Template
1. Lesson Plan Information
Subject/Course: Visual Arts / Name: adapted from Melissa Patterson
Grade Level: Grade 9 Open / Date: October 29, 2010 Time: 8:30-9:45am
Topic: The Elements of Design / Length of Period: 75 minutes
2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Develop the knowledge necessary to understand and apply the elements of design (line, shape, texture, colour, value, form, and space) into artwork (VCV.02)
Learning Skills (Where applicable):
§ Collaboration: Accepting roles and equitable share of work.
3. Content
What do I want the learners to know and/or be able to do?
§ Explore the meaning and definition that goes along with one of the elements of design (line- a mark on a surface with both direction and length, shape- a disclosed space that is defined by other elements of design, texture- the surface quality of an object, colour- produced when light reflects off the eye, value- the range of lightness and darkness in a colour, form- a shape that has height, width, and depth, or space- the distance area between things and all around us)
§ Research art historical examples that represent one of the elements of design
§ Brainstorm in groups so that they can create their own examples that represent the element that their group is in charge of explaining
Today learners will:
§ Identify and list the elements of design
§ Demonstrate their knowledge of the elements of design by creating examples in small groups
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Based on the application, how will I know students have learned what I intended?
§ anecdotal notes as a guide for marking how students work together in groups, or collaborate ie. Accepting roles and equitable share of work.
§ pair up in each group and fill out a peer evaluation form to rate one of their group members on how well they worked in a group. I.e. how much they contributed, how hard they worked, what their attitude was like, etc. The rating scale will range from 1. Not so good, 2. Good, 3. Great. (See Appendix Three)
§ Next period a short presentation on their element of design in front of the class, and then the rest of the class will give them a mark out of 10, based on how well their project turned out, and how well the information was presented. (See Appendix Four)
§ These marks will be recorded and kept on record for future projects.
5. Learning Context
A. The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning experience?
§ Have experience working in small groups on projects, formulating knowledge and creating examples (Elementary school)
§ Recognize some of the basic elements of design from art historical examples
§ Have incorporated the elements of design into their own artwork, intentionally or unintentionally (Grade 7-8)
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the inclusion of all students? (Must include where applicable accommodations and/or modifications for learners identified as exceptional.)
§ C.P sometimes needs assistance with note taking. She has trouble processing words fast enough so that she can write them down. During the application task walk around and make sure that her group is giving her enough time to write things down and catch up if need be.
§ Pay close attention to J.B who sometimes distracts the rest of his group members and prevents them from completing their work. He can be too disruptive and distracting; check up on his group more often than the others, to make sure they are staying on track. J.B must be placed in a group with other students who can stay focused and on task, for example F.W and C.E.
§ G.G is an ESL student who has trouble reading English. However, he can understand it when it is spoken to him so make sure that his group members explain the readings to him verbally, and that he can be in charge of the more visual elements rather than the written or reading elements of the task.
B. Learning Environment
§ In the classroom
§ sit in their own individual desk during the explanation/demonstration part of the lecture and activity
§ During the application taskvwork in groups of four and will be able to move their desks together. There must be seven groups in total. Each group will be in charge of one of the elements of design (line, shape, texture, colour, value, form, or space)
§ Students can choose their own groups; exceptions will be made for J.B, C.P, and G.G
§ The groups will be decided by students but the element of design that they will be in charge of will be chosen randomly by drawing from a hat
C. Resources/Materials
· Art History textbooks
· Markers, paint, pencils, pencil crayons, chart paper, canvas
· Dictionaries
· Computers in the classroom with Internet access
· The elements of design written on separate pieces of paper so that they can be drawn from a hat by each of the groups
· Slide projector and slide show of famous/recognizable art historical examples. Pictures for the slides were taken from the Yahoo Images website
· 10”x10” cut white paper
6. Teaching/Learning Strategies
INTRODUCTION
How will I engage the learners? (e.g., motivational strategy, hook, activation of students’ prior knowledge, activities, procedures, compelling problem)
§ stay in their groups while activity is explained
§ Discuss collaboration, specifically accepting roles and equitable share of work.
(15 minutes for explanation of activity and role cards)
MIDDLE:
Teaching: How does the lesson develop?
How we teach new concepts, processes (e.g., gradual release of responsibility - modeled, shared, and guided instruction).
1. One student from each group will pull an element of design from a hat. That group will be in charge of that element. There are three components that outline what the groups have to accomplish. First they have to define the element that they are given. (Ex. If a group has the element of line, then they must provide the definition of “line”). Next, students must look up three art historical examples of artworks that represent/incorporate a strong use of their element in its design. For each example, they must include the artist’s name, the title of the piece, the year it was made, and a brief 1-2 sentence describing the use of their element in the work. Lastly, students must work as a group to create their own 10”x10” example that displays a powerful use of their element of design.
2. Write the three components on the board so that students can reference it while they are working. For example:
1) Definition of your element of design
2) Three art historical examples using your element.
Include:
-Artist’s name
-Title of the work
-Year it was created
-1-2 sentences on how it applies to your element
3) Create your own art example using your element on the 10”x10” paper provided
3. Advise class that they can use any resources in the classroom, such as the computer for internet access, the art history textbooks, dictionaries, markers, paint, etc.
4. Highlight that this is a GROUP activity and that students must work together to come up with a finished product. hand out the “role” cards to the students in each of the groups. (See Appendix Two) choose who gets what role. explain to them that they must fulfil their role. The facilitator gives instruction and direction, the recorder is in charge of writing things down, the reporter is in charge of presenting ideas out loud, the materials manager is in charge or getting all of the required materials together and putting them away, the time keeper reminds the group of how much time they have left in class to complete the assignment, the checker makes sure everything is being done correctly, and the praiser/encourager offers support for the group.
Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding?
· Make sure that students are on task while working on the group activity.
· Ask them questions to see if they understand the procedures and what they are to be doing.
Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice, and gradual release of responsibility.)
5. Let class know they must be finished their activity before class is over. ask if there are any questions, and then let class begin working in their groups. class will get the remaining time left in the period (approximately 45-50 minutes) to work on their group projects
6. Walk around class during work time to supervise behaviours and provide assistance where necessary
CONCLUSION: How will I conclude the lesson?
§ Ten minutes before class is over, ask “reporter” from each group to share with the class their definition of the element they picked from the hat. This will help review the elements of design and it will also give each group an idea of how the other groups are approaching the activity, for example, a more lengthy or wordy definition.
7. My Reflections on the Lesson
What do I need to do to become more effective as a teacher in supporting student learning?
§ During the next class students will do a short presentation on their element of design, and then the rest of the class will give them a mark out of 10, based on how well their project turned out, and how well the information was presented.
§ The focus of the next class will be based on the curriculum expectation that asks for students to develop the knowledge necessary to understand and apply the principles of design (harmony, variety, emphasis, rhythm, movement, pattern, balance, and unity) into their artwork.
§ For future group work, I may reference my anecdotal notes to see what students worked well together and contributed to the group more than others.
§ The students that originally required additional support will be kept in mind during future group activities. Since they worked so well with their group members from this class then it might be a good idea if they are put into the same group for the next group activity.
Appendix 1: Content for Introduction
Slides of famous paintings, sculptures, photographs, etc.
Leonardo Da Vinci Andy Warhol Michelangelo Kandinsky “Composition 8” “Mona Lisa” “100 Cans” “David”
Picasso “Viet Cong”
“Les Demoiselles d'Avignon”
Appendix Two: Role Cards
ROLE CARD #1:FACILITATOR AND TIMEKEEPER
-Gives instruction and direction
-Keeps an eye on the clock / ROLE CARD #2:
RECORDER
-Writes everything down
ROLE CARD #3:
REPORTER AND CHECKER
-Makes sure everything is being done correctly
-Presents ideas out loud / ROLE CARD #4:
PRAISER AND ENCOURAGER
-Offers support for the group
Appendix Three: Peer Evaluation
Marking Sheet
Peer Evaluation: Elements of Design Group Activity
Partners Name: ______
Marked By: ______
Instructions: Please give your partner a mark on a scale of 1-3
Statement / Level One / Level Two / Level ThreeMy partner worked well with the rest of my group members / Not so good / Good / Great
My partner was hardworking and contributed a lot to the group / Not so good / Good / Great
My partner had a good attitude and was cooperative while working with the other group members / Not so good / Good / Great
for each of the following statements:
Appendix Four: Group Presentation
Marking Sheet
Peer Evaluation: Group Presentation on the Elements of Design
For each group that presents please give them a rating from 1-10. 1 being the
lowest and 10 being the highest. Please keep in mind these questions while
you are marking:
§ Did the students present as a group or was there only one or two people
doing all of the presenting?
§ Was their definition precise and easy to understand?
§ Did they choose art historical examples that demonstrated a strong use
of their element of design?
§ Was their group artwork a strong example that used their element of
design?
§ How successful and smooth was the overall presentation?
Group / Element of Line / Element of Shape / Element of Texture / Element of Colour / Element of Value / Element of Form / Element of SpaceMark / Mark:
/10 / Mark:
/10 / Mark:
/10 / Mark:
/10 / Mark:
/10 / Mark:
/10 / Mark:
/10
Lesson Plan Template
1 Schulich School of Education – Practice Teaching Handbook 2010-2011