Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Art Education
-Relationship to Environment
-User techniques and capabilities of homestyler.com
-Art as a source of development
-Creating safe spaces as a development tool to understand space in general
-Discussion about safe space as a tool to discover and create safe spaces
-Movement of elements and the recreation of space from memory/images
VII. Resources & Materials for Teacher:
List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds,
parents, experts, literature, performances, local sitesetc. In the case of images/reproductions or
motion pictures to be used in the lesson, be sure to include the artist/director; title of the work(s); and,
if the reproduction is commercially available, the source for obtaining them.
-Computer
-Account access to homestyler.com
-Powerpoint presentation
-Security Softwear
-Printer for optional source photos
VIII. Resources & Materials for Students:
-Computer access to homestyler.com
-Account access to homestyler.com
-Sketchbook
-Photo references (optional)
-Safe Space
-Environment
-Relationship
-Appeal
IX. Instruction and Its Sequencing:
Day of the Lesson (Day #1)
1.
Introduction/Motivation:
All the chairs or desks in the room would be organized and placed in a different spot than
normal. This would involve some moving of parts on the student and teachers part, but the
point would be to change the room and then discuss how having the classroom set up
differently would change its appeal or usefulness.
2.
Guided Practice
Students will be able to see the progress of their virtual rooms as they go along. Edits can be
easily made, giving them the change to change things they dont like. Students will also be able
to add rooms and delete rooms as necessary, giving them room to practice the tools used by the
program.
-What do you think you will put in a space that is totally yours?
-What do you think a safe space is?
-Do you feel safe in spaces now? (Question to begin approaching the relationship between
those spaces and their virtual spaces)
3. Independent Practice:
Students will work on their own during some of the class time to explore decoration options
and to design their own spaces. Their designs should reflect what they have expressed as what
they want in a space of their own.
4.
Closure:
The students will explain what elements of their buildings they added/changed, and what those
elements mean to them. Those elements should have some context to the other spaces that the
students are in contact with (home, school, etc.)
5.
Formative Evaluation
Students will have expressed ideas, before beginning projects, of what is important to them in a
space, and what point of reference they are coming from. Their verbal descriptions of those
things will be a key tool in evaluating their work. Students will have the option to use objects
or photos to also enhance their work. Summative assessment will be based on the students
ability and demonstration of skills in using the program. They will aslo be formatively assessed
on their verbal descriptions of how their virtual rooms connect to their lives as they develop
those rooms. Summative assessment will also be made on their editing based on discussion
with the teacher during class time about ideas. Students will be working individually for
periods of time, allowing the teacher to provide personal assistance when a refresh or reteaching of an method is needed.
6.
Criteria:
Partial 1
Essential 2
Exemplary 3
Participation
in class/ in
class work
Little to no
participation: no
participation or
barely engaged
in discussions
and with
teacher; did little
to no work on
project in class
Good
participation:
engaged somewhat
in discussion and
with teacher;
worked on project
somewhat in class
Designs
Design was
halfway
completed;
Design was
partially original
student work
Using basic
Tinkercad
tools and
construction
methods
Project
completion
Total
Great
participation:
engaged and
actively gave
feedback during
discussion and
with teacher; used
all of class time
provided to work
on project
-Access to homestyler.com
-PowerPoint slides/presentation on spaces
-Projector/Screen
-YouTube
XIII. Art TEKS
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating artworks. The student is expected to:
(A) develop and communicate ideas drawn from life experiences about self, peers, family, school, or
community and from the imagination as sources for original works of art;