EDUC 351
Reading & Writing in the
Content Areas, 6-12
2.1 DESIGN INSTRUCTION BASED ON ELEMENTS KEY TO
EFFECTIVE TEACHING.
Cooperative Learning
Lesson Plan
Date: 4/7/14
Name: J.R. Kotchish
Grade:7
Subject: Visual Arts
Stop time:12:50
Start time: 11:00
Virginia SOL:
7.4 The student will communicate ideas, experiences,
and narratives through the creation of works of art,
using traditional and contemporary media.
7.5 The student will explain and apply ethical decisions
in art making
7.11 The student will analyze how art and culture
influence each other.
Lesson Title: Stone Age: Screen-printing in the World PT. 2
Objectives (What do you want students to know, understand, do, or feel as a result of your instruction?)
TSW demonstrate knowledge of the screen-printing process.
1.
TSW develop a collaborative mural showcasing an understanding of cultural identity and self-awareness
2.
TSW apply cultural ideas learned through Art History reading material into their own work.
3.
Critical vocabulary:
Materials/resources:
pulling
Silkscreen
Screen-print
layer
Artist’s Signature
Lascaux Cave
Paintings
Inks (Acrylic paints - to be mixed by student)
Mesh screens (20’’x24’’) with stencils attached
Spatula
Squeegee
Apron
Venus of Willendorf
Cooperative Learning
Intro (how do you capture their attention and get them interested?): Class will begin with a short presentation (PP
Screen-printing) explaining critical vocabulary and the screen-printing process. Students should record any
vocabulary in their sketchbooks along with notes on the process.
Body (what comes after your interesting intro?)
Next, the students will begin washing their individual screens thoroughly using a degreasing agent while wearing
both their apron and gloves. Once towel dried, the students will line the interior edges of the screen with masking
tape to prevent paint from seeping into the binding.
***Before class begins, I will have had attached their wax paper stencils to the back of the screens, waxy side
down. Newsprint is then attached to cover any open space outside of the stencil.
Next, the students will mix their inks (acrylic paints) to get their ONE desired color. Afterwards we will take our
screens, paints, squeegees, gloves and aprons to the location of the mural.
***I will have the area prepped beforehand including cleaning and spraying any fixative (if needed) to the wall
where the mural is to be placed and placing plastic sheeting on floors and walls in case of spills.
Students will work in groups of three (grouped based on location of their individual images within the mural.
Students with images near each other should work together to prevent any confusion throughout the process). I will
then briefly give a demonstration as to how the ink is pulled using the squeegee. Two of the group members will hold
the screen against the wall where the image is located within the composition. Using, the spatula, the third member
will spread the paint across the top of the screen and then using the squeegee, pull the ink downwards to print. The
groups should repeat this process until each member has transferred their image successfully (if any images do not
pull correctly the first time, make sure students do not remove the screen from the wall and have them do another
pull until the transfer works). Once completed, students will clean their screens and materials in the sink.
Cooperative Learning
Closure (purposeful summary-help them remember today or anticipate tomorrow): Once we have completed the
mural we will discuss the process (what worked? What was difficult? What would we do differently?) and how they
worked as group (was it a positive experience? Were they able to work together successfully to meet all criteria?).
Next, I will introduce the idea of a class critique to the students. I will ask the students how they believe people
should act when discussing other people’s work. I will explain to them that during critiques they should only pose
questions to the artist that are actually productive, politely offer suggestions instead of harsh criticisms, and
congratulate one another on their successes. Afterwards, we would also take the time to discuss what we believe
the goal of the mural was? Did we get our message across? It is important to note that as the instructor, I had
only given them the criteria of picking an object they believe describes their ancestry, culture, etc., it is up to the
student to decide whether that image is a positive one or a negative one. The outcome of the mural will be
depend on the students’ choices and thought processes.
*What are they personally trying to say?
*What is the relationship between our mural and those of the Lascaux Cave Paintings?
*Does our mural successfully showcase our society as a melting pot?
*Why are murals still important today?
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
As the students print their images I will able to assess whether or not they are understanding the screen-printing
process and implementing techniques successfully. Through class discussion at the completion of the mural, I will
be able to understand if the students can successfully translate their own personal beliefs through an artistic
medium and whether or not they understand why murals were an important way to showcase ideas of ancient
cultures.
Cooperative Learning
For cooperative learning explain how you have insured:
positive interdependence- As class, the students are working to create a cohesive mural
while individually, are tasked with designing their own image.
individual accountability-Students lose points on the unit overall for low participation within
their groups. In the process of pulling a print, each group member must pull their own print
and then help to hold the screen in place for their other partners.
group processing- Occurs when the group meets at the end of the project to discuss how
they worked as group. Was their experience positive or negative and were they able to
successfully work together to meet all criteria?
social skills- Teaching the students how to politely engage in productive conversation
during classroom art critiques.
Face-to-face interaction- The students are working in small groups, standing next to one
another, helping to successful pull a print on the mural wall.