Universal Lesson Plan (edTPA aligned)
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Student Teacher: Madison Dotson
Date: 02-20-2019
Grade: 5th
School: John Early Museum Magnet Middle
# of Students: 24
Mentor Teacher: N/A
Lesson Title: Intro to Keith Haring: Art is for Everyone
Subject: Visual Art
Lesson Number: 1out of 3
Information about the Students That Impacts Instruction and Assessments
REV: January-2019
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Student Needs (attach the Context for Learning for this classroom as a separate file) Describe the students needing IEPs/504s Plans including type of supports, accommodations, modifications, and IEP goals. • Learning Disability - may need additional time, one-to-one support/modeling, activated peer-modeling • Autism – One autistic student may need to work in uncrowded space for final activity and may choose to work at desk if comfortable. Describe the students with Language Needs including supports, accommodations, modifications. • ELL students will be supported through peer modeling and visual aids that connect key English vocabulary to their native languages (drawing, color, line, form, cartoon, stop). Describe the students with Other Learning Needs including supports, accommodations, modifications? •Most struggling readers should be able to complete this lesson with minimal tions •Some struggling readers may need added vocabulary support with visual aids and peer modeling Teacher Materials List
Street Art Examples General/Local - See Below Haring Examples - See Below Easel Pad Smart Board/Projector Polaroid Camera Black Paper Blue Tape Keith Haring Art Work Examples - See Below YouTube Video - See Below 80s Music Student Materials List Pencils Erasers Handouts Blank Paper Personal Journals Chalk Scotch Tape
Identify the Lesson Essentials to Achieve the State Standard
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Curriculum Standards 5.VA.R3.A Recognize how styles, genres, media, and historical and cultural contexts influence criteria used to evaluate works of art. 5.VA.R2.A Interpret art to identify ideas and mood conveyed by analyzing context, subject matter, and use of media while using appropriate art vocabulary. 5.VA.Cn1.A Create art based on personal experiences, current interests, and surroundings.
Central Focus Identify and apply the elements of art present in Keith Haring’s work. Create personal response to the ideas, style, symbols, and context of an artist. Student Learning Objectives: Know—Understand—Do Students will be able to describe the elements of art visible in work of art. Student will be able to draw contour line form. Student will be able to identify the cultural inspirations on an artist.
Prior Academic Knowledge • Students will be familiar with many of the vocabulary terms needed for this lesson: contour, figure, form, line, color, movement • Students will be familiar with the 7 Elements of Art • Students will be familiar with our daily journal procedures
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstanding • Some students may struggle to place lines on the exterior contour - in which case we’ll review contour lines on simpler forms. • Some students may complicate their drawings – in which case, we will review source artwork Theoretical Principles and/or Research Based Practices • Lev Vygotsky’s Theory of Zone of Proximal Knowledge – specific use of scaffolding • Charles Reigeluth’s Theory of Elaboration – specific building of knowledge from simple to more complex concepts
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Planning to Use and Support Academic Language Demands Function What is the language function that students will use in this lesson? (see resources provided by your instructor and/or your edTPA® handbook for suggestions) Students will be able to describe the Elements of Art observable in Keith Haring’s work Supports: Review Elements of Art Vocabulary: Line, Color, Form. Space, Texture by referencing Visual Aids in classroom, between artists slides, and in journals. New terms are added to journals with visual notes – this is procedure students are familiar with. It is checked through daily journal checking. Vocabulary Tier II and Tier III words, phrases and symbols used within this lesson. For each special term used in this lesson, describe how students will learn the meaning and use of these terms.
Vocab Acc Graffiti Law Contour Street Art Advertisement Illegal Pop Art Symbols Form Compare Culture Line Contrast Composition Color Analyze Movement Statement Students will be familiar with most of these terms or will have personal language aids in their journals to assist understanding. • There are bilingual visual vocabulary aids on the classroom walls. • There are visual vocabulary aids in English that students will be reminded of. • There are personalized visual vocabulary aids kept in their personal journals. Their attention will be drawn to these visual aids as they become pertinent to instruction. New Vocabulary for this lesson will be Graffiti and Street Art. These will be defined through discussion of images, conceptions and personal experience. Discourse What discourse structures (e.g., writing narrative texts, constructing argument texts, interpreting graphic representations, composing, essays visual representations, lab reports, or other texts) will students need to understand, read, use, or produce? At what level of mastery – initial or more advanced? Our discourse will be in how we describe the work we see, discuss it in relation to our own, and how we write about it in our journals.
REV: January-2019
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Syntax What syntax will students need to understand or use (e.g., rules for structuring and writing sentences, mathematical formulas, or composing musical rhythms)? Students will be able to say: • I see the element of _ in this drawing. • This drawing makes me feel _. • The _ is a symbol for _.
Instructional Strategies and Learning Tasks
Describe specifically what the teacher (YOU) will be doing and what the students (THEY) will be doing. Use T: to indicate what the teacher is saying/doing Use S: to indicate what the students are saying/doing. Listen, Read, Show, Speak, View, and Write are the six ways to demonstrate literacy in the subject matter. Be sure these are prevalent throughout all instructional tasks and assessments in the lesson. Be sure that you include differentiation and planned supports, address misconceptions & misunderstandings and assess throughout the engagement, direct instruction, and practice.
REV: January-2019
Universal Lesson Plan (edTPA aligned) !6 Engage: _5_ estimated minutes for this portion of the lesson. T: Provocation: *While wearing Keith Haring “Costume” (Keith Haring shirt, glasses, jeans), read excerpt from Keith Haring’s journal his move to New York about uncertainty and doubt.* (Slide 1) T: Lecture: “This was written by the artist Keith Haring. He was 19 years old when he wrote this. He was wandering. He was trying to figure out what was important to him and where he needed to be. He had always loved cartoons. He had always loved drawing. A year after he wrote this he moved to New York where he began drawing hundreds of drawings a week – on the street, for everyone to see. Keith Haring went on to become one of the best-known artists of his generation. Later Keith Haring wrote in his journals that “Art is for Everybody” and “Nothing is important – so everything is important.” T: Directive: “Please open your journals to a blank page and give me a simple two-minute doodle of something that is important to you! This could be music (Slide 2). it could be your pet (Slide 3). It could be your friends (Slide 4). It could be the people you love (Slide 5).” S: Students work for 2-3 minutes in doodling personal art journals “warming up” their hands, eyes, and brains. T: Set timer for 2 minutes. *Walk through to make sure everyone is working in journals (this is a daily activity).* Support for ELL & LD students here includes one-to-one check-in and reference to existing visual vocabulary aids kept in classroom and personal journals T: “When time is up, please sign and date this page, then you may close your journals or continue taking notes through the next part of the lesson. I will ask you to use your journals one more time today at the end of class.” S: *Timer Ends* - *Put pencils down, may close journals* T: “Good work. Thank you. We will use your journals again at the end of class. For now, you may set them aside or choose to take written or visual notes during the next part of the lesson.”
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Universal Lesson Plan (edTPA aligned) !7 Instruction (I do): _5_ estimated minutes for this portion of the lesson. T: “The examples of work I just showed you are examples of Keith Haring’s artwork. Do you see the influence of cartoons in the way Keith Haring draws?” S: Students respond – yes or no, maybe elaborate T: “Let’s look at more examples of Haring’s art. What else do you notice about the kinds of things he chooses to draw?” S: Students respond T: “What about his use of color, line and space?” *point to these elements on the slide” S: Students responds T: What does the color tell us about the mood? How do these colors make us feel? Do they stand out or blend in? T: “Tell me about the non-figurative forms, the things that are not people. What kinds of forms do we see?” S: Various answers T: How do these drawings make you feel? S: Various answers T: Do they look like art or cartoons? S: Various answers T: Why? T: Do they look easy to draw? T: They are simple. But are they easy? We’ll see. Structured Practice (We do): _10_ T: “Now, there are 3 different folders on each of your tables. Please take 1 handout from each of these folders. Two of these sheets are visual guides to help us work in Keith Haring’s style of bold lines and simple forms. On the sheet with blank squares, (*holds up sheet 1). I want you to fill-in these squares with figurative or symbolic drawings in Keith Haring’s style. I am looking at your work to see simple forms with bold contour lines.”
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S: Students take out appropriate handouts. Look them over. Begin work on Sheet 1. T: “If you look to the board, you will see the four steps to drawing a Keith Haring Figure. You also have this on a handout. If you are drawing figures, this will help you. Would you like to go over these 4 steps together as a class or work independently for a few minutes?” S: Reply – yes or no T: If most students say yes, *point to handout on smartboard, then model each step on big easel paper* “Step one: Draw a stick figure. Step two: Draw a contour outline around the stick figure. Step three: erase the original stick figure lines. You have extra erasers in your tray.”
REV: January-2019
Universal Lesson Plan (edTPA aligned) Independent Practice (You do):__20__ estimated minutes for this portion of the lesson.
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T: Now we’re going to watch a 4-minute video about Keith Haring. We will see him work. We will hear a little about his life, his influences, and his impact on our ideas of art *Play https://www.youtube.com/watch?v=Z0Q7K3DWILM (Slide 1: Video Still) S: *Students watch video. They are allowed to engage with their personal art journals during the video.* T: Where did Keith Haring like to draw? S: Answer – the subway, the streets, walls, etc. T: What is this kind of art called? S: Answer – graffiti T: Correct. There is another word we use for this kind of art. It is also called Street Art. What do the rules say about drawing on walls? Is it ok or not ok? S: Various answers. T: Why is it ok? Why is not ok? Who gives us permission to draw or paint or make art on walls? What happens if we break the rules or laws about where we can paint and draw? S: Various answers. T: What about in this room? Who owns these walls? Who do the walls of this classroom belong to? Who can permit us to draw on these walls? S: Various answers. T: “There is chalk in your tray. I’d like each of you to take a piece of that chalk and, as I point to you, you will move to one of the sheets a black paper taped around the room.” *Direct students table by table, in pairs to find their own blank sheet of black paper somewhere in the room.” S: Take 1 piece of chalk, move to sheet of paper which will be their work space for this portion T: “For the next 10 minutes, I’d like you to draw something with your chalk. This can have multiple figures. It can be a whole drawing. You are drawing it for your classmates and for the other students who will come into this room today. It can be a cartoon that you think a stranger might find funny. Or maybe a doodle about something you and your friends like. You do not have an eraser. During this exercise, you are a street artist. You are making art quickly. You are making art for everyone. (If chalk breaks, there is extra in the trays at their tables). This will be graded. I am looking for bold contour lines, simple forms, use of symbols, and lines that indicate movement. The rubric with visual examples is on the smartboard. You may begin.” S: Students begin drawings. T: “I’m setting your 10 minutes timer now and turning on music for you to work to. If you finish before the timer, please raise your hand for the next step.” S: Work for several minutes T: *As students finish, each student’s work is photographed with polaroid camera. The polaroid is given to the student with the instruction to be taped into their journal with the scotch tape in their trays. This work will be the primary part of this class’ formative assessment.
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Closure: _10_ estimated minutes for this portion of the lesson. T: Great work, everyone. Please tape your photos into your journals. Add any last notes for the day to your journals. Take your handouts home for practice. Return all materials you’ve touched to the trays. Thank you. S: Finalize work, return materials, prepare to leave studio. T: When you are done, quietly get ready to leave the studio while your classmates finish. You will hand me your journals on the way out. S: Students leave with dismissal bell. T: Thank each student by name and take up journals on their way out of classroom.
Informal or Formal, Formative or Summative Assessments Informal
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Engage
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Instruction
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Structured Practice Independent Practice
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Closure Evaluation Criteria—include the rubric, the checklist, or the answer key to use in rating or scoring the assessment. To what specific part of the state standard or learning objective is the assessment connected. How does the assessment connect to the central focus? How does the assessment connect with academic language demand (function, vocabulary, discourse, syntax)? Answer? Modifications and Accommodations – Describe and show assessment modifications for students with special learning needs. Answer?
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Universal Lesson Plan (edTPA aligned)
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