Lesson plan

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  • 3.1 (B) identify art elements such as color, and line, and art principles such as emphasis, and pattern in artwork. 3.2 (C) Produce Paintings 3.3 (A) compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
  • Dynamic Assessment differs from traditional assessment in that it focuses on process rather than product. Dynamic Assessment focuses on the assesor’s discovery of how to facilitate the child's learning rather than on the child demonstrating ability to the assessor. Students gain understanding from participating in evaluating their own work. Portfolios are now being used not just in fine arts but throughout the curriculum. Files of work with clear objectives to be met are saved and reviewed regularly as concepts are mastered and tasks become more complex with such mastery. Portfolios have been artists critical files for years. They have been utilized to review past work and as measures of professional growth. Using portfolios in the art room, for more than storage purposes, allows both teachers and students to reflect on and constantly review work over time toward those same ends. Individuals ca be asked to speak about or write about their work, revealing the pattern connections made from one task to another. Having students revisit works used in a motivational discussion prior to doing their artwork and/or examine other planning studies, such as sketches, can reveal the levels of understanding that have been achieve through the art making process. Instead of being judged as one among many, a person’s work is evaluated according to individual progress. Such a procedure does several positive things. It alleviates fear of failure, of being measured against the class “artist” or perceived peer “brain”. It validates the notion that everyone is capable of having good ideas and developing acceptable levels of technical skills to visual expression to be an alternative or complement to verbal expression. In the student centered lesson plan the responsibility for demonstrating learning is in the hands of the learner.
  • A guide and supporter, who helps children organize their questions and ideas and translate them into manageable activities within their zone of proximal development. Ensuring that each child experiences academic success An active participant in learning, who explores, experiments and collaborates with children A facilitator who consciously plans the environment and the curriculum to promote student’s learning An evaluator who monitors children’s individual and collective development Teachers who use a Vygotskian framework become risk takers and problem solvers in their own instructional practice Knowing one’s students; considering how to carefully guide them through the “zone of proximal development” and connecting what has been decided that students need to know with what they already do know; helping them to want to know more is what the constructivist teacher does.
  • Lesson plan

    1. 1. Constructivism: Visual Arts Education Presentation by Jessica Arriaga University of Texas at Brownsville Spring 2011
    2. 2. Theoretical Foundation
    3. 3. Constructivist Theory <ul><li>Persons, Behaviors and Environments Interact in Reciprocal Fashion </li></ul><ul><li>Constructivist Classroom </li></ul><ul><ul><li>Community of Learners </li></ul></ul><ul><ul><ul><li>Activity </li></ul></ul></ul><ul><ul><ul><li>Discourse </li></ul></ul></ul><ul><ul><ul><li>Reflection </li></ul></ul></ul>
    4. 4. Vygotsky’s Sociocultural Theory <ul><li>Social Interaction </li></ul><ul><li>Self Regulation </li></ul><ul><li>Human Development </li></ul><ul><ul><li>Mediation through symbols </li></ul></ul><ul><li>Language </li></ul><ul><li>Zone of Proximal Development </li></ul>
    5. 5. Lesson Plan
    6. 6. Classroom Environment <ul><li>Theme </li></ul><ul><ul><li>Australia </li></ul></ul><ul><li>Class Size </li></ul><ul><ul><li>15-25 Students </li></ul></ul><ul><li>Student Profile </li></ul><ul><ul><li>Boys and Girls </li></ul></ul><ul><ul><li>Age 8-9 </li></ul></ul><ul><li>Equipment </li></ul><ul><ul><li>Smart Board, Computer, and Projector </li></ul></ul><ul><li>Facilities </li></ul><ul><ul><li>Sink, Round Tables, Cabinets for Art Supplies </li></ul></ul>
    7. 7. Objectives <ul><li>TLW create an Australian Aboriginal artwork using the dot painting technique. </li></ul><ul><li>Student will identify the elements and principles of art in a painting. </li></ul>
    8. 8. TEKS: Standards <ul><li>3.1 (B) Identify </li></ul><ul><ul><li>Elements </li></ul></ul><ul><ul><li>Principles </li></ul></ul><ul><li>3.2 (C) Produce </li></ul><ul><ul><li>Paintings </li></ul></ul><ul><li>3.3 (A) Compare </li></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Purposes </li></ul></ul>
    9. 9. Introduction of the Lesson <ul><li>Focusing Activity </li></ul><ul><ul><li>Discovery Atlas </li></ul></ul><ul><li>Connection to prior Knowledge </li></ul><ul><ul><li>Nature </li></ul></ul><ul><li>Relevance of the Lesson </li></ul>http://videos.howstuffworks.com/discovery/29126-discovery-atlas-australia-revealed-aboriginal-painting-video.htm
    10. 10. Learning Activities <ul><li>Interactive Learning </li></ul><ul><ul><li>Analysis of an Artwork </li></ul></ul><ul><li>Students will Identify </li></ul><ul><ul><li>Technique </li></ul></ul><ul><ul><li>Style </li></ul></ul><ul><ul><li>Principles of Art </li></ul></ul><ul><ul><li>Elements of Art </li></ul></ul><ul><ul><li>Animal Representations </li></ul></ul>
    11. 11. Guided Practice <ul><li>Students Shares Experiences </li></ul><ul><ul><li>Basis of Painting Techniques and procedures </li></ul></ul><ul><li>Student Shares Ideas </li></ul><ul><ul><li>Provide possible solutions and answers </li></ul></ul><ul><ul><li>Problem Solving/ Painting </li></ul></ul>
    12. 12. Independent Practice <ul><li>Create Aboriginal Painting </li></ul><ul><ul><li>Dot Technique </li></ul></ul><ul><ul><li>Elements (Color, Line) </li></ul></ul><ul><ul><li>Principles (Emphasis, Pattern) </li></ul></ul><ul><ul><li>Animal representation </li></ul></ul>
    13. 13. Cooperative Learning <ul><li>Students will merge their individual Aboriginal Dot Paintings into a final art product for school display. </li></ul>
    14. 14. Facilitating Activities <ul><li>Flexible Assessment </li></ul><ul><ul><li>Emphasize strengths rather than weakness </li></ul></ul><ul><li>Scaffolding </li></ul><ul><ul><li>Learning Activities </li></ul></ul><ul><li>Positive Interaction </li></ul><ul><li>Verbalization </li></ul><ul><li>Concept of ZPD </li></ul>
    15. 15. Challenging Activities <ul><li>Peer Tutoring </li></ul><ul><li>Extra Credit Activities </li></ul><ul><li>Independent Art Studies </li></ul>
    16. 16. Closure <ul><li>Summary/ Questions </li></ul><ul><ul><li>Where do they get their paint from? </li></ul></ul><ul><ul><li>What do the colors in the flag symbolize for the aboriginals? </li></ul></ul><ul><ul><li>Why is art important for the Australian Aboriginals? </li></ul></ul>
    17. 17. Assessment <ul><li>Dynamic Assessment </li></ul><ul><li>Artistic Portfolios </li></ul><ul><ul><li>Student participation in evaluation </li></ul></ul><ul><ul><li>Measurement of professional growth </li></ul></ul><ul><ul><li>Reflection </li></ul></ul>
    18. 18. Further Exploration: Aboriginal Art <ul><li>Traditional Aboriginal Art Symbols </li></ul><ul><ul><li>http://www.aboriginalartonline.com/culture/symbols.php </li></ul></ul><ul><li>Aboriginal Art Gallery </li></ul><ul><ul><li>http:// www.aboriginalaustralia.com /catalog/ </li></ul></ul><ul><li>Animated Dreamtime Stories from Australia </li></ul><ul><ul><li>http://www.abc.net.au/dustechoes/dustEchoesFlash.htm </li></ul></ul>
    19. 19. Implications for Teaching
    20. 20. The Roles of a Constructivist Teacher <ul><li>A guide and supporter </li></ul><ul><li>An active participant in learning </li></ul><ul><li>A facilitator </li></ul><ul><li>An evaluator </li></ul>
    21. 21. Student Roles in Constructivism <ul><li>Active Learner </li></ul><ul><li>Social Learner </li></ul><ul><li>Creative Learner </li></ul>
    22. 22. Teacher- Child Discourse <ul><li>Be Sensitive to student Knowledge </li></ul><ul><li>Arrange Center Based Activities </li></ul><ul><li>Promote different Strategies & Solutions </li></ul><ul><li>Use ongoing Assessment/ Dynamic </li></ul><ul><li>Encourage Children to tackle tasks within ZPD </li></ul><ul><li>Enrich Communication </li></ul>
    23. 23. References <ul><li>Schunk, D. H. (2008). Learning theories: an educational perspective (5th ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. </li></ul><ul><li>Simpson, J. (1996). Constructivism and Connection Making in Art Education.  Art Education , 49(1), 53-59. Retrieved from EBSCO host . </li></ul>

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