ARTE PRACTICE Learning Segment Worksheet
Autumn Jackson
Title of Learning Segment:
Growth Mindset: with an emphasis on Hollie Chastain
Grade or Class: 6
Prior Knowledge:
Cutting paper
Henri Matisse
Geometric shapes
Research
Collage
Color scheme
Gluing
Fine motor skills
Organization
Puzzle solving
Planning
Central Focus/Big Idea: Growth
Learning Segment Overview: Briefly describe each
Class last about 45 minutes for Elementary Schoolers
*3-5 min for daily class affirmation. (This will be a daily thing that happens before the start of class
Segment time Day
Intro 10min 1
Motivation
Engage
Research 15min (sketchbook requirement) 1
Instruction Process 15min with physical examples 1
Procedure 10-15min for questions 2
Explore 5min sketchbooks 2
Guided Practice 20min 2
Present 30-35min with break 3
Respond 3
Connect 3
Summative Assessment (critique, 30-35min with break 4
self-assessment, Artist Statement)
Evaluation Closure 10min (passing out papers and my 4 or when they come back the
notes to make evaluate the next week
students. Most likely will have a
rubric and will tell my students
they can ask me more question if
they want more clarity)
ARTE PRACTICE Learning Segment Worksheet
Standard Learning Objective (Summative) Assessment
NVAS: # &text Exit slip: Students will catalog the numerous types of
texture they used in their artwork and describe how it
SCVAS: # & text I can depict form by using line and shape in my aided or hindered their final piece.
VA.P NM.31 I can identify different color schemes in my artwork.
I can describe some I can depict numerous forms of texture in my artwork.
elements in my artwork
Academic Language Demands, as applicable:
1. Language Function One LF essential for students to develop & practice. Use Standard and Objective action verbs, e.g. analyze, compare/contrast,
interpret.
Critique
2. Vocabulary No more than 5 terms w/definitions using age-appropriate language. Cite source
Divergent Thinking: thinking ‘outside the box”; uncommon, unique, original
Intent: reason behind making a piece of work
Medium: The material used to create the artwork
Prototype: the creation of a testable version of the final product
Personal Aesthetic: ones personal approach to expressing their artist voice
3. Discourse How will you develop students’ academic discourse (putting the words to work/responding) and/or syntax (symbols, etc.)?
Students will participate in a group discussion critique.
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 lead a class critique that is focused on the vocabulary words taught in the class.
Questions: Where does divergent thinking make its self evident in the piece?
What is the intent of the art created? Did the intent change?
What medium did you use in your artwork? Why did you use that medium and how did that medium influence the work?
What was it like to make a prototype? Did the final project resemble the prototype or did it evolve over time?
How did playing with the material change the outcome of your project?
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.).
Powerpoint, found objects, glue, scissors, text, wallpaper, paint, colored pencils, ipads, crayons, gauche, cardboard, string, fabric, photography, paper( anytype)
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
The focus of this lesson Same as overview Formative for this lesson is…
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:
o Focus/review OR INTRO
o Share objectives
o Teacher instructions Or I DO
o Guided practice We do
ARTE PRACTICE Learning Segment Worksheet
o Independent practice YOU DO
o Connecting/sharing/presenting
o Closure/ review
Theory/Theorists/Research Connections: State the theory/theorists whose thinking influenced yours for this learning segment. E.g.
Piaget, Vygotsky, Lowenfeld. Cite sources. These are the two that you referenced in your Instructional Strategies and Learning Tasks
Accommodations Universal Design for Learning used in this art lesson.
● Representation:
● Engagement:
● Expression:
● Individual student with special needs:
Resources/ Books, dictionary, articles, websites cited correctly using APA
Artifacts/teacher or student made Images, handouts, PowerPoints, etc.
Reflection (Internship I only) What went well? Not so well? Next time I will do this differently…
