Modified on 4/29/11 Page 1. ED 101 Educational Technology Lab Spring 2011 Boston University School of Education LESSON PLAN

Transcription

1 Modified on 4/29/11 Page 1 ED 101 Educational Technology Lab Spring 2011 Boston University School of Education LESSON PLAN Requirement Your Answer Points LESSON BASICS (28 pts.) Your Name Thuy Nguyen Your ED101 Lab Section A1 School Bowman School (1 pt.) Grade(s) Observing 1-5 (1 pt.) Supervising Teacher Iris Goldfarb (1 pt.) List any teaching help you may have during the lesson Setting (in class, in computer lab, other?) Technology needed to complete lesson After presenting the website, Ms. Goldfarb explains the procedures of the art project. Art Classroom One overhead projector, one computer for classroom. (2 pts.) (1 pt.) (3 pts.) Other materials needed Art supplies: paper pulp, newspaper, masking tape, (2 pts.) paint, coconut mask example Content Area(s) Visual Arts (1 pt.) Title of web site Mexican Coconut Masks (1 pt.) Topic of Lesson Goals of the Lesson Three Objectives Technology standard Students will learn the characteristics and color symbolism of Mexican coconut masks. Using, paper mache, students demonstrate similar craftsmanship in masks. Students are able to use paper mache to construct their masks. Students manipulate thickness, value, and color in their Mexican coconut masks. Students can construct solid masks using paper mache. Students can create their own Mexican Coconut Masks, exhibiting symbolism and artistic characteristics of the Mexican Coconut masks. Given masks and possible meanings, students are able to correctly match them to their definitions 4/5 times. STANDARDS (20 pts.) Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and (1 pt.) (4 pts.)

2 Modified on 4/29/11 Page 2 connectivity. Internet, Networking, and Online Communication G3-5: 1.14 Explain and use age-appropriate online tools and resources (e.g., tutorial, assessment, Web browser). Curriculum Framework Introduction of Lesson Lesson Procedure, Web Site Use, and Technology Standard The Arts Disciplines: Visual Arts PreK 12 STANDARD 1: Methods, Materials, and Techniques By the end of 4 th grade 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D drawing, painting, collage, printmaking, weaving; 3D plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction LESSON PROCEDURE (30 pts.) The students will sit at their assigned seats at the beginning of class. Ms.Goldfarb or I will show an example of a real Mexican Coconut Masks, and raise students interest by telling them that they can make their own Mexican Coconut Masks with paper mache. This grand task can be fairly simple. I will then show students a short, personalized animation so that students can envision what they are about to engage themselves in and the entire two-week process of making the masks. After watching the video, Ms. Goldfarb takes over instruction. Because of the materials and multiple procedures involved, this lesson will be divided into two parts. The first half of the lesson focuses on the construction of the masks using paper mache, while the second half focuses on painting the masks. While showing students the animation on the website, I will tell them video tutorials allow one to work at their own pace, and that they can pause and review tutorials, if necessary. With the tutorial, they can visualize the stages of the paper-mache process, as well as know what to expect in the upcoming weeks of the lesson. This prevents less confusion in goals as kids understand why they are only making a dome in the first part of the lesson. As the children are already familiar with the process, I teach them more about Mexican Coconut masks. During each step of the paper-mache process, I will introduce students to other sections of the website. (5 pts.) (25 pts.)

3 Modified on 4/29/11 Page 3 For instance, when they start painting, I teach them color symbolism and face symbolism section of the website. After the introduction of the website is finished, students then return to their assigned seating at the beginning of the class. Ms. Goldfarb then demonstrates the first process of using paper mache in real-life. The first part of the lesson begins. Students will need newspaper, tape, aluminum foil and paper pulp for the first part of the lesson. Students form newspaper into a cantaloupe-size dome. Students secure newspaper ball with tape. Next, students cover half of the ball with aluminum foil. This acts as a removable barrier between the newspaper dome and paper mache. The students write their names on masking tape and secure it to the bottom of the domes. After, students form paper pulp over the aluminum foil. The domes will then be set to dry until the next week. In the next week, the focus is on painting their masks as the paper mache has dried. I teach the students via the website the characteristics of faces on Coconut masks and the color symbolism. Students view examples of masks and are briefly quizzed on the characteristics and symbolism of the masks. There will be a drawing of a Coconut mask on the board so that students can refer it as they paint their masks. With this drawing, I remind students to demonstrate value and line thickness in their artwork. Students go to the assigned working seats. Paint and brushes are distributed, and students begin painting masks. How will students be assessed? ASSESSMENT (22 pts.) Students will be assessed by their construction of masks in paper mache. In addition, students will be assessed by their craftsmanship, use of color, demonstration of characteristics of Mexican coconut masks. (5 pts.) How will you know if students have met the objectives stated above? Students artfully use paper mache in crafting their masks. Construction is careful; the surface is solid, round, and free of gaps or bumps. (7 pts.)

4 Modified on 4/29/11 Page 4 Students can reproduce Mexican Coconut Masks, keeping in mind mask characteristics (e.g. varying thickness in lines in eyebrows and eyes), and importance of color. Since the information about color symbolism is limited to certain colors, it is okay to make adjustments for aesthetic purposes, or what is limited to the classroom. Their reproduction resembles Mexican Coconut Masks shown while displaying their originality. Students can interpret meanings of different masks in a quiz. Through class participation, students can explain what certain colors convey. For instance, green symbolizes happiness, red--excitement, and yellow-- strength. Web-based Quiz 1. Which of these masks display anger and excitement? (10 pts) a. b. c. 2. What is the significance of blue eyes on Coconut Masks? a. Blue is the favorite color of Mexican artists b. Blue shows the good character essence of the masks. c. Blue represents rain. The masks were created to prevent rain from falling. 3. What color represents the harvest? a. Red b. Yellow c. Green 4. The line thickness of the features on the face does not vary. True or False?

5 Modified on 4/29/11 Page 5 5. The mouth and eyes of the masks are the same size and shape. True or False?