Lesson Plan for Gustav Klimt Art Class

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. 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 visual art addressed within the learning tasks and students\' prior academic learning, their assets, and research/theory\".

The prior academic learnings of the students in 2a above had been a guiding factor that affects my decision in planning my instructional strategies in order to focus on this learning segment. Thus, I relied on the student\'s prerequisite knowledge to develop my plan of instructions. My aim is to develop instructions that will allow students utilizing the existing knowledge by capitalizing on cultural assets in order to understand the arts with reference to the historical context. This method will assist students to have opportunities in making personalized choices about style and methods as a way of drawing their personal assets. Thus, my aim is to get students working on arts in order to be proud and get personally connected when invested in their works. As being pointed out by Elizabeth Manley Delacruz (1997) \"success is a key factor in motivation.\" (8). Thus, my objective is to make my students having knowledge in watercolor painting to develop the reasonable project. My goal is also to share my decision in making my students be successful to make them truly feel the artistic works.

3b. \"Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs\".

The planned support and instructional strategy that can benefit the students include small group work and cooperative learning. The strategy will provide benefit for the entire class. Moreover, the teaching strategy will improve learning ability of students with specific learning needs since the entire class benefit from the solid understanding of how society and integral arts reflects one another. Moreover, the teaching will assist students to understand how the issues are related to arts, and the method new techniques in art express new ideas. However, students will attention deficit disorders will gain from this approach intellectually stimulating subject interactions on social issues, and art. The lesson will be designed in such a way that all students will gain from this approach, which will assist them to understand the work of art.

3c. \"Describe common errors or misunderstandings within your central focus and how you will address them\".

My notice is that students in my class are still passing through the stage of drawing development. Moreover, younger children are still experiencing problems to assemble different shapes together. The development issues are still common among students aged between eight and nine due to lack of experience. Students are also encountering difficulties in understanding the concepts through negative and positive space. Moreover, common noticeable errors are that students still face challenges in correlating the interrelated aspect of the artistic parts. Through constant practice, students should be able to learn different concepts through experience and experimenting. Thus, I intend to address this issue by constantly referring back to the what, who, where, how, and why -- of the visual art. I will show the students the practice and styles of artists that have been developed, shared and perfected over the years, and how the developments have coincided with social issues. I will also encourage them to make a regular practice of printmaking. Through a constant practice, students will learn art concepts through experience and experimenting.

4. Supporting Visual Arts Through Language Development

\"4a. Language Function. Using information about your students\' language assets and needs, identify one language function essential for students to learn to create, present, or respond to visual art by incorporating the component(s) within your central focus. Listed below are some sample language functions.\".

The language functions are critical for the students learning development providing a strong sense for visual arts. The language function that is essential for my students\' learning is the concept identification. By assisting students to identify different artistic styles, students will be able to create and identify key concepts to build their understanding and body of knowledge. Moreover, I will allow students to attend exposition to enhance their greater understanding of what is happening in the visual art world, and their importance.

4b. \"Identify a key learning task from your plans that provide students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs\"

In lesson 3, the key learning tasks are to provide students with opportunities to understand practical aspect of visual art by presenting different images to the class allowing them picking from the images presented in the class. Moreover, students will be given tasks to enhancing their ability to present images and doing exposition. Moreover, students will be allowed to justify their conclusion from the previous lessons gained from previous experience and applying the experience to the task given.

4c. \"Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need\"

Additional language demands are to assist students developing their vocabularies skills and phrases for their art exposition as well as the understanding rule of discourse and syntax. The students will also learn how words and languages can be used to convey meaning. Students are also required to understand main vocabularies used in the artistic world. Moreover, students will learn how to write and discuss the inferences using correct academic languages that connect inferences to artistic evidence. Students will also learn to connect inferences with correct academic languages. More importantly, students will learn elements, which will assist them completing the writing process. Students will also need to understand both discourse and vocabulary to achieve academic success. Essentially, students are to be proficient in academic vocabularies to assist them exchanging ideas and information. They will also be required to understand cardinality and other vocabularies to develop their skills in higher level discussions.

4d. \"Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt\"

The lesson plan identifies the planned instructional supports that include a lesson in grammar as well as utilizing visual art in sentence showing how words are put together to form a sentence and to convey a complete idea. The ideas will be integrated into the visual arts, which will assist students to interrelate the language art subject with visual arts assisting in deepen students\' appreciation of vocabularies, syntax, phrases and discourses. Moreover, students will learn to use the textbooks to guide them an understanding of how to use words and vocabularies. By providing the organizational chart, students will be on their track and achieve success through their learning segment.

Monitoring Student Learning

5a. \"Describe how your planned formal and informal assessments will provide direct evidence of students\' abilities to create, present, or respond to visual art and monitor students\' understanding or application of the component(s) you have chosen to address (interpreting art, developing works of art/design, and/or relating art to context) throughout the learning segment\".

My both formal and informally planned assessments are to provide evidence for students, presenting, creating and responding to visual art as well as monitoring students\' application and understanding of contextual analysis in the entire learning process. Moreover, I will carry out the informal assessment in the entire learning exercises, and dialogue with students, probing their reasoning skills by using questions and answer sessions. The strategy will assist in engaging students thereby supporting their learning development. The informal assessment will assist students to participate in learning through attentive observation. The data collected about students progress will be used to enhance conceptual understanding through small group work, partner talk, and peer buddy. Moreover, the informal assessment will assist in finding patterns errors and common misconceptions common with the students. The formal assessment will be in form of presenting exposition to students after explaining syntax and dialogue to them using diagrams and other illustrations. The formal assessment will also be informed of quiz that will be used to assess students ability in understanding vocabularies relating to interrelations of concepts and put them in the visual art practice.

5b. \"Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning\".

The planned assessment is designed to meet the needs of different learners no matter their cultural background. Analysis of the students in my class reveals that there are still some underperforming students during the class participation. However, they perform better in their homework. Thus, I try to incorporate different strategies to keep all students engaged keeping in the interactive activities. The planned assessment also incorporates students with special deficit disorder to participate in the class assisting them to achieve the best in the class. In this manners, students will be able to develop their vocabularies and be skillful in visual arts making them be productive.

\"For task two please act as if you were watching your own lesson being taught on Gustav Klimt. Also, please fix question three on task one, it does not rever to Gustav Klimt\".

Task Two

2. \"Promoting a Positive Learning Environment\'

\"In response to the prompt, refer to scenes in the video clips where you provided a positive learning environment\".

2a \"How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?\"

I believe in creating productive and positive learning environment for my students that involve creating and developing mutual respectful rapport between me and my students. The evidence is revealed in the video clip as the students are grouped for the peer-learning to complete pivotal questioning. In the video, I was moving around the class reaching all students to ascertain the students are answering the questions based on instructions. In the class, I noticed that one of the special students is struggling with the art drawing, and she was a little bit clumsy in handling the drawing pen. I also noticed that she was demonstrating obsessive compulsive behaviors. In the screen, I moved closer to the girl assuring her that she could do better showing the method to handle the drawing. I noticed that the girl was able to handle the drawing pen better with a little bit of demonstration. As I continued teaching and moving around the classroom, I noticed one of the students obsessing on a torn paper and trying to disrupt the activities of one student near her. I quickly intervened and addressed the student to concentrate on the class teaching and he relaxed. I moved to the front of the class bringing all students to face the front of the class and making all students concentrating on their drawing lesson. I moved to the student who was struggling with her work and assured her that someone cared for her. This contributed to the positive learning environment. I also noticed in the first video segment that it was evident that I engaged all students in the group discussion. I realized that the group discussion electrified the class fostering more participation of more students as I was walking around the classroom encouraging them to foster more participation.

After the group discussion, I tested their learning abilities by encouraging the students to demonstrate what they have learned so far. One of the students responding positively explaining the importance of Gustav Klimt artworks to political, economic and social contributions. Thus, I demonstrated a positive rapport in the classroom by inviting them engaging in conversion, which made me understand their weakness and strengths. Since the intention of the students was to become an expert in the artworks, thus, it was important to allow them choosing the alternative way of drawing given different tasks in guiding the students in mastering the artworks. For example, I asked Andrew, \"How do we walk through this\"? My intention was to specifically and intentionally encourage students contributing in the video clips by creating opportunities for them to voice themselves when learning and to guide and deepen their learning by allowing students to provide positive contributions in the class.

In another video clip, I saw myself helping students who needed extra help while other students were engaged in learning. Overall, I demonstrated rapport and mutual respects for students by bringing down myself to their levels and answering different questions they proposed, worded the answers and questions to their level of understanding.

3. \"Engaging Students in Learning Refer to examples from the clip(s) in your explanations.

3a. \"Explain how your instruction engaged students in constructing meaning, interpreting, and responding to a complex text\".

My strategies used to engage students is by making them understand the concepts to assist them making a wise choice from different combinations of choices.. The strategy is by integrating into the lesson plan to assist students beginning and developing a connection between their current knowledge and future knowledge. Incorporating this type of lesson plan assists students to draw a connection between new and old knowledge. In the video clip #1: 1:18-2:39, students are beginning to develop procedural fluency by talking about the tree diagrams and they are able to show the correct way of developing such diagrams. The method allowed the diagrams of every student to be similar since everyone was showing the same information. In the video clips, the task of creating the tree diagram assists the students in developing the procedural fluency in creating both the sample space and a tree diagram. The video clip #2.012.1.45 also demonstrates the number of students engaging in problems solving skills because the students are asked to design a stimulation to assist them determining the number of questions they are likely to get right if they are likely to guess 60 questions in a multiple choice exam. Moreover, the students were asked the best tool to create stimulation, and this required them to develop problem-solving skills and determining the best chance of getting different questions correct and the tools to replicate this probability.

b. Describe how your instruction linked students\' prior academic learning and personal, cultural, and community assets with new learning.

In the video clip, I saw myself teaching the students method of drawing the tree diagram to portray Gustav Klimt tree of life. I implemented the teaching strategy to activate their prior knowledge since they have used the similar diagram to represent concepts in other classes. Moreover, we discuss the benefit of using the symbols of many theologies, and mythologies that signify between the earth and heaven. Moreover, I designed the second lesson to show students how they can relate academic learning to civilization and developing the understanding of the artistic concepts. Students are also taught to build the tree house using different learning materials for their tree house. The technique of building treehouse is by using the image and texts.

I used the lesson 4 to teach students to work at their own pace and practicing different topics discussed in the last three days. The method enhances a greater understanding of the students as they consult their notes and check for helpful hints on the method to perform various tasks and solving problems with their school partners in order to find solutions to different problems. By allowing students to works with their learning partners, I was able to assist them working at their pace with students having the similar artistic ability. By applying the teaching strategy, I was able to make learning less stressful for students. Thus, I realize that students who need extra attentions can receive assistant to deepening their understanding of the learning contents. While I did not provide a direct instruction to the entire class, nevertheless, I was able to develop an environment that would make the students learn more. The strategy was accomplished by assisting them to search for the explicit answers.

\"Deepening Student Learning during Instruction\"

\"Refer to examples from the video clip(s) in your explanations\"

4a. \"Explain how you elicited student responses to promote thinking and develop their abilities to express or understand meaning through interpreting art, developing works of art/design, AND/OR relating art to context\".

The video clip Tree of Life shown to students was used to establish the feedback form for the guideline of the evaluation of the artwork for the peer group. The strategy is to establish criteria that will be used in analyzing and interpreting the artwork. Moreover, I choose to provide the feedback in a written form to deepening the students\' learning instead of the instructional-based since many students in my class have limited experience of Tree of Life artworks prior to this lesson. Thus, my aim is to have them participating in the class work without exposing them to the daunting tasks. Thus, I envisaged that the students would be able to participate freely in the class through the peer group work discussion. All the while, I envisaged moving around the classroom and engaged all students in formal discussions in the same criteria labeled in the feedback forms. The strategy will assist the students less familiar with the artworks to have a chance of participating in writing and speaking. This method will also eliminate the pressure that students may experience when being asked to present oral analysis in front of the class.

In the video clip 2, I was seen in the classroom inspecting the work of each student and participating in the informal discussions. I noticed that students were transforming written critique into a more discussion-based making students to collaborate with peers to interpret the artworks. In the sense, students were able to agree and disagree with constructive interpretations. The video clip showed that discourse was more productive and respective.

4b. \"Explain how you provided students with opportunities for student choice (e.g., of content, methods, or style) in ways that deepened their understanding of visual art concepts/contexts as students created, presented, or responded to visual art\".

The interaction in the video clip provides the students the opportunities for experimentation, and choice that assist in enriching the students\' learning. In the video, I also instructed the students to fill the empty squares to enhance their experimentation of the painting techniques. The opportunity encourages students to make a positive connection between what they have learned and what they are currently learning. Through this experience, students are able to enjoy a memorable experience in the work of art.

5. Analyze Teaching

\"Refer to examples from the clips in your responses to the prompts\".

5a. \"What changes would you make to your instruction -- for the whole class and/or for students who need greater support or challenge -- to better support student learning of the central focus (e.g., missed opportunities)?\"

a. By reflecting the learning segment, I believed everything went well because students responded well and engaged in learning tasks that effectively combined artistic and spatial learning styles. Despite this improvement, I still believe that minor changes can assist them to increase their learning engagement the more. A reflection from the video, I noticed the areas where more support was needed to explain the learning tasks for students. Thus, I believe that there is a need to increase the disbursement of materials for the painting tasks since the skills will assist the students to build and improve their painting skills. Reflecting at the video, I also realize that there was much direct instructions in the video. Thus, I believe that students are needed to share their opinions about the lesson. The method will improve students thinking skills, which will assist them solving problems on their own without the assistance of teachers. Moreover, students will be able to reflect their experience in solving problems. By viewing the video, I believe there is a need to focus more on students\' responses.

Task 3: Assessing Student Learning

1. Analyzing Student Learning

a. \"Identify the specific standards/objectives measured by the assessment you chose for analysis\".

The study identifies the informal assessment as being addressed in the objective one that measures the method students apply the real world context in order to classify, organize, and identify the cause and effect from the pre-assessment. The objective two is to collaborate the group work. When I was circulating the students, I was able to integrate the high order thinking in them in order to make them assessing the cause and effect of the abstract world of art.

b. \"Provide the evaluation criteria you used to analyze student learning\".

I graded the class using four rubrics for their pre-assessment and post-assessment group work using the evaluation strategies in the table below:

Category

Mastery

Solid

Emerging

Rhetorical Appeal

Gustav Klimt quote

1.) Students are asked to incorporate all the three appeals and quote in the drawing styles.

2.) Clearly, students have a foundation with a complex understanding of each of the appeal.

1.) Students are asked to efficiently incorporate all the appeals into their drawing styles.

2.) Students display their basic knowledge to demonstrate each appeal.

1.) The student does not incorporate the three appeals into their drawing.

2.) Student attempts in utilizing the appeals, however, incorrectly utilizing each appeal.

Drawing choice

1.) Students are able to utilize specific format authentically by exploring chosen topic effectively.

2.) Students charismatically adheres to the chosen format

3.) Conventions and grammar used correctly to interpret the text.

1.) Students have been able to utilize chosen writing piece appropriately 2.) Student adheres mostly to specific drawing style based on the chosen format.

3.) Convection and grammar and conventions rarely detract the message.

1.) Students do not use the specific writing format to explore the chosen topic.

2.) Students have compromised the writing style with specific writing piece.

3.) Conventions and grammar prevent an interpretation of meaning.

c. \"Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above\".

Students are evaluated using the multiple choice as well as using the short response question and these were graded holistically. Each of the questions was arranged after the other. Students were also graded using the exam for evaluation to show where they performed better and common mistakes they make. Thus, I provided the feedback to show where the students were wrong. I also provided the feedback to praise students when they answer questions correctly. The rubric in the table below was used to evaluate students\' performances.