QR Code lesson Plan

Teacher: Brittany Price

Title: Shark talk

Grade Level: Middle School

History/Background: QR codes are 2-D barcodes that could be scanned by smart phones. The information could include a website link or text. The design of the QR code is always black and white square patterns. The code that I have created will link the students directly to a photograph of The Physical Impossibility of Death in the Mind of Someone Living.

Standards:

9.1.6.C Know and use fundamental vocabulary within each of the arts forms.

9.1.6.E Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.

9.1.6.K.Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.

9.3.6.A Identify critical processes in the examination of works in the arts and humanities.

Goal: To think critically about Damien Hirst’s The Physical Impossibility of Death in the Mind of Someone Living.

Objectives:

1. To snap the QR code

2. To view the QR code online

3. To view the piece of art selected

4. To reflect on the artwork from the artist’s point of view

5. To answer the VTS questions: What’s going on in this picture?, What do you see that makes you say that?, and What more can you find?

6. To write a one page reflection

Requirements: view the QR code provided, think critically to the art work selected, answer the VTS questions, write a reflection on the work

Resources/Materials/Visual Aids: QR code

Materials/ Supplies: none

Teacher Preparation: Teacher will choose a piece of art, and create a QR code for the students to view it virtually

Introduction to Lesson:

· Teacher will discuss QR codes

· Teacher will ask the students to view the image selected

Directions:

1. Ask students what their experience with QR codes are.

2. Teacher will instruct students to virtually explore the image that has been chosen.

3. Students will then view the image by snapping the QR code.

4. Students will then answer the VTS questions: 1.) What’s going on in this picture?, 2.) What do you see that makes you say that?, and 3.) What more can you find?

5. Students will then pretend they are the artist who created the piece.

6. Students will write a one page piece of creative fiction pretending they are Damien Hirst, and explaining the reason for the creation of the piece.

7. Students will share their story with the class.

Closure: Students will be able to share their fictional story with the class.

Critique/Evaluation/Assessment: Students will discuss their stories, and compare their reasons for creating the piece of artwork.

Vocabulary: QR code, Visual Thinking Strategies

Time Allotment Planner:

· 2 class periods (45 minute per class)

· 1^st class: 45 minutes to look at image and write story.

· 2^nd class: 45 minute sharing session.

Safety Concerns: None

References: http://www.nytimes.com/2006/10/01/arts/design/01voge.html

QR Codes!!

VTS Web Critque

http://blogs.princeton.edu/wri152-3/jholt/archives/001911.html

Henri Matisse. The Dance II. 1932. The Barnes Foundation, Merion Station.

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

http://www.vtshome.org/

Wordle

Here is my chapter 4 Wordle!

Wordle Lesson Plan

Teacher: Brittany Price

Title: Impressionist Wordle

Grade Level: 8

History/Background: Impressionism was a 19^th century art movement. Similarities in the works during this time include emphasis on light, and small visible brush strokes. Other qualities such as movement, and ordinary subject matter are prominent in Impressionist work. Some examples of Impressionist artists are Monet, Cassatt, Cezanne, Degas, and Renoir.

Standards:

9.2.8.A- Explain the historical, cultural, and social context of an individual work in the arts.

9.2.8.C- Relate works in the arts to varying styles and genre and to the periods in which they were created.

9.3.8.B- Analyze and interpret specific characteristics of works in the arts within each art form.

Goal: To create a Wordle using adjectives to describe Impressionist art.

Objectives:

1. To research Impressionist art.

2. To pick 3 Impressionist paintings.

3. To compare the similarities in the paintings.

4. To write adjectives that describe the similarities between the 3 pieces.

5. To create a Wordle using the adjectives.

Requirements: research Impressionist art, choose 3 Impressionist paintings, make comparisons between the paintings, create a Wordle.

Resources/Materials/Visual Aids: smartboard, computer, Impressionist images

Materials/ Supplies:

· Computer

Teacher Preparation: Teacher will provide Impressionist images to the class. Teacher will encourage students to research more Impressionist work, and choose 3 images to compare. Teacher will show to class on the smartboard 3 images that she has chosen and created a Wordle using.

Introduction to Lesson:

· Teacher will discuss Impressionist with class.

· Teacher will ask the students if they know any examples of Impressionist artists.

· Teacher will show students examples of Impressionist art.

Directions:

1. Ask students “What is Impressionism?” Present examples of artwork to students and have discussion.

2. Students will research Impressionist art on the computer.

3. Students will then take choose 3 Impressionist images.

4. Students will compare their images to find the similarities.

5. Students will then create a Wordle using the descriptive adjectives that they have accumulated while comparing their images.

Closure: Students will show their Wordles to the class.

Critique/Evaluation/Assessment: Students will compare the similarities that they see in the classes’ Wordles.

Time Allotment Planner:

· 2 class periods (45 minute per class)

· 1^st class: Intro to Impressionism

· 1^st class: Research of Impressionism

· 1^st class: Begin Wordles

· 2^nd class: Finish Wordles

· 2^nd class: Share Wordles

Vocabulary:

1. Impressionism: “A theory or style of painting originating and developed in France during the 1870s, characterized by concentration on the immediate visual impression produced by a scene and by the use of unmixed primary colors and small strokes to simulate actual reflected light.”

Safety Concerns: None

Credit:

Will Richardson. Blogs, Wikis, Podcasts

http://www.wordle.net