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SaraMeyerback

ProfessorAntinori

ART200

Fall2016

Grade:2HennaHands

VisualArts
Topic:LinearHennaHands
GeneralandSpecificArtisticGoals

GeneralArtisticGoals:

Studentswillexploretheelementsofdesignwithina2demensionalproject
Studentswillexploretheprinciplesofdesign2demensionalproject
Studentswillusedry(pencil)andwet(marker)materials
StudentswillexplorethehistoryandcultureofHennapatternsanddesigns

SpecificArtisticGoals:

Elementsofdesign:line,creatingvariouslinesontheirtracedhands;shape,

creatingtheshapeoftheirhandontothepage
Principlesofdesign:pattern,creatingvariouspatternsontheirtracedhands;
rhythm,creatinglinesandpatternsthatmovethroughoutthehands;balance,use
ofsymmetricalandasymmetricalcomposition;continuity,theharmonyofthe
finishedprojectandcontainingmultiplecontourdrawings;variety,theuseofline

weighttoindicatesubtleandbolddetails
Hennaisadyemadefromaplant,originatedinEgypt
INSTRUCTIONALOBJECTIVES(s)(LessonObjective(s)*)

Aftercompletingaworksheet/projectcreatingtheirownlineandpatterns,onapaper
quilt,studentswillsuccessfullysynthesizelineandpatterns,usingtheIndianartstyleof
Hennalineardesigns.
NYSCCLS/+NYSSTANDARDSANDINDICATORS
CCSS.ELALITERACY.SL.2.1.A
Followagreeduponrulesfordiscussions(e.g.,gainingthefloorinrespectfulways,
listeningtootherswithcare,speakingoneatatimeaboutthetopicsandtextsunder
discussion).

Indicator:Thiswillbeevidentwhentheteacherandstudentsarediscussingand
explainingthehistoryofHennaink,teacherexamplesandvariouspatternsand
linesfromhisorherpreviousproject.

CCSS.ELALITERACY.SL.2.1.B
Buildonothers'talkinconversationsbylinkingtheircommentstotheremarksofothers.

Indicator:Thiswillbeevidentwhenthestudentsarerespectfullyengagingin
conversationwiththeirpeers,andscaffoldingideasfromtheirpeers.

CCSS.ELALITERACY.SL.2.1.C
Askforclarificationandfurtherexplanationasneededaboutthetopicsandtextsunder
discussion.

Indicator:Thiswillbeevidentwhenthestudentsaskquestionsaboutthehistory
ofHennaandtheproject.

ArtStandards(NYS)#1:Creating,PerformingandParticipatingintheArts:
Studentswillactivelyengageintheprocessesthatconstitutecreationandperformancein
thearts(dance,music,theatre,andvisualarts)andparticipateinvariousrolesinthearts.

Indicator:thiswillbeevidentwhenthestudentscreatetheirHennahanddesigns,
whenapplyingtheelements(lineandshape)andprinciples(balance,pattern,
continuity,rhythmandvariety)ofdesign.

ArtStandards(NYS)#2:KnowingandUsingArtMaterialsandResources
Studentswillbeknowledgeableaboutandmakeuseofthematerialsandresources
availableforparticipationintheartsinvariousroles.

Indicator:thiswillbeevidentwhenthestudentscreatetheirHennahands,
successfullyapplyingpencilsandsharpiemarkersonwhitepaper.

ArtStandards(NYS)#3:RespondingtoandAnalyzingWorksofArt

Studentswillrespondcriticallytoavarietyofworksinthearts,connectingtheindividual
worktootherworksandtootheraspectsofhumanendeavorandthought.

Indicator:thiswillbeevidentwhenthestudentsanalyzeteacherexamplesand
respondtootherexamplesofHennadesignsusedinculture

ArtStandards(NYS)#4:UnderstandingtheCulturalContributionsoftheArts
Studentswilldevelopanunderstandingofthepersonalandculturalforcesthatshape
artisticcommunicationandhowtheartsinturnshapethediverseculturesofpastand
presentsociety.

Indicator:thiswillbeevidentwhenthestudentslearnabouttheculturalhistoryof
HennainEgyptanditsintegrationintoAmericanculture.

INSTRUCTIONALRESOURCES
Teacher

Lessonplan
Teacherexamples
Rubric
WorksheetsonHennaExamples

Student

Pencil
Paper
Eraser
Sharpies
MOTIVATION(Engagingthelearner(s)*)

ThestudentswillbeengagedwhentheyanalyzeteacherexamplesofHennatattoos,
discussthecurrentpopularityofHennatattoosinfashionandbodydecorating,
understandingandapplyingconceptssotheycansynthesizeshisorherpresented
experienceintotheircompleteproject.
DEVELOPMENTALPROCEDURES

Studentswillentertheartroomandsitquietlyatthetables,placingallother

materialsinadesignatedareaoftheroom
Theteacherwillreviewthepreviousprojectwiththestudentswhichwas

designingtheirownuniquelinesandpatternsforaquiltingproject(recall/design)
TheteacherwillgiveabriefhistoryofHennatattooing(describe)
Followingthestudentanalysisofthetechniquesstudentswillapplytheir
knowledgetostarttheirdesignona9x11pieceofwhitepaperwithpencil,then

retracewithasharpiemarker(recall/identify/construct)
5minutesbeforetheperiodends,thestudentswillcleanuptheirareaandreturn

allmaterialstotheirproperlocations(design)
Theteacherwillreviewwhatwaslearnedtodayanddiscusswhatwillbe
completednextartclass:afullhandandarmprojectwithHennatattoos

INSTRUCTIONALSTRATEGIES(LearningStrategies*)
Discussion

Indicator:Thiswillbeevidentwhentheteacherandstudentsdiscuss
currentpopularitysurroundingHennatattoosandbodyart.

Demonstration

Indicator:Thiswillbeevidentwhentheteachershowsthestudentshowto
tracetheirhandonapieceofpaper,aswellascreatedesignsfortheir
Hennahands.
ADAPTATIONS(Exceptionality*)

EnglishLanguageLearnerswillbegivenahandoutintheirnativelanguageandEnglish,
providingvocabularyclassifiedtotheproject.
StudentswithanIEP/504planwillbegivenextratimeafterschooltocompletetheir
project.
Hearingimpairedstudentswillbeputinthefrontoftheclassroom,beprovidedwitha
transcriptofinstructions,orbeassistedbyasigningaidtointerprettheassignment.

Graphmotorimpairedstudentswillbeprovidedwithahandoutofpreviouslydrawn
designstobetracedontotheirhands.
Visuallyimpairedstudentswillbeputinthefrontoftheclassroom,givenworksheets
withlargefontandbeprovidedwithbrailhandoutsifnecessary.

DIFFERENTIATIONOFINSTRUCTION
UnitizingGardenerstheoryofMultipleIntelligencesstudentswhoare;

Visual/SpatialLearners:willbeprovidedwithdiagramsandvisualsontheboard

thatwillbepostedaroundtheroom,stepswillbewrittenontheboard.
KinestheticLearners:willusetheirhandstocreatetheproject,asawellasusing
theirtactileabilitytotracetheirownhand,anddrawHennadesignsontheir

hands.
MusicalLearners:willbeprovidedwithmusicinthebackgroundifnecessaryand

relativetothelesson.
InterpersonalLearners:willbeallowedtointeractwithotherstudentsduringthe

lesson,andbeseatednearpositiveinfluencesduringtheproject.
IntrapersonalLearners:willbeallowedtoworkindependently,attheirowntable

iftheywish.
Logical/MathematicalLearners:willbeadvisedtousealargeamountofpositive

andnegativespace.
LinguisticLearners:willbeincludedinaquestionandanswersegment,which
willdiscussthelesson.

ASSESSMENT(artifacts*andassessment[formal&informal]*)
Studentswill:

CreateaHennaTattooinspireddesignbytracingtheirhandsonapieceofpaper

andcreatingvariousdesignsontotheirhand(30)
Coverthewholehandwithneatlydrawndesigns(20)
ParticipationindiscussionaboutcurrentHennapopularity(10points).
EvaluateexamplesofHennadesigns(10points)
Handintheirartworkontime(10points)
Showrespectfortheirartworkandforpeersartwork(10points)
Presentthemselvesasefficientandrespectfulartists(10points)

INDEPENDENTPRACTICE
FollowingthelessononHennalineardesigns,studentwillcompletelinealpattern
worksheetsurroundinganature.Theteacherwillprovideassistanceandfeedbackon
studentsindependentassignments.
FOLLOWUPACTIVITIES:DIRECTTEACHERINTERVENTIONAND
ACADEMICENRICHMENT
DirectTeacherIntervention:

Thestudent,underdirectinterventionwiththeteacher,willuseatemplateto
designtheirHennainspiredtattoohands.

AcademicEnrichment:

ThestudentwillcreateaHennahanddesigndepictingmultiplehandsin
contrastingcolors,evaluatingthelineweightofthepatternsoftheirhands.

REFERENCES
C&I.(n.d.).RetrievedNovember09,2016,from
http://www.p12.nysed.gov/ciai/standards.html
CenterforTeaching.(n.d.).RetrievedNovember09,2016,from
https://cft.vanderbilt.edu/guidessubpages/bloomstaxonomy/
Gardner'sMultipleIntelligences.(n.d.).RetrievedNovember09,2016,from
http://www.tecweb.org/styles/gardner.html
ReadtheStandards.(n.d.).RetrievedNovember09,2016,from
http://www.corestandards.org/readthestandards/