Academic Language Planning Prompt 4a, b,c, d Assessment Prompt 3a Most art teachers reference VOCABULARY in most lessons. Academic Language requires you to —in at least one lesson ~ reference a specific activity where you ask students to use THREE demands of language: VOCABULARY, FUNCTION, and DISCOURSE.* 'm one of your Lessons in your Unit Plan, prepare a specific activity that includes 1 from column A; 1 from column B; and 3 to 5 from column ¢: A ISCOURSE + B FUNCTION © | | FUNCTION | VOCABULARY = y terms that you think students Need to know and use inorder to create, Interpret” respond to art. Create at least 1Lor2 “supports that you can reference 8 simple chart or poster that you van post c “| | ] Grese OME vetinow | | Choose one actity below or device a simitar WRITING activity Inyour lesson plan, inude some kindof | not use meena’ | pen Sides at state and define ie ae vocabulary in your PowerPoint | i ge vocabulary | + the pre-printed handout you made to ulfi.Colume A (These are examples; your ist willbe ‘pectic to your Unit Lesson goa). critique 3 work of art ‘complete an Ext Ticket explain teserbe te proces in ourstetchoot orore binary oa expla c hea analyze proportion | | tive te an now You. eo Perspective critique the artists use of escribe write a brief news article Prove writer ae rebsons o | dy2athesize: I impasto ies Tat OH rote defend Seraffito, conduc Our aI for ara’ List ad convince lestherhard findir eriew and summarize your cassify balance . cine evaluate Portrait ierostyphies | © Focrn tae We Fey‘Your youngest students: ws Fae Oato Start UNrversiry, Art Education 4500 — Autumn 2018 Developmental Abilities - Grades K - 8 indergarten, grades 1 and 2 . compare a first grader’s “% cup of knowledge to your “2 gallons. Emerging intellectual focus y-hlone © DCm on meson persone xine home alan ets ny nen ‘books, familiar phenomena (snow, rainbows, plants, insects, food) n ries and observations growing awareness of their own discoveries an imagination fantasy, and make-believe are stllvery real - these can be sources for art~this is the “Santa Claus” crowd! Emerging vocabulary and language skills 2 They are just learning their ABCs and sight-words (having pre-printed labels with names will help your first semester of kindergarten) - the “Word Gar” Use correct vocabulary, but ALWAYS explain iin kid-friendly terms = “vertical ~long-way, up and down,” 2-dimensional/3-dimensional = flat/not fat ‘O. Use LOTS of metaphors ("When you're cutting, open Your scissors wide; take big alligator bites.” “Don’t for nto brush haves bad-hair day." “Fold your paper hot dog sic for printed material and your own handwriting, ‘onside letter forms that students recognize (a not a 9 Not g or 4). For the youngest students, print things in a slightly larger 16 point type; 24 point is not too large for kindergarten Century Gothic and Comic Sans are good eroices. (Note: cursive is no onger taught in many schools!) Emerging knowledge of the world around them (and sense of historical time) a Oi8' old. long time ago can mean last yoor then dinosaurs reamed or when George Washington "98 live. and those three might all exis in the eae time No knowledge of most art terms, art styles, artists, processes You are most primary students’ or markers or pastels, In the youngest grades, reference Shapes they know: circle, trang concepts (or Might be experir a : pecan ee eaten throwaway" projects with Plasticine; provide oy pr 9 o enceisan row-a\ 'ayS" or practice ie : cde rate” © knowledge of shapes, C2108 nes pate eae tent ah “ tee / repeated pattern, (2bab,abbabp)2 Emerging manual dexte ay ildren four youngest children still may not know how to cut with scissors. Someone (YOU!) has to teach that skill and you may need to provide a mini lesson, just to practice cutting, before you move on to your sil ini lesson, just t i e cutting, before y‘ e Encourage working ge ling the entre pate, vereping Folding a paper in half might require a mini lesson templates canbe your iene, they are ot evi~but ve them udicousy Invemediateelamentar students: erades3, 4,5 2 on deny sineing or sur an sn gn tery enna ren this age can eut and gle wth recon, a he and hey can manipulate tvee-dmesioral with ease, More dexterity means ae rit ns greater ability to: weave with fiber, ("God's af bracelets"); to make ceramic Is and scul : Seen : Vessels an sutures and work with ire, fabri ee orasee Ipt ar k with wire, fabric, small beads; a then hoy i waren asso es ean eet a ines” or chante occurrences maybe welome and canbe incorporated into at create Q They can follow a sequence, or series of directions to make a work of art Q The art teacher can demonstrate a sequence ‘of four cr five steps that need to be completed, in order, then allow students to work at their own pace. 7 ‘ O Alist of the steps, or better: visual examples of each step, should be provided for reference. Older students can be creative in their sense of design. By this age, students are starting to define thelr personal style, and while they want their art to “look real,” they are open to new forms of expression. 1 Surdents at this age can aso appreciate abstraction 2s more than “just design,” or scribbling. a Students 3s 3 aroma singlets for greater paris tie, students may rue on 2 Ie prompting to include greater detall a They il be wing to fil larger areas with repeated patter” create original insects, animals or trchines; include finer detail, (For example, stamens in flowers, decorative borders} students this age are gaining independence Oy They can handle options and make choices, But thoy still need structure. They need so" site els” (how to gather and store materials, how tO line up, etc.) me rules to follow in both their art and in their ‘They can identify and explain similar themes, subject matter and images om ome au et matters. They can compare and contrast styles a ei POE as Spserved in images from art history and in si aporary art They an aentiy the work mage PY specfc artist; they enjoy actiities that require them to categorize of explain similarities and differences. By fourth and fifth gr could reference 30 Ve standing of time and history. Prior to this 086, YER ‘ade, there is a clearer under: r 7 and they both pretty much mean “a long tie 260. ars ago oF 3,000 years 269, create anillusion of depth on 2/1 surface. ydents wanting things to "ook ree Fn srg wate contrast ings further aay Mae ower ie. fed through overlapp! i Cre {things further away appear to be smaller), eo n be introduced to shading 20d cast shadow’ xy students are ready to move 22 aay » Older elementan O Thisis part of st from placing oO) perspective can ° color), and size contrast, diate elementary ‘ghe illusion students ca!