Monday, February 28, 2011
Friday, February 18, 2011
Lesson Plan - Lines and Shapes - Kindergarten (updated)
Objectives
Students will be able to differentiate between lines and shapes. They will also be able to identify the basic geometric shapes: square, triangle, and circle.
Standards Addressed
Line: A stroke between two points.
Observe “sleeping” and “standing” lines in picture books and in environment.
Shape: Created by a line that encloses an area.
Scribble freely and overlapping “marks” making shapes.
Vocabulary
· Line: a stroke between two points
· Sleeping line: horizontal lines
· Standing line: vertical lines
· Shape: created by a line that encloses an area
· Square: a shape with four sides of equal length, with four corners
· Triangle: a shape with three sides, and three corners (angles)
· Circle: a round shape without corners, like a ring or a wheel
Pedagogy
Hand out paper and make sure everyone has a pencil (or black marker/black crayon).
Lines are everywhere! There are sleeping lines and standing lines (define each). Where are there lines in the room?
Have the children draw two point anywhere on their paper and then connect the dots (in any way they wish). Show the class different examples (sleeping lines, standing lines, squiggly lines). Then have the start on one dot and draw a squiggly line that fills up the whole paper.
Ask the children what a shape is. Take their idea and intertwine it with the definition above. Talk about what a square is. Draw one on the board and have the children draw one on the back of their paper with red crayon. Have them identify all/any squares in their doodle and color them in red. Repeat with triangle (yellow) and circle (blue). If time permits explore the idea that any closed line is a shape and have them color in their own shapes with colors of choice.
Assessment
Assess what a line is by if they were able to connect the dots.
Assess the geometric shapes by the drawing on the back of their paper and if they were able to identify squares, triangles and circles in their doodle.
Adaptations/Integrations/Accommodations
Start off the lesson with a book that has lots of shapes in the pictures. As it is read point out the shapes/lines in it.
Have children physically line up and then move them into different shapes, even a blob. Assessed by moving them into a shape and having them tell you what each shape is. Or create the shape with your hands and have them tell you what it is. Works for students with special needs. It might also be helpful for them to have cutout or blocks that they can touch.
Blind students will need to fill the shapes, bring in blocks or paper cutouts. Use string to explain a line.
This lesson can be integrated with math by having them count their shapes; example: all the ones they colored purple.
Depending on what story book used, it can be integrated with other subjects such as language arts and science.
Can also have children make their own story and illustrate them with lots of shapes.
Teacher Resources
Friday, February 11, 2011
Art Assessments
The portfolio is one way to assess children’s art. It allows you to see their work from beginning of the class to the given time and the changes and improvements that they have made. This could be applied in English/writing by having the children compile stories that they have written.
Another way of assessing children’s art is by rubric form. Before had the teacher decides what kinds of material she/he wants to see from the given assignment. Then the children turn in their work, the teacher looks over it and then grades it according to the criteria on the rubric. This is done more by individual pieces of work rather than by a group of assignments. This can also be applied to single stories, science projects, book reports and more.
One was that I was assessed in my second grade class was by our journal. It was an art and writing journal. Our teacher would draw some organic line in our journal and we would have to turn that line into a picture and then write about our drawing. We had about two drawings a week in this journal. However, it would probably be a more affective assessment if it were a daily thing. A journal is a lot like combining the portfolio and the rubric forms of assessments. However, I think that if you combine the subject matter with writing about it, the child’s thoughts and feelings are brought out more than by just turning in a picture. Journals are used a lot for English and improving writing skills. But it can also be applied to any subject really. Asking the children to write down their thoughts or feelings on any lesson is a form of journal writing. I think it could easily be applied to science experiments they have done, and letting them explain how they thought it went, etc.
Information found from: http://www.pbs.org/teachers/earlychildhood/articles/assessing.html
Friday, February 4, 2011
Integrating Art into the Classroom
The first domain is the cognitive domain which relates to the lower level and higher level of thinking. Art can help with each level of thinking, when used correctly. The second domain is the psychomotor domain which relates to learning threw your body. It can be used to help understand art by “acting out” a piece of art. The third domain is the affective domain which relates to the feelings that art can bring us. Drawing pictures about how the protagonist of a book feels at a certain point of a book is a great way to integrate this domain into the classroom. These domains play a part in the visual cultural approach, which is “art as an instrument for social change” and is increasingly focuses on the meaning of images (Emphasis Art, p 245). The meaning of images can be explored by each domain. Art can be integrated to core subjects like math science and language arts. An example in class was given in class about having the children write their names on a folded piece of paper and cutting it out. Their name is turned into an alien and they write a story about why the alien is beautiful on their alien planet. For math, for the younger grades, each child can draw a flower and you can count how many petals they have or add the petals of each flower together. An idea for science was given in the book; the children can draw animals that they are learning about and be able to match it with a photo of the animal (Emphasis Art, p 77). I think that art integration is very valuable. I think that it will help children learn their core subjects and about the world that surrounds them at the same time. Integrating art gives children an interactive learning process for any subjects and I have found that when children can learn by doing something hands on, they will remember it better.
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