Professional Documents
Culture Documents
Overview
Teacher Name Meg Itoh
Artwork
Example
Focus of X Create Visual Art X Present Visual Art Respond to Visual Art
Learning
Segment
Component(s) Interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)
of Learning X Developing works of art/design (using techniques, methods of experimentation, or investigation)
Segment: X Relating art to context (personal, social, cultural, or historical perspectives)
aking personal choices (of content, methods, or styles)
X M
Art Form X 2 -D: X 3-D: 4-D: Other:
Grade Level Various grades between 10th-12th graders
Class Name Drawing and Painting II
Class Size 12 students
Time _60 minutes__Minutes 3-4_Days/week _9-10__# Total Lessons (or Days)
Enduring Everyone has a certain routine and set of tasks that must be accomplished daily. Whether it involves
Understanding procedures that come with being human, or tasks that depend on the job and the purpose a person
may have. Our routine says a lot about who we are, yet it is what receives the least amount of
thought. We all tend to be on auto pilot mode when achieving routine tasks, when they are very
important in determining what is important to us and where we are investing in life. Within each
routine are personal and mundane basic tasks. The key to success and happiness in life is to always
be in the moment. It is important to focus on what were doing in our routines, in the present,
instead of thinking about the past or the future. This is of interest in the schools, because students
can think about what things they can add to their routine that work towards their success.
Key Questions 1) How can we use scratch tools to create certain effects and texture on the clay board?
2) How many and what materials would work well with the clay board?
3) How does artist Sunga Park use ink in different ways to get organic shapes and detail?
4) How can you capture routine on your clayboard?
Learning Objectives
Objective Lesson # (when it will
be taught)
1. The student will (be able to) examine texture by creating an artwork on a clayboard. #1-5
2. The student will (be able to) use and identify hybridity by using at least 3 different
materials/processes in their artwork. #2-5
3. The student will (be able to) demonstrate an understanding of contrast with their use of a #1-5
scratch tool in their final artwork.
4. The student will (be able to) show an understanding of routine based on the object/scene #1-5
they chose to create.
Standards
Standards Objective
#
(aligned)
New Jersey 1.3.12.D.2
Visual Art Culturally and historically diverse art media, art mediums, techniques,
Standards and styles impact originality and interpretation of the artistic statement #1-5
Produce an original body of artwork in one or more art mediums
that demonstrates mastery of visual literacy, methods, techniques,
and cultural understanding.
Students are using a clayboard and a wide range of varying
materials.
1.2.8.A.3
The arts reflect cultural mores and personal aesthetics throughout the
ages. #1
Analyze the social, historical, and political impact of artists on
culture and the impact of culture on the arts.
The students will create an artwork that reflect their personal
routine, personal aesthetic, and their personal culture. Through
discussion, we discuss how culture and history affect peoples
routine. #5
1.4.8.A.7
Artwork may be both utilitarian and non-utilitarian. Relative merits
of works of art can be assessed through analysis of form, function,
craftsmanship, and originality
Analyze the form, function, craftsmanship, and originality of
representative works of dance, music, theatre, and visual art.
The students will participate in a critique discussing the other #2-5
students work as a whole class.
1.1.2.D.2
Recognizing the elements of art and principles of design in artworks
of known and emerging artists, as well as peers, is an initial step
toward visual literacy
Indicator: Identify elements of art and principles of design in
specific works of art and explain how they are used
When creating their art, they will be focusing on contrast,
texture, and value. They will be use hybridity in many ways,
considering the elements and principles of design.
National Visual VA:Cr2.1.6a
Art Standards Demonstrate openness in trying new ideas, materials, methods, and approaches in #1-5
making works of art and design.
Interdisciplinar 2.1.12 A. Personal Health 2. Investigate the impact of health choices and behaviors on #1
y Connections personal, family, and community wellness.
(Non-Art NJ #1
Standards) 2.4.4 A. Relationships 4. Discuss how culture and tradition influence personal and
family development
21st Century Creativity and Innovation #1-5
Skills Demonstrating originality and inventiveness in work.
Global Awareness
Chichi
5 x 7
Watercolor Inks, Black ink, Sharpie, and Graphite
Through Routine, something that makes me unique is how I have to feed my chinchilla twice a
day.
Seller
A vegetable seller at a market in Bangalore w18 x h24 cm
Watercolor ink
It is about capturing a portrait of a stranger in a dream-like way yet with extreme detail.
Oxford, UK
w18 x h24 cm
Watercolor ink and pen
Capturing architecture in a dreamy way, with a large emphasis on negative space which gives it
its dream-like quality along with movement. There is emphasis with the detail on how it is only
chosen to be in certain areas.
Value: The lightness or darkness of tones or colors. White is the lightest value; black is the
darkest. The value halfway between these extremes is called middle gray.
Wow, there is so much value on this apple when the sunlight is hitting it from only one side.
Hybridity: Using multiplicity of media and/or a blending of sources and materials to investigate a
subject.
Wow, Rebekah! You are using so many different types of mediums; you are using hybridity very
well.
ADL (Activities of Daily Living): Activities of daily living (ADL) are routine activities that
people tend do everyday without needing assistance. There are six basic ADLs: eating, bathing,
dressing, toileting, transferring (walking) and continence.
Brushing my teeth is a part of my ADL.
Language Analyze-
Function Compare/Contrast-
(Choose only Critique-
one) Describe-
Interpret-
X Question-
X Question- Students will be able to question what they do daily and what makes them unique or
what they do daily that is shared with everyone. They will question how geography and culture
affect what adds to or subtracts from their daily routine. Trash they use on a daily basis can be
recycled or repurposed, so that they can reduce pollution in the environment. Hopefully they will
inquire how they are submerged in a community that is similar to them and/or they are made
unique by the things that are not so average in their daily routines.
Language When discussing routine, students should be able to use and understand the words: texture,
Demands contrast, value, Hybridity, ADL (Activities of Daily Living).
They should be able to use these during 1 on 1 conferences with the teacher. During the
conferences they should be able to discuss what ADL they would like to capture and why.
They should also be able to orally discuss their composition using those elements and
principles.
On the last day of the lesson, the students will have a critique of their artworks. When
discussing their work and their follow peers, they should be able to include all of the
terminology.
They will also be graded on their effective use of value, texture, and contrast in their final
piece. They are also graded on how well they captured their selected ADL.
Language Students will have to have two conferences with the teacher. The students will have their first
Learning Task conference discussing their finalized ADLs and possibly how to capture them. The teacher will
brainstorm and finalize the idea of the student. If the teacher approves of the students idea, they
get their final clay board to work with. They are then told to trace the clayboard shape into their
sketchbooks 1-5 times. They will map out their possible compositions. The second conference with
the teacher is the teacher picking the final composition with the student. The teacher will discuss
with the student how they can focus on the objectives they are being graded on. They will also
have an opportunity to further vocalize and express their feelings about their ADL at the end of the
lesson, during the critique.
Language On the first day of the lesson, they will be given a handout with all the core necessary information
Supports they should have. It includes quotes regarding the big idea, objectives, list of possible materials.
They are also given a rubric of what they will be graded on. The intro to the lesson is very
discussion based. The teacher will ask questions regarding routine and ADLs. During the demo,
the teacher will go through the varying possible materials. The teacher will put a large emphasis on
how to achieve texture and contrast with the clayboard, especially with the scratch tools. Value
will then be focused on when to use the pigmented watercolor inks. The teacher will discuss how
to achieve certain values by watering down certain inks. During the conferences, the student has an
opportunity to ask questions about how to use and apply the vocabulary words if they are having
difficulty.
Cultural Assets:
Culture has a huge effect on what people do on a daily basis. What society says is important and
unimportant plays a crucial toll on what we do every day to be accepted by the people around us.
The government, geography, and culture all play a role in what we work towards every day.
Students can emphasize their culture, traditions, and worldviews with this project while learning
about their peers.
Community Assets:
Since we are all human, there are many tasks we do daily that focus on hygiene. This is usually
shared within a community due to using the same water source and stores. Each community offers
different sports, events, practices, and resources that may be very crucial to certain students lives.
For example, if that community is well known for having a successful soccer team, it may be in a
students daily schedule to practice soccer with his/her team.
Common Errors Not much thought is given to things we prioritize daily, and is something we just mundanely go
or through to get done. However, what we do prioritize daily makes us who we are. It shows us what
Misconceptions we love, what we work towards, and symbolizes our morals and priorities. These things should be
given lots of thought and be carefully planned out.
Student Choice Students have the opportunity to choose what in their personal lives they would like to make their
artwork around. They are given a long list of varying materials to use and they have to choose and
use 3 listed materials (but they are not restricted to them).
Higher Order What is in your routine that is shared with /different from other people? How does culture
Thinking affect this?
Questions Where do we see art in our daily living routines?
Can you explain why routine is what makes you who you are and is very important?
How can you use a clayboard and use it to its full potential? How can you apply your
knowledge of contrast, texture, and value to create unique and creative artworks?
Grouping Students will be divided into random groups with social interaction kept in mind. They are still
Strategies working individually, but are sat with people they are seen to work best with. If students are
successfully working and not distracting each other, they will be able to stay in their groups. If
certain students start having problems or become too distracted by the social aspect of their group,
they will either be moved to a different group or separated until they start working successfully..
Learning Tasks X Lecture
Demonstration: The clayboard is capable of being used with a widely varying list of materials. A
demonstration is needed because not many students are familiar with working with one. Also, they will need
a demonstration to see the number of possibilities that can be used with it. It is also important because,
according to Gardners Theory of Multiple Intelligences, some children are visual-spatial learners, so they
need to be shown the artmaking process. He also states that others are verbal-linguistic learners, so they need
to hear the steps in the artmaking process.
Accommodations (to support learners)
Students with There are no students with any IEP or 504 in class. However, is this lesson plan is used again and
IEP or 504s there are students who are deaf or have autism the following may be applied:
Deaf
Students will all be given a set of written instructions and expectations for the
project to refer back to throughout the project. However, if a student who is deaf
or hard of hearing needs additional instructions or help, the teacher will then give
the student the additional information either typed or handwritten.
Students who are hard of hearing will be seated more towards the teacher in the
classroom to hopefully aid them in hearing what they need to hear in class.
Students who are deaf can complete a written critique at the end of the project
instead of critiquing the pieces aloud with the class.
Autism
Students who are diagnosed with autism will be given more attention either by
the teacher or by in-class aids when available
Students will have an adjusted rubric in which they will not be graded as harshly
if requirements are not fully met.
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2. The student will The student accomplished The student used 3 The student used 3 The student did not meet
use and identify hybridity very well by either processes/materials. The materials/processes but the minimal criteria by
HYBRIDITY by using more than 3 materials they chose work could have taken it using at least 3
including at least 3 processes/materials but also uses successfully towards the further. processes/materials.
different media in them well. The work shows finished artwork. The student
their artwork. confidence in using different shows a clear understanding
materials/processes and these of how to use materials to
work successfully towards the fullest potential.
finished artwork.
3. The student will The student uses the clayboard The student shows an The student used contrast The student did not
demonstrate an well and has a strong use of understanding and a and value in their include contrast and
understanding of contrast and value. There is a successful use of contrast and artwork, but could have value into their artwork,
CONTRAST and successful use of darks, lights, value in their work. There is taken it further. It is very minimally done, if
VALUE with scratch and mid tone shades in the a good use of darks, lights, recognizable but not at all.
tools in the sketch finished artwork. The student and midtones in the artwork. achieved to its fullest
and final artwork. used value and contrast to their Negative space was also kept potential.
fullest potential. in mind.
4. The student The student was working very The student was mostly The student could have The student did not show
participated in hard in class. The student also always working in class. shown more effort and a strong enough
critique. The student participated constantly During the class critique, the engagement during the engagement during the
was focused during throughout the critique. student participated at least 4 class. The student art-making process. The
class time and was times. participated at least once student did not
engaged during during the critique. participate during the
directions. critique.
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Teacher Comments:
References and Sources
https://www.edutopia.org/arts-music-curriculum-child-development
https://www.verywell.com/piagets-stages-of-cognitive-development-2795457
http://www.linguisticsociety.org/resource/discourse-analysis-what-speakers-do-conversation
https://www.youtube.com/watch?v=b4Ngh8TxB3Q
https://www.youtube.com/watch?v=u25pUZWL5W4
https://www.youtube.com/watch?v=9quxEqxL0Pc
http://www.dictionary.com/browse/routine
https://www.uni-bielefeld.de/(de)/ZIF/FG/2008Pluribus/publications/raab-Butler_intro-hybrid.pdf
https://www.behance.net/parksunga
http://www.parksunga.com/
https://www.theguardian.com/science/2010/nov/11/living-moment-happier
Lesson #1: First Day
Instructional Strategies and Learning Tasks
Lesson Summary Introduction to Routine and Demonstration. Students also begin experimentation with
materials.
Lesson Beginning/Introduction (15 minutes) Instructional
Methods
-Welcome students as they come in
-Begin introduction of routine: Discussion
Script guideline:
So todays lesson will be on routine..
QI) Can someone give me a quick definition of what routine is?
Q2) What is in your routine that is shared with everyone in this room or in the whole world?
Q3) What is something in your routine that may be different than for people in this room or for
the average person, things that make you unique? For me, it would be feeding my chinchilla Questions
hay.
Q4) What are certain objects everyone sees everyday?
Q5) What are certain objects you DONT see that is in someone elses routines? Hint: think
about culture.geography...
(Examples after students have come up with their own: rice cooker, knife sharpener for a cook
called a sharpening steel, or a baby bottle for a mom)
Q6) Where do we see ART in our daily living routines?
Answer: (trick question: EVERYWHERE. Goes beyond art on a wall in a frame you may Lecture
encounter, but graphic design on advertisements literally SURROUNDING US. Your phone is a
type of art, many designers and engineers work to design your phone models and app logos. The
way you communicate or use of body language can even be considered art. Art is everywhere!
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The human mind is able to focus on the past and future and wander so much and cause us to
reflect and prepare. But this same ability also can be negative because it's stopping us from
being productive and can be destructive to our happiness.
You guys at the end of class today will brainstorm and list things in your routine that you would
like to capture. We are not doing regular paper though...we are doing a clay board!! Discussion/Question
s
Q8) What does it right off the bat remind you of? (white board)
So this material is super durable and can be used with an endless list of mediums. It is also very
forgiving because it is easy to erase mistakes and start over, with no damage to the board, unlike
paper. I am going to show you guys a demo. So can everyone come to this table.
Instruction (15 minutes)
Demonstration:
Demonstration
Have students come around a selected and previously set table in the classroom for
demonstration.
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Before the students are told they can go back to their seats, the lesson assignment and concept is
described.
The teacher will say how the assignment should be of capturing something in the student's daily
routine. It can be something that makes them unique or something that is commonly shared with Lecture
other people. This particular class does not like not specific assignments.
The teacher will then give a pep talk about how they just finished making a beautiful still life, Encouragement
and how there are heavy expectations for the class. They will need to be creative and come up
with their own composition and can come up with their own processes as well!
The teacher should say all of this at a smooth pace, not going too fast. The teacher should have
lots of excitement, using lots of hand motions, but also have a calm vibe.
The students can now go back to their seats to brainstorm in their sketchbooks. They can list
their ideas and/or draw. They can also just go straight to experimenting on the clayboards while Brainstorming
mentally reflecting on their routine and what they would like to capture. Experimentation
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When there are 7 minutes left of class, the teacher will grab all of the student's attention. This
class is very advanced and respectful to materials. However, the teacher will quickly debrief in Lecture
how to use materials. Which is:
1) put clayboard away in their drawer slowly and obviously facing up.
2) Make sure clayboard has name on it
3) Make sure all materials have caps on them and put them back onto the cart exactly how
they were found.
4) To collect their backpacks and belongings and wait at their seats until the bell rings to
let them leave to their next class.
The teacher will state she is excited to see them next class, so they can continue focusing. The
teacher will say she/he is going to talk to the students about their ideas.
Lesson #2: Second Day
Instructional Strategies and Learning Tasks
Lesson Summary Small Discussion recapturing Routine. Students are given most of the period to experiment on
their clayboards. The teacher has first one on one with the students about their broad ideas of
their routine.
Lesson Beginning/Introduction (10 minutes) Instructional
Methods
-The teacher will welcome students as they are coming into the class.
-Once students are settled in, the teacher will go to the front of the room to recap and give
Questions
direction.
-The teacher will ask the questions previously asked on the first day as a recap, but fully expect
only student to give answers.
-The teacher will then give the students some inspiration by introducing artist Sunga Park
Lecture
-Due to the lack of a projector in the room, the teacher will print out copies of Parks work and
the students will come around a table to do a small critique over Parks work as a whole.
Discussion
-The teacher will ask the class what they like and dislike about her work. How she might have
achieved certain effects in her use of ink
-The teacher will point out Parks use of detail and state: we can scratch it out by using the
Critique
scratch tools.
Instruction (_5_ minutes)
-The teacher will then give students instructions for their experimentation today.
-The teacher will state how they will have one on one conferences with each student, going by Instruction
alphabetical order, to talk about what part of their daily routine they would like to capture.
-The teacher will give tips for success and to be inspired and recall Parks work. There will be a
book of ink processes in the middle of the room for students to also look at for more inspiration.
-The students will start to get the materials from the cart that was previously set up and prepared
before class and brought out to the middle of the room.
Structured Practice and Application (_40__ minutes)
-The students will have the rest of the class period to work.
-The teacher will talk to each student one on one, calling them up by their last name Art Making
alphabetically. There will be casual conversation at first, but then steered towards their idea for
their final project.
-Once the teacher approves of their idea and gives them personalized instruction and Personal Conference
encouragement/warning, they will get their 4 x 7 clayboard. If during the conversation they
state they do not have an idea yet or can not narrow one down, they will not get a clayboard and
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The critique will be led by the teacher, but focused on peer discussion. The teacher will steer the
critique with questions and topics that come up, but it is mostly led by the students and their Discussion
opinions.
Students should focus on what they do like, and guess what routine their peer has captured Peer Focused
before explanation. Each student will be given time to explain their ADL concept in depth, any Discussion
struggles they had, what they liked and disliked about clayboard and the processes, and what
else they would like the class to know. The artist is also able to ask the class questions regarding
their piece. As stated before, critiques should be steered towards positivity and encouragement.
There can only be kind and caring constructive criticism.
Clean-up and Closure (_5__ minutes)
The bell from the art classroom will not be heard from the hallway, so the teacher must make
sure to keep track of time. When there are 10 minutes left in class, the teacher will make sure to Lecture
rush if necessary to make sure all students have their critique. When there are 5 minutes left in
the class, the teacher will wrap things up by stating everyone did a great job. The teacher will Clean up
address the strengths of all the students individually and and as a whole. The teacher will then
instruct students to bring down their finished works, take out all the pins, and bring the chairs
back into the room. Encouragement
Students will collect all their belongings and backpacks from the corner. They will wait by the
door until the bell goes off.
While they are waiting by the door, if time permits, the teacher will state how excited they are
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SUPPLEMENTAL MATERIAL