Lesson Name: Monet
Art Project
Date: April 11th
2014
Name: Emilia
Radawetz
Subject: Art,
English-Language Arts
Grade: One
Original Lesson Plan
Lesson Overview
Students will learn about basic shapes in Monet’s painting Wheatstacks, Snow Effect Morning. They
will then learn about light and shadows in art and will experiment with
three-dimensional models and flashlights. They will also learn about time of
day and the four seasons.
Learning Objectives
By the end of this lesson, students will be able to:
- Describe the shapes, light and shadows, time of day, and season in a painting.
- Create a three-dimensional form of a wheatstack and see how it creates a shadow.
- Explain how shadows are related to the time of day and location of the sun.
- One student with ADHD
- One student with mild Autism
- *Both students share a Para.
Rationale
- Grade one students usually take more time to complete their assigned tasks, so the teacher could cut out extra shapes just incase some students are having a difficult time.
- I think it is very important for the teacher to do every step with the students to ensure that everyone is on task, so this would be a necessity.
|
|
|
Prerequisite Concepts
and Skills
Students need to be able to perform basic art skills learned
in Kindergarten (how to use a glue stick, scissors, and tape), how to neatly
print their names on their own, and how to listen to instructions.
Materials and
Resources
- Image of Monet’s painting Wheatstacks, Snow Effect, Morning:
- SRA/Open Court Reading 2000. Level K, Book One, Unit 2: "Shadows." (SRA/McGraw-Hill, 2000). May substitute with the following shadow stories: What Makes a Shadow? (Harper Collins, 1994) and Nothing Sticks Like a Shadow (Houghton Mifflin, 1988)
- Little Red Hen (Golden books, 2001)
- Wheat stalks, wheat products (flour, bread), pictures of wheat fields and wheat bales.
- Wheatstack Template shapes, printed on tan paper (for students to cut out).
- Scissors, glue or tape, white poster boards, materials that can be used to represent wheat (shredded paper, raffia, shredded wheat cereal, flashlights). (Make sure there are enough supplies for every student and group).
Lesson Plan Template
This lesson plan is designed for a total of about two hours.
It can be separated into either two days, or done all in one day with breaks.
- Read shadow stories with your students (any of the books listed under “Materials and Resources”). Students should understand that shadows are created when a light source is projected unto a solid form.
- Show students the image of Monet’s Wheatstacks, Snow Effect, Morning. Have them pass the image around the room and look at the image closely and carefully. After having closely examined the image, have a class discussion, ask them the following questions, and record their observations.
·
What do you see in this painting?
·
What do you think these objects are? (Point to
the wheatstacks).
·
What do you see that makes you say that? (Tell
the students that they are wheatstacks).
·
What shapes are used to make up the wheatstacks?
(Clarify that there are various shapes used in each object: rectangle for the
base, triangle for the top).
·
What do you see behind these objects?
·
Can you see shapes there? What kinds of shapes
do you see?
·
Where do you think this is? Why do you think
this?
·
What time of day do you think this was painted?
What do you see that makes you say this? (Morning? Lunchtime? Nighttime? Etc)
·
What is the weather like in this painting? What
do you see that makes you say this?
·
Have you ever been to a place like this before?
If you have, what was it like?
- Give the students a little bit of background information on the painting and the artist, Monet. Include that his eyesight was extremely poor, how he managed to still paint, and that his focus in this painting was colour and the times of the day and seasons.
- Read The Little Red Hen Story to the class. Help them make connections to Monet’s painting by explaining at what step in the wheat-to-flour process the wheatstacks could be. Then, provide some background information on wheat. Pass a real piece of wheat around so the students can have a closer look at what it really looks like.
- Ask the students to think about the shadows shown in the artwork. As a class, discuss the following question:
·
Where do you see shadows in this artwork?
·
What surface (point to the ground) are the
shadows on?
·
Where do you think the light is coming from in
this painting? What do you see that makes you say that?
·
Where is the sun? How does the sun affect the
shadows?
·
What is blocking the light?
- Explain to students that they will be making their own wheatstacks and shadows. Place them into groups of three or four.
- Begin the art activity by getting the students to cut out the shapes on tan paper.
- Show students how to assemble a cylinder and cone using the shapes they cut out. Help them to tape or glue the forms together, and attach their wheatstack to the white poster board that is provided to each group. Hand out materials that are representing “wheat” (shredded paper bags, raffia etc), and demonstrate how to glue this material onto their paper forms. Wait for the stacks to dry (20 minutes: in the meantime, play Vivaldi music listed under “Extensions” and discuss this or make sure this is done before recess).
- Have students use flashlights to give their wheatstacks shadows. Ask them to predict where they think the shadows will be and get them to experiment. Have a class discussion and get the students to share their predictions and findings. Help them connect their findings to the time of day and the sun’s location in the sky.
Universal Design for
Learning and Differentiated Instruction
Usually, the two students with exceptionalities would be
paired together so they can work with their Para at one table. For this lesson,
it is important that they work with other classmates and get a “normal” working
experience. The Para will be in the classroom observing and helping when
necessary.
Organizational
Strategies and Behaviour Management Strategies
Organize the students into groups of three or four and get
them to work in different sections of the room. Make sure that children that
tend to be more “noisy” or have “leadership qualities” are put with “quieter”
children so the group dynamics will be balanced out. This will keep the noise
level to a minimum and will let the students work more intimately with certain
classmates. Class discussions will be the time to get everyone altogether and
listen to each other. As for the exceptional students, this lesson is a chance
for them to work with their classmates. It is important that they only receive
extra help when truly necessary.
Assessment and
Evaluation
I believe that grade one students are much too young to
asses themselves and/or each other, so assessments will be made by the teacher.
Students will be assessed based on their in-class participation and their
ability to complete the wheatstacks activity. For the exceptional students, their
Para’s will be in the classroom helping them when need be. This is a chance for
them to work with their classmates though, so they will be assessed based on
the teacher’s knowledge and experience on their capabilities. Following the
ADAPT Strategy, under Step 1: Accounts for students’ strengths and needs: It is
important for the teacher to take this step into great consideration and assess
these two students based on their strengths and needs.
The art work will be hung either inside the classroom, or
outside the classroom for the whole school to see and enjoy!
Extensions
- While discussing Monet’s Wheatstacks, Snow Effect, Morning, show the students some of his other “outdoor” paintings and get them to compare them.
- Play a CD of Vivaldi’s Four Seasons. Connect this music to the painting.
- Students can create an interpreted oil pastel or watercolour image of Monet’s painting. They can also name their piece of artwork, and write it on the back, including their name, and the date (to work on their Language Arts Skills).
No comments:
Post a Comment