specified indicators. · Encourage students who are interested to use other media such as paper sculpture and newsprint to make gargoyles · Allow students to scan images into digital formats and experiment with gargoyle designs by layering these with other images E. Materials (10%). The materials needed for the teacher will be something I’ve created and will use for many classes and grade levels – laminated pictures of gargoyles from various European countries and cities in the U.S., and weavings, ceramic masks, clay vessels, paintings, sculptures and textiles from all over the world. Students will be shown these works during discussion and then use these pictures to locate - with a grease-pencil or erasable marker- the function, decorative and/or symbolic use of each part. The students will be in cooperative learning groups to enhance educational experience promoting group learning and social experience. F. Classroom Environment, Management and Safety Issues (10%). I describe the classroom environment as flexible but with routines, and adapting to all the diversity our community outside our classroom has to offer. In other words, my classroom will be assisted by middle school and high school students rotating in from other classes within the school, college students from local universities and parents as the semester progresses - if I get permission from the administration and willing parents. I will always keep a clipboard with the daily attendance sheet by the door in the event of fires/tornadoes or drills, but the safety of the students should be intact with the use of paper and pencils! G. Procedure, including Assessment / Evaluation (10%). Students entering room reminded to pick-up journals and go directly to their assigned small groups – no larger than four. Session One: 1. Post this quotation where everyone can see it: “ The purpose of art is to represent not the outward appearance of things, but their inward significance.” - Aristotle. 2. Discuss this quotation, asking question like “What does this statement by Aristotle mean?” and “What do you think he was trying to get people to look at in relation to art specifically?” and “Do you think this is insightful?- no ‘yes’ or ‘no’ answers and complete sentences, please”. Discuss the various purposes of art such as functional, decorative or symbolic. 3. Display prints or examples of different art forms created for different purposes such as ceramic masks, gargoyles, clay vessels, paintings, sculptures and weavings. They are on my desk. 4. In small groups, give the students the examples of art with erasable markers. Have students decide and explain the purpose of each selected work and the parts of the works as functional, decorative or symbolic. 5. Have each group explain its decisions to the whole class. 6. Collect the examples and photocopy between classes before cleaning. These will be used to evaluate students. Instructional Tip: Tell students that gargoyles are still used on modern buildings even though there is no longer a practical need for them as waterspouts. They still serve symbolic, spiritual, religious, whimsical and decorative purposes. II. Summary / Reflection Lesson Summary: In this lesson, students learn the significance of gargoyles and their relationship to architecture, symbolism and art history. They research and compare the form and function of gargoyles in Europe and the United States . After examining the history of gargoyles, students design pen-and-ink drawings of gargoyles for specific locations within their communities. Finally, they write artists’ statements explaining their artistic decisions and creative processes. Commentary : Students examine the history of gargoyles and compare gargoyles of the past with gargoyles of the present to learn how works of art can have both aesthetic and functional qualities They also begin to understand how artists must work within constraints such as the desires of those who commission the art, the design of the building or location where the art is placed and the cultural and moral standards of the community where the art is displayed. Evaluation and Assessment : Note student responses and their levels of prior knowledge about the topic. Collect information written for class discussion by small groups to evaluate cooperative group learning effectiveness. Project will be used as assessment, along with participation- see rubric. Rubric for Gargoyle Student created three thumbnail sketches of his or her gargoyle. 3- Three thumbnail sketches were completed. 2- At least two thumbnail sketches were completed. 1- No thumbnail sketches were completed. Student followed the guidelines for creating his or her gargoyle for a specific place. 3- The gargoyle was thoughtfully and carefully designed for a specific place. 2- The gargoyle was created for a specific place, but the design was not well-planned. 1- The gargoyle was not planned for a specific place. The student followed the guideline for creating a gargoyle with a practical feature. 3- The gargoyle’s practical feature was thoughtfully and carefully designed. 2- The gargoyle had a practical feature, but it was not well-designed. 1- The gargoyle had no practical feature. The student followed the guideline for creating a symbolic feature in designing the gargoyle. 3- The gargoyle’s symbolic feature was thoughtfully and carefully designed. 2- The gargoyle had a symbolic feature, but it was not well-designed. 1- The gargoyle had no symbolic feature. The final design demonstrated craftsmanship and skillful pen-and-ink technique. 3- The student used excellent craftsmanship and pen-and-ink technique to create the gargoyle. 2- The student demonstrated some craftsmanship and pen-and ink-technique. 1- The student made no attempt to complete the project. The gargoyle design demonstrates an attention to detail. 3- There was excellent attention to detail in the design. 2- There was some attention to detail. 1- There was no detail. The gargoyle design is an original idea. 3- The gargoyle design is expressive and creative. 2- The gargoyle design is ordinary and predictable. 1- The gargoyle design was not completed or was copied from an existing design.

lesson plans u may use

2008-02-23T13:01:00Z

LESSON TITLE: Gargoyles-session one GRADE LEVEL: 9th SUBJECT AREA: Visual Arts TIME ALLOCATION: one hour classes OBJECTIVES: Students will be able to examine the history of gargoyles and compare gargoyles of the past with gargoyles of the present, how works of art can have both aesthetic and functional qualities fulfilling national and state standards of education . STANDARDS: Creative Expression and Communication; Connections, Relationships and Applications; Analyzing and Responding; Historical, Cultural and Social Contexts GROUPING OF STUDENTS: Groups of no more than four MATERIALS: For the teacher: prints from the Internet of medieval gargoyles and gargoyles from the United States For the student : drawing paper, pens, ink PRIOR KNOWLEDGE NEEDED: · Questions and prompts to determine what students already know about gargoyles-see EVALUATION MODIFICATIONS FOR SPECIAL NEEDS: · Encourage students who are interested to use other media such as paper sculpture or papier-mâché to make gargoyles · Allow students to scan images into digital formats and experiment with gargoyle designs by layering images INSTRUCTIONAL MODEL(S) cooperative learning groups, demonstration, note-taking and brainstorming PROCEDURE AND ACTIVITIES 1. remind students to pick-up journals as entering room 2. students go directly to their small groups- no larger than four 3. Post this quotation where everyone can see it: “ The purpose of art is to represent not the outward appearance of things, but their inward significance.” - Aristotle. 4. Discuss this quotation and the various purposes of art such as functional, decorative or symbolic- students use journals to take notes during class 5. Display prints or examples of different art forms created for different purposes such as ceramic masks, clay vessels, paintings, sculptures and weavings. Demonstrate clay artwork. 6. In small groups, have students decide, explain and write the purpose of each selected work. 7. Have each group explain its decisions to the whole class. TIME ALLOCATIONS 2 minutes 1-2 minutes 2 minutes 5 minutes 10-13 minutes 7-10 minutes 25 minutes EVALUATION AND ASSESSMENT: Note student responses and their levels of prior knowledge about the topic. Collect information written for class discussion by small groups to evaluate cooperative group learning effectiveness. Project will be used as assessment, along with participation- see rubric.