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Engagement:
http://1.bp.blogspot.com/-_zS6ctN-MqM/VgXOSQJBS4I/AAAAAAAAqOk/ivlEv5Nc_qk/s1600/Acrylic%2BStill%2BLife%2Bof%2BOld%2BShoe%2Band%2BPaint%2BSupplies%252C%2BMichael%2BGalligan.jpg

Visual Example:

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https://www.youtube.com/watch?v=HZPIbqDFLI8

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Engagement link:
https://www.youtube.com/watch?v=D9OOXCu5XMg

Visual Example:

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Engagement link:
https://www.theottoolbox.com/2018/03/self-reflection-activities-for-kids.html

Visual Example:

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Module 1, Lesson 1, Grade 1

1). A short song and clip in relation to the elements of art
https://www.youtube.com/watch?v=Rg_In4IL9aM

2).

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Part 1) https://www.youtube.com/watch?v=HZPIbqDFLI8&t=106s

Part 2)

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Engagement Link: https://www.youtube.com/watch?v=wuM8x5kpBIs
https://www.youtube.com/watch?v=NYpJIxQJ0BE
After watching the video, I would have the students do a think-pair-share and discuss ideas about what kinds of things represent and define them.
Visual Example:

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Module 2, Lesson 3, L2 Grade

Engagement: Examine collaboration between Christo and  Jeanne Claude along with the community in which they were working. http://christojeanneclaude.net/projects/running-fence#.V8l3FigrKUk

This is a group project in which students break into "work pods" to work collaboratively in order to create an installation work. The engagement introduces them to the idea of creative collaboration on a very large scale.

Visual Example:

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Part 1) Engagement Link:

With 3rd graders I feel like they would immedetly be engaged when I bring out magazines and scissors and glue. But to engage them more I would create my own collage and then I would be super excited about it and show them examples from photos and magazines.

Part 2) Visual Example
In this visual you see line with the books, you see color in everything, you see texture in the different patterns and cactus and many others. I think the 3rd graders would love this project.

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Part 1) Engagement link: https://youtu.be/uVrh3frrC38

Part 2) Visual Example:

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Lauren Nichols, Module 1 Lesson 2 Grade 3

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Lauren Nichols, Module 1 Lesson 2 Grade 3

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Engagement: I would have the kids do a think-pair-share and brainstorm examples of things that can define who you are, besides a literal image of your face, that way kids can hear ideas from all their peers that allow them to broaden their understanding of self-image. I would precede the think-pair-share with sharing my example, and listing the defining things about me within it so they have something to reference.

Example:
From this example, we could infer that: this person really loves to read, that they may have Italian roots somewhere in their family, and the pictures have places they have travelled in the past.

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LIST NAME, LESSON AND GRADE LEVEL

Part 1) Engagement link/picture/video/game

Part 2) Visual Example/ project or sketch

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Name: Savannah Parks                                  Module 1 Lesson 1              Grade 3                                         

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Name: Savannah Parks                                  Module 1 Lesson 1              Grade 3                                         

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Module 1 Lesson 1 “Expeditions Into The Visual World”

1. The big idea is understanding the basic elements and foundations of art and connecting these to the observed environment. Essential questions asked are “What are the building blocks of art?” and “Where do we see these building blocks in our surroundings and other media?”

2. To develop a relatively firm understanding of the elements, students will individually fill in their worksheet of examples of each element as the teacher explains through the slideshow. This worksheet can be their portfolio cover. Then, for their first project, students will be divided into groups, and each group assigned an element to create an example collage of (one group for “line”, one group for “shape”, etc.) Groups will cut and paste examples they find in magazines and then show their group’s collage to the class. To apply what they’ve learned, students will choose a song’s mood they wish to express, and try to convey this mood with  a design using one element they learned about (choosing from either shape, texture, line, etc.)

3. The teacher will engage the students by showing simple, teacher-made examples, comparing these to kid-related media (popular character designs, animation styles, etc) and deliver it with positive and energetic explanation.

4. We will implement a type of analyses/reflection by comparing each group’s art element collage to examples of the teacher-made elements (ex: “If this is an example of texture here, what kind of textures do we see in Group B’s collage?). And then asking further questions about each element’s effect (“What words can we use to describe this texture? Does it make you feel excited or bored? Happy or sad?”)

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Engagement: With a group of 1st Graders exploring Lesson 1 I would play a game of eye-spy as a form of engagement with the elements of art.

Example:

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Module 1 Lesson 3
Art Level I High School adapted for 1st Grade

1. The big idea of this lesson if advertise yourself. The essential questions are : how can you market yourself? How do we present ourselves? What message does your art or creations send or say about you?

2. The students will make an advertisement or billboard about themselves or something important to them. They can do an exercise where they create a cartoon character or show and have to create a poster or commercial about it for others to see.

3. They engaged students by bringing in pop culture references like characters from books or TV the student's are familiar with.

4. Students can be evaluated by doing a think pair share about creating their advertisement and comparing it to an advertisement they saw before the start of the project. They can also display their work and have the class fill out cards or a worksheet where they share two grins and a grow.

Engagement:
https://www.youtube.com/watch?v=sgZ77ZBv3sc
Paw Patrol Ad Video

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Diane + Lauren -  Module 1 Lesson 2 Grade 3 (8ish year olds) 

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Diane + Lauren -  Module 1 Lesson 2 Grade 3 (8ish year olds) 

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1.  BIG IDEA:
- exploring ideas of representation through use of different elements of art.
2: WHAT ARE PROJECTS AND WHAT WILL STUDENTS MAKE?
- create a self portrait without a face
- digital or combination project. can have students take a photograph of themselves, or have them bring in a picture of themselves to use a reference. To make a portrait without a face, students can substitute an "actual face" with collage of images of things they like or things that represent their identity, cultural backgrounds...etc. (  --portraits dont always have to be

3. HOW WILL YOU ENGAGE STUDENTS?
- students can take pictures of each other in class, or discuss what images they chose and why
4. HOW TO IMPLEMENT CRITIQUE/ ANALYSIS/ REFLECTION?
- students can break down into groups of like 3, and do glow and grows. The students can talk about some things that they enjoyed and then things they saw could use improvements/ or things that they didn't really understand.

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Module 1 Lesson 1
Grade 5:
1.) BIG IDEA: Through the lens of a camera students will understand the elements and principles of art.
2.) Together as a class we will discuss the elements and principles of art by creating a collage based off of findings in our classroom. Students will then go on a "Safari" to capture at least 4 of the elements of art found in their environment with a digital camera. And will create final presentation of their findings.
3.) We will engage the students by sharing our own findings/examples. And encourage them to explore environments they are interested in. Example: (sports/landscapes/outdoors/homes)
4.) We will offer time at the end of every students presentation for student feedback. Students can pick their favorite photo from the presentation.

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Lesson 2, Grade 5:
1) How art can convey a message and influence the viewer.
2) Students can make collages of themselves using magazines, printed out pictures, pictures brought from home, or text.
3) This will be a very personal project because students will be bringing in pictures that represent them.
4) Stimulating reflective process by asking questions such as "How do you think people view you?" Students can also write out how specific things in their work represents them.

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Kristen Lowrey & Chase Berry- Module 1, Lesson 2, Grade 1

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Kristen Lowrey & Chase Berry- Module 1, Lesson 2, Grade 1

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1. The big ideas are observation and perception.
2. The students can draw two 'sides' of themselves - how they feel in different situations like at home and at school, 'inside versus out'. The lesson is modified from taking selfies and digitally editing. Students may even use color and abstraction to express different feelings about themselves.
3. Engage the students by using 'personal relevance' in the project and giving them a chance to express themselves. Encouraging students to understand and consider their emotions from a young age.
4. A reflection will be implemented by students having to consider how they feel, and opening up about this in a classroom environment. Children do not have to critique but a discussion is opened in case children want to talk about their art and feelings.

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Module 1 Lesson 1
Grade 1
1: Exploring the Visual World
2: The first project will be to decorate portfolios that have already been assembled by the instructor. You will have guidelines for each section of the portfolio and present each section one at a time. Example would be to first show children what drawing with line is, then move forth and have them draw in one section using the element of line.
Next project would be to have students look through already selected images ( or maybe do a scavenger hunt) and pick which elements they would fall under. It would be a group activity engaging in conversation.
The final project as the educator I would play a song or selection of songs and have them create mindlessly while they are listening.
3: Each step of the way would involve conversations and investigation as a means to engage students.
4: Structured critique and analysis would be a lot for 1st grade and level a great deal of room for lack of engagement. I think that by talking through every step and asking students questions along the way will provide with a great deal of reflection for them.

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Carrie Williams Module 1 Lesson 1 Grade 1

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Carrie Williams Module 1 Lesson 1 Grade 1

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1. The big idea is Identity.
2.

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Name __ Module 1 Lesson __ Grade Level: 

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Name __ Module 1 Lesson __ Grade Level: 

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Complete Sentences
1.What is the big ideas and/or essential questions?

2.What are the projects or what will the students make?

3.How will you engage the students?

4.How will you implement a critique/analysis/reflection?