EDUC 351 Reading & Writing in the Content Areas, DESIGN INSTRUCTION BASED ON ELEMENTS KEY TO EFFECTIVE TEACHING.

Cooperative Learning

Intro (how do you capture their attention and get them interested?): Class will begin with a short presentation (PP Screen-printing) explaining critical vocabulary and the screen-printing process. Students should record any vocabulary in their sketchbooks along with notes on the process. Body (what comes after your interesting intro?) Next, the students will begin washing their individual screens thoroughly using a degreasing agent while wearing both their apron and gloves. Once towel dried, the students will line the interior edges of the screen with masking tape to prevent paint from seeping into the binding. ***Before class begins, I will have had attached their wax paper stencils to the back of the screens, waxy side down. Newsprint is then attached to cover any open space outside of the stencil. Next, the students will mix their inks (acrylic paints) to get their ONE desired color. Afterwards we will take our screens, paints, squeegees, gloves and aprons to the location of the mural. ***I will have the area prepped beforehand including cleaning and spraying any fixative (if needed) to the wall where the mural is to be placed and placing plastic sheeting on floors and walls in case of spills. Students will work in groups of three (grouped based on location of their individual images within the mural. Students with images near each other should work together to prevent any confusion throughout the process). I will then briefly give a demonstration as to how the ink is pulled using the squeegee. Two of the group members will hold the screen against the wall where the image is located within the composition. Using, the spatula, the third member will spread the paint across the top of the screen and then using the squeegee, pull the ink downwards to print. The groups should repeat this process until each member has transferred their image successfully (if any images do not pull correctly the first time, make sure students do not remove the screen from the wall and have them do another pull until the transfer works). Once completed, students will clean their screens and materials in the sink.

Cooperative Learning Closure (purposeful summary-help them remember today or anticipate tomorrow): Once we have completed the mural we will discuss the process (what worked? What was difficult? What would we do differently?) and how they worked as group (was it a positive experience? Were they able to work together successfully to meet all criteria?). Next, I will introduce the idea of a class critique to the students. I will ask the students how they believe people should act when discussing other people’s work. I will explain to them that during critiques they should only pose questions to the artist that are actually productive, politely offer suggestions instead of harsh criticisms, and congratulate one another on their successes. Afterwards, we would also take the time to discuss what we believe the goal of the mural was? Did we get our message across? It is important to note that as the instructor, I had only given them the criteria of picking an object they believe describes their ancestry, culture, etc., it is up to the student to decide whether that image is a positive one or a negative one. The outcome of the mural will be depend on the students’ choices and thought processes. *What are they personally trying to say? *What is the relationship between our mural and those of the Lascaux Cave Paintings? *Does our mural successfully showcase our society as a melting pot? *Why are murals still important today? Assessment: (How will you assess if they have mastered your objectives? Be specific.) As the students print their images I will able to assess whether or not they are understanding the screen-printing process and implementing techniques successfully. Through class discussion at the completion of the mural, I will be able to understand if the students can successfully translate their own personal beliefs through an artistic medium and whether or not they understand why murals were an important way to showcase ideas of ancient cultures.

Cooperative Learning For cooperative learning explain how you have insured: positive interdependence- As class, the students are working to create a cohesive mural while individually, are tasked with designing their own image. individual accountability-Students lose points on the unit overall for low participation within their groups. In the process of pulling a print, each group member must pull their own print and then help to hold the screen in place for their other partners. group processing- Occurs when the group meets at the end of the project to discuss how they worked as group. Was their experience positive or negative and were they able to successfully work together to meet all criteria? social skills- Teaching the students how to politely engage in productive conversation during classroom art critiques. Face-to-face interaction- The students are working in small groups, standing next to one another, helping to successful pull a print on the mural wall.