ARTE PRACTICE Learning Segment Worksheet

Autumn Jackson

Title of Learning Segment: Visual Culture Collage

Grade or Class:3

Prior Knowledge:
Cutting paper
Iconography
Geometric shapes
Research
Collage
Color scheme
Gluing
Fine motor skills
Organization
Puzzle solving
Planning

Central Focus/Big Idea: Iconography

Learning Segment Overview: Briefly describe each

Class last about 45 minutes for Elementary Schoolers
*3-5 min for daily class affirmation. (This will be a daily thing that happens before the start of class
Segment time Day
Intro 10min 1
Motivation
Engage
Research 15min (sketchbook requirement) 1
Instruction Process 15min with physical examples 1
Procedure 10-15min for questions 2
Explore 5min sketchbooks 2
Guided Practice 20min 2
Present 30-35min with break 3
Respond 3
Connect 3
Summative Assessment (critique, 30-35min with break 4
self-assessment, Artist Statement)
ARTE PRACTICE Learning Segment Worksheet

Evaluation Closure 10min (passing out papers and my 4 or when they come back the
notes to make evaluate the next week
students. Most likely will have a
rubric and will tell my students
they can ask me more question if
they want more clarity)

Standard Learning Objective (Summative) Assessment

NVAS: # &text
VA.C NM.6 I can recognize
some artistic styles, from
various cultures and time
periods.
Presentation: Students will create a powerpoint that
displays the different types of symbols they used
I can recognize the different cultural symbols in my throughout their project and briefly discuss where
work each symbol comes from and what it can be
I can understand how visual culture is used in my daily associated with.
life

Academic Language Demands, as applicable:

1. Language Function One LF essential for students to develop & practice. Use Standard and Objective action verbs, e.g. analyze, compare/contrast,
interpret.
Recognize
2. Vocabulary No more than 5 terms w/definitions using age-appropriate language. Cite source

Iconography: the visual images and symbols used in a work of art or the study or interpretation of these.
composition:the way in which different elements of an artwork are combined or arranged.
subject matter:the topic dealt with or the subject represented in a debate, exposition, or work of art.
semiotics:the study of signs and symbols and their use or interpretation.

3. Discourse How will you develop students’ academic discourse (putting the words to work/responding) and/or syntax (symbols, etc.)?
Students will look at multiple forms of visual culture across different medias
4. Practice How you will you help students practice using the language function? What specific opportunities: e.g. reflective writing, exit tickets, critique, small group discussion,
presenting?
Group discussion. As a class we will make a list of all of the symbols we can think about, along with the colors or imagery we know or associate with certain things. After that we
will add them to our sketchbooks and plan our projects from our research/ discussion.
Key Materials Include appropriate technology that you will use in each activity as well as a complete list of the materials you will use (manipulatives, worksheets, word
lists, game directions, art supplies, book titles, PowerPoint etc.).

power point presentation, magazine, scissors, glue, canvas, paint, markers, paper, text, stencils

Lesson I of 4 (2 of 4 etc.) Each lesson is a step to teaching the Big Idea of L. Segment
Standard Objective Formative Assessment
The focus of this lesson Same as overview Formative for this lesson is…
ARTE PRACTICE Learning Segment Worksheet

Instructional Strategies and Learning Tasks (Procedures & Timelines)

● Instructional Strategies and Learning Tasks should match Objectives & Standards. This is the heart of the plan. It is your script. Write so it is
a clear, concise, yet thorough sequence.
● Include enough detail so that anyone who is well-educated could follow your plan.
● Include Introduction, reflective questions, & enough activities to adequately address your objectives. They must be developmentally
appropriate for grade level.
● Add at least 2 references from theory to practice
● Be very specific in this section, particularly with transitions. E.g. Can vary based on lesson:
o Focus/review OR INTRO
o Share objectives
o Teacher instructions Or I DO
o Guided practice We do
o Independent practice YOU DO
o Connecting/sharing/presenting
o Closure/ review

Theory/Theorists/Research Connections: State the theory/theorists whose thinking influenced yours for this learning segment. E.g.
Piaget, Vygotsky, Lowenfeld. Cite sources. These are the two that you referenced in your Instructional Strategies and Learning Tasks

Accommodations Universal Design for Learning used in this art lesson.

● Representation:
● Engagement:
● Expression:
● Individual student with special needs:

Resources/ Books, dictionary, articles, websites cited correctly using APA

Artifacts/teacher or student made Images, handouts, PowerPoints, etc.

Reflection (Internship I only) What went well? Not so well? Next time I will do this differently…