WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name M. Hutterer Date 3/31/2014 Length of Lesson 4wks. Content Area Printmaking

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STAGE I – DESIRED RESULTS
LESSON TOPIC:
STUDENTS WILL COMPLETE DRIY POINT PRINTNG AND WE WILL PROGRESS TO SILK-SCREEN SHIRTS / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Standards:
9.1.12 - A. Know and use the elements and principles of each art form to create
works in the arts and humanities.
C. Integrate and apply advanced vocabulary to the arts forms.
E. Delineate a unifying theme through the production
of a work of art that reflects skills in media processes and techniques.
F. Analyze works of arts influenced by experiences or historical and
cultural events, through production, performance, or exhibition.
G. Analyze the effect of rehearsal and practice sessions.
9.2.12 - A. Explain the historical, cultural and social context of
an individual work in the arts.
F. Know and apply appropriate vocabulary used
between social studies and the arts and humanities.
L. Identify, explain and analyze common themes, forms
and techniques from works in the arts.
9.3.12 - A. Explain and apply the critical examination
processes of works in the arts and humanities.
• Compare and contrast
• Analyze
• Interpret
• Form and test hypotheses
• Evaluate/form judgments
F. Analyze the processes of criticism used to compare the meanings of a
work in the arts in both its own and present time.
9.4.12 - A. Evaluate an individual’s philosophical statement on a work in the
arts and its relationship to one’s own life based on knowledge and
experience.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: For this lesson Students will consider how documenting memories (especially through digital photography and social media) affects the sensory memory and experiences of individual moments. Students will create an intaglio print based on an impactful moment or special memory. Students will work from a digital image (that they provide). Each student will create a small edition of 3-5 prints and 3 alternate prints which explore varying the moods through the use of colors and layering techniques. The goal of this assignment is for students to use their experience and knowledge of the senses (from the previous 6 lessons) to interpret and re-present their memory- taking it beyond the original image. / ESSENTIAL QUESTIONS: WHAT IS A DRY POINT ETCHING…HOW IS IT DONE…HOW FAR BACK DOES THE ART FORM DATE IN HISTORY…HOW AND WHY DO WE WANT TO CAPTURE AND SAVE MEMORIES?

VOCABULARY: Artists' Examples

- Marc Chagall, La Mariee, Lovers in Moonlight, Blue Lovers

- Kathe Kollowitz, The Memorial, The Hospital Visit, Child in My Arms

- Pablo Picasso, The Acrobats

- Sigmar Polk, Unknown Title

- Mary Cassatt, Maternal Caress, The Letter

- DeAnn Prosia, Sunday Morning, Crossing Avenue Park

- Various Photos of Memories/Moments/Events- 9/11 2nd plane, newborn baby and mom, summer camp, roller skating with big sister, first day of high school.

Defining Terms:

Sixth Sense- a power of perception beyond the five senses; intuition, premonition

Drypoint- scratching into a plate of copper or Plexiglas r experiences of daily moments.

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STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

Objectives:
• Students will interpret and re-resent a memory or moment that is specific to them.
• Students will learn consistency in printing by producing a small edition of prints, all alike.
• Students will build on the previous lessons and utilize non-representational or abstract qualities to enhance the mood of their altered prints.
• Students will engage in small group discussion analyzing the role of new technology (digital cameras and social media) in the formation of their memories
Students will be able to:
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Students enter the room, retrieve folders and always begin working on their projects and lettering, instruction follows the bell When necessary, group discussion and demonstration take place after the bell / FORMATIVE ASSESSMENT(S):
#1. Open Ended Questions
Others: Guided Discussion, Feedback, Sketchbooks1. Formative Assessments
• Visual representation
• Adhering to discussions and demonstrations
• Visual aids
• Informational readings
• Measuring skills and tools applied when appropriate
• Summarize and reflect
• Rubric for technique
• Written student evaluation and skills mastered
• Works in progress are daily and on-going intervie
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
(Active Engagement, Explicit Instruction, Metacognition, Modeling, Scaffolding)
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Compare and Contrast
Others:
Describe usage:
Scaffolding used:
#1. Build on Prior Knowledge
#2. Provide Visual Support
Others: Teacher Prompting
Describe usage:
Other techniques used1. Formative Assessments
• Visual representation
• Adhering to discussions and demonstrations
• Visual aids
• Informational readings
• Measuring skills and tools applied when appropriate
• Summarize and reflect
• Rubric for technique
• Written student evaluation and skills mastered
• Works in progress are daily and on-going intervie:
MINI LESSON:
think about what symbol best represents YOU / MATERIALS AND RESOURCES:
Materials and Preparations:
• Printing press
• Etching paper (torn to appropriate size) 7-9 pieces per student
• Tub for wetting paper and towels for blotting
• Cardboard squares for “paper fingers” and applying the ink
• Tarlatin for rubbing ink and wiping plates
• Newsprint and tissue paper for wiping plates
• Registration page
• Etching Plates (Plexiglas, Solar or polymer photo etching plates)
• UV light source (sun works with proper conditions
• Stylus for Drypoint plates
• Akua ink (various colors)
• Dissolve or oil and simple green for cleanup / INTERVENTIONS:
• Peer Response Critique: Exchange your prints with another student (not at your table). Include the Peer Response Page of your packet with your edition and altered prints. They will answer the questions about your work and you will respond to their work.
• Complete the Self-Evaluation on the front of the packet and turn in all your completed process work and final prints for grading.. / ASSIGNMENTS:
Name 4 positive memories (recent or past) with family or friends
- Name 4 negative memories (recent or past) with family or friends
- Choose 1 positive and one negative, do your best to answer ALL of the following questions with as much detail as you can remember- Teacher can read questions orally while students have their eyes closed- silently respond.
- and answer - describe your memory in great detail: What time of day, weather, season, year? How did you feel (mentally, physically, psychologically?), - is there a photograph of this moment?
- Can you think of a photograph (recent or past) that represents a particularly important moment or memory?
- How do you think photography (and digital photography) has affected our sense of memory?
- How do you think social networking websites like facebook affect our sense of memory and our experience of being in “the moment.”
- What was the event? What is happening in the photo, What happened before or after (the picture was taken)? What were the group dynamics? Who was involved? Who took the photograph? How did you feel at that moment (mentally, physically, psychologically)?