April 14 Art Ed 130

Hey, everyone, welcome to another week of art At 1

30 I just got to start out by saying, This

is our third week in and you guys are killing

it. I've really enjoyed going through your assignment.

Seeing all the hard work you've been doing so far,

your hands on art activities Just make me smile when

I'm looking through them.

Your conversations and responses and the weekly art discussions are

demonstrating the duck to your affections and reaching that higher

level thinking I always shoot for without activity.

So I guess I'm trying to say thank you.

I'm proud of you.

I appreciate all the hard work, that diligence that you're

putting in right now.

Keep that up.

You're wonderful.

I miss you all so much.

We got this far as always.

Please give me a shot off.

There's something more I could be doing.

Or I need to make a change to better support

you. Let's jump into this week.

I want to talk about what will be focusing on

for our objectives here.

To start with, you got another's untangle.

This week will be really excited to see how those

developed and you document them at the end of the

semester at to them as you go do more if

you want to.

It's meant to be an open ended activity where you

can explore numerous possibilities within those designs and patterns.

Next we have.

Are we clear?

Discussions? I'll talk about that artist here shortly.

I've been trying to choose artists that are, hopefully either

new to you were relevant to you.

That being said, if there's somebody that you come across

who's doing something really cool during this pandemic, maybe artwork

or projects about Coben 19 something my way, I'd be

happy to share them with everyone else.

After that, we're gonna talk about the second half of

your curriculum math this week and how to develop those

a little further to really get us thinking about designing

that arts integrated lesson for your final project.

Lastly, we'll be doing a hand on heart activity this

week. We're gonna be making a low tech animation.

So first our weekly art discussion.

This artist has been on my mind a lot lately,

as I drive through are Vacant City on.

All that's left to adore is architecture, er and color

and texture and contrast, and my favorite things to see

are the murals from lots of our local artists.

This one I chose, even though it's located in Chicago

and was made last year.

I chose it because I think it speaks heavily toe

what's happening in the world right now, so I'd love

to hear your thoughts.

Make sure you post your comments by Friday at noon

and respond to someone else's post by next Tuesday at

ADM. Next, we're gonna further develop our curriculum maps that

we started last week.

We want to cover the second half of the components

shown here in this temple.

It needed a needed in an art integrated lesson plan.

So what we're gonna cover this week are the standards

Theodore actives, the art activity, the materials and resource is

and on the parallel discipline.

The second half of this map will be one of

your assignments due for next Tuesday, April 21st I would

recommend documenting your whole Mac.

So including what you submitted last week.

I assume there might be some revisions based on my

comments and feedback that I'll give you this week as

well. A.

To continue your thought process with those so What I

want to talk about first are the visual arts standards.

What a not so exciting thing to discuss, but a

very important guide to designing awesome art lessons.

Most disciplines have their own standards, and I want you

to be familiarized with visual art ones as well as

discover how they're connected to all those other subjects.

I'm linking a resource on referencing here.

This is a screenshot of the home page to demonstrate

how these are organized from that resource that I'm using

here, the visual arts standards air filtered into four main

artistic process is creating, presenting, responding and connecting.

From there, they're organized into anchor standards and then divided

by Target Age group into specific standards you'll choose three

That best fit.

You are a lesson, and the best way to do

this is to film a letter, familiarize yourself, read through

them and taken note of the ones that reflect the

lesson that you're brainstorming and designing.

The PdF linked to these is posted under this week's

module on our campus home page.

Here's what it'll look like.

This is the first page of the document I posted

that you'll use to choose your standards.

It's color coded by those art processes.

So this 1st 1 creating is in blue.

You'll notice the anchor standards our list of horizontally and

blew all the way across the page and then the

organization by Target Age Group.

So you want to make sure that your Target age

group has been chosen before you go through this and

choose your standards.

Or maybe you've been debating between two grids.

This might help solidify that Target age group decision.

Find a great level you want to focus on, and

then you can read vertically down.

Matt COLUMN Finding the three standards that fit your lesson

best. These are meant to help you write your objectives,

which is what we're gonna discuss.

Next. Objectives are written to inform what students will be

able to do and how they'll be able to do

it. Let me foot back here.

As a result of this lesson, these two questions the

wet and the how or what Dr the objective, but

their additional things important to keep in mind that are

listed here.

Abductors provided clear outcome there a specific, concise, observable, measurable,

and they need students to the desired learning objectives have

a strong connection to the standards you select.

So feel free to use similar language and key terms

or sudden structure and objectives also obviously reflect your big

idea. Remember, all of these parts of your curriculum map

you're designing should lead back to your big idea in

some way.

Let's take a look at some examples of objectives.

I'm gonna show you three examples of objectives written by

previous students of mine.

I list the standard they chose first and then their

first draft of their objective, followed by the edited final

objective, including my feet back.

I'm gonna let you explore these on your own, So

please take the time to read through as you read

through these and use them for your reference.

Keep in mind the objective checklist.

Does the objective reflect the standard chosen?

Answer the questions.

What will students do and how will they do it?

Often objectives, orbit and starting with the phrase students will

be able to and continued from there trying that out.

As you start to draft your three objectives so you'll

choose three standards and write three correspondent of directors for

your arts integrated lesson.

They should be included on your curriculum map.

I'll be looking closely at them and giving you feedback.

Next on the curriculum map is listing your intended art

activity. Sorry, got ahead of myself there.

How will students be exploring the big idea?

Think about all the heart hands on at art activities

that we've been doing in class.

Those could be good examples to kind of get you

thinking. Here.

Here, I've listed some things to think about when choosing

what best fits the lesson that you're designing.

Similarly, some things to think about here, listed when selecting

the parallel discipline.

How can your big idea integrate with another subject?

How does that enhance both of those subjects through are

making. I think about that article you read last week

on defining arts integration.

If it helps to go back and reference, feel free

to do so as you're making these decisions.

I have here my example, my finish example of a

curriculum map again.

I believe I showed you this last week, too now

showing where you should be at my next Tuesday.

One thing listed here it didn't cover today are the

materials and resources, but you'll need for your lesson.

So be thinking about that as well, and make sure

they're listed here on your map materials, meaning art supplies

that are needed but also anything used for the lesson

that you would have to prepare.

Resource is could be books, handouts, power points, anchor charts,

tools that enhance your lesson and help you teach most

successfully this map will.

We used to start filling in a lesson plan template

that will share with you next week.

Make sure whatever format designed this map in is ledge

a ble and understandable and could be documented.

I'll provide you with a CZ much feedback as I

can before moving forward with the next.

Step up this project.

Switching gears to the last objective for this week's instruction.

I want to briefly mention the hands on art activity

for this week.

I posted a video demonstration and guy that under this

week's module, but here I outlined the project a little

bit as well.

The gold is because to be a low tech flip

book, animation that tells a story you're prompt is to

use a word or image that keeps you moving forward

during this challenging time.

In other words, your power freeze, you'll need a small

stack of cut paper and some drawing tools.

Follow along with the video for specific instructions.

Part of the animation includes creating a storyboard, and I

provided a template temple for you under this week's module,

as well as an example for next Tuesday, April 21st

Make sure you document both your storyboard and your animation

and submit to the drop box.

If you can film your foot book and action as

a video of some sort, maybe you have somebody with

you, an extra pair of hands that can help you.

That'd be really great.

If not, though, that's okay.

Just document the pages of the story as best you

can all afford to seeing what you can come up

with. That's it for this week.

Have a wonderful week and we'll see you next Tuesday.

April 14 Art Ed 130

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