Objective: To plan a set of three-dimensional art activities and to evaluate your activities.
Scenario: Li-Na, a six-year-old in your first-grade class, loves art time and excels at drawing and painting elaborate scenes. She does not yet appear completely comfortable with three-dimensional materials. For example, when given clay, Li-Na makes snakes or balls but does not try to make more complex representational objects such as animals. You plan additional developmentally appropriate three-dimensional activities to encourage Li-Na and her classmates to expand their artistic skills in three-dimensional art forms.
Focus Assignment:
Plan three activities for Li-Na and her classmates to create three-dimensional artwork. The activities should be in a sequence for consecutive art sessions. For each activity, write a few sentences explaining how it is appropriate for Li-Na’s current stage of development and how it ties in with the two other three-dimensional activities. You may want to refer to Figure 12-1: Development of three-dimensional awareness and representation and Figure 12-2: 3-Dimensional Media: Pattern of Development.
Be sure to read the SELF-EVALUATION section below to guide your thinking. Write your self-evaluation after you have completed your activities.
Review the assessment rubric to see how your assignment and self-evaluation will be graded.
Self-Evaluation
For each component of your activities:
Explain how this component addresses the issues in the scenario.
Give evidence from the chapter supporting this component (with citations).
Describe and justify how your activities will improve teaching and learning in the scenario.
Category: Other-Creative Arts
Objective: To plan a set of three-dimensional art activities and to evaluate you
Objective: To plan a set of three-dimensional art activities and to evaluate your activities.
Scenario: Li-Na, a six-year-old in your first-grade class, loves art time and excels at drawing and painting elaborate scenes. She does not yet appear completely comfortable with three-dimensional materials. For example, when given clay, Li-Na makes snakes or balls but does not try to make more complex representational objects such as animals. You plan additional developmentally appropriate three-dimensional activities to encourage Li-Na and her classmates to expand their artistic skills in three-dimensional art forms.
Focus Assignment:
Plan three activities for Li-Na and her classmates to create three-dimensional artwork. The activities should be in a sequence for consecutive art sessions. For each activity, write a few sentences explaining how it is appropriate for Li-Na’s current stage of development and how it ties in with the two other three-dimensional activities. You may want to refer to Figure 12-1: Development of three-dimensional awareness and representation and Figure 12-2: 3-Dimensional Media: Pattern of Development.
Be sure to read the SELF-EVALUATION section below to guide your thinking. Write your self-evaluation after you have completed your activities.
Review the assessment rubric to see how your assignment and self-evaluation will be graded.
Self-Evaluation
For each component of your activities:
Explain how this component addresses the issues in the scenario.
Give evidence from the chapter supporting this component (with citations).
Describe and justify how your activities will improve teaching and learning in the scenario.