knowledge of cultural and historical connections in visual arts. SAC Sec. 60. Vis. Arts. 14 (NVAS, Standard #5) cultural and historical connections in visual arts in relation to the selected artist and artworks represented in the lesson plan. knowledge of cultural and historical connections in visual arts in relation to the selected artist and artworks represented in the lesson plan. Standards FL- FIU- Competencies and Skills Required for Teacher Certification (2012) Subject: Elementary Education K–6 Standard: 14. Knowledge of cultural and historical connections in music and visual arts Candidate demonstrates knowledge of aesthetic and critical analysis of visual arts. SAC Sec. 60. Vis. Arts. 15 Candidate successfully demonstrates knowledge of aesthetic and critical analysis of visual arts based on Feldman’s Stages of Art Criticism. Candidate fails to adequately demonstrate knowledge of aesthetic and critical analysis of visual arts based on Feldman’s Stages of Art Criticism. Standards FL- FIU- Competencies and Skills Required for Teacher Certification (2012) Subject: Elementary Education K–6 Standard: 15. Knowledge of aesthetic and critical analysis of music and visual arts Candidate demonstrates knowledge of appropriate assessment strategies in visual arts. SAC Sec. 60. Vis. Arts. 16 Candidate successfully demonstrates knowledge of appropriate assessment strategies in visual arts. Candidate fails to adequately demonstrate knowledge of appropriate assessment strategies in visual. Standards FL- FIU- Competencies and Skills Required for Teacher Certification (2012) Subject: Elementary Education K–6 Standard: 16. Knowledge of appropriate assessment strategies in music and visual arts Making connections between visual arts and other disciplines. (NVAS, Standard #6) Candidate will successfully make connections between visual arts and other disciplines. Candidate fails to adequately make connections between visual arts and other disciplines. Effective Use of Resources and Technologies: Teachers will be familiar with and be able to select, adapt and use a wide Candidates are familiar with and are able to successfully select, adapt and use a wide range of standards-based materials, resources, and technologies. They use Candidates fail to be familiar with and/or are not able to select, adapt and use a wide range of standards-based materials, resources, and technologies. They do not
Include: medium, size, date of work 2-3 sentences from your research about the work of art. C. Biography of the artist (2 paragraphs min.) Include from your research: the name, nationality, culture, important dates, style, brief history, contribution to field of art, etc. D. Vocabulary list: Include at least three Art Elements/Design Principles and two words from the other subject (include one or two more words for higher grades.) E. List of Relevant Questions: (at least 15) Include questions that will elicit responses and direct the learners to characteristics and qualities present and observable in the art objects. Include higher order questions that cannot be answered simply “yes” or “no”. Good questions will direct the attention of the students to different aspects of the works of art and will enable them to experience them more fully. Also include questions related to the other integrated subject. Set: (What will inspire the students to wonder about the topic?) Teaching Strategies: (Include an ordered list of what you plan “to do” throughout the lesson. Don’t forget to include the Greeting, Set, Assessment and Closure in your list. Also include brief details of activities.) Assessment of Learning: Develop an assessment to be used at the end of your lesson to assess student learning. The assessment instrument should be able to be completed by the students in 10 minutes or less. The details of (or direction for) the assessment need to be included here. If the students will be completing a prepared hand-out, please create an ORIGINAL assessment hand-out (DO NOT use one already created by someone else). Consider using a game or puzzle as a form of assessment, but remember, you need to be able to DOCUMENT student learning. (Include Assessment Hand-out at the end of the Lesson Plan) Closure: (Include how you plan to bring closure to the lesson. Closure should take place after the assessment. This might include an ending review, follow-up and a farewell.) Nest Generation SSS (C-Palms) for Art: (Include codes and Big Ideas, Enduring Understandings, and Benchmarks.) Nest Generation SSS (C-Palms) for Other Subject/Discipline: (Include codes and Big Ideas, Enduring Understandings, and Benchmarks.)
Assignment: Art Portfolio and Critiques (14 points) Course: ARE 3313 – Content & Methods of Teaching Elementary Art Learning Objective: The candidate will develop and maintain an Art Portfolio of works created throughout the semester to show consistent progress in the development of creative thinking and art making skills and will participate in class critiques of their finished works. The portfolio will be assessed at the end of the semester. Explanation of Assignment: Art making, which includes both creativity and skill, is a very important aspect of this course. One ART HOMEWORK ASSIGNMENT will be DUE each class session in your portfolio. Please write down or down-load and follow the criteria assigned for each drawing (See course web site ). Your in-class and homework art assignments (your portfolio) will be evaluated and graded based on: (also see Portfolio Assessment Rubric attached) a. your ability to follow and include the assignment criteria; b. the effort you put forward in completing the work; c. your ability to show consistent progress throughout the semester. One point will be deducted if the completed drawing/work is not presented at the beginning of the class in which it is due. FEAPs Florida Educator Accomplished Practices (a) 3. b Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. (addressed) (a)3.f Employ higher-order questioning techniques. (addressed) PECs Professional Education Competencies PECs addressed through FEAPs SACs Subject Area Competencies, Elementary Education, Section 60, Visual Arts, Physical Education, and Health Sec. 60. Vis. Arts. 12 Knowledge of skills and techniques in music and visual arts (assessed) (Formally assessed in Critical Task) (also assessed here) Sec. 60. Vis. Arts. 12.5 Select safe and developmentally appropriate media, techniques, and tools to create both two-dimensional and three-dimensional works of art. (addressed)
Assignment: Book illustration & story (14 points) Course: ARE 3313 – Content & Methods of Teaching Elementary Art Learning Objective: The candidate will research deep cultural characteristics of a major cultural group that is represented in South Florida and will create and perform an original Recyclable Puppet Story based on a theme related to that cultural group. Explanation of Assignment: Candidates will address cultural themes that could include the effects of racism, discrimination and stereotyping in their puppet story. Candidates will reference the Florida Next Generation Sunshine State Standards (NGSSS) for Social Studies (SS) and also include interdisciplinary strategies from Language Arts, Music and Performance. Candidates will create original puppets and scenery to perform their Cultural Puppet Play. FEAP’s Florida Educator Accomplished Practices (a) 3.b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. (addressed) PECs Professional Education Competencies PECs addressed through FEAPs SACs Subject Area Competencies, Elementary Education, Section 60, Visual Arts, Physical Education, and Health Sec. 60. Vis. Arts. 12 Knowledge of skills and techniques in music and visual arts. (Formally assessed in Critical Task) (also assessed here) Sec. 60. Vis. Arts. 13 Knowledge of creation and communication in music and visual arts. (Formally assessed in Critical Task) (also assessed here) Sec. 60. Vis. Arts. 13.4 Identify the elements of art and principles of design (e.g., line, color, shape, form, texture, balance, movement) and ways they are used to express text, ideas, meanings, and emotions. (addressed) Sec. 60. Vis. Arts. 14 Knowledge of cultural and historical connections in music and visual arts. (Formally assessed in Critical Task) (also assessed here)