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Gustav Klimt Lesson Plan
Central Focus
"Describe the central focus and purpose for the content you will teach in the learning segment".
Students will learn the art of Gustav Klimt, which will assist in creating the work of art that will resemble Klimt's style. Moreover, students will be introduced to the Gustav Klimt's artwork focusing on his love for cats. (Weidinger, 2007).Students will also learn their artistic style and utilize their patterns and shapes to fill up their works. Moreover, students will continue to build and develop the basic skill sets utilizing art tools such as paint, glue, scissors, and oil pastels. Students will also learn how to utilize the line variation, stylized form, symbol, color, and media variety with the ability to create their "Tree of Life". Moreover, the lesson plan will assist students to learn about cool and warm colors incorporating them into the artistic styles of Gustav Klimt. (Smith, 1998).
"Given the central focus, describe how the standards and objectives within your learning segment support the development of students' abilities to create, present, or respond to visual art"
At the end of the lesson plan, students will learn the history of the art regarding the Gustav Klimt artistic work. (Kallir, & Alfred, 2009). Moreover, students will be able to use a variety of media to create paintings that include ink, and watercolors. Students will also learn the history of Art Nouveau and Gustav Klimt, be able to utilize the line variation, symbols, stylized forms, and variety of media. (Kallir, & Alfred, 2009).The lesson plan will also teach students how they can come up with symbols and incorporate them into images. At the end of the lesson plans, students will be able to develop and identify the techniques of Gustav Klimt, which will support them to create, respond and present the visual arts. (Kallir, & Alfred, 2009). Moreover, students will be able to interpret art by analyzing art-making approaches, genre, art forms, and theories to convey meaning. Students will also learn how to analyze, and interpret the artistic style of Gustav Klimt analyzing characteristics of the structure, form, subject matter, visual elements, contextual information as well as the use of media to identify mood and ideas conveyed. Additionally, students will be able to relate art to cultural, social, personal and historical perspectives.
1c. "Explain how your plans build on each other to help students create, present, or respond to visual art and deepen their learning by making meaningful connections to interpreting art, developing works of art/design and relating art to context".
Interpreting art will include analyzing art making, art forms, theories, and genre in order to convey meaning. Trough interpretation and analysis of Gustav Klimt art making approaches, sociocultural context, and images, students will be encouraged to comprehend, understandings of, and think about community, which will assist them expanding their knowledge of art making. By expanding their knowledge, students will learn how to construct messages using the context to influence meaning. Moreover, students will learn how to analyze, and interpret the images of Gustav Klimt artistic works in order to understand how it relates to political, social and economic developing in the society. (Kallir, & Alfred, 2009).
Developing work of art and design involves using techniques, a method of investigations and experimentation. Students will learn using figures through the interactive options as well as interpreting and analyzing the Gustav Klimt images. Through interpretation, students will be able to understand Gustav Klimt method of developing works that include a construction of abstract technique, arrangement compositional elements that include color and line and repetition, directionality and juxtaposition in order to create motion, interaction, transfer and balance the knowledge to the art making. Moreover, students will learn different techniques in painting that include dry brush application, color mixing to create visual presentation and representation of the community. Students will also learn the method of relating art to the context using social, personal, historical and cultural perspectives. The lesson plan will provide opportunities for students to choose from methods, content and styles. Each student will be allowed to use his or her composition to understand the community. Students will be allowed to take advantage of this opportunity and sharing their perspectives on community using principle of art and design elements in order to represent their vision.
2a. "Prior academic learning and prerequisite skills related to the central focus -- Cite evidence of what students know, what they can do, and what they are still learning to do".
Before this learning segment, I collected evidence and data what the students know, what they can do, and what they are still learning to do through the following pre-assessments: through a learning/interest styles survey, pre-assessment, and art drawing assessment.
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The first assessment was to understand students' ability in the artistic drawing prior to teaching. From the assessment, I learn that majority of the students are still learning to develop transitions in their art design. The pre-assessment also revealed that majority of the students with exception of struggling students were able to organize artistic ideas into basic manners. Thus, the majority of students understand the way to handle the artistic tools, however, they are still learning to convey their ideas into the drawing. The pre-assessment shows that most students understand basic concept in art. However, most of them still need support to complete more complex artistic tasks. My observation prior to teaching and during teaching has shown that students can develop a variety of strengths if encouraged adequately because I notice that majority of them have how to work in a group. Over the course of my observation, I understand that majority of students have the ability to translate meanings from the images. Most students also demonstrate that they are capable of completing homework that includes short answer questions and practical drawing. Students also demonstrate that they can be productive in group assignments. Despite these improvements, they are still learning to listen to verbal instructions. Moreover, students seem to face challenges in paying attention when given directions and they still rely on me to repeat instructions. Based on this identification, I am working with them to improve their listening skills on daily basis to make them better listeners.
2b. "Personal, cultural, and community assets related to the central focus -- What do you know about your students' everyday experiences, cultural and language backgrounds and practices, and interests"?
Overview of my student's experiences shows that they are accurate representatives of the school's demographics makeup. However, the majority of them are Caucasians, while four of them are African-Americans, two are Hispanic, and one of the students is from Asia, who is adopted and has moved into the United States at the age of 5. From my observation, the vast majority of the students are from upper and middle class, and many parents have started placing more emphasize in communicating with teachers, and completing work for their children. Through this effort, students are more organized and developmentally ready to become more successful in completing their homework. Students' extra curricula activities include playing with toys. They also like playing with video games, and TV shows. Some students also like playing in a group.
2c. "Physical development or conditions, if applicable for your learning segment -- What do you know about students' physical development (e.g., students' fine- motor skills) or conditions (e.g., attention-deficit, processing issues) that will affect instruction for the central focus".
Overview of the students' physical condition and development show that their motor skills are good. Moreover, special needs students possess the ability to learn the subject, however, they are still struggling with attention and focusing on concepts.
2d. "Visual art dispositions related to the central focus -- What do you know about the extent to which your students"
Activities such as painting and utilizing styles and strokes can still assist in promoting students' involvement especially with the use of painting technique. Additionally, students have exhibited interest in painting and visual arts. Although, I still identify some shortcomings in artistic ability of special needs students. To assist special needs students to overcome the attention deficits, I focus on different ideas to assist them moving from one stage to the other in their drawing ability. For example, I instruct the students to use multiple skills in the artistic work implementing the techniques in the art of painting. Moreover, I instruct students that they need to focus on more than one style or methods in their artistic development. Generally, most students are motivated in their work having the ability to listen and respond to instructions effectively. More importantly, most students have the ability to create artwork as well as having the ability to improve craft and skills.
3. Supporting Students' Visual Arts Learning
"3a. Justify how your understanding of your students' prior academic learning; personal, cultural, and community assets; and physical development or conditions (if applicable) (from prompts 2a -- c above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the component(s) of….....
2. "Submit an additional video file named "Language Use" of no more than 5 minutes in length and cite language use (this can be footage of one or more students' language use). Submit the clip in Assessment Task 3, Part B".
3. "Use the student work samples analyzed in Assessment Task 3 and cite language use".
a. "Explain and provide concrete examples for the extent to which your students were able to use or struggled to use the"
"selected language function",
"vocabulary and/or key phrases, AND"
"syntax or discourse"
"to develop content understandings".
All students are encouraged to write exercise and reading comprehension by given them the excerpt of the Italian artworks. The students will be encouraged to provide their opinions to foster evidence. The teaching method will also assist students in enhancing a deeper analysis of content. Moreover, the language instruction was used for the analysis that assisted students to complete graphic works with the vocabulary sheets to complete their assignment.
4. "Using Assessment to Inform Instruction"
a. "Based on your analysis of student learning presented in prompts 1b -- c, describe next steps for instruction to impact student learning":
"For the whole class"
"For the 3 focus students and other individuals/groups with specific needs"
"Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students)".
The lesson plan considers using annotation and text coding for the instruction. Moreover, the students will be asked to develop an essay to improve their skills. Moreover, I present learning materials for students each day to touch the components critical for their learning. I will also use the PowerPoint slide to assist student learning needs.
For the student with certain learning needs and focus group students, I will pair them with another student who could provide the helping hands. For the advanced students, I will put them in the leadership position in the class to build positive learning environment and students' confidence.
b. "Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory".
After analyzing all the students, I realized that all them had a good understanding and grasp of the concepts. However, they lack confidence when presenting their work in the oral form. Since an understanding of the concept is critical for students, I will present them materials in a different way. I will use the Danielson Framework to enhance students' direct learning.
Reference
Delacruz, Elizabeth Manley. Design for Inquiry: Instructional Theory Research and Practice in Art Education. Pennsylvania State University.: National Art Education Association, 1997. Print.
Kallir, J. & Alfred, W. (2009). Gustav Klimt. In Search of the Total Artwork. Prestel, New York.
Smith, N. (1998). Observation drawing with children: A framework for teachers. Teachers College Press, Columbia University: NY.
Weidinger, A. (2007). Klimt. Catalogue Raisonne, Prestel, New York.
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