Tpa

Kelly Dean
Art
Introduction of Art: Modern and Contemporary Art and 3-D Art: Giant Paper
Mache Head Masks
9th to 12th Grades
This learning sequence of three lessons was designed with the approval of my
MSU University Supervisor and my Cooperating Teacher
Morehead State University

EDSE 416 Student Teaching
March 27, 2015
These tasks and scoring rubric are based on the following work:
The Kentucky Teacher Internship Program Teacher Performance Assessment,
http://www.kyepsb.net/internships/ktipforms11_12.asp, June 2011.
Table of Contents
Candidate Title Page .......................................................................................................... 01

Table of Contents ............................................................................................................... 02
Contextual Factors ............................................................................................................. 03
Learning Objectives ........................................................................................................... 08
Assessment Plan ................................................................................................................ 13
Design for Instruction ........................................................................................................ 22
KTIP Lesson Plans ............................................................................................................. 33
Analysis of Student Learning ............................................................................................. 45
Self-Evaluation and Reflection ........................................................................................... 54
Classroom Contextual Factors

Classroom
Factors
1. List the assistance you have in the classroom:

a. Assistants/Aides: There are no assistants/aids in the classroom.
b. Volunteers: There are no volunteers are in the classroom.
c. Resource Teachers: During the second trimester, one of the Special
Education Teachers would come in around 9:15 am on some
mornings and pull out one student who has an IEP.
d. Others: N/A
2. Describe the classroom resources available to you:
a. Equipment: The classroom is equipped with equipment such as a
blackboard, shelves, sinks, large storage cabinets with cubbies in
them for student use, five to eight ceramic throwing wheels, drying
racks for works in progress, large cutting table, wedging table, lamps
for lighting projects, table easels, large easels,
b. Technology: The classroom has a projector, and two computers (one
teacher and one student).
c. Supplies: Supplies consists of large drawing painting, large to small
canvases, coloring pencils, acrylic paints, water color paint, low fire
glazes, low fire clay, glues, oil paints, oil pastels,
d. Others: Student art on the walls.
3. Include a floor plan at the end of this section (refer to
http://classroom.4teachers.org/ )
NOTE: The classroom is actually 44x28 but the website only went up
to 40 so I took it down to 40x24 so that it would be as accurate as it
possibly could be.
4. Scheduling consideration for classes:

Daily Schedule for Second Trimester:
Planning
Drawing
VIP
AP Art
Intro. Art
Painting
Daily Schedule for the Third Trimester:
Planning
Drawing
VIP
3-D Art
4
Drawing
Intro. Art
Student Contextual Factors

Grade level(s) in the class:
Intro. Art
9th to 12th grades
and
3-D Art
9th to 12th grades
Characteristics
of Students
Student ages in the class:
Number of Students in the

Class:
14 to 17 years old
33 Students in Intro. Art
and
30 Students 3-D Art
1. A) Individual differences.Tell us about your students

Race / Ethnicity: There are only White/Caucasian students in this
Intro. Art class. In the 3-D Art Class there is two African American
students. Rowan County Senior High consists of 94.6% White, 2%
African American, and 1.4% Asian as of 2013, according to
schooldigger.com.
Language Differences: As far as I can tell there are no language

differences in the Intro. Art class. As for the 3-D Art class, there is a
student who is not originally from the United States however her
English is very well.
Socioeconomic differences: In the Intro. Art class, I have noticed

some students wearing older clothes, some with holes and appear
unclean. I have also over heard some students saying they need to
have a job to help their family. According to schooldigger.com, out
of the 922 students at attend Rowan County Senior High School
51.6% of them receives free or reduced lunches; making it also the
highest in the district in 2013. This is the same for the 3-D Art class.
Developmental differences: Even though in the Intro. Art class there

are no students with an IEP, there still are developmental differences
in the classroom because of the fact that all the students differ in age.
Students are between the ages of fourteen to seventeen, some of them
are eighteen already or they will be in the next month or so, and they
are also in different grades and have different learning abilities and
levels of maturity.
In the 3-D Art class, there are not students with IEPs. However
just like the Intro. Art class, there are students of different ages and
different learning abilities. They also are in different levels of art and
many have not worked in 3-D forms until this class. So this class
5
may be difficult for some students at first.
Gifted (GSSP): There arent any gifted students in either of the two
classes I taught in. However there was AP Art students who were
enrolled in the classroom. There is an AP Art Student who comes in
during Intro. Art to work. In the 3-D Art class, there is two AP Art
Students that works on their own art work during this time.
504 / IEP: No students in the Intro. Art class or the 3-D Art Class has
a 504/IEP.
Additional characteristics impacting learning: Some students have a

lot of things going on in their life besides school to deal with and
they bring whatever that is into the classroom with them every day
and as a educator you have to keep that in mind and not let it
handicap those students with their school work and let your students
know that you are there to help them the best way you can. This
applies to both classes.
1. B) How do each of the differences listed in 1. A) Impact your teaching

and the assessment of your students?
As a future educator, all of these are very important to know
because the more you know about your students the more you can help
them better succeed in your content area as well as other content areas. I
know that some students may not have the money to get certain supplies
and this is something I will need make sure to have what the assignment
requires already brought or prepared for all students. Also I will need to
keep in mind that some students might be having troubles at home and to
be sure that if I give out homework that they also have time to do
majority of it in class. Also to be aware that some students may need one
on one review because they are more focused on worrying about how
they are going to put food on the table.
2. Review and prior student assessment data with your CT. What does this
data tell you about these students?
That they all have different art backgrounds and many of them are
not confident in making art in the Intro. Art class. Some will start to
over think and then they will not work. However, there are some that
take right to it. Mr. Ratcliff says to each class with each new grouping of
students who enter his classroom that he is not grading them on skill
alone, and that he grades on their effort to try making art pieces and
always working hard, giving 110%. Also since many students are like
this, it is important to give lessons that are challenging however
interesting enough that the students are willing to work and make art.
Most of the students in the 3-D class have never worked with chicken
wire and paper mache, so this challenges to try a new way of making art
6
that they may come to enjoy doing.

Content
Considerations
1. After conversation with your Cooperating Teacher, and a review of the

standards, what do your students already know that prepares them to
study your topic?
For the Intro. Art class, not many of them know any
contemporary or modern artists. I had to address this fact that they all had
little to none knowledge prior to this lesson. Knowing that some students
might be familiar with some artists or pieces, I decided that placing those
into the lesson and they would still be beneficial to students who do have
knowledge about them. My reasoning for doing this is because from the
data I have gathered from Mr. Ratcliff about what all each student knows
on this particular subject is that it is hard to tell with a Intro. Art class.
Many times students come in very knowledgeable on the subject, some
have taken other classes offered by Mr. Ratcliff, and others were just
placed in his class. So I needed to make sure that I would provide the
information that they would need to know for their Summative final
exam at the end of the second trimester.
For the 3-D Art Class, many of the students have been in at least
one of Mr. Ratcliffs classes. Many of the students are more skilled at
drawing and/or painting as well. Most of the students take the class just
for the ceramic section of the class. Usually for the beginning of the
class, Mr. Ratcliff does a paper mache project. So I decided to expand on
that and get the students a little out of their comfort areas. Also there
were some students had worked with paper mache at least once prior to
this project.
2. As you prepare to teach this learning sequence, what strengths and
weaknesses in relations to the content do you as a teacher bring to the
learning sequence?
For the Intro. Art Lesson, a weakness I have is I am not really
familiar with that many contemporary artists so that is something I would
need to work on before teaching the lesson. However, a strength I have
for this learning sequence is that I am familiar with some artists and
works from the modern period in the art time line. When teaching the 3D, my strengths are that I had a class on just 3-D art making and what to
do when making paper mache works that include using chicken wire to
form the piece. I know the proper tools to use and forms to make for
certain shapes needed for the piece. The only real weakness I had was
discussing careers that connect back to the project and make it relevant to
them that it is a career some artist, which this is something I would need
research on for the lesson.
3. As you prepare to teach your learning sequence topic, what areas do you
need to improve?
For the Intro. Art class, Mr. Ratcliff provide me with his own
7
PowerPoint for the Modern and Contemporary and I needed to improve

on knowing the artists that he wanted me to present on but I also add
some more artists and pieces, revamping the PowerPoint so that the
students could view more artists and their work. When it came to the 3-D
Art class, I did not need any improvement on the topic besides
familiarizing myself with how someone could pursue this as a career.
4. What resources will you utilize in preparation to teach the learning
sequence?
The resources that I will be using a PowerPoint for both lessons
to present the information to the two classes, making with images and
information about the lesson in them. I will also be showing videos and
images in the PowerPoints on the topics being discussed to provide for
visual and auditory learners in the classroom.
References
References
Used for
Contextual
Factors
List the sources for the above information in an appropriate reference

format. (Use APA format.)
Rowan County Senior High School. (n.d.). Retrieved February 21, 2015,
from http://www.schooldigger.com/go/KY/schools/0510001260/school.aspx
Learning Objectives
Learner Goals (big ideas) for the Lesson Sequence for the Intro. Art Class
Learner Goals
(big ideas)
What are your learner goals for teaching this lesson sequence?
According the Kentucky Core Academic Standards for High School Arts and
Humanities, the learner goals for this lesson sequence are as followed:
Students will understand that
responding to or critiquing works of art involves a understanding of
elements, and structures appropriate to each area of the arts. (Structure
in the Arts)
the arts are powerful tools for understanding human experiences both
past and present. (Humanity in the Arts)
Student will
expressively use the elements of art, principles of design and a variety
of processes in creating artworks. (Structure in the Arts)
identify and use a variety of subject matter in viewing and creating

visual artworks (representational-e.g., landscapes, portrait, still life,
nonrepresentational-e.g., abstract, nonobjective) (Structure in the Arts)
observe, classify and create visual art according to styles and processes
used in a variety of world cultures and historical/style periods.
(Humanity in the Arts)
examine visual artworks from various time periods and explain the
influence of time and place are reflected in them. (Humanity in the Arts)
create new, choose and experience artwork created to fulfill a variety of

specific purposes. (Purposes For Creating the Arts)
Learning Objectives and Alignment of Objectives

Learning Objectives
Kentucky Common Core
What are the lesson objectives that will
Academic Standards
fulfill your goals? (At least one
objective per lesson)
Blooms Taxonomy
Level
(Minimum of 3 Levels
of Blooms)
Sketch out your idea for your Pop Art

piece of the word/words you drew at
random.
1.13 Students make sense

of ideas and communicate
ideas with the visual arts.
Synthesize
Create a Pop Art piece using a medium of

your choice of the word/words you drew
at random. Use your own way to interpret
your word/words.
2.22 Students create

works of art and make
presentations to convey a
point of view.
Synthesize
and
Comprehend
Gain an understanding what the words

Fauves and Cubism and artists and their
works associated with the words.
2.24 Students have

knowledge of major
works of art, music, and
literature and appreciate
creativity and the
contributions of the arts
and humanities.
Comprehend
and
Knowledge
Impact of Contextual Factors on Learning Objective Development

Impact of
How do your contextual factors impact each learning objective?
Contextual
The impact the contextual factors has is that the students know little to no
Factors
information about what Modern and Contemporary Art is. The topics they will
be assessed on is what Pop Art is and what the words Fauves and Cubism is and
many of the students coming in may have never experienced any art in their life
prior to entering Mr. Ratcliffs Intro. Art class.
A major factor that could really be the only thing to impact the learning
of the students is that many of the students have things at home going on such
as a bad environment or they are more concerned with being able to have food
on their table for their siblings because their guardians do not provide for them.
Another is money for things they need in general. Some students have after
school jobs to help support their families so at times they can be more focused
on this and not school work.
Knowing this lets me as a teacher know that my students need as many art
supplies provided for them. I cannot ask them to bring items in because they
might not have any money to even buy food so how can I ask them to bring
anything in for class.
Resources for
Instruction
Identify 5 or more sources that you are using to create your learning
sequence. Use APA format.
Artists To Love - Chuck Close. (n.d.). Retrieved January 20, 2015, from
http://artwelove.com/artist/-id/8e036605/artworks
Banksy (British, born circa 1974). (n.d.). Retrieved January 19, 2015, from
http://www.artnet.com/artists/banksy/biography
Kentucky Core Academic Standards. (2013, June 1). Retrieved January 20,
2015, from http://education.ky.gov/curriculum/docs/documents/kcas - june
2013.pdf
Kentucky's Learning Goals And Academic Expectations. (n.d.). Retrieved
January 21, 2015, from
http://education.ky.gov/curriculum/docs/Documents/Kentuckys Learning Goals
and Academic Expectations.pdf
Ongoing Works: Speed of Light Series | James Rosenquist American Artist
Paintings Prints. (n.d.). Retrieved January 20, 2015, from
http://www.jimrosenquist-artist.com/?q=node/7
Pablo Picasso Biography. (n.d.). Retrieved January 21, 2015, from
http://www.biography.com/people/pablo-picasso-9440021
10
Pop Art Movement, Artists and Major Works. (n.d.). Retrieved January 19,
2015, from http://www.theartstory.org/movement-pop-art.htm
Learner Goals (big ideas) for the Lesson Sequence for the 3-D Art Class
What are your learner goals for teaching this lesson sequence?
According the Kentucky Core Academic Standards for High School Arts and
Humanities, the learner goals for this lesson sequence are as followed:
Learner Goals
(big ideas)
Students will understand that

the arts have value and significance for daily life. They provide personal
fulfillment, whether in career settings, avocational pursuits or leisure.
(Purposes for Creating the Arts)
Students will
expressively use the elements of art, principles of design and a variety
of processes in creating artworks. (Structure in the Arts)
create new, choose and experience artworks created to fulfill a variety

of specific purposes. (Purposes for Creating the Arts)
By the of the lesson sequence, students will used the all the Big Ideas in ways
they will know what Modern and Contemporary Art is, what Pop Art is and the
meaning of Fauves and Cubism and the artists connected with those two words.
Learning Objectives and Alignment of Objectives

Learning Objectives
Program of Studies
Blooms Taxonomy
What are the lesson objectives that will
or
Level
fulfill your goals? (At least one
Kentucky Common Core (Minimum of 3 Levels
objective per lesson)
Academic Standards
of Blooms)
Or
Relevant Academic
Standards
Sketch out your idea for your Giant Paper 1.13 Students make sense Synthesize
Mache Head mask. You may use
of ideas and communicate and
reference photos of images of your
Apply
choice.
11
Create a Giant Paper Mache Head Mask.
1.13 Students make sense

of ideas and communicate
Synthesize
and
Comprehend
2.22 Students create

works of art and make
presentations to convey a
point of view.
Impact of Contextual Factors on Learning Objective Development

Impact of
How do your contextual factors impact each learning objective?
Contextual
For this lesson, I will need to provide the basic necessities for completing
Factors
the project for this lesson; especially for those students who might not have the
money for those materials for the project. Over 50% of the students at Rowan
County Senior High School are on either reduced or free lunch. Most students
have after school a job that helps them to earn money to support their family.
The students will have access to chicken wire, newspaper, wallpaper paste,
masking tape, different paint, paint brushes and cardboard for to use for their
piece. However, if they want something extra they will have to provide it for
their project. The budget only allows for enough money for most of the
supplies but any extra stuff must be bought by the students. Knowing this, the
assessment will only require that it be made from chicken wire, masking tape
and paper mache.
Resources for
Instruction
Identify 5 or more sources that you are using to create your learning
sequence. Use APA format.
Barcelona Shop Specialises In The Production Of Catalan Festival Masks.
(n.d.). Retrieved February 17, 2015, from
http://www.avaxnews.net/touching/Barcelona_Shop_Specialises_In_The_Prod
uction_Of_Catalan_Festival_Masks.html
Giant Mask: Horror Head! (n.d.). Retrieved February 15, 2015, from
http://www.instructables.com/id/Giant-Mask-Horror-Head/
Kentucky Core Academic Standards. (2013, June 1). Retrieved February 16,
2015, from http://education.ky.gov/curriculum/docs/documents/kcas - june
2013.pdf
Kentucky's Learning Goals And Academic Expectations. (n.d.). Retrieved
12
February 15, 2015, from

http://education.ky.gov/curriculum/docs/Documents/Kentuckys Learning Goals
and Academic Expectations.pdf
Time Lapse of a Paper Mache Sculpture. Retrieved February 17, 2015, from
https://www.youtube.com/watch?v=YQt2GsE9Z9I
Assessment Plan
1. Complete the following table for each objective. This table is a template and minor
modifications should be made, but only in order to meet your number of objectives and
the number and types of assessment for each objective.
Assessment Plan Table for Intro. Art

Objective
Objectives 1-3
Sketch out your

idea for the Pop
Art piece you are
creating.
Accommodations
for
Exceptionalities
Pre-quiz
with 3 fill-in
the blank
questions
Students will take

the preassessment quiz.
No
accommodations
for exceptionalities
had to be made for
this objective.
Pencil and
Paper
Students will
draw a
word/words at
random from a
premade list.
Using the word to
first sketch out
their idea before
No
accommodations
had to be made for
this objective.
Assessment
Type
Assessment
Mode
Knowledge
PreAssessment
Synthesize
Formative
Assessment
(Prior to teaching
of lesson
sequence/ unit)
Objective 1
Brief Description
of Assessment
Task
Blooms
Level
13
Objective 2
Synthesize
Summative
Assessment
Project/Art
Piece
Students will
create a Pop Art
piece using the
word/words that
they had drew
from the list.
They are free to
use any medium
that they want.
No
accommodations
had to be made for
this objective.
Comprehend Formative
And
Assessment
Knowledge
Lecture and
Discuss
Students will be
given a
presentation over
Modern and
Contemporary
Art, in which the
words Fauves and
Cubism will be
explained to
them. They will
be asked
periodically
questions about
the artists and art
pieces that are
connected to the
words Fauves and
Cubism.
No
accommodations
had to be made for
this objective.
Comprehend Summative
And
Assessment
Evaluate
Fill-in the
blank with
word bank
Students are
given the final
exam that
contains all the
artists and terms
that they have
learn over the
trimester. The
final has 15 fill-
No
accommodations
had to be made for
this objective.
Create a Pop Art

piece using a
medium of your
choice of the
word/words you
drew at random.
Use your own way
to interpret your
word/words.
(In connection
with Objective 1)
Objective 3
Gain an
understanding
what the words
Fauves and
Cubism and
artists and their
works associated
with the words.
Addresses
Objective 3
(Objective 1 is
addressed with
Objective 2 which
is assessed with
summative
assessment of a
project.)
(Final Exam
for the
Second
Trimester)
14
ins the blank and

3 draw the figure
that the question
asks for.
Attach any assessments with scoring guides, rubrics, observation checklists, and worksheets used
for any level of assessment.
Following is the rubric that I used to grade the students Pop Art pieces.
15
Art Assessment Rubric
Students Name Printed:
Class Period:
Date Completed:
Assignment:
Circle the number in pencil that best

shows how well you feel that you
completed the criterion for the
assignment.
Criteria 1 - Followed directions
(listened to the assignment directions
and followed them completely)
Criteria 2 - Accomplished each of the
learning target criteria in the
assignment
Criteria 3 - Positive Critique
participation (gave positive input)
Criteria 4 - performance: took time to
develop idea & complete project
(Didnt rush.) Good use of class time
Criteria 5 - Craftsmanship - Neat, clean
& complete - Skillful use of the art
tools & media - presentation
Total: 20
(possible points)
Grade %
Mastery
Developing
Novice
Needs
Improvement
Rate
Yourself
Teachers
Rating
Your Total
Teacher
Total
Student Comments:
Teacher Comments:
16
*This is the same rubric that Mr. Ratcliff uses for his classes. I kept it the same so that the
students would be graded the same as they always are and would not get confused by a different
looking rubric
Word/Words that that students drew at random to help create their Pop Art piece.
Reese's peanut butter cups
Leonardo DiCaprio
Snickers
Boom
Hershey's Kiss
Pow
M&Ms
Crash
Twix
Vroom
Pop Rocks
Ka-Boom
Johnny Depp
Creak
Miley Cyrus
McDonalds
Taylor Swift
Wendys
Liam Hemsworth
Wal-Mart
Emma Watson
Taco-Bell
Daniel Radcliffe
17
Modern and Contemporary Art

Pre-Quiz
Name: ______________________________
Date: __________________
Fill-in the blank with the word that best fits the description.
1. ____Fauves_________________is a word that also means wild beasts in French, Henri
Matisse was said to be one.
2. ______Cubism_______________was one of the most influential visual art styles of the early
twentieth century. It had begun with Picassos painting Demoiselles d Avignon.
3. _______Pop Art______________is the movement is most associated with New York, and artists
such as Andy Warhol and Roy Lichtenstein.
Questions number 14 and 15 on the Intro. Art Final that pertain to my

learning sequence over Modern and Contemporary Art. (The Pop Art was
assessed using the completed Pop Art Piece
14. ______________________ is a style that began with Picassos painting Demoiselles d
Avignon.
Correct Answer: Cubism
15. Henri Matisse was one of the ______________, which also means wild beasts.
Correct Answer: Fauves
18
Assessment Plan Table for 3-D Art

Brief Description
of Assessment
Task
Accommodations
for
Exceptionalities
Raise of
Hand
Students were
asked to raise
their hand if they
have ever created
a 3-D art piece
out of paper
mache.
No
accommodations
had to be made for
this objective.
Formative
Assessment
Pencil and
Paper
Students will
sketch out the
idea of how their
Giant Paper
Mache Head will
look.
No
accommodations
had to be made for
this objective.
Summative
Assessment
Project/Art
Piece
Students are to
take their sketch
and create a Giant
Paper Mache
Head Mask out of
the resources
offered in the art
class. (Students
may buy more
supplies for their
project if they
wish.)
No
accommodations
had to be made for
this objective
Blooms
Level
Assessment
Type
Assessment
Mode
Knowledge
PreAssessment
Synthesize
and
Apply
Objective 2
Synthesize
Create a Giant
Paper Mache
Head Mask.
Comprehend
Objective
Objectives 1-2
(Prior to teaching
of lesson
sequence/ unit)
Objective 1
Sketch out your
idea for your
Giant Paper
Mache Head
mask. You may
use reference
photos of images
of your choice.
(This objective
addresses all
objectives of this
learning
sequence.)
Attach any assessments with scoring guides, rubrics, observation checklists, and worksheets used
for any level of assessment.
Following is the rubric that I used to grade the students Giant Paper Mache Head Masks
pieces.
19
Art Assessment Rubric

Class Period:
Students Name Printed:
Date Completed:
Assignment:
Circle the number in pencil that best

shows how well you feel that you
completed the criterion for the
assignment.
Criteria 1 - Followed directions
(listened to the assignment directions
and followed them completely)
Criteria 2 - Accomplished each of the
learning target criteria in the
assignment
Criteria 3 - Positive Critique
participation (gave positive input)
Criteria 4 - performance: took time to
develop idea & complete project
(Didnt rush.) Good use of class time
Criteria 5 - Craftsmanship - Neat, clean
& complete - Skillful use of the art
tools & media - presentation
Total: 20
(possible points)
Grade %
Mastery
Developing
Novice
Needs
Improvement
Rate
Yourself
Teachers
Rating
Your Total
Teacher
Total
Student Comments:
Teacher Comments
20
*This is the same rubric that Mr. Ratcliff uses for his classes. I kept it the same so that the
students would be graded the same as they always are and would not get confused by a different
looking rubric
Image of the slide from the PowerPoint over the Giant Paper Mache Heads Project that
shows what the Assignment is:
Assignment
Create a paper mache head mask.
May use a reference image.
Can be a person, animal, game
character, so long as it has a face.
It has to be able to fit on your head!
Be sure to make it so that you can see
out and are able to breathe.
21
Design for Instruction

Intro. Art Class
Pre-Test Results
Points Possible for Student

Example
Lesson Sequence Objectives

(Insert additional columns as needed)
1
2
3
(1)
(1)
(2)
Points Required for Meeting Each

Objective
(1)
(1)
Total Score
(4)
(2)
N/A
List individual students (dont use student names) and scores for each objective below.
(Example: Student 1)
(3)
(4)
(7)
(14)
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
22
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30
Student 31
Student 32
Student 33
Number of Students Meeting

Objective
N/A
Most Frequent Student Score

(Mode)
Class Average (Mean)
* ( ) entries are examples
23
SUMMARY OF PRE-ASSESSMENT AND CONTEXTUAL FACTORS FOR THE

INTRO. ART CLASS
How will these results impact your instruction? (Brief Narrative)
The results show that there are no students who have any knowledge about Modern and
Contemporary Art. Knowing this will help my instruction because I know to be sure to cover
every part of the learning sequence and nothing can be looked over. I know that majority of the
students that are in the class have little to know prior knowledge of art or artist when enter the
classroom.
Looking at the results, I can see that every student struggles with knowing about artists
and art pieces that come from Modern and Contemporary Art. Every student was unable to write
the correct word to the description that was given on the pre-quiz. This will help me because I
know that what I cover about Modern and Contemporary Art and all of this is something new to
everyone.
In this class, the students will be provided with all the supplies for the project and the
quiz and final exam papers. Knowing that over 50% of the students are on reduced or free lunch
is something I need to take into account and be sure that all students do not need to get any
supplies outside of school to do projects in class.
24
3-D Art Class

Pre-Test Results
Points Possible for Student

Example
Lesson Sequence Objectives

(Insert additional columns as needed)
1
2
(1)
(1)
Points Required for Meeting Each

Objective
(1)
Total Score
(2)
(1)
N/A
List individual students (dont use student names) and scores for each objective below.
(Example: Student 1)
(3)
(4)
(14)
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
25
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
Student 30

Objective
N/A
Most Frequent Student Score

(Mode)
Class Average (Mean)
0.166667
0.166667
* ( ) entries are examples
26
SUMMARY OF PRE-ASSESSMENT AND CONTEXTUAL FACTORS FOR THE 3-D

ART CLASS
How will these results impact your instruction? (Brief Narrative)
Majority of the students have never worked with paper mache before according to the
results of the pre-assessment. This lesson could be a little difficult for majority of the students
because many of them have never worked with paper mache or chicken wire before. However,
all the students that are in this class have had one or more art classes before taking this class and
it is also a class that many students look forward to being in.
There is one student in the classroom that is from a different country. Their English
however is very good and they can easily understand the instructions given in the classroom.
Since this student will not have trouble understanding instructions, no changes to the delivery of
the lesson sequence need to be made.
This lesson requires many supplies and tools. This can be a problem for many of the
students in the class. At Rowan County Senior High, over 50% of the students are reduced or
free lunch. Also many have after school jobs that they need to help support their family.
Knowing this means that I can ask that students provide their own supplies. I will need to make
sure that all the necessary supplies needed to complete the project are provided.
If a student wishes to add more or extra objects to their piece, those students will have to
get those themselves. The project itself will only require that it be made from paper mache and
cardboard or chicken wire. All the tools for this project will also be provide for the students.
27
LEARNING SEQUENCE CHART

Complete the following chart to provide an overview of the learning sequence. Please number and write the whole objective. Modify
the chart as needed.
Intro. Art Class

ESSENTIAL QUESTION:
What is Pop Art? Express it through art making.
Explain the meanings of Fauves and Cubism. What artists are connected with these words?
DAY
TOPIC
LEARNING
OBJECTIVE
PrePrior to
Objective 1
Sequence Assessment Sketch out your idea
(s)
for the Pop Art piece
you are creating.
Objective 2
Create a Pop Art piece
using a medium of your
choice of the
word/words you drew
at random. Use your
own way to interpret
your word/words.(In
connection with
Objective 1)
INSTRUCTIONAL
STRATEGIES OR
ACTIVITIES
Prior to the sequence, Students
will have a pre-quiz with 3 fillin the blank questions that cover
Contemporary and Modern Art.
ACCOMMODATIONS
, MODIFICATIONS,
ENRICHMENT
No accommodations,
modifications, or
enrichment had to be
added to this assessment.
TECHNOLOGY
AND RESOURCES
No technology and
resources where
needed for the preassessment.
Students will also be asked

about their knowledge on
making a Pop Art piece.
Students will also be asked their
knowledge on the words Fauves
and Cubism. What they think
the words mean.
Objective 3
Gain an understanding
what the words Fauves
and Cubism and artists
28
and their works

associated with the
words.
DAY 1
Objective 1
Formative
Assessment Sketch out your idea
for the Pop Art piece
you are creating.
Students will draw word/words

at random to complete a Pop
Art piece on. They will first do
sketches on 11x8 white
copy paper before starting on
their final piece. After receiving
confirmation from the teacher,
then they may begin on their
piece.
No accommodations,
modifications, or
PowerPoint
theartstory.org
Pop Art
Movement
Pencils
11x8
white copy
paper
Students will be shown images

of Pop Art to help them gain an
understanding on how their own
piece might look once
completed.
DAY 210
DAY 11-
Students with take their

Summative
sketched out idea and transfer
Assessment Create a Pop Art piece that idea to either 24x18
using a medium of your drawing paper or 14x12
choice of the
canvas board.
word/words you drew
at random. Use your
Students will use various color
own way to interpret
mediums to complete their
your word/words.(In
piece.
connection with
Objective 1)
Accommodations where
made for one student
who had been working
on the previous project
and had yet finished their
even with taking the
project home. This
students Pop Art
finished piece could be
accepted if it was
completed on the 11x8
white copy paper.
24x18
drawing paper
14x12
canvas board
Acrylic paint
Paintbrushes
Colored
pencils
Markers
Formative
No accommodations,
PowerPoint
Objective 2
Objective 3
Students will be given a lecture
29
12
Assessment
and their works
associated with the
words.
over Modern and Contemporary modifications, or

art.
Students will be asked to take
notes if they feel need to do so
over this section.
Review over entire terms and

artists for end of the trimester
Intro. Art final.
Students will be asked
questions from the final that has
been mixed up and put into a
PowerPoint presentation.
Students are encouraged to take

notes if needed.
Short Video
over Pablo
Picasso
Pencil and
paper if taking
notes
PowerPoint
with all the
terms and
images from
the previous
lectures.
Pencil and
paper if taking
notes
When a student is asked a

question and the answer is
correct, they receive a piece of
candy. Every student will have
a chance to get a question right
to receive a piece of candy.
Final
Day
Summative Objective 3
Assessment
and their works
associated with the
words.
The post assessment final

consists of 15 fill in the blank
with a word bank and 3 draw
the figure.
No accommodations,
modifications, or
Pencil or pen
for writing
30
3-D Art Class

ESSENTIAL QUESTION:
DAY
TOPIC
LEARNING
OBJECTIVE
PreObjective 1
Prior to
Sequence Assessment
Sketch out your idea
(s)
for your Giant Paper
Mache Head mask.
You may use reference
photos of images of
your choice.
Objective 2
Create a Giant Paper
Mache Head Mask.
(This objective
addresses all objectives
of this learning
sequence.)
DAY 1
Objective 1
Formative
Sketch out your idea

INSTRUCTIONAL
STRATEGIES OR
ACTIVITIES
ACCOMMODATIONS
, MODIFICATIONS,
ENRICHMENT
TECHNOLOGY
AND RESOURCES
Prior to the sequence, Students

will be asked at the start of the
class whether or not they have
made any 3-D paper mache art
pieces before.
No accommodations,
modifications, or
PowerPoint
Video: Time
Lapse of a
Paper Mache
Sculpture
No accommodations,
modifications, or
Pencils
11x8
white copy
Students will be shown a

PowerPoint that has images of
different giant paper mache
heads. They will also be
watching a video of a person
demoing how to use chick wire
and paper mache to make an art
sculpture piece.
Students will sketch out their

idea of how their Giant Paper
Mache Head mask will look.
They are allowed to use
31
Assessment Mache Head mask.

photos of images of
your choice.
DAY 215
Objective 2
Formative
Assessment Mache Head Mask.
(This objective
of this learning
sequence.)
Final
Day
Summative Objective 1
Assessment Sketch out your idea
Mache Head mask.
photos of images of
your choice.
reference images to help

complete the desired idea they
have.
Students with take their

sketched out idea and start to
form their head out of chicken
wire and/or cardboard.
No accommodations,
modifications, or
Students will put at least 3-4

layers of paper mache on their
form before applying paint to
the outside of the form.
Students will have a completed

Giant Paper Mache Head that
they can see and breathe out of
and can fit over their own head.
paper
No accommodations,
modifications, or
Chicken wire
Cardboard
Masking tape
Box cutters
Pliers
Mixed water
and wall paper
paste
Newspapers
Spray-paint
Acyclic paint
Paint brushes
No technology and
resources where
needed for this postassessment.
Objective 2
Mache Head Mask.
(This objective
of this learning
sequence.)
32
KTIP Lesson Plans

Name: __Kelly Dean________________________ Date: _January 26th, 2015_______________
# Students: ___33____ Age/Grade Level: _14-17 yrs./9th -12th___ Content Area:____Art______
# IEP: __0__________ # GSSP: __0 ___________ # LEP:__0_____________
Learning Sequence Title: _Modern and Contemporary Art________________________
Lesson Title: ______ Pop Art Lesson___________________________
LESSON ALIGNMENT TO LEARNING SEQUENCE:

A. Identify essential questions addressed by this lesson.
What is Pop Art? Express it through art making.
B. Connect the objective to the state curriculum documents, i.e., Kentucky Core Academic
Standards OR Program of Studies/Core Content. Follow each connection with a sentence
describing how this is accomplished in your lesson.
1.13 Students make sense of ideas and communicate ideas with the visual arts
2.22 Students create works of art and make presentations to convey a point of view.
Students will show how they know what Pop Art is through making a Pop Art piece
themselves. Through making the piece, student will be able to make sense of what Pop Art is
and will be able to communicate what it is to the viewers of their piece.
C. Describe students prior knowledge or the focus of the previous learning.
Students prior learned about what Impressionism is and the artists that where around that
period of time.
D. Describe the characteristics of your students who will require differentiated instruction to
meet their diverse needs impacting instructional planning in this lesson.
I do not have any students who will require any differentiated instruction; however I will
incorporate various learning styles for the students so that the each can learn the best way.
33
Objective/Target:
Objective1: Sketch out your
idea for the Pop Art piece you
are creating.
Objective 2: Create a Pop Art
piece using a medium of your
choice of the word/words you
drew at random. Use your own
way to interpret your
word/words.(In connection with
Objective 1)
Assessment Description:
Strategy/Activity:
For the pre-assessment, the

teacher will give a Pre-quiz with
3 fill-in the blank questions
pertaining to the whole lesson
on Modern and Contemporary
Art.
First, the teacher will allow

every student to draw a
word/word from the buck of
pre-pick and cut out words.
For the formative assessment,

the teacher will instruct the
students to draw word/words at
random to complete a Pop Art
piece on. They will first do
sketches on 11x8 white
copy paper before starting on
their final piece. After receiving
confirmation from the teacher,
then they may begin on their
piece.
The teacher will then hand

out 11x8 paper so that
the students can sketch out
their ideas for their own Pop
Art piece.
Finally, the students are use
either 24x18 drawing
paper or 14x12 canvas
board to transfer their ideas
and add color to their piece.
For the summative assessment,

students with then take their
sketched out idea and transfer
that idea to either 24x18
drawing paper or 14x12
canvas board. Students will use
various color mediums to
complete their piece.
Media/Technology Resources:
PowerPoint
theartstory.org/Pop Art
Movement
Assessment Accommodations:
Activity Accommodations:
Accommodations where made

for one student who had been
working on the previous project
and had yet finished their even
with taking the project home.
This students Pop Art finished
piece could be accepted if it was
completed on the 11x8
white copy paper.
No activity accommodations
needed to be made.
E. Opening:
What about Pop Art? Can anyone tell about what Pop Art consists of?
34
Today we will be looking at some Pop Art.

This will help you to gain a better understanding of how to do the next project.
Our next project you all will be working on is Pop Art pieces.
F. Strategies and Activities:
First student will take pre-quiz over Modern and Contemporary Art.
Students are to listen to small PowerPoint presentation over Pop Art.
After, students will draw from a bucket and receive a word or group of words that
they will use for their Pop Art piece
The students will sketch out their idea for the piece before starting.
Once the sketch is approved, the students will start their piece using either a
24x18 drawing paper or a 14x12 canvas board with their choice of color
medium.
Once finished, each student will have a conference with the teacher to have a
critique over their piece. This is the time when the teacher will provide feedback
to the students on their piece.
G. Modifications:
One student will use an 11x8 white copy paper for their Pop Art Piece.
H. Formative Assessment:
Sketch of idea on how they are to execute their Pop Art.
I. Closing:
Teacher will close the lesson by reviewing what Pop Art is and how students
piece should look before the student and teacher sit down and critique the piece
together.
J. Summative Assessment:
Completed Pop Art piece made by the student.
INSTRUCTIONAL IMPACT/ ANALYSIS OF TEACHING AND LEARNING
1. Analyze student assessment(s) and discuss the accomplishments of your students and the
growth in learning that was achieved.
When analyzing student assessment, from how majority of students knew nothing about
Pop Art and then by the end of the lesson majority of the students had successfully
completed a Pop Art piece of art, there evidence of growth on the subject. Many students
had a hard time grasping how to take their word they drew and making that word into a
Pop Art piece. However, those students who have struggled at first, they had some of the
best completed pieces. Students were able to take a concept and put that concept into
practice and in the end successfully creating wonderful Pop Art pieces.
2. What worked well in your lesson? Why?
35
What worked well in this lesson was giving the students a chance to see what Pop Art
looked before just starting the project. What also worked was that they could choose how
to complete the piece so long as they incorporated their word/words in the piece. They
were also free to choose what colored medium to use for their piece. Giving the students
a chance to pick what they want in a project, even if it is just one or two choices, really
allows the students a chance to have a say in what they do as an assessment and many
times student will react positively to this, as in this lesson.
3. What did not work well in your lesson? Why?
What did not work well was some of the word choices were a little too hard to for student
to try and make into a Pop Art piece so at first those students got frustrated and some did
not try as much as they could have on this project.
4. What changes in the delivery of your planned lesson did you have to while you were
teaching due to student needs, understanding or behavior? How did these changes impact
student learning?
No changes to my delivery had to be made.
5. Describe how you gave instructional feedback to the students.
The way I gave feedback is one on one discussion on their Pop Art piece. At the end of
the project, I would conference with each student and giving positive critiquing over the
work they had done.
INSTRUCTIONAL REFINEMENT
1. What changes would you make before you taught this lesson again?
The changes I would make before I taught this lesson again would be make sure that the
students are comfortable with all the words we would be turning into Pop Art pieces
beforehand. By doing this, those students who might find making their piece too hard
because of the word they have will not have this problem.
2. How would you reteach your objective(s) if students did not make satisfactory progress?
The way I would reteach my objectives would be to go step-by-step on how to make a
Pop Art Piece and reevaluate on what Pop Art is and the artists best known for making
Pop Art.
3. How could you alter your classroom management choices to make this lesson better?
The way I could alter my classroom management choices is by having a new seating
chart. This would stop students from distracting each other and they can focus better on
the task at hand.
36
KTIP Lesson Plans

Name: __Kelly Dean_____________________ Date: __February 10th, 2015____________
# Students: ___33____ Age/Grade Level: _14-17 yrs./9th -12th___ Content Area:___Art______
# IEP: __0__________ # GSSP: __0 ___________ # LEP:__0_____________
Learning Sequence Title: _Modern and Contemporary Art________________________
Lesson Title: ______ Modern and Contemporary Art Lecture___________________________

Explain the meanings of Fauves and Cubism. What artists are connected with these
words?
2.24 Students have knowledge of major works of art, music, and literature and appreciate
creativity and the contributions of the arts and humanities.
Students will be learning about major artists and pieces of art that was made during the
Modern and Contemporary through a lecture style assessment. They will be given a lecture
and later be assessed on the words to see if they were able to gain the knowledge on the
topics given. This is how they will show that they have knowledge of major works of art
The students previous focus prior to this lesson was over making a Pop Art piece. The
previous lesson connects with this lesson because Pop Art was part of the Modern Art
Movement.
incorporate various ways of teaching for the different learning styles for the students so that
the each can learn the best way.
37
Objective/Target:
Objective 3: Gain an
understanding what the words
Fauves and Cubism and artists
and their works associated with
the words.
For the pre-assessment, was the
pre-quiz given before the whole
Modern and Contemporary
lesson sequence started and it
contained the words Fauves and
Cubism.
For the formative, students are
asked to take notes over the
PowerPoint lecture.
The students will have a review
over the all the terms for the
final and they will be asked to
take notes again as well. The
words Fauves and Cubism will
be words that will be in the
review, this is also be part of the
formative assessment.
For the summative, the students
will be given a final exam over
all the terms from the trimester,
including the words Fauves and
Cubism.
PowerPoint
Video on Pablo Picasso
Strategy/Activity:
The teacher will be giving
the students a lecture over
Modern and Contemporary
art.
The teacher will advise the
students to take notes if they
feel need to do so over this
section.
Review over entire terms
and artists for end of the
trimester Intro. Art final.
Students will be asked
questions from the final that
has been mixed up and put
into a PowerPoint
presentation.
Students are encouraged to
take notes if needed.
When a student is asked a
question and the answer is
correct, they receive a piece
of candy. Every student will
have a chance to get a
question right to receive a
piece of candy.
No assessment accommodations
needed to be made.
needed to be made.
E. Opening:
Is anybody familiar with what Modern or Contemporary Art?
We now know some parts of what Pop Art is but that is only part of the Modern and
Contemporary Art periods.
38
Well today we are going to go over what both periods consist of and the artists that are
involved with each of these.
If you would like to take notes, please do. It is highly encouraged because this material
will show up on your final.
Students will be asked that they take notes to help them prepare later for the final.
Students are to listen to PowerPoint presentation over Modern and Contemporary
Art. The teacher will periodically ask questions throughout PowerPoint to engage
students into active thinking and responding to the images they are seeing.
Students will be shown a short video over Pablo Picasso.
The students will have a review game over all the terms for the final. They each
will get an opportunity to answer a question and give a chance to answer correctly
to receive a piece of candy.
Students will be given a final over all the terms from the trimester, it will have 15
fill-in the blank with a word bank and 3 draw the figure.
G. Modifications:
No modifications had to be made for this lesson.
Students will be asked questions periodically about the images in the PowerPoint
presentation.
They are also encouraged to take notes during the lecture.
I. Closing:
Students will take the final on the last day of the trimester and that will end the
lesson and the trimester for the class.
Students will be given a final exam that covers every lesson from the begin to end
of the trimester including the Modern and Contemporary Art lesson , 15 fill-in the
blank with a word bank and 3 draw the figure.
The accomplishments and growth that the students had were reflected through the scores
they had received on their summative assessment which were really high. This tells me
that the students did grow in learning about the topic because they were able to meet the
objectives over the lesson.
39
What worked was having a review game for their final exam and even though this
consisted of previous lessons, students responded well to the game and receiving rewards
for their effort to learn the content. The results of the final shows that the review did in
fact help the students to better remember and are more prepared for the exam.
There were some students who had missed the day of the exam and then school had been
closed due to snow. So they had to take the test at a later dated. These students did not
meet either objective. This tells me that they did not retain the information that had given.
This is a problem and will be something that will need work for the future.
student learning?
We held a class discussion over the images we were viewing and this was a chance for
me to provide feedback on what the students had to say about the images and artists.
A change I could make would be to put the students into groups and each group would
get one image from the Modern and Contemporary that they would have to analyze and
tell what they believe the artist was trying to accomplish through made the piece.
The way I could reteach my objectives to the students who did not get satisfactory
progress is through better connections to terms with their meanings and making it so
those students can comprehend the information better.
For this lesson, I thought that my classroom management skills worked fairly well. Even
though students got off track a few times, I quickly addressed the issue and went back to
teaching the lesson before any other students got off track because of the disruption.
40
KTIP Lesson Plans

Name: __Kelly Dean_____________________ Date: __February 25th, 2015____________
# Students: ___30____ Age/Grade Level: _14-17 yrs. /9th -12th___ Content Area: ___Art______
# IEP: __0__________ # GSSP: __0 ___________ # LEP: __0_____________
Learning Sequence Title: ____3-D Sculpture __________________________________
Lesson Title: _____Giant Paper Mache Heads___________________________________

1.13 Students make sense of ideas and communicate ideas with the visual arts.
2.22 Students create works of art and make presentations to convey a point of view.
Students will take their drawn out ideas and creating and forming them into a 3-D piece of
art, they learn to take something that is 2-D and make it so that it has volume and no long
flat on paper. They will show the class their completed piece and be able to show how
their piece fits all of the requirements.
This was a class that had just started, so the students do not have any previous learning to
this lesson. It is possible that they could have made paper mache projects on their own,
however.
incorporate various learning styles for the students so that the each can learn the best way.
41
Objective/Target:
Strategy/Activity:
Objective 1: Sketch out your

idea for your Giant Paper Mache
Head mask. You may use
reference photos of images of
your choice.
The pre-assessment is the

teacher will ask that the students
raise their hand if they have ever
made anything out of paper
mache.
The teacher will present a

PowerPoint that has images
of different giant paper
mache heads.
Students then will also be
watching a video of a person
demoing how to use chick
wire and paper mache to
make an art sculpture piece.
Objective 2: Create a Giant

Paper Mache Head Mask. (This
objective addresses all
objectives of this learning
sequence.)
The formative assessment is the

sketch the students will do
before starting, to help them
gather their thoughts into one.
The summative assessment will
be the students completed Giant
Paper Mache Head Mask.
Next students will sketch out

their idea of how their Giant
Paper Mache Head mask
will look. They are allowed
to use reference images to
help complete the desired
idea they have.
After getting approval for
their idea, the students may
start forming the piece out of
chicken wire and then
adding 3-4 layers of paper
mache to the chicken wire.
Students may use masking
tape to various things to
make their head mask as
interesting as possible.
The students will then paint
their piece with either spray
paint or acrylic paint.
PowerPoint
Video on Making a 3-D
paper mache sculpture
No assessment accommodations
needed to be made.
needed to be made.
E. Opening:
This is 3-D Art. You will be making works of art that are three dimensional.
Our first project is a Giant Paper Mache Head Mask.
42
You will first sketch out your idea for your head mask and once approved, you may
begin on forming you piece out of chicken wire.
These tools can be dangerous if misused, so please everyone be safe and handle them
with caution and care when using them.
Your head mask must have opening where you can see and breathe out of. It also has to
completely fit over your head and must have some sort of a face. These are the only
requirements for the project. You are free to pick whatever face-like idea you choose.
The teacher will present a PowerPoint that has images of different giant paper
mache heads.
Students then will also be watching a video of a person showing how to use chick
wire and paper mache to make an art sculpture piece.
Next students will sketch out their idea of how their Giant Paper Mache Head
mask will look.
They are allowed to use reference images to help complete the desired idea they
have, which they may do that before starting to sketch.
After getting approval for their idea, the students may start forming the piece out
of chicken wire and then adding 3-4 layers of paper mache to the chicken wire.
Students may use masking tape to various things to make their head mask as
interesting as possible.
The students will then paint their piece with either spray paint or acrylic paint.
G. Modifications:
No modifications had to be made.
Sketches of idea on how they are to execute their Giant Paper Mache Head Mask.
I. Closing:
Final critique on their finished piece.
Students will have a completed Giant Paper Mache Head that they can see and
breathe out of and can fit over their own head.

Even though making 3-D art can be very challenging, these students worked really well
and made some very interesting pieces. For those who had never used chicken wire and
paper mache to make a 3-D art piece, this was definitely a learning experience. Every
student did really well with this project and had some very success fun
43

What worked well is that the students had a choice in what they are making. When
students were given that right to pick, many times they take that and run with it
This lesson was actually were successful, main reason being is because most of the
students in the room want to be in that class and is there to learn how to make 3-D art
pieces.
student learning?
The way I gave feedback is one on one discussion on their Giant Paper Mache Head
Mask piece. At the end of the project, I would conference with each student and giving
positive critiquing over the work they had done.
I would definitely make sure there was plenty of time for these pieces. This project had to
be extended because of the snow and the school closing.
I would do a step-by-step demo of this project so that those students have troubles can
physically see how to go about making the piece.
The students in this class are all students who have had one or more art classes and tend
to take the class more seriously and behave accordingly. There were no disruptions
during the lesson and students listened attentively.
44
Analysis of Student Learning

Whole Class Assessment Results Table
Intro. Art Class

Student
Pre-Assessment Scores
for Each Objective
Post-Assessment Scores
for Each Objective
Change from Pre to

Post Assessment Using
+ or -
1
1
1
2
1
1
3
2
2
1
1
1
2
20
16
3
4
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
18
20
19
16
17
10
4
4
4
4
4
4
+
+
+
+
+
+
+
+
+
+
+
+
7
8
9
10
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
18
20
19
11
4
4
4
0
+
+
+
+
11
12
13
0
0
0
0
0
0
0
0
0
1
1
1
16
20
10
4
4
4
+
+
+
14
15
16
17
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
19
20
17
19
4
4
4
4
+
+
+
+
+
+
+
+
+
Not
Met
+
+
+
Not
Met
+
+
Not
Met
+
+
+
+
Total Points Possible

Points Required to Meet
Objective
1
2
3
4
5
6
+
+
+
+
+
+
+
+
+
+
45
18
19
20
21
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
1
19
18
18
18
4
4
4
2
+
+
+
+
+
+
+
+
22
23
0
0
0
0
0
0
1
1
20
17
4
0
+
+
+
+
24
25
26
27
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
0
19
18
18
0
4
4
4
4
+
+
+
-
28
29
30
31
0
0
0
0
0
0
0
0
0
0
0
0
1
1
1
0
20
18
17
0
4
4
4
4
+
+
+
-
32
18
+
+
+
Not
Met
+
+
+
Not
Met
+
33
Average Class Score
Objective
0
0
0
0
0
0
0
0
0
1
1
31
17
18
28
4
4
29
+
+
+
Not
Met
+
Not
Met
+
+
+
+
+
+
+
+
Not
Met
+
46
3-D Art Class

Student
Total Points Possible

Points Required to Meet
Objective
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Pre-Assessment Scores
for Each Objective
Post-Assessment Scores
for Each Objective
Change from Pre to

Post Assessment Using
+ or -
1
1
1
2
1
1
1
1
1
2
20
16
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
1
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
20
20
20
19
18
18
19
18
20
20
20
20
19
18
17
17
20
20
20
20
17
20
20
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
47
24
25
26
27
28
29
30
Average Class Score
Objective
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
5
1
1
1
1
1
1
1
1
30
20
19
19
20
18
19
20
20
30
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
48
Analysis of Student Learning Results Summary

Achievement: Most Successful Objective:
Based on your analysis, identify the objective which the most students met. List the objective number and restate the learning
objective.
Intro. Art
The most successful objective for the Intro. Art class was Objective 3: Gain an understanding what the words Fauves and Cubism and
artists and their works associated with the words. There were 29 students who received all points and met the objective upon
reviewing over the results summative assessment.
3-D Art
Objectives 1 and 2 for the Giant Paper Mache Head Masks lesson for the 3-D class had been very successful. Objective 1 was to
Sketch out your idea for your Giant Paper Mache Head mask. You may use reference photos of images of your choice. Objective 2
was to Create a Giant Paper Mache Head Mask. This also objective addresses all objectives of this learning sequence. All 30 students
met both of the objectives for this lesson.
Reasons for Success:
Provide one or more possible reasons for this success and support your reasoning.
Intro. Art
The possible reason for Objective 3s success was because of the review game. The game had asked the same questions that would be
on the summative assessment, their final but in different ways of wording over and over so that they students learn the word and the
meaning. The game provided different learning styles and those being auditory, and visual. For the auditory learners, I would ask the
question twice before asking for the answer and then once answered I would repeat the question and answer. The game was in a
PowerPoint format with the question on a slide and an image with the answer on the next. They also were given a chance to write
notes during the game so that they had a study sheet to review from when at home. The students had a great time playing the game
too. They were all interacting and trying to
3-D Art
The possible reason Objectives 1 and 2 were successful is that majority of the students have had at least one or two art classes and
49
know what is expect of them. Also this class is hard to get in and students really want to be in it so these students take their work and
projects a little more serious. Many of the students are AP art students who have not taken the 3-D Art class yet. This was also a
project not many students have ever done so it is something new and wanted try it out to see what they could make. This is a hands-on
project too and many students react better to kinesthetic learning. Students have a choice in part of the project as well. They had a
chance to choose what their face was going to look like. This gives the students a say and they like to have this bit of free on the
project.
Least Successful Objective
Based on your analysis, identify the objective which the least students met. List the objective number and restate the learning
objective.
Intro. Art
The least successful objective for this lesson would be Objective 2 which was to Create a Pop Art piece using a medium of your
choice of the word/words you drew at random. Use your own way to interpret your word/words. This objective was in connection with
Objective 1 which is to Sketch out your idea for the Pop Art piece you are creating.
3-D Art
Objective 1 and 2 were both successful and were not lacking. The students did not have much knowledge on 3-D Art when given the
pre-assessment however after the completion of their project, every student scored very well on the project as a whole.
Reasons for Lack of Success
Provide one or more or more possible reasons for this lack of success and support your reasoning.
Intro. Art
The reason this is the least successful is because there was three students who did not score high enough to meet the objective and two
that did not do the Pop Art piece at all. They two students who did nothing were even every opportunity to complete a piece with in
the almost two weeks the students had to work on the piece. I talked to both students on the matter and one gave me no reasoning
other than just not wanting to. The other student said that they had applied for early graduation however this student finished out the
trimester. The reason the three other student scored low was because their piece did not meet the requirements and they had started on
the day before they were due.
50
3-D Art
The only reason the objectives were lacking at first was because majority of the students have never worked in a 3-D style or have
ever worked with paper mache and chicken wire. This is evident in the pre-assessment scores to the post assessment scores.
Growth
Construct a graph that shows the growth in the class average for each objective from pre-to-post test and identify the objective that had
the greatest growth.
Intro. Art Class Growth Comparison Chart
18
15.3939
16
14
12
10
8
6
3.515
4
2
0
0.9393
Greatest
Amount of
Growth:
3.515 out of
4 point
Objective 1: Sketch out your idea Objective 2: Create a Pop Art piece Objective 3: Gain an understanding
for the Pop Art piece you are
using a medium of your choice of what the words Fauves and Cubism
creating.
the word/words you drew at
and artists and their works
random. Use your own way to
associated with the words.
interpret your word/words.
Pre-Assessment
Post-Assessment
51
3-D Art Growth Comparison Chart
25
Greatest
Growth:
19.16667
out of 20
20
15
19.16667
10
5
0
0.166667
Objective 1: Sketch out your idea for your Giant Paper Mache
Head mask. You may use reference photos of images of your
choice.
Pre-Assesment
Objective 2: Create a Giant Paper Mache Head Mask.
Post-Assessment
52
Closing the Gap: Comparison

Look at the Total Test Scores and find the three students with the highest Pre-test score and three students with the lowest pre-test
score that made significant improvement from pre-to post test. Discuss possible reasons that helped you close the gap. If not, why do
you think some students closed the gap and others did not?
Intro. Art Class
Due to the students lacking in prior knowledge about the topic of the learning sequence, every student had scored a zero on the
pre-test therefore any growth the students did would be progress. This class however excelled in their summative assessments gaining
much higher scores then that of the first pre-test. The possible reason why there had been such a growth for all the students is because
of the review game that the students played. They really have never done that before and they really enjoyed it too.
What really stopped a gap from forming was that majority of the students were on the same level of know about the topic.
However if there had been students who had known about Modern and Contemporary Art then there would have been a difference in
the pre-test out come and then there would have been a gap. The only possible gap is the two students who had done nothing for the
project. They received a zero on the pre-quiz and then received a zero on the project but they scored well on the exam. So for next
time, I need to make sure that the student at least attempts to do the project
3-D Art Class
There were five students who said they have at least once worked with paper mache before and the rest of the class had not.
There really were not any gaps for this class because those who had paper mache had used other materials like balloons and the flour
white mix for the glue. So even if a student had worked with paper mache, they had not done it the way we would be doing it,
therefore everyone was almost on the same level. I feel like the students efforts to try and work hard on these Giant Paper Mache Head
Masks is how the students closed the gap themselves. 3-D Art isnt the easiest of art styles but was good to see students trying hard
and making some really successful 3-D Art pieces.
53
Teacher Reflection and Self-Evaluation

Most Effective Teaching Strategies
Based upon your analysis of student learning and reflection upon your teaching, which teaching
strategies were most effective with this group of students? Why?
What evidence suggests that these strategies will be effective in the future?
The lectures work well but adding in different videos on artists or demos showing how to draw
something engages the students more and they do not grow bored of the content being taught,
and having to sit and be lectured to. Many students learn in different ways and being able to offer
different ways to learn is a good teaching strategy and is something that will definitely be very
effective for future teaching. Also have games that incorporate what you are learning about is a
great strategy too. We can see that from the results of the exam that the review game did help the
students to receive high scores on their exam then just having a plain review. Which many
student could have not even paid any mind to just a plain review and then missing the
information they needed to help them on the exam.
Least Successful Teaching Strategies
Based upon your analysis of student learning and reflection upon your teaching, which teaching
strategies were least effective with this group of students. Why?
What, if any, evidence suggests that these strategies may be effective in the future in a different
context?
I did not really have any strategies that where the least successful with these two groups
of students. Both groups behaved fairly well while I was teaching. I would suggest that I try out a
seating chart for some classes because some students would get behind in their work because
they were always talking to their friend and not working on their piece. I think letting them sit
anywhere they want can sometimes cause distractions for certain students, however there are
students who can talk to their friends and complete their projects too. I feel like just trying a
seating chart would be helpful for the first couple of weeks of being a new teacher. This would
also help me to remember names better as well. Review games and learning games are definitely
two strategies Ill be using in my future educator career.
Building on Teaching Strengths
Based upon your reflection about your teaching and your students performance, what are two
strengths you feel you have as a teacher? What specific things will you do in the future to make
sure you continue to develop your strengths in these areas?
A strength I feel like I have is the ability to relate to the students really well. I can
communicate extremely well with my students and they tend to open up and talk more with me
as well. I call this a strength because many times students have their teachers on a level so high
that they become too shy and nervous that if that student has a problem they will not go to the
teacher for help. I want my students to know that Im someone they can always come and talk to.
Also by talking to them like the young adults they are, they in turn give me the same respect as
their teacher. I genuinely care for all the students in my classroom. I want to see them do great
54
things in like and I support them the best I can.

Another strength I have is that I encourage my students to go outside of their comfort area
in art and try new mediums, styles, techniques, etcbecause if they only ever use just paint with
water color or just use pencils then they will never know if they have a calling to make ceramic
pieces or paint with oil paint. I am very flexible about students trying many different styles of art
making and seeing all the types of art people can make.
A strength I also have is that I love to learn. I believe that as a teacher you must always have
a drive to learn new things all the time. As an educator, the more you learn the more you can
offer to your students and this is always a good thing. I will continue to learn for as long as I can
and be able to offer my students with the most information as possible so to can gain as much
knowledge as possible.
Improving Areas of Weakness
Based upon your reflection about your teaching and your students performance, what are two
weaknesses you feel you have as a teacher? What specific things will you do in the future to
address these areas or weakness?
One of the weaknesses that I have is that I have trouble pronouncing the names of some
artists. It is important for me to be able to pronounce artist names properly because the students
need to know how to pronounce them properly as well. I know with time I will begin to get
better at pronouncing different artist names but right now I will need to be sure to practice
pronouncing the artists names before each lesson. I want my students to receive the very best
learning environment that they can.
The second weakness I will need to work on is addressing disruptive or off task students
better. When I was teaching the first part of the Modern and Contemporary Lesson, some
students were off task, playing a card game while I was attempting to teach the lesson. I did not
address the matter until the end of the lesson, which was not the best way to do that. I should
have quickly said something to those students then went back to teaching the lesson. So when I
taught the next lesson on Modern and Contemporary Art, I did address it fast and went back to
teaching. I feel like this is something I still need to work on though. It is something that Ill need
to keep in mind as I grow as an educator.
Teacher Learning Summary
What have you gained as a teacher by completing this instructional sequence and this TPA
document? How will you use these gains to your advantage in the future?
I have learned that the more you know your students, the better you can help them.
Working on this TPA and filling out everything had really helped me to gain a better
understanding of the importance behind each lesson too. By taking what I have learned about my
students, the things that can hinder their learning, finding ways to make it so that my students
can effectively learn all the material, and really mapping out my lessons, I feel like I am more
prepared with each lesson I will be teaching.
Through this experience, I have gained a better understanding of how effective a way of
teaching can and cannot be. I learned that when teaching plans can change in two seconds and to
ready yourself when something like that happens. I have gained a sense of feeling excited for a
lesson and hoping that all the students like the lesson as much as you yourself does.
55
I have also gained an understanding about all the factors that could stop your students from
learning within just your classroom. As a future educator, I need to make it so that all the ways
that could stop my students from learning are cut out of my classroom. I have gained a better
understanding what all is truly expected of me as a future educator. Also seeing that I have the
capability to help my students grow in learning the topics that I will be asked to teach.
56

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Morehead State University

Candidate Title Page .......................................................................................................... 01

Classroom Contextual Factors

1. List the assistance you have in the classroom:

4. Scheduling consideration for classes:

Student Contextual Factors

Student ages in the class:

Number of Students in the

1. A) Individual differences.Tell us about your students

Language Differences: As far as I can tell there are no language

Socioeconomic differences: In the Intro. Art class, I have noticed

Developmental differences: Even though in the Intro. Art class there

may be difficult for some students at first.

Additional characteristics impacting learning: Some students have a

1. B) How do each of the differences listed in 1. A) Impact your teaching

that they may come to enjoy doing.

1. After conversation with your Cooperating Teacher, and a review of the

PowerPoint for the Modern and Contemporary and I needed to improve

List the sources for the above information in an appropriate reference

identify and use a variety of subject matter in viewing and creating

create new, choose and experience artwork created to fulfill a variety of

Learning Objectives and Alignment of Objectives

Sketch out your idea for your Pop Art

1.13 Students make sense

Create a Pop Art piece using a medium of

2.22 Students create

Gain an understanding what the words

2.24 Students have

Impact of Contextual Factors on Learning Objective Development

Students will understand that

create new, choose and experience artworks created to fulfill a variety

Learning Objectives and Alignment of Objectives

Create a Giant Paper Mache Head Mask.

1.13 Students make sense

2.22 Students create

Impact of Contextual Factors on Learning Objective Development

February 15, 2015, from

Assessment Plan Table for Intro. Art

Sketch out your

Students will take

Create a Pop Art

ins the blank and

Art Assessment Rubric

Students Name Printed:

Circle the number in pencil that best

Modern and Contemporary Art

Questions number 14 and 15 on the Intro. Art Final that pertain to my

Assessment Plan Table for 3-D Art

Art Assessment Rubric

Circle the number in pencil that best

Design for Instruction

Points Possible for Student

Lesson Sequence Objectives

Points Required for Meeting Each

Number of Students Meeting

Most Frequent Student Score

Class Average (Mean)

* ( ) entries are examples

SUMMARY OF PRE-ASSESSMENT AND CONTEXTUAL FACTORS FOR THE

3-D Art Class

Points Possible for Student