Nicole Jacob

1|P age

Revised 7/15 Lesson Plan 3 Grade 2

ART LESSON PLAN FORMAT OVERVIEW LESSON TITLE: "Starry Night" TEACHER NAME: Nicole Jacob CO-TEACHING ASSISTANTS’ NAMES: Lauren Koveleskie UNIT TITLE Memory and History GRADE LEVEL: 2nd grade CLASS TIME: __120_ Minutes _Saturday Days/week _1/1 Session(s) LESSON SET SUMMARY This lesson unit is focused on around the memories and histories of our life and the lives of others around the world. The main focal point is to emphasize the meaning of family and how each culture celebrates their family and history differently. LESSON SUMMARY Lesson three will encompasses art integration; with a little help from model magic clay and a bit of Vincent Van Gogh, the students will be creating their very own Starry Night ornaments. The students will learn about Van Gogh through a PowerPoint presentation that will also explain the significance of this piece to Van Gogh and how their very own childhood is filled with imagination of what exists in the night and dark skies. The students will continue with the warm and cool colors, and will add new terms such as impasto and movement. They will learn how to make coils with their clay in order to create the Starry Night features. An assessment will be given when students are complete. CLASSROOM LC PLAN; MATERIALS, EQUIPMENT Room Arrangement:

Nicole Jacob

2|P age

Revised 7/15 Lesson Plan 3 Grade 2

Management Approach: Students are permitted to get up, by themselves, and get their own supplies, as needed. The teacher circulates the room, readily available to any student who may require assistance. Procedures: Students enter the classroom in an orderly fashion and find their seats, and wait for instructions from the teacher. Student helpers are chosen to pass out materials or unfinished artwork (determined by the “job wheel”, which rotates every week). Five minutes before the end of class, students are asked to clean up after themselves by placing their materials in their table’s caddy. The artwork is then collected by student helpers and handed to the teacher. After clean-up, students are called by the name of their table (red, green, blue, etc.) to line up at the door. At this point, the “artist of the day” is chosen and given a paper bracelet as a reward for good behavior on that particular day. Classroom Rules, Roles and Norms: Students are also responsible for putting all supplies away and leaving their work area in its original state. A poster on the wall states the Classroom Rules. Classroom Rules: Keep your hands and feet to yourself, No running, Respect the materials and others, Use indoor voices, Clean up after yourself. Consequences: Verbal Warning, Sit by yourself, Talk to parents. Technology Needed: Computer/Internet, Projector. Materials Needed: Foam Ball, Model Magic, Paper Clips, Ribbon, Glue Research Material:  http://www.crayola.com/lesson-plans/starry-night-ornaments-lesson-plan/  http://www.moma.org/learn/moma_learning/vincent-van-gogh-the-starry-night-1889 Artistic Language  Moods- how a piece of artwork makes you feel.  Movement- to produce the look and feel of movement.  Impasto- a thick application of paint (usually oil) that makes no attempt to look smooth.

Instead, impasto is unabashedly proud to be textured, and exists to show off brush and 

palette knife marks. Coil Pottery- a pottery common among American Indians made by building up sides of pots with successive rolls of clay

Academic Language Creating  Compose: Students will compose/illustrate their own tree of life. Evaluating  Support: Students will be able to support their reasoning for choosing either a warm or cool color palette. Analyzing  Compare: Students will be able to compare Starry Night to other paintings. Applying  Show: Students will show an understanding of the interactions between composition, shape and space demonstrating how an artwork can convey a mood or a state of mind. Remembering  Identify: Students will be able to identify the artwork of Vincent Van Gogh and know some of his biography. Understanding

Nicole Jacob  

    

3|P age

Revised 7/15 Lesson Plan 3 Grade 2

Describe: Students will be able to describe the visual characteristics of Vincent Van Gogh's "Starry Night" and what feeling it conveys. Explain: Students will be able to explain their own artwork and how it conveys feelings and/or mood.

REFERENCES/SOURCES Strickland, C. (2007). The Annotated Mona Lisa: A Crash Course in Art History. Kansas City, Missouri: Andrews McMeel Publishing, LLC. Starry Night Ornaments. (n.d.). Retrieved October 13, 2015, from http://www.crayola.com/lesson-plans/starry-night-ornaments-lesson-plan/ Vincent Van Gogh. (n.d.). Retrieved October 13, 2015, from • http://www.moma.org/learn/moma_learning/vincent-van-gogh-the-starry-night-1889 Clements, R. (2009). Emphasis Art: A Qualitative Art Program for Elementary and Middle Schools (9th ed.). Pearson. Lowenfeld, V. (1987). Creative and Mental Growth (8th ed.). Prentice Hall. STANDARDS & OBJECTIVES

Enduring Understandings/big ideas: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art-making goals. Essential Questions:  How does knowing the context histories and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic investigations? National Standards: NCAS VA Cr1 Anchor STD 1: Creating: Generate and conceptualize artistic ideas and work. NCAS VA Re8 Anchor STD 8: Interpret intent and meaning in artistic work. .

NjCCCS State Standards: 1.3 Performance: All students will synthesize their skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theater, and visual art. Content Statement: Visual awareness stems from acute observational skills and interests in visual objects, spaces, and the relationship of objects to the world. CPI: 1.3.2.F.5 Create works of art that are based on observations of the physical world and they illustrate how are part of everyday life, using a variety of art museums and art media. 2-ESS2-1 Earth's Systems

Nicole Jacob

4|P age

Revised 7/15 Lesson Plan 3 Grade 2

2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. Our lesson will teach students the importance of various elements and principles that impact the creation of works of art, such as impasto, moods and movement. We will look at the earth and how the ornaments are similar to the earth's shape and how wind can shape the earth. The students will learn to create movement to convey the blistering windy night depicted in Van Gogh's Starry Night work of art. By watching a PowerPoint presentation about design principles listed above, and learning about the style of Vincent Van Gogh, the students will gain knowledge on these principles. OBJECTIVES/LEARNING OUTCOMES Knowledge-based Students will know...  How to use the elements of art to convey movement and rhythm after learning this from today's PowerPoint lesson.  Describe how different media, techniques and processes cause different effects and personal responses such as in impasto styled paintings after learning this from today's PowerPoint lesson and demonstration. Skills-based Students will be able to...  Use the coil method in order to create a Starry Night ornament.  Create movement using the coil method after being shown how to do in the demonstration.  Use art media and tools in a safe and responsible manner RATIONALE & BACKGROUND INFORMATION Because we do not know much of what our student's prior knowledge in art may be, I will be referring to the developmental traits listed by Viktor Lowenfeld for this age of student. Developmental Traits: In his book Creative and Mental Growth, the art educator and psychologist Viktor Lowenfeld (1987) explains an individual’s artistic stages of development. While the family’s influence on a child is a huge factor in the child’s development and learning behaviors, I will only focus on Lowenfeld's artistic stage theory as it relates to children’s learning. According to Viktor Lowenfeld (1987) by second grade students should have almost completed the schematic stage and should be entering the gang stage. "This consciousness, which includes all objects having a common space relationship, is expressed by putting everything on a base line." At5 this age students should be able to work with clay or model magic. Viktor Lowenfeld (1987) states since it is three dimensional, it stimulates another kind of thinking. ...Clay can be used most advantageously with children of this age, for the very nature of the material will facilitate the flexible use of concepts. Though most of our students come from similar socioeconomic backgrounds and primarily speak only the English language, it’s important for students to learn about other cultures and how they

Nicole Jacob

5|P age

Revised 7/15 Lesson Plan 3 Grade 2

has influenced the U.S. After all, the history of academic training in art originated in Europe. Most American artists left America to train in Europe. ASSESSMENT PLANS A Formative Assessment will be given at the end of each lesson. A Formative Summative Analytic Rubric will be used at the end of the last lesson for the unit. In the beginning of the lesson there will be a short multiple choice pre-assessment (attached) to allow me to see3 exactly what the students have remembered from previous lessons; the criteria will be: 1. If I was to make an IMPASTO painting would the paint be? 2. Which painting shows movement? 3. When I use the Coil Method I make a what? At the end of the lesson a multiple choice Formative Assessment (attached) will be given; the criteria will be: 1. What is the name of the Artist we just learned about? 2. If I was to make an IMPASTO painting would the paint be? 3. Which painting shows movement? 4. When I use the Coil Method, what animal do I make my coil look like? 5. Tell me why you liked or did not like this project. At the end of the entire "Memory and History "unit a Formal Summative Analytic Rubric (attached) will be given, the criteria will be: 1. Quality of the relationship between task objectives and artwork. (Did the student complete all objectives?) 2. Creativity (Did the students artwork use originality in their idea or process, was there risk taking?) 3. Evidence of background knowledge and research (social, cultural, historical (Did the students use the cultural/historical knowledge in their artwork?)) 4. Craftsmanship (How well did the students use artistic elements and principles, where they reflected in the artwork) 5. Improvement and growth (Was their improvement or growth from first lesson to last lesson in unit?) 6. Overall impression of the artwork? THE LEARNING PLAN Topic Question: T: Has anyone looked up at the night sky and saw clouds rolling around? S: (Many raise their hands) Me, Me, Me Association: T: Can you see the similarities and differences in the night sky in Vincent Van Gogh's Starry Night and the night shown in the PowerPoint. S: Many answers from a couple of students

Nicole Jacob

6|P age

Revised 7/15 Lesson Plan 3 Grade 2

Visualization: T: After looking at the images in the PowerPoint; If you were to paint your own Starry Night painting what would you put in it? Would you show the moon? The tree? S: I don't like the tree, I don't think I would use it. Transition: T: Today we are going to make our own Starry Night but... we are going to make something a little different. Something you can take home and hang. S: Yea! INSTRUCTION: SEQUENCE OF ACTIVITES Before the lesson starts have model clay and balls already covered in one layer of model magic (fully dried) with ribbon ready for the students. Overall project should take approximately 180 minutes. Students enter the room and take their seats, while waiting for all to come students are encouraged to play with puzzles or color with markers that have been left out on an adjacent table. Students are asked how their weekend was and if they are excited about today's project. OPENING ACTIVITY (20 MINUTES) 1. Pre-Assessment handed out. Students are explained and asked to answer three questions. 2. Opening Activity: Consists of showing the PowerPoint and asking a motivational question about the artwork. 3. (Slide 2) Has anyone seen a night sky before, one with rolling clouds and a big moon? 4. (Slide 3) This is a painting by a very famous artist named Vincent Van Gogh. Has anyone heard of him? 5. (Slide 4) History of Vincent Van Gogh. 6. (Slide 5) Have the students find the brush strokes, explain what impasto is. 7. (Slide 6) Students are asked if they remember warm and cool colors from the first lesson. 8. (Slide 7) Students are asked to find the movement in the picture, they are asked to remember how they did swirls in the first lesson. 9. (Slide 8) Students are quickly explained Coil Pottery and how to begin with a ball. ACTIVITY - DEMONSTRATION - Students are asked to come over to the demonstration table. 1. At their seats all students together will watch the teacher roll a ball of clay and then roll one themselves. 2. Students are then shown how to roll the ball into a coil and asked to do the same. 3. Students will be shown how to make wavy lines to show the wind blowing. The students are asked to do the same. 4. Break time, bathroom 5. Students are sent back to their seats and are directed to work on their projects. CLOSING ACTIVITY (20 minutes) 1. Clean up will begin when each table is complete. 2. When all tables are cleaned - Students will be handed assessment to complete.

Nicole Jacob

7|P age

Revised 7/15 Lesson Plan 3 Grade 2

CLOSURE/CULMINATING EXPERIENCE Celebrating Accomplishments: Upon completion of their projects, we would like to have the students gather around at the front of the classroom to have a look at what they have accomplished, as a group. As the students sit at their desks, we would have a discussion about some of the students’ works. This method of celebrating accomplishments I believe that the students will enjoy getting to show off their artwork. Recalling Important Concepts: 1. Can anyone tell me on your ornament, if you showed movement, or if you used warm and cool colors and why? ADAPTATIONS/MODIFICATIONS Our 2nd grade group may include a few students who require extra attention and help. For this reason, there is an assistant in the classroom who will walk around and give more attention to this group of students to better meet their needs. We will allow these students to have some extra time and make sure that they are ready to move on to the next step. One of us will also stand nearby, so that if a student needs help, they could tell one of us. The requirements for this project will be clearly explained and displayed, so that if any of our students need to refer back to them, they can. Sometimes, it is difficult, for any student, to remember all of the things that they need to include in their projects, if it is not clearly stated or written for them to see TEACHER SELF-EVALUATION AND REFLECTION This lesson turned out to be a lot of fun. It might have been a bit hard for the 2nd graders to grasp making pictures on their spheres. In particular they had a hard time figuring out how to work in the round. They used clumps of clay instead of paying attention to the lesson instructions and rolling out the clay. My lesson plan did include how to roll the clay, flatten the clay and stretch the clay. A hands-on demonstration was also given before hand as well. The children were very excited; many took their time and made amazing pictures. Model Magic was a little harder to use as you could not easily take something off you didn't like; for instance, one student placed a yellow blob-too thick, when he wanted to take it off he took off the bottom and some of the Styrofoam as well. I reassured him it was no big deal, just cover it over with new clay and he was on his way. I am curious if I should use model magic or some other clay next time. The other problem was the scale-because it is an ornament, it is only so big. And I am wondering if the scale had a lot to do with their problem of trying to make the picture they drew first and then put it on the ornament afterwards.