ARTE Learning Segment (LS) Template 11.10.

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-----EACH LESSON IN LEARNING SEGMENT TO BE 3-4 PAGES-----

Title of Learning Segment: Palm Printmaking Grade or

Class: 3rd Grade

Prior Knowledge What a reflection is, how to wash paint brushes, flattening clay.
Central Focus/Big Idea If you mirror artwork, you may be surprised with how much it changes!
Learning Segment Overview (e.g. four lessons 45 minutes each)
Lesson 1 Intro/ Motivation/Engage/Research
I will get the students’ attention by covering my hand with face paint and then pressing it to a
paper hung up on the wall. I will then hold up my paint covered hand next to the picture, and ask
what is different. Upon hearing student answers, I will ensure they know the definition of
reflection if they do not. I will ask if they want to make their own, to Segway into the instructions.
Lesson 2 Instruction process/Procedure/Explore/Guided Practice
I will show the class what materials we will be working with. While I instruct, I will right
“summaries” of each step in sentence form on the board. I will emphasize that our paint is face
paint, and that it is unsafe to put any other paints on our body, so they do not try to do this
lesson with regular paint at home. I will tell the kids to paint their image on their hand, and
recommend that they paint on the ball of their hands (and gesture physically to what body part
this is) because that makes it easier to press into the clay. I will show them how flatten their clay
into a disc, press their hand in, and hold still for at least 15 seconds before removing their hand.
I will tell them to look long and hard at their results, and think about if they are surprised with
how it looks or if they got what they expected. I will tell them that after this step, they may wipe
off any mistakes and paint their fixes directly onto the clay if desired – then we will let dry for 24
hours. I will instruct students to wash their hands before leaving.
Lesson 3 Present/ Respond and/or connect/present
Upon dry time completion, I will have my students talk in their table groups about their results.
Did everything turn out as expected? Did mirroring the image change it a lot? Did anyone’s
image look the same when transferred? If any students did, use their work as example, but if not
have applicable work on standby – present this work to the class and show them that it has
reflective symmetry, and what that means. The talking students do in this section will prepare
them for their writing in the next section.
Lesson 4 Summative Assessment/ Evaluation/Closure
I will have my students write a short (1 paragraph) summative assessment in the form of a
self-reflection. They will describe what they did that was successful and what they would
have done differently with the knowledge they gained through doing.

Standard Learning Objective Summative Assessment

NVAS: Anchor Students will create an image that I am assessing whether students
Standard 1: will look successful upon reflection. may create an image that looks
Generate and successful upon reflection – or at
 ARTE Learning Segment (LS) Template 11.10.19
-----EACH LESSON IN LEARNING SEGMENT TO BE 3-4 PAGES-----

conceptualize least that through our lesson they

artistic ideas and learned what they would need to do
work – by having them describe what
SCVAS: # [Link] I can explore how to get the they did or what they would’ve done
IM.1.1 I can outcome I want when reflecting art differently in their summative
explore or explore what I did that didn’t assessment.
solutions to work.
an assigned Explore – measured in self-
artistic reflection summative assessment
challenge.
Standard, Objective, & Assessment use similar language from Standards

Academic Language Demands, as applicable:

1. Language Function explore
2. Vocabulary No more than 5 terms w/definitions using age-appropriate language. Cite source
Printmaking - the activity or occupation of making pictures or designs by printing them from
specially prepared plates or blocks (Oxford Dictionaries).
Reflect - the throwing back by a body or surface of light, heat, or sound without absorbing it.
(Oxford Dictionaries)
Impression - a mark impressed on a surface by something. (Oxford Dictionaries)
Reflective symmetry - A type of symmetry where one half is the reflection of the other half.
You could fold the image and have both halves match exactly. ([Link])
3. Discourse How will you develop students’ academic discourse and/or syntax?
Students will develop their ability to reflect upon their artwork and develop better planning skills
though thinking about what they would do differently in their future artwork. Students will
develop the ability to talk about their and other’s art through group discussion.
4. Practice How you will you help students practice using the language function? What specific
opportunities: e.g. reflective writing, exit tickets, critique, small group discussion, presenting?
Teacher will have students practice our language function of explore through both their written
self-reflection, and the exploration of ideas, “why did/didn’t this happen…” etc. with their table-
mates conversation before the self-reflection.

Key Materials Include appropriate technology that you will use in each activity as well as a
complete list of the materials you will use (manipulatives, worksheets, word lists, game
directions, art supplies, book titles, PowerPoint etc.).
 “Clay” dough
 Face paint
 Paint brushes
 Rinse cup
 Sink
Lesson I of 4 (2 of 4 etc.) Each lesson is a step to teaching the Big Idea of L. Segment
Standard Objective Formative Assessment
Creating to meet artistic Create/explore Formative for this lesson is the
challenges. creation of the clay print.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

 Instructional Strategies and Learning Tasks should match Objectives & Standards. This is
the heart of the plan. It is your script. Write so it is a clear, concise, yet thorough sequence.
 Include enough detail so that anyone who is well-educated could follow your plan.
 Include Introduction, reflective questions, & enough activities to adequately address your
objectives. They must be developmentally appropriate for grade level.
 Add at least 2 references from theory to practice
 Be very specific in this section, particularly with transitions. E.g. Can vary based on lesson:
ARTE Learning Segment (LS) Template 11.10.19
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o Focus/review OR INTRO
o Share objectives
o Teacher instructions Or I DO
o Guided practice We do
o Independent practice YOU DO
o Connecting/sharing/presenting
o Closure/ review
1. Teacher will introduce class to project’s concept by covering hand with face paint and
then pressing it to a paper hung up on the wall.
2. Teacher will then hold up paint covered hand next to the picture, and ask the class what
about the images are different.
3. Teacher will ensure class knows the answer is that it is reflected, and that they know
what the definition of reflection is.
4. Teacher will ask if students want to make their own to get them excited.
5. Teacher will relay the instructions both out loud and on the board. This will be relatively
quick to retain focus and interest* (See theorist’s section for explanation).
a. Student will choose an image to draw
b. Student will apply face paint to paint brush (teacher will emphasize that only face
paint is allowed for this activity).
c. Student will press their palm into their clay while it is resting on a flat surface to
form a disc like shape approximately half an inch thick.
d. Teacher will inform students what the ball of their hand is. Students will paint
their pictures on the ball of their hands.
e. Students will press the ball of their hands into the clay while it rests on a flat
surface for 15 seconds.
f. Students will remove their hands from the clay pulling straight upwards.
6. Students will complete the above described activity.
7. Teacher will ask students as a group if they are surprised with how it looks or if they got
what they expected – but teacher will tell them to not say their answers yet.
8. Teacher will tell students that they may wipe off any mistakes and correct them by
painting with the paintbrush if so desired.
9. Teacher will instruct students to discuss their answers to the question from step 7 with
their table mates.
10. After discussion, teacher will introduce new question – “Did anyone’s image look the
same when transferred?”
11. If so, teacher will use one of the student’s work as example when completing next step.
If not, teacher will have had example to use ready just in case.
12. Teacher will hold up example while explaining that it has reflective symmetry, and
defining this for the class.
13. Teacher will assign a one paragraph self-reflection summative assessment in which
students will describe what they did successfully and what they would do differently in
the future knowing the knowledge they gained in the activity.
Theory/Theorists State the theory/theorists whose thinking influenced yours for this learning
segment. E.g. Piaget, Vygotsky, Lowenfeld.
I was influenced by theorist Jacob Counin, who believed multitasking with effective transitioning
and good pacing retains engagement and reduces behavioral issues.

Accommodations Universal Design for Learning used in this art lesson.

 Representation: Giving visual example of printmaking with palm on paper, giving verbal
instructions while giving visual cues (like gesturing to what part of the body is the ball of the
hand), writing basic steps on the board.
 Engagement: create engagement through catching attention with palm example in the
beginning and allowing students to choose the subject matter they are printmaking.
ARTE Learning Segment (LS) Template 11.10.19
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 Expression: Written self-reflection at the end that describes what they did that was
successful or what they would do in the future to be happier with their results.
 Individual student with special needs: Shaping the clay discs for students with joint
problems, if it would cause pain to press their hands in clay they could paint on my hand
instead.

Resources/ N/A

Artifacts/teacher or student made Three teacher examples – face, cat, eyeball.

Reflection (Internship I only) N/A