Each lesson is designed for a forty five minute studio art class. For some lessons, you may find forty five minutes is not enough time due to student engagement or clean up delays. For other lessons, you might find your students ready to move on; see lesson seven, which includes multiple back-up plans with language arts assignments, black-out poem, etc.
Lesson one
Students are asked How do you see your own connection to water?
We have an in class discussion reviewing what students together found about their own relationship to water. I then want students to think of artists relationship with water? Students will then view teacher Water, Flow, Connection google slideshow that is found on google classroom. Eventually I want students to find their own direction of water interest and for students to see how art through the centuries contains many paintings featuring water. Students can select to do an “ in the manner of” art composition, inspired by a famous artist. Here are a few paintings imbedded into google slide show to spark some interest. Vermeer painting from about 1660 View of Delft show two tiny figures across a broad river. Then in the nineteenth Century art ideas began to shift the traditional attitude that a landscape without people was not a worthy subject for artists. Van Gogh Drawbridge near Arles is an example of how technology impacted the water. Bathers at Asniéres by George Seurat 1860’s Can you see why this picture is so unusual? It is made up of millions of different- colored dots. I want to introduce different styles to support kids in being inspired by the directions artists go. This first lesson is trying to hook students so they are internally motivated to do water research for homework. Students need to email me their water topic before next class.
Lesson two
Students will learn how to make a google slideshow (inserts, colors, consider design layout, etc.). After teacher recap and share students will peer share 5-10 minutes about their selected water topics they are considering. Does their water topic connect to in Science, Technology, Engineering, Art, or Math? Students will research their water topic online and begin creating Google Slide shows applying their own research findings. Students in small groups will discuss their own water findings for their google slideshow. Students will use their self direction for their own created slideshow. During the final 10 minutes students will peer share again what they have done and share their brainstormed ideas of what they are considering for water compositions.
Lesson three
Students will participate in a “sit spot'' activity; this experience will be a final attempt to assist any student who is still struggling to “spy” their own water direction or water composition idea to independently work on. I will create a “sit spot” virtual experience for all students and especially to support those learners who are now falling behind, stuck, or were absent. The mindful practice of observation can relax the brain to tap into the creative zone. I want students to increase observational skills during “sit spot” as well as inspire the students who have not found a water direction yet. I will ask students to close their eyes. I want students to not consider anything except just being present here in the room. I will then ask students to pretend we are headed to the ocean, I will ask them to think about the color blue, do they hear any noises, do they taste anything, can they feel anything on their skin when at the beach. I want students to consider whether they are excited for a water visit, or whether another emotion comes up. I will then play the videos and ask them to write creatively a stream of consciousness or a poem or rambling thoughts. I want students to write what comes to mind while watching or they can draw if words to not come to mind. This is a 10 minute activity or so. Afterwards I will remind students to put names on the papers and collect the papers. Now I want students to carry on with google slide show or start sketch of their water composition or start water composition.
Students also need to be thinking about what type of water art composition the student plans to create? What artistic direction is the student selecting? What art supplies will the student use? Students that are ready can gather things and engage in art making, students can discuss collaboratively and independently while creating their google slide shows. Students need to share google link with teacher by the end of class as a viewer not editor so I can track progress.
Lesson four
Students use critical thinking skills to both design the water google slide show. Students also use critical thinking skills to plan what they will design and create for their water composition. Students are finding solutions to an artistic problem while finding out about water, making a connection as to what they are passionate about. Students will be able to apply their gained knowledge of water when creating their google slideshow. Students will apply their knowledge of line, shape, and color so google slides are visually pleasing to the eye. I want students to gain an understanding that strong aesthetics creates interest and helps to keep the attention and focus for the viewer. Students will consider the elements and principles of Art.
Slide shows can be done at home for homework as well as in class if they need an art creation break they can keep going back into water google slide show. Students create their own artistic google slideshow. I want the focus group of 5 grade students to consider graphic design tips, measurement, spacing, font sizes, having things aligned properly in google slideshow. I want students to be aware of alignment. Alignment ensures an ordered appearance for graphically more pleasing designs. Center, right, or left-aligned text is the most common form of alignment, but you can also go for asymmetrical balance as well. Students need to be mindful of line, shape, and color. Text size and style.
Lesson five
Students review elements of design as the fundamental aspects of any visual design.
Students will review the elements and principles of art, specifically line, balance, rhythm, pattern, emphasis, contrast, unity and movement with their water compositions. Students will peer share 5 minutes to see if anyone suggests design tips. Students will use rest of time to work and clean up art.
Lesson six
Students review composition principles of art balance, rhythm, pattern, emphasis, contrast, unity and movement. Students fall in love with working independently both on water composition and on water google slideshow. Students will participate in creative writings, poetry, blackout poems and spiral shape poems as a pause in project or in case some students finish anything early.
Lesson seven
Student peer “share outs” with peer critique to see what needs work. Finishing touches are to be done both with google slide and with water compositions. Students will participate in creative writings, poetry, blackout poems and spiral shape poems as a pause project or in case some students finish anything early. Students will present Google Slideshows next class.
Students grade themselves using a rubric and they decide if they need to edit/revise their work.
Unit Rubric Summative Assessment: Rubric of water. Closure, feedback, display student work, google slide oral presentations, public speaking.
Other Possible Differentiation/Modification: Flexibility with timelines, provide artistic choices, utilize google slide show and peer shares/collaborations. Provide supply modifications.
Lesson eight
Students will begin presenting 3-5 minute water presentations.
Students will fill out Water Flow Connection form for each presenter and give feedback as to student “take aways” after listening to the presenters.
Students will be kind active listeners. I am also requesting students raise smart questions to the presenter. Students will be graded on this form as part of grade and students can lose points for not giving full attention to fellow students. Students will share, each share is like a mini wrap up or closure to this unit. For a final check out, I would love for students to use the first sheet what is your relationship to water ? to try again, new date, I want to see the comparisons of their thoughts and ideas as they have now been immersed in the water S.T.E.A.M unit..
Formative Assessments:
It is very important when assessing the students that the whole child is considered, not just the final water composition or final product or final google slideshow. The entire art process is extremely valued in this unit of study for grading. The teacher observes all the students throughout all seven plus weekly lessons. The teacher can assess the individual with the support in weekly class work, clean up, sketch planning, handing in homework on time, completing poem. I encourage student class participation, student responsibility, student clean up, and student individual oral assessments be considered in grading. It is very important to listen to student responses to water, especially after viewing their google slideshows. It is important to see the student responses to water compositions not just grade the final projects in order for many students to receive a good final grade. Grading components include: brainstorming topic, creating slide show while considering elements of graphic design, creating water compositions considering elements and principals of art, weekly class participation, weekly cleanup, and written extra credits. The “pretest” and “post test” is when students complete final check out did their thoughts grow and evolve after being influenced by all their peers.
