IV: Instruction and Management Plan
Sequence and Organization of Unit
The first lesson was titled If I could be anywhere. In this lesson students would learn how shapes, colors, and texture can work together to make up how a room looks. Students were asked to design their own room, classroom, living room, kitchen etc. to look however they wanted. They could make these spaces look realistic or imaginary depending on the kind of space they preferred to be in. The students were asked to make a list of at least ten special places to get them thinking of all the different kinds of special places. The students created two sketches to think about what they wanted their larger art piece to encompass. The students created special places using fabric, oil pastels, cut paper, and crayons.
The second lesson was titled Out of the box. For this lesson, the students were able to design their own house or structure using design elements
they were taught such as shape, color, and texture. The students were then able to apply what they had learned to decorate a cardboard box to make it look like what they would want their house to look like. The students worked in groups of six students in order to combine ideas and learn how to work in collaborative ideas.
Literacy, Numeracy, Technology and Other Relevant Subjects
In this lesson, literacy was integrated by having students discuss their artwork in a thoughtful and storytelling manner. The students were asked to pair up and discuss three specific prompts that allowed them to focus their discussion. Numeracy was integrated by having students work in a sequence of sketching, planning, and final artworks. The students were required to think critically while working on their box projects. The students had to problem solve, work collaboratively, and become innovators. The skills are all 21st century skills that the students will be able to apply to their everyday lives.
Strategies for Classroom Management
When students started art class, they chose a seat at any of the five tables. Kelsey and I then passed out the sketchbooks/projects to avoid chaos in
one part of the room. Before class started, we would set out oil pastels at each of the tables. On the tables already were glue sticks, crayons, scissors, and pencils. If students wanted markers or colored pencils, the could find them in the back of the room. When we used fabric, we set it out where several students could access it at one time. The box project required a little more manipulation of the classroom. All of the boxes were in a pile in the reading corner. After students pushed the tables aside, the students would pick up their boxes in groups and carry them to a spot they had claimed. This was a great opportunity for students to work together to make sense of what they needed. Clean up required students to clean up their own area and then help their friends when they were done. Students were fairly good at taking down their boxes and stacking them neatly.
The first lesson was titled If I could be anywhere. In this lesson students would learn how shapes, colors, and texture can work together to make up how a room looks. Students were asked to design their own room, classroom, living room, kitchen etc. to look however they wanted. They could make these spaces look realistic or imaginary depending on the kind of space they preferred to be in. The students were asked to make a list of at least ten special places to get them thinking of all the different kinds of special places. The students created two sketches to think about what they wanted their larger art piece to encompass. The students created special places using fabric, oil pastels, cut paper, and crayons.
The second lesson was titled Out of the box. For this lesson, the students were able to design their own house or structure using design elements
they were taught such as shape, color, and texture. The students were then able to apply what they had learned to decorate a cardboard box to make it look like what they would want their house to look like. The students worked in groups of six students in order to combine ideas and learn how to work in collaborative ideas.
Literacy, Numeracy, Technology and Other Relevant Subjects
In this lesson, literacy was integrated by having students discuss their artwork in a thoughtful and storytelling manner. The students were asked to pair up and discuss three specific prompts that allowed them to focus their discussion. Numeracy was integrated by having students work in a sequence of sketching, planning, and final artworks. The students were required to think critically while working on their box projects. The students had to problem solve, work collaboratively, and become innovators. The skills are all 21st century skills that the students will be able to apply to their everyday lives.
Strategies for Classroom Management
When students started art class, they chose a seat at any of the five tables. Kelsey and I then passed out the sketchbooks/projects to avoid chaos in
one part of the room. Before class started, we would set out oil pastels at each of the tables. On the tables already were glue sticks, crayons, scissors, and pencils. If students wanted markers or colored pencils, the could find them in the back of the room. When we used fabric, we set it out where several students could access it at one time. The box project required a little more manipulation of the classroom. All of the boxes were in a pile in the reading corner. After students pushed the tables aside, the students would pick up their boxes in groups and carry them to a spot they had claimed. This was a great opportunity for students to work together to make sense of what they needed. Clean up required students to clean up their own area and then help their friends when they were done. Students were fairly good at taking down their boxes and stacking them neatly.
