Either the art and/or elementary classroom teacher recognizes the needs for and possibilities of social/political action and human caring within the elementary curriculum.
Teachers search for, interpret, and research the contextual origin and functions of artworks and children’s literature including stories and poems to inspire and extend personal and reading, science, social studies, or health textbook ideas. They design integrative learning possibilities that engage children in caring experiences of community.
Teachers brainstorm and plan together, each sharing resources and ideas. Each commits to planned learning actions with participating children. Each knows and understands the curricular concepts (big ideas) and conceptual questions with which the other teachers will work.
The art and/or classroom teacher(s) present the “what if” idea possibilities inspired by the artworks and literature to the children and to community collaborators, asking them to consider the “what else” possibilities. Teachers, collaborators and children extend ideas and plan learning actions.
Teachers and students organize, develop a matrix/timeline, and make needed contacts for community interaction and action
Teachers alone and together as a team follow planned learning experiences with the children.
Children and teachers, at the end of the lesson/activities, reflect and critique their accomplishments interpretively and plan for follow up.
What is a BIG IDEA?
Relationships Communication Object Interaction Neighborhood Social Issues Brothers Sisters Mother Father Family Friends Mailman Policeman Fireman Construction Worker Church Clubs etc. etc.
Who are the people that make up my community?
This should be something catchy. Think hard!
What do you want students to be able to do after the lesson is over? This should be active something they can demonstrate.
The student will be able to define X
The student will be able to produce X
The student will be able to describe X
The student will be able to analyze X
The student will be able to create X
What content is specific to art production?
Resources for the Teacher
Resources for the Student
DEFINITION OF NEW TERMS-DEFINE ANY NEW TERMS THAT YOU PRESENT
Example: Primary Colors: Red, Yellow, and Blue. These colors can be mixed to produce the secondary colors.
INSTRUCTION AND ITS SEQUENCING:
Motivation: How will you get your students motivated to learn? PowerPoint? Game? Group Activity? Describe these in detail
Purpose: What do you hope to achieve by teaching this lesson?
Instruction: Is it lecture/group work/ independent practice/etc.
Guided Practice: How are you guiding them through practical application of the concept? What questions are you asking?
Check for Understanding: Questions that you will ask to insure understanding of the concept.
Independent Practice: What are students doing in order to practice the concept? Example: writing, creating something, etc.
Closure: Complete the circle of instruction.
Classroom Management: How will you insure students stay on task?
How will you assess for grading purposes? What criteria will you set? Criteria needs to directly relate back to the objectives. An example of this would be a rubric.