MIDDLE SCHOOL Extended Lesson Plan

CLINICALS

During the fall of 2018, I had the pleasure of teaching seven seventh graders how to be empowered by their insecurities over the course of six days at St.Mary's. Students evaluated their positively and negatively perceived attributes through the connotations society has molded. These young artists were able to evaluate how their perception may shift when analyzed in various contexts. Throughout the lesson, I constantly checked in with students to ensure they were learning in a comfortable environment. By the end of the lesson, I was euphoric with the students ability to learn the copious amounts of information, clearly communicate their ideas, and perform at high levels artistically. Student work was placed in an exhibition at the end of the lesson to commemorate all of the students hard work.

Empowerment of Insecurities through Mixed Media

Big Idea: Students will learn that art can be used to experience self-discovery and empowerment to enhance self-esteem and increase understanding of others perspectives for healthy communication.

Social Issues/Concepts of the Lesson:

Emotional Development
Alternative Perspectives
Communication

Essential Questions:

How do contemporary social context and environment impact identity construction of youth cultures?
How are authentic self-definitions established that embody positive personal characteristics in adolescents?
How does the transformation of personal characteristics from negative to positive connotations enable growth in young people?
How do the use of transparent, translucent, and opaque materials communicate the complexity of altered perspectives?
How can a layered three-dimensional visual arts lesson using photography and drawing contribute to positive definitions of adolescent identities?

OBJECTIVES

Conceptual/Cognitive Objectives:

OBJECTIVE I: Given a brainstorming sheet for self-discovery, students will clearly list their positively perceived and negatively perceived attributes according to society’s messages and convincingly explain the positive perspective of their negatively perceived attribute. (VA:Cr1.1.7)

OBJECTIVE II: Given smartphones with cameras, students will effectively photograph the location where they feel their negatively perceived attribute is most beneficial. (VA:Cr2.3.7)

OBJECTIVE III: Given black oil-based markers and acetate, students will convincingly draw an object from the environment they feel their negatively perceived attribute is most beneficial by emphasizing the object in the photograph and appropriately emphasize an area in the photograph using text. (VA :Cr2.3.7)

OBJECTIVE IV: Given the opportunity for students to exchange various colored lenses, students will knowledgeably explain how color can influence the mood of artwork. (VA:Re7.1.7)

Artistic Skill Objectives:

OBJECTIVE V: Given students’ smartphones with cameras, students will successfully photograph an eight by ten inch scene that depicts the location of where they feel their negatively perceived attribute is most beneficial using the basic rules of composition in gray-scale using effective methods of composition. (VA:Cr2.1.7)

OBJECTIVE VI: Given a black oil-based marker and an eight by ten inch sheet of acetate, students will clearly draw an object from the environment they feel their negatively perceived attribute is most beneficial using two different line techniques, to convey form, texture, or value and appropriately emphasize an area in the photograph by clearly using text. (VA:Cr2.3.7)

OBJECTIVE VII: Given student’s acetate drawing, student’s photograph, wood working materials, and painting materials, students will skillfully construct the three dimensional display stand by accurately measuring, sawing, and assembling the wood, consistently applying paint to the surface of the newly constructed display stand, and appropriately adding the student’s acetate drawing and photograph to present their artwork. (VA:Pr4.1.7)

Images of Students Working

Teaching Reflections

After teaching each day, I thoroughly analyzed my teaching to assess my areas of strengths and weaknesses to improve student learning. In addition, a special reflection was done to help assist my focus student with differentiated learning to my fullest abilities. These are labeled below as GR for general reflection and DL for differentiated learning.

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

DAY 6

GR DL GR DL GR DL GR DL GR DL GR DL

Students Final Projects

STANDING OUT TO YOUR NEGATIVES

The environment describes that being outside distracts my brain from other things. When I’m with my friends outside I can talk all I want. People may interpret me as a talkative person because when I start talking I don’t stop and I don’t let other people talk. When I talk to my friend, I like to say nice and kind things. I used hatching to show trees because I love being outdoors. I used stippling to show the darker side of this picture. The text that outlines my friend represents that I love being with my friends and can talk around them. The text is showing that I love being outside.

Supporting Materials to Teach the Lesson

EdTPA Extended Lesson Plan

Handouts

Presentations

Visual Board

All materials and rationale information regarding the extended lesson plan are located in the PDF to the right. This document contains the daily plans needed to conduct the lesson as well as supporting artists who increase students knowledge of contemporary art and the diverse artists that create art today. Please view this document for all of the details of the extended lesson plan. Other supporting materials are attached as separate documents to the right for easy access.