|Engage||To begin the lesson, I will start off with asking if student’s have brought in their recyclables that I asked them to collect for the last week. I will then let them show me what kinds of things they brought in and then after doing a “show and tell” beginning to class, I will begin the video on why we should recycle. It is a pretty graphic and dramatic video showing the worst ways that people trash the earth, including after large events such as the super bowl. https://www.youtube.com/watch?v=1EI9r5etIXI I will then ask the students if the video made them want to recycle. Then we will watch the video on artist Clare Graham’s wonderful art that he has made by using only things that people have thrown away to give the students more inspiration and ideas of how they can make art using their recycled items that they have brought in. https://www.youtube.com/watch?v=ap9NFCiz4HI||I believe seeing the videos of how bad the pollution problem is on our planet will allow the students to feel that they have made a solution out of a huge problem. Art can be made using anything around you that you want to throw away, it does not have to be a beautiful oil paint on canvas. It can literally be a ball of plastic materials shaped into a globe that resembles how plastic is covering the earth and is a huge problem for pollution. The students will feel like they have found the solution to helping save the planet, while also making a form of art that is meaningful to them. It will be something that they can be proud of making.|
|Explore||Students are using recycled materials that they have accumulated at home. They can be any sort of items that they were going to throw away. (Plastic, bottles, cans, buttons, etc.)||The skills that students will be using are design thinking and brainstorming on what type of design or project they want to do based on the materials they have. This will also require self-expression since the students will have to choose a way to express themselves and their love for recycling through their art.|
|Explain||Choice Based since this project allows the students to make choices on what items they wanted to recycle and bring into class to use as their art. They also get to choose what materials they want to use to make their art.||Decision making is the main concept for this project. The students must determine what materials they will use. They will also have to form a piece of art out of those materials that they have selected to use.|
|Elaborate||Allow a few students the opportunity for a show and tell of their recyclables they have brought in.Watch the video on why we should recycle.Three-minute pause to discuss how the video made the students feel and ask questions on how they can help save the earth to encourage them to feel that their art will be a part in saving the earth. Watch the video on the artist who makes all his art out of things that people throw away to give the students a few ideas of what they could do with their recycles items.Allow the students 5 minutes to brainstorm or draw some ideas of how they want their art to look. Instruct the students to get whatever tools they need to help them with their art piece (glue, tape, scissors, etc.) and head to their stations to begin making their art. Art may take the rest of the class time or possibly the next day to finish. Allow students to finish their art. Give students at least one minute to write and describe their art and what it means to them.|
|Evaluate/ Assessment Critique, questions, quiz.||The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.||Formative assessment at the end of class when I allow the students to get a one-minute self-reflection on their artwork.|
|Differentiation for multiple needs.||Visual or spatial learners will enjoy the videos and getting to see art made from trash.||The intrapersonal learners will love the time they get to themselves to be creative with their own art.|
|Standards: National or State||Kentucky Department of Education Course Standards – Visual Art: Sculpture for 6th grade. VA:Cr1.2.6 Students will shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.||Kentucky Department of Education Course Standards – Visual Art: Sculpture for 6th grade. VA:Pr5.1.6 Students will individually develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.|
|Engage||Begin with the YouTube video on STEAM pendulum painting. https://www.youtube.com/watch?v= 2t20vL9HUh4 This video will get the students excited about the possibilities of all the cool looking spiral art they will make.||To understand Isaac Newton’s 1st Law of Motion, while visually seeing the effect of gravity on a moving object. Create a pattern using a spherical pendulum and predict how variables will change the look of the painting.|
|Explore||What materials are they manipulating/experiencing? Students will use paint, paper, watercolors, and must build their own pendulum using materials provided by teacher.||The concept of the pendulum is for students to create different patterns created by moving their pendulum around in many directions and for them to see what happens to the patterns when they try to stop or force the pendulum in another direction.|
|Explain||STEAM: Pendulum Painting||Simple and spherical pendulum, Newtons first law of motion, gravity, inertia|
|Elaborate||Start with introducing the video on STEAM pendulum art. Assign the students to groups to build their pendulums.Once the pendulums are built and ready for use, let the students insert their paint into their cups and begin moving the cups in different directions, instructing them often to try to stop the cup or change the motion of the cup to see the difference in the art. Have the students clean up their messes and put the art somewhere safe to dry.Have the students write in their journals their understanding of Newton’s first law of motion based on their art. Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process before they leave the room|
|Evaluate/ Assessment Critique, questions, quiz.||Ask students to display a designated hand signal to indicate their understanding of a specific concept, principal, or process before they leave the room: – I understand and can explain it (hold up one finger). – I do not yet understand (hold up two fingers). – I am not completely sure about this (hold up three fingers).||Formative assessment: Students will write in a journal their understanding of the topic, concept or lesson taught. The teacher reviews the entry to see if the student has gained an understanding of the topic, lesson or concept that was taught.|
|Differentiation for multiple needs.||Innovative programs such as STEAM are being implemented to respond to both the academic and social-emotional needs of our children. Technology gives us an easier way to differentiate instruction for our students and technology tools allow students with learning differences to excel.||We are presenting Newton’s first law of motion by giving students a visual of what the actual term is. This will help the multiple needs learners by giving them a visual of what this law really means and what force and inertia is.|
|Standards National or State||Kentucky Department of Education – Course Standards – Visual Art: Drawing/Painting for 6th grade VA:Cr1.1.6 Students will combine concepts collaboratively to generate innovative ideas for creating art.||Kentucky Department of Education – Course Standards – Visual Art: Drawing/Painting for 6th grade VA:Cr2.1.6 Students will demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.|
|Engage||We will begin by talking about famous painter Gustov Klimt. We will watch a short video on his life and his art. I will then tell the students that they will have to try to imitate to the best of their ability their own Gustov Klimt picture. https://www.youtube.com/watch?v= CXQ7n0ezr_A||Students will learn about the history of Gustov Klimt and how he rebelled against the modern art of his time and created unique murals. He was also played a huge role in showing symbolism in art.|
|Explore||What materials are they manipulating/experiencing? They are getting to see the works of Gustov Klimt and then trying to replicate it using their own ideas of their own struggles in life. They will use art paper and markers to make their own murals.||Students can reflect and assess their own work by comparing it to the murals of Klimt.|
|Explain||Play Based – Introducing Symbolism to students – Review of shapes and patterns.||Students will understand the visual arts in relation to history and cultures by using media.|
|Elaborate||Show the YouTube video on Gustov Klimt.Put copies of the paintings in the centers and allow students to go to centers to begin their drawings. Give students plenty of time in their centers to talk with their partners on their work. Then share the groups ideas of what symbolism is to them with the whole class. (Think-pair-share)Once students have finished their drawings have them put them in a safe space, then begin filling out the exit slip on how they used symbolism in their artwork.|
|Evaluate/ Assessment Critique, questions, quiz.||Think-pair-share Students think about what symbolism is, they are paired up in their small groups and have a discussion as to what they think it is, then they share their ideas with the class.||Exit slip for the end of the class for the student to do by themselves over how they used symbolism in their own artwork.|
|Differentiation for multiple needs.||Offering manipulatives such as the examples of Klimt’s artwork at the centers for the students will allow for the multiple needs learners to have examples of what they are to do for this project. (nonlinguistic representations)||Small groups provide effective differentiation for multiple learners by giving them cooperative learning from interaction and help from other students. (interpersonal)|
|Standards: National or State||Kentucky Department of Education: Visual Art- Multimedia for 6th grade MA:Cr1.1.6 Students will formulate variations of goals and solutions for media artworks by practicing chosen creative processes, such as sketching, improvising, and brainstorming.||Kentucky Department of Education: Visual Art- Multimedia for 6th grade MA:Re7.1.6 Students will identify, describe, and analyze how message and meaning are created by components in media artworks. Students will identify, describe, and analyze how various forms, methods, and styles in media artworks manage audience experience.|
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