The lesson plan is meant to be use by 12th graders
after they learn how to make a monochromatic color scheme.
In the lesson students will create a monochromatic portrait
painting based on a printed digital photograph of themselves that is altered
with photo softwares.
Once the students have their own personal they will transfer the
image with the use of a projector. And then they are ready to start painting
with light values or tints by adding white to the color they choose and shades
or dark values by adding black.
it is beneficial for teenagers to create self-portraits because
it motivates the student and also helps construct the sense of self.
My lesson attempts to increase students understanding of tints,
shades and tones, as a foundation to broaden their background knowledge of
elements and principles of design while using technology
The lesson plan would take approximately 5 days to be fully
completed.
The matrix
demonstrates the integration of technology, which compliments the lesson by
making it flow in a practical manner balancing as well teacher and student
centered activities.
The matrix
read as follows; in row # TWO I begin the lesson by making a visual
presentation for the students on PowerPoint. The presentation would be on a
computer run through a projector or a Smartboard it will be about monochromatic
works of art throughout art history, some examples would be the blue period of
Picassso and works of art done by Kazimir Malevich, Mino Argento, amongst
others.
I would guide the students to formulate a subjective analysis by
asking them questions such as How does the color make an effect on the
interpretation of each art piece? What time of the day do you think it is? How
is the weather? The mood? They should talk about it with their partners and
then share with class.
Following I will present a video recording of how I created my
art piece so that the students are familiarized with the steps. The video will
be edited to shorten the length and summarize the most important steps. It is
optimal to use a video because it shortens the time of a demonstration and
because details are magnified as opposed to a live presentation. Although if
the number of students in class is 13 or bellow, then a live demonstration
should suffice.
In row # THREE I connected two fine art strategies where the
students are meant to use a different art discipline, in this case;
photography. Students will take a picture of themselves by posing and
trying to capture the identity that they want to reflect on their monochromatic
portraits. They are free to use the camera provided by the school or their own
cellphones. The students will then transport the image into the computer
if it is from a camera they can connect a USB cord, or move the memory card onto
the corresponding slot for example SD-MMC, MS/DUO or with their cellphones they
can send it to their emails and open
The students will then transport the image into the computer and
use a second art discipline (graphic design) by using software such as iPhoto,
photoview, or a more complex program such as Photoshop to change the saturation
and make the contrast good enough to have a good reference of values.
Once the students have black and white photographs on the
computers they will print them to use them on a projector in which they will
enlarge their images by tracing the most remarkable lines with pencil onto a
canvas.
they should use the same printout as a reference for their
monochromatic painting.
The students are then ready to paint. They need to analyze the
painting
For row # FIVE I want my students to take pictures of their work
publish their accomplished artworks on a website that they will use all year
long so that they have a visual record of what they have done and be able to
track their improvements.
For row # SIX we will display all the artwork in class on the
Smartboard and we will have a discussion about the steps followed, if they like
the project, what challenged them, what could have been changed?
In my opinion to integrate technology in this lesson plan not
only facilitates the understanding that the students attain about color
composition and depth but it ensures that all the students in a classroom
artistically skilled or not accomplish a successful art piece.
Good job on your Technology Integration Plan! I like how you incorporated the technology of them taking their pictures and manipulating it on Photoshop, as well as you tie into famous monochromatic artwork in history. You continue using technology through the entire process, and still come out with a fine art painting. It’s great how you made technology and painting go so well together. Your Lesson Plan and Matrix go hand in hand, you did a good job at explaining your lesson throughout.
ReplyDeleteMonica, I appreciate the creativity of your technology integration plan. Your matrix itself appears logical in its design, although it does not contain your (in)formal assessments. How will you know students have achieved the content and technology standards without (in)formal assessments? I am having a difficult time making sense of your narrative in relation to your matrix. For example, I don't know what you mean by:
ReplyDelete"The matrix demonstrates the integration of technology, which compliments the lesson by making it flow in a practical manner balancing as well teacher and student centered activities."
Keep in mind that technology should transform student learning rather than "compliment" your teaching. Also, "activities" are not necessarily pedagogical strategies. What do you mean by "balance?" I think the major challenge here is that the narrative doesn't explicitly state how your technologies and strategies are directly supporting the content standards in column A, including how you will assess students.
One final recommendation: Make sure that you spell and grammar check your blogposts. There are numerous errors above that diminish your credibility as a professional teacher. It may seem like a minor detail, but it is actually a major responsibility (see Standard 11 in the Portrait of a Teacher).