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.