Standards-Based Planned Instruction Template

 

Project Title:  PA Governor’s Institute for Arts Educators 2001

 

Teacher Name:  Donna Weaver

 

Teacher E-Mail Address: wead@asd.k12.pa.us

 

Your School District or Diocese:  Armstrong School District

 

Your School Building:  Elderton High School

 

I Will Pilot This Plan with Students in Grade:  12

 

Planned Instruction Title:  "Face painting"

 

Grade Level (Check one):

 

  Primary

 

  Intermediate

 

  Middle

 

  High School

 

  Other

 

 

PA ARTS and HUMANITIES STANDARDS CATEGORY:

 

  9.1  Production, Performance and Exhibition

 

  9.2  Historical and Cultural Contexts

 

  9.3  Critical Response

 

  9.4  Aesthetic Response

 

Standard Statement:  (Write out from grades 3, 5, 8 or 12 in standards document) (Example: 9.2.8.A. – Explain the historical, cultural and social context of an individual work in the arts.) 9.2.8.H Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatere and visual arts.

 

Overview: (A brief description of your instructional plan) Students will study local and regional artists from the early 19th and late 20th centuries and develop an understanding of the influences that society, culture, politics and the economy had upon those artists works.

 

Keywords: (Key words are search terms that enable other teachers to locate your plan on the Web.) portraits, Pennsylvania artists

 

Learning Objective(s):  (What will students know and be able to do to demonstrate that they have reached the standard? List student competencies in clear, measurable terms.)

Students will be able to compare and contrast various Pennsylvania artists and how those artists developed their styles. They will be able to recognize the art styles of the portraits done from 1800-1850, and  works from 1950 to the present. They will be able to utilize the information to explain their own work, which will be a portrait done in a combination of both genres.

 

Assessment-Task and Criteria:  What is the student performance that demonstrates they have met each objective?  Include actual assessment and scoring tool(s).  How will you judge “below basic,” “basic,” “proficient” and “advanced”?   Do you have a model/exemplar of your expectations?)

Below Basic - Students have great difficulities being able to contrast/compare in discussion/report/testing-out on elements presented in the two eras.

Basic - Students are inconsistant during discussion/report/testing-out of knowledge of contrast/compare on elements presented in the two eras.

Proficient - Students are able to participate in discussion/report/testing-out about contrast/compare elements presented in the two eras.

Advanced - Students display clearly articulate ability to understand contrast/compare during discussion/report/testing-out on elements presented in the two eras.

 

Materials:  (Resources, URL’s, videoconference information, books, works of art, audio recordings, CD’s, videotapes)

Internet sites from list distributed to students; art, art history and history books reserved for students at school and local libraries; field trips to Carnegie Museum of Art, Westmoreland Museum of Art, Warhol Museum, Southern Alleghenies Museum of Art, Indiana University of Pennsylvania; scanned pictures and hand outs; slides, prints and videos       

 

Warm-Up: Slides of two portraits, one from 1800-1850 and one from the 1950 -present era, will be projected onto two side-by-side, extra large screens in the classroom.

 

Instruction: (What will you teach to prepare students to demonstrate proficiency in mastery of the standard(s) identified?) Students will be presented with the ways the many artists worked during both eras and the varying criteria that influenced them culturally, socially, politically, and economically.

 

Correctives:  (Activities for students who have not met the objectives at proficient or advanced level)

Discuss the problem that the student is having and form alternate assignment(s) which are student/teacher directed and goaled, but teacher supervised.

 

Extensions:  (Enrichment activities for students who have met the objectives at a proficient or advanced level)

Create a virtural, computer-generated work similar to what was created with the assigned materials/equipment; present their work for display with an explaination of  "who, what, why, when, where and how" their art work was accomplished.