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.