New York State Visual Art Standards Over the course of a year, how do you make sure that learning outcomes include objectives that address the NYS Learning Standards for the Visual Arts, as laid out in the NYC Blueprint for Teaching and Learning in the Visual Arts, PreK-12? ☆ (1c Setting Instructional Anchor Standard 2: Organize and develop artistic ideas and work. VA:Cr3.1.1 1st Grade Use art vocabulary to describe choices Outcomes) Essential Question: How can we think like an artist? The goals for learning are communicated clearly to students. Lessons support instructional outcomes and reflect important concepts) ☆ (3a Communicating with ☆ Students) (1e Designing Coherent Instructions) Learning Target A brief statement that explicitly describe what students should know, understand and be able to do as a result of the learning and teaching. ☆ (3a Communicating with I can organize my ideas by creating a plan to design an abstract painting. . Students) Success Criteria Summarize the key steps the student needs in order to fulfill the learning target - the main things to do, include or focus on. ● What is the criteria for mastery of the lesson outcome(s)? ☆ (1c Setting Instructional Outcomes) I will be successful if I : Make a plan for my abstract painting. Draw lines that go from one end of the page to another end of the page. Use the line sheet to help draw many different types of lines. Show examples of overlapping lines. Write a sentence that explains which lines I chose and how I decided to place the lines. Lesson Procedures The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the lesson sequence: ● In what ways do you provide opportunities for students in various groupings to engage in art-based questioning and discussions? ● In discussions of masterworks and student artwork, what are some ways in which you use various levels of questioning to promote students’ critical thinking skills? ● How do you ensure that students take leadership roles in discussions of masterworks and in peer-to-peer critiques? ☆ (3b Using Questioning and Discussion Techniques) ☆ (1a Demonstrating Knowledge of Content and Pedagogy) ☆ (1e Designing Coherent Instruction) ☆ (3c Engaging Students in Learning) Vocabulary 3 minutes Think – Write - Pair Share Display lines on the smartboard Say: Let’s play a little game, I’m going to draw a line with my fingers and you are going to try to guess what line I am drawing. zig-zag, diagonal, wavy Display 2 works of art. Students compare and contrast the two pictures. Purple folder 6 minutes 2 min think and write 1 min share with partner. 2 min share whole group Say: What does it mean when I say compare? Pick one boy and one girl to stand up and give an example of how they are different (boy, girl) and how they are the same (1st grade). Give students their partners. We have 2 min to think about the differences between the 2 pictures. Facilitator please take out the purple folder. As you think you should write your thoughts on a post it and place the post it on the pictures in front of you. When you hear the alarm go off you will be able to talk to your partner. Set Alarm Connection 1 minute I Do 4 minutes 1 min to discuss the differences with your partner. 2 min to share with whole group. Say: Do you know what? This type of picture by Kandinsky is called abstract art, and everything you have said about this picture describes the word abstract! Say: Before we begin, I would like your help with designing an abstract work of art. In today’s lesson you are going to create a plan. This is an abstract painting because it has lots of lines shapes and colors, but no objects. I have a few abstract pictures here to show you. Show students examples of a completed work and demonstrate how an artist would make a plan for their artwork by referring to the completed work and the line sheet. Say: Today we are going to make a plan, because that’s what good artists do! I’m going to think like an artist right now. Let me show you how I plan for my abstract line painting. When I plan to create abstract art, It is really important to think about things like size, shape and color Success Criteria 2 minutes We Do Baggie 4 minutes Self-Assessment Baggie 2 minutes You Do Yellow folder 15 minutes Green folder 3 minutes See how I am making this line extend from one edge of the paper to another edge. (I do this because I want to fill up the whole space on my paper, not just a little part of it.) I also want to overlap some of my lines because it helps make my lines look like one artwork and less like just some lines on a page. Ask: What do you think the success criteria should be for this project? Take one or 2 answers and go through the rest. Say: On this index card draw a vertical line that extends from one edge of the paper to another edge. Facilitator take the index cards out of the baggie and pass them out. Now draw a broken line that extends from one edge to another. Next draw a zig-zag line that extends from one edge to another. Medial Assessment – Teacher walks around from group to group checking to see if they are successfully drawing the lines. Ask: What kinds of lines will you use in your line painting? Can you tell me how you plan to show these lines when you are making the line painting? Say: Facilitator, please take the self-assessment chart and post its from the baggie and pass them out. Write your name on the post it and place it on the chart. Students decide how well they understand what they are about to do. Are they a Novice, Apprentice, Practitioner, or Expert? Then they place a post-it with their name onto the self-assessment chart. The teacher checks the chart to see which students feel they need the most help. Students split up into appropriate groups Say: (set timer for 15 min) and In your bin you will find a checklist that you will use to check at the end of today’s lesson. You have a task card to help remind you of the steps. This is the planning sheet where you will create your plan and then write a sentence explaining which lines you chose and how you decided to place the lines. These are the line sheets and examples of abstract paintings to help create your plan Read the question on the planning sheet to the students. Facilitator please take out the yellow folder and pass out the planning sheet. After 15 min say: Now we are going to use this checklist to rate our work. When you are done checking each step you should write a sentence telling what you will need to work on next time. . Table 1 Table 2 Table 3 Closing 3 minutes Table 4 Say: Facilitators please take the exit slip out of the green folder and pass out the exit slip. Take a minute to fill out the exit slip and write one thing you learned in today’s lesson by thinking and planning like an artist. Select a few students to share. What have you learned by thinking and planning like an artist? Reflection: __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Materials /Resources and Technologies List all materials, handouts, resources, and technology tools that are needed by the student or the teacher to execute the Unit. ☆ (1d: Demonstrating Talking about art Art vocabulary Power Point Kandinsky Painting (Sea Battle) Line examples Knowledge of Resources) Academic Vocabulary What terms are essential to develop and extend students vocabulary? Line, horizontal, vertical, diagonal, zig-zag, curvy, wavy, broken, parallel, thick, thin ☆ (1a Knowledge of Content and Pedagogy) ☆ (1b Knowledge of Students) New York State Visual Art Standards Over the course of a year, how do you make sure that learning outcomes include objectives that address the NYS Learning Standards for the Visual Arts, as laid out in the NYC Blueprint for Teaching and Learning in the Visual Arts, PreK-12? ☆ (1c Setting Instructional Anchor Standard 2: Organize and develop artistic ideas and work. VA:Cr3.1.1 1st Grade Use art vocabulary to describe choices Outcomes) Blueprint for Teaching and Learning in the Visual Arts How do you align lessons with appropriate learning standards in the NYC Blueprint for Teaching and Learning in the Visual Arts ☆ (1a: Demonstrating Benchmark: Through an exploration of art materials and techniques, students exercise imagination, construct meanings, and depict their experiences; work in two-dimensional and three-dimensional art forms use basic art tools, and gain knowledge of media and compositional elements Drawing and Painting: exploration of lines such as: straight, curved, bumpy, zig-zag, spiral, looped, and broken. Knowledge of Content and Pedagogy) Universal Design for Learning (Multiple Entry Points) Design curriculum that offers all learners full and equal opportunities to learn. In what ways do you incorporate students’ out-of-classroom art experiences into the lesson? When students struggle with mastering a technique, how do you provide several strategies the students can try until they are able to successfully demonstrate use of that technique in their work? Checkpoint 1.1 – Offer ways of customizing the display of information Display information in a flexible format so that the following perceptual features can be varied: o The size of text, images, graphs, tables, or other visual content o The contrast between background and text or image o The color used for information or emphasis o The layout of visual or other elements Checkpoint 1.3 - Offer alternatives for visual information Provide physical objects and spatial models to convey perspective. Checkpoint 2.1 - Clarify vocabulary and symbols. Pre-teach vocabulary and symbols, especially in ways that promote connection to the learners’ experience and prior knowledge Checkpoint 2.5 - Illustrate through multiple media ☆ (3e Demonstrating Flexibility and Responsiveness) Present key concepts in one form of symbolic representation with an alternative form (e.g., an illustration, dance/movement, diagram, table, model, video, comic strip, storyboard, photograph, animation, physical or virtual manipulative) Checkpoint Checkpoint 6.1 - Guide appropriate goal-setting ● Provide guides and checklists for scaffolding goal-setting ● Post goals, objectives, and schedules in an obvious place Checkpoint 6.2 - Support planning and strategy development ● Embed prompts to “stop and think” before acting as well as adequate space ● Embed prompts to “show and explain your work” (e.g., portfolio review, art critiques) ● Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps Checkpoint 6.4 - Enhance capacity for monitoring progress ● Ask questions to guide self-monitoring and reflection ● Provide differentiated models of self-assessment strategies (e.g., role-playing, video reviews, peer feedback) ● Use of assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples Checkpoint 7.3 - Minimize threats and distractions ● Create an accepting and supportive classroom climate ● Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions ● Creation of class routines Formative Assessment How do you plan assessments that include evaluation of: ● art making that demonstrates understanding of technique? ● art making that shows evidence of imaginative qualities? ● discussion and writing about works of art, including their own? ☆ (4b Maintaining Accurate Records ) ☆ (3d Using Assessment in Instruction ) ☆ (1f Designing Student Assessments) Differentiation Describe how you will differentiate instruction for a variety of learners, including students will special needs, English Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson. Be specific. ☆ (1e Designing Coherent Instruction) Students decide how well they understand what they are about to do. Are they a Novice, Apprentice, Practitioner, or Expert? Students then place a post-it with their name onto the section of selfassessment chart based on their level of understanding. The teacher checks the chart to see which students feel they need the most help. ● Teacher uses checklists, previous projects, and observation notes along with collaborating with the classroom teacher, to assess the student’s level. Students are grouped and given task cards according to their level of understanding. Student grouping may change during the lesson depending on teachers observations of student’s ability and understanding Teacher uses formative assessments and data gathered from previous lessons to create differentiation Readiness differentiation The teacher addresses readiness through small group sessions and one on one goal setting ● Teacher provides different sorts of teacher, self, and peer support, different kinds of modeling, and different kinds of coaching for success, depending on the readiness levels of students. ● Students are grouped and given task cards according to their level of understanding. ● Groups will be displayed on the smartboard. ● Student grouping may change during the lesson depending on student’s ability and understanding. Learning-profile differentiation is reflected in the different media that students use to express their findings English as a New Language: ● Anchor instruction using short videos, visuals, and graphic organizers. Start with a common experience (video, hands-on activity, visual) to build background knowledge and provide a concrete anchor for more abstract discussions. ● Utilize graphic organizers or other guides to help students organize and categorize new information and notes. ● If needed, describe and explain new concepts in several different ways. Ask students to rephrase and retell to check for comprehension. ● Pair students who speak the same home language so they can support one another. For example, they can translate and/or discuss their ideas in their home language prior to sharing with the whole class. Special Education Accommodations: ● Access IEP’s on SEISS. ● Present instructions simply and clearly. Students can repeat instructions as they are presented. Post instructions and visual aids throughout the duration of the project. ● Provide alternative resources so that all students are able to meet curricular goals. For example, when asking students to research a specific artist or technique, ensure that books at varying reading levels are available in the library. ● Communicate with students using multiple modalities; explain assignments orally; display instructions on the wall or whiteboard; and show examples, such as sample projects or artists’ reproductions. Use positive statements. State what you want students to do rather than what you don’t want them to do. Recognize effort and persistence. Assessments ● ● ☆ How do you plan for formative and summative assessments based on the Blueprint’s benchmarks, medium-specific performance indicators, and the NYS Visual Arts Strands? How do you plan assessments that include evaluation of: art making that demonstrates understanding of technique? Art making that shows evidence of imaginative qualities? Discussion and writing about works of art, including their own? (1f Designing Student Assessments) Grouping Strategy Describe how you will group students to facilitate learning of the outcomes of this lesson. What is the rationale for the grouping strategy? ☆ (1e: Designing Coherent Instruction) (1b: Demonstrating Knowledge of Students) ☆ (1f: Designing Student Assessments) ☆ Teacher Checklist: teacher conducts a medial assessment by walking around from group to group with a checklist and assessing whether students understand. Teacher Asks: Why did you choose this line? Can you tell me how you plan to show these lines when you create your line painting? ● Student Self-Checklist: Students use a teacher made student checklist at the end of the lesson to check that all goals for the lesson were met. Rubric: Students receive a rubric for the lesson at the beginning of the project so they could check to see that they are meeting all requirements for the project. ● Based on where students placed the post-it on the self-assessment chart, students will sit at the designated group table where they will find the appropriate task instructions to support their continued growth. Students work towards following the success criteria and task for the project. (Teacher reserves the right to change students grouping based on observations, checklists, previous projects, and observation notes.) Novice: Students in this group believe the information might be too complicated for them. In the Novice group the teacher will spend extra time reinforcing the skill. The task has scaffolds to accommodate ability of the learners so they can complete the project an achieve success. Apprentice: Students in this group understand the basics of the concepts taught, but seem to be missing some of the finer details. Learning activities in this group involve investigation as students identify the details around which they are unsure. ● Practitioner: Students in this group are fairly confident they understand and can do the project on their own, but still have a few questions. Expert: Students in this group are certain they will be successful.