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Visual Arts Lesson Planning Zoom in…Planning for action One lesson at a time.

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Presentation on theme: "Visual Arts Lesson Planning Zoom in…Planning for action One lesson at a time."— Presentation transcript:

1 Visual Arts Lesson Planning Zoom in…Planning for action One lesson at a time

2 Art Lesson Plan Format Makes your teaching and student learning visible. PARTS 1. Information 2. Learning Goals & Standards 3. Assessment 4. Instruction 5. Reflection

3 Information What? –Pat Pinciotti –Cohort 3 - Grade 1 –Lesson 2 - Color Exploration –February 1, 2007 Where? –At the top left hand corner of lesson –Single spaced Why? –Identification

4 Learning Goals & Standards: Where can I find ideas for Art? National Standards #1: Understanding and applying media, techniques, and processes #2: Using knowledge of structures and functions (elements & principles of visual organization) #3: Choosing and evaluating a range of subject matter, symbols, and ideas #4: Understanding the visual arts in relation to history and cultures #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others #6: Making connections between visual arts and other disciplines PA State Standards Categories Production, Performance and Exhibition Historical and Cultural Contexts Critical Response Aesthetic Response Develops & Integrates Application of Problem solving skills Extensive practice in the comprehension of basic symbol systems and abstract concepts Application of technical skills in practical production and performance Comprehension and application of the creative process Development and practice of creative thinking skills Development of verbal and nonverbal communication skills

5 Learning Goals & Standards: Writing Learning Goals What do I want students to LEARN? What artistic choices must they make?

6 Learners Profile Who are the children in your class? Identified LearnersLearners Struggling Learners Advanced Learners

7 Assessment: Valuing Creative Work Making learning visible Method –Product or Process to Assess –What does excellent work look like? Tool –What criteria are you valuing in the work? Accommodations and/or Enhancements

8 Assessment: Linking Goals and Criteria Learning Goals Tool identifies the Criteria for Success How will you discriminate between… –Good Enough –Better than good enough –Not good enough

9 Instruction: Making Teaching Visible SCRIPT INSTRUCTION - What are you saying/doing? Materials - Preparing for success Motivation - Sensory Awareness & Artistic Inspiration Explanation of Learning/Project (short) Demonstration - Model artistic thinking and creating Guided Practice - Develop craftsmanship and creativity together Independent Practice - Challenge and clarify individual artistic choices Application - Summarize learning and usefulness Modifications – Accommodations or enhancements to ensure success for all learners

10 Instruction: Materials Art Supplies Artifacts Media/Images ZOOMING IN CLOSER….

11 Instruction: Motivation- Inspiration AWAKEN Sensory Awareness Artistic Inspiration LOOK! AT ART!!

12 Instruction: Explanation Explanation of Learning Description of Art Exploration “Today …. (k.i.s.s.)

13 Instruction: Demonstration Model artistic thinking What are you saying? Model creative work What are you doing?

14 Instruction: Guided Practice Develops craftsmanship –Imagine a brilliant example? –Visualize your goals for learning? –Stretch student’s knowledge and skills Nurtures creativity –What artistic choices are you encouraging? –What are you saying to scaffold?

15 Instruction: Independent Practice Clarifies and explains individual artistic choices –Critical and Creative Thinking Questions Challenges and stretches individual artistic choices –What ideas are you adding?

16 Instruction: Application Summarizes learning What did we learn? Explains the usefulness of learning How can we use this learning? Extent of Learning How have you expanded critical and creative thinking in the students?

17 Instruction: Modifications Ensure success for all learners Where and how did you make accommodations or enhancements? –CONTENT: What you want the students to learn –PROCESS: The way students make sense of the content –PRODUCT: The outcome at the end of instruction

18 Reflection: Growing out loud What makes this an effective lesson? What would you change to make it better? What impact did you have on student learning? Is this important? Why? What have you learned as a teacher? –About art? Children? Learning? Teaching?


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