Assignments

Art Starts

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Art Start: Sustainability!

CENTRAL FOCUS: You will collaborate in groups of 3 to create a 30-minute art activity (mini-lesson) that introduces a new material and/or concept. The Big Idea, Central Focus and/or materials/techniques must reference the idea of sustainability in some way.

RATIONALE: As a novice teacher, you need all the practice designing and implementing lessons that you can get!  This assignment allows you a space to try out fun, creative approaches that might be more challenging to attempt in real classrooms.  It also gives you a chance to practice time and materials management, two of the main challenges you will face as new teachers.

LEARNING OBJECTIVES:

Instruction 1: Implement learning opportunities that are engaging, learner driven, and universally accessible, maximizing student choice. (Democratic Citizenship and Student Advocacy)

  • Collaboratively design a purposeful lesson that engages participants in significant art learning.
  • Align substantive concepts and materials so they augment each other, and shed light on the central focus/big idea.
  • Plan to insure strong organization of time and materials.
  • Allow for participant choice, resulting in diverse
  • Work together so the three parts of lesson flow together as seamlessly as possible.

Possibilities:     An introduction to a new material

A design challenge (functional object, such as a chair)

A “remix” of supplied materials or images

A collaborative game

An inventive way to analyze an art image

 

time Structure:

 

 Roles: one person takes charge of each component

 

 Criteria for success
5 minutes introduction: show examples, images, demo materials, offer a challenge

 

 Introduction/motivation: What is the big idea?  What will we do?

 

 Both the “big idea” and procedures are clear, everyone knows what to do and why they are doing it.
15-20 minutes Hands-on activity, includes distribution and collection of materials Hands-on direction: orchestrate delivery of materials (staged?) and track progress/timing

 

 Materials are distributed and cleaned up efficiently, work-time is maximized and everyone more or less completes the task
5-10 minutes Sharing/reflection prepare questions that reinforce learning objectives/big idea

 

 Open-ended questions facilitate deeper thinking, peer-to-peer dialogue is encouraged

 

Lesson Plan Rubric

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Assessment Criteria aligned with Learning Objectives Novice (F to D+) Developing (C- to B-) Proficient (B to A-) Exemplary (A)
Big Idea, Essential Questions and Central Focus in relation to Mentor Artist

(CD1: Critical Inquiry and Intellectual Development; CD2: Culturally Responsive Practice and Social Justice, Democratic Citizenship and Student Advocacy)

 Big Idea and essential questions are incomplete or not clearly related to Mentor Artist.  Central Focus is vague or unrelated Big Idea and essential questions related to Mentor Artist.  The central focus is partially connected to the big idea, though technical aspects of the lesson may be prioritized over concepts Big Idea and essential questions connect Mentor Artist with the central focus.  The relationship between ideas and materials is clear. Big Idea and essential questions connect Mentor Artist with a clear and compelling central focus and engaging; activity, which effectively integrates material engagement with ideas.
Lesson Alignment, with Learning Objectives, NCAS Standards and Developmental Basis

And Assessment Rubric

:(CD2: Culturally Responsive Practice and Social Justice, Democratic Citizenship and Student Advocacy; CD3: Critical Inquiry and Intellectual Development, Professional Skills and Disposition)

 lesson plan is hard to follow, with little or no transition or relationship between parts. NCAS and/or developmental basis missing or incomplete Lesson plan has a logical flow from one section to the next; relationship between lesson components is clear.

NCAS and/or developmental basis is incomplete

 Central focus, activity, learning objectives and assessments are in alignment and designed to support important learning goals. NCAS are adapted to specific lesson and developmental basis is present. Lesson components are  aligned.  Lesson unfolds clearly from one section to the next; all lesson components (such as motivational dialog, studio activity and reflection) relate and enhance each other.

NCAS standards are cited and modified to fit lesson which is developmentally appropriate
Thoroughness

Including

Material Research and

Learning Tasks

(CD3: Critical Inquiry and Intellectual Development, Professional Skills and Disposition)

 missing key elements/sections.

Material research is either missing or cursory.

 Most sections are completed. elements and lesson plan has a logical flow from one section to the next; relationship between lesson components is clear. All elements and sections are addressed, with some citations and resources. Learning tasks are specified. All elements and sections are thoroughly completed, with appropriate citations, resources and learning tasks so that it is clear how this lesson could be implemented in a real classroom.

Peer Interview Comic

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Monday class: Due February 7

Thursday class: Due February 10

CENTRAL FOCUS: Using sequential images with text, you will create a “how-to” story comic in order to analyze a task based on a classmate’s verbal descriptions.

RATIONALE: As teachers we need to find out and understand more about the learning process, both our own and that of others. Task analysis in order to produce step-by-step instructions is essential to teaching.  Practicing mindful, reflective listening is also a key skill for a good teacher.  Specifically, in visual arts education, sequential drawing (Comics) is a useful way to show processes, time and change.

 

LEARNING OBJECTIVES: (Professional Skills and Disposition) Apply understanding of effective learning environments, differentiating instruction and communication strategies for instruction and classroom management as you:

  • Investigate your own and another’s learning styles through interview, reflection and writing and drawing processes.
  • Further develop listening and visual thinking skills to summarize and clearly represent another’s experience.
  • Learn something new about a class peer and about yourself.
  • Use sequential drawing for simple task analysis, developing communication as well as drawing skills.

 

ACTIVITY:
Consider a recent experience where you learned something new.  Think of a fairly simple, discreet task or skill.  It does not need to be art-related.  For example:  This summer you learned to cook a new dish or you drove a stick shift truck for the first time, or you had your first surfing lesson, or someone showed you how to plant bulbs, or fix a flat tire on a bike, or how to find and prepare edible wild plants, or learned a new game, etc.  What else can you think of?

Pair off with someone in the class and take turns interviewing each other and actively listening to her/his story.• Organize the information you received from your partner into 5 parts.

 

Everything you

need (tools

and

ingredients)

 Beginning the

process

 

 Close up

(detail view)

 

 Finishing the

process

 

 End result.

 

 

Share with your partner to confirm that you have understood the process and depicted it correctly.

Revision: Use your notes and comic from class to create a more detailed, full explanation of the process.  You may use any media you choose, including digital. You may need to add extra frames or call-outs for clarity.

ON YOUR BLOG:  Post a good photo (check lighting, positioning) and… a brief reflection on the process:

  • Was it challenging to figure out how to depict the process clearly in five steps?
  • How many steps do you need to fully teach someone to do this task?
  • Did your partner find your depiction accurate?
  • What corrections did you have to make?
  • What other information must you include to make a clear explanation?

SUBMIT THE URL for your blogpost on BLACKBOARD, in the peer interview comic assignment.