This class was taken for developing clinical experiences in the classroom, while developing our own lesson plans. We taught in pairs – and my partner and I were lucky enough to gain experience teaching pre-K! Below is the compilation of my final binder of developed lessons.
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Imagination Unit Rationale
Imagination is the key that sparks creation and innovation. Without imagination humans would have never been able to put a man on the moon, write classic novels, or film our favorite movies. In short, our world would cease to exist as we know it. With this in mind, it is essential for educators to create lessons that promote imagination and creative thinking. According to Dorothy Singer, professor of psychology at Yale University and co-author of The House of Make Believe: Children’s Play and the Developing Imagination, “Imagination helps children grow up to be adults who are creative thinkers. Adults who were imaginative children often become problem solvers, innovators and creative thinkers” (www.suit.com). The theme for our four and five year old unit revolved around imagination for this very reason. Art in particular allows students to create visual representations of different imaginative ideas that cannot be expressed through words or text.
In the imagination art unit, there were a total of four different projects that promoted creative growth and imagination for the students. The first project was called “Monster Mash”, where students used their imaginations to create an interesting and unique monster using tissue paper. The second project, titled “Making Masks”, required students to decorate three-dimensional masks that represented each student’s personality or interests. Project number three, called “Story Book Prints”, allowed students to create their very own story book characters and design a background using unique tools that correlates with their characters storylines. Lastly, “Treasure Hunt”, required students to put their heads together in order to create a large treasure map. The students had to use their imagination in order to figure out different obstacles a person could encounter during an adventurous treasure hunt. All of these projects required the four and five year old students to think abstractly, creatively, and imaginatively. This unit allowed students to explore different ideas and actively use their imagination in order to successfully complete each project. Students were given the opportunity to openly create art that reflects their expressions, feelings, and ideas.
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LESSON PLAN # 1 Date / Week: September 21, 2013
Student Teacher: Megan Czervionke and Sarah Kedzior
Lesson Title: Monster Mash
Grade Level: 4-5 year olds
Lesson Rationale: Students will be reviewing/introduced to different versions of popular cartoon monsters, such as from Monsters, Inc. and Where the Wild Things Are. They will then imagine and create their own version of a monster using specific components discussed, like horns, fangs, claws, and tails. Students will create unique monsters using watercolor paper, tissue paper, water, glue, and a paintbrush for application. Using inspirations from the beginning of the lesson, the students will design a monster fully for themselves and on their own. They will express themselves and the personality behind the idea of the monster through different color combinations, choices of monster characteristics, and creation of multiple textures.
State Goals:
1. State Goal 25: Know the Language of the Arts
A. 25.A1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
B. 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence, mood).
2. State Goal 26: Through creating and performing, understand how works of art are produced.
A. 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing, and constructing.
B. 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination.
3. State goal 27: Understand the role of the arts in civilizations, past and present.
A. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations, and recreation.
B. 27.B.1 Know how images, sounds and movement convey stories about people, places, and time.
Objectives:
Skill Objective: Given a glue and water mixture and paper, students will successfully create a monster unique to their personalities based on choices of monster characteristics, and color and texture choices. – 25.A1d, 25.B.1, 26.A.1e, 26.B.1d
Conceptual Objective: Given examples of monsters in popular culture and the basic components of a typical monster, students will appropriately design a unique monster. – 25.A1d, 25.B.1, 27.A.1b, 27.B.1
Assessment Criteria:
Most Successful: Clear and creative monster form, great tissue paper application skills learned from demo, simple and clean color scheme, fantastic dark outlines, cutting skills apparent, perfect size of torn tissue paper
Moderate: Fills entire space, evidence of tissue overlapping and application skills, good use of color, average tearing size of tissue paper, average outlining and cutting skills – outline is lost with the amount of tissue paper applied
Poor: Does not fill the white space, little evidence of outlining and cutting skills, tissue paper tearing skills are lacking, monster form is not fleshed out
Instructional Resources and Materials:
- Monsters Inc. clips (http://megashare.sh/watch-monsters-inc-online-TXpJNE5BPT0)
- Preview for Hotel Transylvania (http://www.youtube.com/watch?v=q4RK3jY7AVk)
- Foster’s Home for Imaginary Friends clips (http://www.youtube.com/watch?v=GZiB_S9VpiU)
- Excerpts from Where the Wild Things Are
Art Materials for the Lesson:
- Tissue Paper-variety of colors and multiple sheets of each
- Watercolor paper
- White, multi-purpose glue-1 gallon
- Water
- Paintbrushes
- Cup for water
- Pencil
- Black crayon
- Round-tip safety scissors
- Bowls – for the water and glue mixture
Management and Safety Issues: The largest safety concern is the students’ use of scissors to cut out their monsters. To ensure the safest possible classroom situation, the class helpers and I will be supervising and offering help to anyone who demonstrates a need.
In-Class Activities:
Introduction: 20 minutes
- Share instructional resources
- Introduce a variety of examples of popular illustrated monsters. Use the posters made for visuals.
- Ask the students to brainstorm monster characteristics. Elaborate on and talk about what makes a monster a monster.
- Indicate the amount of characteristics they must include in their monster.
- Explain that monsters, as we are creating them, are not real, but fun creations of the imagination.
Purpose
- The introduction will serve as the basis for the project overview.
- It will give students ideas about different types of monster characteristics they can utilize when introduced to this project’s art context.
- Brainstorming these characteristics with pop culture visuals will help reinforce the basic monster components introduced.
- It will also give a personal connection to the artwork for each student.
Demonstration: 60 minutes
Presentation/Explicit Instruction
- Back and forth demonstration and student application/creation of monsters
- Demonstrate how to draw monster with basic components provided, then they do the same
- Draw a monster using a pencil. Talk about the components/parts being used.
- Outline the monster using a black marker. Make the lines thick so it is easier to cut out.
- Cut the monster out using safety scissors to prevent injury.
- Write name on back.
- Choose tissue paper colors to use. Talk about what certain colors can indicate and emote.
- Rip off pieces of tissue paper to use. Consciously decide sizes for different parts of the monster. Approximate size per piece should be about two thumb sized.
- Practice tissue paper application on scraps of watercolor paper before starting application on monster.
Structured Practice/Exploration
- Learning activities during the demonstration include brainstorming monster characteristics they want to include in their own monster and practicing the tissue paper application on scrap paper.
- I will provide examples of each step of the process to speed along the demonstration. I will skip to the next step when a new step has to begin.
Purpose
- By talking students through the project process step-by-step, it gives them opportunity to ask questions about any discrepancies and see the actual process in real time.
- Explain the importance of form and shape in regards to monster design.
- Demonstrate proper production techniques in each step.
- Give reasoning for each artistic decision made when creating the monster.
- Practicing demonstrated applications will help students hone skills before actual use is implemented on their monster form.
- Make sure their personal choices in monster shape/ form and color are being used correctly and efficiently.
Development: 25 minutes
Guided Practice/Feedback
- Have students begin their monster projects
- As the steps progress, make sure they are being safe using scissors
- Help rip up tissue paper pieces for time’s sake.
- Have students practice tissue paper application on scraps of watercolor paper.
- Be encouraging and positive by commenting on students’ monster designs and color choices.
- Ask questions about students’ understanding about project.
Purpose
- Practicing demonstrated applications will help students hone skills before actual use is implemented on their monster form.
- Make sure their personal choices in monster shape/ form and color are being used correctly and efficiently.
- Encourage students’ progress and reinforce concepts provided during the demonstration.
Closure:(Reflection/Review/Discussion/Cleanup) 15 minutes
- Students should apply tissue paper layers
- Have the students clean up their work area. Organize the tissue paper, dispose of glue, and recycle paper scraps
- Store pieces in a safe place
- Share and discuss student work. Have them share their stories behind their monsters’ worlds
Purpose
- Ending the lesson with sharing every students’ monsters will help them feel more accomplished that this project is completed.
- It will help with confidence and classroom dynamics; making it an open atmosphere.
Critical Comments and Reflections:
Successes: The majority of student work was creative and colorful in their designs. Most monsters filled the entire page students were given and included the appropriate amount or more of the monster components brainstormed together. Every student had an extremely creative artist statement accompanying these pieces detailing the background lives of the monsters they created.
Problems: Tissue paper application took much longer than expected and presented many problems. Glue mixtures were spilled, too much glue was used, tissue paper was torn poorly, and not enough tissue paper was used – making the monsters not fully filled.
Adjustments: Better teacher demonstration should be used. Emphasize the importance of layering tissue paper pieces, the size of the tissue paper pieces to be used, and the amount of glue to be used to cover their entire monster design.
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LESSON PLAN # 2 Date / Week: September 28, 2013
Student Teacher: Megan Czervionke and Sarah Kedzior
Lesson Title: Storybook Prints
Grade Level: 4-5 year olds
Lesson Rationale: In this lesson students created a background and characters that represent a story from their imaginations. Students created their backgrounds using different objects such as pinecones, flowers, sticks, leaves, stamps, and more, to create prints using tempera paint. This lesson is important because it teaches students to be creative with their art making. Students used their imagination and practiced using unusual objects as printing tools, which created unique textures and designs.
State Goals:
1. State Goal 25: Know the Language of the Arts
A. 25.A1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
B. 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence, mood).
2. State Goal 26: Through creating and performing, understand how works of art are produced.
A. 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing, and constructing.
B. 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination.
3. State goal 27: Understand the role of the arts in civilizations, past and present.
A. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations, and recreation.
B. 27.B.1 Know how images, sounds and movement convey stories about people, places, and time.
Objectives:
Conceptual Objective: Given examples of storybook scenes, students will appropriately create a scene and character of their own using different painting techniques. – 25.A1d, 25.B.1,27.A.1b, 27.B.1
Skill Objective: GIven watercolor paint, its technique to be applied, and printmaking skills, students will successfully create a storybook scene with a background and character using watercolor and printing techniques. – 25.A1d, 25.B.1, 26.A.1e, 26.B.1d
Assessment Questions and Criteria:
Most Successful: Covers the entire page with color, evident use of different printing materials, development of characters
Moderate: Covers the majority of the page, clear use of different printing objects, one of the characters is fully developed, while the other is incomplete
Poor: The entire page is covered, but there is no evidence of different printing objects, Colors are blended together, characters are not fully developed
Instructional Resources and Materials:
- Shrek clips: http://www.youtube.com/watch?v=RVsa1ETTXrA
- Excerpts from books kept in classroom (Ex. No, David! and Minas and the Fish)
Art Materials for the Lesson:
- Tempera Paint
- Watercolor paper
- Watercolor Paint
- Water
- Paintbrushes
- Cup for water
- Pencils
- Objects for printmaking: bubble wrap, apples, sticks,
- Marker
Management and Safety Issues: The biggest issue the students might encounter is managing the tempera paint. To ensure the safest possible classroom situation, the class helpers and I will be supervising and offering help to anyone who demonstrates a need. We will also be prepared with paper towels, water and cleaning spray for any spills that occur.
In-Class Activities:
Introduction: 40 minutes
- Introduce storybook prints: show video examples: Shrek.
- Brainstorm with group how what makes a good story: characters, villains, narrative
- Students will brain storm their storybook idea in their sketchbooks.
- To give the students an opportunity to create their own characters with a unique background
- The brainstorming session will provide students with the chance to bounce ideas off of one another in order to develop their own storybook
Purpose
- To give the students an opportunity to create their own characters with a unique background
- The brainstorming session will provide students with the chance to bounce ideas off of one another in order to develop their own storybook
Demonstration/Art Making: 60 minutes
- Demonstrate how to stamp different and unique objects using tempera paint.
- The rest of the time will be work time!
Purpose
- The demonstration will show students how different objects that are not meant to be used as stamps, can be used to create interesting print designs
Closure:(Reflection/Review/Discussion/Cleanup) 20 minutes
- Have the students clean up their work area. Clean up paints and gather up stamps.
- Store pieces in a safe place.
Purpose
- Students will learn the importance of working together as a group in order to clean up quickly and efficiently
Critical Comments and Reflections:
Successes: Students were able to experiment with common objects in order to make unusual prints. The students created very interesting marks and designs that resulted in a visually appealing final product.
Problems: Some of the students became enamored with the acrylic paint and concentrated more on experimenting and making unnecessary messes than the actual printing process. Some students would dip their fingers and hands in the paint and it would get all over the tables, floors, and clothes.
Adjustments: Warn the students ahead of time that it if they do not follow the rules with the paint, they will not be able to participate. This will hopefully lower the potential for messes with the paint.
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LESSON PLAN # 3 Date / Week: October 19, 2013
Student Teacher: Megan Czervionke and Sarah Kedzior
Lesson Title: Masquerade
Grade Level: 4-5 year olds
Lesson Rationale: Students will be learning about identity and why people/characters wear masks. After viewing and discussing visual examples such as superheroes and masks from other cultures, students will design their own masks using their imaginations with the visual examples as reference. This lesson is important because it teaches students to reflect upon individual and collective identities and it makes them think about what masks are covering up.
State Goals:
1. State Goal 25: Know the Language of the Arts
A. 25.A1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
B. 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence, mood).
2. State Goal 26: Through creating and performing, understand how works of art are produced.
A. 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing, and constructing.
B. 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination.
3. State goal 27: Understand the role of the arts in civilizations, past and present.
A. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations, and recreation.
B. 27.B.1 Know how images, sounds and movement convey stories about people, places, and time.
Objectives:
Skill Objective: Given tempera paint, its technique to be applied, and painting skills, students will successfully create a mask with a design of their choosing. Given pipe cleaners, feathers, and beads, students will successfully enhance their mask compositions with adding three-dimensional elements. – 25.A1d, 25.B.1, 26.A.1e, 26.B.1
Conceptual Objective: Given examples of different kinds of masks, students will appropriately create a mask of their own that is unique, creative, and visually interesting. – 25.A1d, 25.B.1, 27.A.1b, 27.B.1
Assessment Questions and Criteria:
Most Successful: Very colorful, fully painted, different painting techniques demonstrated, did not over-paint and muddy colors, beads are neatly and consciously applied and adhered, great placement of feathers compositionally
Moderate: 3-D elements applied well and somewhat creatively, lack of thought behind 3-D element planning and placement, fully painted, painting skills are shown, colors are muddy
Poor: Only one color used, no painting techniques shown other than the mask is fully painted, glue is showing, beads are falling off, no thought behind bead placement, lack of 3-D elements used
Instructional Resources and Materials:
- Clip from The Incredibles: (http://ffilms.org/the-incredibles-2004/)
- African Mask Pictures
- Superhero Mask Pictures
- Masquerade Mask Pictures
Art Materials for the Lesson:
- Premade masks – 1 per student
- Tempera paint
- Paintbrushes – various sizes: medium to small
- Tray for paint
- Tacky glue
- 3-D elements (pipe cleaners, feathers, beads, etc.)
- Paper towels
- Water
- Water bowls – for cleaning brushes while working
- Smocks
- Tarps – for table protection and easier cleanup
Management and Safety Issues: The largest safety concern is the students’ use of messy tempera paint with the masks. To ensure the safest possible classroom situation, the class helpers and I will be supervising and offering help to anyone who demonstrates a need. Smocks will also be used. We will also be prepared with paper towels, water and cleaning spray for any spills that occur. Trips to the sink and bathroom will be utilized.
In-Class Activities:
Introduction: 20 minutes
- Brainstorm why people and characters wear masks
- Discuss different kinds of masks – Halloween, super heroes, masquerade, etc.
- · Share instructional resources
- Brainstorming session on whiteboard – draw out different kinds of masks based off of student discussion
- Have students draw and plan different ideas of masks they want to create
- Plans should be colorful and thought out before painting begins
Purpose
- The introduction will serve as the basis for the project overview.
- It will give students ideas about different types characteristics they can utilize when introduced to this project’s context.
- Brainstorming these characteristics with multiple visuals will help reinforce the need for creativity and individuality.
Demonstration/Art Making: 80 minutes
- Using Tempera Paint:
- Demonstrate how to properly use tempera paint without creating a mess
- Indicate that the paint should cover the entire mask
- Demonstrate how to mix colors to create a new color
- Provide teacher example for student inspiration
- Students should use multiple colors and design to paint their masks
- Add in 3-D elements once paint has dried
- Use appropriate amounts of tacky glue for adhering
Development and Guided Practice/Feedback
- Students should have their mask completely painted
- Assist with gluing when needed, especially the beads
- As the steps progress, make sure they are being safe with paint and not creating a huge mess
Purpose
- Demonstrating how the proper amount of paint to use and how to apply it will make the painting portion of this project go smoothly.
- Students will understand the amounts and techniques of painting to use.
- Make sure their personal choices in color and design are aiding their initial planned out ideas.
Closure:(Reflection/Review/Discussion/Cleanup): 20 minutes
- Have the students clean up their work area. Clean up paints and projects
- Have students wash hands and help clean up work area
- Store pieces in a safe place
- Discuss and share student projects and their ideas behind the designs
Purpose
- Ending the lesson with sharing a handful of student mask designs will allow peers to see how other students approached the project.
- They are able to share their imaginations and creativity with each other.
Critical Comments and Reflections:
Successes: The majority of student work was colorful and creative with clear differences between one another indicating successful design pre-planning.
Problems: Time constraints are the biggest issue. Students’ work would be more successful if there was more time in between painting the masks and adhering the three-dimensional elements onto the masks.
Adjustments: More mask examples should be given – both culturally, popularly, and teacher. More time should also be included in between steps of the mask making process. To accommodate for this time, discussion could be had about progress thus far. There could also be planning about what and how to place the 3-D elements onto their mask designs.
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LESSON PLAN # 4 Date / Week: October 26, 2013
Student Teacher: Megan Czervionke and Sarah Kedzior
Lesson Title: Treasure Hunt
Grade Level: 4-5 year olds
Lesson Rationale: In this project students were given the task to work together in order to create large treasure map. With the efforts of the entire class, the students created different elements, creatures, and obstacles from their imaginations, that are often seen on a traditional treasure map. This project is important because the students were required to work together in order to complete this project. According to the educational professionals at Carnegie Mellon, “Group projects can help students develop a host of skills that are increasingly important in the professional world” (Caruso & Woolley, 2008; Mannix & Neale, 2005). In addition to encouraging the use of imagination, this project helps students develop a number of important skills such as, communication, responsibility roles, and the efficiency of team work.
State Goals:
1. State Goal 25: Know the Language of the Arts
A. 25.A1d Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation.
B. 25.B.1 Identify similarities in and among the arts (e.g., pattern, sequence, mood).
2. State Goal 26: Through creating and performing, understand how works of art are produced.
A. 26.A.1e Identify media and tools and how to use them in a safe and responsible manner when painting, drawing, and constructing.
B. 26.B.1d Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building, and imagination.
3. State goal 27: Understand the role of the arts in civilizations, past and present.
A. 27.A.1b Identify how the arts contribute to communication, celebrations, occupations, and recreation.
B. 27.B.1 Know how images, sounds and movement convey stories about people, places, and time.
Objectives:
Skill Objective: Given paper and black markers, students will creatively draw different obstacles, beasts, and directions that represent a traditional treasure map that will lead to a hidden treasure. – 25.A1d, 25.B.1, 26.A.1e, 26.B.1d
Conceptual Objective: Given a discussion and visual examples of treasure maps, students will effectively understand the components of a treasure map that will lead to a hidden treasure. – 25.A1d, 25.B.1, 27.A.1b, 27.B.1
Assessment Questions and Criteria: Because this project was a team effort, the assessment criterion cannot be used on each of the student’s individual contribution.
There are no benchmarks for this assignment because it is a group project and it can only be assessed as a whole.
Instructional Resources and Materials:
- Peter pan clips: http://watch32.com/movies-online/peter-pan-1953-1181
- Map examples
Art Materials for the Lesson:
- Black Markers – (1 per student)
- Pre-made treasure map (tea/coffee stained) – (1 large map for everyone to share)
Management and Safety Issues: There are no serious safety issues that are associated with this project. As for management, students will have to deal with sharing a given amount of space with other students. Teachers should pay attention to their students, and make sure everyone is getting their fair share amount of space on the map.
In-Class Activities:
Introduction: 40 minutes
- We will begin our lesson on treasure maps: look at different examples and brainstorm ideas of obstacles and elements to add to our group map.
- As a group, we will think of different ideas of what our hidden treasure should be. We will come up with a few ideas, but the hidden treasure that gets the most votes will be chosen for the final map.
Purpose
- In order to give students background information about treasure maps, what they look like, why they are used, and who uses them.
- Brainstorming allows students to bounce ideas off of one another. It provides the opportunity for peer feedback and discussion about ideas.
Demonstration/Art Making: 60 minutes
- Students, as a team, will work together on a large map creating different elements of a treasure map inspired by brainstorming session and visual examples.
- Students will use their imagination to think of fantastical obstacles that one might encounter if going on a make-believe treasure hunt.
- The rest of the time will be work time: Students will individually work on their chosen obstacle/ contribution to the map in a spot of their choosing.
Purpose
- The students will learn the value of working together as a team in order to complete a large project.
- Students practice using their imaginations in order to create make-believe obstacles, beasts, and hidden treasures.
- Students will be able to work efficiently on their own by being allowed to freely work for a long amount of time.
Closure:(Reflection/Review/Discussion/Cleanup) 20 minutes
- Have the students (one at a time) share what they drew and how it relates to treasure maps to the entire group.
- Have one student collect all of the markers.
- As a group we will hang up the finished treasure map on the wall.
Purpose
- Sharing will allow students to reflect on what they created and practice talking about and assessing art with peers.
- Students learn the importance of responsibility and working together in order to accomplish tasks.
Critical Comments and Reflections:
Successes: Students successfully created a large treasure map as a team. The map was visually appealing, and had a lot of interesting and fun elements and designs that were created by the students.
Problems: Students learned that working together as a team is sometimes hard. Some students did not get what they wanted because it was a group project. This sometimes led to students throwing temper tantrums or feeling disappointed.
Adjustments: Provide the students with more structure during the art-making portion of this project. The students had complete control over everything in this project, and it made it a little overwhelming for them. Assign allotted spaces on the treasure map, so students do not fight with each other over which spot they are able to draw in.
Sarah Kedzior 