AR271/272 LESSON PLAN BASED ON A MUSEUM VISIT-Professor J. Healy AR 271 Criterion Performance Rating Suitability & Relevance of Museum Theme 4-Theme is engaging, stems from a museum visit and lends itself to elementary art instruction 3-Theme stems from a museum and lends itself to elementary art instruction Originality 4-Lesson is creative & original in design. 3-Lesson is somewhat creative & original. 2-Lesson is slightly creative & original. 1-Lesson is not creative or original; source is from internet or art ed book. Appropriate Media 4-Explores media & processes in depth 3-Explores various media & processes 2-Superficial exploration of media & processes 1-Limited materials used in lesson Format 4- Follows lesson plan format 3-Partially follows lesson plan format 2-Key aspects of lesson omitted 1-Lesson plan format ignored; most parts missing Organization/ poor Proofreading 4-Organized and proofread 3-Organized; some errors 2-Proofreading and/or Developmental Appropriateness 4-Concepts of materials & activities developmentally appropriate for elementary students 2-Theme stems from a museum visit to and is partially relevant to elementary art instruction organization lacking 1-Theme does not stem from a museum visit and is partially relevant to elementary art instruction 1-Lesson exhibits language skills 3-Somewhat allied to developmental level of elementary students 2-Not particularly appropriate for elementary students 1-Inappropriate for elementary students Reflects Knowledge 4-Reflects knowledge from From Reading & reading/discussions Class Discussions 3-Some reference to reading/discussions 2-Little reference to reading/discussions 1-No reference to reading/discussions Artistic Objectives 4-Lessons further fundamental artistic objectives, while stimulating creative individual responses 3-Lessons further fundamental artistic objectives 2-Lessons are productoriented. Artistic objectives unclear 1-Lessons are not artistic. Motivation 4-Motivation is stimulating and on point. 3-Relationship between motivation & objectives Is not entirely clear. 2-Motivation is not well-addressed. 1-Motivation is absent. Visuals 4-The use of visual material an essential part of the lesson 3-Some visual material used in lesson 2-Visual materials poor or not relevant 1-Visuals absent Questions 4-Several questions are presented in order of increased difficulty 3-A few questions are presented in some order 2-1-2 questions are presented arbitrarily 1-No questions presented Closure 4-Closure is stimulating & clear & related to objective 3-Closure is not entirely relevant to objective 2-Closure is irrelevant to lesson 1-Closure not present NYS Standards 4-NYS Standards are Indicated and accurate 3-NYS Standards are listed but completely accurate 2-NYS Standards inaccurate 1-NYS Standards not indicated Assessment 4-Assessment is authentic and specific to lesson. Rubrics are included in detail. 3-Assessment is authentic. One rubric is included. 2-Assesment is generic. 1-Assessment absent Needs of Gifted Students 4-Lesson addresses how to differentiate instruction for gifted students . 3-Lesson somewhat addresses how to differentiate instruction for gifted students gifted students. 2-Lesson does not sufficiently address the needs of gifted students. 1-Lesson does not address the needs of gifted students. Students with Special Needs 4-Lesson considers how to address needs of students with special needs. 3-Lesson somewhat addresses how to differentiate instruction students with special needs. 2-Lesson does not sufficiently address students with special needs. 1-Lesson does not students with special needs. AR271/AR272—Art for Teachers of Children Professor Healy Lesson Plan Based on Your Museum Trip—Due December 17, 2012 Note: There is no class at QCC on December 10, as that is your slated museum time. This is a Major Assignment and will count as 20% of your semester grade. As we discussed in class, learning how to create an original and dynamic lesson plan is a key factor in being an excellent elementary art teacher. Having studied Jane Bates’ model for lesson planning, create an original lesson plan, based on your museum trip. After going to the museum, reflect on the various things you saw that inspired you. It may be the architecture, a grouping of art works or an individual piece. Ideas can come from almost anywhere. Decide how you could devise a lesson that will give children the chance to explore materials in an authentic way, yet give them a “take away” as to what inspired the lesson in the first place. You may choose to include a museum field trip as part of your lesson. Think of all the various parts we have discussed and include as many as apply to your particular lesson. The attached rubric will help guide you in this process. Be sure to list the museum, the art object or objects, the title of your lesson, the age group, your time frame for the lesson, your aims/goals, objectives (learning outcomes), New York State Standards covered, materials and tools, vocabulary you intend to introduce, your motivation, visuals you plan to use, questions you will pose in your delivery of the lesson, procedure, assessment and rubrics, closure, follow-up (if any) and how you will differentiate instruction for students with learning disabilities as well as gifted students. Make your lesson plan like a detailed “recipe” of sorts. It should be clear enough so that an art teacher familiar with the techniques and materials used should be able to teach it. Pay attention to grammar and spelling. Always proofread your work! If you have any small images of your visuals, you may include those, as well.