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LTC 4730 Unit Plan Sensory Perception

Carly Boyd & Katelyn Bolton

GRADE/CLASS This unit is designed for a 2nd grade class (approximately 20 students) in a K-12 school. Ideally, this class will meet twice a week for approximately 50 minutes. The unit will take approximately four weeks (8 class periods) to complete. Students will be provided a sketchbook for their personal art journals. GOALS/RATIONALE Sensory perception is essential in human knowledge and creativity. It is how we understand our surroundings based on data collected from ones senses. Every human being holds their own unique perception even after collecting the same sensory data. Artists create artwork with a certain perception in mind that they are trying to convey through their artwork to the viewer. Artists invite viewers to see the world through a different lens-through their artwork. Understanding perception is essential in being able to convey a message through art. ELEMENTARY NATIONAL VISUAL ARTS STANDARDS 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard: c. Students use different media, techniques, and processes to communicate ideas, experiences, and stories d. Students use art materials and tools in a safe and responsible manner 2. Content Standard: Using knowledge of *structures and functions Achievement Standard: a. Students know the differences among visual characteristics and purposes of art in order to convey ideas b. Students describe how different *expressive features and *organizational principles cause different responses 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: a. Students explore and understand prospective content for works of art b. Students select and use subject matter, symbols, and ideas to communicate meaning

4. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard a. Students know that the visual arts have both a history and specific relationships to various cultures b. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art 5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others Achievement Standard b. Students describe how peoples experiences influence the development of specific artworks c. Students understand there are different responses to specific artworks 6. Content Standard: Making connections between visual arts and other disciplines Achievement Standards a. Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines b. Students identify connections between the visual arts and other disciplines in the curriculum MISSOURI GRADE LEVEL EXPECTATIONS (GLEs) STRAND I: 3. Communicate ideas about subject matter and themes in artworks created for various purposes. o GRADE 2: Still Life: Create an original still life from observation. STRAND II: 1. Select and use elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use foreground and background to create illusion of space. STRAND II: 2. Select and uses elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use color contrast. STRAND III: 2. Analyze and evaluate art using art vocabulary o GRADE 2: Identify the following in artworks: Geometric shapes, Geometric forms, Foreground and background, Teal textures, Contrast/variety of colors STRAND IV: 1. Explain connections between visual art and performing arts o GRADE 2: Compare patterns in music to patterns in artworks STRAND V: 1. Compare and contrast artworks from different historical time periods and/or cultures. o GRADE 2: Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape and texture, Theme and Purpose of art in culture.

RATIONALE FOR ARTISTS AND ARTWORKS Nick Cave is an American performance artist. He is best known for his Soundsuits (bright and whimsical wearable fabric sculptures). Nick will be referenced for inspiration in the elementary video performance. Cindy Sherman fashions ambiguous but memorable characters that suggest complex lives that exist outside of the frame. Sherman refuses to impose descriptive language on her imagesrelying instead on the viewers ability to develop narratives. Her investigation on narratives will be displayed to students to expose the importance of facial expressions. Jenny Marketou is an artists who explores scents in her work through a sitescientific, interactive wall instillation. Visitors are handed a street map and encouraged to walk around the neighborhood and record their smell experiences. Back in the gallery, they can add their observations to the collective map that will record the changes in smell of the neighborhood through space and time. Painted Words (Marianthes Story) by Aliki is a short picture book that tells the story of how non-English Marianthe uses pictures to speak to her class. At her new school she experiences the expected isolation, but discovers she can communicate through her artwork. We will view the short youtube video where an artist creates a portrait using just ketchup. http://www.youtube.com/watch?v=1gvGDsIYrrQ Wayne Theibaud is an American painter best known for his colorful depiction of commonplace objectsice cream cones, pastries, piesas well as his colorful landscape and figure works. Theibaud uses heavy pigment and exaggerated colors to depict his subjects. His work will serve as inspiration for vivid color and shadows in their work they will be making. Claude Monet is an artist from the impressionalism movement. We will look at two of his pieces to see the importance of color, perspective and feeling to portray an experience. ENDURING IDEAS Throughout time and across cultures Humans gather information and gain knowledge by using their senses. Artwork is the representation of our knowledge and experiences. Artists challenge viewers by activating multiple senses when viewing art to create a unique experience and perception. Everyone holds a different perspectives and that is how they see the world. Perception can change based on the environment and forces manipulating the environment. Viewing art we requires looking from our own perspective at the perception the artist has created for us to view it as. Artwork is the representation of the personal perception or goal the artists holds and wants for the viewer.

Sensory perception makes it possible for humans to interact, create, and analyze art. Sensory perception allows the artists to hold a view that they represent with artwork The five senses are the tools our body uses to collect information that forms a perception in which we understand the environment and the world around us. Our senses not only allow us to understand art, but they give us the ability to make art as well. Art that activates all the senses creates a profound experience that takes art to a whole new level of meaning.

INVESTIGATIVE ESSENTIAL QUESTIONS Can sensory perception be communicated through art making? How can sensory perception help us understand and communicate our surroundings through art making? Can individuals perceive the same event differently? Can artists create a work that forces individuals to see something the same way? In what ways are we forced to share the same perception (for example the media, like on new broadcasts)(also looking back at history i.e. religion, racism, politics) How are spaces dictated to help us form a certain perception? What factors influence this? (I.e. interior designers, architecture, the people in that space with you) Does the way certain events and moments are presented in art influence the way the viewer understands these events? How do our senses help us understand our environment and world around us? How are the senses and sensory perception related to art? Are there more senses in our body or minds that we use then just the 5? How can we create art that activates our senses and creates a certain perception? Why do artists want the viewers to view it a certain way? How does this communicate a message? Have you ever been to a place that created a profound experience for you? A place you didnt know how to perceive? What role have the sense played in your life? In your artwork? Do you rely on one sense more then others? Does this create a certain perception? What are some other senses? How do the senses shape your perceptions? KEY INSTRUCTIONAL CONCEPTS Artist use sensory perception as a way to convey an experience or feeling. All art involves some extent of sensory perception.

Sensory perception helps us understand our surroundings. Sensory perception shapes our world, our views, and our artwork. By incorporating the senses artists can create a perception for the viewers.

CONSTRAINTS Resources and access to museum or other art-related resources. Availability of projectors, smart boards, or other technology-related resources for projects and demonstrations. Time-related issues and classroom management of keeping students focused and on task. Permission granted for invitations to class presentation. Food allergies could be a possible constraint in some of the activities involving taste. Students with disabilities relating to the senses might arise during the unit. INTEGRATIVE OPTIONS/CROSS CURRICIULAR CORRELATIONS Sensory perception is the state of perceiving ones surroundings based on observations and information collected from ones senses. Sensory perception is essential in accumulating data and knowledge and is therefore required in all units of study. This can include physical, emotional and cognitive variations so the unit easily integrates with many curriculums. RELATIONSHIP TO THE DEVELOPMENTAL NEEDS OF CHILDREN This unit is designed to have the students question the perspective in which they view the world and view art. The unit calls on the students to look internally on their views and will help them form identity. It also will ask students to explain why they view things certain ways and will hopefully change things they view unfairly. It also will develop and activate their senses. They will view art completely and not with just their eyes. Differentiation will be addressed by the artist journals. Students will be given writing prompts that the instructor will check at the end of every week. Exit slips will be assigned on days where the material is complicated. Most of the work will be completion and participation. The students will need to demonstrate an understanding and questioning of their perception and use of their senses. Students will be working in groups where they can ask questions and help each other as well as instructor help. The biggest concern in differentiation is students with disabilities regarding the senses, but they will be exempt or be given specialized instruction in areas that could be an issue. OPPORTUNITIES Students will be given the opportunity to view artwork by multiple artists. Aided by Visual Thinking Strategies (VTS), students will have the opportunity to practice deep noticing skills and engage in higher-level thinking of artworks. A celebration will be held for students to experience and record their sensory perceptions in

which they will illustrate. They will also recall a memorable celebration, in which they will be interviewed about the celebration. They will relay what they have learned about the sense, perception, art, and themselves in the artist journals. The interviews will be compiled into a collaborated piece that will be displayed during parent-teacher conferences. SUMMATIVE UNIT EVALUATION AND ASSESSMENT As a summative unit evaluation, students will participate in a collaborative film where they will be individually interviewed of their personal celebration project. This film will be showcased outside the classroom on the night of Parent-Teacher Conferences. The unit will be a success, if students are able to express sensory perceptions of their personal celebrations. They will be given a daily prompt and will be checked for completion, participation, and signs of critical thinking. After each art making activity they will be checked for completion, participation, and that they did what was being asked. The final two larger projects will be graded according to the rubrics that accompany the assignment and the artists statement they are required to turn in with the project. Unit success will also me measured by student engagement, participation, and sketches in students personal art journals.

Lesson One Class Celebrations: Interpreted Perceptions


NATIONAL VISUAL ARTS STANDARDS 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard: c. Students use different media, techniques, and processes to communicate ideas, experiences, and stories d. Students use art materials and tools in a safe and responsible manner 2. Content Standard: Using knowledge of *structures and functions Achievement Standard: a. Students know the differences among visual characteristics and purposes of art in order to convey ideas b. Students describe how different *expressive features and *organizational principles cause different responses

3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: a. Students explore and understand prospective content for works of art b. Students select and use subject matter, symbols, and ideas to communicate meaning 4. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard a. Students know that the visual arts have both a history and specific relationships to various cultures b. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art 5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others Achievement Standard b. Students describe how peoples experiences influence the development of specific artworks c. Students understand there are different responses to specific artworks 6. Content Standard: Making connections between visual arts and other disciplines Achievement Standards a. Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines b. Students identify connections between the visual arts and other disciplines in the curriculum MISSOURI GRADE LEVEL EXPECTATIONS (GLEs) STRAND I: 3. Communicate ideas about subject matter and themes in artworks created for various purposes. o GRADE 2: Create an original artwork that communicates ideas about the following themes: Nature, Places (e.g. school, home, stores, neighborhood, countryside) STRAND II: 1. Select and use elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use foreground and background to create illusion of space. STRAND II: 2. Select and uses elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use color contrast. STRAND III: 2. Analyze and evaluate art using art vocabulary

o GRADE 2: Identify the following in artworks: Geometric shapes, Geometric forms, Foreground and background, Teal textures, Contrast/variety of colors RATIONALE AND GOALS FOR THIS LESSON Sensory perception is the state of perceiving ones surroundings based on the identification, organization and interpretation of ones senses. In this lesson, students will all be apart of a classroom celebration. As apart of the same celebratory experience, students will compare and contrast the sensory elements they included in their artwork that represents their classroom experience. We will view Claude Monets The Water Lily Pond and Water Lilies in a VTS segment. We will go into deep discussion over subject matter, foreground/background, and interpretation and perspective of the subject matter. This lesson is a building block for the next lesson where they will create artwork based on a personal celebration from memory. ENDURING BIG IDEA The big idea of this lesson is interpretation of sensory information to understand and represent surroundings. Students will continue their investigation of sensory perceptions, specifically their personal interpretations of a special class celebration. This event also introduces the big idea of celebrations, which is later explored in the unit. Students will all have the same opportunity to smell, touch, feel, hear and see the same things during the celebration. This lesson focuses on the students own interpretations of the same celebration that is taking place. ESSENTIAL QUESTIONS How do our senses help us understand our surroundings? In what ways can we describe and record sensory elements? Do we all interpret our surroundings in the same way? How do we represent sensory perceptions in art? How do artists interpret their perceptions in their art making? How do artists use sensory elements in art to create meaning? Can one artwork have multiple interpretations? Can individuals perceive the same event differently? Can artists create a work that forces individuals to see something the same way? How are spaces dictated to help us form a certain perception? Do you rely on one sense more then others? Does this create a certain perception? KNOWLEDGE BASE AND KEY CONCEPTS Art is meaning making. Art communicates interpretations of events. Art can have multiple interpretations. Depending on an artists or viewers perspective, multiple interpretations can exist.

The same event can be perceived and interpreted in many ways. Artists can use their sensory perceptions to creating meaning in art.

OBJECTIVES The students will Investigate the artwork of Claude Monet to see how he uses interpretation, perspective, and space to convey a feeling or meaning. Develop deep noticing skills through VTS discussions of artworks. Use and develop drawing skills to document their experience. Express and represent their experience of the classroom celebration in a selfportrait illustration. Use high contrast of color to convey feeling and emotion in artwork. Compare and contrast interpretations in artworks from same event. VOCABULARY Surroundings Experience Self-portrait Perception Interpretation Foreground/Background LESSON VIGNETTE (3 Total Class Periods) 50 Minutes Each (8am-8:50AM Tuesday/Thursday) Class One 8:00 AM: Class will begin with students gathering around the front of the classroom. On the SMART Board, I will conduct a short VTS segment of work from Claude Monet and George Seurat. During the VTS, we will specifically address what sensory elements are used in the painting and how they help communicate the meaning of the piece. We will also discuss subject matter, foreground/background imagery, interpretation and perspective and use of color. 8:20 AM: At this time, I will transition to our classroom celebration. This will involve various activities for students to explore each sensory element. The celebration will include: -Dance-a-long music video projected on SMART Board -Confetti, streamers and balloons -Cupcakes and bubblegum -Scented stickers -Small disco light 8:40 AM:

After releasing some energy, students will be asked to report to their desks where they will begin to document their experience of the classroom celebration in their artist journals. I will project a document on the SMART Board with starter questions (and have physical copies for students that need assistance) for them to complete. The purpose for the starter questions is for the students to record their experience of the celebration. I will encourage students to be as descriptive as they can, for this will help later in the lesson. Students will also be asked to include a sketch of their favorite part of the classroom celebration and star what sense(s) that particular part included. The starter questions will include: 1) During our classroom celebration. - I heard - I smelled - I felt - I saw - I tasted 2) My favorite part of the celebration today was _______. Please include a sketch. Class Two 8:00 AM: I will begin class by introducing the class to the book Painted Words by Aliki. We will have a class discussion of how Marianthe was able to communicate and tell her story to her class, although she could not speak her language. 8:15 AM: Students will open their artist journals and reflect on their observations from the celebration on day one. Since little time was allotted on the first day, I will give students more time to write/draw as many things as they can remember about the celebration. If many students are struggling, I will allow students to work with partners brainstorm more ideas on sensory elements used in the celebration. 8:30AM: (Sketch Phase) Students will be asked to draw a portrait of themselves in the moment of our class celebration. They will be asked to incorporate certain elements into their drawing. This includes sensory elements that we have discussed in class and the use of foreground/background, color contrast and a unique perspective of the celebration. Their self-portrait has to involve them in action, participating in the celebration. Hopefully, they will extend their idea of the favorite part of the celebration sketch that they had to complete on the first day, but they have the freedom to do as they choose. All students will be required to raise their hand and get my permission to move on to their drawing. Students will then be provided a

large white sheet of drawing paper and an assortment of colored pencils to complete the drawing. Day Three 8:00 AM: This day is provided for students to complete their drawings. I am asking students to incorporate many elements to this particular drawing, which is why Im giving them two class periods and requiring they ask my permission to the final drawing phase. Students who complete the project early will be asked to free draw or draw from another perspective for the remainder of the class period. ASSESSMENT/RUBRICS Formative Assessment: Student success will be judge by completing artist journal prompts, sketches, class discussions, VTS participation and other class discussions. Evidence of gained knowledge will be shown in drawings. Summative assessment will not take place until end of unit on final project (personal celebration). STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS The VTS segment at the beginning of the lesson will be brief and students will be asked age-appropriate questions. They will be highly encouraged to participate in discussion. This will also be encouraged by a fun activity following a successful class discussion. The class activity will be fun and all students should be very willing to participate. If there is any problem, uncooperative students will be asked to sit in the back at their desks and work in their art journals. MATERIALS, TEACHING RESOURCES/REFERENCES VTS Material o Claude Monet Water- Lily Pond, Water Lilies o George Seurate- Sunday Afternoon on the Island of Grande Jatte o Painted Words picture book (physical or pdf copy) Celebration Materials o Dance Video via SMART Board projection o Assortment of bubble gum and cupcakes o Balloons, streamers, confetti o Various candle warmer scents Lesson Vocabulary Project Materials o Drawing Paper o Artist Journal prompt sheets o Pencils and erasers o Colored pencils TEACHER REFLECTION

I will know if this lesson has been a success if student engagement remains high throughout the entire lesson. This will involve VTS, descriptive art journal reflections, and drawings that include elements that have been addressed in class. If students are able to portray their interpretation of the class celebration, this lesson has been a success.

Lesson Two Personal Celebrations


NATIONAL VISUAL ARTS STANDARDS 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard: c. Students use different media, techniques, and processes to communicate ideas, experiences, and stories d. Students use art materials and tools in a safe and responsible manner 2. Content Standard: Using knowledge of *structures and functions Achievement Standard: a. Students know the differences among visual characteristics and purposes of art in order to convey ideas b. Students describe how different *expressive features and *organizational principles cause different responses 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: a. Students explore and understand prospective content for works of art b. Students select and use subject matter, symbols, and ideas to communicate meaning 4. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard a. Students know that the visual arts have both a history and specific relationships to various cultures

b. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art 5. Content Standard: Reflecting upon and *assessing the characteristics and merits of their work and the work of others Achievement Standard b. Students describe how peoples experiences influence the development of specific artworks c. Students understand there are different responses to specific artworks 6. Content Standard: Making connections between visual arts and other disciplines Achievement Standards a. Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines b. Students identify connections between the visual arts and other disciplines in the curriculum MISSOURI GRADE LEVEL EXPECTATIONS (GLEs) STRAND I: 3. Communicate ideas about subject matter and themes in artworks created for various purposes. o GRADE 2: Still Life: Create an original still life from observation. STRAND I: 2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems o GRADE 2: Manipulate paper to create low relief (e.g., curling, folding, tearing and cutting) STRAND II: 1. Select and use elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use foreground and background to create illusion of space. STRAND II: 2. Select and uses elements of art for their effect in communicating ideas through artwork. o GRADE 2: Identify and use color contrast. STRAND III: 2. Analyze and evaluate art using art vocabulary o GRADE 2: Identify the following in artworks: Geometric shapes, Geometric forms, Foreground and background, Teal textures, Contrast/variety of colors STRAND V: 1. Compare and contrast artworks from different historical time periods and/or cultures. o GRADE 2: Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape and texture, Theme and Purpose of art in culture. RATIONALE AND GOALS FOR THIS LESSON The goal of this lesson is for students to reflect on a memory or celebration they have personally been a part of in the past, and using sensory elements, allow us to

be apart of that experience. This project is a progression from our class celebration where students experienced the same celebration. This will allow students to use their imagination, personal experience, and freedom to make art that is particularly meaningful to them. We will discuss as a class and list many options to choose from as they begin this project. Their personal celebration will include many elements of the previous lesson, but incorporate new aspects. Students will be asked to include threedimensional elements of mixed media. I will provide an assortment of construction paper, magazines, and other media for students to use. They will also have the option to bring in objects of their own, with my approval. This will allow students to really put their personality and personal experience of the event. They will be given a writing prompt much like the previous lesson to help them brainstorm sensory elements that they will need to include in their artwork. We will also compare and contrast Monets work with Georges Seurats Sunday Afternoon in the Island of Grand Jatte. At the completion of this project, students will be filmed for a short interview about their piece. They will talk specifically about the sensory elements, then go into detail of what made this particular celebration so memorable for them. I will compile all of the interview segments together for a class presentation where we will invite friends, family, and faculty. ENDURING BIG IDEA Meaningful artmaking is easy when an artist is allowed to put personal interest in their piece. The big idea behind this lesson is to bring a celebratory memory to life. Students will be asked to engage in deep, critical thinking of every aspect they remember of that celebration. Celebrations can include anything from holidays (birthdays, Christmas, Fourth of July) to smaller celebrations, such as picnics, getting a family pet, or going on a trip. We will discuss an endless amount of options for students to pick from. Another big idea for this lesson is being in the moment. This is where the video interviews will help this lesson be successful. ESSENTIAL QUESTIONS How did our senses help us understand our surroundings in celebrations? In what ways can we describe and record sensory elements? Do we all interpret our surroundings in the same way? How do we represent sensory perceptions in art? How do artists interpret their perceptions in their art making? How do artists use sensory elements in art to create meaning? Can one artwork have multiple interpretations? How can we create art that activates our senses and creates a certain perception? Why do artists want the viewers to view it a certain way? How does this communicate a message?

Are personal experiences more meaningful? How can we make personal experiences meaningful to others?

KNOWLEDGE BASE AND KEY CONCEPTS Art is meaning making. All art involves some extent of sensory perception. Art helps us express our thoughts and feelings. Sensory perception allows us to understand our surroundings. Sensory perception allows others to understand our surroundings. Personal experiences and celebrations can be expressed in art. By incorporating the senses artists can create a perception for the viewers. OBJECTIVES The students will Reflect and record any possible sensory elements from celebration. Use and develop drawing skills to document their experience. Master cutting and pasting skills with construction paper, magazine clips, and other materials. Express and represent their experience of their personal celebration in a three-dimensional piece. Use color to convey feeling and emotion in artwork. Talk about their artwork, through what they experienced in the celebration. Compare and contrast experiences from individual celebrations. VOCABULARY Celebration Personal Experience Thee-dimensional LESSON VIGNETTE (3 Total Class Periods) 50 Minutes Each (8am-8:50AM Tuesday/Thursday) Class One 8:00 AM: On the SMART Board, I will open a word document and we will list as many celebrations that they class can think of. I will print this as a handout for the next phase of the project. Students will discuss what a celebration is, the purpose of celebrations, and how celebrations make us feel. We will discuss how artists portray feeling and emotions into artwork. We will refresh our memory of the five senses and how our sensory perception helps evoke feeling into art making. 8:25 AM: Students will report back to their seats and open their art journals. They will be asked to write down their top five celebrations that they have experienced in their

life. This will help me give students freedom to choose something of interest, but also allow me to have some restrictions. This will be based on materials I have in the classroom, and possible imagery they can incorporate. I will make my way around the class to help students choose what celebration that want to pick if needed. Students will also be given a writing prompt to complete for this lesson. This will force them to engage on deep thinking of what exactly they experienced during this celebration. The starter questions will help students narrow down exactly what made this celebration so enjoyable for each student. Once again, I will encourage students to be as descriptive as they can, for this will help later in the lesson. This will come at ease to students because they saw a similar prompt in the previous lesson, and they are getting to write about a celebration of their choosing.

The starter questions will include: 1) My favorite celebration was _______________. This celebration was special to me because ________. It made me feel _________________, because ___________. During this celebration - I heard - I smelled - I felt - I saw - I tasted 2) My favorite part of the celebration was _______. Please include a sketch. If time remains, students will be asked to brainstorm possible objects and other media that they can incorporate in their project. This can become a class discussion. Class Two 8:00 AM: At the beginning of class, students will participate in the Frozen Moment Game. During this activity, students will be asked to walk around the room in a circle. At random times I will ask them One, two, three. Freeze like a popsicle! While they are frozen I will ask them to observe their surroundings. What do they see? What do they hear? What do they feel? Can they smell or taste anything in particular? 8:10AM: Students will report back to their seats where they will open their art journals and refresh their memory of what they recorded about their personal celebration. If any

extra time is needed for students to complete their prompts, they can do so. I will them ten minutes. 8:20AM: (Sketch Phase) Students will be asked to go back to their seats and draw a sketch of their celebration. This sketch is supposed to capture a frozen moment during this celebration. This time, they will not be able to include themselves. Our goal of this lesson is to allow others to experience our own, personal celebrations. They will be asked to incorporate certain elements into their drawing. This includes sensory elements that we have discussed in class and the use of foreground/background, color contrast and a unique perspective of the celebration. This should take the remainder of the class time. Day Three This day is devoted for art making. Students will be given a large sheet of white drawing paper to draw their desired frozen moment. As students progress into the period, I will have stations set up at different tables for students to choose magazines and construction paper. They will have the freedom to add as much or little as they like. The only requirement is that they include a three-dimensional element to the piece. I am asking students to incorporate many elements to this particular drawing, which is why Im giving them two class periods and requiring they ask my permission to the final drawing phase. Day Four This day is provided for students to complete their celebration frozen moments. This day I will have a chair and video camera set up right outside of the room or closet (it just has to be a quiet space). As students complete their work, they will be asked to talk about their celebration. They will bring their art journal prompts with them, in case they need to reference it during the interview. These interviews will be very brief; they are just to get the students to learn to talk about their art. Day Five This day will be the conclusion of the Sensory Perception Unit Plan. I will conduct the final interviews and students will be allowed to use construction paper to make invitations for the presentation of the collaborated interview. On the SMART Board, I will list the specifics of what they need to include on their invitations. Students are allowed to make multiple invitations. ASSESSMENT/RUBRICS Formative Assessment: Student success will be judge by completing artist journal prompts, sketches, class discussions, and celebration interviews. Evidence of gained knowledge will be shown in their sketches, inclusion of sensory elements, and how they speak about their work. Summative Assessment

Exploring our Five Senses Rubric Engagement

Excelling (A)

Satisfactory (B-C)

Needs Work (D-F) (Not Acceptable/Do over) The student refused to participate in class activities, discussion and VTS.

The student enthusiastically participated in class activities, discussion and VTS.

The student partially participated in class activities, discussion and VTS.

Art Journal

Student thoroughly Student completed Student did not completed journal journal prompts to an complete journal prompts. Student extent. Student prompts. Student included sketches and included sketches and included no sketches put great effort into put some effort into and put little effort responses. Student responses. Student into responses. Student used class time wisely. struggled in time did not use class time management. wisely. Student demonstrated meaningful art making. All 5 sensory elements were evident in the piece. Student was able to capture the desired emotion in the piece. Artwork incorporated a threedimensional element. Student willingly participated in the interview. Student verbally communicated memorable experience. Student was able to speak about connections of sensory perception and frozen moment of their celebration. Student demonstrated Student put no art making. 4-2 meaning behind art sensory elements were making. 0-1 sensory evident in the piece. element(s) were Student captured a evident in the piece. glimpse of the desired Student was unable to emotion in the piece. capture the desired Student attempted to emotion in the piece. add a threeArtwork lacked a dimensional element. three-dimensional element. Student participated in Student refused to the interview. Student participate in the verbally interview. Student was communicated unable to verbally memorable communicate experience. Student memorable appeared to make experience. Student some connections of did not speak about sensory perception and connections of sensory frozen moment of their perception and frozen celebration. moment of their celebration.

Artmaking

Interview

STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS

The VTS segment at the beginning of the lesson will be brief and students will be asked age-appropriate questions. They will be highly encouraged to participate in discussion. This will also be encouraged by a fun activity following a successful class discussion. The class activity will be fun and all students should be very willing to participate. If there is any problem, uncooperative students will be asked to sit in the back at their desks and work in their art journals.

MATERIALS, TEACHING RESOURCES/REFERENCES Lesson Vocabulary Artist Journal prompt sheets Project Materials o Drawing Paper o Assortment of colored construction paper o Scissors, glue and glue sticks o Artist Journal prompt sheets o Pencils and erasers o Colored pencils TEACHER REFLECTION I will know if this lesson has been a success if student engagement remains high throughout the entire lesson. This will involve descriptive art journal reflections, and drawings that include elements that have been addressed in class. If students are able to communicate their experience of the personal celebration, this lesson has been a success. Highest success will be evident through student interviews, where students are able to verbally communicate their work and make connections of sensory elements of their celebration and how they incorporated that into their piece.

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