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Picasso Lesson Plan 1 w Reflection

Picasso art lesson. Includes background needed for creating a composition in the future.
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  Lesson #1  Pablo Picasso and Abstract Art Grade 4/5 Subject Art Time Duration 60 minutes OUTCOMES FROM ALBERTA PROGRAM OF STUDIES Art General Learning Outcomes: APPRECIATION: Students will interpret artworks by examining their context and less visible characteristics. MAIN FORMS AND PROPORTIONS: Students will  perfect forms and develop more realistic treatments. Art Specific Learning Outcomes:    Images can be portrayed in varying degrees of    realism.    Colour can be made to appear dull or bright.    Feelings and moods can be interpreted visually. LEARNING OBJECTIVES Students will: Identify who Picasso was and what time periods he worked during. Compare different moods and emotions depicted in images. Identify key concepts of abstract art. ASSESSMENTS Observations:  Students are able to identify key identifiers in abstract art (ex. colour, line, point of view, direction.) Students are engaged in discussion. Key Questions : What is abstract art? Who was Pablo Picasso? Why do these images feel a certain way? Written/Performance Assessments: Worksheets are filled in with the appropriate observations and terms. LEARNING RESOURCES CONSULTED    Program of Studies    Other Teachers    YouTube MATERIALS AND EQUIPMENT SMARTBoard Worksheets (of SMARTBoard Activities) PROCEDURE Introduction (10 min.) : Hook/Attention Grabber:   Picasso video (0:37-1:32)  Assessment of Prior Knowledge:   Class discussion: Ask who knows who that video was about? Does anyone know what he is famous for? Has anyone seen any of his work? Who knows what abstract means? These answers will guide teaching about the  background. If the class has a good grasp on who he is and what works he has done focus on the history and meaning of the  paintings in the activities. If the class doesn’t really know about Picasso then ensure they have a good understanding of abstract art, the time periods for his major works, and who he was. Expectations for Learning and Behaviour:   Respectful group discussion, raising hands and giving others a chance to contribute. Staying on task and respecting other classmates as well as the teacher. Advance Organizer/Agenda:   SMARTBoard activity for who Pablo Picasso was, and some of his major works. Video of the different faces of Picasso and discussion of what they saw change. SMARTBoard activity going over major aspects of abstract art. Transition to Body:   Now that we have discussed what we know about Picasso, lets look at who he was!   Body 45 min.) : Learning Activity #1: SMARTBoard activity for who Pablo Picasso was and some of his major works.    Ask questions about what students may have seen on a slide previous and how it connects with lesson on current slide.    Ask what students see in art works and how they make them feel. These questions will help guide this activity. If students display a good understanding of the information and are able to answer questions with minimal prompting and guided questions, move onto the next activity. If students are having issues with the questions, review the information and allow more discussion to help with understanding.    Allow the class to discuss the answers to these questions and their importance to the art and who Picasso was. Look for understanding of the topics in their answers. If students display a good understanding you can move onto the next activity but if students are lacking understanding then review the information with emphasis on what they have issues with. Encourage discussion and offer different ways of thinking about what students are having issues with. Learning Activity #2: Video ( of the different faces of Picasso and discussion of what they saw change. Comparison of works of art.    Students will identify the changes they saw throughout the video in Picassos work. Have students write down these observations. Play the video a second time, a third if necessary. Students should comment on the use of colour, line, realism vs. abstract, and shape. Take in their observations and look for these key concepts to get an idea of what the  general understanding is and where you may need to clarify. Should students not have mentioned some of they key concepts, review them at the beginning of next class and explain why they are important in abstract art.    Compare 3 images from the video and continue discussion on the changes using these images. If students do not identify the concepts on their own, use guiding questions such as, “What is different about the colour of this picture?” or “How does this picture make you feel compared to that one? Why?” If students are struggling with identifying the differences and require 5+ prompts, take extra time in the next activity to ensure that students understand the concepts.    If you are unsure of the classes understanding or believe they would benefit from more practice, compare another set of images as a class to gauge students understanding before the next activity. Learning Activity #3:    Worksheet going over different pieces of Picasso’s art and having students identify the components used (colour, line, mood).    When moving through the classroom I will ask students what they see in an image (lines, colour, direction, depth) and how it is different than another non-abstract image. If students are able to easily identify these, I will be able to do a short review of the concepts next class. If students are struggling go over concepts as a class again, comparing images together. Do a more in-depth review next class to ensure understanding.    Take in worksheets to see where the classes level of understanding is and tailor the review at the beginning of next class to this. Do a more in depth review if students are struggling. Repeat the lesson if students are really struggling, re-evaluating the areas of concern and adjusting the lesson to better communicate these topics (do a different activity or explain it a different way). Learning Activity #4:   Worksheet for students to represent their interpretation of a positive and negative emotion. This can be done to start the next class if there isn’t time.      Move through the classroom to see what students are drawing and ask why/what/how questions to gauge understanding.    Take in worksheets to check for understanding Closure (5 min.) : Consolidation/Assessment of Learning: Briefly review the concepts that the students learned in this lesson: key concepts of abstract art, who Picasso was. Feedback From Students:   Have students respond to 3 questions by thumbs up/ thumbs down method: Was   Picasso an artist? Does abstract art look like real life? I understand how colour changes a mood in an image. Feedback To Students:   Thank the students for their good work and good behaviour in respecting their peers. Transition To Next Lesson:   Next lesson we will compare abstract paintings to realism paintings, and start our own abstract  pictures!   Reflection: It was very important to me to provide the appropriate background on the topic to the students before  jumping into the activity. I wanted students to fully understand the concepts before applying them and to  be able to connect the concepts to different areas (ELA, Social Studies). Providing the proper background allows students to apply the concepts with a full understanding and my students understanding was evident in their worksheets and discussions. I used different activities to help students understand the  background and the concepts especially as they can be a bit confusing. I specifically used a seating chart to ensure that all students contributed to discussions and I asked everyone to provide adjectives in response to some of the images. Questioning the students continually not only gave me an assessment of their knowledge but also made them think about the concepts they were learning. The worksheets worked really well to assess an abstract concept as well as for students to work through their questions. Paired with small group and large group discussion, the worksheets catered to different learning styles as students were able to work through the concepts (kinesthetic), see the concepts (visual) and discuss (auditory). The evidence of this working for the students was in the worksheets and their discussions. Students were very engaged and their discussions demonstrated their understanding of the concepts as well as their interest in the topic. When I mentioned that we would be making our own abstract art the students were excited and I was able to tell that they were enjoying the material. This validated that my teaching method was engaging and motivated students to take charge of their own learning. I again used music to control volume and it has proven to be very effective. Students were able to carry on with their discussions but volume level was kept manageable so that all students were able to work undistracted. I believe that the students engagement and my choice of activity were also factors in  the volume level as students were interested in the subject matter. This level of engagement was also helpful when I had students leave and then re-join the lesson as I was able to direct them to talk to their  peers. They were quickly brought up to speed by their classmates which simultaneously tested the knowledge of the students who were teaching them and provided me with an assessment of the effectiveness of my lesson. My goal to be taken from this lesson is to incorporate this level of pertinent background in other lessons in order to encourage this level of engagement. I want to ensure that students understand the concepts before they are required to apply them as this decreases their frustration, preemptively answers questions and increases their engagement. If I strive for students to be excited about the subject matter then they take charge of their own learning and their understanding deepens. I was very pleased with how this lesson went and now I have a model to compare other lessons to.
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