UNIT PLAN TEMPLATE Teacher: Miss Kathryn Grace Kibler Grade Level: 3rd Art: Visual Literacy &

Critical Response Strands Title of Unit: A Portrait of Expression; Looking into abstract art through emotional responses. Length of Unit: Approximately 1 week (5 class periods) STATEMENT OF PURPOSE AND RATIONALE: Artists utilize critical thinking skills when creating their work. In order to better understand this process students must exercise their skills to create work in this same way. This requires background knowledge of the content of the work based on the artists themselves. Recognizing the thought process behind abstract art is necessary for students to be successful in practicing creating their own abstract work. Students will create abstract art that expresses ideas. They will also be able to draw ideas from not only their emotions and experiences in creating their work but also from larger environments. Understanding abstract art and utilizing the elements and principals of design in order to create original pieces of work are essential to this unit. Students will leave this unit with the knowledge of the definition of abstract art along with the internal and external factors that go into creating abstract artwork. It is necessary for students to understand the foundations of abstract artwork in order to identify the differences in styles of artwork. In this unit students will analyze pieces of abstract artwork, form opinions about these pieces of work and discuss their thoughts amongst their peers. They will develop an understanding of the main themes of abstract artwork through teacher explanation as well as individual student creative responses. Students will be asked to create their own original abstract portraits in the final lessons of this unit. These portraits will bring the unit full circle for the students. This unit will teach students about subjective visual expression. LEARNING OUTCOMES: (1) Students will be able to create abstract art that expresses ideas. (2) Students will be able to identify internal and external factors that influence abstract art. (3) Students will be able to explain the differences in abstract art versus other styles of art. (4) Students will know that abstract art expresses ideas, emotions and environments. (5) Students will recognize and identify abstract art created by: (6) Students will be able to create art using multiple mediums- mixed media, collage and paint.

(7) Students will be able to define abstract art. (8) Students will understand that abstract art is subjective. ESSENTIAL STANDARDS The second Essential Standard requires students to use creative and critical thinking skills. Students in grades 35 understand the basic elements and principals of design. They are able to identify tools used to create art and different mediums that can be used to create art. As their inspiration for ideas, they use their personal point of view and experiences. They also look towards the larger environment for ideas, including ideas from around the world or from books or on television. Students create abstract art that expresses ideas. NC Essential Standards Visual Literacy Strand: 3.V.1. Use the language of visual arts to communicate effectively. 3.V.1.2. Understand that artists use their art to express personal ideas. 3.V.2. Apply creative and critical thinking skills to artistic expression 3.V.2.2. Use personal point of view and experiences as sources for creating art. 3.V.3. Create art using a variety of tools, media, and processes, safely and appropriately. 3.V.3.3 Create art using the process of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics and current technology. Contextual Relevancy Strand: 3.CX.1. Understand the global, historical, societal and cultural contexts of the visual arts. 3.CX.1.3. Classify artists, styles and movements. 3.CX.2. Understand the interdisciplinary connections and life applications of the visual arts. 3.X.2.3. Use appropriate collaborative skills to create a work of art. Critical Response Strand: 3.CR.1. Use critical thinking skills to generate responses to a variety of prompts. 3. CR.1.1. Analyze in terms the elements and principals of design. 3.CR.1.2. Evaluate the compositional and expressive qualities of personal works of art. ESSENTIAL QUESTION (S): What is abstract art? How is abstract art different than other styles of art? What are internal factors? What are external factors? How do external factors affect an artists work?

What internal and external factors affect your artwork? What does abstract art express? What internal factors influence an artists work? How do artists use the elements and principals of design to express these ideas? How do we choose to express our emotions? What are some different types of external factors? (Seasons, climate/weather, setting)

UNIT OVERVIEW

PREREQUISITE TEACHER CONTENT KNOWLEDGE: Extensive knowledge and background of famous abstract artists including; Henri Matisse, Pablo Picasso, Jackson Pollock & Joan Mitchell. Understanding of art as a process of personal expression. Awareness of the outside influences of the world in art and ability to list and identify these influences. Ability to analyze and critique abstract artwork. Determine solutions to problems within art. Create abstract original works of art. Provide clear and concise evidence of the understanding of artistic ideas behind abstract expressionism and abstract impressionism. Knowledge of themes in artwork and how they are applied to abstract art in particular; emotions, environment, experiences.

Definition of abstract art: Art that presents a subjective view of the world- the artist's emotions or ideasor art that presents line, color, or shape for its own sake. Differentiation of positive balance vs. negative balance in art. Understanding of tools and mediums; brushes, paints (acrylic & tempera), mixed media and collage. Elements & Principals of design: color, value, line, texture, organic/geometric shapes, mass, space, focal point/emphasis, contrast, isolation, directional force, unity, repetition, shape.

STUDENTS PREREQUISITE CONTENT KNOWLEDGE: Students will have been taught the basic elements and principals of design and how they function to create a balanced piece of artwork. Students will have the basic knowledge of different styles of artwork including the ability to identify a piece of abstract art. They will be familiar with famous artists and know that there are many styles of artwork represented throughout history and even in the 21st century. Students will understand that art has themes and that many of these are related to emotions, experiences and environment. Students will know that there are many mediums represented in art and that each medium chosen by artists for specific reasons. Students will have created original works of art. They will also have manipulated many mediums and tools in order to learn their function. Students will be aware of the safeties and dangers of these tools and how to properly use them. Their knowledge of how to analyze artwork will highlight their evaluation of their own artwork in this unit. CONSIDERATIONS ABOUT THE LEARNERS Physical Disability/Handicapped: Students with physical boundaries will struggle in art classes due to loss of fine motor skills and physically inability to manipulate tools. These students will need one-on-one help from a teacher or EC assistant in order to participate in certain lessons and activities. The teacher must allow for these students to have extra time to finish assignments. These students will also be given alternative opportunities to create artwork through the use of other mediums easier for manipulation, for example- clay, paint. Students will be given extra space as well to work on art as to not limit their range of motion. Attention Deficit Disorder: Students with ADD will be given more one-on-one attention from teachers during hands on activities. Teacher will monitor their behavior/participation/input during discussions and Think Pair Share groups. These students will be given the opportunity to take breaks, stand up and stretch during lessons. Teacher will ask these students to respond verbally to written responses given in class. Teachers will allow these students to ask (3) questions per class period as to not distract from the main focus of the lesson or to get off task. These students will be required to participate in all activities but will be given the option to work individually. Students will also be given strict structure to these lessons as to not grant them too much freedom in the class setting. Aspergers Syndrome: Students with Aspergers Syndrome might encounter frustration in creating abstract art because of the unstructured nature of the work. This may be stressful for them and they may find it hard to preform and create in the classroom environment. Teachers will allow students with this disability to create their own work individually and will help guide students in understanding the process and steps to creating their own representation of abstract art. Teacher will monitor the classroom noise level and amount of excess chatter during activities as to not interrupt or distract students suffering from Aspergers. These students will be given extra time to complete assignments and will be given the option to work with Think Pair Share groups or on their own. Teacher will create daily routine that is comfortable for students to follow on a daily basis throughout the unit in order to scaffold a sense of structure and organization for these students.

CONSIDERATIONS ABOUT THE LEARNING ENVIRONMENT The tables in the room will be set up in a semi-circle with two chairs on either side of the table, outside and inside. The materials needed for the lessons and projects will be at a table central to the front of the room where they are easily accessible for students use and is in a place that is open. The teachers desk will be at the front of the classroom in order for easier management and observation of the students.

In this setting there must be plenty of uncluttered space for students to be able to maneuver around the room in order to take part in stations and also be able to reach other materials and resources necessary for creating their artwork. There needs to be plenty of tools available for students to use to create a variety of styles of abstract art; magazines, paint (tempera & acrylic), modge podge, glue, paint brushes, markers, crayons, watercolors and paper. We will use biographical books, videos and visual images to study the abstract artists that are discussed. There will either be a need for a smart board or television in order to share videos with the students and allow students to view the visuals on a large screen. TEMPORAL RESOURCES: Each class period will be made up of 50 minutes. The lessons are created to cater to this time frame. This unit requires five, 50 minute class periods to complete. There may be more class time allotted for the completion of artwork after the last lesson depending on students work pace. LEARNING MATERIALS: Students will rely on the resources in the classroom. For this unit the list of resources necessary are as follows: Elmers liquid glue & glue sticks Magazines & scrap tissue papers Tempera paint in colors, red, white, blue & yellow (primary colors) Scissors Tape

Paint brushes Water dishes & paper towels Smocks (may be old t-shirts brought in by students) Clay Pencils, pens, markers Pastels, oil & chalk Watercolors Stamps & Stamp pads Yarn, Raffia, Hemp & Lanyard Gel Fixative Interactive Whiteboard (or projector with screen) Computer Internet Access Examples of abstract artwork (in poster, postcard or other format) Paper (construction paper, computer paper, newspaper & notebook paper) Art Notebooks

UNIT TIMELINE (choose either format) Specific expectations (goals/objectives ) Teaching and learning strategies (in brief) Formative or summative assessmen t typestrategytool Formative assessmen t based on the responses to student pairs. Learner considerations Environmenta l consideration s Material resources Othe r reso urce s

Da y1

Defining abstract art and identifying the style of abstract art.

Student paired activitiesdefining abstract art.

ADD Physical Disability/Handica p Aspergers Syndrome

Space in room and amount of walk through area for teacher and students.

Da y2

Reviewing abstract art and defining internal factors that influence artists work.

Think Pair Share group activity analyzing artwork.

Formative assessmen t based on the responses to Think Pair Share groups.

ADD Physical Disability/Handica p Aspergers Syndrome

Need to be able to use resources in the front of the class for teacher led discussion.

Pencils, Erasers, Paper, Art Notebooks, Internet Access, Whiteboards, Projection screen or Smart Board Smart Board or Projector with screen, extra paper and pencils

Phot os of teac hers abstr act artw ork

Exa mple s of inter nal facto rs from famo us abstr act artist

Da y3

Reviewing the definition of internal factors and defining external factors that influence artists work.

Video on David Hockneys landcapes to highlight famous external factors.

Formative assessmen t based on students Art Notebook responses.

ADD Disability/Handica p Aspergers Syndrome

The room must be open and the Smart Board/ Projector Screen must be open to viewing (nothing blocking the view) for video watching.

Art Notebooks Pencils Erasers

Da y4

Review of the main ideas and vocabulary from the previous lessons and Introduction of the final project and initial sketching and rough draft making of the final.

Individual work time for students to reflect and think critically about the unit and final project. Respondin g to work in their Art Notebooks .

Formative assessmen t on students responses in Art Notebooks as well as sketches and rough drafts of the final project.

ADD Physical Disability/Handica p Aspergers Syndrome

There needs to be plenty of space for students to create work and begin the initial sketches and rough drafts of their final projects.

See list above. Extensive amounts of mixed media, collage manipulatives .

Da y5

Final day to work on and create projects. Last review of materials covered in the unit.

Creation of final projects in the classroom.

Summative assessmen t of projects based on rubrics.

ADD Physical Disability/Handica p Aspergers Syndrome

Extra space with room to work on final projects. Space to move around the room for students to get materials.

See list above. Extensive amounts of mixed media, collage manipulatives .

s Inter net Acce ss and com pute r acce ss to run movi e for class . Penc il shar pene rs and extra eras ers for mist akes and brok en penc ils in the roug h draft stag es. Clea ning mate rials for pick up.

Lesson Plan 1 GRADE/CLASS: 3rd UNIT TOPIC: Abstract Art DAY: One; What is Abstract Art? An introduction to defining and analyzing abstract art. Desired learning outcome(s): Students will be able to recognize abstract art. Students will know that abstract art is an outlet for expression. Students will understand that abstract art is subjective. Students will be able to define abstract art. Students will identify the differences in abstract art verses other styles of art. Essential question(s) from learning objective(s): What is abstract art? How is abstract art different than other styles of art? What does abstract art express? NC Essential Standard(s): 3-5.V.2. The second Essential Standard requires students to use creative and critical thinking skills. Students in grades 3-5 understand that art problems have multiple solutions, and they understand that some solutions are better than others in their effectiveness. As their inspiration for ideas, they use their personal point of view and experiences. They also look towards the larger environment for ideas, including ideas from around the world or from books or on television. Students create abstract art that expresses ideas. 3.CR.1 Use critical thinking skills to generate responses to a variety of prompts. 3.CR.1.2. Evaluate the compositional and expressive qualities of personal works of art. 3.V.1. Use language of visual arts to communicate effectively. 3.V.1.2. Understand that artists use their art to express personal ideas. 3.CR.1. Use critical thinking skills to generate responses to a variety of prompts. 3. CR.1.1. Analyze in terms the elements and principals of design. 3.CR.1.2. Evaluate the compositional and expressive qualities of personal works of art. Learner prior knowledge/learner background experiences:

Students must have a general understanding of the elements and principals of design and how they form to create a piece of balanced artwork. Students will have been exposed to abstract art and will be familiar with the style of art but will not know the specifics of what make up abstract art. Students will be able to identify other artwork styles such as, Realism, Impressionism, Post-Impressionism Renaissance and Expressionism. They will know the famous artists, Van Gogh, Matisse, Monet and more. Students will recognize pieces of artwork by these artists. They will know how to use tools in the classroom properly as well as be able to manipulate mediums. Materials and resources needed: Internet access Power point including photos of Teachers abstract artwork Smart board or Projector with computer access Paper, pencils, erasers & notebook paper Art Notebooks Whiteboards (enough for each individual student including Expo markers) Teaching strategies: Introductory strategiesCreate a power point including examples of the teachers abstract art. This power point will open up the class by asking the question, What is Abstract Art? Teacher will briefly introduce abstract art by displaying two separate pieces of his/her own abstract work (see examples A & B). Not telling students who the artist is, the teacher will give students think time to observe each piece of work. The teacher will then ask the students to brainstorm why the artists created the pieces of work and what influenced them. The teacher will allow students to draw conclusions about the artist based on the pieces of art displayed and share them in large group participation setting by writing their responses onto whiteboards and raising them in the air. This introduction will take 15 minutes.

Example A

Example B

Main instructional strategiesTeacher led discussion. The teacher will lead a discussion using the power point with slides to explain to students what components go into creating a piece of abstract art, how it differs from other art styles and the influences behind creating the work. He/She will do this by verbally analyzing the two separate pieces of artwork for the students. The Students will then be asked to grab a piece of paper from the stacks in the middle of their tables and fold the paper in half vertically to create a graphic organizer for note taking (see Example C). In the first column students write things they like about abstract art and in the second column they will write things that they do not like about abstract art. This is based off of the information given during the teacher led discussion. There will be time allotted for students to ask questions throughout the discussion but the questions will be limited. This will keep students engaged while the teacher discusses abstract art. The teacher will then ask students to write their own definition of abstract art at the bottom of their notes. This portion of the lesson will take 25 minutes.

Example C Concluding strategiesAfter teacher led discussion is completed and students have filled out their foldable the teacher will ask students to form pairs (across the table) to write their combined definition of abstract art using the knowledge and information given to them during the lesson. The students will have time to discuss their likes and dislikes and then compare and contrast their definitions of abstract art. This forces students to

think critically about their responses to the initial question of, What is abstract art? The final definition should be written on the bottom of the students notes and highlighted. At the end of class these papers will be turned into the teacher as students leave the room. The teacher will review the papers, responses and definitions before the next class period.

Assessment: Formative Assessment will be based on the whiteboard responses from the introductory strategy, the foldable likes and dislike notes from discussion as well as the individual and combined definitions found at the bottom of the graphic organizers turned in at the end of class. The teacher will review each part of the organizer before the next lesson.

EC Accommodations/modifications to strategies or assessments: Attention Deficit Disorder: Students will be given the option to work in a group or individually. These students will also be allowed to respond by drawing their notes instead of writing them out. For students suffering with ADD it can be much easier to concentrate during teacher led discussions if they have the option to draw their notes instead of write them out formally. This will also help cut back on potential interruptions to the teachers talk time. The students will have the chance to ask questions and will be monitored during paired work. The teacher will also make time to stand up and stretch so students are not stuck seated and un-engaged in a lecture type setting. Physical Disability/Handicap: Students will be able to respond with lecture notes by typing them onto a computer or laptop provided by the EC department for his/her disability. This may be an easier alternative for the students with fine motor skill problems as taking extensive notes may be physically difficult or impossible. These students will be given extra time to take notes. Aspergers Syndrome: Students with Aspergers will be given structured seating arrangement (students may sit alone or with the groups at their tables) along with the options to work independently on all of the assignments given in the lesson. In addition the teacher will monitor the noise level and distractions around the room during paired work time. Teacher may ask these students to respond to essential questions on paper because their intelligence levels exceed those of the rest of the students in the class. This allows students to not feel stuck behind the class and keeps them motivated to continue to participate and think critically.

Lesson Plan 2 GRADE/CLASS: 3rd UNIT TOPIC: Abstract Art and Critical Thinking DAY: Two; How do Artists feel? Looking into the internal factors (emotional influences) that impact artists and their work. Desired learning outcome(s): Students will be able to understand that artists works are influenced by life experiences, tragedies, joys etc. Students will recognize these influences as internal factors. Students will be able to list internal factors that influence artists work. Students will be able to respond visually to internal factors named in lesson. Students will identify elements and principals used to display these factors. Essential question(s) from learning objective(s): What are internal factors? What internal factors influence an artists work? How do artists use the elements and principals of design to express these ideas? How do we choose to express our emotions? NC Essential Standard(s): 3.V.1. Use the language of visual arts to communicate effectively. 3.V.1.2. Understand that artists use their art to express personal ideas. 3.V.2. Apply creative and critical thinking skills to artistic expression. 3.V.2.2. Use personal point of view and experiences as sources for creating art. 3.CX.1. Understand the global, historical, societal and cultural contexts of the visual arts. 3.CX.1.3. Classify artists, styles and movements. Learner prior knowledge/learner background experiences: Students will have the knowledge and background information found in lesson one in addition to the definition of Abstract Art. Students will know the definition of subjective and will understand that Abstract Art is subjective. Students will understand that Abstract Art expresses emotions. They will be able to recognize Abstract Art and how it differs stylistically from other art.

Materials and resources needed: Flip Chart with examples of Abstract Art by famous Artists that depict specific emotions. - Guernica, by: Pablo Picasso (anger), Sunflowers, by: Joan Mitchell (excitement, death), Mother (happiness), by: David Hockney See examples, D, E & F below Internet access Access to a computer Access to an interactive white board or projector with screen Pencils, paper, erasers and markers for foldable responses Art notebooks

Example D

Example E

Example F

Teaching strategies: Introductory strategiesTeacher will begin class by clarifying the definition of abstract art using the responses from the student pairs from the previous lesson. The teacher will review conclusions about what abstract art is. This will lead into the next part of the introduction on responding emotionally to art. The teacher will have students make a foldable with four sections for four emotions, Anger, Happiness, Sadness and Excitement (see example G). The teacher will call out an emotion and ask students to respond by drawing a picture depicting that emotion. The teacher will give one minute to respond to each emotion. After all four of the emotions have been drawn, students will share their responses with partners. The teacher will explain how abstract artists are also influenced by emotions and other factors in creating their works of art. They will explain that these emotions are called internal factors. This will take approximately 15 minutes of class time.

Example G Main instructional strategiesTeacher will display examples, D, E & F on the interactive white board/screen. Teacher will explain how each piece of artwork displays a different emotion. The teacher will analyze these pieces of abstract art in front of students including information about the artist, their background, their experiences and more in order to paint a picture of what the artists emotional state was at the time of creating the work. Students will then be split into Think Pair Share groups and be given a separate piece of abstract artwork to analyze as a group (see extra examples, H, I, J and K). Students will list the emotions they believe the artist is depicting and then present their piece and evidences to the class. This portion of the lesson will take 30 minutes.

Example H Marc Chagall, I and My Village

Example Pablo Picasso, Weeping Woman

Example J Graham Sutherland, Crucifixion Concluding strategiesOn the opposite side of the foldable the teacher will have students write two things they learned about Abstract Art from the lesson and one question they have about it. This will serve as a ticket out the door for students. This conclusion will take 5 minutes.

Assessment: Formative Assessment will be based on the teachers evaluation of the mini Think Pair Share group presentations on examples, H, I, and or J analyzed during class. The students presentations to the class will allow the teacher to gauge the students understanding of the material by observing the parallels students make between the first piece of work analyzed and the piece evaluated by their groups. The Ticket Out the Door responses in the concluding strategy will be used as another tool for the teachers assessment on the students understanding of the material. This will also serve, as a way for teachers to see the visual responses to the emotions that each student created. EC Accommodations/modifications to strategies or assessments: Attention Deficit Disorder: These students will be constantly actively engaged throughout this lesson. The teacher will monitor the Think Pair Share group work to make sure these students remain on task and not distracted from the piece of work they are analyzing. The teacher may also allow these students to come to her desk during the Think Pair Share time with questions, comments or remarks in order to not disrupt the other groups working on their evaluations.

Physical Disability/Handicap: The teacher will allow these students more than the one-minute time allotted for the drawing responses in the introductory strategy. These students will also be placed at the end of the table instead of on the inside or outside in order to give them more room to maneuver to the front of the classroom in order to present with their Think Pair Share groups. The teacher will assist these students in their drawing responses if necessary. If the student has a one-on-one teacher they will be in charge of assisting them with their responses. Aspergers Syndrome: The teacher will allow these students more than the one-minute time allotted for the drawing response in the introductory strategy. The teacher will also allow them to choose two of the four emotions in the introductory strategy to depict instead of all four. This will lessen the pressure and stress of time constraints on these students. Students with Aspergers are often pay extreme attention to detail and are mindful of precision in creating artwork. Asking them to respond to fewer emotions gives them more time to focus on these details. The teacher will monitor the noise level in the classroom as well as be mindful of the Think Pair Share groupings for these individuals.

Lesson Plan 3 GRADE/CLASS: 3rd UNIT TOPIC: Abstract Art and Critical Thinking DAY: Three; What do Artists See?- Looking into the external factors (environmental influences) that impact artists work. Desired learning outcome(s): Students will know what external factors are. Students will be able to understand that artists works are influenced by external factors. Students will be able to name external factors that influence artists work. Students will be able to understand the external influences behind abstract art. Students will see how internal and external factors contribute to the content of an artists work. Essential question(s) from learning objective(s): What is an external factor? What external factors influence an artists work? What are some different types of external factors? (Seasons, climate/weather, setting) Common Core/NC Essential Standard(s): 3.CX.1. Understand the global, historical, societal and cultural contexts of the visual arts. 3.CX.1.3. Classify artists, styles and movements. 3.V.2. Apply creative and critical thinking skills to artistic expression 3.V.2.2. Use personal point of view and experiences as sources for creating art. Learner prior knowledge/learner background experiences: Students must understand the prior knowledge and background information given in lessons one and two. Students will be able to identify and understand internal factors and their influences on an artists work. Students will know the definition of internal factors. They will also need to be able to successfully analyze a piece of abstract artwork and evaluate the artists style and the content of the work. This can be guided analysis. Students must be able to think critically about creating artwork and understanding the process of abstract artwork being created.

Materials and resources needed: Flip Chart with examples of Abstract Art by famous Artists that depict specific external factors.

- Marc Chagall, Paris through the Windows, Pablo Picasso, Mediterranean Sea, Graham Sutherland, Landscape with Red Sky See examples, K, L & M below Internet access Access to a computer Access to an interactive white board or projector with screen Pencils, paper, erasers and markers Art notebooks Teaching strategies: Introductory strategiesThe teacher will begin by reviewing the definition of internal factors and will then open the lesson up by asking students to draw three examples of what they think external factors could be in their Art Notebooks. The teacher will allow students to have five minutes to draw three different examples. The teacher will then choose three students to draw one of their ideas onto the whiteboard. Have a brief discussion of the ideas and explain to the class what external influences are. Give the definition of an external factor. Have students write a list in their Art Notebooks of possible external factors that could influence art. Teacher will allow three minutes for students to write down lists. Then the teacher will give more examples of external influences for students. This portion of the lesson will take 20 minutes. Main instructional strategiesThe teacher will use a flip chart similar to the one in lesson two to, to display three different pieces of famous Abstract (see examples K, L & M) Art. Teacher will explain each piece and the external factor that is highlighted in each piece. Ending with discussing the David Hockney landscape, the teacher will then turn the five minute video, David Hockney, A Yorkshire Landscape on projector/interactive white board. This will take 20 minutes of the lesson time. http://www.youtube.com/watch?v=xkn0E7pVQE4&list=PL9F4C396C7D472565&index=6 Concluding strategiesTeacher will ask students to write in their Art Notebooks three things they learned about external factors. The students will have five minutes to accomplish this and will be asked to turn their art notebooks in at the end of class.

Assessment: Formative assessment will be derived from the students work in their individual art notebooks. The teacher will be able to read and review each notebook before the next class period and give students grades in their notebooks based on participation in the lesson. The teacher will also be able to see who did and did not understand the concepts behind external factors and their influence in art. The teacher will return Art Notebooks back to students at the beginning of the next lesson.

EC Accommodations/modifications to strategies or assessments: Attention Deficit Disorder: Have students sit closer to the teacher during the video to avoid distractions and interruptions Allow students to have extra time while drawing their external factors in the introductory strategy. Give students the opportunity to move around and stretch before the movie begins to prevent any unnecessary movement during the film. Physical Disability/Handicap: These students will be helped by one-on-ones with the introductory strategy and with writing their lists and three things as a response in the concluding strategy. These students will be allowed to move to a comfortable position/place in the room to view the video. Aspergers Syndrome: These students will be given the opportunity to sit and work independently of the group to work on their responses. The teacher will monitor the noise level in the room as students work in their Art Notebooks. The teacher may or may not turn the lights off during the video not to cause any discomfort to these students. It is important to remember that these students do not like change and their response to change is generally poor. Their environment should be kept as normal as possible, this includes switching the lights on and off.

Lesson Plan 4 GRADE/CLASS: 3rd UNIT TOPIC: Abstract Art and Critical Thinking DAY: Four; Creating Abstract Portraits- Introducing, planning and implementing the beginnings of the final project for the unit. Desired learning outcome(s): Students will plan their final art projects. Students will create sketches of their final projects. Students will be able to identify internal and external factors in their own lives. Students will be able to think critically about creating their own abstract artwork. Essential question(s) from learning objective(s): What internal and external factors will influence your artwork? Common Core/NC Essential Standard(s): 3.V.1. Use the language of visual arts to communicate effectively. 3.V.1.2. Understand that artists use their art to express personal ideas. 3.V.2. Apply creative and critical thinking skills to artistic expression 3.V.2.2. Use personal point of view and experiences as sources for creating art. 3.V.3. Create art using a variety of tools, media, and processes, safely and appropriately. 3.V.3.3 Create art using the process of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics and current technology. Learner prior knowledge/learner background experiences: Students must understand the prior knowledge and background information given in lessons one, two and three. Students must also be able to give examples of internal and external factors that influence artists. They will know and be able to identify internal and external factors that famous artists highlighted in the pieces studied in prior lessons. Students will understand the thought process behind creating abstract art and will be able to mimic this in their own work. They will be able to apply their knowledge to creating original pieces of artwork. Materials and resources needed: Internet access Access to a computer Access to an interactive white board or projector with screen

Pencils, paper, erasers and markers Art notebooks Large sheets of white construction paper Teaching strategies: Introductory strategiesThe teacher will begin the class by reviewing the flip charts and power points from lessons one through three. The teacher should go over the definitions of abstract art, subjective, internal factors and external factors. The teacher will introduce the final project to students. Students will be creating original selfportrait abstract collages. The students will be given mixed media materials in order to create these portraits. They will be required to be done on 11x14 sheets of construction paper. The teacher will give an example of an abstract portrait collage in order to display to students what is expected of them (see example N & O).

Example N

Example O

Main instructional strategiesThe teacher will ask students to list their internal and external factors that influence their artwork in their Art Notebooks. This will force students to think critically about what they want to display in their portraits, foreground and background. This will also identify their understanding of the material and their ability to apply it to their personal lives. The teacher will give 10 minutes for students to log their thoughts and ideas before moving onto the next portion of the lesson. The students will bring their Art Notebooks to the teachers desk for the teacher to review their responses before moving onto the next part of the lesson. The second half of the main instructional strategy is the planning and sketching of the final piece. One responses are approved by the teacher students will be given a scrap piece white construction paper to sketch out and design their final portraits. Concluding strategiesTeacher will ask students to turn in their sketches and portrait rough drafts before leaving the class period. Teacher will go over again the explanation of the project and rubric for students.

Assessment:

Formative assessment will be derived from the students work in their individual art notebooks as well as their rough draft sketches. The teacher will be able to note which students may be struggling and need further help in the next lesson. This allows the teacher to see the beginnings of the creative and critical thinking that will go into the final portraits. EC Accommodations/modifications to strategies or assessments: Attention Deficit Disorder: Students with ADD will be asked to sit near the teacher for this lesson because of the amount of movement around the classroom and potential distractions students will encounter. These students will be given one-on-one attention from teachers and extra time to work on their sketches. Physical Disability/Handicap: These students will be helped by one-on-ones to successfully produce sketches for final projects. If one-on-ones are not available these students will be given help and aid by higher level students that are ahead of the class (fast workers/quick learners) and the teacher in order to complete this assignment. Alternative materials will also be offered for students in case they run into difficulty using fine motor skills to manipulate materials. Aspergers Syndrome: The teacher will monitor the noise level in the room as students work in their Art Notebooks. These students will be given extra time on any of the material assigned above and will also be guided through the initial sketching process of their final portraits.

Lesson Plan 5 GRADE/CLASS: 3rd UNIT TOPIC: Abstract Art and Critical Thinking DAY: Five; Creating Abstract Portraits Continued- Creating original pieces of abstract artwork through selfportraiture. Desired learning outcome(s): Students will create original pieces of abstract artwork. Students will create original self-portraits. Students will utilize critical thinking skills in order to create art. Students will successfully depict internal and external factors in their individual pieces of artwork. Essential question(s) from learning objective(s): What internal and external factors will influence your artwork? Common Core/NC Essential Standard(s): 3.V.1. Use the language of visual arts to communicate effectively. 3.V.1.2. Understand that artists use their art to express personal ideas. 3.V.2. Apply creative and critical thinking skills to artistic expression 3.V.2.2. Use personal point of view and experiences as sources for creating art. 3.V.3. Create art using a variety of tools, media, and processes, safely and appropriately. 3.V.3.3 Create art using the process of drawing, painting, weaving, printing, stitchery, collage, mixed media, sculpture, ceramics and current technology. Learner prior knowledge/learner background experiences: Students must understand the prior knowledge and background information given in lessons one, two, three and four. Students will know how to manipulate all media and materials present. Students will know how to properly use tools presented for creative purposes. Students will know the classroom rules about cleaning up materials and how to keep their workspace clutter free. Students will have studied famous portraits, selfportraiture. Materials and resources needed: Elmers liquid glue & glue sticks Magazines & scrap tissue papers Tempera paint in colors, red, white, blue & yellow (primary colors) Scissors

Tape Paint brushes Water dishes & paper towels Smocks (may be old t-shirts brought in by students) Clay Pencils, pens, markers Pastels, oil & chalk Watercolors Stamps & Stamp pads Yarn, Raffia, Hemp & Lanyard Gel Fixative Interactive Whiteboard (or projector with screen) Computer Internet Access Examples of abstract artwork (in poster, postcard or other format) Paper (construction paper, computer paper, newspaper & notebook paper)

Teaching Strategies: Instructional Strategies: The teacher will cover the directions and instructions for the final project again and review the rubric so students are aware of details that must be included in their original pieces of artwork. The teacher will then return the sketches to each students and allow time for the sketches to be completed if not already done and will pass out the pieces of construction paper to students for their final projects. Main Instructional Strategies: The teachers will monitor students as they are given the freedom to create their own pieces of abstract artwork. The teacher will walk around the room and assist students in creating their work. The students will be given the remainder of the class time in order to create their work. Closing Strategies: The teacher will ask students to gather materials and clean up their workspaces. The students will be asked to place their self-portraits on the drying racks in the back of the classroom after they have cleaned up their workplaces. Assessment: Summative Assessment for this particular lesson will be based on the rubric provided to students. This rubric covers the information necessary to be included in each students individual self-portraits. The teacher will be able to grade each students work against the rubric to come up with the final grades for the portraits.

EC Accommodations/Modifications to strategies or assessments:

Attention Deficit Disorder: Students with ADD will again be seated closer to the teachers desk. The teacher will monitor the students activity and progression in completing the assignment. The student may also be given extra time to complete the assignment. Physical Disability/Handicap: These students will be given extra time to complete the assignment from the very beginning. They will be aware of the tools available to them and the optional media forms, clay etc. that can be used for them. These materials are manipulated easily and will help the students to create work in just a different form. Students may also have one-on-ones to help them physically with creating their self-portraits. Aspergers Syndrome: This may be the most stressful lesson for a student suffering with Aspergers syndrome. These students will be given the option to work on their self-portraits outside of class. They will also be given the opportunity to have extra time to work on their projects. These students will be aware of their surroundings and will be monitored as their work is completed.

Rubric

90-100 Pts. Displays successful applications of materials in formation of abstract selfportrait.

80-89Pts. Displays application of materials and formation of abstract selfportrait.

70-79Pts. Displays application of materials but the formation of the abstract selfportrait is incomplete. Includes either hints at evidence of internal factors included or none at all.

60-67Pts. Displays unfinished selfportrait of student. Abstract style is not visible in content. Does not include internal factors.

0 Pts. No evidence of portrait or attempts at creating portrait.

Includes concrete Includes evidence of internal factors included in the portrait. somewhat concrete evidence of internal factors included in portrait.

No internal factors.

Includes concrete Includes evidence of external factors included in portrait background. somewhat concrete evidence of external factors included in portrait.

Includes either hints of evidence of external factors or none at all.

Does not include external factors.

No external factors.