Art Lessons
Lessons and Projects I have done with my students in Drawing and Painting, Communication Design and Ceramics
Impressionism Project
(Drawing and Painting)
Scaffolding, Collaboration, Independent Learning, Learning by Teaching Others, Time Management
Students conducted a research on a masterpainter of their choice, and re-created one of the paintings from their masterpainter using acrylics and illustration board.
Intro: Students learned how to use acrylics paint by painting a puzzle square. Students worked on color mixing and color matching to complete a class painting. Students chose a masterpainter and conducted research on them and made a replication of the master painting using acrylics paint.
Planning Stage: Students conducted a research on masterpainter of their interest and brought in a reference image to work from.
Main Project: Students created their version of the master painting using the techniques they learned during the intro lesson.
Reflection: Students spent 1-2 minutes at the end of the project sharing what they learned about their masterpainter during their research and showcased their masterpiece.
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Intro: Students learned how to use acrylics paint by painting a puzzle square. Students worked on color mixing and color matching to complete a class painting. Students chose a masterpainter and conducted research on them and made a replication of the master painting using acrylics paint.
Planning Stage: Students conducted a research on masterpainter of their interest and brought in a reference image to work from.
Main Project: Students created their version of the master painting using the techniques they learned during the intro lesson.
Reflection: Students spent 1-2 minutes at the end of the project sharing what they learned about their masterpainter during their research and showcased their masterpiece.
Website Design
(Communication Design)
Meaningfulness, Activating Prior Knowledge, Real-World Connection, Problem Solving, Summative Assessment, Life Long Learning, Motivation through Intrinsic Value
Students designed websites that are user-friendly, meaningful and creative by applying design knowledge and software skills gained over the semester.
Intro: Each website had to serve a specific purpose. Students chose to promote their imaginary business, social issues and more. Students wrote their proposal explaining why their topic was meaningful to them.
Main Project: Students used Photoshop and Illustrator to create their design assets for their website and then used Dreamweaver to develop their page.
Assessment and Reflection: Students explained which software they used for each section of their project, displaying their knowledge of the software. Many of the students were proud of their website and decided to maintain their website even after the project.( ... )
Intro: Each website had to serve a specific purpose. Students chose to promote their imaginary business, social issues and more. Students wrote their proposal explaining why their topic was meaningful to them.
Main Project: Students used Photoshop and Illustrator to create their design assets for their website and then used Dreamweaver to develop their page.
Assessment and Reflection: Students explained which software they used for each section of their project, displaying their knowledge of the software. Many of the students were proud of their website and decided to maintain their website even after the project.
Cultural Food Project
(Ceramics)
Culturally Responsive Lesson, Parental Involvement, Meaningfulness, Gallery Walk, Peer Learning, Project Planning, Summative Assessment
Intro: Students interviewed one of their family members to learn about food that is meaningful to their family and brought in reference photos. Students created a colored sketch to help them visualized the finished project and to plan ahead.
Project: Students built their clay food by applying various hand building techniques they have practiced during their previous projects. Students completed their fired clay piece by adding color.
Reflection: Students participated in a gallery walk where students slowly rotated their seats and appreciate their peer's work. Each project had an artist statement that described the reasoning behind their artistic choices. After the gallery walk students participated in class discussion and shared their new findings. (ie. I learned _____ about this food)( ... )
Project: Students built their clay food by applying various hand building techniques they have practiced during their previous projects. Students completed their fired clay piece by adding color.
Reflection: Students participated in a gallery walk where students slowly rotated their seats and appreciate their peer's work. Each project had an artist statement that described the reasoning behind their artistic choices. After the gallery walk students participated in class discussion and shared their new findings. (ie. I learned _____ about this food)
Teaching Strategies
Teaching strategies I have tried on my students
and found to be effective
Exit Slip - What I Learned
Formative Assessment, Checking for Understanding, Choice in Assessment, Knowledge Share, Student Ownership of Classroom, Student Ownership of Learning, Positive Reinforcement, Motivation by Reward
Purpose: To check for student's understanding of the content matter and the topics discussed in class
Application: After 3 days of scratchboard lessons students were asked to share one thing they know about scratchboard. Students were provided with a small piece of paper that was designed like a tweet. Students had an option of checking the 'private' box if they didn't want their knowledge to be shared with the rest of the class. Students were given 3 minutes before the bell to complete their exit slip.
Results: Students shared what they recollected from the lecture as well as what they learned on their own by experimenting with the materials first hand. The following day students were excited to see that their tweet became part of the classroom knowledge wall. Students were eager to read what others have written and were learning from their peers without realizing it.
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Application: After 3 days of scratchboard lessons students were asked to share one thing they know about scratchboard. Students were provided with a small piece of paper that was designed like a tweet. Students had an option of checking the 'private' box if they didn't want their knowledge to be shared with the rest of the class. Students were given 3 minutes before the bell to complete their exit slip.
Results: Students shared what they recollected from the lecture as well as what they learned on their own by experimenting with the materials first hand. The following day students were excited to see that their tweet became part of the classroom knowledge wall. Students were eager to read what others have written and were learning from their peers without realizing it.
I Do, We Do, You Do - Analytical Writing
Modeling, Cooperative Learning, Guided Question, Critical Thinking, Questioning Skills, Scaffolding, Peer-Evaluation, Repetition, Making Content Accessible for English Learners, Gradual Release of Responsibility
Purpose: Help students recognize weak statements, see components that makes the statement weak and construct a stronger statement using artistic vocabulary provided in a form of word bank.
Application: (I Do) Students were presented with a sample image and a weak statement. With guided questions from the teacher, students participated in a class discussion where they successfully raised several questions to help strengthen the statement. (We Do) Students then were placed in groups of 3-4. Each group received posterboard with a unique image and a weak statement describing the image. Students worked as a group to raise 2-3 critical questions to help strengthen the statement. Students traded the posterboard with their neighboring group. Students then were asked to construct a stronger statement using the provided artistic vocabulary word bank and the critical questions from their neighboring group. (You Do) After the group activity students were paired up to write about their partner's completed project. Students were asked to show strong statements using artistic vocabulary.
Results: Throughout the lesson students encountered many opportunities to practice questioning and strengthening statements. By the end of the lesson students were confidently and skillfully writing artistic feedback for their peers. EL students were able to meet learning goals for this lesson. They benefitted from the visual-aid, various modeling from their peers, repetition and the word bank.
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Application: (I Do) Students were presented with a sample image and a weak statement. With guided questions from the teacher, students participated in a class discussion where they successfully raised several questions to help strengthen the statement. (We Do) Students then were placed in groups of 3-4. Each group received posterboard with a unique image and a weak statement describing the image. Students worked as a group to raise 2-3 critical questions to help strengthen the statement. Students traded the posterboard with their neighboring group. Students then were asked to construct a stronger statement using the provided artistic vocabulary word bank and the critical questions from their neighboring group. (You Do) After the group activity students were paired up to write about their partner's completed project. Students were asked to show strong statements using artistic vocabulary.
Results: Throughout the lesson students encountered many opportunities to practice questioning and strengthening statements. By the end of the lesson students were confidently and skillfully writing artistic feedback for their peers. EL students were able to meet learning goals for this lesson. They benefitted from the visual-aid, various modeling from their peers, repetition and the word bank.
Scaffolding
Differentiated Instructions based on Data, Individualized Instruction, Low-Floor High Ceiling, Growth Mindset, Repetition, Learning Aids, Choice in Learning
During each project students were provided with differentiated instructions and exercises to help them achieve their learning goals.
Scaffold 1. Grid Paper - During the perspective drawing unit, students who showed low level of understanding during the entry level assessment received a graphing paper to work on an additional perspective drawing before moving on to their final perspective drawing project.
Scaffold 2. Different Requirement - Students working at different speed received differentiated requirements for their scratchboard spider project. Students were asked to use a scratchtool to transfer their spider drawing onto the scratchboard. Students who showed high level of skill or worked faster than the rest of the class received additional challenging requirements that helped them improve their learning.
Scaffold 3. Guided Questions - When students work individually to answer an open ended question, EL students and the students who are struggling to answer for over a minute are given a set of guided questions.
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Scaffold 1. Grid Paper - During the perspective drawing unit, students who showed low level of understanding during the entry level assessment received a graphing paper to work on an additional perspective drawing before moving on to their final perspective drawing project.
Scaffold 2. Different Requirement - Students working at different speed received differentiated requirements for their scratchboard spider project. Students were asked to use a scratchtool to transfer their spider drawing onto the scratchboard. Students who showed high level of skill or worked faster than the rest of the class received additional challenging requirements that helped them improve their learning.
Scaffold 3. Guided Questions - When students work individually to answer an open ended question, EL students and the students who are struggling to answer for over a minute are given a set of guided questions.
