Competency Assessment-Art Integrated Lesson Plan with Artwork for Elementary Classes - Term Paper Example

Visual Arts Lesson Plan Grade Two Objectives The students should be able to: 1. Design Thanksgiving table napkins for the family, demonstrating knowledge of history and origin of the Thanksgiving tradition (VA 2.H.3.1/ ) 2. Apply their knowledge of color harmony, specifically the analogous color scheme (VA 2.O.1.1) 3. Demonstrate careful handling of fabric paint and brush (VA 2.S.3.3) 4. Choose the best table napkin design that illustrates a vivid view of the Thanksgiving tradition (VA 2.C.1.2) Subject Matter: Visual Arts Project Name: Designing Thanksgiving Table Napkins Sunshine State Standards: VA 2.O.1.1 Employ structural elements of art and organizational principles of design in personal work to develop awareness of the creative process. VA 2.S.3.3 Follow directions for safety procedures and explain their importance in the art room. VA 2.H.3.1 Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. VA 2.C.1.2 Reflect on and discuss various possible meanings in works of art. SS2.A.2.1 Recognize that the Native Americans were the first inhabitants in North America SS2.A.2.3 Discuss the impact of immigrants on Native Americans Assumptions: Students have obtained knowledge on the use of the color wheel to achieve color harmony in creating a project. Students have been oriented on the use of fabric paint and paintbrush. Materials: four white, cheap, plain table napkins for each student fabric paint to be provided by the teacher pencil/marker for drawing paintbrushes plastic lids from margarine tubs, yoghurt tubs, coffee covers to serve as paint containers plastic ruler and other materials for shaping masking tape to hold the four sides of the cloth while painting water and rags for cleaning hands after painting Lesson Proper I. Motivation The teacher attracts the interest of the students by asking them to participate in the guessing game. The teacher prepares to present pictures of fruits and vegetables, potatoes, an English man (Pilgrim), American Indian (Wampanoag), and a turkey, respectively. The pictures will serve as clues to the term “Thanksgiving.” The pictures should appear in the said order to make students think critically of what is being pointed out. The student who guesses the term correctly will receive a token (color pen, a fine brush, etc.) II. Presentation Upon guessing the term, “Thanksgiving,” students will share their knowledge to the class regarding “Thanksgiving,” the story behind it involving the Pilgrims and the Wampanoags (SS2.A.2.1), the act of giving thanks for the rich harvest, and their own family tradition of eating dinner together during the occasion, which is part of the impacts of immigration to the American culture and tradition (SS2.A.2.3). This part of the lesson allows opportunity for “art history.” According to the Comprehensive Art Education Approach (Phillips 3), arts subjects should offer students the opportunity to look closely at one’s culture and history. As such, the activity will be meaningful to American students because it reflects their national history. Consequently, students of other cultures can learn details in American history, and obtain knowledge on the Thanksgiving tradition. III. Activity The students will design table napkins to be used for Thanksgiving. This part underlines the importance of “art production.” Students should be given the opportunity to experience art not only by appreciating others’ works but by making their own artworks themselves. In this activity, each student will need to design four table napkins, one for each member of the family. If there are more than two children in the family, students will decide if they will design the extra napkins in class or at home. Provision for ESOL learners: Understanding of the Thanksgiving concept and practice should be checked among ESOL students. To make it simple, the teacher should inquire from students their own practices of giving thanks for the material things they enjoy like food, clothes, and so on. Many cultures practice Thanksgiving for a good harvest, however, they are not similar to the American tradition on the aspect of the Pilgrims’ coming. The students may rely on their own practice of Thanksgiving, and share thoughts about their celebration. The teacher should make the following rules clear by asking students to recite and explain them in their own words: On artworks: 1. The four table napkins should reflect the same theme of Thanksgiving, and they should bear a similar symbol, label or design to make them look like a set. 2. The design should be meaningful and reflect not only the food that their family eats during Thanksgiving such as Turkey or baked potatoes (VA 2.H.3.1). 3. Colors should be analogous to each other (VA 2.O.1.1) On using materials/Safety and Cleanliness Rules (VA 2.S.3.3) 1. The fabric paints should be used only to paint the table napkins. Do not use them to paint other materials such as your clothes, bag, shoes, or body. Likewise, they should not be used to paint other children’s belongings. 2. Use the brush, not your fingers, to design the table napkins. 3. Keep things neat and orderly while you do your work. Respect other children’s space and properties. 4. When you are done, put the table napkins on the table designated for drying. Never play with them or mix them with your other things. 5. Clean up your work station after submitting your work. Procedure for making Thanksgiving table napkins 1. Students will layout on the table the white table napkin to be designed. 2. They will decide what to draw and what colors they need. 3. Students will ask for some fabric paint from the teacher based on what they will draw. At this time, the teacher discusses with the student what the student intends to draw and what colors to use for the drawing to check for understanding of analogous color scheme. 4. The students prepare their table napkins and let them dry on a separate table/area. 5. It is very important for the teacher to commend the efforts of the students and show appreciation of their outputs. Thus, before the assessment part, the teacher gives time to appreciate students’ works, and allows them to express appreciation of their own work. IV. Assessment (VA 2.C.1.2) 1. The students view the table napkins and choose the five best works. 2. The five chosen works will be further evaluated according to meaning, art principles, aesthetics, and effect on the other students. First, students will identify what they like about the work, and why they like those features. Next, they will reflect on the artist’s point-of-view to note how the images or details reflect the theme of Thanksgiving. Finally, they will suggest possible options for the artist to improve their work. This part illustrates “art criticism.” According to Phillips (3), art criticism challenges students to “derive meaning from art and understand what information is being presented in a sensory form.” In the assessment activity, the students will identify the images that relate to the topic, and discuss how the artist’s style makes the presentation more unique and meaningful. 3. The teacher guides the students to asses/reflect on their own performance by asking them what they liked/disliked about the day’s activity, how they succeeded in making their project, and how they feel about their works. 4. The students also rate themselves according to their behavior during the project. The class identifies the most neat and behaved during the painting of the table napkins. 5. The teacher awards the students with the best performance (work-wise and attitude –wise). V. Assignment/Enrichment The students will be asked to write a reaction paper reflecting on their feelings as they used the table napkins on Thanksgiving Day. They may also write about their parents’ reactions upon seeing the table napkins that they designed. This enrichment activity will promote valuing of own work, and help foster parent-child relationship. More importantly, the reaction paper provides opportunity for “aesthetic experience.” By writing about their parents’ reactions and their feelings as they hold Thanksgiving dinner using the table napkins they designed, students will gain insights on the role of art in their lives. Guide questions: 1. What were your parents’ reactions upon seeing the table napkins you designed? 2. How did you feel using the table napkins on Thanksgiving? 3. How did the table napkins change the way you celebrated/had dinner with your family? Rubrics for Assessment The following rubrics will be used to assess performance: Ability to work independently (20%) 4 Manages own project and keeps track of time 3 Works on the project with very minimal teacher supervision/Finishes project on time 2 Follows specific project directions with help from the teacher and classmates 1 Shows lack of effort to initiate and finish projects on time Use of image and visual representation (20%) 4 Vividly illustrates concepts from cultural/historical knowledge, shows understanding of relevant historical knowledge from other fields 3 Presents meaningful images based on concepts from class discussion 2 Create visually recognizable objects based on concepts from class discussion 1 Uses inappropriate and unclear images or objects not related to the discussed concept Application of principles of art and elements of design 4 Illustrates mastery of analogous color scheme/Demonstrates balance, emphasis, and proper color contrast 3 Presents acceptable use of analogous color scheme/Applies balance, emphasis and color contrast to a minimum level 2 Uses varied color combination but maintains the concept of analogous color scheme/Shows ability to draw a unified design 1 Uses monochromatic, complimentary, clashing or very dark colors/Does not reflect sense of balance and color contrast Use of tools and materials (20%) 4 Handles tools and media safely and with respect; cleans up without being reminded 3 Is in control of media; puts tools and media away with reminders 2 Begins to control media; puts tools and media in place with others’ help 1 Shows non-focused experimentation with tools and media Ability to assess performance and relevance of the lesson to real life (20%) 4 Accepts others’ opinions about own work/Provides meaningful assessment and suggestions (self and others)/Demonstrates ability to reflect on art experience and its relevance to life 3 Expresses appreciation of artworks (self-made and others)/Shows ability to provide basic suggestions/Has the ability to identify own strengths and weaknesses in art/Identifies the use of art in real life 2 Identifies merits in own work/Participates in choosing the best work 1 Displays disinterest in self-made and others’ works Self-assessment Checklist. Read the statements and check the column that corresponds to your answer; then give a statement to explain your answer. Statement Agree Not sure Disagree 1. I followed the teacher’s instructions. 2. I kept my station clean. 3. I used the brush and paint safely. 4. I put things back in order without being told to do so. 5. I worked quietly, and refrained from disturbing others. 6. I used only analogous colors. 7. My drawing shows my knowledge about Thanksgiving. 8. I like what I have made and will use it for Thanksgiving. 9. I worked hard on the painting, and I am sure my parents will like it. 10. I look forward to another project like this. Follow-up Activity The next activity is a turkey table napkin ring (Family Fun Website). The rings that students will make shall be paired with the table napkins that they did. The teacher can show students a sample to add to their interest. Appendix A Fig. 1 Samples of Thanksgiving Table Napkins Appendix B Fig. 2 Sample Photo of a Turkey Table Napkin Ring for the Follow-Up Activity Works Cited Phillips, L. Taking a Canoe to the Moon: Comprehensive Art Education for the Pacific. Pacific Resources for Education and Learning, n.d. Web. 4 May 2011. Turkey Table Napkin; Family Fun Website, n.d. Web; 4 May 2011; image. Read More