Lesson plan revised

Collographs:

Self-portrait

Grade 6

Description of Lesson Plan

Students will cut geometric shapes to form a self-portrait.

Materials needed

· Construction paper or card stock

· Scissors

· Paint/ ink

· Brayer

· Glue sticks

· Pencil

· Crayons

· Photograph of each child

Teachers resources

· Created examples of collographs to show the students

· Examples of what a plate is and looks like

· Grading Rubric

· Prepared presentation of art “masterpieces” that includes the work of geometric, realistic, and abstract portraits.

Objectives

· Students will be able to identify geometric shapes. (C)

· Students will be able to create geometric shapes. (P)

· Students will learn what a self portrait is. (C)

· Students will be able to create a collograph. (P)

Standards Addressed

· Geometric Shapes- able to draw geometric pictures.

· Cutting the shapes into a face- able to think abstractly.

· Geometric Shapes- seeing and combining basic shapes found in common everyday objects.

Vocabulary

· Geometric Shapes: circles, squares, rectangles and triangles.

· Collograph: relief print pulled from a "plate" that is made by placing textured materials on a surface

· Plate: made to enable relief printing processes

· Abstract art: A trend in painting and sculpture in the twentieth century; a break away from traditional representation of physical objects

· Realistic art: resembling real life; to represent things as they really are; realism is also known as naturalism

Pedagogy

1. Teach about geometric shapes.

2. Show students famous abstract and normal paintings of portraits.

3. Show examples of a plate and collograph and how to make one.

4. Give construction paper and scissors to each student.

5. Have students cut out the shapes in their faces to make a self-portrait. Students will have a picture of themselves in front of them to find and make the shapes of their face.

6. Have students glue the shapes of their face on the paper.

7. Cover face with regular paper.

8. Using a brayer and paint or ink, paint over the self-portrait.

9. Place a sheet of paper on top of the wet paint, and peel off.

10. While the students are waiting for their turn with the paint and brayer, they will make a print from using their crayon by rubbing the crayon on the paper over top of their art project.

Assessment

· Class critique.

· Rubric designed to show whether or not the students followed the instructions correctly.

Adaptations/Integrations/Accommodations

This project can be integrated in to a math lesson about geometric shapes. One way to help students with special need, would be to explain what geometric shapes are. Then have shapes already cut for them to assemble on their

Art Practicum Lesson

Collographs:

Self-portrait

Grade 6

Objectives

· Students will be able to identify geometric shapes. (C)

· Students will be able to create geometric shapes. (P)

· Students will learn what a self portrait is. (C)

· Students will be able to create a collograph. (P)

Standards Addressed

· Geometric Shapes- able to draw geometric pictures.

· Cutting the shapes into a face- able to think abstractly.

· Geometric Shapes- seeing and combining basic shapes found in common everyday objects.

Vocabulary

· Geometric Shapes: circles, squares, rectangles and triangles.

· Collograph: relief print pulled from a "plate" that is made by placing textured materials on a surface

· Plate: made to enable relief printing processes

Pedagogy

1. Teach about geometric shapes

2. Show examples of a plate and collograph and how to make one.

3. Give construction paper and scissors to each student.

4. Have students cut out the shapes in their faces to make a self-portrait.

5. Have students glue the shapes of their face on the paper.

6. Cover face with regular paper.

7. Using a crayon, go over the paper on top of the face to make the collographs.

Assessment

· Class critique.

· Rubric designed to show whether or not the students followed the instructions correctly.

Adaptations/Integrations/Accommodations

This project can be integrated in to a math lesson about geometric shapes. One way to help students with special need, would be to explain what geometric shapes are. Then have shapes already cut for them to assemble on their

Description of Lesson Plan

Students will cut geometric shapes to form a self-portrait.

Materials needed

· Construction paper

· Scissors

· Crayons

· Glue sticks

· Pencil

Teachers resources

· Created examples of collographs to show the students

· Examples of what a plate is and looks like

· Grading Rubric

Assessing Students' Artwork

Art teachers need a way to assess the work of their students. But how do you allow for creativity and plan a lesson plan to be graded at the same time. Chapter 5 of Emphasis Art says, "Although art teachers need to value spontaneous creativity, defined objectives of any task are also important, both to meet standards and to provide clarity for assessing student performance." By setting specific standards and objectives, this helps to later assess whether or not students have met the goals outlined to them. So how should a teacher evaluate and grade a student's artwork? Three good tools are portfolios, journals and group critics.

Portfolios help to keep the art produced by a student together for further review. Art portfolios are a good tool for teachers because they help students remember the concepts learned in earlier assignments. This helps the teacher to build upon these concepts and to explore them in greater depths. In an online article about assessing visual arts it says, "Portfolios are an excellent way of balancing the assessment of both process and product as students can demonstrate their ideas, self assessment and revisions on projects." (Reference 2) Art portfolios can help in other areas then just in art. In chapter two of Assessment of Art Ed, "art portfolios promotes learning through reflection and self-assessment, encourages student-teacher collaborations, validates different learning styles and approaches and encourages the research, resolution, and communication of ideas."

Art journals can help in many of the same way that portfolios do. They allow students to reflect on the art assignment given. Journals can be in the form of writings about the artwork or a sketchbook. I think the most important way that journals can help the teacher assess the work of a student is by allowing the student a place to express the intention of the artwork they created. A teacher can better learn what the student is trying to say with the artwork by reading the student's intentions in a journal. Teachers can also see if the child understood and followed the objectives of the assignment that was given. Journals can be used in art, as well as subjects other than art, to help the teacher understand the thinking of a student. This will help the teacher to know what areas that student needs help in and will help them assess the work completed by the student.

Group critiques or discussions can help the students be able to express verbally what it is that they were trying to express in the artwork. This also allow the teacher know whether the students understood the process and objectives that they set for the students to follow. This will help the teacher also understand whether or not the students learned the strategies and the lesson that was intended to be taught and whether or not the method the teacher used to teach the lesson was successful or needs to be revised. Group discussions also help the students learn what they can do to make improvements to their work. Also critiquing other works can help students to learn the principles that the teacher wants them to apply in their works. By showing them examples of ways to accomplish the objectives, students can apply what they have learned to better follow the objectives set out for them. Group discussion can help in other subjects as well. This will help them to understand and follow the guidelines of assignments better, not just art assignments. This also opens communication between the teacher and student so that the student is more comfortable asking questions and allows the teacher to learn the best way to teach each student, which, in my opinion, allows for better learning.

References

1. Clements, R. D., & Wachowiak, F. (2009). Emphasis Art (9th ed.). Boston, MA: Pearson.

2. Utoronto. (1997). Assessment in the visual arts. Retrieved from http://home.oise.utoronto.ca/~hinwood/art_assessment.htm

3. Assessment in Art, Chpt. 2 by Dr. Donna Kay Beattie

Incorporating Art in the Classroom

Why is it important to incorporate art into the classroom? For many reasons such as higher cognitive skills, to stimulate the stimulate learning through other senses, and to express feelings and creativity. These reasons are covered in "three domains that cut across the disciplines." (Chapter 6) These domains are the cognitive domain, the psychomotor domain, and the affective domain.
Most school's curriculum revolves around the cognitive domain. This mostly revolves around memorization, identifying, and matching. These are drilled into students to help everyone learn the course material. This produces only lower cognitive learning. However, if art is incorporated into cognitive learning higher cognitive learning is then introduced by analyzing and incorporating things learned into new situations.
The affective domain deals with creativity and applying meaning into the subject matter. Self-worth is learned through pride in the created art. This then translates into other class work by being confident in the work that is turned in for any subject. Expressing one's self through art helps to better allow the students to develop positive ways to express themselves in later life and also allows the teacher insight into the feelings of the children in the classroom.
The psychomotor domain involves sensory motor into the curriculum. "Moving our bodies and using our other senses can stimulate learning in all subjects, including art production and art criticism activities." (Chapter 6). Senses can help to encourage recognition of what is identified. Through creating art children copy what was seen and put it into art.

Integrating art in the classroom is seen as an affective way of teaching today’s youth. Because art has been relatively considered a solo program there has been a clear line between art and English. However, it has been noted that when a student is visually and creatively stimulated they retain more information. We see examples of this in English classes, “Don't underestimate the value of letting a child create something that they can personalize. The moment they walk out the door carrying their English bookmark or their English pirate hat (that they made themselves) they are transferring what they've done in class to their home environment.” (English.org, Jan)

Math is similar in importance often times teachers will give the students a math pattern work sheet in this work sheet they must do the math problems correctly which will give them the number combination to make an art patter depicting a scene or an object. This way the student must focus on getting the correct answers in order to find out what the picture is, and then the students might be allowed to color the picture as a final personal touch to their assignment. (Teacher version)

Science too can have an art theme one example would be demonstrating sound waves by using a hollowed tin can the teacher can attach a balloon to the bottom of the can and glue a mirror on it facing up. Place the can on the table top and adding a small amount of water in it then turn out the lights of the classroom and shine a light at an angle down the can so it reflex off the mirror onto the ceiling. This should make an image of the water appear on the ceiling as the water moves you can see it on the ceiling almost like a stone dropping into a pond. Then clap your hands near, or far from the can so the kids can see the affects of sound waves right before their eyes. (Teacher Version)

The Visual Cultural approach compares different cultures in all the different mediums of art. It helps the student to learn through visual art the culture of the student and of others.

I think that it is important to integrate art into the core curriculum because it engages the student better. A child will want to learn and then will retain more of the information if the lesson is more fun and interactive. With all the technology of video games and television, children are constantly visually stimulated. By incorporating art in to the classroom we combine visual stimulation with education.

References

Arts In Every Classroom. (2011). Retrieved from http://www.learner.org/workshops/artsineveryclassroom/artsroles.html

Teacher Version. (February, 2009). Retrieved from http://www.teachervision.fen.com/art/math/52566.html

English.org. (January, 2009). Teaching English. Retrieved from http://www.teachingenglish.org.uk/language-assistant/primary-tips/using-arts-crafts-arts-english-lessons

Clements, R. D., & Wachowiak, F. (2009). Emphasis Art (9th ed.). Boston, MA: Pearson.