Pre School (Ages 3 and 4)
P3 Unit and Lesson Plans
In Preschool age 3, I work with students to identify and recognize their current cognitive, emotional, physical and social abilities through inquiry and play. My approach to early years arts education draws from my knowledge of the Reggio Emilia and Montessori philosophies. By creating learning experiences and provocations that promote students to explore and enjoy visual arts, and learn from creating art the foundation for future learning is laid.
In Pre4 students explored art drawing, painting, collage, printmaking and sculpture centers. At the beginning of each lesson we would start with a song or story related to the Unit of Inquiry or the Elements of Art that we were focusing on. Students then selected the center they would like to go to and were off to create. During the unit there was always a group that I would work with specifically to create either a collaborative or individual project where I could observe and take anecdotal notes on their learning.
P3 STP How Big Is a Pig 19/20
Kindergarten and Grade 1
In Kindergarten, we continue to work on social and fine motor skills, building on previous knowledge. Students also develop skills in observation by creating life drawings. We also start to work on the management of the centers. Students can set up and put away their tools and materials and contribute to the clean up. Lessons are associated with the UOI and building skills.
In Grade 1, students explore their artistic inspirations and learn to communicate their thoughts and ideas through various mediums. As they develop strategies of problem solving and reflection they become more in-tuned to their own creative process.
Grade 2 and 3
In Grade 2, I focus on making connections between our personal interests, beliefs and values and how they can be communicated through art. We develop our vocabulary around the Studio Habits of Mind and the Growth Mindset.
Grade 3 continues to build on the previous concepts as well as develop our understanding of the power of art to influence audiences. Through the investigation of the context in which an artwork was made they can reflect on their own work and recognize ways to construct meaning in their own work.
Picture Story – In this integrated art and literacy lesson, students used works of art and create a story from their observations.
G2 WWAPT Art Exploring Calligraphy – This calligraphy lesson was a collaboration between the Portuguese teacher and myself. She had been working with the students practicing Calligraphy script and I mentioned that I had taken a course in Arabic Thuluth Calligraphy while living in Qatar. We then arranged for me to come to class as a guest teacher to demonstrate the process. I put together this resource for students which included different major scripts from around the world.
G2 WWAPT Art Exploring Perspective – In the lesson on Perspective Drawing, I was able to once again work with the Portuguese teacher to collaborate on how to create a drawing from a “Bird’s Eye View” as they were creating maps in her class. I put together this resource for students to explore different types of perspective.
Grade 4 and 5
In Grade 4, students continue to explore a range of media and build skills with tools and materials. We continue to explore artist and cultures across place and time to develop an appreciation and understanding the role of art in society.
Grade 5 provides students with the opportunity to stretch and explore their creative process. There is more focus on students becoming independent artists through research, reflection, presentation, and their creative process.
G5 LRP 2018/2019 – This is a skeleton long range plan for the Grade 5 program.
Art Action Workshop – During this workshop with grade 5 students, we focused on how students could show Action with Visual Art during the PYP Exhibition.
During the Middle School Years (Grade 6 – 8), students explore concepts, or “Big Ideas,” that help to guide students on their individual learning journeys. In a holistic approach to education, students learn to make choices by applying problem solving skills through provocations which carry forth into design concept, implementation and reflection. I believe this perspective allows students to take responsibility for their learning by challenging themselves to set goals and achieve their targets.
Mini NESA Presentation – During this 2014 presentation my coworker, Laura Smith, and myself presented this workshop on “Using Visual Arts to Teach Curriculum.”
Fold and Sew Handmade Books – This was an eight week introductory course taught for the VCUQ Community Education Program in 2016.
Process Journals – During this workshop, I was asked to speak with colleagues taking the SUNY EDT 604 course on function and purpose of Process Journals.