Lesson Plans/ Budget- Emily

Visual Studies Lesson Plan

Names:  Emily                                                                                                                                                                Grade Level: 4th/5th

Title of Lesson: "Ours"

National Standards:

Texas Essential Knowledge Skills (TEKS):

§117.14. Art, Grade 4.

(a)  Introduction.

(1)  Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

(2)  By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(b)  Knowledge and skills.

(1)  Perception. The student develops and organizes ideas from the environment. The student is expected to:

(A)  communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and

(B)  choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity.

(2)  Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

(A)  integrate a variety of ideas about self, life events, family, and community in original artworks;

(B)  design original artworks; and

(C)  invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.

(3)  Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

(A)  identify simple main ideas expressed in art;

(B)  compare and contrast selected artworks from a variety of cultural settings; and

(C)  identify the roles of art in American society.

(4)  Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A)  describe intent and form conclusions about personal artworks; and

(B)  interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.

Source: The provisions of this §117.14 adopted to be effective September 1, 1998, 22 TexReg 4943.

Objectives:

1. Learn team work
2. Establish a good relationship amongst students. 

Introduction:
Vocabulary:
collaboration: the action of working with someone to produce or create something: hewrote on art and architecture in collaboration with John Betjeman.
• something produced or created in this way: his recent opera was a collaboration with Lessing.

Social/Historic Context for Lesson:

Historic Artists Used:

Contemporary Artists Used: 
Judy Baca 
Judy Chicago 

Books: 
The one and the Many: Contemporary Collaborative art in a Global Context

Video: 
http://www.sfmoma.org/explore/multimedia/videos/512

Websites: 
http://collabarts.org
https://www.moma.org/learn/moma_learning/themes/dada/artistic-collaboration
http://www.trendhunter.com/slideshow/36-artistic-collaborations-fabulous-fusion-of-famous-talents#1

Materials Used:

- Paper- $40

- Paint- $18.03 x5

- Pencils- $13.29
- misc.- $100
Total cost: $243.44

Technology Used: 
-computer

Timeline for Lesson:

1 week:
1st day- discuss collaboration/working together
2nd/3rd day- assign groups and have them brainstorm/begin creative process
4th/5th day- finish assignments and present to the class

Activity/Procedure:

1. discuss collaboration/working together

2. assign groups and have them brainstorm/begin creative process

3. finish assignments and present to the class

4.

Assessments (objective or subjective):

1.

2.

Future Considerations/Notes:

Possibly redo the activity at a later time as a full class collaboration project.