You are on page 1of 17

Course: ART 133

Project Title: Material Means

Samples Provided: ART133TyliaBanksSarahCook.jpg
NASAD Competencies Exhibited:
C.2.a. The prospective art teacher must be familiar with the basic expressive, technical,
procedural and organizational skills, and conceptual insights which can be developed
through studio art and design experiences. Instruction should include traditional
processes as well as newer technological developments in environmental and functional
design fields. Prospective art teachers must be able to make students emphatically
aware of the all-important process of artistic creation from conceptualized image to
finished art work.
D.1.c. An ability to address culture and history from a variety of perspectives.
D.1.d. Understanding of, and experience in thinking about, moral and ethical problems.
Course: ART 133
Project Title: Exploring Earth
Samples Provided: ART133ClairePadgett.jpg
NASAD Competencies Exhibited:
C.2.a. The prospective art teacher must be familiar with the basic expressive, technical,
procedural and organizational skills, and conceptual insights which can be developed
through studio art and design experiences. Instruction should include traditional
processes as well as newer technological developments in environmental and functional
design fields. Prospective art teachers must be able to make students emphatically
aware of the all-important process of artistic creation from conceptualized image to
finished art work.
D.1.c. An ability to address culture and history from a variety of perspectives.
D.1.d. Understanding of, and experience in thinking about, moral and ethical problems.
Course: ART 133
Project Title: Unit Paper 1
Samples Provided: ART133BrettMelliar.jpg
NASAD Competencies Exhibited:
C.3.a. An understanding of child development and the identification and understanding
of psychological principles of learning as they relate to art education.
C.3.b. An understanding of the philosophical and social foundation underlying art in
education and the ability to express a rationale for personal attitudes and beliefs.
C.3.f. The ability to accept, amend, or reject methods and materials based on personal
assessment of specific teaching situations.
D.1.a. The ability to think, speak, and write clearly and effectively, and to communicate
with precision, cogency, and rhetorical force.
D.1.f. The capacity to explain and defend views effectively and rationally.

BA in Art Education, NASAD Competencies

Course: ART 133

Project Title: Lesson Plan (Heroes)
Samples Provided: ART133JeannetteCobabeAlexisDowdyetal.jpg
NASAD Competencies Exhibited:
C.3.c. Ability to assess aptitudes, experiential backgrounds, and interests of individuals
and groups of students, and to devise learning experiences to meet assessed needs.
C.3.d. Knowledge of current methods and materials available in all fields and levels of
art education.
C.3.e. Basic understanding of the principles and methods of developing curricula and
the short- and long- term instructional units that comprise them.
D.1.e. The ability to respect, understand, and evaluate work in a variety of disciplines.
C.1.a. The potential to inspire others and to excite the imagination of students,
engendering a respect and desire for art and visual experiences;
C.1.c. The ability to maintain positive relationships with individuals of various social and
ethnic groups, and empathize with students and colleagues of differing backgrounds;
Course: ART 135
Project Title: Written Memo 3
Samples Provided: ART135AmandaVasquez.jpg
NASAD Competencies Exhibited:
D.1.g. Understanding of and experience in one or more art forms other than the visual
arts and design.
Course: ART 135
Project Title: Written Reflections
Samples Provided: ART135MelindaDoss.jpg
NASAD Competencies Exhibited:
C.3.h. Ability to organize continuing study and to incorporate knowledge gained into
self-evaluation and professional growth.
C.1.b. The ability and desire constantly to seek out, evaluate, and apply new ideas and
developments in both art and education;
Course: ART 135
Project Title: Teaching Philosophy (DUE: 4/12/16)
Samples Provided: ART135xxxx.jpg
NASAD Competencies Exhibited:
C.1.d.The ability to articulate and communicate the goals of an art program to pupils,
colleagues, administrators, and parents in an effective and professionally responsible

BA in Art Education, NASAD Competencies

Course: ART 135

Project Title: Media Techniques Workshop and Workshop Lesson Plan (DUE: 4/19/16)
Samples Provided: ART135xxxx.jpg
NASAD Competencies Exhibited:
C.3.g. An understanding of evaluative techniques and the ability to apply them in
assessing both the progress of students and the objectives and procedures of the
D.1.b. An informed acquaintance with the mathematical and experimental methods of
the physical and biological sciences, and with the main forms of analysis the historical
and quantitative techniques needed for investigating the workings and developments of
modern society.
C.1.b. The ability and desire constantly to seek out, evaluate, and apply new ideas and
developments in both art and education;

BA in Art Education, NASAD Competencies

Course: ART 133

Student Names:
Tylia Banks
Sarah Cook
Claire Padgett
Brett Melliar
Jeannette Cobabe
Alexis Dowdy
Et al.: Darian Murphy, Hani Rihani, Alejandra Lozano

BA in Art Education, NASAD Competencies

Art 133
Unit Paper 1
Unit Paper 1
The big ideas are broad and important human issues (Walker, 2001), which both Walker
and Franco, Ward, and Unrath argue in there writings is important for making meaningful art.
Identity is one example of a concept that can be considered a big idea because it is broad enough
to allow for many different explorations and interpretations. Though it is obvious that Identity
mostly pertains to the self, in his article, Michael Parsons seems to apply this big idea to the art
of educating, which, he notes, has consistently changed in its approach from the late 19th century
through present day. Parsons (2004) cites that there still has not been a consensus on a theory of
integrated education, as his article suggests the question: what is the identity of education?
Ultimately, his example of integrated education echoes ideas supported by the two other articles,
which are having a big idea and following it up with essential questions to help clarify it.
Big ideas that correlate with events going on in a students life can be a successful way to
generate personal interest from all students. For example, Identity might provoke the most
personal interest in students and be most effectively discussed and constructively learned when
they reach the age of puberty. While younger students may find it an interesting topic to learn
about, students who are in the process of coming into adolescence and discovering themselves
might connect best with this big idea.
Walker, S. (2001). Teaching meaning in artmaking. Worcester, MA: Davis.
Parsons, M. (2004) Art and integrated curriculum. In E.W. Eisner & M.D. Day (Eds.),
Handbook of research and policy in art education (pp.775-794). Yahweh, NJ: Lawrence
Erlbaum Associates.

Lesson Plan Template 1

Art Education Lesson Plan Template: ART 133

Group 1 2 3 4 5 (please circle)
Print First and Last Names:
Jeannette Cobabe
Alejandra Lozano
Hani Rihani
Alexis Dowdy

Darian Murphy

Lesson Title*: Super Heroes
Big Idea*: Heroes
Grade Level*: 3
21st Century Art Education Approach(es):
(Semi) Choice-Based and Learner Directed, Big Idea, Visual Culture
Lesson Overview (~3 complete sentences)*:
The students will be informed of different types of heroes and the qualities that make them. Students will create a new superhero using their qualities for
inspiration. They may also use experiences or real people as inspiration. Students will evaluate their own work and mentally critique the work of their peers.

Key Concepts (3-4): What you want the students to know.*
Essential Questions (3-4)*:
1. Heroes come in different forms.
1. What is a hero to you?
2. Heroes have achieved something great.
2. What are some qualities of a hero?
3. Heroes can be admired for being courageous.
3. How do artists view heroes?
4. Heroes can come from divine descent.
4. In what ways are superheroes and real life heroes similar and/or different?
5. Is there any quality that all heroes must have?
Lesson Objectives: (Excellent resource at What you want the students to do. *
1. Content area 1 Visual Culture: The students will (TSW) be able to . . . define what a hero is to them.
2. Content area 2 Visual Art: design a new hero using their own list of heroic qualities and portray on paper with their choice of materials.
3. Content area 3 Literacy: evaluate and write about their own artwork and show to peers
Common Core State Standards (2-3): Please list grade-specific standards.
Identify & define vocabulary that connect the art form with the other
1. Come to discussions prepared, having read or
identified content areas*:
studied material; explicitly draw on that preparation and other information
1. Design- to prepare the preliminary sketch or the plans for (a work to be
known about the topic to explore ideas under discussion.
executed), especially to play the form and structure of:
2. ccss.ela-literacy.w.3.2 Write informative/explanatory texts to examine a
2. Portray- to make a likeness of by drawing, painting, carving, or the like
topic and convey ideas and information clearly.
3. ccss.ela-literacy.rl.3.3 Describe characters in a story and explain how their
actions contribute to the sequence of events.

National Core Art Standards: Visual Arts (grades 1-6 only) (4): Please list
Lesson Activities & Procedures (please be very specific)*:
number and description of Anchor Standard.
1. ALL: All materials will be placed on table already.
1. Creating: 3.1.3a Elaborate visual information by adding details in an
2. Jeannette will introduce lesson title, big idea, grade level (via powerpoint)

Lesson Plan Template 2

artwork to enhance emerging meaning.
2. Presenting: 5.1.3a Identify exhibit space and prepare works of art including
artists statements, for presentation
3. Responding: 7.2.3a Determine messages communicated by an image.
4. Connecting: 10.1.3a Develop a work of art based on observations of

California Visual and Performing Arts Standards (grades 1-6 only) (3-5): Please
check all that apply and add number and description of applicable content
_X_1.0 Artistic Perception: 1.4 Compare and contrast two works of art made
by the use of different art tools and media.
_X_2.0 Creative Expression: 2.4 Create a work of art based on the observation
of objects and scenes in daily life, emphasizing value changes.
___3.0 Historical & Cultural Context:
_X_4.0 Aesthetic Valuing 4.2 Identify successful and less successful
compositional and expressive qualities of their own works of art and describe
what might be done to improve them.
___5.0 Connections, Relationships, Applications:
List all materials needed in the columns below.
Index cards
Colored Pencils


Glitter Markers



White paper

3. Jeannette: Anticipatory set: memes on power point

4. Jeannette: lesson overview
5. Jeannette: Formative assessment: index cards to students: Write 4-5
heroic qualities
6. ALL: Discussion with class about what makes a hero and examples
7. Alejandra: Inspiration Artist Nina Levy, napkin art
8. Alexis: Key Concepts and Essential Questions
9. Alexis: Lesson Objectives and Vocabulary
10. Hani: Introduce studio and art materials
11. Hani: Display and explain studio procedure
12. ALL: Show examples of our artwork (and qualities?)
13. Students will be given time for studio and wrap-up time
14. ALL: Walk around and evaluatehow are they incorporating their
15. Darian: wrap-up studio time
16. Darian: instructions for closure- Did you portray the characteristics you
wanted? If you were not successful, what could you have done differently?
Flip over your index card and write a few sentences about your hero and/or
your qualities. Consider this your artist statement.
17. Darian: clean-up
18. Darian: students lay artwork and statement and walk around to assess
and compare
19. ALL: Thank you for participating

1. Using your qualities from your card, design a new superhero (ie: what
colors would they wear, what would they represent, what are their features,
what powers would they have)
2. You can portray a new superhero based on a real life example or just
based on your characteristics.
3. Using a blank piece of white paper, design and draw your superhero using
any materials available
4. Wrap-up artwork
5. Closure and write artist statement
6. Clean-up
7. Walk around peer gallery

Lesson Plan Template 3

Anticipatory Set (Gaining Attention)*:
Memes on power point
Discussion about types of heroes (everyone can be a hero)

Closure (Reflecting Anticipatory Set):

Were you successful in your portrayal of heroic qualities? If not, what could
you have done to improve this?
Write a few sentences (an artist statement) about your hero and/or your

Summative Assessment strategy:
Gallery walk

Formative Assessment strategy (of HW via creating, evaluating, analyzing,

applying, and/or understanding [Bloom, n.d.])*:
Index Card- Write 4-5 qualities of a hero

What student prior knowledge will this lesson require/draw upon?
-Drawing, coloring, blending, values Knowledge of superheroes and real life heroes

How will you engage students in creating, evaluating, analyzing, and/or applying (see Blooms new taxonomy, n.d.) in this lesson?
Artmaking using personal life, experiences, and beliefs

How will this lesson allow for/encourage students to solve problems in divergent ways?
Teach/remind students that everyone can be a hero in a big or small way

How will you engage students in routinely reflecting on their learning?
Visiting students while artmakinghow are they incorporating their qualities into their superhero portrayal?

How will you adapt the various aspects of the lesson to differently-abeled students?
Offer different types of media. The choice based and the opportunity to use personal life as inspiration is aimed to students of all abilities.

What opportunities/activities will you provide for students to share their learning in this lesson?
-Writing an artist statement about their work
-Allowing peers to walk around and view their art

Lesson Resources/References (use APA; please identify, with an asterisk, article or chapter due for HW):

American Red Cross (2013). Salute to Heroes. Retrieved from

*Berkowitz, J., & Packer, T. (2001, November). Heroes in the Classroom: Comic Books in Art Education. Art Education v. 54 no. 6, 12-18.

Lesson Plan Template 4

Cox, Jodi. (2012). Sometimes Being A Brother. Retrieved from

Design. (n.d.). In Retrieved from

Levy, N. (2008). Daily Napkins. Retrieved November 15, 2015, from Daily Napkins

McKinney, Terri. (2012). [Meme of girl dressed as nurse]. Retrieved from

Nease. (2005). [Mothers day comic]. Retrieved from

Piraro, Dan. (2005). [Batman comic]. Retrieved from

Portray. (n.d.). In Retrieved from

Robins, L. (2012, April 1). When Mom Makes Lunch, the Food Is Secondary. Retrieved November 15, 2015, from

Unable to locate original source. [meme of child superhero]. Retrieved from

Unique Teaching Resources. (n.d). [Superhero teacher meme]. Retrieved from

* Include this information during the peer Presented Lesson Plan.
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

**Inspiration Artist: Nina Levy, napkin art
**Homework: Reading and think about qualities that make a hero

Course: ART 135

Student Names:
Amanda Vasquez
Melinda Doss

BA in Art Education, NASAD Competencies

Amanda Vasquez
Memo 3
Alone we can do so little; together we can do so much, this quote by Helen Keller
definitely coincides with the idea of teachers and students. Alone a teacher can teach, but little is
done. When the teaching combines together with a students willingness to learn a teacher and
student can do many great things.
This week we learned about ways to teach and work with all types of students. These
students include those who may have difficultly learning or may struggle in the classroom. With
advice given by our visiting lecturer Levi Casias, readings, and watching the Miracle Worker it
is possible to say that we are being armed with the knowledge we need to teach any and almost
all students.
I always discredit the people who think teaching is easy. I forget they dont know the
challenges you face being, and becoming a teacher. They dont understand that you need to make
friends with the faculty and administrators, as Mr. Casias advised. They forget that parents,
though they may have the best intentions in the world, will sometimes be the reason a student is
having difficulty learning new things, as seen in The Miracle Worker. They forget that giving
assessments to determine your childs learning and education level is hard, and includes judging
art not just if its pretty but by a score, according to Beattie. Lastly they forget that sometimes
youre given challenges by students themselves. Sometimes you could be teaching a student who
is having troubles learning not because of lack of intellect, but because the student may have
emotional/mental disabilities, as we read in Gerber and Guay. So to the people who think
teaching and especially teaching art is easy, I say, youre wrong!
Helen Keller couldnt have put it any better when she said, together we can do so much,
for together with all the things we learn this, and every week, we become more capable of doing
so much.

Amanda Vasquez
Memo 3
Also, side note, after that little rant, Thank You! Thank you for being the type of teacher
who encourages students to be a part of the community. By introducing and showing us the Art
Hotel, not only did you teach us to go outside of the classroom for knowledge and exploration,
but you helped us be apart of something wonderful and historic.

***Just out of curiosity Did you have a favorite room or piece?

This was mine. I liked how ghostly and somewhat haunting it felt to look in the room, even
though it was well lit.

Melinda Doss
Art 135
Spring 2016
Written Reflection 2: The Parade
Exploring the concept of Celebrations through the activity of The Parade is an
interesting and challenging exploration. Investigating our views of celebrations in this
activity strikes deeper than I might have expected if I was just looking at it on paper, but
experiencing it with the group (our class) has revealed more. Watching how people react
to putting on unfamiliar clothes or decorations in order to get dressed for a parade was the
first indication of peoples comfort level. Then seeing how they responded to being
encouraged to move around, to dance and to be seen in public was an even clearer
expression of their comfort, or lack thereof. About one third of the class was truly at ease
(at least from an outsiders view), being fully engaged in the parade, moving around and
at the front of the group. Another third was not fully prepared to participate, but enjoyed
seeing those who were comfortable, and made some effort to be involved. The last third
seemed to really struggle with having to be involved at all and would have probably
preferred to just sit it out and stay in the classroom and sit quietly waiting for the others
How do you express yourself in celebration mode? Do you tend to keep to
yourself, rarely showing strong emotion on either side of the spectrum of happy and
unhappy? Or are you at ease with expressing your celebration publicly, whether in a
parade, a cultural event, a public dance, or being the focus of a celebration and having
all eyes on you? This exercise continued to flesh out these questions as we moved on to
the drawing portion of the activity.

The first portion of the drawing activity (after creating a baseline on which to
draw our characters) we were asked to draw ourselves at the head of our parade, holding
a flag with our name on it. Its been a very long time since Ive done any drawing from
memory and struggled with my comfort level of illustrating myself. Should I draw
myself as I wish I looked? As I think I really do look? Or should I go for all my
insecurities and expose my inner faults? Eck, or am I able to do any of those options
well? I looked around the table and saw others struggling, everyone shielding their
drawings from others sight, insecure of their abilities. We moved on to our
previsualization character this exercise I like, closing your eyes, listening to the guide,
waiting for an image to develop in my minds eye. But then the struggle once again, can I
make it look like I see it in my head? Then on to the next three characters, all with names
I feel I should be able to reference, but again, drawing from imagination is not my strong
suit. Then we stop our focus on drawing and take a minute to listen to and see Maurice
Sendaks Where the Wild Things Are. Then back to drawing, with a character influenced
by Sendaks story and images.
We are encouraged to walk around the room and see other students drawings, and
here again, peoples comfort level is evident. Student who are more comfortable with
self-expression are open to having their drawings seen, those who were less comfortable
in the actual parade also seem to show some discomfort with their drawings. Its
interesting to observe and to see where I fit in the mix. I love celebrations, but ones that I
host, where I am in the background, putting the focus on others or helping to create a
celebration that others will enjoy. In my own artwork I am not very comfortable with
portraying myself and am often hesitant to show my work when it seems like a

comparison is being made. I am most comfortable when my work it totally unique to me,
not something where a direct skill evaluation can be made. Working through this exercise
from the physical manifestation of The Parade to the drawn version is a great exploration
of our own identity in celebrations.
Because I feel the challenge so clearly in myself, I know I would hesitate to do
this project in the same way in my own class. Thinking about high school or Jr. high
students and all their struggles to fit in would cause me to only have those students who
are comfortable in front of others participate in dressing up or parading around the room
or part of the school campus (as I know some students would definitely enjoy doing). I do
think the drawing activities are great exercises in expression, exploring the concept of
celebration via The Parade, and allowing students to experience drawing in a new way.
Having the guided previsualization, the verbal to visual exercises, as well as having to
draw yourself from your own personal memory are all great challenges, which can also
be quite freeing. The addition of having images to work from (the style or inspiration
of another artist), models, and specific drawing strategies, open students up to trying
different things which help all of us to develop our skills. As uncomfortable as some may
be in expressing themselves in open celebrations, as a parade forces us to do, it helps us
to assess that comfort level and explore it through our art making. Each of the drawing
exercises give insight into our view of self, while at the same time are each coming from
different stimulus. Its a great way to engage the students, and have them draw from
different sources in a single project for a unified result.