LESSON PLAN

Grade Level/Course Title Project Identification Source

Standards Materials

Design Intro to Art Day 1 Hobbs, J., Salome, R. A., & Vieth, K. (2005). The Visual Experience. Worcester, MA: Davis Publications

Visual Experience Textbook Chapter 1

Images 1.1-1.4 Debate Note Worksheets Pencils Erasers Vocabulary Art, medium, subject, traditional, abstract, ceramics Goals Discuss and examine art. Work collaboratively and think critically in small groups. Work responsibly as a collective in regards to the whole class. Essential Questions What is art? What is art made with? What does art depict? Process Greet students Have students move into four groups Instruct them clearly and thoroughly that they will be working in groups to determine if an image they are given is a piece of art - Each group has a different image Introduce all four images on the overhead projector Allow 10 minutes for students to answer the questions asked to the best of their abilities and determine if the image is a work of art or not at face value Once finished the groups will read Chapter 1 When they are finished they must go back and answer the questions again, this time having new information to help them with the questions When they are done they will have to share their reasoning with the rest of the class Instruct them to read the new chapter in groups to learn more about the image Assign a group reader and writer or have them choose each Allow them to work individually and then collaboratively - Monitor their dialogue to help right any straying or wrong thoughts. Once group work is done have each group reader share their groups reasoning with the rest of the class - Have groups take notes for each other image Collect worksheets Inform students to push in chairs Wish students a good day

Production Completed worksheets Evaluation Participation and comprehension grading Assessment Informal during the collaborative work and discussion Formal through graded worksheets

Name: Group Reader:

Date: Group Writer:

Hour:

1) What is the subject? 2) What is the medium? 3) Is it art? Why/Why not?

Name: Group Reader:

Date: Group Writer:

Hour:

1) What is the subject? 2) What is the medium? 3) Is it art? Why/Why not?

Name: Group Reader:

Date: Group Writer:

Hour:

1) What is the subject? 2) What is the medium? 3) Is it art? Why/Why not?

Name: Group Reader:

Date: Group Writer:

Hour:

1) What is the subject? 2) What is the medium? 3) Is it art? Why/Why not?

Rationale For this lesson The Visual Experience, the standard textbook for all Design (Intro to art) classes, is being used again. Because of time constraints created by the start of a new trimester, the lesson is an entry-level discussion that asks, Is this art? As stated before, the text is generally not used in regard to deeper comprehension of the subjects presented inside it. This lesson shows that the text can help students enhance their visual literacy capabilities by presenting them more information on a given image. It asks them to first look at an image and judge it. Then they must understand what that image is through the text and judge it again. By adding the information presented through the text to their original ideas on what art is they are able to develop a more informed idea around the concept of art. At the beginning of the lesson it is important to address the students prior knowledge. Having them judge their image before reading the text works as a way to assess their prior knowledge of the subject. Vocabulary terms that are found within the text are introduced, words that may be difficult for those unfamiliar with them in the given context. Having this early introduction to key terms found within the text will add importance to them when they are finally read. This acts as a way to frontload information for the students, which activates and builds hidden knowledge assumed by authors before students read. (Buehl, 2011). This will also address the students Visual Thinking Skills. To answer the presented questions they must examine the image and ask what the image is telling them visually, what within the image makes them say that, and what more they can discover about the image. By reading the text they will learn more about the image and be able to discuss it with a deeper comprehension. To answer the questions they must work on both their text and visual literacy. For the activity the students must first judge a given image as a work of art. Next they are to read the text to expand their knowledge of the subject. Each image pertains to a certain part of the text, which assists in answering the questions. Working as a group turns reading into a social activity (Buehl, 2011). Those with a better understanding of the visual and text material can help instruct students with a weaker understanding. This acts as a way to reinforcing their knowledge base. Students can share their differing opinions on the text and artwork, and their own knowledge bases, to enhance those of their fellow students. By sharing their differing points of view on the given subjects the students are able to verbalize their ideas in discussion and communicate what they knew about art before and after reading the text. This acts as an active collaborative argument which allows learners to co-construct meaning in the company of peers (Fisher, Frey, & Lapp, 2011). Through this collaboration the group gains a collective understanding of the text and visual material.

Reference Buehl, D. (2011). Developing readers in the academic disciplines. Newark, DE: International Reading Association. Fisher, D., Frey, N., & Lapp, D. (2011). Teaching students to read like detectives: Comprehending, analyzing, and discussing text. Bloomington, IN: Solution Tree Hobbs, J., Salome, R. A., & Vieth, K. (2005). The visual experience. Worcester, MA: Davis Publications.