Gill_DirectInstructionLessonPlan
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School
Brandman University *
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Course
524
Subject
Arts Humanities
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by avgill216732
Direct Instruction Lesson Plan Template
Lesson Title: Abstract Art
Subject: Art
Grade Level: First
Common Core or Grade Level Content Standard(s) to be addressed: (include standard number and description)
Grade One - 1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture/pattern.
Learning Goal/Objective(s):
Learners should be able to conceptualize and create an original work of art using the element of shape demonstrating artistic literacy.
Materials, Resources and Educational Technology:
What materials, resources and educational technology will be needed for this lesson?
Crayons, colored pencils, paper, rulers, pencil, computers, smart board.
Direct Instruction Lesson Compo-
nents
Describe what
will be happening during this part of the lesson.
Describe why
you have selected the ap-
proach you have. You may refer to the appropriateness based
on developmental needs or interests of stu-
dents at this age or learning styles
Explain how
this component of the lesson
is adapted for English learners, gifted stu-
dents or students with special needs Refer to appropriate UDL, SIOP, or Differ-
entiated Instruction strategies you will uti-
lize (if no adaptations are needed explain how the lesson addresses the needs of these students)
Anticipatory Set/Introduction
How will you “hook” the students in the les-
son, help them see the purpose of it, and con-
nect with prior knowledge?
Using example artwork done by Wassily Kandin-
sky, I will have a presen-
tation on his biography, “abstract” The featured artwork will be projected onto the smart board at the end of the powerpoint
for students to reference throughout the rest of the lesson.
By introducing the students to the artwork done by Kandinsky, the students will be easily en-
gaged by the vibrant colors, shapes, and lines of abstract art. Slowing down speech, enunciat-
ing carefully and making myself
as clear as I can. Also using vi-
suals and photographs as a learning tool will help the stu-
dents grasp the concept and in-
struction in a more comprehen-
sible way. Instruction
How will you help build student understand-
ing of the concept or skill? What teaching strategies will you use? How will you use educational technology, if appropriate for the lesson?
After teacher presentation
is done on the smart board, the teacher will di-
rect the students to look at the work of art.
I will then direct the stu-
dents to the classroom computers to research their own abstract artists,
giving them steps to complete their assign-
ment.
By using the smart board for the powerpoint presentation, it al-
lows me to engage all students at one time, being able to pro-
vide visuals that the students can reference throughout the lesson. By using classroom com-
puters, students are able to gain independence through research skills. The smart board presentation uses visuals and puts a picture to
the words that are used to ex-
plain the concepts. Students who
are English Learners, or students
with special needs will be able connect the picture and know exactly what is expected of them.
Guided Practice
How will students practice what you have taught them? How will students use educational technol-
ogy, if appropriate for the lesson?
Students will research their own perceived defi-
nitions of “abstract” with a different artist. They must include featured artwork with theirs, as well as the artist biogra-
phy.
Having students come up with their own definition of “abstract”
would allow them to extremely grasp the term. Understanding and using their imagination to make their own creation of an-
other artist’s work allows for them to gain responsibility to get their work done.
Students who require some extra
support will be paired with an-
other student who seems to be grasping the concept quite well. The student who needs support will still recreate their own work, however they will be able to ask questions and get support from their peers. Closure
How will you check for student understanding
before letting them work on their own?
By asking questions like:
-Look at the shapes in this work of art. Which one did you see first? Was the element you are featuring in this lesson activity the first thing that
you noticed? -How do you think the artist was feeling when he
drew this? Why?
Understanding and being able to answer these questions lets me know if there needs to be more group instruction or if students will be able to venture off inde-
pendently and complete their as-
signments on their own.
By having students who require extra support answer these ques-
tions, it lets me know if I need to continue to have the student paired with another student who can provide that support, or if the student will be able to com-
plete the independent tasks on their own.
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Independent Practice
What will students do to continue practicing and applying what they have learned? How will you assess student understanding? Students will make their own recreation after re-
searching another artist by drawing lines, angles, and shapes covering the entire piece of paper. Students will then color in the angles and lines to identify the shapes. As-
sessing student under-
standing will be when students have learned about the element of shape, they will be able to complete the assign-
ment as directed which includes filling the entire page, using different col-
ors to identify the differ-
ent shapes, and using straight lines. By using the visual/kinesthetic learning tools and allowing stu-
dents to watch what is expected of them, give them examples, and allow them to recreate their own work of art, it guarantees that the students have a higher percentage of succeeding in the understanding of this lesson.
Making sure the lesson consists of all different types of learning strategies and learning styles, it allows students who require ex-
tra support to be able to under-
stand what is expected of them. Also allowing these students to be paired with another student for the guided practice portion, gives the students the opportu-
nity to be able to have confi-
dence to work independently when the time comes. * If lesson plan is adapted from another source list the source