Studio Habits of Mind Mini Lesson Plans

Engage/Persist

Learning Activity:

Students will be able to use the TAB (Teaching artistic behavior) method to create a larger art piece about identity. The students will have 4-5 days to independently work on their art piece. If the student has questions or needs help problem solving the teacher will be around to help. During this time they will explore and troubleshoot.

I Can's Elementry:

1. I CAN show something important to me in my artwork

2. I CAN be excited about my art-making

3. I CAN explore my art because I know techniques

4. I CAN problem solve with the help of my teacher

5. I CAN finish my work by the due date

I Can's High School:

1. I CAN convey meaningful ideas in my artwork

2. I CAN connect to my work in a meaningful way

3. I CAN use my skills to go deeper in my art

4. I CAN problem solve when unexpected issues arise

5. I CAN finish my work by the due date

Questions:

1. What inspired my artwork?

2. What do I find interesting? What do I like?

3. What memories are conveyed in my work?

4. How did I explore the theme of identity in my work

5. What problems arose? How did I solve them?

6. What did I learn about myself?

7. What was my favorite part of making this piece?

Express

Learning Activity:

Students will be instructed the day before to bring objects or pictures that describe them to class the following day. They will then watch a youtube video on what identity is and how they can begin to figure out theirs.https://www.youtube.com/watch?v=om3INBWfoxYLinks to an external site.

The video mentions making a list of values and interests. Students will be given a piece of paper with an outline of a face on it and will be instructed to creatively draw and color in pictures and words that represent their values and interests. This will act as a sort of mindmap and will allow them to start brainstorming their personal identity. Students can use drawing materials as well as collage materials to complete this mini-project. They will be encouraged to take inspiration from the items they brought to class.

I Can's Elementry:

1. I CAN describe what is important to me

2. I CAN share an idea in my art

3. I CAN understand what is important to my peers by looking at their artwork

4. I CAN change my meaning as I create my work

5. I CAN share what is important to me through art making

I Can's High School:

1. I CAN assess how things important to me can be conveyed in art

2. I CAN communicate an idea through artwork

3. I CAN understand what is important to my peers by looking at their artwork

4. I CAN alter and develop a meaning as my artwork progresses

5. I CAN express what is important to me through art making

Questions:

1. How is my artwork important to me?

2. What are my values?

3. What aspects make up my identity?

4. How can I express my identity through art making?

5. How can I use the principles of Design to express my identity?

6. WHat does my work remind me of?

7. How can I express emotions through color?

Observe

Learning Activity:

Students will be asked to observe others' artwork in the classroom and give feedback using academic art speech through a class critique.

I Can's Elementry:

1. I CAN share my thoughts about others work kindly

2. I CAN observe an art piece and form thoughts on it

3. I CAN list the principles of design used in a piece.

4. I CAN notice detail

5. I CAN get ideas from others work

I Can's High School:

1. I CAN be mindful about others art and express my thoughts in a meaningful way

2. I CAN observe an art piece and form constructive criticism

3. I CAN list the principles of design used in a piece and comment on how they affect the overall composition.

4. I CAN notice details and describe how it affects the artwork

5. I CAN be inspired by others work

Questions:

1. Is the artwork successful? why or why not?

2. What stands out in the work?

3. What senses are utilized when examining the work?

4. How does the composition convey meaning?

5. How do the principles of design convey meaning>

6. Does the artwork feel different when looking at it further away?

7. What would you have done differently?

Envision

Learning Activity:

Students will be able to use the TAB (Teaching artistic behavior) method to create a larger art piece about identity. They will first spend some time coming up with an idea and completing a worksheet and then will get that worksheet approved by the teacher. They will create a plan, draw a picture, visualize different ideas for their artwork and be able to keep the plan for future changes. Students will be encouraged to draw multiple ideas.

I Can's Elementry:

1. I CAN draw out an idea that I picture in my mind

2. I CAN envision a purpose for my artwork

3. I CAN pick what material I want my piece to be made of

4. I CAN understand what studio habits mean and how I'm envisioning through creating a plan

5. I CAN consider multiple ideas for my work

I Can's High School:

1. I CAN draw an idea that I have conceptualized

2. I CAN decide why I'm creating my artwork

3. I CAN connect my conceptual idea to the material I choose

4. 4. I CAN understand what studio habits mean and how I'm envisioning through creating a plan

5. I CAN create several different thumbnail sketches for my ideas

Questions:

1. How do my ideas change from my original plan?

2. How does my idea evolve after completing several different sketches of it?

3. How can the meaning of my art change with different materials?

4. How can I explore different materials?

5. How can the meaning of my art change with different uses?

6. What purpose fits best with my idea?

7. What studio habit am I going to strive to explore?

Reflect

Learning Activity:

Students will spend the last day of the unit reflecting on their projects and critiquing other projects. This is where the reflection takes place. Once students finish their projects, they will reflect on what they discovered throughout the process. Students will start by filling out a reflection worksheet that reminds them of the theme and asks them to look at their art and explain how they navigated the theme through their artwork or how it relates. After this, they will upload a video of them talking about their decisions in their proposal and the decisions they made throughout the project. This will be uploaded on a discussion board using the program that the school uses. The last step of the reflection is for students to view at least two other students’ videos and comment on them with things they liked about the project to instill confidence in the students as artists. Their summative end-of-lesson assessment is split up into three parts. The first part involves the students answering some questions on a worksheet to gather their thoughts on the project and assess how they thought they grew or what they got out of the assignment. This is then turned into a video where they talk about their initial plan and if that changed or what obstacles they came across. Students will then be asked to participate in a mini critique where they comment on two other classmates’ videos and say what they liked or what they thought the artist did well. This lets me know they are being intentional in their creativity and are thinking critically about their art and others' art.

I Can's Elementry:

1. I CAN change the meaning of my artwork

2. I CAN reflect on how I made my artwork

3. I CAN explain my decisions

4. I CAN tell others how I feel about their art

5. I CAN reflect on how I want to explore this theme further

I Can's High School:

1. I CAN Explore multiple conceptual meanings in my artwork

2. I CAN reflect on the multiple processes and explorations I took to create my artwork

3. I CAN explain why I made the decisions I did in an artist critique

4. I CAN explain to others how their artistic decisions were successful or not

5. I CAN reflect on how I want to explore this idea through other pieces of art

Questions:

1. What part of my work would bothers me and how can I change it?

2. Does my work seem complete or could it still use some more exploration?

3. How does my work relate to the theme?

4. How does my work relate to past and future works?

5. How did I take inspiration from other artists?

6. Did I investigate a new medium or explore it further?

7. How can I convey my thoughts about other people's work in an academic way?

Develop Craft

Learning Activity:

Students will participate in a material center Boot Camp where they each create a small piece from each of the material centers. When going to each center the students will have a chance to watch a demonstration, get their hands dirty, and ask questions while exploring. Once they have learned about each material center they will complete a reflection that has some questions about what they discovered.

I Can's Elementry:

1. I CAN use art tools to practice techniques

2. I CAN use my skills to create a piece of art

3. I CAN use different materials to express an idea

4. I CAN take care of tools

5. I CAN do more than my share when it comes to keeping the studio clean

I Can's High School:

1. I CAN master the basics of an art medium and its techniques

2. I CAN put what I learned into action by creating a piece of art

3. I CAN choose specific techniques to express my ideas

4. I CAN learn the proper care for different art equipment and tools

5. I CAN see something needs to be done and do it without being asked to keep my studio space clean

Questions:

1. How did the studio look when I arrived?

2. Where do different materials belong?

3. How do I properly take care of specific materials?

4. How can I use a medium to convey an idea?

5. What techniques have I learned about each medium?

6. Which medium is my favorite and why?

7. How can I explore these mediums in a new way?

Stretch and Explore

Learning Activity:

The students will be instructed to use this choice board to stretch their ideas and explore art making. They could do some research on a specific theme and the artists involved in it to guide the student before they start their project. I think choice boards are a great way to add a little bit of structure to TAB. The first row of my board allows students to explore different ways to make art. The second row is to get students to look at art. The third row is to get students to start analyzing art. The fourth video is to get students familiar with art techniques. And the last row is to show students different ways to plan a project.

I Can's Elementry:

1. I CAN try things I've never done before

2. I CAN learn about new mediums and techniques

3. I CAN explore new ideas

4. I CAN explore new artists

5. I CAN predict how my work might change

I Can's High School:

1. I CAN take risks and try things I've never done before

2. I CAN explore new ways to use mediums

3. I CAN explore new concepts and make note of what interests me

4. I CAN explore artists related to a specific theme or idea

5. I CAN assess some challenges I might face in my art-making

Questions:

1. How can I use these activities to navigate my art?

2. What happens if I use a material in a new way?

3. How do different artists inspire me?

4. What did I learn from these activities?

5. How have my ideas changed since before doing these activities?

6. Which activity was my favorite and why?

7. In what ways did I see artists stretching and exploring in their work?

Understand Art worlds

Learning Activity:

Students will be instructed to do some research on their laptops about 3 different artists that represent identity. They will fill out a simple worksheet about each artist and then choose one of the three to answer the last question on the worksheet. When done the students can sit quietly and draw until everyone is done. Once everyone is done they can all talk amongst their table groups about their three artists and what they have learned or what they like. Students will look at artworks from different times in history to open new possibilities in their own work.

I Can's Elementry:

1. I CAN find artwork that means something specific

2. I CAN connect different artists to the same theme

3. I CAN use other artists as inspiration for my own work

4. I CAN find artists in different ways

5. I CAN identify different mediums and the principles of design in an artwork

I Can's High School:

1. I CAN find artwork that conveys a specific idea or theme

2. I CAN explore artists who conceptualize similar ideas to each other

3. I CAN take ideas from other artists as inspiration for my own work

4. I CAN use different outlets to explore artists

5. I CAN identify mediums and techniques and explain how they help convey a meaning

Questions:

1. How does the material that the artist uses connect to the conceptual idea that the artist is trying to convey?

2. How does this type of art make me feel?

3. How does this artist relate to the theme of identity?

4. What aspects of this artwork am I drawn to?

5. What aspects of this artwork are similar to my past artwork?

6. What movement is this artist from?

7. What was the purpose of this artwork?