WOODLAND HILLS HIGH SCHOOL LESSON PLAN

SAS and Understanding By Design Template

Name M. Hutterer Date 5/2 Length of Lesson 4wks. Content Area Printmaking

EDLINE_X

WEB PAGE X_

STAGE I – DESIRED RESULTS
LESSON TOPIC:three color reduction print/lino block / BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
Standards:
9.1.12 - A. Know and use the elements and principles of each art form to create
works in the arts and humanities.
C. Integrate and apply advanced vocabulary to the arts forms.
E. Delineate a unifying theme through the production
of a work of art that reflects skills in media processes and techniques.
F. Analyze works of arts influenced by experiences or historical and
cultural events, through production, performance, or exhibition.
G. Analyze the effect of rehearsal and practice sessions.
9.2.12 - A. Explain the historical, cultural and social context of
an individual work in the arts.
F. Know and apply appropriate vocabulary used
between social studies and the arts and humanities.
L. Identify, explain and analyze common themes, forms
and techniques from works in the arts.
9.3.12 - A. Explain and apply the critical examination
processes of works in the arts and humanities.
• Compare and contrast
• Analyze
• Interpret
• Form and test hypotheses
• Evaluate/form judgments
F. Analyze the processes of criticism used to compare the meanings of a
work in the arts in both its own and present time.
9.4.12 - A. Evaluate an individual’s philosophical statement on a work in the
arts and its relationship to one’s own life based on knowledge and
experience.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: STUDENTS WILL UNDERSTAND THE ART OF PRINTMAKING AND IT'S HISTORY / ESSENTIAL QUESTIONS: HOW DO I CREATE A LETTER DESIGN ? HOW DO I TAKE MY LETTER AND DESIGN A DECORATIVE WORK?

VOCABULARY: ISLAMIC ART

COLOR REDUCTION
LINO PRINT
BRAYER, ROLLER, PRINT INK
EDITION
PATTERN
TRANSFER
PRINTMAKING
/

STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):

STUDENTS WILL COMPLETE A STUDY FOR A DRAWING SUITABLE FOR A THREE COLOR REDUCTION PRIINT STUDENTS WILL REFINE THEIR DRAWING TO THE CORRECT SIZE BEFORE TRANSFERRING TO THE BLOCK AND BEGINNING THE CUTTING TOPRINT. THE PRINT IS DONE IN A SEQUENTIAL FASHION PRINTTING AND CUTTING DOWN UNTIL THE DESIRED PICTURED IS ACHIEVED.
STUDENTS WILL COMPLETE A READING/WRITING ASSIGNMENT.
Students will be able to:
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Students enter the room, retrieve folders and always begin working on their projects and lettering, instruction follows the bell When necessary, group discussion and demonstration take place after the bell / FORMATIVE ASSESSMENT(S):
#1. Open Ended Questions
Others: Guided Discussion, Feedback, Sketchbooks1. Formative Assessments
• Visual representation
• Adhering to discussions and demonstrations
• Visual aids
• Informational readings
• Measuring skills and tools applied when appropriate
• Summarize and reflect
• Rubric for technique
• Written student evaluation and skills mastered
• Works in progress are daily and on-going intervie
STAGE III: LEARNING PLAN
INSTRUCTIONAL PROCEDURES:
(Active Engagement, Explicit Instruction, Metacognition, Modeling, Scaffolding)
Active Engagements used:
#1. Higher Level Thinking Skills
#2. Compare and Contrast
Others:
Describe usage:
Scaffolding used:
#1. Build on Prior Knowledge
#2. Provide Visual Support
Others: Teacher Prompting
Describe usage:
Other techniques used1. Formative Assessments
• Visual representation
• Adhering to discussions and demonstrations
• Visual aids
• Informational readings
• Measuring skills and tools applied when appropriate
• Summarize and reflect
• Rubric for technique
• Written student evaluation and skills mastered
• Works in progress are daily and on-going intervie:
MINI LESSON:
think about what symbol best represents YOU / MATERIALS AND RESOURCES:
ALL NECESSARY MATERIALS FOR PRINTING THE LINO BLOCK / INTERVENTIONS:
. / ASSIGNMENTS:
READING ASSIGNMENT ON PRINTMAKING AND JAPANESE WOOD PRINTS ART