ArtsECOScholarsJoelleWorm,ArtsECODirector

UWMLessonPlanTemplateforLearningSegment NAMEOFTEACHER:BradRichlen LESSONPLAN#ANDTITLE:1,CourageandtheSelf NUMBEROFLESSONS:1 RATIONALEFORUSEOFBIGIDEA:

Thislessonfocusesonanunderstandinganddevelopmentofself.AnimportantlifeskillforK4learnerstodeveloptheirfirstyearinelementaryschoolisunderstandingwhotheyareandhowtheyfunctionintheworldaroundthem.LifeDoesn’tFrightenMe,achildren’sbookconsistingofapoemwrittenbyMayaAngeloualongsideBasquiat’spaintings,emphasizestheself,empowerment,andbreakingfreefromstereotypesandmisnomers.Throughthecombinationofwordsandimagery,adefinitivepoeticrhythmtakesshape:scaryandunsettlingsituationsandcharactersaredeveloped,butarequicklydiffusedbyanegationoffear.Thespeakerisabletoovercomefearbythesimpleactoffaithinhisorherself.Soasubtopicof“self”wouldbehowanindividualovercomesfeartobecourageousandempowered.TheseideasarealsoprevalentinJeanMichelBasquiat’sotherartworks;hewasanAfro-FuturistwhomadeAfricanAmericansandissuesconcerningthemvisibleinhighartandunderstoodhismulti-ethnicheritageasapositiveandimportantelementofhisidentity.Furthermore,theauthorMayaAngeloualongwithBasquiatareculturallyandhistoricallyimportanteachintheirownright,andwhosemessagesareupliftingforstudentsofcoloraswellasothers. NAMETHEDEVELOPMENTALCHARACTERISTICSOFLEARNERS(graphic,social,andcultural):

LearnersforthislessonareLaEscuelaFratneystudentsinK4wholiveinanurbanenvironment,theRiverwestneighborhoodofMilwaukee,Wisconsin.FratneyincludesaDualLanguagecomponenttotheircurriculum,teachinginbothEnglishandSpanish,withanemphasisonbalancedliteracyandinclusiveenvironmentsthatrespectdiversity.Multicultural,anti-racisteducationisatthecoreofLaEscuelaFratney’seducationalphilosophy.Theculturaldiversityofthestudentsandtheirfamiliesisconsideredastrengthandschool-widethemeshelpstudentsconnecttheirownexperiencestolessonsinvarioussubjectareas.Thecurriculumisdesignedtomeettheneedsofyounglearnerspreparingforlifeinamulticultural,

multiracialsociety.ChildrenintheK4classroomareatthepreoperationalstageofhumandevelopment,whentheyareentirelyobsessedwiththemselvesandtherefore,thatiswhattheyknowbest(Piaget,1963).However,theyarestillconstantlylearningabouttheoutsideworldastheyhavemoreandmoreexperienceswithit.

AccordingtoCraigRoland“Children,fourandfiveyearsofage,willexperimentwithvariouswaysofdrawingthefigureandmaydepictthefigurequitedifferentlyeachtimetheydraw”(Roland,1990,p.5),revealingthegraphicexperimentationandlearningtakingplaceastheydrawanddevelopnewwaysofseeingandrepresentingthemselvesandtheworldaroundthem.“Throughtheactofdrawingorpainting,achildmayexploreseveralself-possibilitiesbeforearrivingatasatisfyingself-image”(p.6).AsClaireGolombexplicates,“Theurgetotellastory,todepicttheimportantpeopleandeventsinthechild’slife,toembellishthepicture,toplaywithformsandcolorsallleadtofurtherexperimentationandgraphicdifferentiation”(Golomb,2011,p.26).StudentsintheK4classroomshouldbeaskingthemselves,“howdoIseemyselfinrelationtotheworldaroundme?”andframingtheirunderstandingofrealityonthatbasis.ChildreninK4mightnothavegonethroughpreschoolandthisyearofschoolcouldbetheirfirstrealsocialexperiencesoutsideoftheirhomesandthespacestheyarecomfortablein.Itisimportantforthemtonotbeafraidofthethingstheydon’tunderstand,confrontthethingstheyfear,andtakechargeoftheirfeelings,especiallyinapublicsetting.Sosincestudentsarefocusedontheself,theclassroomisworkingtogivetheconfidencewithnewexperiences,andtheschoolisinterestedincross-culturalliteraciesandrespectforothers,mylessonusessomeSpanishandEnglishamongtheacademiclanguageused,askstudentstoconsiderwhotheyareandhowtheycanhavethepowertoovercomefearandfacenewexperiences. OBJECTIVESANDNATIONALSTANDARDS: InterpretingandDevelopingWorksofArt

FormandStructure(allowstudentstoanalyzeanddemonstrateartmakingapproachesusingartelementsandprinciplesofdesigntoconveymeaning): AnchorStandard7:Responding,Perceive

VA:Re7.2.Ka:Describewhatanimagerepresents. Afterthislessonstudentswillbeabletodescribewhataself-portraitisandhowtheycanrepresentthemselvesthroughdrawingusingline,color,shapesandtexture.IwillreadLifeDoesn’tFrightenMe,writtenbyMayaAngelouandIllustratedbyJeanMichelBasquiat,tostudentsandaskthemtodescribewhothecharactersareandwhatkindsofemotionsorfeelingstheyconveythroughthetextandvisualsthatuseline,color,shape,andtextureinrelationtotheself,courage,andempowerment.

Production(allowstudentstoanalyzeandusetechniquesandmaterialsthroughmethodsofexperimentationandinvestigationtodevelopartand/ordesign): AnchorStandard1:Creating,Investigate-Plan-Make

VA:Cr1.1.Ka:Engageinexplorationandimaginativeplaywithmaterials. Studentswilluseoilpastelstodevelopself-portraitswhileexperimentingwithavarietyofcontourlinesandblendingtoemphasizevisualandpersonalitytraitsaboutthemselvesandhowtheyhavecourage.

InterpretingArtandConnectingtoArtContext

ArtContext(allowstudentstorelatearttopersonal,social,culturaland/orhistoricalperspectives): AnchorStandard7:Responding,Perceive

VA:Cn10.1.Ka:Createartthattellsastoryaboutalifeexperience. Studentswilllistentoareadinganddescribeandanalyzethetextandvisualsofthechildren’sbookLifeDoesn’tFrightenMetolearnabouthowthespeakerovercomesfearandhascourage.StudentswilllearnabouttheauthorAngelou,theartistBasquiat,andneo-expressionismtounderstandhowdiversepeoplecontributetostorytelling,howtoapplyexpressionisticqualitiestotheirdrawings,aswellashowtogainanunderstandingoftheiridentitiesthroughvisualstorytelling.

PersonalChoice

PersonalPerspective(provideopportunitiestostudentsforpersonalchoiceswithcontent,methods,orstyles): AnchorStandard8:Connecting,Synthesize

VA:Cn10.1.Ka:Createartthattellsastoryaboutalifeexperience. Studentswilldevelopaself-portraitdrawingthemselvesusingexpressivecontourlinesandblendingtorepresenttheirpersonalcourageousqualitiesandshowhowtheyaren’tafraidofnewchallengesastheirworldviewcontinuestogrow.

ACADEMICLANGUAGETOBEINTRODUCEDTHROUGHOUTLESSON: Self—everythingthatmakesindividualswhotheyare,includinghowtheylook,act,feel,andinteractwiththeworldaroundthem Fear—anunpleasantemotioncausedbythebeliefthatsomeoneorsomethingisdangerous,likelytocausepain,orathreat,tofeelthisemotionistobeafraidofsomeoneorsomething

Courage—theabilitytoovercomefearanddosomethingthatfrightensone Self-Portrait—anillustrationofoneself,depictingspecificallythefaceorheadandshoulders Figure—aperson’sbodilyshape,organicandindividual NeoExpressionism—evokingmoodsorideasinartthroughgraphicrepresentation Shape—anoutlineshowingtheformofsomething LineVariety—howanartistmanipulatesdrawingmediatoachievedifferenteffects,linescanbehorizontal,vertical,diagonal,curved,andbecombinedincomplexwaystocreateshapesandforms Color—hue,intensity,andvalueofpigmentsthatvaryacrossthevisualspectrum JeanMichelBasquiat—multi-ethnicAfro-Futuristartist,poetandillustrator,elevatedtheAfricanAmericaninthehighArtworld,providedillustrationsforLifeDoesn’tFrightenMe MayaAngelou—Americanpoet,memoirist,andcivilrightsactivist,authorofLifeDoesn’tFrightenMe OilPastel—paintinganddrawingmediumwithexpressiveandvisceralqualities Typeoflanguagefunction:Description Wherelanguagefunctionwillbepracticedthroughlooking,talking,writing,andartmaking:StudentswillusetheacademiclanguagewhiledescribingandanalyzingtheworkofMayaAngelouandJeanMichelBasquiatinLifeDoesn’tFrightenMeaswellashisportraiturepaintings.ThroughlargegroupdiscussionofthebookandBasquiat’sworkinconjunctionwiththebulletinboardactivitiesandworksheet,individualdrawing,andclosingremarksabouteachother’sworkstudentswilldescribewhattheyseeandrespondcollectivelyandintheirownartmakingbydescribingthemselvesandtheirexperienceswithfearandcourage. UNITORLESSONOVERVIEW: Describehowthelearningsegmentorlessonreflectsabroadviewtowardcreating,presenting,orrespondingtovisualartthatincorporatesallofthefollowingcomponents:

1) interpretingart(analyzingartmakingapproaches,theories,artforms,genres,etc.usedtoconveymeaning)

2) developingworksofart/design(usingtechniques,methodsofexperimentation,orinvestigation)

3) relatingarttocontext(personal,social,cultural,orhistoricalperspectives)

whileprovidingopportunitiesforstudentchoice(ofcontent,methods,orstyles). Mylessonfocusesoninterpretingartbyintroducingstudentstothearthistoricalconceptofself-portraitsandhowexpressionisticqualitiesofline,color,shape,andtexturecanbeusedinpaintinganddrawingtoconveyfeelingandmood.TheworkofJeanMichelBasquiatisverysophisticated,butalsoquitechildlikeandaccessible.StudentswillbeabletoreadilyrespondtohispaintingsinthereadingsandactivitiesbecauseoftheveryemotionalandexpressivequalitiesheutilizesandthatIintendtoteach.Intermsofdevelopingworksofartanddesign,Iamgivingstudentsabasicoutlineofhowtogoaboutcreatingaself-portraitinmyportrait-buildingbulletinboardactivityandthedemonstrationIdopriortostudiotimeaswellashowtheymightgoaboutusinganewmaterial,oilpastels,intheirwork.Iwillbefocusingontheexpressionisticqualitiesofline,color,shapeandtexture,workingblendingasafinaltechniqueinmydemo;theseworkingconceptsandtechniqueswillprovideamultitudeofexpressivepotentialforstudentsastheydotheirself-portraitdrawings.Iwillrelatearttocontextinthereadinganddiscussionsthroughoutthelesson,askingstudentstodescribeandanalyzethewritingandpaintingsoftwoesteemedAfricanAmericanartists,showingstudentsofcolorinmyclassthatartisnotonlycreatedfromaEurocentricpointofviewandthateachindividualhasauniqueperspectivetoshare.Mylessonalsoreflectsanopenandinclusiveviewtowardartcontextbecausethroughoutthereading,bulletinboardactivity,worksheet,andfinaldrawingIaskstudentstolookatartfromtheirownviewpointsandrespond,makingsureeachstudentknowsthattheirperspectiveisvalid.Ialsowantthemtoseethemselvesintheworksincetheyarecreatingself-portraits.Howtheychoosetorepresentthemselvesintheirdrawingsisentirelyuptothem,leavingthecreatingsessionveryopentostudentchoice.Iwantstudentstobeabletoexpressthemselvesaslongaswhattheycreaterepresentsaself-portraitthattheycanexplainandrelatetopersonally. LESSONSESSION: MOTIVATION/INTRODUCTION:LookingandTalkingAboutArt QuestionsbasedonImages:

Essential: Whoareyou?Whatmakesyouwhoyouare?Whatfearsdoyouhave?Whataresomecourageousthingsyouhavedonetoovercomeyourfears?Whyisitimportanttohavecourageinyourself?

Scaffolding: Whatdoyouseeinthisimage?Isthecharacterfearfulorcourageous?Howdoyouknow?Whatcolors,shapes,lines,andtexturesdoyousee?Dotheymakeyoufeelasifthecharacterisfrightenedorcourageous?Whatisaself-portrait?Whatwillyouincludeinyourself-portrait?Howcanyoumakeyourself-portraitusingdifferentqualitiesofline,color,textureandshape?

ARTMAKING:

Supplies:oilpastels,whiteconstructionpaper

TeacherInstruction:AfterreadingandtalkingabouttheselfandcourageinimageryandoverallmessagesinLifeDoesn’tFrightenMe,theclasswilldiscussself-portraitsandtheworkofJeanMichelBasquiatusingmybulletinboardactivitiesandworksheetstoorienttheirthinkingoftheselfandhowtheypersonallyhavecourage.Iwillthendemonstrateforstudentshowtodoaself-portraitdrawingusingoilpastels,focusingonlinevariety,expressivecontourline,texture,shape,andcolorchoicesinmywork;Iwillalsodemonstrateblendingwithoilpastelsandemphasizeworkingfromlightcolorstodarkercolorstocreateavarietyoftexturesandmoodstosituatefearandcourage.Iwillthenpassoutonepieceofcleanwhiteconstructionpaperandsmallbowlsfilledwithoilpastelsthatstudentsmustshare.Iwillinstructthemtodrawtheirownself-portraitsandqualitiesthatdemonstratethemselvesascourageous. Objective:Afterthislessonstudentswillbeabletodescribewhataself-portraitisandhowtheycanrepresentthemselvesthroughdrawingusingline,color,shapesandtexture.IwillreadLifeDoesn’tFrightenMe,writtenbyMayaAngelouandIllustratedbyJeanMichelBasquiat,tostudentsandaskthemtodescribewhothecharactersareandwhatkindsofemotionsorfeelingstheyconveythroughthetextandvisualsthatuseline,color,shape,andtextureinrelationtotheself,courage,andempowerment.Studentswilluseoilpastelstodevelopself-portraitswhileexperimentingwithavarietyofcontourlinesandblendingtoemphasizevisualandpersonalitytraitsaboutthemselvesandhowtheyhavecourage. Studentswilllistentoareadinganddescribeandanalyzethetextandvisualsofthechildren’sbookLifeDoesn’tFrightenMetolearnabouthowthespeakerovercomesfearandhascourage.StudentswilllearnabouttheauthorAngelou,theartistBasquiat,andneo-expressionismtounderstandhowdiversepeoplecontributetostorytelling,howtoapplyexpressionisticqualitiestotheirdrawings,aswellashowtogainanunderstandingoftheiridentitiesthroughvisualstorytelling.Studentswilldevelopaself-portraitdrawingthemselvesusingexpressivecontourlinesandblendingtorepresenttheirpersonalcourageousqualitiesandshowhowtheyaren’tafraidofnewchallengesastheirworldviewcontinuestogrow. StudentsatWork:Eachstudentwillworkontheirownself-portraitillustrationusingoilpastelstodrawtheirmostcourageousselves.AftereveryonehasworkedforatleasttwentyminutesIwillaskstudentstoputtheiroilpastelsawayinthecontainers,cleanuptheirareas,andwashtheirhandsinabinwithsoapywaterandwashclothssomewhereintheroomorwipethemusingwetwipesdependingonwhatisavailableintheroom.

Closure:Studentswillcometogethertotalkabouttheirownself-portraitillustrationandhowtheirdrawingsrepresentsthecouragetheythemselveshave.Iwillhangtheirfinaldrawingsabovetheirrespectivecubbiesintheclassroomtoshowtheirwork. ADAPTATIONS:ThereareseveralstudentsinmyclassroomatLaEscuelaFratneythatarealmostexclusivelySpanishspeakingstudents,soIknowthatinmydiscussionaswellasontheworksheetthatIpassoutIwillhavetoincludebothEnglishandSpanishtranslationsofvocabularyandcontent.Thiswillensurethatmylearningenvironmentisopenandinclusivetoallofmystudentsandrespectstheirculturalbackgrounds.Inordertomodelforstudentsthepartsofthefacethatmakeupaself-portrait,howtheseelementscanberepresentedusingline,color,shapeandtexture,andhowtheyfittogethertocreateaportraitIhavecreatedavelcroportrait-buildingactivityonmyinteractivebulletinboard;Ihavedrawnseveraldifferentstylesofeachfacialfeatureandlaminatedthemwithvelcrobackingsostudentscanworkcollaborativelytoplacethemonmyboard.Armandoandseveralotherstudentsinmyclassroomhaveproblemsstayingstillandfidgeting,sothiskinestheticactivitywillgivethemanopportunitytogetupandmovearoundatanappropriatetimeduringthelessonandliterallybuildaportraitwiththeirhandsinamuchdifferentwaythandrawingone. Toscaffoldstudentsdrawingprocessandshowmorevisuallearnershowtouseoilpastels,Iwilldoademonstrationdrawingmyownexpressiveself-portraitillustration.Thiswillalsohelpalllearnersunderstandwhatshapesandformscanbeusedtorepresentdifferentportraitelementsandhowdifferentkindsoflineandcolorcombinationscanaffectthefeelingandmoodoftheirdrawings.ItisalsoimportanttonotethatthereisonestudentnamedKimberlywhohasanIEPandseveralotherstudentswhoneedtobeworkedwithone-on-oneandmonitoredtohelpthemstayontask.DuringthedrawingportionofthelessonIwillmovearoundtheroomfromtabletotablemakingsurethatstudentsareunderstandingtheprocessandiftheyseemtojustbescribblingorwantmetoshowthemhowtodrawdifferentportraitparts,Iwillre-demonstrateonmyownpieceofpaper.Ifastudenttellsmethattheydonotfeelcomfortabledrawingsomethingspecificintheirdrawingontheirown,Iwillalsohelpguidetheirhandastheydotheirdrawing.Tohelpextendstudentswhomightfinishtheirillustrationquicklyoronlyuseonecoloroilpastelforthewholething,Iwouldaskthemtocontinuetheirdrawingsbyaddingmorecolororemphasizingdifferentelementsthatareimportant. RELEVANTTHEORIES:ConstructivisminSocialDevelopment(Piaget),Constructivism:ZoneofProximalDevelopment(Vygotsky),MultipleIntelligences(Gardner),Children’sGraphicDevelopment(Roland/Golomb),Bloom’sTaxonomy:Applying,Analyzing,Synthesizing,Evaluating,PrinciplesofPossibility:FormingSelf,Believing(Gude),Motivation:IncreasingGood,DecreasingBad(Stewart/Walker)

ASSESSMENTS: InitialAssessment Whoareyou?Whataresomeofyourfears?Howhaveyouovercomethem?Whatisline,color,shape,andtexture? Progressive/Formativeassessment Isthisaself-portrait?Canyouexplainwhyyoudrewyourselfthisway?Whatareyourcourageousqualities?Whatkindoflines,colors,shapes,andtextureshaveyouincludedinyourself-portrait?Whatkindofstorydotheseelementstell?Whatkindoffeelingormooddotheyconvey? Final/Summativeassessment Informaldiscussionofstudentself-portraits;studentswillexplaintheirimagery,whattheirdrawingsmeantothem,andhowtheirillustrationsconveycourage.Foraformal,measurableevaluationofeachstudentsworkandwhetherornottheymettheprojectgoalsIwillworkfromtherubricbelow: GradingRubric

Criteria Excellent4pts. Proficient3pts. Basic2pts. Minimal1pt.

Form/Structure Afterthislessonstudentswillbeabletodescribewhataself-portraitisandhowtheycanrepresentthemselvesthroughdrawingusingline,color,shapesandtexture.IwillreadLifeDoesn’tFrightenMe,writtenbyMayaAngelouandIllustratedbyJeanMichelBasquiat,tostudentsandaskthemtodescribewhothecharactersareandwhatkindsofemotionsorfeelingstheyconveythroughthetextandvisualsthatuseline,color,shape,andtextureinrelationtotheself,courage,andempowerment.

Studentparticipatedinalllessonactivities(groupdiscussion,bulletinboardactivity,andworksheet),showingclearunderstandingofself-portraitsanddifferentwaysofdrawingtoaffectfeelingandmood.

Studentparticipatedintwoofthreelessonactivities(groupdiscussion,bulletinboardactivity,andworksheet),showingadequateunderstandingofself-portraitsanddifferentwaysofdrawingtoaffectfeelingandmood.

Studentparticipatedinoneofthreelessonactivities(groupdiscussion,bulletinboardactivity,andworksheet),showingsomeunderstandingofself-portraitsanddifferentwaysofdrawingtoaffectfeelingandmood.

Studentdidnotparticipateinlessonactivities,didnotdemonstrateunderstandingofself-portraitsanddifferentwaysofdrawingtoaffectfeelingandmood.

Production Studentswilluseoilpastelstodevelopself-portraitswhileexperimentingwithavarietyofcontourlinesandblendingtoemphasize

Studentutilizedoilpastelstodrawacompleteself-portrait(head,hair,eyes,ears,nose,andmouth),

Studentutilizedoilpastelstodrawmultipleelementsofaself-portrait(head,hair,eyes,ears,nose,and

Studentutilizedoilpastelstodrawminimalelementsofaself-portrait(head,hair,eyes,ears,nose,and

Studentdidnotdrawanyelementsofaself-portrait(head,hair,eyes,ears,nose,andmouth)anddidnot

visualandpersonalitytraitsaboutthemselvesandhowtheyhavecourage.

experimentingwithavarietyofcontourlinesandblendingtoemphasizevisualandpersonalitytraitsaboutthemselvesandhowtheyhavecourage.

mouth),experimentingwitheithercontourlinesand/orblendingtoemphasizesomevisualandpersonalitytraitsaboutthemselvesandhowtheyhavecourage.

mouth),experimentingwitheithercontourlinesorblendingtoemphasizesomevisualorpersonalitytraitsaboutthemselvesandhowtheyhavecourage.

experimentwithmaterialhandlingtoemphasizesomevisualorpersonalitytraitsaboutthemselvesandhowtheyhavecourage.

ArtContext Studentswilllistentoareadinganddescribeandanalyzethetextandvisualsofthechildren’sbookLifeDoesn’tFrightenMetolearnabouthowthespeakerovercomesfearandhascourage.StudentswilllearnabouttheauthorAngelou,theartistBasquiat,andneo-expressionismtounderstandhowdiversepeoplecontributetostorytelling,howtoapplyexpressionisticqualitiestotheirdrawings,aswellashowtogainanunderstandingoftheiridentitiesthroughvisualstorytelling.

Studentwasengagedandpayingattentionduringtheentirereading,participatingindiscussionandshowingaclearunderstandingofvisualstorytelling,howimagestellstories,andhowthestudentcanrelatetotheworkpersonally.

Studentwasengagedandpayingattentionduringthemostofreading,participatingindiscussionandshowinganadequateunderstandingofvisualstorytelling,howimagestellstories,andhowthestudentcanrelatetotheworkpersonally.

Studentwasengagedandpayingattentionduringlittleofreading,participatingindiscussionandshowingsomeunderstandingofvisualstorytelling,howimagestellstories,andhowthestudentcanrelatetotheworkpersonally.

Studentwasnotengagedanddidnotpayattentionduringthereadinganddoesnotcontributetolessondiscussion.

PersonalPerspective Studentswilldevelopaself-portraitdrawingthemselvesusingexpressivecontourlinesandblendingtorepresenttheirpersonalcourageousqualitiesandshowhowtheyaren’tafraidofnewchallengesastheirworldviewcontinuestogrow.

Studentdrewaclearandexpressionistlikenessofthemselves,emphasizingcourageousqualitiesthroughpersonalfeaturesandtheenvironmentthefigureinhabits.

Studentdrewacloseandexpressionistlikenessofthemselves,emphasizingcourageousqualitiesthroughpersonalfeaturesandtheenvironmentthefigureinhabits.

Studentdrewsomeelementsoftheportrait,butprimarilycreatesanexpressionistlikenessofthemselveswithoutaclearfiguralrepresentation.

Studentscribbledanddidnotworktowardsdrawingaself-portrait,itwasdifficulttofindpersonalconnectiontotheworkwithoutaskingforanexplanation.

Total:X/16 X X X X

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