Lesson Plans: Table of Contents Target Grades Digital Self-Portraits: 4th Grade...1. Animals & Their Habitats: Upper Montessori...

Transcription

1 Welcome to the Digital Artroom! SP Grant CJohnson NVES 1 Welcome to the Digital Artroom! Catherine Murphy Johnson SCDE Special Projects Grant Final Report Lesson Plans: Table of Contents Target Grades Digital Self-Portraits: 4th Grade...1 Animals & Their Habitats: Upper Montessori...9 Dream Homes: 6th Grade...17 Animal Rights Posters: Upper Montessori...26 Other Grades Seasons: Winter Wonderland: 1st Grade...32 Storytime: 2nd Grade...35 The Street Where I Live: 3rd Grade...40 Zentangles: 5th Grade...43 Digital Self-Portraits: 4th Grade Lesson Lesson Title Welcome to the Digital Artroom! Digital Self-Portraits Arts Area: VA; Media Arts Grade: 4 Name of School: NVES Lesson Designer: Catherine Johnson LRP Place: After Fall MAP testing (so ipads can be checked out)

2 Welcome to the Digital Artroom! SP Grant CJohnson NVES 2 Unit Description: Students will explore digital art techniques using ipads as a medium to create effective and aesthetically pleasing works of art and then use the techniques to create a digital self-portrait, an identity digital collage and a reflection based on one of the artworks. Big Idea: Digital Identity Essential Question: How do you communicate and express yourself and your personal experiences and creativity through your media artwork? Video Recorded Interview: What techniques are used in the presentation and what makes those effective? How do these techniques make this an effective visual arts piece / work of art? South Carolina Visual and Performing Arts Media Arts Standards MA4-1. Creating Media Artwork. The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork. MA Students will use a variety of media technologies, techniques, and processes to communicate ideas. MA Understanding Artistic Design: Design and create media artwork that communicates his or her personal experiences. MA4-3, Media Literacy. The student will access, analyze, interpret, and create media texts. MA4-3.3 Express opinions about ideas, issues, and/or experiences presented in media texts. Instructional Objectives Lesson 1. Beginning Foundations: After discussion of ipad equipment protection, student responsibility (i.e. staying only in lesson apps and programs at all times), students will practice basic ipad technology: on/off, home button, camera/ photo booth, album creation in the Photos app, locating and placing their photos into their own album folder. Lesson 2. The student will shoot a self-portrait photo, place it in their album, and then sketch their photo on paper. They will write down the ipad number that is on the opening slide of the ipads so they will get the same ipad next time. They will

3 Welcome to the Digital Artroom! SP Grant CJohnson NVES 3 add 3-5 symbolic drawings about themselves around their sketch and then trace it with an ultra-fine black Sharpie. Lesson 3: The student will take a close-up photo of their sketch, place it in their album and then pull the photo of their artwork up using the app PS )Photoshop) Touch. Using layers and the PS paint program, they will paint their sketch. The student will write an artist's statement about their ipad artwork using the Notes app. See the attached form below for artist statement format. Lesson 5: Recording student artist interviews: Students will make a recording using their ipad recording apps of their interviews of each other as they analyze and interpret a selection of students and their digital self portraits and save it to their ipad folder Lesson 6: The student will digitally post a written evaluation and interpretation of the artwork to their folder. Description of Instruction Whole group: Class discussion and tutorial ipad sessions Individual/ Peer: Studio ipad work, writing Procedures The teacher will Demonstrate each lesson before students begin, using the SMART Board with a VGA ipad connector to show the steps on the big screen Work the art app tutorials with students until a beginning competency is observed Use advanced students to act as assistants to students with limited technology skills Lead the class interview recording sessions as they analyze and interpret the digital self portrait montages.

4 Welcome to the Digital Artroom! SP Grant CJohnson NVES 4 Demonstrate how to write an artist statement and provide an example Assessment Student reflective writing (artist statements)at end of unit scored by rubric Rubric to assess digital artwork and sketches Materials and Resources Needed ipads, art apps, SMART Board, paper, pencils Curriculum Connections Technology, ELA 4th Grade MA Standards Checklist Creating Media Artwork Standard 1: The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork. Indicators MA4-1.1 Identify the specific skills, knowledge, and abilities necessary for creating media artwork. Essential Question: How are the media arts used in visual art and what techniques, concepts and skills do we use to create a piece of art? MA4-1.2 Use a variety of media technologies, techniques, and processes to communicate ideas. Essential Question: Identify, use various media technologies (cameras, art programs, etc) and create a work of art How do you recognize and differentiate between different techniques, technologies and processes to create aesthetically pleasing work of art? MA4-1.3 Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials. Essential Question: What are the necessary procedures and responsibilities for proper use of and care of equipment? Why are these important? MA4-1.4 Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources. Essential Question:

5 Welcome to the Digital Artroom! SP Grant CJohnson NVES 5 How do you decide what a good resource (when doing online research) is? MA4-1.5 Develop self-led and peer-led instruction and assessment skills in the creation of media artwork. Essential Question: What are the criteria that you use to evaluate media artworks? How can you share knowledge and skills with others when working with media arts equipment as part of a visual arts project? Understanding Artistic Design Standard 2: The student will create media artwork that demonstrates an understanding and command of the principles of artistic design. Indicators MA4-2.1 Use media arts vocabulary to identify elements of artistic design specific to individual media. Essential Question: What techniques, elements and equipment work best for creating your artwork? MA4-2.2 Design and create media artwork that communicates his or her personal experiences. Essential Question: How do you communicate and express your personal experiences and creativity through your media artwork? MA4-2.3 Describe processes used in the creation of media artwork and identify the products that are the result of those processes. Essential Question: What criteria do you use to evaluate your media artwork? How did you create your media art work? Media Literacy Standard 3: The student will access, analyze, interpret, and create media texts. Indicators MA4-3.1 Describe the purpose and identify the intended audience for a variety of media texts. Essential Question: What is the purpose? Why did you create this media artwork for this audience? MA4-3.2 Draw inferences and construct meaning by identifying overt and implied messages in media texts. Essential Question: What is your evidence that the media text is an overt or implied message? MA4-3.3 Express opinions about ideas, issues, and/or experiences presented in media texts. Essential Question: What techniques are used in the presentation and what makes those effective? How do these techniques make this an effective visual arts piece / work of art? MA4-3.4 Explain why different audiences might respond differently to specific media texts.

6 Welcome to the Digital Artroom! SP Grant CJohnson NVES 6 Essential Question: Why do people react differently to a variety of media texts? MA4-3.5 Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet). Essential Question: How do you determine and identify specific creative techniques used in media texts? Making Connections Standard 4: The student will make connections between the media arts and other arts disciplines, other content areas, and the world. Indicators MA4-4.1 Describe ways that the media arts relate to everyday life and to activities in the world at large Essential Question: How do media arts connect to everyday life and the world? MA4-4.2 Describe the relationship between the media arts and other arts disciplines and other content areas. Essential Question: How do media arts impact other disciplines ability to communicate? MA4-4.3 Explore the financial aspects of media arts productions, including budget responsibility and career opportunities. Essential Question: What financial aspects are included in the production of creating a media artwork? What careers are available within media arts? History and Culture Standard 5: The student will understand the context and history of the development of the media arts from the late nineteenth century to present and will recognize the role of media artwork in world cultures. Indicators MA4-5.1 Describe ways that media artwork from past and present culture has influenced human knowledge and experience. Essential Question: How does art from the past or other cultures influence the artwork in the present? MA4-5.2 View and discuss media artwork that portrays the people and cultures of the United States. Essential Question: How do media artworks differ around the world? MA4-5.3 Describe characteristics of the media arts that exist among diverse cultural and ethnic groups. Essential Question: What characteristics of media arts exist across time among different cultural and ethnic groups? Using Technology Responsibly

7 Welcome to the Digital Artroom! SP Grant CJohnson NVES 7 Standard 6: The student will demonstrate a knowledge of digital citizenship and a sense of responsibility in the media arts. Indicators MA4-6.1 Describe and discuss human, cultural, and societal issues related to the media arts and the use of technology. Essential Question: What kind of human, cultural, and societal considerations exist when creating media artworks? MA4-6.2 Practice legal and ethical behavior in the media arts and the use of technology. Essential Question: What is considered legal and ethical in media arts and technology? How do you practice legal and ethical behavior as a responsible digital citizen? Artist Statement Name Class Seat # Go to the Notes app. Write the answers to the following using paragraph form. Put the above information in the first line. 1. Describe your self-portrait. What does it tell us about who you are? What did you reveal or keep hidden about yourself? 2. Why did you choose the symbols you did? Explain what each means to you. 3. What did you do the best in your artwork? 4. What could be improved? 5. Optional: describe how you create art using ipad technology OR describe what part of making art with ipad technology you like and why Digital Self-Portrait Rubric Creating Media Artworks Understanding Artistic Design Used ipad media technology of PS Touch (photo, layers, paint tools) somewhat successfully to communicate ideas in the self-portrait in the self-portrait painting Successfully used ipad media technology of PS Touch (photo, layers, paint tools) to communicate ideas in the selfportrait painting Excellent application of the elements and Some application of the elements and principles of Did not master ipad media technology of PS Touch (photo, layers, paint tools) to communicate ideas in the selfportrait or at a very low level in the self-portrait painting Mostly failed to apply the elements and

8 Welcome to the Digital Artroom! SP Grant CJohnson NVES 8 Writing/ Interviews Media Literacy principles of design to create media artwork that communicates his or her personal experiences; symbolism was effective & personally relevant Completely analyzed and interpreted media artwork using Note app, video recording, or pencil/paper; Explained symbolism clearly and described improvements needed and what was well done &why Grading Scale 9-8 = E (Excellent) 7 = S+ 6-5 = S (Satisfactory) 4 = S- 3 or less = N (Needs Improvement) design to create media artwork that communicates his or her personal experiences; symbolism was relevant Partially analyzed or interpreted media artwork using Note app, video recording, or pencil/paper; Explained symbolism with some vagueness or clichés and described improvements needed OR what was well done principles of design to create media artwork that communicates his or her personal experiences; symbolism was not effectively used Failed to analyze or interpret media artwork using Note app, video recording, or pencil/paper; Did not explain symbolism; failed to describe improvements needed and what was well done Checklist Did the student: 1. Create a self-portrait sketch with 3-5 symbols? 2. Take a photo of the drawing and use PS Touch to paint it? 3. Write an artist's statement using the guidelines on the attached form? 4. Record an interview discussing their own or their neighbor's artwork? 5. Save all their ipad work using teacher guidelines? Grading Scale 5 = E

9 Welcome to the Digital Artroom! SP Grant CJohnson NVES 9 4 = S+ 3 = S 2 or less = N Animals and their Habitats: Upper Montessori Lesson Lesson Title Welcome to the Digital Artroom! Animals and their Habitats Arts Area: VA Grade: Upper Montessori (grades 4-6). Fourth grade media arts standards will be used. Name of School: NVES Lesson Designer: Catherine Johnson LRP Place: After Fall MAP testing (so ipads can be checked out) Unit Description: Students will explore their ideas about Animals and Their Habitats using digital art techniques. They will use ipads as a medium to create effective and aesthetically pleasing works of art. Big Idea: Animals & Their Habitats Essential Question: What problems do humans cause animals and their habitats? What habitat does an animal need to thrive?

10 Welcome to the Digital Artroom! SP Grant CJohnson NVES 10 How are the media arts used in visual art? What techniques, concepts and skills do we use to create a piece of art?is ipad art/ mobile technology a valid art medium/ venue? Identify, use various media technologies (cameras, art programs, etc) and create a work of art South Carolina Visual and Performing Arts Media Arts Standards MA4-1. Creating Media Artwork. The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork. MA Students will use a variety of media technologies, techniques, and processes to communicate ideas. MA4-3. Media Literacy. The student will access, analyze, interpret, and create media texts. Instructional Objectives Lesson 1. Beginning Foundations: After discussion of ipad equipment protection, student responsibility (i.e. staying only in lesson apps and programs at all times), students will take a pretest based on the tutorial. They will then practice basic ipad technology: on/off, home button, camera/ photo booth, album creation in the Photos app, locating and placing their photos into their own album folder. Lesson 2. After a class discussion and small group brainstorming of problems humans cause animals, the student will draw an animal sketch that includes a proper habitat, with appropriate textures and patterns found in nature. Reference books from the media center will be selected. take a photo of the sketch and place it in their ipad album. write down the ipad number that is on the opening slide of the ipad so

11 Welcome to the Digital Artroom! SP Grant CJohnson NVES 11 they will get the same ipad next time Lesson 3: After completing a tutorial lesson using PS Touch that covers layers, selections, and the paint program, the student will pull up the photo of their artwork using the app PS (Photoshop) Touch. Using layers and the PS paint program, they will paint their Animals and their Habitats artwork. Lesson 4: The student will choose one of the media artworks was used in the Animals and Their Habitats lesson (theirs or another student artist), and digitally post a written evaluation and interpretation (artist's statement) of the artwork to their folder using the Notes app. Lesson 5: Recording student artist interviews: Using their written artist statements as a guide, students will make a recording using their ipad video apps for their interviews of each other as they analyze and interpret their digital Animals and their Habitats artwork and save it to their album. Lesson 6: The student will use the paper sketch to design a ScratchArt artwork of their Animals and their Habitats that includes an animal, its habitat, textures and patterns found in nature, and a variety of lines and shapes to enhance the ScratchArt design. Description of Instruction Whole group: Class discussion and tutorial ipad sessions Small groups: Brainstorming sessions; recording Individual/ Peer: Studio ipad work, writing Procedures The teacher will Lead the class discussion on animals and their habitats Lead the group brainstorming on problems humans cause animals and their

12 Welcome to the Digital Artroom! SP Grant CJohnson NVES 12 habitats Assist in locating chosen animals/habitats reference books from the media center Demonstrate each lesson before students begin, using the SMART Board with a VGA ipad connector to show the steps on the big screen Work the art app tutorials along with students until an emerging competency is observed Use advanced students to act as assistants to students with limited technology skills Demonstrate how to write an artist statement and provide an example Lead the class interview recording sessions as they analyze and interpret the digital paintings Demonstrate how to create a ScratchArt design using their animal sketches. Assessment Student reflective writing (artist statements)at end of unit (teacher writing rubric to score writing) Rubric to assess digital artwork, sketches and ScratchArt design Materials and Resources Needed ipads, art apps, paper, pencils, ScratchArt papers, etching tools, SMART Board, animals and habitats images collection Curriculum Connections Technology, science Welcome to the Digital Artroom!: Animals and their Habitats Earned a 4 on Score of 3 on Score of 2 Score of 1 pretest pretest Creating Media Artwork. Knowledge of the processes, techniques, and applications

13 Welcome to the Digital Artroom! SP Grant CJohnson NVES 13 used in the creation of media artwork. Application of media technologies, techniques, and processes to communicate ideas. Successfully applied a variety of media technologies, techniques, and processes to clearly & artistically communicate ideas about animals & their habitats Applied a variety of media technologies, techniques, and processes in a mostly successful manner; clearly communicated ideas about animals & their habitats Applied a little of media technologies, techniques, and processes to communicate an idea about animals & their habitats Failed to successfully apply media technologies, techniques, and processes; did not communicate an idea about animals & their habitats WRITING RUBRIC Media Literacy. The student will access, analyze, interpret, and create media texts. In the written artist statement & in the recorded interview, the student used original ideas & completely and clearly accessed analyzed interpreted his/her create media text (Animals & Their Habitats artwork). In the written artist statement OR in the recorded interview, the student accessed analyzed interpreted his/her create media text (Animals & Their Habitats artwork). In the written artist statement OR in the recorded interview, the student partially accessed analyzed interpreted his/her create media text (Animals & Their Habitats artwork). In the written artist statement & in the recorded interview, the student failed to access analyze, interpret his/her created media text (Animals & Their Habitats artwork). Grading Scale = E 9-10 = S+ 7-8 = S 5-6 = S- 4 or less = N Welcome to the Digital Artroom!: Animals and their Habitats Checklist Did the student:

14 Welcome to the Digital Artroom! SP Grant CJohnson NVES 14 Lesson 1. Participate in a discussion of ipad equipment protection, student responsibility Practice basic ipad technology: on/off, home button, camera/ photo booth, album creation in the Photos app, locating and placing their photos into their own album folder. Lesson 2. Participate in the class discussion and small group brainstorming session Draw an animal sketch that includes a proper habitat, with appropriate textures and patterns found in nature using a reference a book Take a photo of the sketch and place it in their ipad album. Lesson 3: Complete a tutorial lesson using PS Touch that covers layers, selections, and the paint program Paint the photo of their artwork using the app PS (Photoshop) Touch using layers and the PS paint program Lesson 4: Write an artist's statement about their ipad artwork Lesson 5: Record a student artist interview using their written artist statements as a guide, Lesson 6: Design a ScratchArt artwork about Animals and their Habitats that includes an animal, its habitat, textures and patterns found in nature, and a variety of lines and shapes to enhance the ScratchArt design. 4th Grade MA Standards Checklist Creating Media Artwork Standard 1: The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork. Indicators MA4-1.1 Identify the specific skills, knowledge, and abilities necessary for creating media artwork. Essential Question: How are the media arts used in visual art and what techniques, concepts and skills do we use to create a piece of art?

15 Welcome to the Digital Artroom! SP Grant CJohnson NVES 15 MA4-1.2 Use a variety of media technologies, techniques, and processes to communicate ideas. Essential Question: Identify, use various media technologies (cameras, art programs, etc) and create a work of art How do you recognize and differentiate between different techniques, technologies and processes to create aesthetically pleasing work of art? MA4-1.3 Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials. Essential Question: What are the necessary procedures and responsibilities for proper use of and care of equipment? Why are these important? MA4-1.4 Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources. Essential Question: How do you decide what a good resource (when doing online research) is? MA4-1.5 Develop self-led and peer-led instruction and assessment skills in the creation of media artwork. Essential Question: What are the criteria that you use to evaluate media artworks? How can you share knowledge and skills with others when working with media arts equipment as part of a visual arts project? Understanding Artistic Design Standard 2: The student will create media artwork that demonstrates an understanding and command of the principles of artistic design. Indicators MA4-2.1 Use media arts vocabulary to identify elements of artistic design specific to individual media. Essential Question: What techniques, elements and equipment work best for creating your artwork? MA4-2.2 Design and create media artwork that communicates his or her personal experiences. Essential Question: How do you communicate and express your personal experiences and creativity through your media artwork? MA4-2.3 Describe processes used in the creation of media artwork and identify the products that are the result of those processes. Essential Question: What criteria do you use to evaluate your media artwork? How did you create your media art work? Media Literacy

16 Welcome to the Digital Artroom! SP Grant CJohnson NVES 16 Standard 3: The student will access, analyze, interpret, and create media texts. Indicators MA4-3.1 Describe the purpose and identify the intended audience for a variety of media texts. Essential Question: What is the purpose? Why did you create this media artwork for this audience? MA4-3.2 Draw inferences and construct meaning by identifying overt and implied messages in media texts. Essential Question: What is your evidence that the media text is an overt or implied message? MA4-3.3 Express opinions about ideas, issues, and/or experiences presented in media texts. Essential Question: What techniques are used in the presentation and what makes those effective? How do these techniques make this an effective visual arts piece / work of art? MA4-3.4 Explain why different audiences might respond differently to specific media texts. Essential Question: Why do people react differently to a variety of media texts? MA4-3.5 Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet). Essential Question: How do you determine and identify specific creative techniques used in media texts? Making Connections Standard 4: The student will make connections between the media arts and other arts disciplines, other content areas, and the world. Indicators MA4-4.1 Describe ways that the media arts relate to everyday life and to activities in the world at large Essential Question: How do media arts connect to everyday life and the world? MA4-4.2 Describe the relationship between the media arts and other arts disciplines and other content areas. Essential Question: How do media arts impact other disciplines ability to communicate? MA4-4.3 Explore the financial aspects of media arts productions, including budget responsibility and career opportunities. Essential Question: What financial aspects are included in the production of creating a media artwork? What careers are available within media arts? History and Culture

17 Welcome to the Digital Artroom! SP Grant CJohnson NVES 17 Standard 5: The student will understand the context and history of the development of the media arts from the late nineteenth century to present and will recognize the role of media artwork in world cultures. Indicators MA4-5.1 Describe ways that media artwork from past and present culture has influenced human knowledge and experience. Essential Question: How does art from the past or other cultures influence the artwork in the present? MA4-5.2 View and discuss media artwork that portrays the people and cultures of the United States. Essential Question: How do media artworks differ around the world? MA4-5.3 Describe characteristics of the media arts that exist among diverse cultural and ethnic groups. Essential Question: What characteristics of media arts exist across time among different cultural and ethnic groups? Using Technology Responsibly Standard 6: The student will demonstrate a knowledge of digital citizenship and a sense of responsibility in the media arts. Indicators MA4-6.1 Describe and discuss human, cultural, and societal issues related to the media arts and the use of technology. Essential Question: What kind of human, cultural, and societal considerations exist when creating media artworks? MA4-6.2 Practice legal and ethical behavior in the media arts and the use of technology. Essential Question: What is considered legal and ethical in media arts and technology? How do you practice legal and ethical behavior as a responsible digital citizen? My Dream Home: 6th Grade Lesson Lesson Title: Welcome to the Digital Artroom! My Dream Home

18 Welcome to the Digital Artroom! SP Grant CJohnson NVES 18 Arts Area: Media Arts Grade: 6 Name of School: NVES Lesson Designer: Catherine Johnson LRP Place: After Fall MAP testing (so ipads can be checked out) Unit Description: After discussion of famous homes of the rich and famous, students create a digital painting of their dream home. Then, students create a copper tooled facade using the same design. Finally, they write artist statements and record the statements in peer digital interviews Big Idea: My Dreams/ Home Essential Question: What does your dream home look like? If you inherited several million dollars today, what house would you choose to buy? How are the media arts used in visual art? What techniques, concepts and skills do we use to create a piece of art? Is ipad art/ mobile technology a valid art medium/ venue? Identify, use various media technologies (cameras, art programs, etc) and create a work of art South Carolina Visual and Performing Arts Media Arts Standards MA6-1. Creating Media Artwork. The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork. MA Students will use a variety of media technologies, techniques, and processes to communicate ideas. MA6-2: The student will create media artwork that demonstrates an understanding and command of the principles of artistic design.

19 Welcome to the Digital Artroom! SP Grant CJohnson NVES 19 MA6-3, Media Literacy. The student will access, analyze, interpret, and create media texts. Instructional Objectives Lesson 1. Beginning Foundations: After discussion of ipad equipment protection, student responsibility (i.e. staying only in lesson apps and programs at all times), students will take a pretest based on the tutorial. They will then practice basic ipad technology: on/off, home button, camera/ photo booth, album creation in the Photos app, locating and placing their photos into their own album folder. Lesson 2. First, students discuss dream homes of the rich and famous using a slide show on the SMART Board. They will explain their preferences and ideas about what makes a great dream home for them. The Student will: practice various architectural elements such as towers or Greek-style columns with teacher assistance draw an original facade of a dream home sketch using teacher-made architecture reference booklets will be used. Sketches should include: a variety of architectural elements and styles including: doors, windows, columns, roofs, arcades, details. take a photo of the sketch and place it in their ipad album. write down the ipad number that is on the opening slide of the ipad so they will get the same ipad next time Lesson 3: After completing a tutorial lesson using PS Touch that covers layers, selections, and the paint program, the student will pull up the photo of their artwork using the app PS (Photoshop) Touch. Using layers and the PS paint program, they will paint their Dream Home artwork.

20 Welcome to the Digital Artroom! SP Grant CJohnson NVES 20 Lesson 4: The student will use the paper sketch to design a Copper Tooling artwork of their Dream Home that includes copper tooling techniques such as creating convex and concave shapes with tooling techniques and embossing all lines, and adding a variety of textures, lines and shapes to enhance the Dream Home design. Permanent markers will be used add color to the copper using contrasting color schemes. Lesson 5: The student will choose one of the media artworks or texts that was posted in the Dream Home lesson )theirs or another student artist), and digitally post a written evaluation and interpretation (artist statement) of the artwork to their folder using the Mobile Office Suite Documents Free app. Lesson 6: Recording student artist interviews: Using their written artist statements as a guide, students will make a recording using their ipad video apps for their interviews of each other as they analyze and interpret their digital Dream Home artwork and save it to their album. Description of Instruction Whole group: Class discussion and tutorial ipad sessions Small groups: Recording Individual/ Peer: Studio ipad work, writing Procedures The teacher will Lead the class discussion on Dream Homes and what a dream home is to them Assist in the practice drawing session Demonstrate how to draw a facade. Assist students in designing a Dream Home facade using architectural reference booklets to practice various architectural elements Demonstrate each ipad media arts lesson before students begin, using the

21 Welcome to the Digital Artroom! SP Grant CJohnson NVES 21 SMART Board with a VGA ipad connector to show the steps on the big screen Work the art app tutorials along with students until an emerging competency is observed Use advanced students to act as assistants to students with limited technology skills Demonstrate how to use copper tooling techniques to design a copper tooling of the Dream Home facade. Demonstrate how to use permanent markers to add contrasting colors to the copper-coated aluminum Dream Home. Demonstrate how to write an artist statement and provide an example Lead the class interview recording sessions as they analyze and interpret the digital paintings Assessment Student reflective writing (artist statements)at end of unit (teacher writing rubric to score writing) Rubric to assess digital artwork, sketches and Copper Tooling design Materials and Resources Needed ipads, art apps, SMART Board, Architecture PowerPoint, teacher-made architectural reference notebooks, paper, pencils, Copper-coated aluminum sheets, etching tools, permanent markers, rulers Curriculum Connections Technology 6th Grade: My Dream Home Rubric 1.Creating Media Artwork. Knowledge of the processes, techniques, and applications Earned a 4 on Score of 3 on Score of 2 Score of 1 pretest pretest

22 Welcome to the Digital Artroom! SP Grant CJohnson NVES 22 used in the creation of media artwork. 2.Application of media technologies, techniques, and processes to communicate ideas. Successfully applied a variety of media technologies, techniques, and processes to clearly & artistically communicate ideas about their Dream Homes Applied a variety of media technologies, techniques, and processes in a mostly successful manner; clearly communicated ideas about their Dream Homes Applied a little of media technologies, techniques, and processes to communicate an idea about their Dream Homes Failed to successfully apply media technologies, techniques, and processes; did not communicate an idea about their Dream Homes 3.Understanding Artistic Design: The student will create media artwork that demonstrates an understanding and command of the principles of artistic design. Demonstrates a sophisticated and excellent understanding and command of the principles of artistic design Demonstrates an understanding and command of the principles of artistic design Demonstrates an effort or emerging level of understanding and command of the principles of artistic design Failed to demonstrate an understanding and command of the principles of artistic design WRITING RUBRIC 4.Media Literacy. The student will access, analyze, interpret, and create media texts. In the written artist statement & in the recorded interview, the student using original ideas completely and clearly accessed analyzed interpreted his/her created media text In the written artist statement OR in the recorded interview, the student accessed analyzed interpreted his/her created media text In the written artist statement OR in the recorded interview, the student partially accessed analyzed interpreted his/her created media text In the written artist statement & in the recorded interview, the student failed to access analyze, interpret his/her created media text Grading Scale = E = S = S 9-7= S- 6 or less = N Welcome to the Digital Artroom! My Dream Home Checklist Did the student:

23 Record a student artist interview using their written artist statements as a guide, Lesson 6: Design and color an original Copper tooling artwork about their Welcome to the Digital Artroom! SP Grant CJohnson NVES 23 Dream Home, including architectural elements, styles, details, textures and patterns, and a variety copper tooling techniques, and embossing of lines and shapes to enhance the design. Lesson 1. Participate in a discussion of ipad equipment protection, student responsibility Practice basic ipad technology: on/off, home button, camera/ photo booth, album creation in the Photos app, locating and placing their photos into their own album folder. Lesson 2. Participate in the class discussion and practice session Draw an original dream home facade sketch that includes at least 5 different elements, with appropriate textures and patterns found in nature using references a book Take a photo of the sketch and place it in their ipad album. Lesson 3: Complete a tutorial lesson using PS Touch that covers layers, selections, and the paint program Paint the photo of their artwork using the app PS (Photoshop) Touch using layers and the PS paint program Lesson 4: Write an artist's statement about their ipad artwork Lesson 5: 4th Grade MA Standards Checklist Creating Media Artwork Standard 1: The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork. Indicators MA4-1.1 Identify the specific skills, knowledge, and abilities necessary for creating media artwork. Essential Question: How are the media arts used in visual art and what techniques, concepts and skills do we use to create a piece of art? MA4-1.2 Use a variety of media technologies, techniques, and processes to communicate ideas. Essential Question: Identify, use various media technologies (cameras, art programs, etc) and create a work of art

24 Welcome to the Digital Artroom! SP Grant CJohnson NVES 24 How do you recognize and differentiate between different techniques, technologies and processes to create aesthetically pleasing work of art? MA4-1.3 Demonstrate an understanding of and respect for the accepted procedures regarding the responsible care of media arts equipment and materials. Essential Question: What are the necessary procedures and responsibilities for proper use of and care of equipment? Why are these important? MA4-1.4 Utilize information literacy skills to make informed decisions about his or her use of digital tools and resources. Essential Question: How do you decide what a good resource (when doing online research) is? MA4-1.5 Develop self-led and peer-led instruction and assessment skills in the creation of media artwork. Essential Question: What are the criteria that you use to evaluate media artworks? How can you share knowledge and skills with others when working with media arts equipment as part of a visual arts project? Understanding Artistic Design Standard 2: The student will create media artwork that demonstrates an understanding and command of the principles of artistic design. Indicators MA4-2.1 Use media arts vocabulary to identify elements of artistic design specific to individual media. Essential Question: What techniques, elements and equipment work best for creating your artwork? MA4-2.2 Design and create media artwork that communicates his or her personal experiences. Essential Question: How do you communicate and express your personal experiences and creativity through your media artwork? MA4-2.3 Describe processes used in the creation of media artwork and identify the products that are the result of those processes. Essential Question: What criteria do you use to evaluate your media artwork? How did you create your media art work? Media Literacy Standard 3: The student will access, analyze, interpret, and create media texts. Indicators MA4-3.1 Describe the purpose and identify the intended audience for a variety of media texts. Essential Question: What is the purpose? Why did you create this media

25 Welcome to the Digital Artroom! SP Grant CJohnson NVES 25 artwork for this audience? MA4-3.2 Draw inferences and construct meaning by identifying overt and implied messages in media texts. Essential Question: What is your evidence that the media text is an overt or implied message? MA4-3.3 Express opinions about ideas, issues, and/or experiences presented in media texts. Essential Question: What techniques are used in the presentation and what makes those effective? How do these techniques make this an effective visual arts piece / work of art? MA4-3.4 Explain why different audiences might respond differently to specific media texts. Essential Question: Why do people react differently to a variety of media texts? MA4-3.5 Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet). Essential Question: How do you determine and identify specific creative techniques used in media texts? Making Connections Standard 4: The student will make connections between the media arts and other arts disciplines, other content areas, and the world. Indicators MA4-4.1 Describe ways that the media arts relate to everyday life and to activities in the world at large Essential Question: How do media arts connect to everyday life and the world? MA4-4.2 Describe the relationship between the media arts and other arts disciplines and other content areas. Essential Question: How do media arts impact other disciplines ability to communicate? MA4-4.3 Explore the financial aspects of media arts productions, including budget responsibility and career opportunities. Essential Question: What financial aspects are included in the production of creating a media artwork? What careers are available within media arts? History and Culture Standard 5: The student will understand the context and history of the development of the media arts from the late nineteenth century to present and will recognize the role of media artwork in world cultures. Indicators

26 Welcome to the Digital Artroom! SP Grant CJohnson NVES 26 MA4-5.1 Describe ways that media artwork from past and present culture has influenced human knowledge and experience. Essential Question: How does art from the past or other cultures influence the artwork in the present? MA4-5.2 View and discuss media artwork that portrays the people and cultures of the United States. Essential Question: How do media artworks differ around the world? MA4-5.3 Describe characteristics of the media arts that exist among diverse cultural and ethnic groups. Essential Question: What characteristics of media arts exist across time among different cultural and ethnic groups? Using Technology Responsibly Standard 6: The student will demonstrate a knowledge of digital citizenship and a sense of responsibility in the media arts. Indicators MA4-6.1 Describe and discuss human, cultural, and societal issues related to the media arts and the use of technology. Essential Question: What kind of human, cultural, and societal considerations exist when creating media artworks? MA4-6.2 Practice legal and ethical behavior in the media arts and the use of technology. Essential Question: What is considered legal and ethical in media arts and technology? How do you practice legal and ethical behavior as a responsible digital citizen? Animal Rights Posters: Upper Montessori Lesson Lesson Title: Animal Rights Posters Poster Art: Digital Art as Communication Arts Area: MA Grade: Upper Montessori (grades 4-6)

27 Welcome to the Digital Artroom! SP Grant CJohnson NVES 27 Name of School: NVES Lesson Designer: Catherine Johnson LRP Place: After Fall MAP testing (so ipads can be checked out) Unit Description: Students will explore poster design using a theme that has personal significance. Examples: animal rights, conservation issues, world hunger, justice. They will apply digital art techniques using ipads as a medium to communicate a message using their artwork. Big Idea: Humans and Animals Essential Question: How do artists express their views with their artwork? How can I communicate a personally significant message using my art? What problems have humans caused animals? South Carolina Visual and Performing Arts Media Arts Standards MA Students will use a variety of media technologies, techniques, and processes to communicate ideas. MA5-2 The student will create media artwork that demonstrates an understanding and command of the principles of artistic design. MA5-3, Media Literacy. The student will access, analyze, interpret, and create media texts. MA5-3.2 Interpret media texts, using overt and implied messages as evidence for his or her interpretations. Essential Question: How successful is the artist in delivering the message to their audience? How do these techniques make this an effective artwork? Concepts, Skills, Techniques, and Critical Knowledge: Understanding how artists create a message within their work. Students work on the ability to determine the success of the message. Discuss what makes

28 Welcome to the Digital Artroom! SP Grant CJohnson NVES 28 an effective message. Instructional Objectives Students will use wifi ipads in the artroom to access, analyze, interpret, and create media texts using visual culture and contemporary artists and their work. The student will Review a variety of digital and traditional media texts of poster/ graphic designs that are intended to primarily use the artwork as a conduit to communicate a message, such as Animal Rights posters and artwork, or Alfredo Jaar's Rwanda art series. Explain and discuss the artwork and purposes for creating them Activities: Class discussion on what is purpose or intended meaning in the texts. Who is the audience the artist is trying to reach? What techniques does the artist use in their artwork to create a message or purpose? write an interpretation and evaluation of one of the visual culture media texts using the ipad text app. Review Foundations: After discussion of ipad equipment protection, student responsibility (i.e. staying only in lesson apps and programs at all times), students will learn or review how to: design and create two digital posters using the same theme, text, and types of images but two different styles choose rights-free photos and images from internet search engines and save them to the photo app. Select and save at least 4 images to use use layers in PS Touch to arrange digital images use the scribble tool to erase the background of images and feather the edges use a text layer effectively that communicates the desired message transform the style of the poster to create a new/different look to the same message, thus creating two different posters

29 Welcome to the Digital Artroom! SP Grant CJohnson NVES 29 share both poster designs with the class during a critique Description of Instruction Whole group: Class discussion and tutorial ipad sessions Small groups: Recording Individual/ Peer: Studio ipad work, writing Procedures The teacher will Lead the class discussion of selected media texts, such as animal rights artist Mariana Cerovecki Demonstrate lesson and techniques before students begin, using the SMART Board with a VGA ipad connector to show the steps on the big screen Work the art app tutorials with students until a basic competency is observed Use advanced students to act as mentors/assistants to students with limited technology skills Review a variety of digital and traditional media texts of poster/ graphic designs that are intended to primarily use the artwork as a conduit to communicate a message. Explain and discuss the artwork and purposes for creating them Activities: Class discussion on what is purpose or intended meaning in the texts. Who is the audience the artist is trying to reach? What techniques does the artist use in their artwork to create a message or purpose? demonstrate how to write an interpretation and evaluation of one of the visual culture media texts using the ipad text app. Review Foundations: After leading the class in a discussion of ipad equipment protection, student responsibility (i.e. staying only in lesson apps and programs at all times), the teacher will review how to:

30 Welcome to the Digital Artroom! SP Grant CJohnson NVES 30 design and create two digital posters using the same theme, text, and types of images but two different styles choose rights-free photos and images from internet search engines and save them to the photo app. Select and save at least 4 images to use use layers in PS Touch to arrange digital images use the scribble tool to erase the background of images and feather the edges use a text layer effectively that communicates the desired message transform the style of the poster to create a new/different look to the same message, thus creating two different posters assist students as they work lead the class critique Assessment Student writing: interpretation and evaluation; includes the visual culture media text AND one of their digital posters (teacher writing rubric to score writing) Rubric to assess 2 digital posters and writings Critique: Teacher Observation Materials and Resources Needed SMART Board, wifi, ipads, art apps, collection of poster/ artworks on chosen themes Curriculum Connections Technology Checklist Did the student? 1. Review a variety of digital and traditional media texts of poster/ graphic designs 2. Participate in a meaningful way in the discussion of the artwork and purposes for creating them

31 Welcome to the Digital Artroom! SP Grant CJohnson NVES Write an interpretation and evaluation of one of the visual culture media texts using the ipad text app. 4. Use the ipads and technology responsibly and safely? 5. Design and create two digital posters using the same theme, text, and types of images but two different styles 6. Choose rights-free photos and images from internet search engines and save them to the photo app 7. Select and save at least 4 images to use 8. Successfully use layers in PS Touch to arrange digital images 9. Use the scribble tool to erase the background of images and feather the edges 10. Use a text layer effectively that communicates the desired message 11. Transform the style of the poster to create a new/different look to the same message, thus creating two different posters 12. Share both poster designs with the class during a critique Standards Checklist *South Carolina Visual and Performing Arts Media Arts Standards included in grant proposal *yes MA Students will use a variety of media technologies, techniques, and processes to communicate ideas. yes MA6-2 The student will create media artwork that demonstrates an understanding and command of the principles of artistic design. *yes MA6-3, Media Literacy. The student will access, analyze, interpret, and create media texts. *yes MA6-3.2 Interpret media texts, using overt and implied messages as evidence for his or her interpretations. Upper Montessori Poster Art Media Literacy Rubric 1. Written interpretation and evaluation of media texts Did not interpret Interpreted at Interpreted both media texts least one media media texts successfully; no text, with some clearly and use of overt and evidence of completely using implied messages attempted use of overt and implied as evidence for overt and implied messages as written messages as evidence for his interpretations evidence for his or her