Name: Ms. Sara Rosewicz and Ms. Wynonna Campbell
Unit: Watercolor Lesson
Lesson Title: Georgia O’Keefe
Inspired Watercolor Flowers
Grade level: 5th
Grade
Time Frame: 10 Days/48 minutes
per day
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INSTRUCTIONAL CONTEXT
What do I know about my
students that will inform this lesson?
I know that the 5th grade class has experience with using
different mediums and art styles from projects such as the Totem Pole project
working with tempera paints and paper, pottery projects, and line
drawings. With this experience they
will be able to handle a new style easily and enjoyably. They also have experience working with
texture, line, form, space, and color, reinforcing the elements of this
assignment.
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How does this lesson connect
with and build on the previous lesson(s)?
The previous lesson, Totem Pole making, included the use of line and
color, so by reinforcing those concepts in this project, students will be
better able to comprehend and understand the importance of these elements of
design. It is also reinforces the idea
of using a known artist’s own work to influence and shape the students’
thinking and idealization process.
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How do you expect to build upon
this lesson in subsequent lessons?
By building the students’ appreciation for other artists and styles,
I will be able to continue using the learned styles, techniques, and elements
of design learned in future lessons.
If students understand the importance of past art, they can begin to
realize the importance of their own current and future art, making their
future projects creative and meaningful.
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List any other special
features of your school or classroom that will affect the teaching of this
lesson.
By having resources such as a television for watching videos of
demonstrations, I will be able to show the class a brief video on watercolor
techniques and styles, influencing them and inspiring them to try new and
different ideas in their own work.
Other things that may affect the teaching of my lesson are the fact of
having 4 students with learning disabilities or emotional behavioral
disorders. Careful planning and
in-class help may be needed for these special case students, such as
personalized assistance or project adjustments when necessary.
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INFORMATION ABOUT THE LESSON
Enduring Understanding and/or
Essential Question
This lesson encompasses the importance of understanding past artists’
work and creating new and exciting art pieces based off careful studies and
practices. It also focuses on careful
observation of detail with the ability to expand on those observations with
variety of color, texture, and space.
How can we create a watercolor flower painting in the style of Georgia
O’Keefe that focuses on color, texture, and space?
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WI or National Art and Design
Standards
·
Know
that art is a basic way of thinking and communicating about the world. A.4.6.
·
Know
Basic ways to describe, analyze, interpret, and judge art images and objects
form various cultures, artists, and designers. B.4.6.
·
Explore
the elements and principles of design. C.4.1.
·
Look
at nature and works of art as visual resources. C.4.5.
·
Develop
basic skills to produce quality art. C.4.7.
·
Learn
basic language used in art. D.4.5.
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Objectives
·
The
objectives of this lesson are to influence and build on our current and
previous knowledge of the elements of design.
Through careful study and observation of past/present artists (B.4.6)
·
We
will engage in an activity that will enrich and expand on our knowledge of artists,
allowing us to fully achieve a piece of artwork that we can be proud of and
enjoy creating. We will have the
opportunity to reinforce our knowledge of the elements of design. I will be able to use the elements of
design correctly and effectively in my work (C.4.1).
·
I
can learn basic vocabulary involved with watercolor techniques and styles
(D.4.5).
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Academic Language Objectives
Different techniques
and painting styles will be learned and we will use and understand the new
terms presented during the demonstration and throughout the lesson. Terms such as Dry Brush, Variegated,
Saturation, and Vividness will be discussed during class time and assessed
during group discussion and critique formatively.
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Prior Learning/Prior Thinking
Students will more
than likely have experienced watercolors before, but the new techniques they
will be learning will propel them and ready them for new projects and lessons
in the future. These textures and
techniques will be expanded upon to allow for new and interesting
developments in the artworks created.
In previous lessons, students have also learned basic elements and
principles of design, such as line, shape, color, form, and space. These will all be utilized in the lesson
and will be greatly expanded upon with using texture and different mediums
than previously used.
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Instructional resources,
materials, websites referenced to guide your instruction and engage student
learning (Use APA format for citing texts/publications)
I will use cutout images of flowers from magazines
(provided by cooperating teacher,) and a video “Wonders of Watercolor” by Sax
Arts & Crafts about watercolor techniques and styles.
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Art Materials needed
·
Watercolor paper 12x12
·
Watercolor paints
·
Brushes, water
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Masking tape
·
Images from Magazines
·
Video- Wonders of Watercolor
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Pencils
·
Paper for Windows
·
Sharpie Markers
·
Salt, straws, cardboard, plastic wrap, bubble
wrap etc.
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INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS
Total students____20_____ Males____11______ Females____9______
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Diverse
Student Needs Category
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Number of Students
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Accommodations
and/or pertinent IEP Objectives
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Students with IEPs
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4
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Specified
instruction/One-on-One instruction when needed, moved to Special Education
room if necessary. Sometimes just
sitting down and discussing the projects a bit more helps with focus and
concentration.
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English Language Learners
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0
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Gifted
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N/A
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There are a few students who
seem to have great understanding of topics and can elaborate on their ideas
and create effective pieces of art with little trouble or prompting.
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504
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N/A
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Other special needs
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N/A
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LESSON IMPLEMENTATION
Anticipatory Set/Elicit Prior
Knowledge
I will hook the students by asking the following questions.
“How many of you like to draw? How many of you like to paint? How many of you like to do experiments?” With these questions I will engage my
students and get them guessing as to what the experiments might be. Then I will show them the charts and
flowers to give them an idea of all the different things they will be able to
try.
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Focus/Purpose Statement
Today
we will be learning how to use watercolor paints along with different
materials to create interesting and exciting patterns and textures. We will later apply these to a drawing of a
flower that you will sketch out influenced by the artist Georgia O’Keefe. It is important to study and incorporate
other artists’ ideas into your own art making so that you can gain a greater
appreciation for art.
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Procedure
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Criteria for the Project:
Students’ Rubric
Showed skill with media/used 2 different techniques 20 19 18 17 16 15
Was Organized/Creative 20 19 18 17 16 15
Understand specific Elements of Art 20 19 18 17 16 15
Line-Color-Shape and form-texture-value-space (Circle the answers)
Effort: Took your time, good use of class time 20 19 18 17 16 15
Attitude and Behavior (In class) 20 19 18 17 16 15
Total: 100 Points Your
Score_______ Letter Grade______
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Differentiation
Depending on what areas of the project are troublesome to specific
students I will adjust to their needs.
One specific student struggles with autistic characteristics and had
trouble focusing on his work. I helped
him by sitting down one-on-one with his to help him focus and keep at his
project. If a student has a physical
difficulty and cannot use a scissor I will either have another student help
or I will assist them in cutting their window. All of the students were capable of doing
their own work, but if they ever needed assistance I was there to help.
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Closure
During this time the student will do a student led critique through
showing their projects individually and they will discuss why they chose the
flower they did, what techniques they used and why, and give a brief
description of what they like about their own work and why they did the work
they chose. This is a way to do a
summative assessment for my students work and how they felt about the project
just to inform me on how to adjust future projects. I will ask them some
questions to begin the discussion, but they and their peers will lead it.
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Reflection on lesson
A majority of the students worked well with the drawing, using
techniques to create texture, and painting with watercolor media. They worked
so well because they had an understanding for how the media worked, and
specific Elements of Art such as line, color, shape and form, texture, value,
and space.
One boy with Autism had trouble using the techniques to create
texture and staying on task. He also had trouble using a ruler to measure out
lines and then draw boxes. It’s possible he had trouble with these because he
would easily get frustrated and the task was too tedious.
Based on this data, the steps for future lessons will need to be
adjusted through shortening the lesson, or number of techniques used to fit
the needs for the students with special needs so that they may be able to
participate and experience the same level of learning and reach the same
objectives as the other students.
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ASSESSMENT
WHAT DO I NEED TO
WRITE?
REFLECTING
ON THE LESSON WRITING.
RUBRIC 1
I believe
that these plans do build on one another to support a lesson that is full of
visual stimulus to connect to and administer clear and fun learning for all of
my students. Concepts of art are
utilized and discussed before, during, and at the assessment of the lesson to
demonstrate learning among students.
Demonstrations are done in class to provide differentiated learning for
students and allows for guided practice.
RUBRIC 2
The plans
are indeed tied to learning objectives and focused on class characteristics and
needs. Focus is put on differentiated
instruction to allow for all students to learn and understand. Video media, hands on activities, and teacher
demonstration is used to allow for learning.
Individualized instruction was also available to students with IEPs or
504 plans when necessary or needed. Errors are easily identifiable through
careful classroom observation and discussion with cooperating teacher and the
students themselves as the lesson commences.
RUBRIC 3
Justification
of learning tasks is discussed with the students to ensure the understanding
and appreciation for learning objectives.
By discussing them with my students I can understand what they deem
important and worthy of understanding and using in the future to adjust my
lesson plans and make them relevant to my students. By associating the learning with prior
learning, I can make the lessons more approachable and interesting for students.
The teacher standards are labeled and given a purpose in my lesson plan.
RUBRIC 4
Language and
vocabulary are functioning in this lesson due to the emphasis on the elements
of art and design. Students’ prior
knowledge of these elements is assessed and built upon during the activities
through questioning, formal assessment, and informal assessment. Adaptions to
the lesson might be needed for ESL or ELL students, requiring a
translator/language teacher.
RUBRIC 5
Through
multiple forms of assessment this lesson plan is accessible to many different
levels of understanding and ability.
Through group critique and in class questioning, a less stressful and
formal assessment is available, while a more formal assessment is also taken
through rubric assessments. If a rubric
isn’t fitting for a student with an IEP or 504 plan, then one on one discussion
and assessment can be done to check for vocab understanding and term
recognition. Having the student simply
telling me the reasoning for their work and describing it can be used as an
assessment tool.
