Introduction to Unit
This unit was developed through a lot of trial and error. A lot of our original ideas needed to be scrapped as we continued to build relationships and get to know our students. Our Unit consists of four lessons that we developed to pique student interest and ensure engagement. Students were allowed to comprehend, reflect, create, and transfer throughout our lessons within our unit. Students were introduced to many new art vocabulary terms, created different and unique projects, and reflected and communicated about those projects.
Through our various lessons, students were taught how artists connect to their communities, as well as how students can use these tools to communicate about their own story. Because we taught a Kindergarten class, our lessons were designed specifically around exploration and the idea of play. Students were able to learn through experiment and play, which made the lessons more relevant to them and their daily lives. At the end of each lesson, students participated in reflective activities that demonstrated how they were learning and their understanding of artists and the art world. Throughout our unit, we encouraged students to experiment, ideate, and play to achieve a greater understanding of art and artists in the art world.
Through our various lessons, students were taught how artists connect to their communities, as well as how students can use these tools to communicate about their own story. Because we taught a Kindergarten class, our lessons were designed specifically around exploration and the idea of play. Students were able to learn through experiment and play, which made the lessons more relevant to them and their daily lives. At the end of each lesson, students participated in reflective activities that demonstrated how they were learning and their understanding of artists and the art world. Throughout our unit, we encouraged students to experiment, ideate, and play to achieve a greater understanding of art and artists in the art world.
Methods for Integrating Literacy, Numeracy, Technology, and other Components
Literacy was integrated into every single lesson we taught our kids. It was integrated in multiple ways as well. At the beginning of every class, students were asked to share ideas during our presentations. Sometimes, we had our students look at art and talk about it using particular elements that can be seen in the piece. At the end of every class, we had students engage in reflective activities that required them to talk about their own art, as well as the art made by their peers. On of our lessons was completely centered around literacy as students were asked to create illustrations while listening to stories. Literacy was a big part of every lesson and was used to enhance our student's art knowledge.
Numeracy was integrated in our lessons in less obvious ways. It was used in every lesson through planning and ideation. In one particular lesson, students were asked to count how many colors they used in their piece. Numeracy was used with our students to enhance their art knowledge, as well as to make our lessons more clear for them.
Technology was integrated into our classroom through the use of the smart board provided to us. We used the smart board for all of our presentations and introductions, leading them to be interactive and fun for the students. We also utilized the board to present our clean-up process diagram. This allowed us to cross completed tasks off as the students cleaned.
Students also used 21st Century and workplace skills. Skills like logic and critical thinking, memory, and collaboration were used by our students throughout the semester. Logic and critical thinking were used during our planning and ideation processes as students critically thought about their ideas and refined them. Memory was used in our lessons as well as students were expected to remember art vocabulary and subject matters for several class periods. Collaboration was also a skill our students exemplified this semester. Students were often asked to discuss in groups and reflect on their peers' works of art. These skills and more were utilized to connect art making with the real world among our students.
Numeracy was integrated in our lessons in less obvious ways. It was used in every lesson through planning and ideation. In one particular lesson, students were asked to count how many colors they used in their piece. Numeracy was used with our students to enhance their art knowledge, as well as to make our lessons more clear for them.
Technology was integrated into our classroom through the use of the smart board provided to us. We used the smart board for all of our presentations and introductions, leading them to be interactive and fun for the students. We also utilized the board to present our clean-up process diagram. This allowed us to cross completed tasks off as the students cleaned.
Students also used 21st Century and workplace skills. Skills like logic and critical thinking, memory, and collaboration were used by our students throughout the semester. Logic and critical thinking were used during our planning and ideation processes as students critically thought about their ideas and refined them. Memory was used in our lessons as well as students were expected to remember art vocabulary and subject matters for several class periods. Collaboration was also a skill our students exemplified this semester. Students were often asked to discuss in groups and reflect on their peers' works of art. These skills and more were utilized to connect art making with the real world among our students.
Classroom Management Strategies related to Instruction
Classroom management was huge for us while working with our Kindergarten class. Our teacher already had some classroom management techniques implemented that we utilized but there were also new management techniques we introduced throughout the semester. One of the existing techniques we utilized was the bell system our teacher was using. Whenever we needed the students' attention, we rang the bell three times. Students knew this meant they must stop what they are doing and put their eyes and ears on the teacher. We mainly utilized this to begin clean-up. We found that it was difficult to get our students' attention while they were working and the bell worked tremendously, as all of the students knew what was expected of them when the bell rang. Another existing technique that we utilized was Tacky. Tacky is a stuffed penguin that we used during reflections and discussions. Tacky is something the speaker holds until they finish their thought, then they pass is to the next student to let them speak, and so on. All of the students were aware that whoever was holding Tacky was the speaker and needed everyone's attention. This was effective during discussions as it ensured students spoke one at a time and that they were heard by their peers.
In terms of management techniques my partner and I implemented, there were a few that worked really well. One of those was our clean-up system. It took us a few weeks to refine it but we implemented a system that has made clean-up processes much faster and more efficient. Our students are separated into four color groups. For each group, we assign a clean-up task each week. We display what each group is in charge of on the smart board and cross things off as they are completed. This works really well because our students are able to see exactly what is expected of them, and we can keep track of what has already been done and what needs to be taken care of.
Another classroom management technique we have implemented is meeting on the rug for all instruction. We implemented this because our students had a hard time paying attention to us while working at their group tables. In order to combat this, we have students meet on the front rug before every instruction including the beginning instruction, clean-up, and the reflective activity. This ensured our students were paying attention and took away any potential distractions. By the end of the semester, students expected to meet on the rug for instruction and took it upon themselves to come to the rug without us actually saying to do so.
We implemented many management techniques that ensured a well-run classroom and a high level of student engagement. Although it took all semester to develop our classroom management, we ended the semester with great techniques and an engaged class.
In terms of management techniques my partner and I implemented, there were a few that worked really well. One of those was our clean-up system. It took us a few weeks to refine it but we implemented a system that has made clean-up processes much faster and more efficient. Our students are separated into four color groups. For each group, we assign a clean-up task each week. We display what each group is in charge of on the smart board and cross things off as they are completed. This works really well because our students are able to see exactly what is expected of them, and we can keep track of what has already been done and what needs to be taken care of.
Another classroom management technique we have implemented is meeting on the rug for all instruction. We implemented this because our students had a hard time paying attention to us while working at their group tables. In order to combat this, we have students meet on the front rug before every instruction including the beginning instruction, clean-up, and the reflective activity. This ensured our students were paying attention and took away any potential distractions. By the end of the semester, students expected to meet on the rug for instruction and took it upon themselves to come to the rug without us actually saying to do so.
We implemented many management techniques that ensured a well-run classroom and a high level of student engagement. Although it took all semester to develop our classroom management, we ended the semester with great techniques and an engaged class.
Lesson Plans and Documentation
Sequence and Organization of Unit:
This semester, we taught a classroom of Kindergarten students. Our unit was centered around exploration and play. We progressed our lessons by introducing new materials for every lesson, progressing from two-dimensional to three-dimensional materials. Students were able to use knowledge from each lesson to understand the new materials they were introduced to as we built our lessons to provide scaffolding. |
Lesson one: The Enchantment of Color
This lesson was our very first lesson with the kindergarten students at Polaris. The lesson consisted of teaching our students about two-dimensional materials and color. For this lesson, we had students create illustrations of their favorite things or a place that's important to them. To achieve this, students were allowed to use oil pastels, water color, chalk, and markers. Students were allowed to explore and play with materials while learning about basic art concepts. For the first class, students were introduced to dry materials, and then introduced to wet materials during the second class. For the final piece in this project, we taught our students the resist strategy and asked them to create a piece utilizing both dry and wet two-dimensional materials.
This lesson was our very first lesson with the kindergarten students at Polaris. The lesson consisted of teaching our students about two-dimensional materials and color. For this lesson, we had students create illustrations of their favorite things or a place that's important to them. To achieve this, students were allowed to use oil pastels, water color, chalk, and markers. Students were allowed to explore and play with materials while learning about basic art concepts. For the first class, students were introduced to dry materials, and then introduced to wet materials during the second class. For the final piece in this project, we taught our students the resist strategy and asked them to create a piece utilizing both dry and wet two-dimensional materials.
Lesson Plan Files: |
Lesson two: The Tell-Tale Diptych
This lesson was fun and engaging for students and tied together literacy and art. For this lesson, we had students listen to two stories and create two separate illustrations for the stories. We then taught students what a diptych was, as the idea was for them to create their own diptychs. This lesson integrated literacy into art and allowed students to be creative and use critical thinking skills. Students were shown many examples of diptychs so they could see how diptychs are used in the art world. The final piece for this project featured two illustrations; one on white paper, and one on black.
This lesson was fun and engaging for students and tied together literacy and art. For this lesson, we had students listen to two stories and create two separate illustrations for the stories. We then taught students what a diptych was, as the idea was for them to create their own diptychs. This lesson integrated literacy into art and allowed students to be creative and use critical thinking skills. Students were shown many examples of diptychs so they could see how diptychs are used in the art world. The final piece for this project featured two illustrations; one on white paper, and one on black.
Lesson Plan Files:Lesson 2, Day 1: 10/05/2018
Lesson 2, Day 2: 10/12/2018 |
Lesson three: The League of Extraordinary Toymakers
This lesson was our first lesson using three-dimensional materials. Using found objects, pipe cleaners, plates, bowls, cardboard tubes, and other various materials, students were encouraged to become extraordinary toymakers and make a unique toy with a purpose. Our students learned the definition of "assemblage" and practice their building skills through creating a prototype. From there, our students created their final toys and presented them to their peers. This lesson allowed our students to build their knowledge about three-dimensional art and experiment to create their own sculpture. In order to connect this lesson to the art world, we also showed our students works from Alexander Calder and Dominic Wilcox.
This lesson was our first lesson using three-dimensional materials. Using found objects, pipe cleaners, plates, bowls, cardboard tubes, and other various materials, students were encouraged to become extraordinary toymakers and make a unique toy with a purpose. Our students learned the definition of "assemblage" and practice their building skills through creating a prototype. From there, our students created their final toys and presented them to their peers. This lesson allowed our students to build their knowledge about three-dimensional art and experiment to create their own sculpture. In order to connect this lesson to the art world, we also showed our students works from Alexander Calder and Dominic Wilcox.
Lesson Plan Files: |
Lesson four: Secrets of the Treasure Box
This lesson was our fourth and final lesson. Because we taught our students about three-dimensional materials, we decided to expand their knowledge even further by introducing them to clay and clay building. Using techniques like coil-building and slip and scouring, students were asked to build their very own reliquary/treasure box. The very last day of class was more of a free day for them to explore the material further. This lesson allowed our students to explore a new material and use problem-solving skills to create a sculpture with the new material.
This lesson was our fourth and final lesson. Because we taught our students about three-dimensional materials, we decided to expand their knowledge even further by introducing them to clay and clay building. Using techniques like coil-building and slip and scouring, students were asked to build their very own reliquary/treasure box. The very last day of class was more of a free day for them to explore the material further. This lesson allowed our students to explore a new material and use problem-solving skills to create a sculpture with the new material.
Lesson Plan Files:Lesson 4, Day 1: 11/16/2018
|