The main lesson plan I chose for you to view is an elementary lesson on making False Face Masks. I conducted this lesson with 5 th grade. However, it could be adapted for a variety of grades similar to most of my lessons. In this lesson, the students will be able to identify a False Face mask, speak of the legend, and discuss the Mohawk Indian tribe.
I also included 2 other lesson plans and materials for you to view. One is basic shape crowns using basic shapes, patterns, and the primary colors.
I completed this lesson with the first grade and it was complete in one 45 minute class.
The second is an Optical Illusion Art project based off the work of Victor Vaserely. I completed this lesson with 7 th grade. It takes approximately 4 45 minute class periods.
See attached hard copy of lessons and supplemental materials
In my Art Fundamentals classes I follow the text, which is broken down into chapters then each chapter has it’s own sections. This gives me the opportunity to do unit plans quite easily being that the chapter is an overall unit characterized by a common theme. In each unit I cover specific Pennsylvania or National Art standards. I also integrate various PA standards of writing, reading, math and history. The students or I read and discuss through the chapters and I follow that with either a power point presentation, video, hand out, review questions, quiz, or writing assignment. All are supplemented with an art project to assess what they have learned and connect them with style, culture, or specific content of the unit. Sometimes they work collaboratively and more often they work individually. My units vary in length, but are generally are about 2 weeks.
In my Elementary classes, I also have textbooks. They are easy for me to conduct unit planning as well. These books do not have chapters, they are designed in units. The unit I chose for you to view however, is one that I actually created myself to introduce four basic styles and time periods in Art history. The four are: 1. Abstract Art 2.Surrealism Art 3. Impressionism Art 4. Realism Art Each lesson also includes specific information on one artist from the period that excelled in it and images for examples.
During my curriculum implementation I cover specific PA and National Art Standards in each lesson plan.
For my instruction to best meet the standards, I implement Discipline Based Art Education (DBAE). This requires that I structure my curriculum by including the following:
Also during my curriculum implementation, I am sure to always integrate other subjects, especially those testable on the PSSA state exam (Math, Reading, Writing, Science). By using so many examples of Art History, I also end up frequently including general World History and Geography.
In each unit or lesson plan, I include numerous methods to implement information such as resources from the text book, the internet, supplementary readings, videos, and handouts that I create.
In my art classes types of assessment may vary. I use everything from worksheets, open class discussions, observation, formal and informal art critiques of student/peer work and professional artist work, rubrics, review questions, quizzes, and writing assignments. However, their art work itself is always a form of assessment as well. It assesses how well I presented the material and what I need to do to adjust my instruction. Their work is a product of my lesson, so it is the best way of informing me on how they learned.
I begin each class with a greeting, “Good moring 1 st grade.” They follow with a group reply. I feel this always starts the class with a welcoming entrance yet gives them an introduction to get their attention focused on me that class has begun. Following that I typically go over the plan for the day or even next few days so that they have a goal to keep them motivated.
In my elementary classes I always open with a review of what we covered in the previous class. It stimulates them to think about art and reflect on what we already covered, while keeping the information current.
We usually read from the textbook, a handout, or I give some kind of presentation on the board. We frequently have discussions while doing this so that I can assess their understanding. When I am introducing the directions for their next art project, I go over any examples I have to give them a visual. This is necessary for them to see what their end result will be. I frequently give them a choice for most of their projects to stimulate creativity, indepentdent thinking, and to eliminate the idea that all their projects are my creations being forced on them. They may choose between two completely different projects or multiple types of media to use for the project. Either way it gives them autonomy. I end the class with clean up and usually a post assessment such as a rubric, but sometimes it will be a quiz, various questions for them to give a written answer, or even a reaction paper. Although if it was a long project, I may be a little more informal and close with a classroom discussion.
Classroom management is a large part of my day. However, it is not something that I have to frequently show obvious use of. I set a classroom culture, with expectations and a standard right from the first day they arrive, and I maintain it. This is done by fully explaining my classroom rules and procedures. We spend the first one or two classes going over what I expect and what they think about it. I even try to give them a background history to some manners that I enforce. This gives them a chance to ask questions and they can see why we have certain rules.
I try to handle things quickly and within my own environment before having to involve administration or parents. I seldom have to use the schools formal discipline system, but when it is necessary I do. I usually have students recognize what they did by writing about it or I take something they value away, their time with peers. They will report to the art room before homeroom, lunch, or after school to clean. In my room that is a chore!
Others forms of discipline I use are: proximity, circulation, “the look,” verbalize my expectations frequently, and communication with other staff and parents when needed.
Overall, I continue to remind them of good moral character values, the reality of the “real world,” and continue to motivate them. I do this by modeling, discussing, and displaying what is expected of them consistantly .
My rules are simple because it all focuses around respect. That is the hardest thing for them sometimes to recognize but they will get it from me always so I expect to receive from them always!
ART ROOM RULES!!! A lways do what is expected of you, even if no one is looking! R espect yourself and all other’s property, art-work, skills, origin, bodies, and minds! T idiness is next to Godliness ! Everything has a place, so please be sure that it gets back there!
I feel school culture is very important, so I do as much as I can in this category to enforce that belief. I constantly hang student work through the halls of the school. I have collaborated with other area Art Instructors and involved my students work in judged and non-judged art shows for the county several times. I also plan to have in the near future an “Art Festival” that will consist of student work, but also the work of several local artists. I would like some live demos to be going on and a number of college representatives there to show the future possibilities in the art field.
I am involved with other clubs and committees as well:
Prom Committee Advisor (all year)
10 th grade class advisor (all year)
Math testing team (all year)
Fitness Club Advisor (half year)
Cultural Festival (all year for every other year)
Next year I will have an Art Club that I will advise as well.
Student achievement is required in my classes by setting a standard that is above average. I create this by not letting the students work be just enough to get by. I push them to go above what they think is an acceptable skill level. If I demand achievement at a higher standard, they will truly show excellence in their work. If I slack on this, they slack with their performance!
I feel I have improved the student’s level of performance and achievement by also getting them involved with the communities through various art shows and activities.
I also participate in student achievement of the 4 Sight and PSSA tests by integrating the testable subject areas that these tests are designed to measure (Math, Reading, Writing, and now Science).
I use technology in the classroom as often as I can. It can be a skillful tool for certain aspects of all my classes. It can be a way of managing my room better while also engaging students and bettering my lesson plans.
With PowerSchool I take attendance, record grades, and utilize the Daily Bulletins to keep me informed with school information. Power School also provides me with important information such as, student demographics and staff directory.
One of the main advantages to teaching in a small school, is the opportunity for close collaboration. Not only do teachers benefit by working closely with one another, but it models positive social skills for students, while at the same time reinforcing material from one class to the next. I have had the oppurtunity to collaborate with several of my colleagues:
Mrs. Grove: backdrops for the play, Gothic Night (Expeditionary)
Mrs. Archer: Cultural Festival,
Mr. McDowell: Geometry shapes, Tag/labels for chem. closet
Mrs. Mahaney: Math/Measuring
Mr. Fratrich: Gothic Night (Expeditionary)
Mr. Conkle: Visual Art Component (hands on) of a class project
Mrs. Wickert: Cultural Festival
Mrs. Quinn: Paper Mache Planets
Miss EI: Paper Mache Planets
Mr. Guerra: Chinese Letter/Symbol Painting
Miss Costion: Recycling Program (poster boards)
Mr. Manning: False Face Masks (Mohawk/Iroquois Indians)
Collabortation Example: Miss Grove and I teamed up for the 1st Expeditionary Theme this year for "Gothic Night" The 9 th grade class had read a variety of books in Miss Grove’s class. They were Gothic style stories. Then in my class they had to get in groups (one group per book that was read, so all books were covered) and act out the story in a puppet show. We made their actual hand puppets and their puppet theatres! The groups presented their puppet shows on Gothic Night. Tabithia Cassie Timna Cody In the “Most Dangerous Game”: they did their puppet show on video.
I am currently mentoring a sophomore student. She is present while I am teaching my 4 th grade elementary art class once a week. She has to achieve a minimum of 50 hours. This student is interested in being an Art Teacher is why she chose to mentor me.
I have also had 2 different students from the 11 th and 12 th grade job shadow me recently as well.
I feel privileged that I have inspired some students into various fields of Art (especially an Art Teacher)!