a doodle portrait lesson plan

Title of Lesson: A Doodle Portrait
Goals of the Lesson: (goals are long-term aims that you want to accomplish)

Teacher sample

1. Students will be able to use storytelling/writing and listening to help created a definition of a community.
2. Students will  able to identify their own community through art activities and classroom discussion.
3. Students will able to appreciate positive aspects of their own private and public heritage.

Objectives of the Lesson: (concrete attainments that can be achieved, measurable)

• Students will use the projects to learn the importance for the community.
• Students will be more aware of the advantages and disadvantages of a community.

Depth of Knowledge:

• Recall & Reproduction (DOK 1) - Recall facts, terms, concepts, trends, generalizations and theories
• Skills & Concepts/Basic Reasoning (DOK 2) - Describe or explain how or why
• Strategic Thinking/Complex Reasoning (DOK 3) - Recognize and explain patterns
• Extented Thinking/Reasoning (DOK 4) - Analyze and synthesize information from multiple sources

Show Me Standards: (appropriate label & description)

• (VA2) FA2 - Artists communicate ideas through artworks by selecting and applying art elements and principles.
• (VA3) FA3 - Viewer's respond aesthetically to artworks based upon their personal experience and cultural values. Viewers analyze, interpret, and evaluate the quality of artwork through art criticism.
• (VA5) FA5 - Visually literate citizens understand the role and functions of art in history and culture. Artists influence and are influenced by the cultures and time periods in which they live.

GLE’s addressed in lesson: (appropriate label & description)

• EP.1.B.5 Select and use elements of art for their effect in communicating ideas through artwork. Shapes. Identify and use symbolic shapes.
• AP.1.A.5 Investigate the nature of art and discuss responses to artworks. Aesthetics. Discuss and develop answers to questions about art, such as: Who decides what makes an artwork special, valuable or good?
• HC.1.B.5 Compare and contrast artworks from different historical time periods and/or cultures. Characteristics of Artworks. Compare and contrast two artworks on: Theme, Purpose of art in culture, and Use of materials and technology.

Cross-curricular connections:
     Standards: (appropriate label & description)

1. ST - CA 4, 1.8, 2.1 and FR - II 6d, III 4c, IV 3f, 5-8
2. ST - CA 5,6 1.5 and FR - I 2h, IV 1d, K-4
3. ST - CA 2,3 1.1, 1.4 and FR - I 2a, d, III 1d, K-4
4. ST - CA 5 1.5 1.7, 2.7 and FR - I 6h, II 5 f & I, III 1j, 3a, K-4

GLE’s For Communication Arts: (appropriate label & description)

1. Writing. 3.A.5 Write effectively in various forms and types of writing. Narrative and Descriptive Writing. Write personal narrative text that chronicles a sequence of events and/or focuses on the development of a single event.
2. Listening and Speaking. 1.A.4 Listening and Speaking. Develop and apply effective listening skills and strategies. Listening Behavior. Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact.
3. Information Literacy. 1.A.4 Develop and apply effective research process skills to gather, analyze and evaluate information. Research Plan. Formulate and research keywords and questions to establish a focus and purpose for inquiry.
4. Information Literacy. 2.A.4 Develop and apply effective skills and strategies to analyze and evaluate oral and visual media. Media Messages. Identify and explain intended messages conveyed through oral and visual media.  

Time Needed: 45 minutes - 55 minutes
Facility & Equipment Requirements: We will be teaching the following project inside of a regular classroom. Students will need their own small, personal space to complete the project. If a computer is available we will have a slide show prepared for the students to watch. Samples of the project will also be brought in case there is no appropriate way to view the power point.
Resources:

• A power point called, "Doodle Time."
• All of the previous lessons will be stapled inside of the book covers so that students may take their class projects home at the end of day six and share these with their family.
• Large Word SMACK map for game
• Two newly purchased, unused fly swatters

Materials: (size, type, & quantity per each student)

• one sheet of white, heavy 8 1/2 x 11 cardstock
• one sheet of white 8 1/2 x 11 typing paper
• felt tip inc markers (multiple colors)

Vocabulary:

1. Community - A social group of any size whose members live in a specific place and share a government, have a common culture and also share in a historic heritage.
2. Storytelling - To convey events through words, images and sounds.
3. Inheritance - Any attribute, idea, or possession passed from a family member or community member to another member of their family or community.
4. Genealogy - A successive generation of blood kinship.
5. Tradition - An inherited pattern of thought or action that is actively repeated within a family or larger community.
6. Symbols - Images that represent ideas, persons, places, or actions to more than one person inside of a given community. 
7. Celebration - A joyful occasion commemorating a special event.
8. Neighborhood - People who live near each other.
9. Role Model - Someone who is worthy of imitation.
10. Socialization - Behavior patterns of the surrounding culture.
11. Fractur - A decorative letter form from a 16th century typeface, often used by early German immigrants to craft family documents.
12. Doodle - A doodle is an unfocused drawing made by a person whose attention is otherwise occupied.

Health & Safety Concerns: There are no health and safety concerns for this lesson because the students are using supplies that they normally keep stored in their desk. Pencils, pens, crayons, sissors and white glue all come with ingrediant labels that describe these supplies as "safe." Our students are also older so we believe that most of them have been taught not to throw or abuse these supplies. We do however, watch them carefully to insure they are not using their art materials in a dangerous way. 

Things to Consider:

1. The teacher will select the topic of "Community" in order to teach older elementary students to observe important qualities about themselves, the people around them and the greater goals of their society.
2. The following lesson is the sixth lesson in a series designed teach young students about the concrete characteristics of their own community and the communities of others. This specific lesson is used to introduce a familiar subject, "doodling" to the students.
3. If a teacher is concerned with helping his students socially engage each other through drawing games, he then may choose to teach these principles in the following lessons.
4. Cross-Curricular Connections between Communications and the Arts are used in this particular lesson. Teachers should observe and plan to assess both of these subjects in terms of the lesson.
5. The game resources supplied here are used liberally by many people across the internet. These ideas are shared but the written instructions are copyrighted by their respective authors.
6. Teachers should gather all of the lessons conducted and completed by participating students and staple these together between a back and front cover to create a student "Scrap Book."
7. If there is a special needs student participating during this lesson, the teacher should make adaptations for his/her needs in advance so that the project will move along seemingly unaffected by other students present in the classroom.

Step-by-Step Activity:
    1.Teachers enter the room quietly and smile at students.
   2.The art teacher will quickly and quietly upload the power point "Doodle Time" to the smart board.
    3.The teacher will pull down the screen used to display power points to the classroom
    4.The teacher will stand at the front of the classroom and proceed to capture the attention of her classroom by whatever means the homeroom teacher uses to draw the attention of her own students. This could be a hand signal or a word of caution, the homeroom teacher will inform the art instructor of her preferred method prior to the beginning of the class.
   5.The teacher will introduce his or herself to the students with a big smile and a loud audible voice.
    6.The teacher will then geet the class.
    7.The teacher will then briefly review what the previous lessons were in the Community unit lesson
    8.The teacher will ask the students if they know the meanings of the vocabulary terms previously discussed.
    9.The teacher will introduce the power point and it's purpose
    10.The teacher will flip through the images and ask the students the following questions:

• What kinds of things are these children drawing?
• How do the patterns and symbols represent the community this young artist comes from?
• Think about the patterns and shapes you see here. What are the repeating shapes?
• Why do you think these students choose to repeat particular colors in their drawings?

    11.With the ending of the power point presentation, the screen is returned to it's proper storage place.

    12.The teacher hands to each student a "Scrap Book" containing all of their previously drawn pages.

    13.The teacher then instructs the students to remove their drawing pencils and colored pencils from their desks quietly and wait patiently for instructions.
    14.The teacher will then proceed to tell the students they may decorate the covers of their books with doodles representing the ideas covered during their community projects. The following shapes, patterns and colors should be included on the cover of their scrapbook:

• Use at minimum - three colors
• repeat at minimum - three patterns
• Include at minimum - three shapes inside each pattern
• Make some lines thick and some lines thin
• Include a drawing of yourself!

    15.The teacher will instruct the class to put away their drawing tools and remain quiet for the closing questions, if time permits the game of "SMACK" will be played.

• The teacher will hang the large sheet of butcher paper on the board so that all students might be able to reach every portion of the paper with an arm extended.
• The teacher will divide the students into two equal groups and line them up parallel to each other in front of the board. This is a relay race formation.
• Then each student at the front of the line will be supplied with a fly swatter. The teacher will read aloud the following questions and the first students with fly swatters will "smack" the word answer when they find it. As soon as they have done so they must then pass the fly swatter to the next student standing in line.
• The teacher will read aloud the second question and the next team will proceed to search for the answer and smack the correct vocabulary word.
• The game will progress thus until all of the vocabulary questions have been asked.
• The team with the most correct answers wins!
• The teacher will review the vocabulary for the unit lesson about Community by asking the following questions aloud of his/her students.
• What is a social group of people who live in a specific place, share a government and have a common culture? (community)
• This means to share information about words, images and sounds? (storytelling)
• What is a thing, tradition or culture passed down from a family member called? (inheritance)
• Remember when you drew your family tree? This was a picture showing your family connections. We call this a what? (genealogy)
• If you inherit a pattern of thought or action and it is repeated within your family over and over, what might we call this? (tradition)
• Illustrated images that represent ideas, people, places, or actions are called? (symbols)
• An unfocused drawing that rambles around a page is called a? (doodle)
• What is a decorative font from early 16th century Germany called? (fractur)
• The behavior patterns in our culture are called? (socialization)
• Some person who is worthy of imitating is called a? (role model)
• People who live near us live in our? (neighborhood)

   16.After settling the students down and instructing them to return to their seats, the teacher should ask them to wait patiently for their homeroom teacher to begin their next lesson.
    17.The teacher will quietly and quickly remove the "Smack" game from the board and leave the room.
Cleanup Time & Strategy:

1. Teacher will collect all students work and put on a shelf in the classroom.
2. Teacher will have all put materials in proper boxes.

Assessment: Through observation and class discussion at the beginning and end of each class period the teacher determines whether or not students comprehend the assignments. The teacher looks and listens to see if all students respond with affirmative expressions/language and completed assignments.

all articles and lesson plans are copyrighted 2011 by Grimm