LessonPlanTemplate1

ArtEducationWorkshopLessonPlan:ART135
Performing/Presenting/Producing

Group12345678(pleasecircle)
PrintFirstandLastNames:
JesseCarewAmandaVasquez

StudentswilldesignadetailedMediaandTechniquesWorkshopandLessonPlanforcollegejuniorsandseniorswithlimitedtomoderateexposureto
(1)

painting/drawing,(2)electronicart,(3)sculpture/fibers,(4)ceramics/pottery,(5)printmaking,(6)jewelry/metals,(7)photography,and
(8)collage/assemblage.
TheLessonwillbeinspiredbycoursecontentrethehighschoollearner:pedagogicalchoices(Patterson,2011,p.6);special
education(Gerber&Guay,2007);practiceandtheory(Bird,2012);keyideas,techniques,culturalcontexts,andcreativeinspiration(Parks,2015,p.4);
andassessment(Beattie,1997).

LessonTitle
*
:Lookattheduck
Medium
*
:DigitalPhotography
BigIdea
*
:Dialogue
LessonOverview
(3completesentences)
*
:
Adynamicportraitistheproductofadialoguebetweenthesubject,thephotographerandtheaudience.Greatpeoplephotographersworkwithpeople
likeceramicistsworkwithclay.Inthislessonstudentswillusedialogueandcostumeseffectivelyforportraiturewhilelearningbasicportraitlighting
techniques,aswellasexperiencingthedemandsofsittingforanartist.

KeyConcepts
(34)
:Whatyouwantthestudentsto
know
.
*
EssentialQuestions
(34)
*
:
1.Thecameramachinedoesnotinspiretrustoropenness
1.Howdoesthecameragazefeel?Howwouldyoudescribethatrelationship.
2.Dialogueishowaportraitartistworkswiththeirmedium,
2.Howdoesdialoguefeel?Howwouldyoudescribethatrelationship?
humans.
3.Personally,whatistheeffectofdonningcostumesonyourexpressivenessasa
3.Asasubjectinportraitsyouplayanimportantroleincreatingart
portraitsubject?
LessonObjectivesofvisualartcontentarea
(Excellentresourceat
http://www.teachervision.fen.com/curriculumplanning/newteacher/48345.html?for_printing=1&detoured=1)
:

Whatyouwantthestudentsto
do
.
*
1.Thestudentswill(TSW)beableto...createtwophotographicportraitsusingatleastonelearnedlightingstrategy(natural,artificial)
2.Thestudentswill(TSW)beableto...practicelateralthinkingbycreatingmeaningfulinteractionswithasubjectandadoptingoutrageouspersonaein
ordertosolvecommonvisualproblems
3.Thestudentswill(TSW)beableto...sitforandtakedirectionfromanartistasasubjectforthedurationofaphotoshoot

LessonPlanTemplate2

NationalCoreArtStandards:VisualArts
(4)
:
Pleaselistnumberand
descriptionofAnchorStandard.
1.Creating:#1.Generateandconceptualizeartisticideasandwork
2.Presenting:#6.Conveymeaningthroughthepresentationofartistic
work
3.Responding:#8.Interpretintentandmeaninginartisticwork.
4.Connecting:#10.Synthesizeandrelateknowledgeandpersonal
experiencestomakeart.

CaliforniaCommissiononTeacherCredentialing(CCTC)
(20032004/2010)
(35)
:SubjectMatterRequirementsforProspective
ArtTeachers
http://www.ctc.ca.gov/educatorprep/standards/SSMPHandbookArt.p
df
ContentDomains(pp.2329):
Pleasecheckallthatapplyandadd
number,letter,anddescriptionofapplicablebenchmark.
__x_Domain1.ArtisticPerception
___Domain2.CreativeExpression
__x_Domain3.HistoricalandCulturalContextoftheVisualArts
___Domain4.AestheticValuing
___Domain5.Connections,Relationships,andApplications
__x_Domain6.HistoryandTheoriesofLearninginArt
Listallmaterialsneededinthecolumnsbelow.
Have
Purchase
TabletCamera

DigitalCamera

NeutralBackground(s)
Dressup

AnticipatorySet(beginning;exampleVTS)
*
:

Identifyand
define
visualartvocabularythatconnecttotheconcentration
area(s),ormedium(s)
*
:
1.Naturallight,lightsourcefromnature,thatexistsinthespacewherethe
photographyishappening
2.Artificiallight,lightthatcomesfromamanmadesourcethatcanbe
controlledanddirectedbytheartist.
3.DialogueAtwowayexchangebetweenpersonsorparties,aboutaparticular
subject
4.Personaesocialrolesorcharacters,masks,inacknowledgementthatone
personplaysmanyroles

LessonActivitiesandProcedures
(Pleasebeveryspecificbyhighlightingvarious
techniquesandmaterials.Alsoincludeindividualrolesofgroupmembers)
*
:
1.JesseandAmandawillpassouthandout(s)associatedtothelesson,priorto
classbeginning.Willalsoturnon/setupthePowerPoint
2.JesseandAmandawillgreettheclass
3.StudentswillperformAnticipatorySetinpairsDemonstrationsthroughout
byJesseandAmanda
4.Studentswillbreakupintotablegroupsanddiscusstheassignedreadings
5.Briefdiscussion,atleastonememberofeachgroup,willsharethoughtsand
ideastalkedaboutintheirgroups
6.LessonObjectiveswillbereadaloudbystudents
7.ReviewofKeyConceptsmembersoftheclasswillreadaloudandpopcorn
eachothertocontinuereadingKeyConceptsPowerPoint
8.OverviewofEssentialQuestions
9.IntrointoClassActivityAfterstudentshavereadthestepsoftheclass
activityslide,AmandaandJessewilleachperformdemonstrationsabouttwo
lightingtechniquesneededfortheproject.
10.Studentswillagainbreakupintotheirtablegroupsandperformtheclass
activity.
11.StudentswillperformClosureactivity,andwillverballyprovidefeedback
totheirpartner(bothpositiveandnegative)

Closure(ending;exampleticketout)
*
:

LessonPlanTemplate3

Theshortprojectlookattheduckisintroducedfirst.Theprojecthas
Students will be instructed in writing to verbally acknowledge one thing that
studentstakeapicturewiththeirmindofapartnerthroughaviewfinder their partner did that facilitated a goodportraitphotoshootandone areathat
inablankpage.Theyreflectverballyonthequalitiesofthepicture.
they could stand to improve. Then theyare instructed to thank their partner
Secondthestudentsdrawapictureofaducktheyareinstructedto
fortheirfeedback.(veryimportant)
drawtheduckdoingthemostoutrageousthingtheyhaveeverdone.

Aftertheyhavehadtimetoillustratetheirduck,theyrepeatthepicture
taking.Theyreflectaloudonthedifferenceintheirphotosand
speculateastowhytherewasone.
FormativeAssessmentstrategy(ofassignedreadingsfromBird,Parks,
SummativeAssessmentstrategy(studioinvestigations):
Desnoes)
Workswillshow...utilizationofatleastonetaughtlightingstrategy
AsaclasswewillbepopcornrereadingtheDesnoesparagraphsafter
Strongeffectsofdialogueinthedocuments.
theanticipatoryset.Afterreadingwewilldivideintothreegroups.Each Adoptionofapersonabythesubject
willsummarizethemainpointofoneparagraphanddiscusstogauge

theirlevelofagreementwiththeauthor.Intheendeachgroupwill
Studentswillpostresultsoftheirexplorationstoclassfacebookpagewhere
shareouttheirfindingsinorder,summarizingandcritiquingaswego.It theywillthenuseafeedbacksandwichtocriticallyadvisetheirpeers2x
mayleadtoadiscussion,becausethewriterisveryopinionated..The

responsesprovideandopportunitytocementandshowtheir

understandingofthepositiveandnegativerolesthatphotographycan

play
Pleaserespondtothefollowingquestionsthoroughlyandincompletesentences.

1. Whatstudent
priorknowledge
willthislessonrequire/drawupon?
Thelessonwilldrawonterminologyandelementalartskillslikevalue,contrast,form,shape,composition,balance,focus,aswellasbasic
understandingofcontemporarysocialpolemicslikemediasportrayalofhumanityvs.humanism.
2. Howwillthislessonallowfor/encouragestudentsto
solveproblemsindivergentways
?
Whilethestudiowillutilizepromptstoencouragestrategiesforfacilitatingdialoguebetweentheartistandtheirmedium(sitter)thestrategies
themselveswillarisefromthecreativeproblemsolvingofthestudentswhichwillcreatedivergentpathwaysandarichZPD.

3. Howwillyouengagestudentsin
routinelyreflecting
ontheirlearning?
Severalcheckpointsduringtheanticipatoryandsummativeactivitieshavebuiltinchecksforreflection.Duringthestudio,theacknowledgement
activitiesthatstudentswiththeirpartnersaftereachshootaredesignedasreflectivemomentsandformativeassessments.

4. Howwillyouadaptthevariousaspectsofthelessonfor
differentlyabeledstudents
?

LessonPlanTemplate4

Promptsandactivitiesaredesignedtoadapttostudentsneeds,therubricswillbeprovidedforallstudentsandrandomgroupingwillallowfor
differentlyabledpeerstocomplimentandteacheachother.

5. Whatopportunities/activitieswillyouprovideforstudentsto
share
theirlearninginthislesson?
Thelessonrequireseachstudenttoonceposttheirworkpubliclyandtotwicecommentcriticallyonatleasttwootherpieces.The
acknowledgementsprovide4opportunitiesforeachstudentstosharetheirfeedbackandexperiencewiththeirpeer.Thereadingdiscussion
createsopportunitiesforstudentstocreatemeaningtogetheraroundacomplextext.

LessonResources/References
(useAPA;pleaseidentify)
:

Bird,Michael(2012).
100IdeasThatChangedArt
.London,EC1V:LaurenceKingPublishing.

Desnoes,Edmundo(1985).CubaMadeMeSo.InBlonsky,Marshall(Ed.),
OnSigns
(pp.384403).
Baltimore,MD:JohnsHopkinsUniversityPress
.

Parks,JohnA.(2015).UniversalPrinciplesofArt:100KeyConceptsforUnderstanding,Analyzing,and

PracticingArt.Beverly,MA:RockportPublishers

LessonPlanTemplate5

*IncludethisinformationduringthepeerMediaandTechniquesWorkshop.
Somehelpfullinkstonewterms:
Anticipatoryset:
http://www.cultofpedagogy.com/anticipatoryset/
Closure:
http://teaching.colostate.edu/tips/tip.cfm?tipid=148
FormativeandSummativeAssessment:
https://www.cmu.edu/teaching/assessment/basics/formativesummative.html
Reference
Silverstein,L.B.&Layne,S.(n.d.).Definingartsintegration.Retrievedfrom
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf