musical(artwork( name:(crystal(whitehill( grade
TRANSCRIPT
Musical Artwork Name: Crystal Whitehill Grade: Kindergarten
Date: November 17, 2014 Content Area: Visual Arts
Duration: 1 hour
Materials needed: • Tempera Paint • Newspaper • Paper Plates • Construction Paper • Sponges • Straws • Q-‐Tips • Legos • Cookie Cutters • Bottle caps • Music with Speaker • Stickers with Students’ Names • Chart Paper (for Teacher) • Markers (for Teacher) • Pictures of Tools (sponges, straws, Q-‐Tips, Legos, cookie cutters, bottle caps)
Guiding Questions: What kinds of tools can we use to paint with? Can we work together to create a piece of artwork?
Enduring understanding: I can use different types of tools to paint with other than a paintbrush. I can create a unique piece of artwork with my friends.
What component/s will be the lesson focus? • Painting
Strategy or skill emphasis • Painting with a variety of
developmentally appropriate tools
Purpose of lesson The purpose of this lesson is to show students that they can paint with many different types of materials/tools other than a paintbrush. Working in table groups, students will create six pieces of artwork using various tools (sponges, straws, Q-‐tips, Legos, cookie cutters, bottle caps). Rotating around their table, each student will be given the opportunity to use all six tools to create their table’s artwork.
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Language modalities to be used in this lesson: Speaking, Listening
Critical Thinking Skills ACEI 3.3-‐Critical thinking, problem solving and performance skills.
• Understanding • Applying • Analyzing • Evaluating • Creating
Student Engagement Techniques and Grouping ACEI 3.4-‐Active Engagement in Learning
• Small Groups • Pair-‐Share • Kinesthetic (Movement) Activity
DIFFERENTIATION PLAN ACEI 3.2 Adaptation to diverse students.
Identify type of learner (ELL, SPED, Accelerated Learners,
Striving learners, 504 students, reading)
List type of differentiation (learning environment, content,
process, product, performance task)
Instructional approach (Write the instructional
approach/accommodations that will be used for these learners)
Students who are still developing their fine motor
skills
Process • Students will be given extra assistance holding and painting with tools.
ELL & SPED Process • Students will be given individual assistance on how they can paint with the tools.
Accelerated Learners Product • Students will be asked to create patterns with the tools.
Students with Behavioral Problems
Learning Environment • Students will be given more guidance from the teacher in the form of reminders to stay on task.
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1. Standards/Benchmarks/GLOs ACEI 2.1-‐2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs
HCPS III FA.K.1.2: How the Arts are Organized -‐ Use developmentally appropriate art media, tools, and processes (I can use different types of tools to paint.) GLO #2: Community Contributor (I can paint pieces of artwork with my friends.) GLO #5: Effective Communicator (I can listen to and follow directions. I can share my ideas with a friend and listen to their ideas without interrupting him/her.)
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2. Assessment Task (ACEI 4-‐Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and assess student learning, including criteria)
Working in table groups, students will create six pieces of artwork using various tools (sponges, straws, Q-‐tips, Legos, cookie cutters, bottle caps). Rotating around their table, each student will be given the opportunity to use all six tools to create their table’s artwork. During the closure, students will pair-‐share about their favorite tool they used to paint and justify their opinion with a reason. Anecdotal notes will be used as a formative assessment. A checklist including criteria for finished student work samples and justifications for what students liked about their table’s paintings will be used as a summative assessment.
3. Activities/Instructional Strategies (ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)
*To Prepare Before the Lesson -‐ Cover students’ desks with newspapers. -‐ Place one type of tool per desk on newspapers (Each desk will have a different tool). -‐ Pour an ample amount of different colored paint on paper plates and place one plate down between two desks (2 students will share 1 plate of paint). -‐ Place one piece of construction paper on each student’s desk. -‐ Set up speakers in an area where students can hear music clearly during the activity. 1. Introduction (1 minute):
a. Gather students’ attention using attention getter. i. If you can hear me, touch your body part (ex. head, nose). If you can hear
me, hold up (number from 1-‐10) fingers. After stating three directions, the students should have their eyes on the teacher and they should not be talking.
b. Introduce the lesson to the students. i. Today we will be learning about painting with different tools. Then you will
work together with the friends at your table to paint a picture using the different tools.
c. Share “I Can” statements of what students will learn. i. I can use different types of tools to paint. (FA.K.1.2: How the Arts are
Organized -‐ Use developmentally appropriate art media, tools, and processes.)
ii. I can paint pieces of artwork with my friends. (GLO #2: Community Contributor)
iii. I can listen to and follow directions. I can share my ideas with a friend and listen to their ideas without interrupting him/her. (GLO #5: Effective Communicator)
2. Building background (3 minutes):
a. Ask students, what kinds of tools can we use to paint with? b. Call on 3-‐4 students who are sitting quietly and have their hands raised to share
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their answers. c. Explain to students that people can use different tools to paint and that they will be
shown some tools that they might recognize. 3. Focus/Mini lesson (I do) (10 minutes):
a. Introduce and show students the six tools that they will be using to paint their pictures.
i. We will be using six tools to paint today. The tools that we will be using are sponges, straws, Q-‐tips, Legos, cookie cutters, and bottle caps.
b. Model for students the various ways that each tool can be used to paint. Demonstrate each tool by painting with each tool on a piece of construction paper.
i. Sponges: The sponges can be used to paint a cool bumpy pattern on your paper. To use the sponge, hold it with your fingers and dip it into the paint. Then you can press it softly or hard onto your paper. If you press soft, you can see where all the holes were in the sponge. If you press hard, you cannot see where any of the holes were.
ii. Straws: The straws can be used in three different ways. You can hold the straw like a pencil and paint with it like a paintbrush. You can also make circles by pressing the open ends of the straw on your paper. If you use the side of the straw, you can roll it on your paper or make long lines.
iii. Q-‐Tips: If you hold the Q-‐Tip like a pencil, it can be used like a paintbrush too. You can paint lines or dots on your paper.
iv. Legos: You can use any side of the Lego to paint. You can use the top to make circles. You can use the bottom to make circles too, but these circles have no paint inside. You can use the sides to make rectangles.
v. Cookie Cutters: You can use the front or the back of the cookie cutters to make different shapes.
vi. Bottle caps: Just like the Legos, you can use any side of the bottle cap to paint. If you use the top, you can paint a circle on your paper. If you use the bottom, you can paint a circle with no paint inside. If you use the side, you can see all the little lines on your paper.
c. Inform students that they are only allowed to paint on their paper. When painting, they are not to touch their clothes or their neighbors because paint will stain their clothes.
d. Ask students if they have any questions.
4. Guided practice (We do) (9 minutes): a. Explain to students that they will be working together with the people at their table
to paint six pictures using sponges, straws, Q-‐Tips, Legos, cookie cutters, and bottle caps.
b. Explain to students that we will make painting their pictures a “game”. c. Inform students of the directions for the “game”.
i. For this game, we need to be good listeners. We will use music to help us during the game. When you hear the music playing, use the tool at your desk
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to paint. When you hear the music stop, you will put your tool down on the newspaper that is on your desk, stop talking, and listen to my directions. If you are not following directions or are still talking when the music stops, you will sit on the side for a minute and watch everyone else paint.
d. Ask students to repeat directions. i. What do you do when you hear the music playing? (Use the tool at my desk
to paint.) ii. What do you do when the music stops? (Put my tool down on the newspaper,
stop talking, and listen to the next directions.) iii. What will happen if you are not following directions or are still talking when
the music stops? (Sit on the side for a minute and watch everyone else paint.) e. Inform students that they are going to practice the game. f. Ask students to stand at their desk behind their chair quietly and wait for
instructions once they are sent back to their desk. g. Send students who are sitting quietly back to their desk. h. Use attention getter to gather students’ attention if needed. i. Explain to students that they are going to pick up the tool at their desk and pretend
to paint on their construction paper when they hear the music playing. i. I am going to start the music. When you hear the music playing, pick up the
tool at your desk and pretend you are painting on your paper. Don’t put the paint on your tools yet. When the music stops playing, put your tools down on the newspaper on your desk and listen quietly for the next directions.
j. Answer any questions students may have. k. Start the music and observe students pretending to paint. Play music for 15
seconds. l. Stop the music and wait for students to quiet down. m. Explain to students that when the music stops they will move over one desk.
i. When the music stops, you will change spots and move over one desk. If you don’t know which desk to move to, raise your hand and I will tell you.
n. Ask students to move one desk to right. Help students who don’t know which desk to move to.
o. Inform students that we are going to practice again. i. I am going to play the music again and we are going to pretend to paint with
another tool. p. Remind students of the directions for what to do when the music stops. q. Play music for 15 seconds again and stop music. Wait for students to put their tools
down and quiet down. Ask students to move one desk to the right. r. Inform students that we will practice two more times. s. Allow students to practice two more times with the music playing for 15 seconds
each time. 5. Work Time (27 minutes): 6. Collaborative Group work (You do it together) (27 minutes):
a. Inform students that they will now be painting on their own.
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b. Ask students if they have any questions. c. Inform students that the music will start playing. d. Play music for two minutes while students paint. e. Stop music. Tell students to put their tool down and move one desk to the right. f. Explain to students that they will now be using a different tool to paint on the paper
at their new desk. g. Repeat this process five more times until students have had the opportunity to use
all six tools to paint. h. Gather students’ attention using attention getter. i. Ask students to place their tools in the sink when they are excused to wash their
hands. j. Excuse students to wash their hands one table at a time. k. Inform students that when they are finished washing their hands, they should sit
and quietly wait at their spots on the carpet. 7. Closure (10 minutes):
a. Gather students’ attention. b. Show students a chart with pictures of all of the tools that they used to paint their
pictures. c. Inform students that they will be given a sticker with their name on it. They will
place their sticker in the box indicating the tool that was their favorite. d. Allow students one at a time to place their stickers on the chart. e. Ask students to turn to one of their neighbors. This person will be their partner. f. Assign pairs if students cannot find a partner. g. Ask students to pair-‐share what their favorite tool to use was and explain why it was
their favorite. Remind students to really listen to what their partner is saying and not interrupt their partner when their partner is speaking.
h. Ask 3-‐4 students to share their answers with the class. i. Explain to students that we learned about new tools that we can use to paint and
that we can work together to paint a picture. We also learned to share our ideas with one another.
j. Tell students that they will be called to explain what they liked about their table’s paintings at a later time.
k. Dismiss students for the next activity. *After the Lesson: -‐ Paste finished student work on four separate chart papers (one chart paper for each table). -‐ Ask students to look at their table’s finished work samples and share one thing that they liked about their table’s paintings. -‐ Write students’ answers down on the bottom of the chart paper, below the work samples. -‐ Display student work around the classroom.
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Padua ITE 312/317
Teacher Assessment Tool: Anecdotal Notes (Formative)
Name:
Name:
Name: Name:
Name: Name: Name: Name:
Name: Name: Name: Name:
Name: Name: Name: Name:
Name: Name: Name: Name:
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Padua ITE 312/317
Teacher Assessment Tool: Checklist (Summative) Y = Yes, S = Sometimes, N = No * = With teacher assistance
FA.K.1.2: How
the Arts are Organized – Use developmentally appropriate art media, tools and processes
GLO #2: Community Contributor
GLO #5: Effective Communicator
Name Uses various tools appropriately
Paints on all papers at table
Paints when music is playing
Stops painting when music is not playing
Shares ideas with partner
Listens to partner without interrup-‐ting
Able to explain and justify what he/she liked about table’s paintin-‐gs
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Padua ITE 312/317
Pictures Used for Chart of Tools
http://www.goodhousekeeping.com/product-‐reviews/research-‐institute/sanitizing-‐germy-‐
sponges
http://www.amazon.com/Bendy-‐Flexible-‐Straws-‐Assorted-‐Colors/dp/B00CL5ZBI8
http://www.thriftyfun.com/Uses-‐for-‐Q-‐Tips-‐
1.html
http://mjdmook19.wordpress.com/2011/02/19/building-‐a-‐better-‐child-‐the-‐effects-‐and-‐
benefits-‐of-‐legos/
http://www.thepartyworks.com/girl-‐assorted-‐
cookie-‐cutters-‐8-‐count
http://www.examiner.com/article/recycle-‐
your-‐plastic-‐bottle-‐caps