QR Lesson Plan

Teacher: Ms. Asdrey Irizarry

Grade Level: High School

Title: Looking at Monet

Brief History and Background: Students will take a virtual tour of Clause Monet most famous art pieces Water Lily Pond

Standards: 1: a. b. c. - 2: a. b. c. – 3: a. b.

Goal: The students will look at a Monet painting from a really close perspective. Learning the visual components that come in the expressionism movement. 

Objectives:

• Students will be able to recognize Monet’s work of art and technic. 
• Students will interpret Monet’s artwork as a class discussion.
• Students will become familiar with QR Codes.

Resource Materials/Visual Aides: National Gallery, London.

Supplies/Materials: Computers and projector. 

Teacher Preparation: The teacher should understand the work of art of Monet and have computers assessable for every student in class. 

Teaching

Introduction: The teacher will introduce the students to QR Codes and how to access them.  When the teacher has done explaining the QR Code process the students will open the codes and start their work.

Directions: The students will observe the work of art of Monet previously chosen. They would study every part of the painting of the Water Lily Pond. Once the students see the work they will become the art critics for the Monet’s, Water Lily Pond.

Closure:  Giving the students a reasonable time, the teacher will start the discussion asking students: What is so interesting about this piece? What can you tell me about the technique? Do you think is difficult to create art like this one? Once the students finish answering the question the teacher can approach them in saying: “Now you are the art critics what can you tell me about this piece? With this approach the student will engage in the role of art critics demonstrating their knowledge in art.

Critique/Evaluation/Assessment: The teacher will monitor each student’s participation and grade them base on their participation, answer and their explanation. 

Time Budget: 

1. 10 minutes – Introduction 
2. 15 minutes – Observing the painting
3. 15 minutes – Open ended questions
4. 10 minutes – Critiquing the art piece 

Bibliography/ References: http://arttoheartweb.com/benediction_Claude_Monet_Water_Lily_Pond.htm

http://www.nationalgallery.org.uk/

QR Codes!!!!!!

VTS Web Critique

Flaming June

Frederic Leighton

Type: Oil on Canvas

Dimensions: 120 cm x 120 cm
Location: Ponce Museum of Art, Puerto Rico

• What's going on in this picture?
• What do you see that makes you say that?
• What more can you find?
• Visual Thinking Strategies

Why is this all related?

Can you guess?

Lesson Plan

Unit: Getting to know the Puerto Rican Culture

Tittle: Match the image to the correct historical influence

Grade Level: Students from middle school to high school

Brief History: Puerto Rico is full of diversity and cultural influences. The island was home solely to the Taíno Indians until Christopher Columbus, in his second voyage, landed on its shores. Taínos where enslaved and most of them died within decades, further on African slaves had to be brought to the island to do the hard labor.

Standards:

Content Standards #2: Using knowledge of structure and function

1. Students know the differences among visual characteristics and purpose of art in order to convey ideas.

2. Students describe how different expressive features and organizational principles cause different responses.

3. Students use visual structures and functions of art to communicate ideas.

Content Standard #3: Choosing and evaluating a range of subjects matter, symbols, and ideas

1. Students explore and understand prospective content for works of art.

Content Standard #4: Understanding the visual arts in relation to history and culture.

1. Students know that the visual arts have both a historical and specific relationship to various cultures.

2. Students identify specific works of art as belonging to a particular culture, time, and place.

Goal: By conducting this lesson, students become aware that the visual arts are influenced by a direct relationship to history and various cultures. With this overview, the students will better understand how multiple cultures influence the Puerto Rican art.

Objective: With the showing of the video Puerto Rico; Paradise, Beauty, the students will have the opportunity to understand the mixture of cultures that the island have. By playing the matching game the students will interpret the images that they have in front of them and place them with the right heritage. With the use of the images the students can observe and relate what they saw in the video with the Taíno, the Spanish or the African culture.

Requirement: In addition to learning the history and the culture of Puerto Rico the students will have the opportunity to put in practice what they saw in the video matching the images provided by the teacher to a sheet of paper that has the different cultures on it. With this hands-on activity the students can observe and engage in conversation on why they think it belongs to a particular group.

Material / Media / Resources:

· Projector, Computers, Images, Video, Paper, Glue, Notebook, Pencil or Pen\

Teacher preparation: The teacher must present the history of the conquering of Puerto Rico to answer question from the students. By using the videos and images the teacher can explain better to the students the importance of the multicultural identity that the Puerto Rican culture has. The teacher must find the images that they want the students to identify before the day of the lecture.

Teaching:

Introduction: Introducing the topic, the teacher can explain to the students that in the upcoming week they will be learning about the Puerto Rican culture and their art. The teacher must explain to the students that Puerto Rico has a variety of cultural influences and that is very important to understand them to create the final project. For the first day activity, which is the matching game, they have to tell the students to pay careful attention to the video shown and take notes for the activity at the end of class.

Direction: Once the students finish the video, the teacher will have an open discussion on the images that they saw and what they saw that was traditional of Puerto Rico. When the teachers understand that the class has had a general understanding they will introduce the activity. The activity consists of handing each student a piece of paper divided in three categories: Taíno Indians, Spaniards and Africans. The teacher will give the students different images that represent each culture and the students must match the picture to the correct column.

Closure: Fifteen minutes before the class end, the teacher will start discussing how they match the images with the culture and explaining to them why it is part of that category. In this moment of the lesson the teacher will star asking question like: What can you see in their art that you recognize? Are they any specific color that helps you identify the piece of art? Did you saw that image in the video and recognize it?, Where you interested in any specific image that we saw today?, etc. This will help the student explore more the identification of each image with the right culture. The open discussion of the subject will engage the students to tell the teacher what they found interesting in the lesson and how much they learned.

Clean up: Five minutes before class ends the teacher can tell the students to put away all their stuff and clean up their area.

Time Frame:

1. 10 minutes – Introduction

2. 20 minutes – Video and Activity

3. 15 minutes – Group Discussion

4. 5 minutes – Clean Up

Vocabulary:

1. Taíno Indian: is a subgroup of the Arawakan Indians, inhabited the Greater Antilles in the Caribbean Sea at the time when Christopher Columbus arrived to the Americas.

2. San Juan: is the capital of Puerto Rico is the oldest city on US territory. Founded in 1521 by Juan Ponce de Leon.

3. Puerto Rico: rich port.

4. Slavery: the state of a person who is a chattel of another.

5. Island: a track of land surrounded by water and smaller than a continent.

6. Hammock: a swinging couch or bed usually made of netting or canvas and slung by cords from supports at each end.

7. Bomba: it comes out of the musical traditions brought by enslaved African in the 17^th century. It’s a source of political and spiritual expression.

8. Salsa: popular music of Latin American origin that has absorbed characteristics of rhythms and blues, jazz and rock.

9. Reggaeton: popular music of Puerto Rico origin that combines rap with Caribbean rhythms.

Evaluation / Requirements: Because this is an introductive class, this unit will not be evaluated with points. The students are required to have an open discussion on the learn subject with the teacher to continue with the next class.

Special Needs: None

Extended activity:

Safety Concerned: None

Bibliography / Reference:

Puerto rico **la isla del encanto**paradise, beauty

http://www.youtube.com/watch?v=CvOLT7fjQ3Q

Comments regarding follows up class: The next class would be creating the Vejigante mask and learning the story and legacy of the African Diasporas in Puerto Rico

Introduction

In the United States, the phenomenon of multiculturalism has become more than the existence of multiple cultures within its borders, it is a way of living. The diversity of students found in any given classroom changes on a daily basis, due in part to a constant migration of cultures occurring in the country. Geographically, as well as socially, America is indeed a diverse territory. Although diversity has led to the recognition of cultural distance between students and American teachers that have prompted efforts to introduce multiculturalism into the United States educational system, there is little evidence that such efforts have had a significant influence on educational outcomes. To add to the cultural mix, racially diverse students, including those of African and Hispanic ancestry, still struggle for success and access to academic and educational resources in the US (Forte, 2007).

Research shows that the exploration of culturally responsive methods for both middle and secondary schools teaching will lead to gain inside vision of the teacher as an agent of change, a proactive educator who is equipped to help all the students benefit (Rasol and Curtis, 2000). Schools in the United States are becoming more culturally diverse because of the immigration of different cultural communities. By 1999 the Hispanic community was the largest ethnic minority group in the United States, surpassing African Americans. Facing such big change the art teacher needs the tools to help improve and integrate multicultural art education in the classroom.

Students with different ethnical backgrounds come to the United States and are often balancing multiple cultural identities because of the place they live, the community that surrounds them or the school. According to Lopez (2009) with exposures to multiple cultures becoming a reality of modern times and the assumption that people have complex, spontaneously reconstructed identities, the process of acculturation is now more widely discussed. Students often loose who they are in the process of their life. Others may just need to feel that they are represented in the field they are studying or are passionate about. For this and other reasons educators must take cultural identity as a serious topic and evaluate their approach towards the issue.