EDUC 351 Reading & Writing in the Content Areas, 6-12
EDUC 351Reading & Writing in the Content Areas, 6-122.1
DESIGN INSTRUCTION BASED ON ELEMENTS KEY TO EFFECTIVE TEACHING.
Cooperative Learning
Cooperative LearningIntro (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 LearningClosure (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 peoples 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 LearningFor 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.
