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ARTE Lesson Plan Format 8.30.

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My host teacher is not required to make lesson plans


Title of Learning Segment: Mid-way Critique Grade: 9th-12th

Prior Knowledge: Students should have a basic understanding of art room critiques and how
they typically work. Additionally, students should understand general academic art language,
such as the elements and principles of design, and be able to apply this lingo to their peers and
their personal work. In addition, the students should be able to recognize the composition and
the impact it has on the viewer and be able to elaborate on their ideas and defend new ones.

Central Focus: Understanding how to properly critique your own and others classmates work in
an academic yet artistic manor.

Learning Segment Overview Four lessons (45 minute)


Lesson 1 (Day 1) : Since this is a part of my observations, this is simply a 10-15 minute lesson
that I am interjecting into my host teachers original lesson plan. Essentially, I will start off the
class period with a brief introductory PowerPoint. I will have the students talk about what a
critique is and what they think it should be like. Next, I will have each of the students lay out
their current work out on their empty desk. Next I will give each of them two different colored
sticky notes for them to use during the sticky note crit. When I say ‘go’ the students will be
asked to silently move to another seat and complete a praise and ponder sticky note. Once they
have finished it, I will tell them to move and they will repeat this process one more time. This
way each student has 2 comments on his/her work.

Lesson 1 of 4
Standard, Objective, & Assessment use similar language
Standard Learning Objective Assessment

NVAS: VA:Re.7.2.lla Evaluate the effectiveness of


an image of images to Formative: For a formative
influence ideas, feelings, and assessment, I would simply scan
the room to make sure that people
behaviors of specific were following along as well as
audiences. paying attention to the lesson.

SCVAS: VA.R AM.52 I can evaluate the organization of


an artwork using elements and
principles.

Academic Language
1. Language Function—one LF essential for students to develop & practice. Use
Standard and Objective action verbs, e.g. analyze, compare/contrast, interpret.
One language function that is essential for students to develop and practice is how to critique
their peers work while remaining both informative and constructive in all responses. I will show
the students how to properly use the language for the critique by modeling both good and bad
examples of things they can write. They will then use this by applying the language function to
their sticky notes.

2. Vocabulary–
ARTE Lesson Plan Format 8.30.18
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-Critique: a detailed analysis and assessment of something, especially a literary, philosophical,


or political theory.

3. Discourse OR Syntax:
I will help to develop a student’s syntax by having them write out one praise and one “ponder’
on a sticky note. Before I set them free, I gave them explicit instructions to think about the
elements and principles of design while writing these critiques. I also spoke to them about being
respectful and writing statements that are helpful and not hurtful. I believe this will help develop
their sytax because I gave them options and set ups for how to phrase their critiques.

Students will practice using this language function by actively writing down each of their
critiques, using the proper language that I will have just demonstrated in front of the class.

Key Materials
Day 1 Materials
- 2 different colored Sticky notes
- Writing utensil
- Piece of art from they are currently working on

Instructional Strategies and Learning Tasks (Procedures & Timelines)


This assignment is relatively easy. So, for a this project I would first go through a PowerPoint
that explained what a critique should look like as well as what a critique is. After I completed the
PowerPoint, I would ask the students to pull out one piece of the art they are working on and
clear the desk of all other materials. Next I or a helper will hand out 2 different color sticky notes
to each of the students. They should each get two of each color given (4 total). Once the sticky
notes have been passed out, I will begin explaining what I want to be written on the top of each
sticky note. For example, “On the top of the pink sticky note, I want you to write praise, and on
the top of the yellow sticky I want you to write ponder.” Once I have finished explaining what I
want the class to do, I will tell them to quietly get up and swap seats with someone. I will make
sure to let everyone know there is to be no talking once you are done, and that all sticky notes
can be read and traced back to who wrote it. Once the critique is complete, each of the students
should have two positive things about their piece, as well as two areas of concern,

Accommodations Universal Design for Learning used in this art lesson.


Representation: I will make sure that when presenting this assignment, I have it written on the
board, and I will be reading it to the students.
 Engagement: I will make sure that the students are engaged by walking around the
classroom during the entire process. Additionally, I will offer one on one solutions if a
student is needing a bit more help.
 Expression:
 For the students with special needs, I will have to handle this on a case by case basis.

Artifacts Posted on my website


Reflection Overall I feel that the lesson went pretty well. However, I did notice a few things that
didn’t go quite as expected. For starters it was a bit difficult to get the student’s to answer my
questions. I feel that If I were to offer some prize to the first student who answered one of my
questions, I would have a lot more students who would participate in the lesson. Additionally,
once the critique begun, there were two students who did not want to participate. While one of
the students was due to disabilities, the other was just being disruptive and didn’t want to follow
along. In this case, if I was the actual teacher I would be able to handle the disruptive student
better on my own. I did however, try and assist the student who had a disability by letting him
stay at his seat and critique his own work.