Nikki Kinoshita Lesson Plan

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  • Lesson plan: Fine/Visual Arts This lesson plan was designed to inspire and teach students about Fine to Visual art. Students will use a variety of technology through this lesson plan.
  • 9th-12th grade Fine Arts, or Visual Art Monday through Wednesday lecture and discussions Technology computers, digital cameras, scanners, printers, overhead elmo and white board, and wireless internet Thursday and Friday lab time Possible group work Classroom has 2-3 large tables Classroom has 20 desks Maui High School is located in Kahului, students mainly from Kihei and Kahului attend this high school.   Maui High School Grade Sizes & Demographics 9th Grade - 524 Students 10th Grade - 444 Students 11th Grade - 438 Students 12th Grade - 310 Students Latino - 5.2% White - 16.8% Black - 0.5% Asian - 76.8% Native American - 0.8 Kahului population - 20,146 Population - 20,146 Male - 9,936 Female - 10,210 Married - 15,718 Single - 4,676 Avg Household Size - 3.29 Avg Family Size - 3.76 Median Age - 35.90 Median Household Income - $46,656 Average Household Income - $5,874 Per Capita Income - $18,049 Employed - 8,365 Unemployed- 53 Kahului Ethnicity Statistics White - 5,026 African American - 172 Hispanic or Latino - 1,763 Asian - 14,681 American Indian or Alaska Native - 399 Hawaiian / Pacific Islander - 5,378 Other- 1,336 Kihei population - 23,216 Total Population - 23216 Male Population - 11458 (49.35 %) Female Population - 11759 (50.65 %) Average Household Income - $78,213 Median Household Income - $55,979 PopulationTotal Population - 23216
  • The visual arts are those creations we can look at, such as a drawing or a painting. Here is a partial list: drawing painting sculpture architecture photography film printmaking Standard 1: VISUAL ARTS: Understand and apply art materials, techniques, and processes in the creation of works of art and understand how the visual arts communicate a variety of ideas, feelings, and experiences TOPIC : How the Arts are Organized BENCHMARK FA.9-12.1.1 : Create original works of art using a variety of visual arts materials, techniques, and processes SAMPLE PERFORMANCE ASSESSMENT : The student: Demonstrates skill in using a variety of materials, techniques, and processes within a portfolio. Advanced : Create original works of art using an extensive variety of visual arts materials, techniques, and processes Proficient : Create original works of art using a variety of visual arts materials, techniques, and processes Partially Proficient : Create original works of art using a few visual arts materials, techniques, and processes Novice : Create original works of art using one or two visual arts materials, techniques, and processes TOPIC : How the Arts are Organized BENCHMARK FA.9-12.1.2 : Demonstrate how the composition of a work of art is affected by the use of elements or principles of art and design SAMPLE PERFORMANCE ASSESSMENT : The student: Creates original works of art that use elements or principles of art and design to solve visual problems. Advanced : Analyze, using evidence, how the composition of own work of art is affected by the use of elements or principles of art and design Proficient : Explain how the composition of own work of art is affected by the use of elements or principles of art and design Partially Proficient : Give examples that demonstrate how the composition of a work of art is affected by the use of elements or principles of art and design Novice : Recognize that the composition of a work of art is affected by the use of elements or principles of art and design/ TOPIC : How the Arts are Organized BENCHMARK FA.9-12.1.3 : Analyze, using evidence, the relationship between themes explored in the visual arts and those explored in other content areas SAMPLE PERFORMANCE ASSESSMENT : The student: Analyzes and designs original works of art which portray cross-cultural or universal themes studied in other content areas. Advanced : Analyze, using evidence and in great detail, the relationship between themes explored in the visual arts and those explored in other content areas Proficient : Analyze, using evidence and details, the relationship between themes explored in the visual arts and those explored in other content areas Partially Proficient : Analyze, using evidence and some details, the relationship between themes explored in the visual arts and those explored in other content areas Novice : Analyze, using evidence and minimal details, the relationship between themes explored in the visual arts and those explored in other content areas TOPIC : How the Arts Communicate BENCHMARK FA.9-12.1.4 : Evaluate the effectiveness of the use of elements and principles of art and design in works of art SAMPLE PERFORMANCE ASSESSMENT : The student: Evaluates how effectively the elements and principles of art and design have been used in their own original art work or in works of others. Advanced : Evaluate, in great detail, the effectiveness of the use of elements and principles of art and design in works of art Proficient : Evaluate, in detail, the effectiveness of the use of elements and principles of art and design in works of art Partially Proficient : Evaluate, in some detail, the effectiveness of the use of elements and principles of art and design in works of art Novice : Evaluate, in minimal detail, the effectiveness of the use of elements and principles of art and design in works of art General Learner Outcomes (GLOs) that are the goals of standards-based learning in all content areas: Self-Directed Learner: The ability to be responsible for one's own learning Community Contributor: The understanding that it is essential for human beings to work together Complex Thinker: The ability to be involved in complex thinking and problem solving Quality Producer: The ability to recognize and produce quality performance and quality products Effective Communicator: the ability to communicate effectively Effective and Ethical User of Technology: the ability to use a variety of technology effectively and ethically.
  • Big Ideas!: Design and create an original art piece that describes you?   Students will design and create an original art piece that describes who they are, what they like or how they feel using a variety of art materials, techniques and processes. Essential Questions: If you could create a piece of artwork, what would it be and why? How would you create your artwork? Describe your artwork. Is there inspiration behind what you created? Which type of art would you use, canvas, digital media, clay and sculpt? Knowledge : (Students will know..)   Students will know : - more about themselves - visualize and create - how to use technology to create visual art   Abilities : Students will be able to : - think critically - understand design concepts - explore - design Learn Critical Thinking (or Process) Skills :   Students will demonstrate: - creativity - inspiration - visual art techniques - art - media use - technology performance - photography - design
  • Fine Art Ideas and Resources For Teachers and Students: http://www.artnet.com/ http://www.fine-art.com/ Visual Art Ideas and Resources For Teachers and Students: www.istock.com http://www.schoolofvisualarts.edu/index.jsp http://www.artpromote.com/visualart.shtml http://www.visualartexchange.org/
  • How do the technologies you selected add value to the learning? Are the technologies age-appropriate? Are you making sure that your students are able to directly interact with the technologies rather than just having a teacher-directed presentation? Remember that technologies may be more than just computers (video, handhelds, smartboards, podcasts, and many more). Computer Technologies: Computers – Students will use to create and design artwork Internet – Students will use this for online resources and research Digital cameras – Students will be using digital cameras to take photos of specified objects for assignments/projects Printers – Students will have access to printing a few images on one sheet or a whole image. Scanners – Students who do not have access to a digital will be able to use scanners to scan photos or flat objects The standards are organized into five categories: 1. Facilitate and Inspire Student Learning and Creativity 2. Design and Develop Digital-Age Learning Experiences and Assessment 3. Model Digital-Age Work and Learning 4. Promote and Model Digital Citizenship and Responsibility 5. Engage in Professional Growth and Leadership
  • Direct and specified instructions: Discuss and provide information and resources on Fine and Visual art Give specific instructions on what to do, how to do it, where they can work on it and when they can work on it Group/Team discussion: 2-3 team members Provided a more advanced and dynamic project, choice to do in in fine or visual art techniques Members will have equal project duties Individual project and presentations: Powerpoint presentation or posterboard
  • DIRECTIONS, REQUIREMENTS, & CRAFTSMANSHIP Student followed directions exactly as stated. The images and artwork were excellent and patiently done; it was as good as hard work could make it. VISUAL ELEMENTS & PRINCIPLES The images and artwork shows that the student showed an awareness of the elements & principles of design; chose color scheme carefully, used space effectively. SKILLS OF PROGRAM & TECHNIQUES Student had a clear understanding of the program and excellent techniques used in completing the project. CREATIVITY & ORIGINALITY The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills.
  •   I would give students several projects to complete to show that standards, knowledge, abilities and skills have been achieved. Positive and constructive comments will always be made to students.   Diagnostic assessments.   Giving students several graphic design assignments/projects; they will be sent out to do research; spend their own time to design and create different subject ideas given.   Formative assessments.   When students complete an assignment/project, we will have discussions. Thru these discussions it will be known to me that students are grasping the big ideas and enduring outcomes. Say for example, a student designs and creates a collage/montage image of his hobbies and family. That shows that the student uses his/her ability to use visual art techniques, creativity and design.   Summative assessments. Another idea that came up was to give a big semester project for the students. They would design an original piece of art work, type a report on the techniques they used, their inspiration, and why they choose to do this.   RUBRICS –   DIRECTIONS, REQUIREMENTS, & CRAFTSMANSHIP (5) Student followed directions exactly as stated. The images and artwork were excellent and patiently done; it was as good as hard work could make it. (4) Student followed most of the directions. With a little more effort, the work could have been outstanding; lacks the finishing touches. (3) Student followed only some of the directions. The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless. (2) Student did not follow the directions. The student showed below average craftsmanship, lack of pride in finished work. (1) No attempt to complete project. VISUAL ELEMENTS & PRINCIPLES (5) The images and artwork shows that the student showed an awareness of the elements & principles of design; chose color scheme carefully, used space effectively. (4) The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately. (3) The student did the assignment adequately, yet is shows lack of the elements and principles of design and little evidence that an overall composition was planned. (2) The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art. (1) No attempt to complete project. SKILLS OF PROGRAM & TECHNIQUES (5) Student had a clear understanding of the program and excellent techniques used in completing the project. (4) The student understood the program and good techniques were used in completing the project. (3) The student had some difficulty understanding the program and average techniques in completing the project. (2) The student had a very difficult time understanding the program and poor techniques in completing the project. (1) No attempt to complete project. CREATIVITY & ORIGINALITY (5) The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills. (4) The student tried a few ideas before selecting one; or based his/her work on someone else’s idea; made decisions after referring to one source; solved the problem in a logical way. (3) The student tried an idea, creativity was adequate, but it lacked in originality. Might have copied another’s ideas. (2) The student fulfilled the assignment, but gave no evidence of trying anything unusual. (1) No attempt to complete project.
  • On different days, we have for assigning and review of assignment, lab time and sharing completed artwork. Instruction is a subject for change if students need extra time or ahead of schedule. Time periods are subject for change; timeline is based on each assignment to be given.
  • Observation and progress of students will show and let me know how effect this lesson plan was for the student. Student evaluations will show if the student has progressed in the learning environment.
  • “ All true artists, whether they know it or not, create from a place of no-mind, from inner stillness.” – Eckart Tolle (http://www.artquotes.net/)
  • Nikki Kinoshita Lesson Plan

    1. 1. Lesson plan: Fine/Visual Arts Nikki Kinoshita [email_address] June 29, 2009 Art – Fine/Visual Art Grade 9-12
    2. 2. Learners and Learning Environment <ul><li>Learners </li></ul><ul><ul><li>Grades 9-12 </li></ul></ul><ul><ul><li>Maui High School </li></ul></ul><ul><li>Learning environment </li></ul><ul><ul><li>Class size of 20-25 students </li></ul></ul><ul><ul><li>Monday thru Wednesday (lecture) </li></ul></ul><ul><ul><li>Thursday and Friday (lab) </li></ul></ul><ul><ul><li>45-minute period once a day </li></ul></ul>
    3. 3. Content - Curricular Relevance <ul><ul><li>Purpose – engage and apply art materials, techniques, and processes in creation of art </li></ul></ul><ul><ul><li>Fine Art Content Standards </li></ul></ul><ul><ul><li>Hawaii General Learner Outcomes </li></ul></ul>
    4. 4. Content - Learning Objectives <ul><li>Big Ideas! </li></ul><ul><li>Essential questions </li></ul><ul><li>Students will have: </li></ul><ul><li>Knowledge </li></ul><ul><li>Abilities </li></ul><ul><li>Critical thinking (or Process) Skills </li></ul>
    5. 5. Content – Materials, Media & Resources <ul><li>Teacher Resources </li></ul><ul><ul><li>Keynote presentation </li></ul></ul><ul><ul><li>Online resources for teacher research </li></ul></ul><ul><ul><li>Rubric development </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><ul><li>Digital Cameras </li></ul></ul></ul><ul><ul><ul><li>Computers </li></ul></ul></ul><ul><ul><ul><li>Printers </li></ul></ul></ul><ul><ul><ul><li>Scanners </li></ul></ul></ul><ul><li>Student Resources </li></ul><ul><ul><li>Lesson Website </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><ul><li>Computers </li></ul></ul></ul><ul><ul><ul><li>Digital cameras </li></ul></ul></ul><ul><ul><ul><li>Printers </li></ul></ul></ul><ul><ul><ul><li>Scanners </li></ul></ul></ul>
    6. 6. Technology <ul><li>Computer Technologies </li></ul><ul><ul><li>Computers (desktop), internet, digital cameras, printers, and scanners </li></ul></ul><ul><li>Technology Standards </li></ul><ul><ul><li>Standards are organized into five categories </li></ul></ul><ul><li>Technology </li></ul><ul><ul><li>Technology problem-solving and decision-making tools </li></ul></ul><ul><ul><li>Technology research tools </li></ul></ul><ul><ul><li>Technology productivity tools </li></ul></ul>
    7. 7. Pedagogy - Methods <ul><ul><li>Direct and specified instructions </li></ul></ul><ul><li>Group/Team discussion </li></ul><ul><ul><li>2-3 members (individual equal duties) </li></ul></ul><ul><li>Individual project and presentations </li></ul><ul><ul><li>Create and design artwork and present to class </li></ul></ul>
    8. 8. Pedagogy – Student Outcomes <ul><li>Directions, requirements, and craftsmanship </li></ul><ul><li>Visual elements and principles </li></ul><ul><li>Skills of program and techniques </li></ul><ul><li>Creativity and originality </li></ul>
    9. 9. Pedagogy - Assessment <ul><li>Multiple Assements: </li></ul><ul><ul><li>Diagnostic </li></ul></ul><ul><ul><ul><li>Assignment projects </li></ul></ul></ul><ul><ul><ul><li>Field/other Research </li></ul></ul></ul><ul><ul><li>Formative </li></ul></ul><ul><ul><ul><li>Discussions (group) </li></ul></ul></ul><ul><ul><li>Summative </li></ul></ul><ul><ul><ul><li>Apply art materials, and techniques </li></ul></ul></ul><ul><ul><ul><li>Evaluate the effectiveness of the use of elements </li></ul></ul></ul><ul><ul><li>Rubrics </li></ul></ul>
    10. 10. Implementation Day Activity 1 Introduction to fine art 2 Introduction to visual art 3 Review of fine and visual art 4 Discussion and assigning - Assignment 1 5 Lab time 6 Lab time 7 Lab time and early sharing of completed artwork 8 Share completed artwork
    11. 11. Your Evaluation of the Lesson <ul><li>Observation and progress of students </li></ul><ul><li>Student evaluations </li></ul><ul><ul><li>Rubrics </li></ul></ul><ul><ul><li>Questionnaires </li></ul></ul>
    12. 12. “ All true artists, whether they know it or not, create from a place of no-mind, from inner stillness.” - Eckart Tolle

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