Polarisexhibitionday

Lesson Plan
Title:_____Exhibition Activity Day!_____
Length:______One 90-Minute Class Period______
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
For this plan you only need your enduring/essential understanding, concept(s), outcomes/objectives (which will not be the full five)
because of the nature of this lesson, and your instruction.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Observation
Influence
Composition
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.
Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and
constructed environments.
Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
Given Activity worksheet and other student artwork, TSWBAT create a drawing and story that demonstrates critical observation. (Synthesis - Comprehend - Visual arts learning
involves analyzing the formal and sensory qualities of art - Reflect -Literacy)
Given Group Discussion Prompts, TSWBAT verbally describe how artistic content shows the artists intent. (Evaluation - Transfer - Viewers and patrons make personal
meaning and infer artistic intent - Media / techniques- Literacy)
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Instruction - The teacher will... (Be specific about what concepts,

information, understandings, etc. will be taught.) Identify
instructional methodology. KNOW (Content) and DO (Skill)
Day
1
1. Sit in a circle with all of the students at the front of

the room. Have everyone go around one at a time and say
their name, give a rating from 1-10 of their energy level and
enthusiasm, and answer How are people supposed to act in
an art museum?
(Cooperative Learning- Social skills)
2. Briefly go over the rules of how to act in the
exhibition (no yelling, running, or touching the artwork).
a. Explain and hand out the activity
worksheet.
b. Number them off 1-5 on their
worksheets to determine which group they are in
3.
Go to the exhibition.
a. Give the students time to
examine all of the artwork being displayed
b. Have the students break up into
their groups, choose an artwork from the grade
designated to them, and complete the activity sheet
i.
Content of the
sheet:
1.
D
raw your chosen artwork in the
box below! Only using pencilwe will have time to add color in
the classroom.
2.
S
tory Time! Create a story about
the artwork your group chose to
draw! Everyone will create their
own story, then we will share
with our groups. After all groups
Learning - Students will... i.e.: explore ideation by making connections,

comparing, contrasting; synthesize possibilities for each painting
technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
1. Listening critically, thinking independently, and giving
reasons and evaluating evidence.
Time
8:15
2. Listening critically, thinking independently, and giving

reasons and evaluating evidence.
8:25
3. Comparing and contrasting ideas with actual practice,

noting significant similarities and differences, thinking about
thinking.
8:35
9:00
have shared their stories, wait for

Jonathan and Lizzy to give the
next directions. Once upon a
time . . . __________
(Cooperative Learning- Positive
Interdependence)
4. Return to the classroom. Provide time for students
to color their drawings and/or finish their stories.
4. Make reasoned decisions, explore alternatives, interpret

information beyond surface meaning.
9:20
5. Comparing analogous situations: transferring insights to

new contexts. Make reasoned decisions, explore alternatives,
interpret information beyond surface meaning.
5. GROUP DISCUSSION: Answer the questions by

talking about them with your group!
(1: moderator 2:recorder 3:reader 4:reader)
(Cooperative Learning- Positive Interdependence)
Moderator- Makes sure every group member gets a turn to talk
Recorder- Writes answers or notes for each question
(short answers- do not write down every word)
Reader- Read the questions out loud to the group when it is
time! (if you have 2 readers, take turns reading the questions to the
group)
1. What did you FIRST see when
looking at the chosen artwork?
2. What do you think the artwork
means? What is the artist trying to tell you?
3. How do you know what the
artist wants you to see? How do you know what
the artist wants you think about the artwork?
(Cooperative Learning- Face to Face)
6. Clean up - students clean up their drawing supplies and put
away their activity worksheets.
9:35
6.
Developing intellectual good faith or integrity.

9:40
7.
Listening critically: the art of silent dialogue
7. Explain how the students will be receiving all of their

artwork back, say goodbye / thank you for an awesome semester, etc.
Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Activity sheet and small group discussions!

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
Reflection:
What worked well for this art experience? Why?
Today was great overall. Our activity kept the students engaged well. They enjoyed drawing an artwork from the exhibition as a group and then
writing their own stories about that artwork. When we got back to the classroom, they did a good job of staying focused and discussing their group
activity questions with indoor voices. They were engaged and came up with lots of great ideas about how the artist created the work and why they
chose to portray it in that way. It helped that we designated the groups ahead of time and required each group to choose one artwork from a different
class than each other. Also, I think the survey about our teaching and their overall experience was a great idea. We asked them to answer the
following:
1. List three words that describe your experience in art with Jonathan and Lizzy.
2. What was your favorite part of this art experience?
3. How could Jonathan and Lizzy have made the class better?
4. List three words that describe the way Jonathan teaches.
5. List three words that describe the way Lizzy teaches.
It was beneficial to get feedback from them (even though a lot of it was generic nice comments). Another things that worked well was asking if
anyone wanted to volunteer to help us take down the art exhibition during recess. We chose the first three volunteers and they helped a ton!
What didn't work well for this art experience? Why?
The students were definitely crazy and full of energy. Part of that seemed to stem from the fact that it was our last day of art, as well as the unusual
experience of going to the exhibition with a bunch of other people. Also we had a little unexpected trouble with getting our Google Forms survey link
to work on the students' laptops. The other minor issue was that some groups were arguing about which artwork they wanted to do their activity
about. In a couple of cases, we had to choose an artwork for them because they couldn't agree on one.
What would you do differently? Why?
We could make a different backup plan for our teacher/class evaluation survey (like printing out hard copies), because you never know what sort of
technological difficulties might happen in the classroom. Also, we could make it more clear beforehand that the students needed to all agree on the
same artwork to draw, because some of the arguments stemmed from a desire to each draw their favorite piece, which usually wasn't the same one.

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Lesson Plan

Title:_____Exhibition Activity Day!_____

Length:______One 90-Minute Class Period______

Standards: (All lessons should address all standards.)

Instruction - The teacher will... (Be specific about what concepts,

1. Sit in a circle with all of the students at the front of

Learning - Students will... i.e.: explore ideation by making connections,

2. Listening critically, thinking independently, and giving

3. Comparing and contrasting ideas with actual practice,

have shared their stories, wait for

4. Make reasoned decisions, explore alternatives, interpret

5. Comparing analogous situations: transferring insights to

5. GROUP DISCUSSION: Answer the questions by

Developing intellectual good faith or integrity.

Listening critically: the art of silent dialogue

7. Explain how the students will be receiving all of their

Student reflective/inquiry activity:

Activity sheet and small group discussions!

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Title:_Exhibition Activity Day!_

Length:One 90-Minute Class Period