Assignment: Design Lesson Plan - Description

Learning Outcomes

• Develop a design assignment that targets some of the elements and principles of design and presents a design challenge. (You may create your own assignment or adapt a class assignment.)

• Describe the steps required to teach the lesson and complete the design by writing a lesson plan.

• Test the lesson plan by completing the design assignment while following the steps included in the plan.

• Evaluate the design using the summative/ post-assessment section you write for your lesson plan.

Part A

Using the lesson plan template provided, write a lesson plan as follows:

• Lesson Goals

• What will students do?

• What will students learn?

• Write Learning Outcomes (3-6 outcomes)

• Clearly state the lesson goals. Start each outcome with an active verb (e.g., describe, define, illustrate). Refer to "Bloom's Taxonomy" below.

• Determine what students need to think, know and/or be able to in order to complete the assignment.

• State what students will do and what the purpose of the action is. (e.g., Create a design that conveys a specific mood by using a variety of line types and textures.)

• Post-assessment

• Create a summative assessment. Ensure that the assessment outlines:

• What evidence students will provide to demonstrate that they have met the lesson goals.

• How the instructor will know that the students have met goals.

• The criteria you list in the post-assessment should align with the learning outcomes you wrote for this lesson.

• Instructor Activities

• Describe how the instructor will communicate goals and what the instructor will do while guiding students through learning activities.

• Include each step the instructor takes to guide student learning.

• Include formative assessment (e.g., informal critiques) and time estimates.

• A person reading this lesson should be able to complete the activity.

• Learning Activities

• Describe what the student will do in response to instructor activities.

• Provide detailed description that explains how students will meet learning outcomes.

• Include time estimates.

• List resources required for instructor and learning activities (e.g., images, questions, readings).

• Complete sections at the top of the template.

• Lesson Title

• Level - grade or age and beginner, intermediate, or advanced.

• Time estimate - total time required including set-up and clean-up.

• Bridge - an activity, image, words, music to help students transition from where they were before class, to design class.

• Pre-assessment - an activity to identify abilities and gaps. This activity is to inform instructors of pre-teaching requirements.

• Participatory Learning - a brief summary of approaches used for creating the artwork, critique, discussion, analysis, and/or sharing ideas.

• Summary - At the end of class offer students a closing or ending to the lesson. Reinforce or restate the intended outcomes.

Part B

• Test the accuracy of your lesson plan by asking a classmate to create the design that you have written a lesson for. During the lesson plan workshop your classmate can use your draft lesson plan to make the design.

• Revise your lesson plan based on feedback you receive during the lesson plan workshop.

• Make the design.

• After completing the design, grade it using the grading criteria (post-assessment) you created.

• When grading the design, assign numerical values to the criteria, and

• provide comments to explain or support the grades.

Design Lesson Plan Considerations

Some things to think about before you write an art lesson and create the art piece...

1.) Who is the art lesson for?

• A lesson plan for an upper elementary student usually differs from a lesson for a senior high school student or an adult student.

2.) What is the student skill level?

• Is the lesson for beginning art students or students with advanced skills?

• There should be some difficulty so that the lesson is challenging but not so difficult that students become frustrated. Ask will the lesson be easy enough to prevent frustration and will the students be challenged enough?

3.) Ensure that the lesson allows students to actively use their imaginations and find their individual voices.

• The lesson should allow for a variety of solutions rather than being restrictive as if there is only one solution.

• Consider that there is opportunity for you to learn alongside students if you design open-ended assignments that allow for multiple possibilities.

• What is the purpose of the art lesson?

• Is there opportunity for student voice and the expression of ideas that hold value and meaning for the student?

4.) Include visual examples to suggest ways that students can approach the lesson.

• What are some of the strategies used by artists and what are solutions artists have found to the challenge or problem?
• Are there historical examples and examples from a range of cultures?

5.) Which elements and principles of design are most important to consider in this lesson? Choose one, two, or even three.

• Are the students aware that all art is made up of the elements of design and that most work includes all of the elements?

The elements of design are: space, line, texture, value, shape, form, colour

• Do the students understand that the principles are what we do with the elements and the success of their work depends on how well they apply the principles of design?

The principles of design are: balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity.

6.) Are the students aware that artistic ability is developed over time with practice?

• Are there skills they have begun to develop that they can continue to practice and therefore have opportunity to see that they are improving?

Attachment:- Attachments.rar