1. Art and Technology Lesson Plan Leah Petetti

2. Needs Statement The purpose of this lesson is to have students study and develop an understanding of visual arts, particularly the elements of art (space in artworks and design). This lesson will be part of a 2-day lesson and will fall under the study of traditional and contemporary Visual Arts.

3. Content and Standards PA Standards: Production, Performance and Exhibition of Visual Art 9.1.3.E – Demonstrate the ability to define objects, illustrate an action through the creation of works in the arts. 9.1.3.J – Know and use the traditional and contemporary technologies for producing, performing and exhibiting works in the arts. ISTE – NETS Standard 1. Creativity and Innovation – Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students: Apply existing knowledge to generate new ideas, products or processes.

4. Prerequisites Students should: Have a developed understanding of elements of art. Have a developing understanding of space in artworks (foreground, middle ground, background, two- dimensional, three-dimensional). Be familiar with the following artworks: Jean Millet, The Gleaners; Pieter Bruegel, Peasant Wedding; Edvard Munch, The Scream. Be able to proficiently create a Paint document. Be able to proficiently operate Jing.

5. Instructional Objectives Given that the students have completed a hand- drawn illustration of a landscape in which foreground, middle ground and background are displayed, students will use the Paint program to recreate the illustration and use Jing to record the process of recreating along with a verbal explanation of what the student is doing. Upon completion of the Paint and Jing activity, students will engage in reflection to compare and contrast the production of art by hand and the production of art using technology. Upon request, students will post their Jing recording on the provided classroom webpage.

6. Instructional Procedures Before (5-10 minutes) The teacher and the students will review the artworks by Jean Millet, Pieter Bruegel, and Edvard Munch, and the experience and process of their hand-drawn illustrations completed the previous day. The teacher will ask the students to discuss the space components and dimensionalities in artwork. Some questions may be: What are the differences between two-dimensional and three-dimensional? What were some of the key design features included in creating the illustration? The students will participate in a class discussion sharing their personal reactions to creating an illustration using the targeted space components and design features.

7. Instructional Procedures During (30-35 minutes) The teacher will demonstrate to the whole class how to reproduce a hand-drawn illustration using the Paint program while recording with Jing. The students will independently execute the Paint and Jing recreation activity, while the teacher walks around the room for needed guidance or assistance. The students will be asked to post their Jing recordings of their Paint project on the class’s Wiki page.

8. Instructional Procedures After (10-15 minutes) As a whole group, the class will visit the Wiki page with all of the Jing posts and have a short discussion about what they have learned about art and the different ways to produce art. Using the students’ hand-drawn illustrations, the teacher will either make a classroom book including each student’s illustration or make a bulletin board displaying the artwork. Independently, students will write a reflection response in their journals about their experiences with creating art traditionally and technologically.

9. Materials and Equipment Students’ hand-drawn illustration of landscape will be used as the material to be recreated in Paint. Ideally, computers will be available for each student and the teacher. Computer programs, Paint and Jing, will be used to recreate the hand-drawn illustration with the recording and explanation. Students’ reflection journals will be used to, in written form, record a response about their experiences with creating art. The following artworks will have been used as part of the previous day’s lesson and will be used as references during the review: Jean Millet, The Gleaners; Pieter Bruegel, Peasant Wedding; Edvard Munch, The Scream.

10. Assessment/Evaluation The teacher will informally assess students during the Paint and Jing process by observing if the students are on task (recreating their illustration and appropriately using the space elements) and observing if the students are effectively operating Jing (using the screencast option, including the verbal explanation). The students will complete a reflection explaining what they have learned about space in the artworks as well as the differences and similarities between traditional and technological art, and expressing personal reactions and responses to the art experience.

11. Differentiation If a student has a disability or difficulty that impedes their fine motor skills (like creating the hand-drawn illustration or using the mouse of the computer), the student will be provided assistance so that the student can verbally dictate what they want to be drawn. If a student has difficulty holding and using a pencil, the student will have access to a Word processing program. If a student is at a more enhanced level, an enriched activity will be provided (such as allowing the student to explore the features of art presented more in depth or to investigate more about one of the artists used for the lesson or of their choice if appropriate).

12. Technology The Paint program will be used by the students to recreate their hand-drawn illustrations. Jing software will be used to record the recreation of the illustration accompanied by a verbal explanation of the recreation (using appropriate language and vocabulary).

13. Self-Assessment Observations made during the Paint and Jing activity and students’ final products will allow me to examine if the students understood the vocabulary, the elements and design method used during their hand-drawn illustration and if the students were able to successfully operate both programs. The students’ journal reflection responses will allow me to see if the students understand the similarities, differences and imperatives of traditional and contemporary visual art.