Lesson Plans

Educative Teacher Performance Assessment

edTPA (Educative Teacher Performance Assessment) is an extensive program designed to measure teacher effectiveness. With edTPA there are several detailed documents and steps to follow to help demonstrate my ability to effectively teach a diverse student population. To learn more about edTPA please visit: http://edtpa.aacte.org/about-edtpa#Overview-0

Below you can click on the lessons I created for the edTPA process. 

edTPA Lessons: All 3 lessons

 

Here is the link to my other online portfolio that has more edTPA documents with extensive detail on lessons, instruction, and commentaries: https://ep.chalkandwire.com/ep2_uwstout/SecureUrlPage.aspx?urlId=523703&u=guest&cus=5 

 

Other Lessons:

Cultural Lesson Aboriginal Art

 

Video of me teaching to One-Point Perspective lesson in 2011:

Part 1:   http://youtu.be/UOGWMetKV1w

Part 3:     http://youtu.be/pmBmuG24Gn0

Part 4:   http://youtu.be/htY74hR-Ems

 

 

Name: Taryn McKeethStudent ExampleLesson Title: Stylized CatsGrade level(s)/Course: 3rd GradeTime Frame (3 class periods/ 40 minutes each)


INFORMATION ABOUT THE LESSON

Enduring Understanding and/or Essential Question. Appreciation:Students will recognize the individual styles that artists develop even though they depict the same subject matter whether it is realistic or abstract.
WI Art and Design Standards

  • B.4.2  Recognize that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist
  • C.4.6  Use sketching to develop ideas for their artwork
  • D.4.4  Learn about basic concepts in art, such as “form follows function,”“less is more,” balance, symmetry, and originality
  • I.4.6  Realize that creating or looking at art can bring out different feelings
Objectivesform and structure (expressive features, organizational elements and principles)

  • I made a stylized recognizable cat.
  • I have a color scheme in my project.

production (tools, techniques, processes)

  • I can carefully trace the glue with a metallic marker.
  • I can use oil pastels in a creative and careful way.

art context (personal, social, cultural, historical)

  • I can recognize the work of Laurel Burch.

personal perspective (an individual perspective to artistic production and expression)

  • My cat is stylized but is still individual from my classmate’s cats.
  • I used the colors I wanted and I made my own unique pattern.
Academic Language ObjectivesVibrant, Oil Pastels, metallic markers, stylized/abstract.
Instructional resources, materials, websites referenced to guide your instruction and engage student learning. Art Context:Laurel Burch started in the 1960’s as a young woman who created jewelry from stones and beads. These were gifts to people especially people in the hospitals she visited due to health problems. Over the years her artwork has becomewell known and popular.   Her distinctive style of jewelry, stylized/abstract creatures and vibrant colors adorn many articles of clothing, pillows, bags, and other popular culture items. All thishas been accomplished without taking art courses or lessons.The Little Pets, Don Manuel Osorio, Woman with cat. Video of Laurel Burch:

http://www.youtube.com/watch?v=5ZTkm7OwuTE

 
Art Materials needed

  • White Pencil/eraser
  • Scrap paper (to practice on)
  • Black paper 12”x 18”
  • White Elmer’s glue
  • Oil Pastels
  • Metallic Markers

 

LESSON IMPLEMENTATION

Anticipatory Set/Elicit Prior KnowledgeI will have a short video to play about the artist Laurel Burch and her colorful artwork and her positive attitude through her struggles.
Focus/Purpose StatementToday in art we are going to be starting a new project. We are going to be making stylized cats on black paper and use oil pastels and metallic markers to make it pop.
ProcedureI will have visuals displayed in the front of the room of cats and artist reproductions. I will show a short video about the artist and then we will start our discussion. Talk about her positive attitude and why she used such bright colors. We will discuss and compare the visuals and talk about what they like and why. What do cats have in common? Why might artists include cats in their work? Talk about why Laurel Burch’s cats are abstract or have a certain style. How can we tell they are cats? What is the difference about them? Ask students if they would recognize her work if they saw it on a poster outside of class or on T.V. Talk about the simple shapes and bright colors she uses.Show examples of project and show students some ways to draw a stylized cat. I will then break it down into simple shapes such as ovals, hearts, and circles. Each student’s workshould be very unique because there are many ways to draw a cat. Students will need to create patterns for theboarder and for their cats. Do not make lines to small or close together or glue will pile up in those areas.Students will have scrap paper to practice on first then draw their final on a large piece of black paper and then go over their pencil lines with Elmer’s glue. When drawing their cat and pattern frame on the large black paper encourage students use eraser to draw and sketch it out first before they draw their lines. After students get their cat and frame drawn on paper they can apply the glue to the lines. Make sure glue is put on lightly with no globs and make the lines smooth and have an even consistency. Take your time and so a nice job.

Next class time students will go over the top of glue with metallic markers and then fill in spaces with vibrant oil pastels. Student need to have a limited pallet and can mix colors together to make them more interesting.
Procedure

Instructional Strategies/Learning TasksDAY ONE:

  1. Anticipatory Set: Short video about the artist.
  2. Introduction of Assignment/Grading Criteria: Use simple shapes to create your cat.
  3. Demonstration part 1: I will demonstrate ways to draw a cat using simple shapes in order to make them look more stylized and less realistic.
  4. Student practice: Students will practice drawing their cats and patterned frames on scrap paper.
  5. Clean Up: Put awaymaterials and make sure name is on back of your paper when you hand them in.
  6. Closure: Next art time we will be tracing over our glue with metallic markers and starting to color in our cats and patterns. Ask students what they remember about the artist.

 

DAY TWO:

  1. Review of yesterday’s learning/Grading Criteria: Last time we got together we worked on our practice/sloppy-copies of our cats and the frame/boarder. Some of you may have finished drawing it on your final large black paper and can start on the next step and anyone who still needs a little time to work on your final can do that.
  2. Demonstration part 2: Today I will review how to create a frame or boarder to go around the edge of the paper. Then I will show students that when they are finished drawing the cat using a pencil they can start gluing. I want students to take their time and do a neat job of gluing so that it doesn’t pile up on them and they have an even consistency of glue without weird bubbles.

 

  1. Student Practice: Students will take 1-2 colors of metallic markers to outline over the top of the glue lines to add emphasis to the black paper. When they are done with their markers they can trade in their markers for a box of pastels. Students may use only 6-8 colors from the box. Students must then color in the cat and its patterns along with the border and its patterns. They can blend colors together to make colors more vibrate. The black of the background may be left black.

 

DAY THREE/FOUR:

  1. Anticipatory Set: Today we are going to start coloring using oil pastels. Review artist Laurel Bruch.
  2. Introduction of Assignment/Grading Criteria: Use only 6-8 colors and do a neat job. Make colors look vibrant and mix some together to make it look more bright and interesting.
  3. Demonstration part 3: Today I will demonstrate how to go over the glue lines with 1-2 metallic markers. Student can get to work right away. Review coloring using oil pastel. Press hard and mix colors to get vibrant colors. The black of the background may be left black. Review on day four.
  4. Student practice: Students may use only 6-8 colors from the box. Students must then color in the cat and its patterns along with the border and its patterns. They can blend colors together to make colors more vibrate. The black of the background may be left black. If students get done they can work on the assessment.
  5. Clean Up: Put materials away and take assessment.
  6. Closure: Who remembers the name of the artist we are studying?

 
Criteria for the Project:

  • I can recognize the work of Laurel Burch.
  • I made a stylized recognizable cat.
  • I can carefully trace the glue with a metallic marker.
  • I have a color scheme in my project.
  • I can use oil pastels in a creative and careful way.
ClosureTalk about the artist with the students.What does stylized mean?Did you use bright colors? Why?


ASSESSMENT

At the end of the lessonSummative:

  • I can recognize the work of Laurel Burch.
  • I made a stylized recognizable cat.
  • I can carefully trace the glue with a metallic marker.
  • I have a color scheme in my project.
  • I can use oil pastels in a creative and careful way.

 

 

 

 

Name: ______________________________________ Class: _________

Stylized Cat Lesson

Circle one picture you think looks most like the artist Laurel Burch’s artwork:

In the space below write, in your own words, what abstract means in art.

 

 

In the space below write, in your own words, what vibrant means in art.

 

 

Circle the which answer best describes your work:

1. My cat is abstract?

   YES       NO

 

2. I carefully traced my lines with glue and added metallic marker to it after it dried?

   YES       NO

 

3. I used 6 to 8 different colors on my project and I mixed at least 2 colors together to make it look more interesting and/or vibrant?

   YES       NO