Unit Plan Outline Teacher Candidate: Katielynn O Toole School: Brookland Cayce Grammar School #1 Grade Level for Unit: 3 rd National Visual Arts Content Standards Addressed in this Unit X I. X II. X III. IV. I. Understanding and Applying Media, Techniques, and Processes Using Knowledge of Structures and Functions Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Understanding the Visual Arts in Relation to History and Cultures Reflecting upon and Assessing the Merits of Their Work and the Work of Others Unit Title: Careers and Accomplishments Theme: Identity exploration Focus: Collage, Self-portrait Description of the essential education content contained in this unit: s will learn how artists use self portraits to express ideas and represent their aspirations. s will then choose a career or accomplishment they want to explore when they are older and depict it in a mixed media collage. They will pose in a photograph to be printed and used for their collage. Titles of each lesson and brief lesson descriptions: Lesson One Title: Introduction to Project Teacher will present a Prezi and introduce the concepts of self portraits, careers, and accomplishments. The teacher will also show some artists who work with photo collage. s will brainstorm what career or accomplishment they want to explore in their self portrait and will have their photo taken. Lesson Two Title: Begin Collage The teacher will review the process and tips for beginning the collage. The teacher will also review elements and principles of design which will help the students compositions. s will cut out their self portraits, pick a construction paper to use as their background, and begin their mixed media collage. Lesson Three Title: Continue/Finish Collage s will continue to work on their mixed media collage. s should be finishing up by the end of class. Lesson Four Title: Critique Emerging technology used in this unit: Prezi, Smart Projector
(Teacher example: My goal to go scuba diving one day) Resources Self-portrait. Retrieved Jan. 29, 2014 from http://www.thefreedictionary.com/self- portrait Frederick Flemister. http://npgportraits.si.edu/emuseumnpg/code/emuseum.asp?rawsearch=objectid/,/is/,/110793/,/false/,/false &newprofile=cap&newstyle=single Overlapping. Retrieved Feb. 12, 2014 from http://www.thefreedictionary.com/overlapping http://arthistory.about.com/cs/glossaries/g/s_space.htm
Rubric for 3rd Grade Self-Portrait Needs Improvement Satisfactory Good Excellent 1. Self Portrait (Can I tell this is you?) Portrait is not recognizable, the face is covered up. Portrait is somewhat recognizable (most of the face is covered up) Portrait is mostly identifiable (some parts of the face are covered up) Portrait is identifiable, face is not covered up. 2. Props & Clothing did not include clothing and props which included clothing and props which somewhat included clothing and props which mostly included clothing and props (in detail) which made their clearly 1. 3. Composition did not fill in their entire paper, mostly blank space is showing. has some of their paper filled in, with a lot of blank space showing. filled most of the paper, with some blank space showing. filled entire paper, with minimal blank space showing. 4. Collage included one or zero collaged shapes. included 2 collaged shapes. included 4 collaged shapes. included at least 5 collaged shapes. 5. Recognizable Shapes It is difficult to recognize any of the shapes in the artwork. Some shapes and details in artwork are Most shapes and details in artwork are All shapes and details in artwork are 6. Craftsmanship did not color details and background neatly. colored details and background somewhat neatly. colored details and background mostly neat. colored details and background neatly.
Lesson #1 Lesson Title: Introduction to Project Performance-Based Objectives: s will write or sketch ideas of careers or goals they want to accomplish when they are older. s will pose for a self-portrait photo in which they will act out their role. Performance-Based Assessment Strategies: Rubric is attached Vocabulary: Self-Portrait- a portrait of an artist produced or created by that artist. Accomplishment- something that you do successfully. (Achievement) Considerations for Special Populations: For English language learners, pointing to concepts and using gestures will help them to connect to the information more effectively. Preparations: Teacher Resources- Prezi- http://prezi.com/o_qf1uyunme5/self-portrait/ Teacher Supplies- teacher example, camera & SD card, computer, projector, internet access, printer Supplies- pencils, sketchbooks Getting the Classroom Environment Ready: Load Prezi Turn on Projector/have Prezi ready to present Sharpen pencils have teacher example ready to show Procedures for Teaching/ Learning: PREZI- 1. Ask students what a self-portrait and why artists draw them. 2. Ask students why artists might depict the future in their art. (helps us to organize and plan, think about how to improve our world for the future, etc.) 3. Introduce project steps, show teacher example. Ask how to pose if art teacher were chosen instead of scuba diving; (to have students think about gestures and props). 4. s will write down at least two careers and goals in which they want to explore. (They will think about how to pose for this career or goal) 5. As students decide, they will have their photograph taken. 6. s will sketch composition ideas in their sketchbook. Clean-up Procedures: 1. s will put their sketchbooks back in their folders. 2. Captains will put folders and pencil boxes away. Closure: 1. As students are lining up, ask students: Remind students to think about what props and background they will include in their collage.
Lesson #2 Lesson Title: Begin Collage Performance-Based Objectives: s will neatly cut out and glue their self portraits onto their background. s will begin to collage shapes onto their background with construction paper. s will begin to draw details onto their artwork using construction paper pastels. Performance-Based Assessment Strategies: Rubric is attached Vocabulary: Overlap- to partly cover something, or lay on top of something. Space- distances or areas around, between, or within a piece of artwork. Considerations for Special Populations: For English language learners, pointing to concepts and making the demonstration easy to see will help students to connect to the information more effectively. Preparations: Teacher Resources- Teacher Supplies- teacher example, glue, construction paper, scissors, pencil, construction paper pastels Supplies- pencils, sketchbooks, glue, construction paper, construction paper pastels Getting the Classroom Environment Ready: Compile construction paper for backgrounds and collaging. Print out students portraits Procedures for Teaching/ Learning: 1. Teacher will demonstrate how to cut out self portrait neatly. Teacher will demonstrate strategies for collaging and drawing the composition. (overlap, space) 2. Teacher will hand out self-portraits and help students get started. 3. s will cut out their self-portraits and begin collaging or drawing their background. Clean-up Procedures: 1. Captains will put folders, pencil boxes, and construction paper pastels away. Closure: 1. As students are lining up, ask students: Remind students to think about what props they will include in their collage.
Lesson #3 Lesson Title: Continue/Finish Collage Performance-Based Objectives: s finish cutting and gluing any collage paper onto their background. s will finish drawing details into their background and self-portrait. Performance-Based Assessment Strategies: Rubric is attached Vocabulary: (Review vocabulary from previous lessons) Considerations for Special Populations: For English language learners, pointing to concepts and using gestures will help them to connect to the information more effectively. Preparations: Teacher Resources- Prezi- http://prezi.com/o_qf1uyunme5/self-portrait/ Teacher Supplies- teacher example, scissors, construction paper, glue sticks, construction paper pastels Supplies- pencils, sketchbooks, scissors, construction paper, glue sticks, construction paper pastels Getting the Classroom Environment Ready: Prepare materials to review collage and coloring techniques (teacher example, scissors, construction paper, glue sticks, construction paper pastels) Procedures for Teaching/ Learning: 1. Review techniques for collage and coloring. 2. Encourage students to include as many details as possible. 3. s will work to finish their collage and drawing. Clean-up Procedures: 1. s put their collages back in their folders. 2. Captains will put away pencil boxes, scissors, and gluesticks. Closure: (Have students share some of their careers/accomplishments with the class) As students are lining up, ask students: Why do you think we made an artwork depicting ourselves in the future?