End in Mind
Just like any other lesson plan, begin with the end in mind.
What do I want my students to learn?
How will I know they know it?
I tend to use the first guiding principle of the TAB, what do artists do, to help me decide what my students should know. For example, one of my primary units is "Artists Investigate." I try to relate lesson themes about real artistic processes, behaviors, and careers to keep learning relevant and connected to real-world scenarios. I also refer to my Colorado visual art state standards to help guide me. The standards will set the rigor, grade-level expectations. In this unit, I want my students to understand:
Lesson Plan for Sewing Grades k-1
Studio Habits as a Foundation
I align these understandings to Studio Habit of Mind. I do this for a few different reasons. First, it will help me develop and create assessments to work into classroom structures. (This will help me with building evaluations, activities, demonstrations, and reflections for students to highlight their learning.) Also, it will give students the foundation of their knowledge. I use the Studio Habits from year-to-year, so the ideas and learning carry with students. This unit aligns well with Observe and Stretch and Explore.
(I highly recommend "Studio Thinking from the Start" for k-8 teachers!)
How can I write an objective that fits all students choices?
How can I write an objective the reflects the activity?
The objective is crucial because it will be the driving force for students to know what will be happening, and it will inform the administration of what is happening in the classroom when they visit. I have learned that administration like objectives that show the standard and reflect the activity that students are doing. It is not difficult to write a learning target using a Studio Habit of Mind. My objectives are usually:
Know: Stretch & Explore
Understand: Artists play to learn about the properties of materials
Be Able To: (Use a standard with the number)
I can choose materials to explore today.
When I am writing lessons, I ensure that students will have autonomy over their artmaking. I believe, "The student is the artist," so I want my plans and objective to reflect that. When I have an objective set, I move on to the introduction. (Below is an example)
An introduction is an ideal time to build a pre-assessment and anticipatory. The pre-assessment could be a journal entry, digital form, exit ticket, or class discussion. Whatever preferred informal assessment you prefer to use. I like to use something that will assist me in recording data and streamline the process. I tend to use digital forms. The anticipatory is an exciting part of building a lesson.
What do students know about this?
How can I build background knowledge and create connections?
How can I excite and engage students in this topic?
I like to think about how I can set-up materials and pictures for students to see upon entry to the class. Sometimes I want to use my demonstration to pique their interest and curiosity. Maybe a video or book?
Structures to Assess
I have classroom routines, and structures in place-I infuse my unit plans into those structures. If students are learning about the exploration of materials, how I utilize classroom procedures to show their learning? I always have a share time at the end of class. I will create a spreadsheet that keeps notes of students' share. I develop questions to ask students that align with the standards and unit.
Digital portfolios have the potential to feature students learning. Some digital portfolios, like Seesaw or ClassDojo, allow students to record and types, allowing students to explain their work. Students could use technology to tell what they explored and learned. There is a benefit to having digital portfolios as a classroom routine and structure.
Another option is having students write artists' statements. They could explain what they learned about tools and what they liked. It is even possible to create an artist's statement center in the classroom for students to utilize when they complete work. (Artists statements are lovely to hang with works of art in the school.)
One of my most successful structures is "Reflection" day. I see my students one or two times a week. If I see them twice a week, the second day is a reflection day. On this day, I may create small reflections for them to fill out or add images to portfolios. It is a valuable time for them to show their learning.
How my brain builds a lesson
Writing a TAB Lesson Plan by Jessi Ruby
A place where I keep all of my thoughts on teaching an elementary Teaching for Artistic Behavior (TAB) classroom.
TAB Teacher Blogs