||Dummies Guide to Visiting an Art Museum
||Hull, Rachel firstname.lastname@example.org
||TLI 2008 Staff PBL Plans
||Students, working in groups of 4, will create brochures for other BES students who will accompany us to the Cincinnati Museum of Art and for other Putnam County students who use our final internet-posted project. The brochures will be designed to educate students in the necessary behaviors expected and the critical thinking involved in a museum visit. Part of this project will be learning how to purchase items in the museum store. Not only does this address content standards at the grade level, but this unit will be delivered the first month of school as an introduction to collaborative learning and the project environment. Also, this will be an introduction to the elements of art needed for effective visuals in project products—as identified by Ted McCain. (Students have had no exposure to this type of learning or technologies. This pbl will be used to reinforce norms established for group work. Students will probably not be able to experience a pure pbl until January since they have never learned/functioned in this manner.)
||Karen Nowviskie, director of Elementary Education for PCS, will visit the classroom and ask students to design two types of brochures for elementary students visiting art museums. One type will be on expected behaviors and purchasing from the museum store and the other will address basic elements of art to help in analysis and enjoyment of the artwork. She will select the best brochures (one of each) and place them for teacher and student access on the county webpage. Brochures created, but not selected for county publication, will be distributed to Art Club members (from other 3-5 grade classrooms) who will visit the museum with our class.
|Content Standards & Objectives:
|Objectives Directly Taught or Learned Through Discovery ||Identified Learning Target ||Evidence of Success in Achieving Identified Learning Target |
RLA.0.4.3.4 create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.
RLA.0.4.2.14 use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).
M.0.4.4.4 given real-world situations, count coins and bills and determine correct change.
VA.S.4.5 Students will:
• identify multiple purposes for creating works of art;
• analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry; and • describe and compare a variety of individual responses to their artworks and to artworks from various eras and cultures.
While learning to use Microsoft Publisher, students will be introduced to rules and options for formatting.
Students will create brochures for their final projects using Microsoft Publisher.
Teacher will model the use of graphic organizers to take notes from various sources and then allow students to work independently as they are able.
Students will use manipulatives, calculators, paper/pencil to add and subtract money amounts and make change.
Class will compile a list of strategies for counting money and determining change; which will be used as a reference throughout the year.
Shopping Spree—Yipee! Project
Beginning the first day of school, students will be given a piece of artwork to analyze (building visual literacy) and discuss. Using the Socratic method of questioning, the teacher will “uncover” these ways of analyzing art.
Final project rubric will be given to students at the beginning and will be used to guide instruction in formatting and use of Microsoft Publisher. Rubric will aid in the creation of the Know/Need to Know Chart, which informs teacher instruction
Final project rubric will be used for the final assessment.
Teacher will meet with small groups to monitor their success in note-taking. Levels of monitoring would be determined by students’ need for instruction with note taking.
Worksheet to monitor student understandings and to inform instruction.
Shopping Spree—Yipee! Project Rubric
Using chart paper, a list of ways to view and analyze paintings (from these discussions), will be kept. Students will learn to use the Socratic method themselves. Teacher will assess through discussions and continued daily analysis.
|21st Century Skills
||Learning Skills & Technology Tools
||Teaching Strategies Culminating Activity
||Evidence of Success
|Information and Communication Skills:
21C.O.3-4.1.TT1 - Student uses keyboard, mouse and other common input and output devices (including adaptive devices when necessary) efficiently and effectively; student handles diskettes, CD/DVDs, USB drives, microphones, and headphones with care; student opens files independently, saves documents, and sends documents to the printer.
Each group member will be taught a separate skill (listed to left), and in turn teach the other members of the group. Opportunity will then be given for all to practice.
Using the 4th Grade Beginning Technology Skills Checklist, the teacher will assess small groups in their use of these age appropriate behaviors as they complete their final group project.
|Thinking and Reasoning Skills:
21C.O.3-4.2.TT3 - Student uses technology tools (e.g., presentation software, word processing software, publishing software, group web page design, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create informative products for audiences inside and outside the classroom.
Students will be introduced to Microsoft Publishing. They will create brochures as part of their final project.
Final project rubric
|Personal and Workplace Skills:
21C.O.3-4.3.LS6 - Student focuses on the larger goal of a project, frames appropriate questions related to the goal, develops and initiates a plan of action with specific tasks and appropriate benchmarks, and completes the project on time.
Students will be introduced to the Group Observation Checklist. Explain it is our goal for the coming weeks and mastery is not expected immediately. Conduct at least one formal observation and discuss results, etc.
Group Observation Checklist found at: http://www.novelapproachpbl.com/
· Basic formatting rules for documents and simple visual products
· How to use Microsoft Publisher templates to create brochures
· Basic note-taking strategies
· Strategies for making small purchases
· Elements of Art
· How to ask questions to analyze visuals
· Take basic notes from print and digital resources
· Create a brochure from a template
· Count, add and subtract money and determine change using paper/pencil and calculator
· Begin developing effective group behaviors and collaborative skills
· Use basic computer tools effectively
· Write short summaries, descriptions, and directions
· Use a rubric and/or checklist to guide independent work
||What do visitors need to understand in order to enjoy a visit to an art museum?
|Major Group Products || Groups will create brochures which will be used to prepare Putnam County students for museum trips. The brochure will include tips on how to identify and analyze artwork, expected behaviors, and how to purchase items from a museum store.|
|Major Individual Projects || Shopping Spree-Yipee! Given an amount of money, students will “shop” in various catalogs; cutting out purchases. On construction paper, using purchases and play money, they will create a poster explaining how they determined how much money was spent and change received. Visual and written explanations must accompany each step of the process. |
|Assessment and Reflection:
|Rubric(s) I Will Use: ||Collaboration || ||Written Communication || |
|Critical Thinking & Problem Solving || ||Content Knowledge ||x |
|Oral Communication || ||Other || |
|Other Classroom Assessments For Learning: ||Quizzes/Tests ||x ||Practice Presentations || |
|Self-Evaluation || ||Notes || |
|Peer Evaluation || ||Checklists/Observations ||x|
|Online Tests and Exams || ||Concept Maps || |
|Reflections: ||Survey || ||Focus Group || |
|Discussion ||x ||Task Management Chart || |
|Journal Writing/Learning Log ||x ||Other || |
|Map The Product:
|Knowledge and Skills Needed ||Already Have Learned ||Taught Before the Project ||Taught During the Project |
|1. Basic sentence writing ||X || || |
|2. Microsoft Publisher brochure templates || || || X|
|3. Real-world situations using money || X || || X|
|4. Elements of Art || || || X|
|5. Note-taking skills || || X || X|
|6. Writing summaries and directions || || || X|
|7. Pairing visuals with text (and formatting) || || || X|
School-based Individuals: None
Technology: computers, Microsoft Publisher, color printer, projector
Community: Karen Nowviskie, Putnam County Director of Elementary Education
Materials: Research materials, paper, project journals, final project rubric, Shopping Spree rubric, chart paper for Know/Need to Know, play money, money worksheets (Investigations), art materials, catalogs, various pieces of artwork (can be viewed and books purchased from nga.gov)
|Manage the Process:
· Since most 4th graders have not functioned in a Project-Based classroom it is critical the teacher works to develop experiences and class norms for group behaviors and collaborative skills. These should be done prior to this unit. These skills will be highlighted and reinforced in this “practice” project-based learning opportunity. Suggested activities to build these necessary skills can be found at: http://www.novelapproachpbl.com/ColllaborationSkillBuilding.htm
· Each class has different strengths and areas of need. Because of this, classes may require pre-teaching of some skills, while others would need none. Teachers would need to make that assessment.
· With this introductory unit, most of the work will be modeled by the teacher with the class, followed by heavily-monitored opportunities to practice in small groups. It is critical the teacher be in constant circulation to address needs of the students. The teacher should be looking for misunderstandings and groups who need support with the contact, as well as the group dynamics. It is imperative students begin practicing these new skills correctly. This will allow the teacher to assess for the appropriate scaffolding.
Project journal-students will write a summary of what was learned each day and questions they still have.
Discussions will allow the teacher to collect anecdotal information.
Discussions with Karen Nowviskie, Putnam County Director of Elementary Education
After visiting the museum, students will write about the experience, as well as evaluate the use of the brochures in their visit.
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