Length:___ 5 day_______________
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
Can students identify different ways to plan and the purpose of a plan?
Have students ever planned anything before? What were they?
Can students determine what is important to include in a plan?
Can students explain why an artist plans?
Can students explain what goes into a plan?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
You are the zookeeper who is responsible for making sure your animal stays alive in captivity. It is your responsibility to make sure that your
creature has everything it needs in its enclosure to stay happy, healthy, and contained using a variety of mixed media materials. You are having a
grand opening for your zoo and you want the public to see how humane your zoo is!
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Prior Knowledge, Artistic intention, Choice, Composition, Proportion, Planning, space, form/function, plan vs. product,
-Choices made during the planning process directly influence the finished product. (Standard: 2 PGC: -Use specific criteria to discuss and
evaluate works of art -Critique personal work and the work of others with informed criteria -Recognize, articulate, and implement critical thinking
in the visual arts by synthesizing, evaluating, and analyzing visual information GLE: The processes and philosophies of art and design inform
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1. By observing examples of 2D plans for real 3D zoo habitats students will identify the three most important perspectives to consider while
planning How to create their animals habitat; birds eye view, inside of the enclosure view, and zoo visitor view. (Blooms: Applying
Standard: Observe and Learn to Comprehend GLE: 2 Art learning: Historical/Multicultural)
2. Students will use the drawing they made from different perspectives to inform their decision making process while creating a 3-D
environment for their animal. (Blooms: Creating Standard: 3 GLE: 2 Art learning: Materials/tools/techniques)
3. Using their sketchbooks and drawing utensils, students will create their own 2-D drawings from multiple perspectives to plan for the 3-D
habitat they want to create. (Blooms:Applying Standard: 2 GLE: 2 Art learning: Concept/ideation)
4. Using the computer or a piece of paper and drawing untencil students will create a brochure about their artwork and how it relates to the
class. (Blooms: Reflect Standard:2 GLE: 1&2 Art learning: reflection/assessment/evaluation Literacy: typing/writing)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
-Tracing paper
-Markers
-Colored pencils
-Crayons
-Pens
-Sketchbooks
-Card board boxes (habitat foundations)
-Sharpie markers
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.
http://www.lpzoo.org/magazine/articles/announcing-our-next-exhibit
-Orangutan exhibit upgrades perth zoo Australia -http://www.e-architect.co.uk/australia/perth-zoo-orangutan-enclosure
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-http://iredalepedersenhook.com/?portfolio=perth-zoo-orang-utan-enclosure
-Interior design floor plans- http://www.newenglandfloorplans.com/interior_design.php
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Will show them work and plans by landscape architecture and interior designers and ask these questions:
How does viewing from different perspectives make you see differently?
What aspects of the work do artists communicate in their planning layouts?
How do artists and designers communicate a 3-D idea using a 2-D drawing?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.
What can you do to make your habitat the most fun for a visitor to look at?
What do you need to include in order to keep your animal happy?
How many different ways can you look at one space?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry,
Day
1
Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will be
taught.) Identify instructional methodology.
1. Greet class
2. Take attendance
3. Write down the words of today, composition and perspective
4. Explain that todays objective is to design the best possible layout for our animals exhibit. We are going to be
making 2-D drawings to communicate what we are intending to make as a 3-D product
5. Present examples of 2-D plans for 3-D projects like landscape architecture/ interior design
3.
4.
http://www.lpzoo.org/magazine/articles/announcing-our-nextexhibit
-Orangutan exhibit upgrades Perth zoo Australia -http://www.e-architect.co.uk/australia/perthzoo-orangutan-enclosure
-http://iredalepedersenhook.com/?portfolio=perth-zoo-orang-utan-enclosure
-interior design floor plans- http://www.newenglandfloorplans.com/interior_design.php
5.
6.
7.
8.
9.
Inform students of
broader context for
activities and learning
that is happening in
todays lesson.
Inform students of
activity before
presenting examples.
Activate prior
knowledge of visual
planning. Give students
a context in which to
think about the
examples they will be
shown
Get students thinking
about the different
stages of planning and
project production
Ideation: students can
begin to brainstorm
ideas for their own
enclosure design
Collaborative
brainstorming about the
common thread between
all examples.
Connecting their own
ideas to the broader idea
of making a form that
follows function
Get students to
brainstorm what they
want their specific
culture to look like and
WHY
Understand how the
activity works and what
is expected of students
Make connections
between their own ideas
Time
1.
2.
3.
4.
2min
3min
1min
2min
5.
5min
6.
1min
7.
5min
8.
35min
9.
10min
10. 5min
11. 12min
12. Till
-Location of zoo visitors. How will they see into your enclosure? How will you keep them safe from animal?
-Shelter. Barn? Cave? Indoors? Under water?
10.
11. Clean up
-Everyone go to their original design station
-Make sure all materials are back in original box and gathered in middle of table
end of
class
enclosure to be.
-Once students finish they will gather back on the couches in the front of the room
Day
3
Day
4
1.
4min
2.
10min
concepts/ideas.
3. Work on projects
4. Clean up
Assign clean up jobs based on who used what materials the most
Job 1- paint crew, clean in sink/put away pain and brushes/ throw away plates
Job 2- material crew, pick up materials and put them in their correct place
Job 3- ground crew, pick up garbage and any materials
Job 4- table/chair crew, take a wet wash cloth and wipe down table and chairs
Job 5- sketch book and project collectors
Day
5
3.
15min
before
class
ends
4.
Till end
of class
Greet class
- Attendance
- This is our last day to work
- We will only work on project for half the class
- First half we will create a brochure for the public visiting the zoo
1.
1.
3min
2.
Introduce brochures.
- What is a Brochure?
- Why do we have them?
- Show a PowerPoint slide on a bad example
What information does this tell us?
What information is missing?
- Example of a good brochure
How is this one different?
What makes this one stronger? (organized, right amount of information, good colors)
- Give out handout with what needs to be on the brochure. Along with my example. See attachment
2.
2.
6min
3.
3.
3.
20min
4.
Students work on
presentation skills and
how they want their
project to be presented
in the gallery with their
brochure.
See attachment
Post-Assessment (teacher-centered/objectives as questions):
Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan?
How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
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Who We Are
About Us
Choices!
What choices did you make that are
important to the way your creature and
enclosure looks?
Why did you make those choices?
What information does your enclosure and
creature tell the viewer just by looking at it?
Contact Us
Phone: make up a phone number
Email: make up an email
Web: make up a website address
-description of your
creature and process of
creating it.
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Materials!
What materials did you use and why?
How did you transform materials to get
them to work in your art project?
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8/9/14 Fahey
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