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Visual Arts Lesson Plan 2014-15 Nicole McQueen Week 26 March 2-6 Schedule 10-15 min. Anticipatory Set Grade Level Pre K Description Lida Hooe Elementary 5th Cycle Topic sculpture Paper lines reliefs Materials rules 2 art songs Introduce sculpture centers LO DOL The student will be able to create a sculpture. Given a variety of art materials, the student accurately creates a sculpture. EQ Can you find lines in this sculpture? MRS choral response What kind of shapes do you see? 25-30 min. Activity 5 min. Clean Up Vocabulary Cityscape Line shape Learning centers: 1. Clay 2. Paper 3. Block towers 4. Drawing center Paper, clay, crayons, glue, scissors, clay tools, blocks References https://sites.google.com/site/dallascreates/ Owl Textbooks Harcourt Art Anchor Charts Artrageous Prints Can you invent a sculpture will all kinds of lines? Independent practice Differentiation Partner more capable students with students who need support. Provide larger tools for students struggling with fine motor skills. Provide cueing and teacher assistance Extension Complete unfinished work Practice drawing skills Practice building and cooperation skills Visual Arts Lesson Plan 2014-15 Nicole McQueen Week 26 March 2-6 TEKS 1-2.C TEKS K-2.C Schedule Schedule 10 - 15 min. Anticipatory 10 - 15 min. Anticipatory Set Set 25 - 30 min. 25 - 30 min. Activity Activity 5 min. Clean Up Vocabulary 5 min. Cityscape Clean Line Up 2-D shape Vocabulary 3-D form Cityscape Line Shape form Grade GradeLevel Level Kinder 1 Lida Hooe Elementary 5th Cycle Topic Topic LOLO DOL DOL cityscape sculpture TheThe student student willwill be be able able to create to create a sculpture. a sculpture. Given Givenaavariety varietyofofart artmaterials, materials,the thestudent student creates createssculptures sculptureswith with80% 80%accuracy. accuracy. Creative Creativeexpression. expression.The Thestudent studentcommunicates communicatesideas ideasthrough throughoriginal originalartworks artworksusing usingaavariety varietyofofmedia mediawith withappropriate appropriateskills. skills.The The student studentexpresses expressesthoughts thoughtsand andideas ideascreatively creativelywhile whilechallenging challengingthe theimagination, imagination,fostering fosteringreflective reflectivethinking, thinking,and anddeveloping developingdisciplined disciplined effort effortand andprogressive progressiveproblem-solving problem-solvingskills. skills.The Thestudent studentisisexpected expectedto: to: Use Increase a variety manipulative of materials skills to develop necessary manipulative for using a variety skills while of engaging materialsintoopportunities produce drawings, for exploration paintings,through prints, constructions, drawing, painting, and printmaking, sculptures, including constructing modeled artworks, forms.and sculpting, including modeled forms. Description Materials EQ MRS Description rules 2 art songs rules ppt building 2 art songs details Introduce sculpture centers Materials Why are detailsEQ important? Can you What patterns find lines caninyou thisfind in sculpture? buildings? What might you include in a What kindthat cityscape of shapes is not ado building? you see? MRS Think pair share Oral response continue cityscape relief Paper, scissors and glue Paper, clay, crayons, glue, scissors, clay tools, blocks Can you create a variety of patterns Can you with invent windows? a sculpture will all kinds of lines? independent practice Independent practice Differentiation Partner more capable students with students who need support. Provide larger tools for students Differentiation struggling with fine motor skills. Partner cueing more capable students with Provide and teacher students assistancewho need support. Provide larger tools for students struggling with fine motor skills. Provide cueing and teacher assistance Extension Complete unfinished work Practice drawing skills Practice building and cooperation Extension skills Complete unfinished work Practice drawing skills Practice building and cooperation skills Learning Draw and centers: construct cityscape details 5. Clay 6. Paper 7. Block towers Drawing center References https://sites.google.com/site/dallascreates/ Harcourt Textbooks Anchor Charts References Artrageous Prints https://sites.google.com/site/dallascreates/ Harcourt Textbooks Anchor Charts Artrageous Prints Visual Arts Lesson Plan 2014-15 Nicole McQueen Week 26 March 2-6 TEKS 5-2.B 2-3.A 4-1.C TEKS TEKS 3-2.A Schedule Schedule Schedule 5 10 5 -Schedule 10 min. min. Anticipatory Anticipatory 5 - 10 min. Set Set Anticipatory 20 Set– 25 min. Activity 20 - 25 min. 20 - 25 min. Activity Activity 5 min. 5 min.Up Clean Clean Up 10 min. 5 min. 10 min. Reflection Clean 5 min.Up Reflection 10 min. Clean Up Reflection 10 min. Vocabulary Reflection Sculpture abstract Line Vocabulary Shape Form variety Grade GradeLevel Level Lida Hooe Elementary 5th Cycle Topic Topic Topic LOLO LO LO DOL DOL DOL DOL Value Value sculpture value and in portraits form in Architecture and MC TheThe The student Thestudent student student willwill will be willable be be beable able to able construct to totocreate create arrange avalue. value. sculpture Given Given Given Given aart art variety a variety materials, materials, of of artstencils, the materials, thestudent student thethe student accurately accurately student Escher usingoverlapping a variety ofshapes materials. to create an abstract can creates creates correctly successfully 23levels levels arranges construct of ofvalue value overlapping in in a their sculpture. theirshapes artwork. portrait. to composition. create an abstract composition. Foundations: observation and perception. The student develops and expands literacy skills using thinking, imagination, and the senses Historical Creative and expression. cultural The relevance. student The communicates student demonstrates ideas through an understanding original visual artworks of art using history a variety andcritical culture of media bywith analyzing appropriate artistic skills. styles, The to observe explore the byof learning about, andoriginal applying the elements ofarespect art, principles of traditions design, expressive qualities. historical studentand expresses periods, and thoughts aworld variety and ideas cultures. creatively Theunderstanding, student while through challenging develops global the imagination, awareness and fostering reflective for thinking, and developing contributions ofThe Creative expression. The student communicates ideas artworks using variety of the media withand appropriate skills. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is diverse disciplined cultures. effort The and student progressive is expected problem-solving to: Interpret skills. stories, The student content, expected meanings to:fostering in Create a variety compositions of artworks using the of art and student expresses thoughts and ideas creatively while challenging theisand imagination, reflective thinking, andelements developing expected principlesto:of Discuss design.the elements of art as building blocks and the principles of design as organizers of works of art. 2354 disciplined effort and progressive problem-solving skills. The student is expected to: Integrate ideas drawn from life experiences to Description Description Materials HQ MRS create original works of art. Description Materials HQ MRS Review art subjects Art Careers assessment Paper pencil What How would is the an difference _art professional_ between a Table Response talk cards with white boards Materials HQ professional_ Response cardsMRS Art CareersDescription assessment Paper pencil How would an _art sculpture apply the element and a painting? of art value, apply the element art value,with Response cards Can you create a littleoflandscape Little landscapes seascapes Introduce the next 2and concepts – abstract andSticky notes and marker- no give a supporting example. a road? give a supporting example. pencils sculpture What iscan theyou difference between Can you create ado seascape a sunset? Paint realistic portraits Paint, paper, water What to improve your Table talk abstract and realistic? What happens when thing appear far artwork? Unity Construct away? Wire, foamies, paper, VALUE abstract sculpture Project: continue cityscape project Markers, water, crayon and What cancan you do to improve your artwork Paint realistic portraits Paint, paper, water What you do to improve your Table Demo wash technique highlights scissors, Does think, talk pair share Complete markercreate reflection today? your/your partner’s portrait Given 1.3 wires, students anprint abstract watercolor paint artwork? Unity 2. Construct the boarder have 3 levels of value? VALUE sculpture Continue painting 3. Paint sea and sky Demo highlights 4. wash Add technique stars 5. Glue to boarder 6. Add person Continue painting Extension Project: choice Krinkle paper masterpiece Self-reflection Or Graffiti namesculpture cityscape using Create a foil foil Self-reflection Self-reflection and group discussion foil References References https://sites.google.com/site/dallascreates/ https://sites.google.com/site/dallascreates/ Harcourt Textbooks Harcourt Textbooks Anchor Charts Anchor Charts Artrageous Prints References Artrageous Prints https://sites.google.com/site/dallascreates/ Harcourt Textbooks Anchor Charts Artrageous Prints Does your/your partner’s portrait have 3 levels of value? think, pair share How were you successful or Given a variety of art materials, unsuccessful today? the student can What would yousuccessfully do differently How were you successful or construct next time?a sculpture. unsuccessful How were youtoday? successful? Differentiation Differentiation What would you do differently Partner more more capable capable students students with with Partner next time? students who need support. Think pair share DOL response sculpture students who need support. Provide Provide larger larger tools tools for for students students struggling with fine motor Differentiation struggling with fine motor skills. skills. Provide and Partner more capable students with Provide cueing cueing and teacher teacher assistancewho need support. students assistance Provide larger tools for students struggling with fine motor skills. Provide cueing and teacher assistance Think pair share Table talk Extension Extension Complete unfinished work work Complete unfinished Practice drawing drawing skills skills Practice Practice Practice building building and and cooperation cooperation skills Extension skills Complete unfinished work Practice drawing skills Practice building and cooperation skills
