Chapter 7 QtC's

Chapter 7

Make a list of the sequence of skills necessary for ultimate mastery of the content of your lesson through a constructivist approach. 

Which of these learning activities/skills lend themselves to student’s individual or group construction?  How might you structure learning activities that lead students to discover these skills/these principles?

Here is the lesson plan I created:

Lesson Plan: Site Based

Course: Art

Grade Level: 12th

Class Time: 3-1.5 hour periods and outside of class time expected

Unit Title and Unit Goals

Title: 3-D Construction, Assemblage with found natural materials

Goals or Concepts: Students should gain an appreciation for working on site with no man made materials. The students should learn how to use only what they have access to and create a conceptual sculpture on site. Students should learn about the area that they choose to work on and become more familiar with working in nature.

Standards:

1.1            Demonstrate the use of knowledge and technical skills in at least one specific medium.

2.2            Critique the use of structures and functions in a work of art, written and/or verbal (i.e.,

formal or informal).

3.2            Evaluate subject matter that reflects personal experiences and environments.

Instructional Objective: After viewing a selection of pieces by Michel Davo, the 12th grade student will be put in pairs, plan a site to work, travel to the site on school grounds and construct a 3-dimensional sculpture using only found materials from the site they chose, photograph the piece in its environment, and prepare a presentation to allow the class to view their piece.

Materials/Media:

Supplies/Tools/Equipment:

images of Michel Davo’s work

cameras

scissors

sketch paper

pencils

Other Resources: previous students examples, photos around the room of different Michel Davo’s work and other land artists, books on land art and natural material works.

Instructional Procedures and Design:

Set

Motivation Strategies: The teacher will share a brief history of land art and show a presentation on Michel Davo as well as show examples of previous students pieces. The teacher will explain the concept behind site-based works of art and natural materials. Students will be informed that their photos of their work will be displayed in the student gallery with reception for the community.

Vocabulary:

Site-based: picking a specific site and working with the site and basing every decision off that particular area

Earth Works: an artistic work that consists of a large-scale alteration or modification of an area of land in a configuration designed by an artist or of an artist's sculptural installation, as in a museum or gallery, of soil, rock, or similar elemental materials.

Key Questions:

Why is it important to only use natural materials?

When did this movement really take off and people starting doing more site-based work?

How do I create an artwork without using any man made materials?

Classroom Strategies- Instructional Preparations/Suggestions/Safety:

1.  The teacher should set up displays that contain examples of site-based art works.

2.  Review information on Land Art and its historical content.

3.  Prepare discussion questions about how to work with all natural materials.

4.  The teacher should have a variety of possibilities to show the students about site-based work.

5.  The teacher should explain to students how to capture the work photographically, and explain the reason that is so important.

6.  The teacher should allow students time in class to discuss their ideas and their thoughts on site-based work.

7.  Teacher will walk the school grounds as students have works days on their sites.

8.   The teacher should prepare a way to print photos of the students work to hand in the gallery.

Learner Involvement-Student Activities/Procedures

1.  Students will view the photos and books on Michel Davo and Land art.

2.  Students will listen to the teacher’s presentation and participate in class discussion (guided by the teacher prepared discussion questions) on site-based art works, land art, and earth works.

3.  Students will ask any questions they have concerning site-based works using only natural materials.

4.  Students will work in pairs with peers and discuss possible sites and ideas for the sites.

5.  Students will go out onto the school grounds and work on their site with materials from the site.

6.  Students will create a sculpture using only natural materials.

7.  Students will document process of building the sculpture by taking photos.

8.  Students will photograph the finished piece.

9.  Students will put together a photo presentation to present to the class on their process of working.

10.          Students will allow the elements to act on the sculpture by leaving it there for its life span.

Practice and Review: Teacher will rotate to around sites on the school grounds to monitor students and assist when need be, review concepts as students work on site, and giving assistance when necessary.

Learning Environment: (classroom set up/class layout of supplies, etc): Students will work with partner on planning for their piece, students will go out onto the school grounds to work during the class period.

Closure:

Clean Up:

1.  Students will clean up site if need be. .

Ending Comments- Address conceptual issues of site based work. Note final idea in sculpture.

Alternative Activities:

Special Needs Considerations- May have special needs students work closer to the building with teacher constructing sculptures.

Addressing Diversity- Have students research certain types of materials on their site and inform the class about them.

Evaluation Strategies:

Formal- Use rubric to identify use of natural materials and how the piece works with the specific site.

Informal-  With the class, orally review key concepts from goals and objectives. Display work in school gallery.

Re-teaching: Most would occur in-process, troubleshooting as problems arise. 

Necessary skills for the mastery of this lesson plan: 

1.  Students will view the photos and books on Michel Davo and Land art.

2.  Students will listen to the teacher’s presentation and participate in class discussion (guided by the teacher prepared discussion questions) on site-based art works, land art, and earth works.

3.  Students will ask any questions they have concerning site-based works using only natural materials.

4.  Students will work in pairs with peers and discuss possible sites and ideas for the sites.

5.  Students will go out onto the school grounds and work on their site with materials from the site.

6.  Students will create a sculpture using only natural materials.

7.  Students will document process of building the sculpture by taking photos.

8.  Students will photograph the finished piece.

9.  Students will put together a photo presentation to present to the class on their process of working.

10.          Students will allow the elements to act on the sculpture by leaving it there for its life span.

Through this sequence of steps, students are exploring the concept and medium in a self driven manner. The students do their own research to understand the concept and meaning behind the project and from there spend time peer sharing and personally exploring ideas. This allows students to construct their own knowledge and explore the medium from a personal viewpoint rather than the point of the teacher.

Having the students research various artists that create natural, site based works allows them to explore all possible aspects of the medium. While students are personally exploring the project concept, they are constructing personal frames of reference and personal opinions about the medium. Students are creating their own knowledge base and are building on it through personal exploration and experimentation.

Laissez-faire lesson plans are entirely open ended forms of instruction that call for self exploration and experimentation. Asking students to create their own projects allows them to learn exactly what they want to learn. This increases motivation and a students interest in the subject. Having guidelines with no particular rules or regulations guides students into learning the desired outcomes but allows them to do so in their own ways.