LESSON PLAN AND REFLECTION 1

LESSON PLAN

Teacher Candidate: Lauren DeCaprio

Topic: Art/ Ceramics
Grade(s): 9-12

SUBJECT: Ceramics 2 DATE: June 20, 2017

Content Standards

Grades 9-12, Ceramics 2

1.0 ARTISTIC PERCEPTION

Processing, Analyzing, and Responding to Sensory Information Through the Language

and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the
environment. They also use the vocabulary of the visual arts to express their
observations.
Develop Perceptual Skills and Visual Arts Vocabulary

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects
in the environment and in works of art, including their own.

1.2 Describe the principles of design as used in works of art, focusing on dominance and
subordination.

Analyze Art Elements and Principles of Design

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and
its contribution to the meaning of the work.

1.4 Analyze and describe how the composition of a work of art is affected by the use of a
particular principle of design.

1.5 Analyze the material used by a given artist and describe how its use influences the
meaning of the work.

Learning Objectives

Upon completion of this instructional activity, learners will be able to successfully

analyze, interpret, and critique artwork by applying the elements of art and the
principles of design.
Students will be able to demonstrate a thoughtful critique using provided photos of
celebrity outfits and word bank handout.
LESSON PLAN AND REFLECTION 2

Through observation and student response I will be able to determine the success of the
demonstration and mastery of the concepts of critique.
Students will be able to recognize the 4 types of art criticism: Describe, Analyze,
Interpret, and Judge.
Rationale

The elements and principles of art are important parts of any artwork and any critique. It can
be overwhelming for students to attack major artworks without having a general understanding
of what art critique looks and feels like.

By critiquing live and showing them photos of people and things they feel comfortable with,
they can see how to describe, analyze, interpret, and judge artwork.

Critiques help students hone their persuasive oral and writing, information-gathering, and
justification skills.

Differentiation

I will give the lesson plan and video link to the resource specialist ahead of time so she
can prepare for my special needs students. They will sit in the front row and she will go
through the video information with them the day before.
I will have the critique handout attached for low achieving students to refer back to and
rely on as a guide. Low-Achieving Students will have the instructional assistant to use
as a resource and I will make sure to check in with her and the group as to their
success.
Middle 1/3rd students should understand the material and be able to complete the
activity without troubles.
The upper 1/3 should be able to grasp this information very easily and I will use them
as guides in their groups during the activity to help other students who might be
struggling. I will encourage the upper 1/3rd to group with students who might not
understand the information to help them succeed.
EL students will have the word bank handout, access to a translator if need be, access
to the PowerPoint and my assistance as needed.

Rationale

Allowing students with special needs time to experience the information ahead of time
will give them the opportunity to process the information at a speed that is comfortable
to them. By sitting in the front table, they are closest to the screen and can hear the info
much more clearly. By offering the handout to the students, they can read it, refer to it,
and feel more comfortable with the material.

Peer to peer help offers the ability for students to build a better knowledge of the
content and feel more comfortable in small group settings. This will help them feel
confident in their answers when we share aloud.
LESSON PLAN AND REFLECTION 3

Materials
PowerPoint Presentation
Promethean Board
Original Critique Handout (attached)
Simplified Critique Handout
Cutouts of Celebrity Outfits
Instructional assistant as available

Instruction:
Class will begin with a silent intention setting geared toward critique and art critique.
The quote You can't let praise or criticism get to you. It's a weakness to get caught up
in either one. by John Wooden
Critique packets and critique word bank handouts will be given to all students.
Students will watch a PowerPoint to review the 4 steps of art criticism. Students will be
called upon to offer feedback during each stage of the presentation.
Students will get in groups of 2 or 3 to practice critiquing art.
Students will take provided photo and in groups practice: Describe, Analyze. Interpret,
and Judge.
Students will present their group critiques to the class and go through the 4 steps of art
criticism together.
Rationale
By listening to student responses and hearing student feedback I will be able to determine
understanding. Watching their reactions to the information will allow me the opportunity to
determine if they understand the material. Listening to the groups responses during the
sharing portion of the class will allow students to show understanding.

The activities support the learning objectives because learners will be able to successfully
analyze, interpret, and critique artwork by applying the elements of art and the principles of
design by the end of the activities through experience and practice.

These activities are academically and developmentally appropriate because in an art

classroom, critique is an important and valued skill. Working in groups and being able to
successfully communicate and use criticism appropriately is a socially valued skill.

Vocabulary that will be taught includes: Analyze, Interpret, Describe, and Judge along with
critique (criticism)

I will demonstrate and model by performing 4 critiques for the students where I go through
each step using Lady Gaga as my example.

I will ask questions, observe, and listen to students to check for understanding. Through
observation I will be able to see what the students understand and allow me to go into more
detail if need be.
LESSON PLAN AND REFLECTION 4

I will offer more practice or additional examples if need be.

Guided Practice

Students will get in groups of 2 or 3 to practice critiquing art.

Students will take provided photo and in groups practice: Describe, Analyze. Interpret,
and Judge.
I will walk around and listen to group discussion. I will assist with any questions that
the groups may have and encourage more discussion as needed.

Independent Practice

By working in groups, students will be able to practice both individually and as a group
to better understand the material.
Working in groups allows students to feel supported. They
Break complex tasks into parts and steps
Plan and manage time
Refine understanding through discussion and explanation
Give and receive feedback on performance
Challenge assumptions
Develop stronger communication skills.

Assessment

I will assess the students learning by observing the response and listening to their
group critique.
EL Assessment- Through observation and one on one check in I will determine
understanding.
Special Needs- I will check in with Amber to determine if she needs additional tools or
we need to go over the information again.
Lower/Middle/Upper 1/3rd I will observe, listen to the responses, and read the group
critiques to determine understanding.

Rationale

Observation will give me most of the information I need to decide if the students were
successful in their tile project.

Closure

I will ask the students:

1. What are the 4 main steps of art criticism?
2. What was the most difficult to grasp?
LESSON PLAN AND REFLECTION 5

I will say:
Now that you have critiqued other peoples work, we will be using this information to
critique your own work tomorrow.

Rationale

By asking questions about the lesson, I will be returning to the focus, reminding the students
of the information, and setting the tone for the following day.

Follow-up or Independent Practice

Students will be asked to find a magazine clipping from home and independently use
the 4 steps of critique to practice.
Student will be asked to share with the class on the following day.

Reflection

Students were able to successfully master the learning objectives through instruction,
observation of teacher, practice, and follow though.
Students demonstrated learning by turning in their group critiques as well as their
assigned homework critique.
I was able to observe learning through in class observation and homework review.
I believe this lesson is highly effective for art criticism because it takes the scary part
out of critique by using someone (Lady Gaga) that is familiar to the student. Often
times students get scared off by master artists and this lesson allows them to critique
someone as familiar as Lady Gaga and break down each step in a way that isnt
overwhelming for beginner art students.
I wouldnt change any part of this lesson because I think it is very effective. Students
tend to be surprised that they can do a formal critique with a current pop celebrity and
it enables them to buy in to the idea of the lesson. Students often are able to make the
connection with every day judgements of one another and be able to formally decide
why they do or do not like something.
I was surprised at how many students participated fully in the lesson. Lady Gaga is so
extreme that I think it allowed for them to want to participate in the lesson.
As a teacher I learned that I should always look for ways to relate the information to
the students life and stay up to date on pop culture and current trends. By using Lady
Gaga rather than Picasso or Michelangelo I was able to allow students to see that
anything can be critiqued and the steps of critique can be learned in a variety of ways.