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EDU 543 VAPA Lesson Plan Lesson Name and Content Area Grade Level - 2 - Candidate Name: Julia Vasquez
EDU 543 VAPA Lesson Plan Lesson Name and Content Area Grade Level - 2 - Candidate Name: Julia Vasquez
4.0 Aesthetic Valuing: Students analyze, assess, and derive meaning History: In the
from works of art, including their own, according to the elements of art, introduction, students will
the principles of design, and aesthetic qualities. look closely at two of Van
Goghs own painting and
Compare different responses to the same work of art. {VA- learn a little bit of his
Grade 2-4.2} background.
How did we make our paintings today? What different things did we
have to do? Can we list them in order?
What is a hue?
Does your painting effect the viewers mood? Was that on purpose?
Instructional Strategies: What content specific instructional Rationale: Why did you
strategies are you using to teach this lesson? select these
A combination of direct teacher instruction and student discovery will strategies?
be used. Teacher will explain and then model each step of the art lesson This direct instruction is
as the students are creating. Student discovery is best used when best used in this art
describing the different emotional responses of the cool and warm lesson to keep students
colors. Students can pull from their previous experiences to guess the on track so students
moods brought on by the different colors. Students will explore these arent missing steps of
ideas and make predictions. the art piece. I also chose
to include student
discovery because
students are more likely
to remember the
information if they think it
through and come up
with logical answers
based on their
experiences.
Student Learning Activities: Rationale: Why did you
List Activities and describe each of the teaching steps in the order that select these activities?
you will implement each step. The introduction activity
Procedures: is designed to get
Introduction: Put forward the following questions: students thinking about
1. What colors would you use to paint a night scene? art and how it can help
2. What colors would you use to show light? elicit specific emotions.
3. What are happy colors to you? By using a well-known
4. What colors make you feel sad or seem sad to you? artist to illustrate these
ideas students are more
After discussing and reflecting on responses, introduce prints of likely to begin recognizing
paintings by Van Gogh where he used warm and cool colors. this element of art in
other works.
Familiarize students with Van Gogh with reference to time period and The activity allows the
art style. Talk about his palette and how he used color to create moods. students to practice this
Talk about warm (yellow, orange and red) and cool (green, blue and idea in their own art. The
violet) colors, what they are and how they construct mood. sun and moon are great
examples of this idea and
help students clearly
Activity: (1) Students will be given a piece of square white heavy weight identify the differences in
drawing paper and a pencil. While paper and pencils are being passed colors.
out, students will asked to decide if they would like to make a cool The group assessment
moon picture or a warm sun picture. Students should then put name on helps students reflect on
the back of the paper. Teacher will lead in the class in drawing a large their work and remember
circle in the middle of their paper, lightly with a pencil. The teacher will what they previously
demonstrate instruction and examples of type of eyes, mouths and learned about the
noses that could be placed inside the circle. Demonstrate features that emotions of cool and
would convey a mood. The students that chose to be a sun would then warm colors.
be instructed on different types of sun rays that could be placed on the
outside of the circle.
(2) Teacher will be passing out paper plates will either the warm palette
or cool palette tempera paint to each student. Wide painting (1 inch)
brushes and paper towels are to be passed out also.
(3) After drawing is completed, students will use tempera paints to
color their drawings. Instruction and/or demonstration on applying the
paints should be done before the students start. Have students apply How will they help
the paint colors singularly, letting them blend themselves on the edges. students accomplish
Remind the students of Van Gogh and how his paintings looked, colors the lesson goal and
are often laid down side by side. The goal is not to "color in side the standard?
lines" but to add mood and "temperature" to the drawing. The activity will help
students gain a beginning
Group Assessment: See sample questions listed in Assessment. level skill of painting with
tempura paint. Then,
Closure: Completed paintings will be put in a common area to dry and discussing their art work
be viewed. During this time teacher can ask individual students and Van Goghs artwork
questions about their work, looking for answers containing the will help students
vocabulary used in the project. As a class, students are to discuss with compare the different
teacher how they feel about their work and others work, and how color emotional responses of
and line affected the different projects. warm and cool colors.
Clean up: After completion of their painting, students will throw away
their paper plates, dump water cups, wash their brushes and return
brushes and pastels to proper containers. Paper towels can be used to
clean desks and students of any paint.
Student Work: Make the assignment/activity (use as a model). Explain how you will
Students are to go home and find one work of art that either utilizes use this work sample.
warm or cool colors. The art work can be from a magazine, book, Students can share some
internet, your own home, picture of an artwork, etc. Students will bring of the artworks they
that artwork to class and write if it uses warm/ cool colors and how found. The purpose is to
those colors are supposed to make you feel? show students that artists
use color to elicit an
emotional response. It is
a common tool used in
art, media, propaganda,
etc.
Student Grouping Rationale: Why did you
How will students be grouped during this lesson? Keep in mind that the select this type of
groupings may change during the lesson (ex. begin with whole group grouping (ex. whole
and then divide into small groups). group, small groups,
Students will begin by discussing as a class with the teacher for the boys, girls, ELA/ELD)?
introductory questions. Then, students will share materials with their The whole group works
table as the activity is directed by the teacher. Finally, students will together so students can
come back together as a large group to discuss the group assessment explore all together, and
questions. Teacher will also direct questions towards specific students bounce ideas off of one
to assess their individual understanding. another. Students will
already be grouped in
tables so that some
students can help others
that might be struggling.
Finally, teacher asks
some individual students
that might have been
struggling during the
lesson to assess their
understanding; these
students might be
ELA/ELD students.
Reflection: What have you learned about planning instruction for a diverse student
population in this content area?
In a visual art lesson many things can be used to make it more relatable for a diverse population.
The teacher can even change introduce other artists from different cultures in the introduction on
top of the pieces by Van Gogh. Also, several different adaptations can be used to make the lesson
more individualized for a diverse student population. Adaptions dont have to be extreme; even just
a small change can help students be more successful. All students need to be included and involved
in the lesson to really learn the objective. By asking direct questions to specific students the
teacher can assess their learning.
The progress monitoring of student learning was easiest to complete. Assessment is key in
learning, so I have explored many different ways to assess students, and found these ways most
beneficial. Process and product assessment are both important which is why the discussions and
the final art piece are both important.
What area will you need more knowledge/skill in order to do the task well?
I will need to do more research about Van Gogh and his works that use cool and warm colors. In
addition, I will need to review the emotional responses and moods brought on by the different warm
and cool colors. When I am completing this research and review, I will take my own notes to
reference during the lesson.
Use form below for finding out about your students prior to planning your
lessons/fieldwork
Skill needed for TPA 1 and 2
Getting to know your students - Work Backwards: What questions can you ask to get the
information in this case study? Turn each statement into a question and provide a
source or a person you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single
mother, two younger brothers, and a baby sister. His mother works long hours and is often not
home when he returns from school. His extended family in the United States includes one aunt and
two grown cousins and his grandparents. Chans family immigrated to the United States two years
ago. His written Cambodian language is mostly forgotten, but he is to communicate with his family
orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when
writing or speaking. Chan is a happy and social boy who enjoys friends. He is well liked and works
well in small groups. He is seldom or never absent from school. The CELDT results indicate an
overall score in the beginner to early intermediate range, and he has been identified as an English
learner.
Question 1: How old is Chan? Who would you ask? Or what source
would you check?
2. What grade is Chan in?
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