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Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the
unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to
get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the
concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient
skill/knowledge.
Day 1
Did students draw upon their real life interests to make art?
Can students brainstorm events in their lives that evoke certain feelings?
Can students squeeze a glue bottle?
Can students trace lines on fabric by squeezing a glue bottle?
Day 2
Do students know the primary colors?
Do students know the secondary colors?
Can students mix colors to get other colors?
Can students use paintbrushes?
Can students read a work of art to see what is going on in it?
Can students tell a story about what is happening in the art they made?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role
and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Day 1
You are Matty from Too Much Glue. But instead of making a mess, you have to show your classmates and teachers how to control the glue. You will get a
fabric square to trace the drawing you just made in glue, then we are going to let it dry and paint over it. We will add some colors to the top and the glue will
resist the color, creating a batik.
Day 2
You are a mouse from Mouse Paint. You are going to start with the three primary colors and explore mixing them into new colors. You will get three colors:
red yellow and blue. Your job is to mix green, purple, and orange. You will then use these primary and secondary colors to paint your batik.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might
include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions,
Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
Line, sequence, art techniques, art traditions, batik, color, pattern, culture
Color, primary color, secondary color, resist, story
Given the three primary colors, TSWBAT combine them to make the three secondary colors (Blooms: understand; Standard: comprehend, create; GLE:
3.1 (K, 1), Art Learning: materials/techniques; Literacy: color mixing vocabulary; Numeracy: combining, ratios)
With the primary and secondary colors, TSWBAT select and apply color to their batik fabric (Blooms: apply; Standard: create; GLE: 3.1 (K, 1); Art
Learning: materials/techniques, ideation, C&EF; Literacy: telling stories through art; Numeracy: filling in shapes with color)
Looking at the batik quilt, TSWBAT talk about the narrative in their batik and infer about others batiks to tell stories about art (Blooms: analyze,
evaluate, create; Standard: reflect, transfer; GLE: 1.1, 1.2, 2.1, 2.2 (K), 1.1, 1.2, 2.1, 3.1 (1); Art Learning: reflection/transfer, assessment/evaluation, C&EF;
Literacy: telling stories through art, using art vocabulary to discuss art)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use
for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with
physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to access
content and multiple modes for
student to express understanding.)
Literacy
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Vocab: batik, resist, brainstorming, primary colors, secondary colors
Literacy incorporation:
Storytime
Telling visual stories
Verbally brainstorming ideas for art and writing them down
Learning a new technique and cultural art
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.)
List all materials in a bulleted format.
Day 1
Day 2
acrylic paint
17 medium size brushes, and additional in other sizes
5 bowls/large cups for water to rinse brushes
6 clear plastic cups for class paint mixing demo
17 cups/palettes for individual students or 5 cups/palettes for tables to share
17 paper plates
plastic/newspaper to cover work surface
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be
found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
Batik cloth
Teacher example of project
Too Much Glue by Jason Lefebvre (library)
Mouse Paint by Ellen Walsh (library)
Mouse paint worksheet (attached)
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Make 3 teacher examples (1 of just glue, 1 with color added, 1 finished batik with glue removed)
Cut sixteen 10x10 cotton fabric squares
Cut sixteen 10x10 sheets of white paper
Check that all bottles of glue squeeze properly
Have yellow, red, blue paint in cups on tables
Fill water bowls/cups (1/table)
Set out sketchbooks and paintbrushes
Print 17 mouse paint worksheets
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Keep paint and glue on the paper/fabric (off clothes, table, floor)
lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to
participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of
questions, role-playing, etc.
Day 1
Day 2
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be
visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their
artwork.
What do you feel like looking at this cutout? Sad? When was another time you felt sad? Why? What happened?
How about happy? When were you happy?
Is there anything coming up that makes you feel excited? Thanksgiving? Christmas?
How many colors do you think there are in the whole world?
Did you know all of those colors come from just three colors?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each
activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Day
1
Time
8:30
Discovery Board
Students TBD
8:35
Revisit artworks from Guess My Emotion lesson
What emotion was this trying to show? Have
students remember, discuss, and practice inferring
Ok, so we think its trying to show excited. What
kinds of things make you excited? Did something
happen this week? Last month? Is something coming
up this weekend? Teachers brainstorm and
write/draw these on the board. Maybe have kids act
out a story/dance/movement to go along with an
event.
Weve talked and thought a lot about some really
interesting stories. Now that youre thinking, heres
a sheet of paper to draw what youre thinking of. It
can be anything that makes you happy, scared,
excited, surprised, or other feelings.
Youll want your drawing to be made out of lines
(not colored in) and cover as much of the paper as it
can. Youll want your drawing to be in blue or black
marker in the end, so use marker now or start with
pencil and trace over it with marker. We need to use
blue or black marker for the special activity we have
next.
8:40
Drawing
Teachers help students ideate and encourage them to
fill the page with lines
Students will learn that too much glue can create a really big
mess, but also that art sometimes is just messy
Students will become excited to get to be like Matty and work
with glue
9:00
Batik
9:05
Creation
Students receive a fabric square and bottle of glue
Place your fabric right over top of your drawing.
You should be able to see it underneath.
Practice making thin lines on a blank sketchbook
page for a few minutes
9:20
Cleanup
Glue bottles closed and on counter
9:23
Reflection
Did we discover anything today?
Did you all learn anything?
Who can tell me what a resist is?
Who can tell me what batik is?
What did you draw?
Next time we are going to put colorful paint over the glue
and make the resist.
Students will envision the next step in the sequence of the batik
process
Day
2
Teacher prep
Tear out batiks from sketchbooks
Wheel in drying rack
Fill 3 cups with watered down primary colored paint
Print and set out mouse paint worksheets
Cover tables if necessary
8:30
Discovery Board
Students TBD
Revisit previous learning: what is batik? What is our
next step in the batik? How do you want to use color
today? Set out the Indonesian batik again as
reminder
8:35
Story time (during this time, other teacher puts dots of
Students learn that red, yellow, and blue make green, purple, and
orange.
Students acquire motivation to be mice, working with paint and
mixing colors
Students will learn what happens when too many colors are mixed
together
Students will learn the learning target for the day and how to
achieve it
Batik painting
Students/tables? get palette/cups? for each color
Students use brushes to paint watered down acrylic
on batik
9:05-9:10 (or when first student finishes)
Extension
Finished batiks go on drying rack
Show students option for when they are done: color
experimenting/mixing in sketchbook (student gets
paper plate with 3 primaries, they can explore
mixing and painting in sketchbook)
9:15
Cleanup
Paint in cups poured down sink
Cups stacked on counter
Paper plates in trash
Brushes rinsed (assign a student?)
All artwork to dry on drying rack
Wipe tables (assign students)
9:22
Reflection
Students gather as teacher demonstrates removing
the glue from batik to show what will happen by
next class/the resist magic
Any discoveries today?
Teacher prep
Apply glue to border pieces
Sew batiks together
Bring iron and ironing board
Butcher paper
8:30
Discovery Board
Arabelle: washes
Parker: changing the plan
Patrick: painting with two brushes; kinetic painting
8:35
Revisit batik
Demonstrate result of resist on individual batiks
Quilt--how it works and what the plan is
8:40
Centers
Explain all
Must work on the fabric at least once
1.
2.
3.
4.
9:05
Iron fabric to demonstrate crayons
9:15
Cleanup
9:20
Art show--tell your parents
Recap the semester (best parts, favorite projects, what you
learned, what you liked, remember, etc.)
Fabric swatches stitched together by 12/5 along with full reflection on class project
What do you see in this batik? What do you think is happening? How do you know? What would you title it?
Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
Day 1
Does each students glue drawing tell a story/can students explain the story in
their glue drawings?
Did the student make thin lines (not blobs) with the glue?
Day 2
Can students talk about what primary and secondary colors are?
Did the student use a paintbrush? Did they use something else?
Did the student tell a story about their art?
Can the student look at a peers batik and guess what is going on from visual
information?
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To
what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the
lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey