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VISUAL ART LEARNING SEGMENT PLAN UWM METHODS TEMPLATE

Learning Segment Title: Identity in Art Number of Planned Lessons: 3 Age Group: 4th Grade

ENDURING CONCEPTS & GOALS FOR THE LEARNING SEGMENT Central Focus: (3-4 sentences describing the core concepts for the learning segment and meaningful connections to the subject-specific objectives, including: interpreting art, developing works of art/design, and relating art to context.

Inthislearningsegment,studentswilldevelopanunderstandingofpersonalandculturalidentity.Studentswillexploretheseconceptsthroughpersonalconnections,thebeadworkofTeriGreeves,andresearch.Studentswillthenbeabletolearnandskillfullyutilizepaintingskillstotransformtheirownwearableitemusingculturalimagesandimagesofobjectsthathavepersonalsignificancetothem.Inaddition,studentswillpresenttheirfinishedwearableitemstotheclassinashowandtellsession.

Enduring Understanding (What do you want students to understand through this learning segment?) Studentswillunderstandhoweveryonehasaculturalidentityandintereststhatidentifythemandmakethemunique Key Concepts: 1.)Identityiswhoapersonis.2.)Itispossibletohavemorethanoneidentitybasedonthethingsyouliketodo/yourfamilydoes.3.)Learningaboutyourownidentity(ies)canhelpyouunderstandthewayotherpeopleandculturesare Essential Questions: 1.)Whatisidentity?2.)Howisitpossibletohavemorethanoneidentity?3.)Howcanlearningaboutyourownidentity(ies)helpinformyourideasaboutotherpeople/cultures?

KNOWLEDGE OF STUDENTS TO INFORM TEACHING

How does this lesson connect with and build on students’ previous/subsequent lesson(s)?

What personal, cultural, and community assets inform this learning segment? • TeriGreeves’sculturalart • Thestudents’ownculturalandpersonalidentities/interests • Thestudentvariedbackgrounds

What are the developmental characteristics of these learners that are relevant to this learning segment? (physical, social/emotional, cognitive). What adaptations and consideration are needed for instruction for whole class, individuals, and students with specific needs?

• Curiosity • Egocentricity • Interestinfamilyandpopularculture • Sociallyaware

Consideration/adaptations:Considerthestudents’personalstyleandinterests,andthegenderidentitiesofstudents.Mayneedtoadapttogiveextraresearchhelptokidsw/oaccesstofamilyhistoryforresearchWhat are the visual art dispositions of this group that are relevant to this learning segment? What are common misconceptions in relation to this learning segment? SomechildrenmayhavetroublepaintingonfabricMisconceptions:thatclothescan’tbeart,thatallstudentshavesimilaridentitiesorsharecertainones,thatidentitiesareobvious

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LEARNING OBJECTIVES & VISUAL ART STANDARDS Students will be able to... Student will demonstrate an understanding that... National Core Art Standards (list grade level specific number and text)

Learning Objectives Learning Tasks & Assessment Alignment

IdentifyandanalyzeculturalassociationssuggestedbyvisualimageryVA:Re7.2.5a

Interpreting Art: StudentswillbeabletointerpretthebeadworkofTeriGreeveswhilemakingconnectionstotheirownexamplesofculturalandotherpersonalidentities.

Learning Tasks: • Introduction • Lookingandtalkingactivityabout

artistTeriGreeves • Wholeclassdiscussion

Assessments/Feedback: • Informalobservations • Informalquestionandanswersession

3rd,applyknowledgeofavailableresources,tools,andtechnologiestoinvestigatepersonalideasthroughtheart-makingprocessVA:Cr1.2.3a

Developing Works of Art/Design: Studentswillbeabletoskillfullyutilizegoodpaintingtechniques,planning,andresearchtoembellish/transformawearableobjectwithimages/symbolsabouttheiridentity(ies)

Learning Tasks: Demonstration&artproductionskillbuildingactivities:1.)researchtechniques,(computer,interview,etc)2.)fabricpaintingtechniques,3.)extraembellishmentadditionsAssessments/Feedback:

• Researchworksheetassessment • Informalfeedbackandobservations

4th,CreateworksofartthatreflectcommunityculturaltraditionsVA:Cn10.1.4a

Relating Art to Context: Studentswilldisplayanunderstandingoftheconceptsofidentity,hybrididentities,andtheidentitiesofothersthroughthetransformationandpresentationoftheirownwearableobject.

Learning Tasks: • Artproduction • Showandtell

Assessments/Feedback:

• Informalobservationsduringshowandtell

• Summativerubricoffinishedartpieces

ACADEMIC LANGUAGE

Language Demands (Describe language demands that are essential

to this learning segment)

Planned Supports (Instructional strategies, learning tasks, &

materials)

Assessments/Evidence of Learning

Language Function: Interpretartpresentation

• Introduction:ClassroomdiscussionaboutTeriGreevesandherart,strategicquestionsaboutartandidentity,imagediscussion,studentconnections

• Showandtellpresentationwithfinishedwearableobjects

• Informalobservationsduring

introandshowandtell • Informalqandasession

Vocabulary: (list & define) Embellish:tomakesomethingmoreattractivebytheadditionofdecorativedetailsorfeaturesIdentity:whoorwhatapersonorthingisCulture:thepatternofbehaviorsharedbyagroupofpeopleorsocietyCulturalIdentity:thefeelingofbelongingtoaspecificcultureHybridCulturalIdentity:twoormoreculturalinfluencesinthecreationofoneperson’sidentityIdentity:whatmakesyouwhoyouare

• Researchworksheet • Teachingandshowingthevocab

duringtheintoanddemos

• Assessmentofresearch

worksheet

• Informalobservations

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LESSON #1 Descriptive Lesson Title: Introduction to Teri Greeves and Research Lesson Description: (Brief overview of learning objectives, instructional strategies, and learning tasks covered in this lesson)

StudentswilllookatthebeadworkofTeriGreeves(onChuckTaylorsspecifically).Wewilldiscusshowherworkshowsherculturalidentities.Wewillalsodiscussspecificidentities(possiblymorethan1perstudent)thatthestudentsmayhave(culturallyorotherwise),sharingwiththeclassandhavinganopendiscussion.Thestudentswillbegivenaresearchworksheetinclassandaskedtocompleteitbeforetheycanmaketheirownwearableart.Demonstratehowtogoaboutresearching(usingtechnology,books,andaskingrelatives).Then,studentswillhavetimetousebooksandcomputersinclasstodoalittleresearchontheiridentitiesbeforebeingsenthomewiththeirworksheets.Materials: (Instructional, art making, and organizational materials required for this lesson) PowerPointwithphotosofTeriGreeves’sworkCulture/researchworksheetPencilsLaptops/iPadsifpossibleBooksfromthelibraryInstructional Strategies & Learning Tasks Chronological description of teacher and student activities and learning tasks for this lesson, including review, motivation/introduction, looking and talking about art, demonstration, studio practice and art making, and closure activities. Time Teacher Activities Student Activities Differentiation/Adaptations 00:00

IntroducetheartistTeriGreevesandphotosofherwork.Discusswhereshecomesfrom,howbeadworkissignificanttoherandherculture

Observeandaskquestions

3:00

Ask“whatdoyouthinkofthisart?HowdoyouthinkitshowsyouaboutTeriGreeves’sIdentity?Istheremorethanoneidentitybeingshown?Whatdoyouthinkclothingcansayaboutanoccasionoraboutaperson?”

Answerquestions,informaldiscussion

8:00

Ask“whatkindofidentitiesdoyouallhave?Whataboutyourculturalidentity?CanIhavesomespecificexamplesofyouridentities?Whydoyouthinkthatdefinesyou?Doyouhaveanyquestionsaboutidentity?”Teachvocabularytermsthatthestudentsmaynotbefamiliarwith

Answerquestions,informaldiscussion,askquestions

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15:00

Askstudents“howtheymightshowtheiridentitiesvisually,likeTeriGreeves?”

Answerquestions,informaldiscussion,askquestions

17:00

Demonstrationofhowtodoresearchonidentity,culturalidentity,andvisualsymbolsthatmightshowthoseidentities(usingtheinternet,books,andbyaskingrelatives)Afterdemostudentswillgetin-classtimetobeginresearchandbegintofillintheworksheetabouttheiridentitiesandresearch

Observedemonstration,askquestionsBeginresearchandbeginfillinginworksheets

Relevant Assessments & Planned Feedback (Initial, Formative, and/or Summative) Formativeobservationsofin-classdiscussionResearchworksheet LESSON #2 Descriptive Lesson Title: Hat Transformation (Art-Making) Lesson Description: (Brief overview of learning objectives, instructional strategies, and learning tasks covered in this lesson)

Studentswillwatchademonstrationofhowtotransfertheiridentity-symbolsketchesfrompreviousclasses/lessonsontotheirblankbaseballhatsusinggoodsketchingtechniques.Theywillthenbeshownhowtobeginpaintingtheirbaseballhatsusingspecificbrushes,sponges,andpaintingtechniques(addabackgroundbeforesmallerdetails,goodtipsforpaintingonfabric,etc.),andhowtoaddembellishmentswithsequinsandotherobjectsiftheydesire.Arefresheronhowtomixpaintsandaremindertowashbrushesthoroughly(esp.Whenusingfabricpaint!)wouldbegood.Studentswilleachbegivenahatandsketchingandpaintingsuppliessothattheycanbegintheirhattransformations. Materials: (Instructional, art making, and organizational materials required for this lesson) BaseballhatsforeachstudentSketchpapersandpencilsCompletedresearchworksheetswithsketchesofsymbolsFabricpaintsWatercupsPaintbrushesofvarioussizesPaintingspongesPaintpalettesSequins

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Instructional Strategies & Learning Tasks Chronological description of teacher and student activities and learning tasks for this lesson, including review, motivation/introduction, looking and talking about art, demonstration, studio practice and art making, and closure activities. Time Teacher Activities Student Activities Differentiation/Adaptations 0:00

Makesureallstudentshavetheirsketchesandresearchworksheetscompleted

Retrievesketchesandresearchworksheets

3:00

Begindemonstrationonhowtotransfersketchesfromsketchpapers/researchworksheetstobaseballcaps

Observedemonstration,askrelevantquestions

6:00

Transitionintoademonstrationonhowtobeginapplyingpaintskillfullytothefabrichat.usingspecificbrushes,sponges,andpaintingtechniques(addabackgroundbeforesmallerdetails,goodtipsforpaintingonfabric,etc.),andhowtoaddembellishmentswithsequinsandotherobjectsiftheydesire.Alsodemonstratearefresheronhowtomixpaintsandaremindertowashbrushesthoroughly

Observedemonstration,askrelevantquestions

13:00

Passouthatstostudentsandbegindistributingpaintsandpaintingimplements

Beginskillfullysketchingandpaintingonbaseballhats,followingsketchesonresearchworksheet

Neartheendofclass

Assiststudentsincleanup

Cleanup!

Relevant Assessments & Planned Feedback (Initial, Formative, and/or Summative) FormativeObservationsofhowwellstudentsarepayingattentionduringintroandobservationsandfeedbackforstudentsduringartmaking

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Artifacts/Student Work: