ARTE 344/544 edTPA Long Form Lesson Plan

Clinical Teacher Name: Ashleigh Bardeleben

Week # and Date: 2/21; 2/28; 3/21; 4/4; 4/11; 4/18
Lesson Title: Discarded Item Environmental Awareness Paintings
Grade Level: 5th Grade (10/11)
Number of Students: Nine Students
Time available for this lesson: Six – 40-minute sessions
Central Focus (Big Idea): Students will learn that art can be used to bring awareness to social
issues.
Students will learn that art can be used to express habitat destruction and its effect on our
environment.
i) interpreting art: Students will learn about different painting techniques to create a
piece of artwork that brings awareness to their chosen topic of environmental
destruction.
ii) developing works of art/design: Students will research their chosen topic of
environmental destruction and use facts that they have learned to incorporate into their
artist statements.
iii) relating art to context: Students will learn about environmental destruction and the
impacts that it has on our environment.
Social Issues / Concepts of the Lesson
Essential Questions:
- What is environmental destruction?
- How can creating art bring awareness to social issues in general?
- Why do you think environmental issues are important to learn about?
- What do you think you can do as a student to help bring awareness to social
issues/environmental destruction?
- How can you take what you learn and apply those ideas of actions into your day-to-day life?
Illinois Arts Learning Standards:

CREATING:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
- Enduring Understanding: Artists and designers shape artistic investigations, following
or breaking with traditions in pursuit of creative art-making goals.
 VA:Cr1.1.5a
a. Combine ideas to generate an innovative idea for art making.
In this lesson: Students will use their sketching worksheets to help them come up with ideas as
to what their final painting will look like in the end.
VA:Cr1.2.5a
a. Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.
In this lesson: Students will be able to create their final piece using painting techniques that
were taught in class to help them get started.
Anchor Standard 3: Revise, refine, and complete artistic work.
- Enduring Understanding: Artists and designers develop excellence through practice
and constructive critique, reflecting on, revising, and refining work overtime.
VA:Cr3.1.5a
a. Create artist statements using art vocabulary to describe personal choices made in
art making.
In this lesson: Students will be able to use vocabulary learned in class and their own ideas to
help them create artist statements for their pieces.
RESPONDING:
Anchor Standard 8: Construct meaningful interpretations of artistic work.
- Enduring Understanding: People gain insights into meanings of artworks by engaging
in the process of art criticism.
VA:Re8.1.5a
a. Interpret art through describing and analyzing feelings, subject matter, formal
characteristics, artmaking approaches, and contextual information.
In this lesson: Students will be able to identify different elements and principles as well as
visual interest in the art works shown in the presentation.
Anchor Standard 9: Apply criteria to evaluate artistic work.
- Enduring Understanding: People evaluate art based on various criteria.
VA:Re9.2.5a
a. Recognize differences in criteria used to evaluate works of art depending on
styles, genres, and media as well as historical and cultural contexts.
In this lesson: Students will be able to address the different pieces of artwork that are bringing
awareness to environmental issues.
CONNECTING:
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make
art.
- Enduring Understanding: Through art making, people make meaning by investigating
and developing awareness of perceptions, knowledge, and experiences.
VA:Cn10.1.5a
a. Apply formal and conceptual vocabulary of art and design to view surroundings
in new ways through art making.
In this lesson: Students will be able to talk about their ideas with vocabulary learned as well as
use it in their artist statements.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding.
- Enduring Understanding: People develop ideas and understandings of society,
culture, and history through their interactions with and analysis of art.
VA:Cn11.1.5a
a. Identify how art is used to inform or change beliefs, values, or behaviors of an
individual or society.
In this lesson: Students will address different ideas as to why their topic is important and
address any facts that they find interesting about their topic.
1. Objectives: IALS Goal Codes

Conceptual/Cognitive Objectives:

OBJECTIVE I: Given a presentation about

environmental destruction as well as a guided Objective I: VA:Re9.2.5a
discussion, students will explain how
environmental destruction is happening in our
world.

OBJECTIVE II: Given a presentation on

contemporary artwork and a guided Objective II: VA:Re8.1.5a
discussion, students will effectively identify
how the destruction of the environment is
important to society.

OBJECTIVE III: Given the teacher's

example, a brainstorming handout, as well as Objective III: VA:Cn10.1.5a
a guided discussion, students will effectively
articulate ideas of concepts of a better world.
 OBJECTIVE IV: Given a google form and
the teacher’s example, students will choose Objective IV: VA:Cn11.1.5a
their topic of environmental destruction and
describe why they chose it.
OBJECTIVE V: Given an overview of
environmental destruction and a think sheet,
students will successfully sketch out a Objective V: VA:Cr1.1.5a
composition of their landscape without
pollution.

OBJECTIVE VI: Given a google form on

how to write an artist statement, students will
effectively write an artist statement Objective VI: VA:Cr3.1.5a
highlighting their chosen destroyed
environment and why they chose it.

Artistic Skill Objectives:

OBJECTIVE VII: Given a piece of

cardboard, a photograph of an environment,
and acrylic paint, students will effectively Objective VII: VA:Re8.1.5a
create a piece of artwork that brings
awareness to environmental destruction.

OBJECTIVE VIII: Given a demo of

painting techniques, students will successfully
create a piece using the painting techniques Objective VIII: VA:Cr1.2.5a
taught such as; dabbing, blending, streaking,
dry brush, texturing, scumbling, etc.

2. Assessment Criteria:
OBJECTIVE I: Students explained how environmental destruction is happening in our
world.
OBJECTIVE II: Students identified how the destruction of the environment is important
to society.
OBJECTIVE III: Students articulated ideas of concepts of a better world.
OBJECTIVE IV: Students explained why they chose the certain topic of environmental
destruction.
OBJECTIVE V: Students wrote an artist statement highlighting their chosen destroyed
environment and why they chose it.
OBJECTIVE VI: Students successfully sketched out their composition of a landscape
without pollution.
 OBJECTIVE VII: Students created a piece of artwork that brings awareness to
environmental destruction.
OBJECTIVE VIII: Students created a piece using the painting techniques taught in
class.
3. Learner Characteristics:
3.1 Developmental Rationale
Fifth graders are usually around the age of ten and eleven. At this age they are going
through changes, and it will affect how they feel about schoolwork as well as
extracurriculars. They want to be noticed and be rewarded accordingly. This age range
tends to want to challenge and test the limits of the teacher and each other. Wachowiak
(2001) writes, “Sadly, inability to achieve satisfactory realistic results leads some
children mistakenly to conclude, ‘I am no good at art.’ Comparing one’s own ability to
peers’ realistic representation abilities can erode a child’s earlier natural experimental
boldness. Challenge this self-doubt before it takes root” (pp. 220 – 221). This quote from
the reading shows that even students at this age are dealing with self-doubt, and as
teachers we need to help the students with parting from these feelings and help them
realize they can do it, but it will take time and practice.
This project will help them develop their motor skills more and help them with their
creativity. When dealing with painting, students will often want to mix colors and
experiment with different techniques. Wood (1997) states that kids this age need time to
explore interests and experiment with things to help with their cognitive development.

3.2 Students with Special Needs

This project can be adapted by having a larger painting surface. As well as a larger
photo for students to work off of. This can help students to have a bigger area to paint and
express what environmental destruction issue they chose. Art materials that can be
supplemented are bigger brushes because those are easier to hold rather than the smaller
brushes other students will be using to create their pieces.

4. Literature and References

4.1 Rationale:
The topic of social issues is important to address in middle school lessons because
of how the students are starting to want to explore the world around them. Having talked
about society and how the world is now, will start the students’ asking questions about
how the world got to this point. This is why learning about environmental destruction is
beneficial to the student’s development and their grasp of understanding of the society
around them. Environmental destruction is something that can be fixed. While learning
about it and doing projects may not help right then, it will help spark a feeling of activism
later in life for the students. Learning about it when you’re young and get sense of what
we can do as a human race to help fix what the past generations have done to the planet,
helps resonate in the mind and keeps it there until it is ready to be enacted on when older.
 For students, it is very important that they learn about environmental education
(EE) because learning about it lets the students experience the world around them. It
raises awareness of any issues that may impact on our environment and teaches them any
actions that they can take to improve any issues that may arise within their own
environment. Project Learning Tree addresses ten benefits of environmental education
and why it should be part of the curriculum for each district. One of the benefits is that
tolerance and understanding are supported which means that EE helps encourage students
to learn about different sides of issues so that they can fully understand the reasoning. But
it also promotes tolerance with the fact that learning EE helps students learn more about
different cultures which in turn helps them learn more about the world in general. One
other benefit is that responsible action is taken to better the environment. Students start to
learn about how their actions and decisions affect their environment. This can help them
with addressing any complex issues that may arise but also help them in the future to
build a stronger community by strengthening the environment around them.
Using Martin Donohoe’s journal, Causes and health consequences of
environmental degradation and social injustice, one can learn more about the statistics
about the effects of environmental destruction and what effects it has on society. Using
this source will help students understand the difference it makes when looking at the
percentages between different issues. This journal gives many statistics, but they are not
all about environmental issues, there are some that are about social issues in general.
Many middle schoolers are learning about environmental issues in their science classes
and while that is helpful, having another subject such as art that will help them with
projects pertaining to environmental issues, will help the information learned retain better
as they are constantly learning new things as well as information being reiterated between
the two subjects.
4.2 Background of the topic:
According to the book, Environment and Society Human Perspectives on
Environmental Issues, by Charles Harper and Monica Snowden this book connects issues
about environmental issues, human societies, and other types of systems with data and
perspectives from different fields of work. Being humans, we expect to be able to use
whatever we want. We want to get the most out of the environment around us and if that
means practically destroying every living organism. The first chapter explains how
people fail to recognize that environmental destruction/degradation played a big role in
how humanity has evolved throughout the years.
World Centric’s journal, How People are Destroying the Environment, explains
that our planet’s natural resources and ecosystems are degraded because of people, it
compromises the planet’s ability to regenerate life and or sustain it in general. Many
natural ecosystems are severely damaged and are on the verge of dying out while others
are following to a close second. Many forests and fisheries are dying, and it is mainly
because of overconsumption on the human race.
This is why creating environmental awareness painting is to help students fully
understand what they can do as people. Creating sections of a fractured environment that
is damaged and painting the sections to be what they want to see instead helps them think
of ways that they can help improve the environment which in turn helps society over all.
References for Rationale and Background:

Donohoe, M. (2003). Causes and health consequences of environmental degradation

and social injustice. Social Science & Medicine, 56(3), 573–587.
https://doi.org/10.1016/s0277-9536(02)00055-2

Environmental Destruction | World Centric Blog. (n.d.). World Centric.

https://www.worldcentric.com/journal/environmental-destruction

Harper, C., & Snowden, M. (2017). Environment and Society Human Perspectives on
Environmental Issues. Florence Taylor And Francis.

Toth, S. (n.d.). Top 10 Benefits of Environmental Education. Project Learning Tree.

https://www.plt.org/educator-tips/top-ten-benefits-environmental-education

4.3 Information about related artists, styles, movement or cultures

Dabbing Technique
Dabbing is dabbing paint onto the surface using a small paint brush and or a
corner of a sponge/paper towel.
Scumbling Technique
Scumbling is the application of a thin layer of paint with a dry brush over an
already existing layer. This allows for a specialized texture that you would not
generally get with other techniques.
Texture Technique
Using different techniques of painting to develop a texture on the surface, the look
and feel of a surface.
Blending Technique
The act of fusing two or more colors together so the paints create a new color or
transitions from one to another.
Dry Brush Technique
The paint brush is dry but will still hold paint and is used to create a drawing or
painting.
Streaking Technique
A technique that creates soft, thin streaks of color using a paint brush. Mostly
used to simulate fabric or waves.
 Mariah Reading (Unknown – Now)
Eco Artist based out of many different places. She has a degree in Visual Arts
from Bowdoin College. Reading has already visited 24 National parks and is
continuing to visit the other 63. She is also helping develop a K-12 curriculum
based on STREAM with the University of California Santa Barbara
Oceanography students. Many of her works have been in exhibits around the
country.
Vik Muniz (1961 – Now):
Muniz is a Brazilian artist as well as a photographer. He started out as a sculptor
but then fully moved into photography. His work has been exhibited worldwide.
Muniz creates art by using unconventional materials and photographs them to
showcase them.
Kerby Rosanes (1991 – Now):
Rosanes is a Philippines based artist. His focus of art is illustration. He has
published 11 illustrated books. He dropped his job as a graphic designer in 2014
to pursue his dream which was to create more personal art for himself and clients.
He also collaborated with other artists and design agencies all around the world.

4.4 Art Terms/Vocabulary/Higher Level Thinking Verbs

Social issue: a problem that affects people in a society.
Critique: an oral or written discussion of the analysis of a piece of artwork
Describe: give an account in words of (someone or something), including all the
relevant characteristics, qualities, or events.
Environment: surroundings in which animals, plants, and people live and
operate.
Color: brightness of reflected light
Composition: the way in which different parts of an artwork are arranged in a
piece.
Medium: the type of art; the materials that the artwork is made from
Proportion: accurate or correct size compared to reality
Unity: Separate parts of an artwork working together as a whole.
Variety: Added complexity by using different visual elements in their artwork
Technique: a method of doing something with a particular set of skills
Intensity/Saturation: brightness or dullness of a color
Landscape: Natural scenery, what we see around the world outside.
4.5 Description of Visual Examples
Artwork Images
Information/Description of Image/Related
Guiding Questions
“Otter Cliffs Frisbee” (2019)
Mariah Reading
Painted frisbee to resemble the environment it
was found in. This frisbee was found in Otter
Cliffs and Reading then spent hours painting
in the place it was found.
QUESTIONS:
- What techniques can you infer as
to what Reading used to create this
piece?
- Do you think she color matched
the best she could?
- How do you feel about her hands
holding up the piece, so it lines up
with the landscape? Does it bother
you or does it help the
composition of the photo?
“Tread Lightly” (2020)
Mariah Reading
A cardboard piece was found on the trail by
Reading and she painted in the place where it
was found. She is holding the piece up to line
up with the landscape.
QUESTIONS:
- What do you see?
- Why do you think she painted the
piece of cardboard to be this
specific trail?
“The Tree of Life” (2019)
Vik Muniz

In this image, there is a lot of texture. But

each of the colors and pieces are unified to
create a piece of artwork that means
something to him. If you look deeper into the
tree, there are images of people that represent
the leaves and how they create a beautiful
visual.

QUESTIONS:
- What do you see?
- Why do you think Muniz used
people to create the tree?

“the art of recycling and of the human

spirit” (2011)
Vik Muniz

This piece was made in a warehouse using

recycled items. The pot on the woman’s head
are all things people discarded and forgotten
about. Muniz used these items to his
advantage and created art with them.

QUESTIONS:
- How big do you think this piece
is?
- Why do you think Muniz titled
this piece “the art of recycling and
of the human spirit?
- Is there anything that you see?
“Illustration of a World Destroyed by
People” (2015)
McCann World Group

All three of these images show different

worlds based off environmental issues that are
caused by humans. All three are showing
what the world is looking like with all the
issues. It is in the form of the Yin and Yang
symbol. The colored parts are a better world
whereas the black and white section is what
the world looks like, and it is taking over the
entire world. It appears we are losing the
color of the world.

QUESTIONS:
- What do you see?
- What symbol are these pieces in
the shape of?
- How does these pieces relate back
to the other pieces?
 “Message in a Bottle” (2020)
Kerby Rosanes

In this image you can see a lot of coral, fish

and turtles, but you can also see a plastic
bottle that these animals are living out of.
This image shows how plastic pollution is
affecting our environment.

QUESTIONS:
- What do you see?
- What animals can you see?
- Why do you think Rosanes drew
the bottle this way?

4.6 List of instructional resources, materials, and references.

Instructional Resources/Materials:
▪ Environmental Destruction PowerPoint
▪ Contemporary art PowerPoint
▪ Painting techniques PowerPoint
▪ Visual Board
▪ Brainstorming Handout
▪ Thumbnail Sketch Handout
▪ Google Form – Final Image
▪ Google Form – Artist Statement
References:
Artist Draw Detailed Illustration Of A World Destroyed By People. (2015, May
29). Demilked. https://www.demilked.com/environment-yin-yang-bring-
back-balance-greenpeace-mccan-worldgroup-india/
Artist Paints Discarded Items To Blend in With the Landscape Where They Were
Found. (2021, April 1). My Modern Met. https://mymodernmet.com/mariah-
reading-found-object-landscape-paintings/
Mariah Reading Art. (n.d). Mariah Reading Art.
https://www.mariahreadingart.com/
March 6, D. B. C., & Pm, 2022 at 1:24. (2020, August 5). Bubble and Streak
Painting Technique. Artwork by D. B. Clemons.
https://dbclemons.wordpress.com/2020/08/04/bubble-and-streak-painting-
technique/#:~:text=The%20streaking%20brush%20strokes%20convey
NPR. (2011, February 21). Recyclers Turn Rio “Waste Land” Into High Art.
NPR; NPR. https://www.npr.org/2011/02/21/133941168/Trash-Pickers-
Turn-Rio-Waste-Land-Into-High-Art

Simplicable. (2016 11). 26 Environmental Issues (J. Spacey, Ed.) [Review of 26

Environmental Issues]. Simplicable.
https://simplicable.com/world/environmental-issues

Scott, D. (2017, January 2). Scumbling (Dry Brush Painting Technique). Draw
Paint Academy.
https://drawpaintacademy.com/scumbling/#:~:text=Scumbling%20in%20a
rt%20refers%20to

Texture. (n.d.). Www.nga.gov. https://www.nga.gov/learn/teachers/lessons-

activities/elements-of-
art/texture.html#:~:text=Texture%20is%20the%20look%20and

Tirittera, V. (2017, April 10). Vik Muniz, the art of recycling and of the human
spirit | Collater.al. Collateral. https://www.collater.al/en/vik-muniz-art-
recycling/
Wachowiak, F., & Clements, R.D. (2001). Emphasis art: A qualitive art program
for elementary and middle school. Longman Publishing Group.

Wood, C. (1997). Yardsticks: Children in the Classroom Ages 4-14. A Resource

for Parents and Teachers.. Publishing Division, Northeast Foundation for
Children, 71 Montague City Road, Greenfield, MA 01301.
5. Integration/Connecting Links
5.1 Idea Mapping

5.2 Art Materials for the Lesson:

• 11x17” Cardboard (10)
• Paint brushes (different sizes)
• Palettes
• Photos of the destructed environment
• Acrylic paint (all different colors)
• Pencils
• Paper towels
• Water cups
• Large sheets of paper (to cover the desks)
6. Management and Safety Issues:
• Students will make sure to not tip or spill their water cups.
• The instructor will make sure that students are staying on topic.
• Any allergies to any materials.
• Respect the tools that are provided by the instructor.
• The instructor will look out for uninvolved students as well as unmotivated students.
• Students will make sure to rinse their brushes off to the best of their ability and bring the
brushes back to the bucket of water on the table.
6.1 Organization of Supplies
Every day the materials will be on the students' desks, if not the materials that are being
used for that day will be on a designated supply table in which the teacher will hand out
or for the students (when instructed) to get up and grab the supplies they need.
Day 1
Pencils: to write with
Brainstorming handout
PowerPoint on environmental destruction: to be shown during class.

In between Days 1 – 2: Students will fill out a google form about their chosen final
image and topic of environmental destruction.

Day 2
Pencils: to write with
Think sheet handout: Sketching sheet for composition.
PowerPoint on review from day 1: to be shown during class.

Day 3: White Layer - Day

PowerPoint of painting techniques: to be shown in class
Mounted photo on Heavy Carboard 11x17”
Paint brushes
White Acrylic paint
Palettes
Water cups
Paper towels

Day 4: Painting Day

PowerPoint of painting techniques: to have for the student's reference.
Students’ Heavy Cardboard piece
Paint brushes
Acrylic paint
Palettes
Water cups
Paper towels

Day 5: Painting Day

PowerPoint of painting techniques: to have for the student's reference.
Students’ Heavy Cardboard piece
Paint brushes
Acrylic paint
Palettes
Water cups
Paper towels
 In between Days 5 – 6: Students will fill out a google form on their artist
statement and Instructor will print them out for the exhibition to hang up on the
wall.

Day 6: Painting Day

PowerPoint painting techniques: to have for the student’s reference.
Students’ Heavy Cardboard piece
Paint brushes
Acrylic paint
Palettes
Water cups
Paper towels

6.2 Clean-Up of Supplies

All students will be responsible for cleaning their own workstations. I will have wipes
and some paper towels to give to the students and have them clean their desks if paint
gets on them. This will help time go by faster and everyone will get their things done on
time.
Day 1
Students will put away the pencils and hand back their brainstorming handout.
Day 2
Students will put away the pencils and hand their handouts back that they worked
on for the day.
Day 3
Students will rinse the brushes to the best of their ability and hand them back to
the instructor. Students will put their artwork on the white board lip for the
artwork to dry.
Give out wipes and paper towels for the students to clean off their desks from the
paint.
Day 4
Students will rinse the brushes to the best of their ability and hand them back to
the instructor. Students will put their artwork on the white board lip for the
artwork to dry.
Give out wipes and paper towels for the students to clean off their desks from the
paint.
Day 5
Students will rinse the brushes to the best of their ability and hand them back to
the instructor. Students will put their artwork on the white board lip for the
artwork to dry.
Give out wipes and paper towels for the students to clean off their desks from the
paint.
Day 6
Students will rinse the brushes to the best of their ability and hand them back to
the instructor. Students will put their artwork on the white board lip for the
artwork to dry.
Give out wipes and paper towels for the students to clean off their desks from the
paint.
7. In-Class Activities:
Day 1
Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation:
- Instructor will start the class by - Name tags will be
introducing themselves handed out for the
- Instructor will then have the purpose of getting to
students introduce themselves and know each other.
handout the name tags - Students will listen to
- Instructor will learn the students’ the expectations.
names. - Students will respond
- Go over expectations in the to the questions to the
classroom best of their ability.
~ Raise hands for - Students will start to
questions/Responses think about different
~ When others are talking, be kinds of destructed
quiet environments.
~ Respect others and respect the
supplies being used
~ Don’t be afraid to ask questions
- Instructor will go over what is a
social issue and why they are
important
- Instructor will then go into what
social issue we are focusing on

QUESTIONS:
- What is habitat destruction?
- How is this important?
- Why is this important to us?
- What are examples of habitat
destruction?
- How can we bring awareness to
these issues through art?
- Asking these questions will spark
a response out of the students so
the instructor will listen the
students' responses and respond
accordingly.
10 minutes Presentation/Explicit Instruction: - Students will ask
- Instructor will already have up the questions by raising
presentation their hand
- The instructor will then go through - Students will listen to
the presentation asking guided the presentation
questions along the way as well as
answering any questions students
may have.
- Instructor will go into more detail
as to why we are doing a project
on environmental destruction
- Give ideas/examples of what the
students can choose from

QUESTIONS:
- What is a social issue?
- What is environmental
destruction?
- What are some of the causes of
environmental destruction?

5 minutes Structured Practice/Exploration: - Students will have a

- Students will discuss amongst
themselves as to what example of
environmental destruction they
want to do.
- The instructor will show them the
teacher example as well as the
visual board. Also, artist examples
that show the painting of
environments
- The instructor will be giving the
students a handout to work on and
research their pick of
environmental destruction.
discussion with each
other.
- Students will watch as
the instructor goes
over the visual board
as well as the teacher's
example.
- Students will take the
handout and work on
it until the end of
class.
15 minutes Guided Practice/Feedback: - Students will take out
or their devices and
Independent Practice/Application: research on their own
- Instructor will make sure everyone about their chosen
has a handout and is starting to habitat destruction
research their environmental - Students will then
destruction and why it is important actively participate in
- The instructor will then have the sharing of ideas
students say what they wanted to
do and why they think it is
important to bring awareness to it.

5 minutes Closure - Students will take the

- Instructor will finalize any handout and look it
questions that the students may over and come back to
have the next class with
- Instructor will talk more about some more ideas.
why this topic is important
- Students will leave the class
thinking about different topics of
environmental destruction and
coming back with their choice of
topic.
QUESTIONS:
- What is environmental
destruction?
- What is a social issue?
- What is a topic of environmental
destruction?

Day 2
Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation: - Students will be ready
- Instructor will greet the class and to learn
get the class ready - Students will be ready
- Instructor will get the presentation to ask and answer
up for the students questions

15 minutes Presentation/Explicit Instruction: - Students will listen

- Instructor will start the and ask questions
contemporary artist/artwork - Students will use their
presentation laptops to help them
- The instructor will then ask research an
questions about the artwork environmental issue
- What do you see?
 - What colors do you see? - Students will then
- How did the artist use start a handout.
imagery to their
advantage?
- Instructor will then finish that
presentation and move into the
next one which includes students
and their laptops
- Instructor will hand out the
thumbnail sketch handout where
the students can sketch out what
they would like to do.
-
QUESTIONS:
- What are some examples of what
you would rather see than the
destroyed environment?
- Why would you use one
composition over another?
- How can you manipulate your
composition to fit into what you
want to see?
-
15 minutes Structured Practice/Exploration: - Students will use their
- Instructor will go around the room laptops and use their
talking to each student making creative skills to
sure that the students are on task sketch out an idea for
and are using their time wisely. their final product.
- Instructor will have the students
pick out their final environmental
issue and pick out their final
image that they will be using for
the final piece.

5 minutes Closure - Students will talk over

- Instructor will collect the handouts what they plan to do
and the links for the images that with each other as a
the students have chosen. group.
- Instructor will end the class by
asking everyone what their ideas
are and which one are they leaning
towards.
Day 3
Time Learning Activities Purpose
2-3 minutes Orientation/Engagement/Motivation: - Students will greet the
- Instructor will greet the class instructor
- Instructor will pull up the - Students will listen for
techniques PowerPoint to have for the goal and how that
the students to reference. will be accomplished
- Instructor will then explain what
the goal is for today:
- Getting the background of
their painting done

10 minutes Presentation/Explicit Instruction: - Students will stand up

- The instructor will go over the and around the demo
technique presentation and do the table and watch as the
techniques in front of the students instructor goes
as the presentation is going on. through the
- The instructor will hand out the techniques.
photo card boards to the respective - Students will make
students sure that their name is
- Instructor will do a demo on on the back of the
taping sections and how to make cardboard piece.
sure the tape does not rip any of
the photos.
- Instructor will then send the
students back to their desk to tape
their sections.
- Instructor will then do a demo on
painting each section white and
why we want to keep the paint
inside the taped sections.
20 minutes Guided Practice/Feedback: - Students will paint
or their white layers and
Independent Practice/Application: make sure that each
- Instructor will have the students at section is covered in
their desk and start painting their white paint.
white layers in their taped off - Students will ask
sections. questions if they need
- Since this will take a bit longer help with anything
because the layers have to dry
before adding more on, Instructor
will show the students different
ways to make sure that their
paintings are drying before adding
a new white layer.
5 minutes Closure - Students will help in
- Instructor will collect the students' cleaning up any and
cardboard pieces on the white all painting materials.
board lip.
- Instructor will then end the class
by asking questions

Day 4
Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation: - Students will greet the
- Instructor will greet the class instructor
- Instructor will then explain what - Students will listen for
the goal is for today: the goal of the day
- Getting AT LEAST 2 and how that will be
sections of their painting accomplished.
done.

2 minutes Presentation/Explicit Instruction: - Students will get

- Instructor will have the techniques ready to start painting
presentation up for reference for and ask questions if
the students to use while creating they need any help.
their sections.

30 minutes Guided Practice/Feedback: - Students will paint the

or middle ground part of
Independent Practice/Application: their piece.
- Instructor will walk around and - Students will ask
talk with students as they are questions if they need
painting. help with anything
- Instructor will make sure the
students are staying on task and
keeping track of their time.

3 minutes Closure - Students will help

- Instructor will collect the students' with cleaning up any
cardboard pieces on the white and all painting
board lip. materials.
- Instructor will then end the class
with asking the students what they
are planning on doing the next
class.
Day 5
Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation: - Students will greet
- Instructor will greet the class. the instructor.
- Instructor will then explain what - Students will listen for
the goal is for today: the goal of the day
- Getting AT LEAST 4 and how that will be
sections of their painting accomplished.
done.

2 minutes Presentation/Explicit Instruction: - Students will get

- Instructor will have the techniques ready to start painting
presentation up for reference for and ask questions if
the students to use while creating they need any help
their sections of the piece.
-
30 minutes Guided Practice/Feedback: - Students will paint the
or foreground part of
Independent Practice/Application: their piece.
- Instructor will walk around and - Students will ask
talk with students as they are questions if they need
painting. help with anything.
- Instructor will make sure the
students are staying on task and
keeping track of their time.

3 minutes Closure - Students will help

- Instructor will collect the students' with cleaning up any
cardboard pieces on the white and all painting
board lip. materials.
- Instructor will then end the class
with any questions that the
students may have about the last
day of the class.
- Instructor will also ask about what
final things are the students going
to put on their paintings on the last
day.
Day 6
Time Learning Activities Purpose
2 minutes Orientation/Engagement/Motivation:
- Instructor will greet the class.
- The instructor will then go over
the goal for the day.
o For everyone to finish their
paintings and for them to
be ready for the exhibit
after class.
33 minutes Guided Practice/Feedback:
or
Independent Practice/Application:
- Instructor will have each side of
the room come up for paint and
make sure everyone has what they
need to get started and finish their
paintings.
- Instructor will walk around talking
to each student making sure that
they are staying on task.
- Instructor will help the students
that need any help with any
techniques that they may want to
use for their final pieces.
5 minutes Closure
- Instructor will thank the class for a
great time.
- The instructor will then collect
everyone’s artwork and make sure
that everyone’s drying and done.
- Students will greet the
instructor
- Students will listen for
the goal of the day
and how it will be
accomplished.
- Students will go up to
the instructor for paint
and patiently wait for
their turn to get the
paint.
- Students who are
waiting will get their
water cup and brushes
for the day.
- Students will then
work on their
paintings until they
are done.
- If finished early the
students will help
clean up the room and
wipe up any paint that
is on their desk and or
on the floor near their
desk.
- Students will make
sure that they are done
with their piece and to
let it dry.
- Students will also
clean up their stations
with wipes and paper
towels in case any
paint got anywhere
but their boards.
8. Critical Comments and Reflections:
Overall Teaching Surprises
There was many surprises from teaching, but if I had to pick a few I would choose the first 3
days of teaching. The first day was all about introducing myself and going over the topic of
environmental destruction and social issues. While going through the presentation the students
were amazing and continued to showcase their knowledge which was much more than I had
anticipated. The 2nd and 3rd days were more of this. I was more surprised at the fact that I didn’t
really have to set out expectations like I anticipated to because they knew how to act and were
very respectful towards me. They even started to treat me like the fun teacher (which I loved by
the way), the third day is when this happened. I had called them up to do a demo and we were all
talking about different things but when it came time for me to start, the students paid attention
and were able to grasp the way that I wanted them to tape off their sections. Being able to have a
class for 40 minutes was an amazing experience and the fact that for me at least, I was grateful to
have a full class unlike some others where the grad was split off into two groups.

Best: Student Responses

The best of student responses were again during the first few days of teaching. This was because
of the students and how they were extremely eager to answer and learn more about art but also
social issues. This made me as the instructor feel great about my lesson. Even when they were
painting, when I would go and check in with each student, each student was doing their own
techniques and would ask me for advise as to how to get a type of texture that they wanted and or
how to blend. The student response to me as the educator was awesome. On the final day, as I
told the students how great it was to work with them, I had a couple of students say thank you
and they wish they could have more days to do more art.

Improve: Student Responses

The student responses on days when they were working on their paintings could have gone a
little better. When going around the room and checking in with each student some were kind of
reluctant to say anything. To me that shows that they were scared to say something that did not
fit into the lesson. In art, everything pertaining to creating and making is correct. I feel very
strongly about that, so when the students were reluctant to tell me their ideas, I took it as a thing
that needed to be addressed but subtly. I had asked one of the students if I could show the class
what she was doing in order to help them possibly gain more ideas but also to show that there is
not one correct answer when it comes to art. I believe this helped the students a little more but I
was still getting some hesitation when it came to talking about their ideas and what they wanted
to include in their paintings.

Best: Questions/Dialogue
The best days of questions and dialogue were the first few days as well. When doing the
presentations about the project and why they were doing what they were doing, I was constantly
asking questions and having the students respond to me rather than me telling them. This helped
with the students having conversations about which answer may be the correct one. Having
conversations with the students during the presentations and demonstrations was also a really
good tool of communicating and making sure everyone understood what they going to do. It also
helped build a rapport with the students and made it easier for them to communicate their ideas
with me and any questions they may have had.
Improve: Questions/Dialogue
As stated above, having conversations and questions while talking about the project and
demonstrations was a good thing. But in some cases it got a little out hand which caused it to be
overwhelming for some and it did not aid in the time constraint we already had. Students were
talking to each other and me, which caused some off topics being brought up into the
conversation. With the time constraint, I genuinely believe if I had done better at making sure the
conversations stayed on topic, the students would have had more time to work on their projects.

Best: Problem & Solving

I would say that the best problem and solving that I had in this experience, was on the last day.
This is when the students were peeling off the tape and some realized the paint was coming off
with it. This meant one of two things, either the tape was messed up or that the students had put
multiple layers of paint on the tape and it turned it into layer of paint itself. The second is what
happened with one of the students, Annabelle. Annabelle had begun to take the tape off and it
had stuck to the paint because she had put too many layers of paint on top of it so it attached
itself to the paint. So the solution that I had suggested for Annabelle to use was to go and grab
her palette of the table and to paint over the tape and use that as an added thing. This would
allow her to still have the straight line as if she had already pulled the tape off.

Improve: Problem & Solving

The things I would need to improve on for problem solving is thinking in the moment and trying
different solutions to see which of the solutions would work best for the problem at hand. This
will help me as the educator with being more prepared but also the students because then they
will have multiple choices to make on which best fits their problem. This kind of happened in the
first two days because the students were constantly asking me questions and I sort of just
answered without offering anything useful to each of them. It was more of a general answer to
the class rather than the specific student. This also happened when there was no more paper
towels and the students needed/wanted them. So, as I was trying to figure out what to use, it was
the students that started to share small parts of their paper towels to help each other out. Also,
when the paint palette landed on Liam’s things basically covering his things in paint, I assured
him that they were okay as long as we didn’t let the paint dry. I had him continue working on his
painting while I gotten almost all of the paint off of his pencil bag. Having him continue working
on his painting is what I think caused him to be one of the few that finished first.

Best: Organization
As for organization, I feel as though the days where the students were painting is when I was the
most organized and I am thinking is that is because I did not have to do a presentation and take
up half the time of the class. I was able to bring in the paint, brushes, water cups, water bucket,
and paper towels (for the most part), every day that the students painted. Having the water cups
prepped and ready to go when the students got in the room was a huge help when it came to the
start of the class.
Improve: Organization
What definitely needs improving is the fact that the last 2 days I ran out of paper towels and Mrs.
Schoenberger was nice enough to spare me a few rolls because she was able to. I really
appreciated that, and it helped the students as well because many of the students were using a
paper towel technique to create textures in their paintings. Which is why I now know to keep
spare rolls of paper towel with me always. Mostly because many students will use the paper
towels for different things and would need multiple pieces to get the desired use out of them.

Best: Quality of Student Work

I believe all of the students’ works were very well articulated and shown some skill. I am very
happy that they were all able to get their ideas across in a way that makes sense for them. The
students who did water pollution/toxic pollution used reference images to help them in painting
the animals that they wanted to incorporate. As for air pollution, the students also used reference
images but created their ideas as to where certain parts of the parks that they were creating would
be in relation to their image. Deforestation was one where it was different. Daniel, one of the
students, created monsters to showcase the damage that was being done and how the monsters
did not like what humans were doing to the forests. Stefan, on the other hand, created a water
park with a water slide and a pool to showcase the difference between the sadness of
deforestation and the happiness of people playing in the water.

Improve: Quality of Student Work

I also believe that if the students had more time to build up their skills and explore with material
more, their paintings would have much more detail and would be able to determine the
difference between the benchmarks of the students. Even though all the students were able to
complete the project, I also feel as though if they had more time, they would be able to add more
things to them. Adding more time would have helped the students not feel rushed and
overwhelmed and everything in their paintings would be much clearer to the viewer.

Differentiated Teaching
My focus student was Shannon. Throughout the six days, I noticed a lot about her and the way
that she was shy to say the least. Mostly on the first two days, Shannon was very quiet, and it
seemed as though I was not going to get much of a response out of her like the rest of the class. I
was trying to have conversations with her and connect with her to hopefully get her to even open
up a little bit, which did not happen until the third day of teaching. On the third day it seemed as
though something had happened, and Shannon had begun to trust me. Throughout the class, I
was able to hear her from across the room laughing and talking with her friends. She was able to
bring out some of her personality and I was able to hold a conversation with her about her piece.
I tried to not act excited when I was talking with her but as I left her to go and speak with other
students, she had told me that she likes my teaching, and I am doing a good job. That made my
day and if that came from any other student that would have made my day as well but because it
came from my focus student, I was over the moon. That meant I was doing something right and I
continued to do what I was doing for the following days.
 Conclusion
Overall, the teaching experience with the fifth graders was an amazing one. I had doubts that I
would not be able to finish it, but with the support of everyone being able to do this was a great
feeling. Teaching middle school was something I did not expect, but it was one of those things
where it slicks in the moment, and you know what you are doing in that moment. Teaching
middle school students and becoming more comfortable with teaching is something that I learned
with this clinical and it is something I will keep in mind for future teaching experiences. I have
learned new things and experienced many different things that I think will help me with my
future endeavors.
Task 1 Part C:
Attachments:
0 – Missing 1– 2 – Meets 3 – Exceeds
Approaching Expectations Expectations
Expectations
OBJECTIVE I: Student did Student Student Student
Given a presentation not explain explained how explained how explained how
about environmental how social issues environmental environmental
destruction as well as environmental are happening destruction is destruction is
a guided discussion, destruction or our world. happening in happening in
students will explain social issue is our world. our world and
how environmental happening in included factual
destruction is our world examples as to
happening in our why.
world.
OBJECTIVE II: Student did Student Student Student
Given a presentation not identify identified identified how identified how
on contemporary any examples some aspects the environmental
artwork and a guided as to how as to why destruction of destruction is
discussion, students environmental environmental the important to
will effectively identify destruction is destruction is environment is society and gave
how the destruction of important to important to important to examples as
the environment is society. society. society. how we can
important to society. possibly fix it.
OBJECTIVE III: Student did Student only Student Student helped
Given the teacher's not come up came up with articulated others who
example, a with any ideas one idea of a ideas of were struggling,
brainstorming of a better better world. concepts of a and came
handout, as well as a world. better world. articulated more
guided discussion, ideas of a better
students will world.
effectively articulate
ideas of concepts of a
better world.
 OBJECTIVE IV: Student did Student only Student Student
Given a google form not fill out the named their explained why explained why
and the teacher’s google form topic of they chose the they chose their
example, students will and choose environmental certain topic of topic of
choose their topic of their topic of destruction environmental environmental
environmental environmental and did not destruction. destruction and
destruction and destruction. explain why included facts
describe why they they chose it. and examples of
chose it. the topic.

OBJECTIVE V: Student did Student Student Student

Given an overview of not sketch out sketched out successfully successfully
environmental their their sketched out sketched out
destruction and a composition of landscape but their their
think sheet, students a landscape added composition of composition and
will successfully sketch without pollution. a landscape included
out a composition of pollution. without multiple details
their landscape pollution with it, without
without pollution. pollution.
OBJECTIVE VI: Student did Student wrote Student wrote Student wrote
Given a google form not write an a sentence an artist an artist
on how to write an artist about their statement statement
artist statement, statement for chosen topic of highlighting highlighting
students will their chosen environmental their chosen their chosen
effectively write an topic of destruction. destroyed topic and
artist statement environmental environment explained
highlighting their destruction. and why they further on their
chosen destroyed chose it. choice
environment and why throughout the
they chose it. statement.
OBJECTIVE VII: Student Student Student Student created
Given a piece of created a piece created a piece created a piece a piece that
cardboard, a not related to of artwork that of artwork that brings
photograph of an the awareness addresses brings awareness to
environment, and to environmental awareness to environmental
acrylic paint, students environmental destruction environmental destruction
will effectively create destruction. but does not destruction. which showed
a piece of artwork that bring proficiency in
brings awareness to awareness to painting.
environmental the topic.
destruction.
 OBJECTIVE VIII: Student did Student Student Student created
Given a demo of not use any of created a piece created a piece a piece using the
painting techniques, the painting using one using the painting
students will techniques painting painting techniques
successfully create a that were technique that techniques taught in class
piece using the taught in class. was taught in that were as well as using
painting techniques class. taught in class. different
taught such as; techniques that
dabbing, blending, were not
streaking, dry brush, addressed in
texturing, scumbling, class.
etc.
2. Handouts
Day 1 Handout:
Final Image/Topic Google Form:
Day 2 Sketching Worksheet:
Artist Statement Google Form:
3. Visual Examples for Instruction
Day 1:
Day 2:
Day 3:
Day 4:
Visual Board:

Teacher Example:
Student Examples of Sketching Worksheet:
Annabelle:
Daniel:
Oraya:
Liam:
Students’ Artwork & Artist Statements:

l
Allison Vavra
My topic of environmental destruction that I chose was toxic pollution. I chose this topic because
toxic pollution is killing organisms in lakes and rivers, destroying animals and plants in a
contaminated area. Did you know that toxic pollution is causing major reproductive
complications in animals, or otherwise limits the ability of an ecosystem to survive? I chose to
paint an underwater reef with schools of fish and coral where the animals can live freely.

Annabelle Vega-Howe
My topic was air pollution, and I chose air pollution because no one realizes how much air
pollution can hurt people like it could cause heart disease, lung cancer, and respiratory diseases
such as emphysema. and I wanted to show that I don't want that for other people. and that is why
I painted air pollution.
 Daniel Hua
My topic of environmental destruction that I chose was deforestation. I chose this topic because
deforestation contributes about 4.8 billion tons of carbon dioxide every year! This needs to end. I
chose to paint different green monsters to show that deforestation is killing us.

Liam Fioretto
I chose air pollution because I think people should be more aware about air pollution so that the
world can stop it. Did you know that 1 out 10 people die from air pollution a year. I painted the
sections like this so there is a nice park.
 Lillie Harper
My topic of environmental destruction that I chose was air pollution. I chose this topic because I
think it's sad that 91% of the world's population are breathing in polluted air every day. And I
chose to paint my picture this way because I love flowers and hiking and love to climb trees.

Oraya Karkavatsos-Ziegler
I chose water pollution because I have a lot of great ideas for this topic like making a dolphin.
Did you know 66 percent of the ocean area is impacted by human activities, including from
fisheries and pollution. I chose where I put the paint by what I wanted to see. If I want to see a
dolphin, then I would make it. I love different colors, so I like it if I want to blend different
things.
 Owen Chaplin
I chose water degradation for my topic. I chose this topic because I think people should not be
swimming in dirty water. Did you know that each year 1.2 trillion gallons of waste in the USA is
dumped into water.

Shannon Lindwall
My topic is water degradation. I chose this because I want people to see an ocean compared to an
ocean with trash in it. Each year 1.2 trillion gallons of untreated sewage, storm water, and
industrial waste are dumped into U.S. waters.
 Stefan Garcia
My topic that I chose was deforestation. I chose it because I think it's sad that animal homes are
getting cut down and they have nowhere to go. Did you know that we lose around 10 million
Hectares of forest every single year. I chose to paint a water slide, a pool, a bench, and a sun
because I want to see people having fun and being with their families instead of seeing trees
getting cut down.
Class Photos and St. Mary Exhibition Photos
 St. Mary’s Sycamore 5th Grade Class

Top Left to Right: Liam, Owen, Daniel, Stefan

Bottom Left to Right: Shannon, Oraya, Annabelle, Allison, Lillie