| Grade: 4th. Grade |
Subject: Art for Diverse Learners |
|
1. Topic-
|
|
|
2. Content-
|
| This lesson introduces student to the bright colors and abstracted
designs of traditional Molas using drawing with markers and cutting
and pasting colored papers. |
| |
|
3. Goals: Aims/Outcomes-
|
1.Student will be able to recognize good color composition.
2.Student will be able to visualize space and movement and decide
on appropriate placement of color.
|
| |
|
|
4. Objectives-
|
1.Students will learn about the history and characteristics of Molas.
2.Students will create a Mola design that reflects their understanding
of that art form, selecting appropriate subject matter and design
qualities.
|
| |
|
5. Materials and Aids-
|
1. Construction paper in different colors.
2. White drawing paper
3. Different color markers.
4. Elmer's Glue
5. Mola Pattern
6. Scissors and pencil
|
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
1.Show and discuss the history of Molas using American Sign Language
and overhead projector.
2. Instructions are clearly written down for the hearing impaired
to read.
|
| |
|
|
B. Development-
1.Students are given the materials.
2.Cooperative work is promoted with groups formed by a regular student
and a hearing impaired one.
|
| |
|
|
C. Practice-
1.Using the examples and sample patterns, draw animal, plants, or
any mola design.
2. Students are given precut pieces of different color paper, and
scissors to adjust pieces that do not fit properly.
|
| |
|
|
D. Independent Practice-
1.Use the pieces of paper and create the designs in the Molas.
2.Use a Elmer's glue in small dots to be able to control the flow
of glue. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
1.Hearing impaired students have a simple How-to work sheet that
the child can follow.
2. Team work promotes learning and communication between the group.
|
| |
|
|
F. Checking for understanding-
1.Student goes through the processes that must result in large bright
color Molas.
2. Clean and correct usage of glue will be assessed. |
| |
|
|
G. Closure-
1.Mola animal design must have as much symmetry as possible.
2.Knowledge of color and composition will be reflected. |
| |
|
7. Evaluation-
|
1.National standard #2: Using knowledge of structure and functions.
Grades 5 - 8: Students will select and use the qualities of structure
and functions of art to improve communication of their ideas.
|
| |
|
8. Teacher Reflection-
|
John Smith
Age 10 - Hearing Impaired
Good sense of space and color.
Poor dexterity using scissors and glue.....
John had excellent results in collaging the color pieces of paper
and formed
an acceptable composition. Group work did promote communication and
enabled John to participate in class and individually with peers.
The use of an overhead projector set a steady pace in the learning
and completion process for all students. |
| |
|