Pre-Assessment: 

This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

• What experiences have students had with digital media or drawing?
• What digital drawing programs have students used in the past?
• What experiences do students have with creating surrealism

Performance:

What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT – Role / Audience / Format / Topic)

Tonight we will be using digital drawing to create surrealist artwork that tells a story.  We will be choosing 3 words that we will somehow include in our art, and aim to create a piece that tells a story.  How can you turn 3 words into a piece of artwork that creates a story?

Concepts:

List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.

• Paradox
• Emotions
• Surrealism

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.        

• We can use prior knowledge to make meaning

• I can use what I know to create something new

• visual arts are a way to express and communicate ideas and perspectives

• I can decide what I want my art to say

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend

2. Envision and Critique to Reflect        

3. Invent and Discover to Create

4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:

Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.  Should be written as: Objective.  (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

SWBAT create a surreal piece of art utilizing the different digital drawing tools (Blooms)

Standard: Invent and discover to create

GLE:  Assess and produce art with various materials and methods

SWBAT create a narrative based on their drawing

Standard: Communication through visual methods is a necessary skill in everyday life

Art Learning: Conceptual, Ideation,

Differentiation: 

Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale.  Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)

Access (Resources and/or Process)

Expression (Products and/or Performance)

Use of digital drawing tools/ website

Choice

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Use of technology and online sources

Abstraction

Use of images to create surrealism

Literacy:

List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Vocabulary:  Surrealism, narrative

Literacy: writing a narrative about the piece

Materials: 

Must be grade level appropriate.  List everything you will need for this lesson, including art supplies and tools.  (These are the materials students will use.)  List all materials in a bulleted format.

• Computers
• Touch pads/ computer lab
• Paper for sketches
• Paper for writing narrative
• ArtRage program

Resources:  

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found.  (These are the resources used by the teacher to support/develop the lesson.)  List all resources in a bulleted format.

• Sketchbook
• Powerpoint presentation
• Computer Lab
• Handouts - words
• Blog

Preparation:  

What do you need to prepare for this experience? List steps of preparation in a bulleted format.

• Gather resources/ materials
• Create blog to share lesson plan and unit plan
• Have students download the ArtRage trail

Safety:

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

• No food or drink near computers

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

• Show contemporary surrealist art
• Have students pick 3 words to include in their work
• Allow students to “play” with the ArtRage to encourage discovery

Ideation/Inquiry:

Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract.  List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.

• Have students sketch out their ideas when they pick the 3 words they want to use

Instruction: 

Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will be taught.) Identify instructional methodology. KNOW (Content) and DO (Skill)

Welcome class and begin powerpoint

• Discuss contemporary digital drawing artists with powerpoint

• Surrealism
• “Why Is digital drawing a good tool when it comes to surrealism?”
• George Grie Work

• One of the first digital surrealism artists  

• Introduce ArtRage Program

• Tools, techniques,
• Demonstrate on projector how to use the tools of the program
• Have students practice using the tools

• “Does everyone have a good idea how to use this program?”
• Transition into assignment
• “As mentioned before, we are going to use digital drawing to create surrealism”
• Go around the classroom with bowl full of words and have each student grab 3 - if they really do not like one of the words, they can grab another to trade - but only 1
• Explain lesson

• With the three words that you have selected, sketch ideas of how to include them in your final piece.  You can represent these nouns as literal or abstract, just so long as all three influence the piece.
• While working, know that you are also creating a story.  At the end of this lesson, you will write a story about your final drawing to share with the class.

• Begin Sketching ideas

• Provide blank paper for students to create sketches

• Begin working on project

• “You may use images that you already have for details, but I encourage you to do most of the drawing without pasting images.
• Go around observing progress, and documenting.  
• Ask students to talk about their process and make sure everyone is on task
• Walk around the classroom and provide assistance to anyone who may be confused on what to do

• Ask students to begin writing a story about their piece.  Are there characters? What is the setting? What kind of world is it?
• Ask students to stand up and gather around one computer at a time, and have each student read their story
• What did you like about the lesson? What did you not like?
• What is the purpose of using digital drawing? Why would people choose digital drawing to create surrealism?
• Cleanup, have students fill out rubric, shut down technology  

10 min

10 min

5 min

2 min

2 min

5-10 min

Until 7:20

10 min

10 min

10 min

Student reflective/inquiry activity: 

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)

1. Students will create a narrative for their work and share it with the class.  Students will walk around the room and listen to each story for each piece.

Post-Assessment (teacher-centered/objectives as questions):  

Have students achieved the objectives and grade level expectations specified in your lesson plan?

Post-Assessment Instrument:

How well have students achieved the objectives and grade level expectations specified in your lesson plan? Include your rubric, checklist, rating scale, etc.

• Students create a surreal drawing utilizing the tools of digital drawing
• Students create a narrative to tell a story about their piece

• Check (+) - Student created a surreal drawing utilizing all vocabulary words handed out and 3 or more tools and created a story that went with their final piece
• Check - Students created a surreal drawing utilizing all vocabulary words digital drawing and created a story
• Check (-) - Students created a surreal digital drawing and created a story

Self-Reflection:  

After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently.  Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)