WOODLAND HILLS SECONDARY LESSON PLAN
NAME __M.HUTTERER_____________________ Date 5/11/2015
_______ LENGTH OF LESSON: 1WKS. CONTENT AREA __PRINTMAKING
WEBPAGE – X
EDLINE -X
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
SCREEN PRINTING.
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
PA ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES

9.1. PRODUCTION, PERFOMANCE AND
EXHIBITION OF DANCE, MUSIC, THEATRE AND
VISUAL ARTS

9.2. HISTORICAL AND CULTURAL CONTEXTS

9.3. CRITICAL RESPONSE

9.4. AESTHETIC RESPONSE
PA STANDARDS
Standards:
9.1.12 - A. Know and use the elements and principles of each art form to create
works in the arts and humanities.
C. Integrate and apply advanced vocabulary to the arts forms.
E. Delineate a unifying theme through the production
of a work of art that reflects skills in media processes and techniques.
F. Analyze works of arts influenced by experiences or historical and
cultural events, through production, performance, or exhibition.
G. Analyze the effect of rehearsal and practice sessions.
9.2.12 - A. Explain the historical, cultural and social context of
an individual work in the arts.
F. Know and apply appropriate vocabulary used
between social studies and the arts and humanities.
L. Identify, explain and analyze common themes, forms
and techniques from works in the arts.
9.3.12 - A. Explain and apply the critical examination
processes of works in the arts and humanities.
• Compare and contrast
• Analyze
• Interpret
• Form and test hypotheses
• Evaluate/form judgments
F. Analyze the processes of criticism used to compare the meanings of a
work in the arts in both its own and present time.
9.4.12 - A. Evaluate an individual’s philosophical statement on a work in the
arts and its relationship to one’s own life based on knowledge and
experience. 5
READING ANCHOR 11.A.2.
COMMON CORE READING & WRITING 9.10.1.C
UNDERSTANDING GOALS (CONCEPTS):
STUDENTS WILL UNDERSTAND: STUDENTS WILL UNDERSTAND
THE ART OF PRINTMAKING AND IT'S HISTORY FOR THIS LESSON
STUDENTS WILL SUCCESSFULLY USE THEIR KNOWLEDGE OF
POSITIVE/NEGATIVE SPACE AND BOLD DESIGN TECHNIQUES AND
APPLY THAT TO THEIR DESIGN FOR THEIR SILKSCREENED
PRINTS.
ESSENTIAL QUESTIONS:
WHAT IS A SILKSCREENED PRINT…HOW IS IT DONE?
ART CRITICISM:
DESCRIBE, ANALYZE, INTERPRET AND JUDGE
VOCABULARY:STENCIL
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
XACTO KNIFE CUTTING
POSITIVE/NEGATIVE SPACE
FRAME
SQUEGIE
OBJECTIVES:
•
STUDENTS WILL LEARN CONSISTENCY
IN PRINTING BY PRODUCING A SOLID DESIGN
AND PRINTING IN MASS ON FABRIC ETC.
•
STUDENTS WILL BUILD ON THE
PREVIOUS LESSONS AND UTILIZE NONREPRESENTATIONAL OR ABSTRACT QUALITIES
TO ENHANCE THE MOOD OF THEIR ALTERED
PRINTS.
LINO BLOCK
ULANO
TRANSFER PRINTING
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: STUDENTS ENTER THE
ROOM, RETRIEVE FOLDERS AND ALWAYS BEGIN
WORKING ON THEIR PROJECTS AND LETTERING,
INSTRUCTION FOLLOWS THE BELL WHEN
NECESSARY, GROUP DISCUSSION AND
DEMONSTRATION TAKE PLACE AFTER THE BELL
FORMATIVE ASSESSMENTS:
#1. OPEN ENDED QUESTIONS
OTHERS: GUIDED DISCUSSION, FEEDBACK,
SKETCHBOOKS1.
FORMATIVE ASSESSMENTS
•
VISUAL REPRESENTATION
•
ADHERING TO DISCUSSIONS AND
DEMONSTRATIONS
•
VISUAL AIDS
•
INFORMATIONAL READINGS
•
MEASURING SKILLS AND TOOLS APPLIED
WHEN APPROPRIATE
•
SUMMARIZE AND REFLECT
•
RUBRIC FOR TECHNIQUE
•
WRITTEN STUDENT EVALUATION AND SKILLS
MASTERED
•
WORKS IN PROGRESS ARE DAILY AND ONGOING INTERVIEW
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Do Now;FEATURED ARTIST-5
LINES
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections: Active Engagements
used:
#1. Higher Level Thinking Skills
#2. Compare and Contrast
Others:
Describe usage:
Scaffolding used:
#1. Build on Prior Knowledge
#2. Provide Visual Support
Others: Teacher Prompting
Describe usage:
Other techniques used1.
Formative Assessments
•
Visual representation
•
Adhering to discussions
and demonstrations
•
Visual aids
•
Informational readings
•
Measuring skills and tools
applied when appropriate
•
Summarize and reflect
•
Rubric for technique
MATERIALS AND
RESOURCES: ALL
NECESSARY
MATERIALS
INTERVENTIONS:
INDIVIDUAL HELP AS
NEEDED
STUDENTS WILL BE
EVALUATED ON
FOLLOWING
DIRECTIONS
REFERENCE BOOKS,
ROLLING INTERVIEWS
AND ASSESSMENT
RUBRIC AS WELL AS
CLASS PARTICIPATION
AND KEEPING UP WITH
THEIR PORTFOLIOS
•
Peer Response
Critique: Exchange your
prints with another student
(not at your table). Include
the Peer Response Page of
your packet with your
edition and altered prints.
They will answer the
questions about your work
and you will respond to their
work.
•
Complete the Self-
ASSIGNMENTS:
WORK SHEETS, FOR
PRACTICE
STUDENTS WILL BE
EXPECTED TO COPY
VOCABULARY FOR
REFERENCE
STUDENTS ARE ASSIGNED
THE TASK OF FINDING A
SILHOUETTE TO
REPRESENT THEIR
INTEREST AS WELL AS
MAKE A LIST OF AT LEAST
20 WORDS AND SMALL
CONTOUR ICONS
DO NOWS
READING/WRITING
ACTIVITIES
ART CRITICISM
PROJECTS
DISCUSSIONS
CRITIQUES
EVALUATION/REFLECTION
•
Written student evaluation
and skills mastered
•
Works in progress are
daily and on-going intervie
Evaluation on the front of
the packet and turn in all
your completed process
work and final prints for
grading.