Lessons and Rubrics

I'm working on a template for Lesson Plans and Rubrics. Not all of it seems to have come through, but here's the start-

Julia Garnett
2011-12
Grade Level: 1-5
Subject: Elementary Art 

Duration: 40 minute class period

Lesson #- (possible 5 student points)

Preparation: the examples, visuals, set up of room

Books:  

Websites:  

Key Vocabulary: Element of Design, Principle of Design

• the lesson

Objectives and Goals: cognitive, affective, psychomotor 

• the lesson

State Standards:

http://www.michigan.gov/mde/0,4615,7-140-28753-86228--,00.html

• the lesson

Bloom’s Taxonomy: 

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

I am using the new version, noted here. 

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Remember: 

Understand: 

Apply: 

Analyze: 

Evaluate: 

Create:

Multiple Intelligence: 

http://www.howardgardner.com/MI/mi.html

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Spatial- 

Linguistic- 

Logical-mathematical-  

Bodily-kinesthetic-  

Musical- 

Interpersonal- 

Intrapersonal- 

Naturalistic- 

Anticipatory Set Artist Workshop Time (5 minutes):

Direct Instruction (2 minutes):

• Explanation 
• Steps to follow for 5 points.

example:

1. Turn paper the portrait, landscape direction. Using pencil write your first and last name at the bottom, back of the page.

2. Draw with pencil first.

3. Use the entire page. Draw large.

4. Add details. Use at least two values. Work neatly.

5. Artist Statement

Closure (2 minutes):

• Students should reflect and review the lesson
• Students will think about the lesson
• Simple and quick Check for understanding

Guided Practice (5 minutes):

• Demonstrate the lesson using the document camera, white board, paper.

Independent Practice Artist Studio Time (10 minutes):

• Create the lesson *Reminder- Head Heart Hands

Required Materials and Equipment:

• Paper
• Crayons, pencils
• multi-media: computer, projector, document camera, videos, music player, digital timer

Clean Up (5 minutes):

• Students will return pencils, crayons to bin.
• Table manager will return projects to tray.

Assessment and Follow-Up Artist Critique Time (5 minutes):

• Did students complete each of the 5 steps for 5 possible points?
• 
• Students will be able to retell or explain the lesson
• Critique:  

1. Students will walk by the display of their work and consider what they did well and what they could do to improve.
2. Students will “show and tell” about their work, either to another student, to their group, or to the class.

Did the class receive their points for the “scoreboard”.

Points Possible	Points Received	Class Time	Expectation
1		Artist Workshop	Class will listen attentively to the speaker.
2		Artist Studio	Class will cooperate with others at their table. They will put their “Head, Heart, Hands” into their work. They will strive to complete  all points for each assignment.
3		Clean Up	Class will cooperate with others at their table to complete all clean up jobs assigned. They will meet the 2 minute challenge calmly, and efficiently.
4		Artist Critique	Class will think about whether or not they have completed the expectations for the assignment. They will assess their work and think about improvements for future assignments. Class will listen attentively to the speaker when it is a Presentation Critique.
5		Presentation, Video, Ppt., etc.	Class will look and listen attentively to the speaker, video, or slide show.

“Springboard” References for future lesson:

• the lesson

Elementary Art Rubric	Master	Apprentice	Novice
Grade Earned (as shown on Western Schools report card)	Y	P	N
Work Ethic	I produce high quality/creative work. I receive the full 5 points possible on my assignments.	I produce acceptable work. I receive at least 3 out of 5 points possible on my assignments.	I produce work of inconsistent quality, or no work. I receive 0 to 2 points out of 5  possible on my assignments.
Comprehension	I apply all skills, especially those stressed for the assignment.	I apply some of the skills that are expected for the assignment.	I rarely apply the expected skills for the assignment.
Participation	I participate in class and use time well.	I usually participate and use time well.	I sometimes, or never participate and use time well.
Cooperation	I cooperate with the teacher and with my peers.	I usually cooperate with the teacher and with my peers.	I sometimes, or rarely cooperate with the teacher and with my peers.
Independence	I solve problems and work independently.	I sometimes solve problems and work independently.	I rarely, or never work independently or solve problems.

Friday! Another week of teaching art down!

The students made some wonderful portraits this week! We're off to a good start.
http://www.edutopia.org/arts-music-curriculum-child-development
Integrating arts in education seems a pretty natural thing to do, so why is it so hard and so much work? Wow am I tired from a long week. 8 classes a day! We are still learning routines. I still don't have a chair for my desk- chances are I never will get one, oh well...
Once this building starts getting the hang of it I'll be moving to the next building. I work at 4 buildings- 1,300 students. I've only seen 400 so far.

Arts are Important!

http://www.edutopia.org/arts-music-curriculum-child-development
More proof for what we already know, right!

State Standards for Michigan Elementary Visual Art

http:www.michigan.gov/mde/0,4615,7-140-28753-86228--,00.html
ARTS EDUCATION


CONTENT STANDARDS AND WORKING DRAFT BENCHMARKS



Elementary Visual Arts



Content Standard 1: All students will apply skills and knowledge to perform in the arts.



ART.I.VA.EL.1 Use materials, techniques, media technology, and processes to communicate ideas and experiences.



ART.I.VA.EL.2 Use art materials and tools safely and responsibly.



ART.I.VA.EL.3 Use visual characteristics and organizational principles of art to communicate ideas.



ART.I.VA.EL.4 Be involved in the process and presentation of a final product or exhibit.



Content Standard 2: All students will apply skills and knowledge to create in the arts.



ART.II.VA.EL.1 Apply knowledge of materials, techniques, and processes to creative artwork.



ART.II.VA.EL.2 Apply knowledge of visual characteristics and organizational principles communicate ideas.



ART.II.VA.EL.3 Explore and understand prospective subject matter, ideas, and symbols for works of art.



ART.II.VA.EL.4 Select and use subject matter, symbols and ideas to communicate meaning.



ART.II.VA.EL.5 Know different purposes of visual art to creatively convey ideas.



ART.II.VA.EL.6 Use technology as a tool for creative expression.



Content Standard 3: All students will analyze, describe and evaluate works

of art.



ART.III.VA.EL.1 Generalize about the effects of visual structures and functions, and reflect upon these effects in personal work.



ART.III.VA.EL.2 Identify various purposes for creating works for visual art.



ART.III.VA.EL.3 Understand there are different responses to specific artworks.



ART.III.VA.EL.4 Describe and compare the characteristics of personal artwork.



ART.III.VA.EL.5 Understand how personal experiences can influence the development of artwork.



Content Standard 4: All students will understand, analyze, and describe the

arts in their historical, social, and cultural contexts.



ART.IV.VA.EL.1 Know that the visual arts have a history and specific relationships to various cultures.



ART.IV.VA.EL.2 Identify specific works of art as belonging to particular cultures, times, and places.



ART.IV.VA.EL.3 Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.



Content Standard 5: All students will recognize, analyze, and describe

connections among the arts; between the arts and other disciplines;

between the arts and everyday life.



ART.V.VA.EL.1 Explain how visual arts have inherent relationships to everyday life.



ART.V.VA.EL.2 Identify various careers in the visual arts.



ART.V.VA.EL.3 Understand and use comparative characteristics of the visual arts and other arts disciplines.



ART.V.VA.EL.4 Identify connections between the visual arts and other disciplines in the curriculum.

Plan Template!

Wow! When I posted that plan template it looked like a real mess! I'll be working on it. In the meantime, here's a cute lesson for Kindergarten I found while browsing:
http://www.projectarticulate.org/lesson.php?Lesson=13
This is a great lesson for texture and shape.

I'm working on a lesson plan template! Here's what I have so far...

Julia Garnett
2011-12
Grade Level: 1-5
Subject: Elementary Art 

Duration: 40 minute class period

Lesson #- (possible 5 student points)

Preparation: the examples, visuals, set up of room

Key Vocabulary: Element of Design, Principle of Design

http://www.projectarticulate.org/principles.php

 http://www.youtube.com/watch?v=nBem1EeO88w&feature=relatedteacher made- good simple explanation

http://www.artsconnected.org/toolkit/explore.cfm interactive exploration

 http://www.youtube.com/watch?v=1XMQ6RFsqYc elements-fun teacher made video

http://www.youtube.com/watch?v=K7NTRk2xJKU&feature=related principles-fun teacher made video

search list http://www.youtube.com/results?search_query=elements+of+art&aq=f

• the lesson

Objectives and Goals: cognitive, affective, psychomotor 

• the lesson

State Standards:

http://www.michigan.gov/mde/0,4615,7-140-28753-86228--,00.html

• the lesson

Bloom’s Taxonomy: 

http://en.wikipedia.org/wiki/Bloom's_Taxonomy

I am using the new version, noted here. 

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Remember: the lesson

Understand: the lesson

Apply: the lesson

Analyze: the lesson

Evaluate: the lesson

Create: the lesson

Multiple Intelligence: 

http://www.howardgardner.com/MI/mi.html

http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Spatial- the lesson fitting name on paper, using whole paper, 

Linguistic- the lesson discussion time, write an artist statement

Logical-mathematical-   the lesson groups of 4 or 5, pair with a partner, divide into 6 tables, divide up the “jobs”, pass out corresponding paper, countdown to silence, digital timer for countdown to “time’s up”, paper folding-cutting-dividing paper 

Bodily-kinesthetic-   the lesson younger students begin class with physical activities such as “sky writers”, and “do what I do”, end class with “painters and statues game” or Colors! Colors! active song

Musical-  the lesson listen to music during studio time, music for alarm, sing-song for reminders such as name on paper etc., art videos such as Songs in the Key of Art

Interpersonal-  the lesson discuss (knee to knee) with a peer 

Intrapersonal-  the lesson personal interpretation of assignment

Naturalistic-  the lesson inspired by nature

Anticipatory Set Artist Workshop Time (5 minutes):

Direct Instruction (2 minutes):

• Explanation the lesson
• Steps to follow for 5 points.

1. Turn paper the portrait, landscape direction. Using pencil write your first and last name at the bottom, back of the page.

2. Draw 

3. Use the entire page. Draw large.

4. Add details. Use at least two values. Work neatly.

5. Artist Statement

Closure (2 minutes):

• Students should reflect and review  the lesson
• Students will think about  the lesson
• Simple and quick Check for understanding

Guided Practice (5 minutes):

• Demonstrate the lesson using the document camera, white board, paper.

Independent Practice Artist Studio Time (10 minutes):

• Create  the lesson *Reminder- Heart Head Hands

Required Materials and Equipment:

• Paper
• Crayons, pencils
• multi-media: computer, projector, document camera, videos, music player, digital timer

Clean Up (5 minutes):

• Students will return pencils, crayons to bin.
• Table manager will return portraits to table.

Assessment and Follow-Up Artist Critique Time (5 minutes):

• Did students complete each of the 5 steps for 5 possible points?
• Students will be able to retell or explain the lesson
• Critique-  Students will walk by the display of their work and consider what they did well and what they could so to improve.

“Springboard” References for future lesson:

• the lesson

Western Schools Elementary Art Rubric

To earn a Y:
    I produce high quality/creative work. I receive the full 5 points possible on my assignments.
    I apply all skills, especially those stressed for the assignment.
    I participate in class and use time well. I cooperate with the teacher and with my peers.
    I solve problems and work independently.

To earn a P:
    I produce acceptable work. I receive at least 3 out of 5 points possible on my assignments.
    I apply some of the skills that are expected for the assignment.
    I usually participate and use time well. I usually cooperate with the teacher and with my peers.
    I sometimes solve problems and work independently.

To earn an N:
    I produce work of inconsistent quality, or no work. I receive 0 to 2 points out of 5  possible on my assignments.
    I rarely apply the expected skills for the assignment.
    I sometimes, or never participate and use time well. I sometimes, or rarely cooperate with the teacher and with my peers.
    I rarely, or never work independently or solve problems.

Above Rubric is the combination of several different rubrics.