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ARTE 342

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Name: MacKenzie Powell

DAILY PLAN
Lesson Title: Unity Web

Grade Level: 5

Skills:
VA:Cr1.1.5 ~ a. Combine ideas to generate an innovative idea for art making.
VA:Cr1.2.5 ~ a. Identify and demonstrate diverse methods of artistic investigation to
choose an approach for beginning a work of art.
VA:Pr5.1.5 ~ a. Develop a logical argument for safe and effective use of materials and
techniques for preparing and presenting artwork.
VA:Re7.1.5 ~ a. Compare ones own interpretation of a work of art with the
interpretation of others.
VA:Cn11.1.5 ~ a. Identify how art is used to inform or change beliefs, values, or
behaviors of an individual or society.
CCSS.RI.5 ~ 5. Compare and contrast the overall structure of events, ideas, concepts, or
information.
CCSS.SL.5 ~ 3. Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.
Overall Lesson Objective:
After looking at various images of spider webs, and talking about how spider webs are
made, the students will collaboratively construct a spider web on a designated wall or
floor space. They will work together and solve the problem as a group. The teacher will
leave them with minimal instruction, mostly inspiration. As they work as one they will
learn the pros and cons of working with others, as well as how to deal with a solution
that they may not agree upon. Moving them up the Blooms Taxonomy Pyramid, they
will start at technical skill be able to recall facts and describe how a spider makes it web
to suggest to their classmates how they should start. After a few trial and errors, the
students will learn how to solve the problem in a more creative way, through
comparison and contrasting they will experiment together, demonstrating formal
qualities. Lastly, the evidence of conceptual complexity will be drawn from each
students individual ability to defend and support their ideas, as well as how the final
product reflects them.
Daily Objectives/Essential Questions
-What conditions, attitudes, and behaviors support creativity and innovative thinking?
-What factors prevent or encourage people to take creative risks?
-How does collaboration expand the creative process?
-How do artists determine what resources are needed to formulate artistic
investigations?

ARTE 342
-How does refining artwork effect its meaning to the viewer?
-How does learning about art impact how we perceive the world?
-What can we learn from our responses to art?
-How is art used to impact the views of a society?
-How does art preserve aspects of life?
Academic Language:
-Collaboration
-Individualization
-Community
-Unity
Assessment Criteria:
Technical Skill

Formal Quality

Conceptual
Complexity

Critique/
Statement

Artist

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

10-8 points
Student
participated
in
group
decision
making,
giving
several suggestions
and ideas.
Student
participated in the
activity and came
up with creative
solutions
when
something failed.
Student was able to
defend
the
reasoning behind
their
suggested
solutions.
Student
participated
actively
in
the
group critique, and
reflected on several
of their peers ideas
and how they did
or did not work.

7-5 points
Student
participated
ingroup construction,
however did not
give
ideas
or
suggestions.
Student
participated in the
activity,
however
did not come up
with
creative
solutions.
Student was able to
make suggestions,
although could not
support them.

4-0 points
Student did not
participate in the
lesson.

Student
participated in the
group
critique,
however, they did
not compare their
ideas to others.

Student did not


participate in the
group critique.

Student did not


participate in the
lesson.

Student did not


give suggestions.

ARTE 342
Teaching Resources Needed to Support the Lesson:

Note: All background materials, research


documents, and handouts should be listed below and included as attachments.

-Visual Resource Bank, Category 4: Insects, Images 41-60.


-Video on how spiders create webs (as back-up if the students are really stumped)
Art Materials Necessary for the Lesson:
-White Yarn
-Mixed Media supplies for extra activity (adding individual spiders to the web to show
individualism within a team)

ARTE 342
Teacher Activities
Introduction:
Hello class, how are you all doing today?
Can anyone tell me what they see on the
board? (Shows spider webs in many
different places, ways, shapes, etc.) How are
these spider webs made?

Student Activities
Students answer the questions to the
best of their ability and give teacher a
little information as to what they
already know about spider webs.

Today we are going to try to identify and


repeat the process of how spider webs are
made, but here is the catchI will not show
you a video or any more pictures, you will
have to figure it out as a whole class.
Development:
Give the students a space and a couple balls
of white yarn and let them investigate and
solve the problem.

Students start working as a group,


maybe writing down ideas, drawing
blueprints, etc.

If the students are absolutely stumped,


show them more pictures or a quick video
of a spider spinning a web.
Conclusion:
Ask the students:
How does collaboration expand the
creative process?
What conditions, attitudes, and behaviors
support
creativity
and
innovative
thinking?
What factors prevent or encourage people
to take creative risks?
If there is a lot of time left to the class, have
the students make spiders to represent
themselves and add them to the Unity
Web to add individualism to their
community web.
Critical Comments and Reflections:

Students will participate in critique or


group discussion.

ARTE 342
(Problems, successes, and what to think about for next lesson)

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