EDCI 432-A, Dr.

Fedorenko, Unit 1 Lesson Plan Ashland University Dwight Schar College of Education Teacher Education Program - Office of Field Experience

Lesson Plan Form (B) (8/06)

Name of Instructor: Sandy Badger Unit Title: Recycled Art Grade Level: HS Subject: ART Time Length: 3 class periods Date of Lesson: 02/02/2012

1. Learning Goal/Objective a. What will the pupil be able to do as a result of the lesson? State your
objective from the course of study or ODE Academic Content Standards; b. Prior knowledge/skills required by students?; c. Connection how does the lesson objective connect with previous and future lessons/learning? The student will Know about recycled art, understand why it is made, learn about some individual

artists that use these materials, students will have an understanding of the creative processes used with these materials, they will have reflected on the history of mask making and recycled art making, they will be able to write effectively about their experience using descriptive words, they will feel more comfortable and capable of speaking about art in class while in critique, they will also learn how to show work in a professional manner-thinking about space, labeling, etc.
****Visual standards applied grades 9-12 attached

2. Assessment (Pre & Post) - How and when will you evaluate the objective and student learning? Attach a
copy of the assessment/rubric instrument you will use.

PRE: Class discussion during power point presentation and introduction of assignment. Asking important questions to evaluate understanding. POST: will consist of-1) participation in initial class discussion 2) Completed mask made entirely out of found objects, with details, some effort made 3) One written or typed page about the students creative process and comments on finished work. Answer one question: Would you do this again? 4) participation in critique 3. Methods/Strategies a. What teaching methods will you use (e.g. teacher presentation, demonstration,
simulation, role playing, peer teaching, laboratory activity, etc.); Type of learning: Inductive/inquiry questioning for student discovery or deductive/direct modeling)?; b. Accommodations How will you accommodate for student differences?; c. Learning climate/environment How might you establish a safe and an effective environment?

Power point presentation, introduction to give back ground, talk about local artists making art with recycled materials, images to inspire and motivate, showing examples. Asking questions during this time, have class discussion sharing ideas, discussing creative processes that might be used. Hands on-making mask, exploring creative process. Writing 1 page describing their own process, what is this mask about, would you do this type of work again? Critique-present work and have entire class participate in constructive criticism and positive comments-learning to use the language of art. Class participation of displaying artwork in a professional manner. 4. Grouping - Large/small group; cooperative groups (pairs, threes, etc.); Is this typical? None, these are individual projects and class participation is required.

Page 2, Lesson Plan Form (B) 5. Equipment and Material - What instructional equipment and materials are required to help students reach the objectives (e.g. textbook, lab equipment, technology, activity sheet, CD-ROM, Web Site, etc.)? For presentation: computer, internet, projection screen for my power point. Copies of any articles or photos to share with students. Art history books, and internet access for student research. For projects: Glue, scissors, paint, brushes, medium, wallpaper past for paper mache, newspaper, medium, foil, markers, coffee cans or water containers, water, paper towels. TRASH, RECYCLING OR FOUND OBJECTS **WILL BE ASKING STUDENTS TO BRING WHAT THEY CAN, 2 WEEKS PRIOR** 6. Instructional Delivery a. Introduction (e.g. motivate, elicit student interest, review past learning, background in topic; Communicate
expectations, procedures required for the lesson.)

Power point presentation as introduction, classroom discussion, show examples of artist who make art from recycled materials, examples of their artwork. Showing lots of images. Discuss WHY, HOW, pros and cons. Encourage students to research recycled art and mask making.

b. Activity: What activities have you planned? What will you do? What will the students do? (e.g. small steps,
examples, clues, feedback/checking for understanding. etc.) The Instructor will: The students will:

1) introduce the unit-power point to include images, questions: why use recycled materials? What are benefits for society, environment and self? Introduce artists and show images of their work. Concentrate on masks, encourage research of recycled art and masks in art history. Introduce assignment of making mask entirely from recycled materials, connect it to self, humor, history or other importance. Student begin collecting trash, found objects, recycling-within reason to bring for use in their mask. 2) Students will write one page about their creative process, describing mask, would they do this again? What did they learn? Pros, cons? 3) Students will participate in in-class critique, showing and discussing their work, offering praise and constructive criticism to their peers, using proper critique language which we will discuss in class. 4) Students will volunteer to show work, work together to find space and present in professional manner-with aid of instructor. c. Conclusion/Summary - Review; Students demonstrate achievement; Connection with future lesson. Connect recycling with other social issues units d. Practice and/or Assessment - Guided, independent; Help with initial steps and monitor; Corrections, reteach if necessary. Guided, in-class discussion, independent research and writing, in-class, hands-on experience making artwork, in class discussion of completed works, critique with peers, working as group to present work in professional manner. 7.Teacher Reflection/Self-Evaluation - Answer the following questions on a separate paper: What pleased
you? What would you do differently next time? Re-teaching or Intervention required? Did the assessment instrument measure intended student learning? If no, what are some alternatives? ATTACHMENTS: Visual Standards grades 9-12