ARTE PRACTICE Learning Segment Worksheet

Title of Learning Segment: Image of

Example/Sample
Visual Culture Replacement of Historical Artwork

Grade or Class:

3rd Grade

Prior Knowledge:

A personal favorite historical artwork

Student’s visual culture

Central Focus/Big Idea:

To take the student’s selection of a historical artwork and replace the subject matter
with, or insert visual elements of the student’s culture.

Learning Segment Overview: Briefly describe each

Intro/ Motivation/Engage/Research:
Time needed: 10 minutes

Show the examples from http://www.theartofeducation.edu. Starry Night has a

Spongebob. You could do “The Scream” but have the figure be the president.

Instruction process/Procedure/Explore/Guided Practice:

Time needed: Intro day – 20 minutes. Work day 30 minutes

Students can choose their own drawing, paint or collage or a mix of mediums. Students
can choose their artwork or one can be assigned in the event of indecision. Students will
choose their own visual elements to place into the setting. You may have to help them
brainstorm or let them know that anything, as long as it is appropriate can, be used.

Present/ Respond and/or connect/present:

Time needed: 30 minutes

Students will take turns bringing their work to the front of the class to share. They will
describe how they began, what choices they made in process, what difficulties they had
and the significance of the elements displayed in their work.

Summative Assessment/ Evaluation/Closure:

Time needed: 10 minutes

The artwork and participation in group critique will be the summative assessment for
this assignment
ARTE PRACTICE Learning Segment Worksheet

Standard Learning Objective (Summative) Assessment

NVAS: # &text
Students will present their artwork
SCVAS: # & text I can explore solutions to to the class. They will describe how
redefining a historical artwork by they began, what choices they made
VA.CR.IM 1.1 placing my own culture into it. in process, what difficulties they
had and the significance of the
I can explore
elements displayed in their work.
solutions to an They will discuss the classes
assigned artistic observations.
challenge.

Academic Language Demands, as applicable:

1. Language Function One LF essential for students to develop & practice. Use
Standard and Objective action verbs, e.g. analyze, compare/contrast, interpret.

The students will present their work in front of the class, explaining how they
understood the topic, how that informed how they began, what choices they made in
process, what difficulties they had, what moments of inspiration did they have, and the
significance or origin story of the elements displayed in their work.

2. Vocabulary No more than 5 terms w/definitions using age-appropriate language.

Cite source

Visual Culture – refers to all the imagery that someone interacts with as a part of their
life. This includes everything from advertisements, celebrities, restaurant signs and
menus, cartoon characters, anything that is visual and a part of someone’s world.

Creativity – The process by which something new and somehow valuable is conceived
and/or made, as in art and design problem-solving

Artistic Literacy – Knowledge and understanding required to participate authentically in

the arts. It is embodied in specific philosophical foundational and lifelong goals that
enable an artistically literate person to transfer arts knowledge, skills, and capacities to
other subjects, settings, and contexts.

Creative Practices – A student engaged in creative practices creates a mental image or

concept, investigates and studies through explorations or examination, constructs a
product by combining or arranging a series of elements, and reflects and thinks deeply
about his/her work.

Artistic Problem – The question or problem presented to an artist that is meaningful

and challenging for his or her level, to be solved through the artistic process. High
quality artistic problems are developmentally appropriate and open-ended, supported
by skill-building instruction, and designed to offer both challenge and opportunity for
success.

Source: South Carolina College and Career Ready Standards for Visual Arts Proficiency,
2017
ARTE PRACTICE Learning Segment Worksheet

3. Discourse How will you develop students’ academic discourse (putting the words
to work/responding) and/or syntax (symbols, etc.)?

The teacher will spend some individual time or (table time as there is less than 2
minutes per child assuming 40 minute periods with 20 students minus set up and clean-
up time.

Students will participate in a critique, a class group activity beginning with a students
explanatory show and tell presentation of their work followed by Q&A free response time with
the class.

4. Practice How you will you help students practice using the language function?
What specific opportunities: e.g. reflective writing, exit tickets, critique, small
group discussion, presenting?

The teacher’s role in critique is one of facilitation rather than direction. There are
no right answers but descriptions, questions, responses can be improved by use of
vocabulary or relation to aesthetics (acceptation or rejection) or art history (or art
present). The objective is to learn how to engage in and practice dialogue rather than
produce a conclusion.
Accommodations Universal Design for Learning used in this art lesson.

 Representation: Exemplars will be given to show the array of options students

have. Students can choose a medium, a historical artwork to manipulate, their visual
culture elements to incorporate.

 Engagement: Students can choose a medium, a historical artwork to manipulate,

their visual culture elements to incorporate.

 Expression: Students can choose a medium, a historical artwork to manipulate,
their visual culture elements to incorporate.

 Individual student with special needs: I would be happy to review a students
IEP with their special education teacher or assistant to review the individual’s
requirements and collaborate to develop personalized accommodations to meet
those needs.

Key Materials Include appropriate technology that you will use in each activity as well as
a complete list of the materials you will use (manipulatives, worksheets, word lists, game
directions, art supplies, book titles, PowerPoint etc.).

Visual Culture is so broad of a category it is difficult to list because it is literally

everything. We are surrounded by imagery

Popular historical artworks. These should be well-known artworks that would be

considered by some to be common knowledge.
 ARTE PRACTICE Learning Segment Worksheet

Lesson I of 4 (2 of 4 etc.) Each lesson is a step to teaching the Big Idea of L. Segment
Standard Objective Formative Assessment
The focus of this lesson Same as overview Formative for this lesson is…

Instructional Strategies and Learning Tasks (Procedures & Timelines)

 Instructional Strategies and Learning Tasks should match Objectives & Standards.
This is the heart of the plan. It is your script. Write so it is a clear, concise, yet
thorough sequence.
 Include enough detail so that anyone who is well-educated could follow your plan.
 Include Introduction, reflective questions, & enough activities to adequately address
your objectives. They must be developmentally appropriate for grade level.
 Add at least 2 references from theory to practice
 Be very specific in this section, particularly with transitions. E.g. Can vary based on
lesson:
o Focus/review OR INTRO
o Share objectives
o Teacher instructions Or I DO
o Guided practice We do
o Independent practice YOU DO
o Connecting/sharing/presenting
o Closure/ review

Theory/Theorists/Research Connections: State the theory/theorists whose thinking

influenced yours for this learning segment. E.g. Piaget, Vygotsky, Lowenfeld. Cite
sources. These are the two that you referenced in your Instructional Strategies and
Learning Tasks

Accommodations Universal Design for Learning used in this art lesson.

 Representation: Exemplars will be given to show the array of options students

have. Students can choose a medium, a historical artwork to manipulate, their visual
culture elements to incorporate.

 Engagement: Students can choose a medium, a historical artwork to manipulate,

their visual culture elements to incorporate.

 Expression: Students can choose a medium, a historical artwork to manipulate,
their visual culture elements to incorporate.

 Individual student with special needs: I would be happy to review a students
IEP with their special education teacher or assistant to review the individual’s
requirements and collaborate to develop personalized accommodations to meet
those needs.

Resources/ Books, dictionary, articles, websites cited correctly using APA

Artifacts/teacher or student made Images, handouts, PowerPoints, etc.

ARTE PRACTICE Learning Segment Worksheet

Reflection (Internship I only) What went well? Not so well? Next time I will do this
differently…