Assessment should be a very important aspect in planning lessons. One of the main objectives of assessment is to gauge and improve the students learning. Assessment can also help to further improve the teachers way of teaching. Formative assessment is one way to assess students. Formative assessments occur throughout the lesson or unit. Most of the time, formative assessments are not graded. Summative assessment usually occurs after the lesson or unit. The teacher uses this to see where the student's achievement is at this point. Summative assessment is also a way for students to show what they have learned. Summative assessments are usually used for reporting student achievement as well. It is very important to assess students so that you can help them in the best way possible.
By Arne Besser
This is a picture of an ice cream parlor on the street corner. The building has white siding with the corners black brick. There are two women standing outside of the parlor. There is a sign outside in the middle of the building that appears to light up. This picture contains many horizontal and vertical lines. There is not a wide variety of color in this piece. This piece appears to be balanced because the focal point is in the center. There is some contrast between the black of the brick and the cream colored building. There is use of geometrical shapes.
This piece seems to tell many stories. This is a picture of an ice cream parlor and eatery on the corner in a town. At first look, I got a positive feeling from looking at this piece. After studying this picture for awhile, I got a negative feeling. The colors in this picture also depict good and bad. I like this picture because it makes me think of small towns. I have always loved small towns and buildings like this.
When planning lessons for your students, it is important that you think about how meaningful it is from the student's perspective. Teachers also need to think about how they will integrate the enduring ideas, key concepts, and essential questions. It is important to think about a way to engage students in a way that they can answer why they are learning something and what it means. I also think that it is important that students become researchers and problem solvers. It is good to get the students thinking on their own and develop their own ideas. When teachers give students the answers all of the time or just have the students answer yes or not questions, the student never thinks outside of the box. Teachers should want students to learn how to learn. This is made possible in many ways, but it can be done through reflection and how they got to the finished product. When teachers are planning instruction, it is also important that they provide opportunities for students to apply what they have learned. This is helpful to the student when they can relate what they have just learned to the real world. This can also help the students figure out why they are leaning something. Students need to be aware of why they are being asked to do or learn something.
Title: Maasai Color Wheel Necklace
Unit: African Art
Grade Level(s): 3rd-4th
Medium: Mixed Media
Suggested Time: 1 class period
- The student will design wearable art; jewelry
- The student will create works of art that reflect community cultural traditions
- The student will identify the arrangement of colors on a color wheel
Elements of Art: Line, Color, Shape
Principles of Design: Pattern, Balance, Unity
Materials and Equipment:
- Red, yellow, blue colored pencils
- Sturdy paper plates
- Primary and Secondary markers
- Black Marker/Sharpie
- Single hole punch
General Vocabulary: Primary, Secondary, Color Wheel, Maasai, tribe, analogous
1. Walk into class wearing the necklace.
2. Today you will learn about the Maasai tribe and the color wheel.
3. Show students videos about the Maasai tribe.
Show the students a map where the Maasai tribe are located.
Have the students work on the color wheel worksheet.
Show the students how to mix colors with the colored pencils.
Explain to the students that they will be making a necklace.
Instruct the students on how to begin the necklace.
4. Demonstrate to the students that they need to section off their paper plate with a pencil.
Show them how to transfer the color wheel in the correct order on the paper plate.
Demonstrate to the students not to color on the lip of the paper plate.
5. Have the students give a thumbs up if they understand.
Walk around the room while the students are sectioning off their paper plate to make sure they understand.
6. Show the students where to cut the paper plate once they are done coloring the color wheel.
Show the students how to cut the square out of the circle once they are done with the previous.
Show the students where to punch the holes in the square and how long of a piece of yarn they need.
7. Have the students cut out the circle out of the middle of the paper plate.
Have the students cut a square out of the circle that they cut.
Have the students staple the square to the bottom of the paper plate and punch holes in the square and add yarn.
Have the students use a black marker to create a pattern around the outside of the paper plate.
8. Ask the students what they learned from the lesson.
Ask the students to give you a thumbs up or thumbs down if they enjoyed the lesson.
Ask the students to give you feedback about what they liked and what they did not.
It is important to know specific artists and artwork to put into your curriculum, but it is not the most important aspect of the curriculum. It is more important that teachers and educators look at the big picture. A good way to think about what to put in the lesson would be to ask yourself what you want the students to walk away with at the end of your lesson. What you want the students to learn should be how you plan the lesson. When creating curriculum, it is better to leave the specific choices to each individual teacher. Each teacher is different and they all have a different way of teaching. When designing curriculum, it is important to keep in mind all of the key understandings of art. It is also important to keep in mind that the curriculum is relevant. The curriculum needs to match up with art standards and convey something to the students. The curriculum also needs to guided by diversity.
1. 1st: Use observation and investigation in preparation for making a work of art.
2. 3rd: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
3. 3rd: Create personally satisfying artwork using a variety of artistic process and materials.
1. 3rd: Paint lines and fill in shapes with even color using tempera.
2. 2nd: Clean paint brush before changing colors.
3. 2nd: Paint lines with control of the brush.
It is important for teachers to connect the subject matter that they are teaching to real life issues. When teachers make these connections, it is easier for students to understand why they are learning or doing something. Students find it easier to make connections to the outside world when they understand why they are learning something. When choosing or writing curriculum, the teacher has many choices. It is important to choose something that is relevant and diverse. There should be a specific reason that you are teaching what you are teaching. There is no perfect way to develop a unit. There are many different ways that a teacher can do this. In general there are about 7 steps to developing a unit. Enduring ideas help make the curriculum significant to the teacher and the student.
It is important for all teachers to incorporate art into their curriculum. The TETAC project greatly influenced art and art teachers. It is important that students learn and understand art. I think art standards limit what art teachers can teach to their students. When teachers have to teach so many standards, I feel like it puts them in a box. The teachers are restricted to just teaching those standards and most of them do not have time to teach anything else that they feel is important. There are five key components of the development process from the TETAC curriculum. Unit Foundations, Content, Instruction, Assessment and Design are the five that make up "The Big Five." It is important for teachers to choose curriculum wisely and make good decisions about what they are going to teach. All teachers teach differently and different curriculum works for different teachers.
We started class by talking about family photo experiences. We talked about how we wore certain shirts or funny moments that happened while taking these photos. Next, we took a look at some examples of some awkward family photos. This is where African painting was introduced.
To understand some terms we did a project. We received a blank piece of paper and a number 2 pencil. We folded our paper in half left to right. This is where we learned about contour drawings. Contour is french for outline. Contour drawing is when you look at something in front of you and draw an outline using observations. Ms. Mai drew an example on the whiteboard, then it was our turn. Next, we learned about blind contour drawings. Ms. Mai did an example on the whiteboard first. A blind contour is when you solely focus on the object and do not look at your paper. We tried this on the other side of the paper, drawing the same object. After we completed our blind contour, we made observations and talked about muscle memory. Artist do blind contours for practice.
After we did our first project, we moved onto our second project shown above. We folded a piece of paper into four equal sections. There were objects at all four tables in the classroom. We had one minute at each table to
(Starting with the postcard in the upper left and going left to right down each line)
1. Line- This postcard has many vertical and horizontal lines all over the postcard.
2. Shape- This postcard uses the geometric shape of a circle to create the image.
3. Color- There is a wide variety of colors on the spectrum throughout this postcard.
4. Value- This postcard was a good example of value because one side is completely black and it fades to make the face in white.
5. Space- The artist used negative space to create the feeling of space in this postcard.
6. Texture- The water droplets on the tarp make this postcard look real.
7. Form- This postcard makes you think that you could pick up the object if it was in front of you.
(Starting in the upper left hand corner and going from left to right on each line)
1. Balance- This is a good example of balance because the fish are symmetrical and balance each other out.
2. Contrast- The black and white of this postcard contrast each other well.
3. Emphasis- The distinct focal point in this postcard is the eye and that is the emphasis of the piece.
4. Movement- This postcard makes your eyes go in a specific route after the focal point; from the woman to the shadow.
5. Pattern- This postcard uses lines to create a figure eight pattern on this postcard.
6. Rhythm- There is a straight, rough rhythm from the use of straight lines on this postcard.
7. Unity- This blues and yellows contrast each other, there is texture in this piece, value from the different shades of blue and yellow, there is a good use of straight and curvy lines, color is bright, there is positive space, and all of these elements and principles make this postcard look complete.