Have them reflect on the similarities and differences or the representations.In the following lesson plan, I merely present on e example of an elementary, visual art lesson that has been shaped to fit the UDL criteria.
Examples Of Udl Color Lesson Plans How To Use SpaceAlthough there are, no doubt, several other alterations that can be done to make this lesson fit other diverse abilities, this lesson is presented to help students best achieve an understanding of how to use space in their artwork. This lesson was taught at Saint Columbkille Partnership School in March 2014 by Amanda Jenkins. Georgia OKeeffe and Space Grade 3 One to Two Class Periods Materials: Construction Paper, Scissors, Crayons, Flower Pictures, Water Colors, Water Cups, Paint Brushes, Oil Pastels, Clay, Fake Plastic Flowers, Real Flowers, Clay-shaping and Texture tools, raised images of Georgia OKeeffes paintings, written Instructions, Braille instructions, masking tape, cardboard boxes, Georgia OKeeffe Poppy handout and projection, realplastic poppies State Standards: Shape and Form 2.4 Space 2.6 Elements of Art: Space and Shape and Form Objectives: Students will be able to explain how Georgia OKeeffe used space in her works, by focusing on small details, like the inside of flowers, and creating a closer look at the intricacies of nature. Students will use multi-media based on need and embedded choice to recreate a two-dimensional or three-dimensional flowerflower part that uses space and focus in a similar way as OKeeffe. Remind students of the ABCs of Art, those elements of art that are important to know and use throughout their artistic lives. Provide students with large-print, typed instructions, instructions on the board, and allow repetition of the goals and instructions with partners (in case of ELL language barriers and the need for clarification). Students have already studied a little bit of the biography of Georgia OKeeffe, as well as looked at some of her work. Project a large image of one of her paintings Poppy, onto the SMARTboard, or other large projector. If possible, obtain a raised image reproduction of Georgias Poppy, so student may feel how the image envelops the entire space. Explain how space can be used in art by showing it with the ABCs of Art Handout from last class, as well as demonstrating it with three-dimensional objects inside of shoe boxes that take up more and more space within the box. Explain space further by having students come to the front of the class. There will be a large square drawn out with masking tape on the floor, with smaller and smaller squares with it. Have five students stand in the large square and feel the space. If there are students with visual impairments, then use cardboard boxes to line the out ide of the masking tape square so they can feel the space. Next, move the students into the consecutively smaller squares until they are crowded together. Explain that this is how artists can express space, through filling it up a little, or filling it up a lot. Allow each student to recreate a flower using the medium that best fits their needs and special abilities. Set-up stations for reproducing flowers in two-dimensional or three-dimensional space. ![]() Students will feellook at flowers, then recreate those flowers in clay, using the size and shape of the box as the space they are filling. Air-dry clay could be best for this, so that projects might be left out over-night to dry and be ready to feel and judge the next day. ![]() Students can use the brush strokes of watercolor to express the shape and space they are using in their creation. Another station could have construction paper, scissors, glue, images of the flowers (visual and raised), and oil pastels. Then, if they wish, they can add texture with the oil pastels. To maintain interest and self-regulation, have the students get support from a buddy. They should be able to discuss what they are working on and how much more they feel they need to complete. After approximately every ten minutes, ring a small bell and have the students turn to their partner and explain what they have completed and what they wish to include. If they do not wish to express this to a partner, then they can write it, speak it to the teacher, or merely stop their task and consider their art silently for one minute. Collaboration is very important, therefore, the students will be reminded that all art work will be displayed together as one unit on flowers and space. Students need to make their products the best they can, so that the group project looks complete and represents the beauty and diversity of the class. If students copy other students work, remind them to check that their work represents them, not someone else. Ask them how they can alter their work to reflect how they feel, what they think, the colors, and textures they like. They can also think about these elements during the minute-long self-check. Continue the small bell ringing every ten minutes, so students know how much time they have left for time-management practice. Conclude the lesson with students going around the room and reflecting and discussing each others works.
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