Lesson plans with special needs modifications

Title: Color Wheel
Grade level: 1-3
Suggested Time: 1 Class period
Unit: African culture
Medium: Paper cutting

Instructional Objectives:

• Students will demonstrate appropriate use of scissors. 
• Students will produce art work that communicates through elements and key principals. 

Elements of art:
Shape, space, and color.

Principles of design:
Balance and contrast

Materials:
Scissors, Paper plate, markers, and string

Vocabulary:
color wheel, symmetrical,

Art Production. 
 1. Talk about the color wheel
2. Tell students they will be making a necklace using the color wheel.
3. Show my example.
4. Show students how to color in the paper plate.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the plate.
7. Watch students cut mask, check for understanding
8. Demonstrate how to put the plate together to create a necklace.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the necklaces.
11. Close with compliments to students, introduce next weeks art lesson.

Art History/Resources:
Book on tables, posters, and computer.

Aesthetic Questions:

• "Are necklaces art? 
• "Why do we wear jewelry?"

Art Criticism"

Show video explaining the project off of Youtube.
https://www.youtube.com/watch?v=XQ7wV9DeEqw

Evaluation Criteria:

Rubric. 

Modifications:

Gifted: For students that are gifted, I would ask them to incorporate each color into their color wheel and then write a paragraph explaining why they put the colors in the order they did. 

Disabilities: For students with disabilities, I would have the necklace pre-made, so that they could spend their time coloring their necklaces.

Art Lesson Plan

Title: African Savanna
Grade level: 1-5
Suggested Time: 1 class period
Unit: African culture
Medium: Water colors

Instructional Objectives:

• Students will demonstrate appropriate use of watercolors. 
• Students will produce art work that communicates through elements and key principals. 

Elements of art:
Shape, space, and color.

Principles of design:
Balance and contrast

Materials:
11x12 paper, pencils, crayons, paint brushes, watercolors.

Vocabulary:
Savanna, African plains,

Art Production. 
 1. Show students a picture of Africa's savanna.
2. Tell students they will be painting an African savanna today.
3. Show an example.
4. Show students how to draw the animals in the right order (big to small.)
5. Look over shoulders, check for understanding
6. Demonstrate how to color with crayons.
7. Watch students cut mask, check for understanding
8. Demonstrate how to use watercolors to go over the Crayons.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the paintings.
11. Close with compliments to students, introduce next weeks art lesson.

Art History/Resources:
http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html
Use to discuss map of Africa.

Aesthetic Questions:

• "What animals live in the African savanna?"

Art Criticism"

Create a gallery walk. Ask what was the students favorite part of the project and why.

Evaluation Criteria:

Rubric. 

Modifications:

Gifted: For the gifted students I would ask them to create a story that goes with their picture once they are done with their drawings. 

Disabilities: For students with disabilities I would allow them to use a drawing I printed off the internet so that they could use the majority of their time using the water colors.

Lesson Plan:

Instructional Objectives:

• Students can paint and apply lines in an even stroke to create a tempera painting.
• Students can identify and create repeating patters

Elements of Art:

Color and shape.

Principles of Design:

Pattern and balance.

Materials and equipment:

• Tempra paint
• 6x18 paper
• Round or flat tip medium sized paint brush
• Pencils
• Erasers

Vocabulary:

Textile, fabric, weaving, cloth, and loom.

Art production:

1. Talk to students about African weaving.
2. Show students steps to draw art; create two shapes with five lines. Repeat four times.
3. Allow students to draw, offer help as needed.
4. Instruct students to get their materials from the counter; paint, paintbrushes, and water cups.
5. Show students how to outline their drawing in black paint.
6. Let students try, walk around room to help.
7. Show students how to color in their paintings.
8. Students paint, offer help.
9. Clean up-wash paint brushes, desk, and hands.
10. Put paintings on dry rack.
11. Discuss the assignment and what the students learned from it. 

Modifications:

Gifted: I would ask the gifted students to create additional lines to their paintings once they are finished. I would have them outline and color more lines.

Disabilities: I would have the lines already drawn for the students with disabilities. I would have them outline the lines with black though, to have an idea of what it is like to create the artwork. I would possibly use hand-over-hand to help the student create the lines if they were having trouble doing so.

Art Lesson Plan

Title: Symmetrical African mask
Grade level: 5-6
Suggested Time: 1 1/2-2 class periods
Unit: African culture
Medium: Paper cutting

Instructional Objectives:
Family portrait contours

• Students will demonstrate appropriate use of scissors and glue. 
• Students will produce art work that communicates through elements and key principals. 

Elements of art:
Shape, space, and color.

Principles of design:
Balance and contrast

Materials:
Scissors, 8x11 construction paper, 4x11 construction paper, pencils, white school glue.

Vocabulary:
symmetrical, mask, ceremony.

Art Production. 
 1. Show students a real African mask.
2. Tell students they will be making a mask.
3. Show images of African mask.
4. Show students how to draw an African mask.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the mask.
7. Watch students cut mask, check for understanding
8. Demonstrate how to glue mask together. 'flip and glue'
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the mask.
11. Close with compliments to students, introduce next weeks art lesson.

Art History/Resources:
Book on tables, posters, and computer.

Aesthetic Questions:

• "Are masks art? 
• "Why do we dress up on Halloween?"

Art Criticism"

Create a gallery walk. Ask what was the students favorite part of the project and why.

Evaluation Criteria:

Rubric. 

Modifications:

Gifted: I would have the students add additional shapes to their mask and make them symmetrical to the opposite side. 

Disabilities: I would have the shapes pre-cut for the students with disabilities. I would ask them to place the shapes where they would like and then help them glue the shapes to their masks.

Chapter 8 Review

Chapter eight is all about visual culture and curriculum. Chapter eight discusses what visual culture is. Visual culture is fashion, advertisements, film computer, television, and packaging. Visual culture is "ideas, beliefs, and other conceptual realms that function in and around visual objects." For example, McDonals's is an American culture and custom. Photography is a cultural meditator. Photography is a powerful way to express culture. W.J.T Mitchell challenged the stereotype that visual culture means an end to the distinction between artistic and non-artistic images. He compared Audrey Flacks painting of Marilyn Monroe and a Vogue magazine cover of Renee Zellweger. This challenge has been widely accepted by many artists today. Chapter eight explains everything about visual culture.

Classroom and Supply Management

Item Number    Quantities    Description    Size/Color    Page Number    Unity Price    Total    
B00057-2006    1                     Paint              Black                      4                   $2.58
B00057-7006    1                     Paint              Green                     4                    $2.58
B00057-7062    1                     Paint               Red                       4                    $2.58
B00057-5006    1                     Paint               Blue                      4                    $2.58              $12.08
B00331-1019    12                  Water Color    All                        14                   $1.77              $21.24
B06060-2030    1                    30 Brushes                                   95                   $15.71            $15.71
B10209-1007    1                    100 Paper pack 8x12                  214                  $5.34               $5.34
B20110-0089    12                  8 Colors Crayons                        208                 $0.50                $6.00

                                                                                                                                     Shipping: $12.15
                                                                                                                                     Total:        $74.14

African Savanna; Watercolor Resist

Art Lesson Plan

Title: African Savanna
Grade level: 1-5
Suggested Time: 1 class period
Unit: African culture
Medium: Water colors

Instructional Objectives:

• Students will demonstrate appropriate use of watercolors. 
• Students will produce art work that communicates through elements and key principals. 

Elements of art:
Shape, space, and color.

Principles of design:
Balance and contrast

Materials:
11x12 paper, pencils, crayons, paint brushes, watercolors.

Vocabulary:
Savanna, African plains,

Art Production. 
 1. Show students a picture of Africa's savanna.
2. Tell students they will be painting an African savanna today.
3. Show an example.
4. Show students how to draw the animals in the right order (big to small.)
5. Look over shoulders, check for understanding
6. Demonstrate how to color with crayons.
7. Watch students cut mask, check for understanding
8. Demonstrate how to use watercolors to go over the Crayons.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the paintings.
11. Close with compliments to students, introduce next weeks art lesson.

Art History/Resources:
http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html
Use to discuss map of Africa.

Aesthetic Questions:

• "What animals live in the African savanna?"

Art Criticism"

Create a gallery walk. Ask what was the students favorite part of the project and why.

Evaluation Criteria:

Rubric. 

Chapter Seven Review

Chapter seven is about art and integrated curriculum. Kathy Lake is famous for making the statement that we should teach art along side another subject. This was a debate and people questioned "why should art curriculum and instruction engage with integrated curriculum?"Clearly, we all know how this debate ended, we now teach social studies and other subjects along with art. Many art lessons would be difficult to teach without giving a background lesson in another subject. For example, the Holocaust Memorial project from chapter four. Teaching a subject with art is typically more powerful than just simply lecturing at students or worksheets. Art is a hands-on activity that allows more students to fully engage in the lessons. Art gives kids understanding of metaphoric expressions that would most likely be overlooked if it wasn't for the arts. Chapter seven teaches the importance of integrated art classes.

Chapter Six Review

Chapter six is about assessment and the curriculum. Assessment is a huge part of planning a lesson. The best way to check for understanding from students is to use an assessment. That is where planning comes in; plan the lesson around how you plan to check for understanding with your students. Using assessments is natural to teaching. Teachers often teach lessons and randomly decide to quiz their students. When planning you should consider the most important aspects of the lesson, and then quiz your students on those main ideas. It is important to know how to check for deeper understanding with your students. Performance tasks are a great way to assess your students deeper understanding. Chapter six discusses how to create effective lesson plans and then assess the students on the key concepts of the lesson.

Color Wheel

Lesson Plan

Title: Color Wheel
Grade level: 1-3
Suggested Time: 1 Class period
Unit: African culture
Medium: Paper cutting

Instructional Objectives:

• Students will demonstrate appropriate use of scissors. 
• Students will produce art work that communicates through elements and key principals. 

Elements of art:
Shape, space, and color.

Principles of design:
Balance and contrast

Materials:
Scissors, Paper plate, markers, and string

Vocabulary:
color wheel, symmetrical,

Art Production. 
 1. Talk about the color wheel
2. Tell students they will be making a necklace using the color wheel.
3. Show my example.
4. Show students how to color in the paper plate.
5. Look over shoulders, check for understanding
6. Demonstrate how to cut the plate.
7. Watch students cut mask, check for understanding
8. Demonstrate how to put the plate together to create a necklace.
9. Check for understanding
10. Allow students to create an art gallery. Talk about all the necklaces.
11. Close with compliments to students, introduce next weeks art lesson.

Art History/Resources:
Book on tables, posters, and computer.

Aesthetic Questions:

• "Are necklaces art? 
• "Why do we wear jewelry?"

Art Criticism"

Show video explaining the project off of Youtube.
https://www.youtube.com/watch?v=XQ7wV9DeEqw

Evaluation Criteria:

Rubric.