Nathan Clark

Design for Instruction

Task

The information gathered from my contextual factors and pre-assessment inform me of what type of students I will be teaching. The contextual factors help me to have a better understanding of the type of demographic my students belong to and what type of learning styles they attain. This information will also allow me to know of any outside characteristics that may inhibit learning for an individual student and the students as a whole. For example, some students may have learning disabilities and the student’s as a whole may react negatively to artworks involving polytheism. Giving the pre-assessment allowed me to fully understand what level my students are performing for that particular unit. I have found that I need to focus a lot of time on vocabulary definitions and how to apply the terms to artwork.

Prompt

Results of Pre-Assessment

The students in this introductory level drawing class consists of students that are required to take this class as an elective or students who have an interest in drawing and wish to pursue it. The students in this class have limited experience with the concepts and skills in drawing. The pre-assessment results allow for an analysis of where the students are in terms of general knowledge. The pre-assessment for learning goal one allowed me to have a base quality level of the students’ performance. It enables me to see what each student is capable of in terms of skill and accuracy in the beginning. In learning goal two, the questionnaire provides a quick and easy “what you know” knowledge base. It enables me to know what terms and skills they already know/have developed, if any, and what material I really need to focus on. In learning goal three, the pre-assessment allows me to know their comprehension of the learning goals one and two, and are capable of producing a project based on LG1 and LG2.
Unit overview
|Monday |Tuesday |Wednesday |Thursday |Friday |
|* PowerPoint. |* Class demonstration. |* Quick overview. |* PowerPoint. |* Using principles from goals one|
|* Free-hand Drawing. |* 20-minute drawing. |* Paragraph essay |* Demonstration. |and two grid an image. |
|* Guided practice in drawing. | |* Inference/label drawing. |* Questionnaire. |* Write a reflection essay. |
| | |* Survey. |* Overview worksheet. | |
|* Recap of last week. |* Start working on |* Continue working on project. |* Last day to work on project. |* Peer evaluation/critique. |
|* Provide a checklist. |project incorporating | | | |
|* Students write a summative essay |skills/terms used in LG1| | | |
|describing their understanding of the |and LG2. | | | |
|lesson last week. | | | | |
|* Start looking for an image for their | | | | |
|project. | | | | |

Activities One of the activities that I have included is a PowerPoint. The slide show contains new vocabulary that the students will familiarize themselves with and apply to concepts they are learning. The learning goals I have designed incorporate the vocabulary learned in the first activity with other activities so that students gradually become familiar with the new words and over time as they apply them; they gain complete comprehension of their meanings. A second activity that will be used in my instructional strategies is guided practice. This activity will allow the students to see me complete an example, then the class will follow my demonstration step by step, and thirdly they will complete the process by themselves. This will allow the students to grasp the concept more easily and it will become comfortable to them when drawing. The third activity is the peer evaluation/critique. This activity involves student-to-student interaction, as well as mediated instruction from the teacher. This activity allows for students to look for mistakes, quality, and constructive feedback, which enables students to use and apply learned vocabulary to completed artworks.
Technology

The use of technology is evident during this unit, although this particular unit requires a minimal amount of technology. The projector/Smart Board will be used in several lessons to present new ideas and information to the class. A computer will be a necessity in my instruction. A computer will enable me to execute PowerPoint’s, find examples on the Internet, virtual field trips, and any Microsoft office editing programs i.e. papers, lesson plans, worksheets, etc. A TV can also be a form of technology needed for the instruction of certain lessons. Sometimes a video is more efficient/effective given time constraints to get certain information across i.e. a particular artist or technique used on materials the school cannot afford. It will also be important to have a few classroom computers or an accessible computer lab, for students that lack inspiration, or need a reference picture, and for some research papers.

Lesson Plan One
Nathan Clark
Developing an Accurate Drawing
Grade level-7th-9th

1.) Anticipatory Set Show a quick five-minute or less slideshow. The Slideshow will present examples of quick sketch, more developed drawings, a final drawing, and the source by which the drawings were derived.
2.) Objectives The students should show an understanding of the basic concepts of drawing from life, object, or image. • Draw basic shapes free-handed • Draw shapes from life Alignment: 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems. A.-Drawing- Define edges through variations in pressure or angle. B.-Shapes- Identify and use varied shapes 2. Select and use principles of art for their effect in communicating ideas through artwork. F.- Proportion- Identify and use appropriate scale relationship 3. Communicate ideas about subject matter and themes in artworks created for various purposes. A.- Subject matter- Create original artwork using the following subject matter: • Portrait • Still life • Landscape • Non-objective • Architecture
3.) Materials Equipment: Pencil, paper, eraser, and a ruler. Technology: Computer/overhead projector/computer projector
4.) Instructional Input A.) Provide New Information • Present Anticipatory set • Introduce topic by asking a question to stimulate their minds on the importance of drawing with accuracy. • Provide the students with foundation drawing principles. For example: identifying how to create illusion of shapes, use a ruler to establish line quality. They will be introduced to basic drawing vocabulary. The new information will be reviewed by lecture and key steps/vocabulary papers will be handed out. B.) Model Ideal Behavior Demonstrate by either drawing on the board directly from an object or use a projector. C.) Guided Practice Students will draw a shape free handed. After the students “warm-up,” then they will draw from a tangible object. They will use a ruler and use gauging indicators to help develop accuracy skills under individual observation. I will present an example of the activity before I assign the activity. Students will observe and put into practice how to draw with accuracy steps. D.) Check for Comprehension I would use an observation strategy. I believe that this would be most effective in checking for successful comprehension of this lesson. I will intervene when I notice a student making a mistake and offer suggestions. Students will know they are on track by individual verbal response. I will observe the progress of each student and place a check by each students name so that none of the students are missed. E. Independent Practice Student’s who exhibit a complete understanding of this exercise should apply the newly learned principles from a two-dimensional photo to create a two-dimensional drawing that represents the three-dimensional space in the image.
5.) Closure I will review the major steps in the lesson. Next, I will go over how these steps apply to the next lesson.
6.) Evaluation Towards the end of class, as part of the closure I would hand them a piece of paper stating why or why not they feel like they understand the lesson. I would score these evaluations as Met or Not Met.
7.) Modifications I will address any IEPs by breaking down the lesson into more simple steps. For example, instead of the student drawing an object “free-handed” I would make a copy of the image and have them trace it with a marker. Next, I would have pre-marked how to gauge for accuracy and have them practice drawing the shape. I would also give them more one on one attention, as they need it.

Lesson Plan Two

Nathan Clark
Developing an Accurate Drawing
Grade level-7th-9th

1. Anticipatory Set Present the students with a critical writing assignment. The assignment will consist of one writing prompt asking why is it important to have accuracy in drawing? The critical writing assignment will last about five minutes, enough to get their creative juices flowing. 2. Objectives The students will learn to construct a grid drawing to develop accurate drawing skills. • Learn to measure and fit a grid over an image and blank paper. • Formulate a grid over an image. • Transfer this grid to blank paper. • Follow the grid to accurately make a replica of the image. Alignment: • DOK Level: 3 • Strand II 2. F. Proportion Grade 8-9: Identify and use appropriate scale relationship and us realistic facial proportions. • Strand II 2. A. Balance Grade 7-9: Identify and use symmetrical balance, asymmetrical balance, and differentiate between the two. 3. Materials Equipment: pencil, paper, eraser, ruler, and a magazine/photo source. 4. Instructional Input A. Provide New Information • Present a critical thinking exercise. • Introduce topic and demonstrate how to grid and measure for a grid. • Provide examples of grided drawings. B. Model Ideal Behavior I will demonstrate by drawing on the white board/smart board. I will also demonstrate by discussing example art work, and a slideshow of examples. C. Guided Practice Students will practice how to measure their image and paper to formulate an accurate grid for them. They will begin to fill in their grid and draw from their image and grid for practice during this class period, before they will be assigned a grid drawing project. D. Check for Comprehension I will administer a worksheet that goes over the steps and terms included in the grid process. I will also have exit tickets for the end of the class period. Their exit tickets are their completed grid drawings from that period; they will show them to me so that I can evaluate their mastery of grid drawing. E. Independent Practice When students demonstrate an individual understanding and application of how to grid, they will begin to look for an image that they would like to enlarge and re-create. When they have found an image they may start the project. 5. Closure At the end of class after I have seen everyone’s exit ticket or almost everyone’s exit ticket, I will conduct a class discussion. This discussion shall consist of the students naming the important steps of the lesson, their favorite part of the lesson, and then I will end with interjecting about what we will be covering over the next class period. 6. Evaluation At the end of class, I would have the students complete a short summative essay describing what they have learned during the lesson. I will score the summative essay as Knew Content, Somewhat Knew Content, Did Not Understand Content. 7. Modifications I will address any IEPs by incorporating a simplified assignment. For example, I would have a pre-drawn grid for the student, already have a drawn example of that particular photo that the student could follow, and have the papers numbered indicating the order of the steps to follow.

Lesson Plan Three

Nathan Clark
Developing an Accurate Drawing
Grade level-7th-9th

8. Anticipatory Set I will present a slideshow of good examples, bad examples, and key areas to watch for when creating an accurate drawing. I will also handout a sheet that is a checklist of what have learned, haven’t learned, where they think they need improvement, and a paragraph question stating what they are projected to learn. 9. Objectives The students will incorporate what they have learned from the previous two lessons of how to make an accurate replica of a drawing. • Include how measure and fit a grid over an image and blank paper. • Include how to formulate a grid over an image. • Include transferring this grid to blank paper. • Follow the grid to accurately make a replica of the image on an enlarged sheet of paper. Alignment: • DOK Level: 4

• Strand II 2. F. Proportion Grade 8-9: Identify and use appropriate scale relationship and us realistic facial proportions.

• Strand I 3. A. Subject Matter: Fine Art Grades 7-9: Create an original artwork using subjects: human figure, still life from observation, realistic/abstract landscape, portrait still life.

10. Materials Equipment: pencil, paper, eraser, ruler, and a magazine/photo source. 11. Instructional Input A. Provide New Information • Present a slideshow. • Handout- checklist worksheet. • Discuss project details: what is expected. B. Model Ideal Behavior I will demonstrate reviewing the information we covered in the previous two lessons. I will also demonstrate by discussing examples of good artwork, and a slideshow of examples. C. Guided Practice Students will need to ask for guidance on this particular project, since this project is comprehension of applying the skills learned in lessons one and two. I will actively observe students while they are working, but will only interject if I see a major mistake. D. Check for Comprehension Through direct observation I will be able to attain whether or not the students are grasping the drawing principles covered in the lessons. If I observe one or most of the students are having difficulties I will either individually assist or complete another class demonstration with a different approach. E. Independent Practice When students demonstrate an individual understanding and application of how to grid, they will begin to further develop their drawings. For example, students will experiment with shading/creating depth to mimic the structures in their image. 12. Closure At the end of class, I will review everyone’s progress on their project. Then, I will inform them of how many more class periods the project can be worked on. 13. Evaluation At the end of the lesson, I will administer to the students to complete a reflective essay describing their understanding of the lesson, their success, and where they need to improve, if anywhere. I will score the reflective essay as Succeeded, Decent, Needed Improvement, or No Interest of Improvement/success. 14. Modifications I will address any IEPs by incorporating a simplified assignment. For example, I would have a pre-drawn grid for the student, already have a drawn example of that particular photo that the student could follow, and have the papers numbered indicating the order of the steps to follow.