Silas Beasley

EDU 600
Dr. Mangrubang
Monday

Lesson subject: Choosing Your Artist

Grade: 5th
Duration: 3.5 hours
State Standards Addressed:
SOCIAL STUDIES - Standard 1: World History: Study of the major social, political,
cultural, and religious developments in world history involves learning about the
important roles and contributions of individuals and groups.
Unit/Content Goal:
Students will identify figures from the Western Hemisphere and explain their
contributions in government, community, and culture.
Student Learning Objectives:
Cognitive objective: Using the library search engine and an approved web browser,
students will gather information on an approved artist, scoring at least 4 out of 5 on a
teacher-created rubric.

Affective objective: While conducting research in the library, students will navigate the
space quietly and respectfully by allowing their peers to complete work, putting books
back on the appropriate shelves, and logging off of the computers when finished all of the
time.

Materials/ Resources/Technology:
Classroom
World map
Students
Notebook
Writing utensils
Library
Computers with internet access
Suggested websites:
http://washburnarts.k12.edu/library/
search
http://www.ducksters.com/history/art
/
http://www.mapsofworld.com/south-
america/culture/art.html
http://arthistoryresources.net/ARTHa
mericas.html#general
http://arteducationdaily.blogspot.com
 /2011/09/famous-north-american-painters-students.html
https://www.moma.org/calendar/exhi
bitions/397?locale=en
Books on artists, history, culture, government, and related topics
Worksheets

Prepare the Environment/Audience

Before students arrive, the classroom will have this prezi ready on the projector. Students
will be greeted as they
take their seats; when all students have arrived, the weeks agenda will be
discussed.

Library research time will be arranged with the library staff ahead of time so that
necessary assistive devices are available and compatible with the library
technology.

Procedures
a. Preparation:
Before class, this prezi will be loaded and ready on the projector. The world map will be pulled
down as well. As students enter the classroom and take their seats, I will greet each of them
individually. When all students have arrived, we will begin the lesson.

Good morning, everyone! Did you all have a good weekend? This week, were going to be
learning about artists from history and the way their artwork reflected how they felt about some
of the events happening during their lives. Heres the fun part: Im not going to be assigning
artists, you all will get to choose your own. I know everyone has a favorite, but try to pick
someone you know nothing about.

So, heres what were going to be doing this week. If youll look at the concept map on the board,
youll notice theres a lot of different parts of your brains well be exercising. People think of art
as something thats only related to our eyes -- can anyone look up here and tell me different types
of skills we can use when studying art? [Allow student response and define different types of
intelligences.]

Our map is down, too -- well be focusing on artists who have worked in the Western
hemisphere. Can anyone point to which side of the map has the Western hemisphere on it?
[Allow student n response.]

[Hand out blank sheets of paper to each student.]

How many countries from the Western Hemisphere can you list? Do you know what form of
government those countries have? What about the language spoken there? On this paper, I want
you all to write down at least 5 countries in the Western Hemisphere and at least one fact you
know about that country. It could be what kind of government they have, or what the official
language, or another fact you know. Ill give everyone a few minutes to write things down.

[Allow students to write, then take up papers.]

Thank you, everyone! I hope this helped you think of some different places you can find artists
from. So now, were going to go to the library to begin research and chose our artists. I have a
worksheet to help you gather information about the individual you choose. They must be
approved by me! Youll need to select an artist who was born in a country in the Western
hemisphere.-- if they were born in the eastern hemisphere, they need to have lived in and worked
in the western hemisphere for a significant portion of their careers.
b. Presentation:
Greet the librarian upon entrance and guide students to the tables near the computer lab in the
back of the library. When all students are seated, the teacher will address the class.

For this project, youll be gathering information from two places: books and the Internet. How
many people know how to use the library website to find a book? If youre not sure, dont worry!
Our talented librarian here can help you out.

Our library website is the homepage of the library computers; Go ahead and pull up the class
website, go under our Monday tab, and in the presentation, youll find a list of websites that you
might find helpful.

Youll be gathering information is by searching artists. Key terms you can try using are Western
Hemisphere Artists, or art from the Western Hemisphere. You can also pick a country from the
Western hemisphere -- for example, you could search Mexican artists or art from Brazil. If
you add in words such as historical, you can find even more.

When you find an artist youre interested in, raise your hand and Ill come over to check whether
or not the artist fits this assignment. If you need any help, please dont hesitate to raise your
hand and ask -- the librarian and I will be here to help with anything you need! Once you have
an artist, Ill give you the worksheet to fill out on whomever you choose.

When you find a website thats helpful, write the URL down in your notebook. Try to find at least
three. If theres a book here you would like to check out, write the title and author down before
you look for it. Try to find at least two. Most of the books youll need today can be found in the
700s section for art and recreation, and the 900s section for history and geography.
Everyone do your best to focus!

c. Application:

Individual Work (10AM to 12:15PM)

By the end of this period, all students will have an approved artist selected and will have begun
filling out the worksheet given. Completion is not expected, but they will at least have an artist
chosen and have begun gathering information. Each student must have written down at least two
books and three URLs.

Follow-up Activities (re: wrap up)

Wrap Up (12:15-12:30PM)

Alright everyone, its almost time for lunch! Please write down any links or book titles you need
now and start logging off the computers. Place your worksheet in your notebook and pass them
up -- make sure your name is on them! -- and Ill make sure theyre safe while were eating. Ill
be checking to make sure you have started the worksheet and have your sources written down.

Push your chairs up and put away any books youve gotten. If youd like to check one out, bring
it to the front desk and talk to the librarian. I can hold onto this during lunch, too, if you prefer.
Remember to thank the librarian for helping!

[Students will tidy the library area they have worked in and form a line to exit the library to head
to the cafeteria. After returning to the classroom from the cafeteria, the field trip permission slip
will be passed out.]

(After lunch, 1:00PM - 1:45PM)

This is due by Thursday! To wrap up our week, after presentations, we will have the opportunity
to go to the Museum of Modern Art. If you cant go, dont worry, it will not affect your grade.
There is no entry fee, and well have an early lunch on Friday before we head out. Get these
signed and returned as soon as possible. If you dont return it, then you wont be able to go.
Everyone who cant go is still required to come to class Friday, and after presentations, you can
head to study hall and finish up any work you have.

So, lets talk about our projects.

Has everyone chosen an artist?
Are they from a country you already knew about, or another country?
Did you come across any words you didnt know?
What were those words?
 Did you figure out what they meant? (If not, teacher can explain
and discuss)
What books did everyone find?
Was it hard to find a book, or did you have an easy time looking for one?
What about websites? Was that hard or easy?

d. Evaluation:
Pre-Assessment: Questions during the classroom introduction and library introduction.
Formative Assessment: rubric scale, behavior checklist, inquiry during lesson, and observations
during individual work.

Assessment for cognitive objective 1.1:

Category 5 4 3 2 1

Accurate The student The student The student The student The student
and was able to was able to was able to was able to was unable to
appropriate find two books find at least find at least find either find any
source- and three two Internet one Internet one book or books or
gathering Internet resources and resource and one Internet Internet
resources. All one book. All one book, All resource. All resources, or
information is information information is information is sources had
valid. is valid. valid. valid. inaccurate
information.

Notetaking: The student The student The student The student The student
worksheet completes the completes at completes at completes at completes
and worksheet with least 80% of least 50% of least 30% of less than 30%
notebook completely the the the of the
accurate worksheet, worksheet, worksheet, worksheet, or
information with most with most with most no sources
and has sources listed sources listed sources listed are listed.
sources listed in notebook. in notebook. in notebook.
in notebook.

Affective objective 1.1

Student Name # of times engaged # of times # of times Any other behavioral
in conversation or disruptive to getting out of comments:
loudness in hallway peers walking line
down hallway inappropriately
Affective objective 1.2

Student Name # of times off task in # of times disrupting Behavioral notes:

library (i.e., on non- peers (inappropriate
project related conversation or Did the student keep
websites/books) playing) their workspace tidy
and out of the way of
peers?

Did the student put

books away after
finishing them?

Did the student push

their chair in after
finishing at a
table/computer?

Did the student log

off of the computer?

Did the student

engage politely with
the librarian and
teacher? (I.e.,
please/thank you,
and yes/no
sir/maam.)
Adaptions & Modifications: Students who use text-to-speech software will be provided
headphones and access to ebooks if necessary. The aide will help them with the worksheet,
with clarification from instructor.
Name: ___________________________________________________
Date: ________________________

Directions:
Using the approved sources given, select an artist that is interesting to you. Try not to use an
artist you already know! Do not lose this paper! You will be using it throughout the week.

1. Artist: _______________________
2. When was this person born? ____________
3. When did they die? ______________
4. Where was/is this person from? ________________
5. Where did this person study art? ______________________
6. What type of artwork did this person create (paintings, drawings, sculpture,
etc.)? ________________________________________
_______________________________________________________
7. What art movements are they associated with (cubism, realism, etc.)?
____________________________
8. What themes did they use in their artwork? __________________
________________________________________________________
9. Name some of the artwork you can find by this artist:

10. List any interesting facts you can find about the artist.