EDLD 5364 - Week Three UDL Lesson

Lesson Overview

Title:	The Renaissance Art of the Renaissance Man
Author:	Nancy Petrella
Subject:	Art History
Grade Level(s):	9-12
Duration:	12 Days
Subject Area:	Renaissance Art: Leonardo DaVinci
Unit Description:	The exploration and analysis of DaVinci’s art and its impact on the Renaissance and influence on the modern era.
Lesson One Description for Days: 1 and 2	Virtual museum tours exploring DaVinci’s works of art.  Students make sketches and/or written observations or audio recorded observations while closely studying maestro’s works.
Lesson Two Description for Days: 3 and 4	Webquest exploring scholarly writing and video documentaries about DaVinci.
Lesson Three Description for Days: 5 through 10	Students do their own analysis, draw conclusions and create their final product in their chosen method and medium/media.
State Standards:	Delaware Visual Arts Standards Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas 3.1 Identify subject matter, symbols and ideas in works of art 3.3 Evaluate the sources for content to validate the manner in which subject matter, symbols and ideas are used in works of art 3.5 Describe and differentiate the origins of specific subject matter, symbols and ideas in works of art 3.6 Analyze how the use of subject matter, symbols and ideas are used in works of art Standard 4: Understanding the visual arts in relation to history and cultures 4.1 Identify historical and cultural characteristics of works of art                  4.2 Describe how the arts and artists influence each other across history and cultures 4.3 Compare the purpose of works of art and design in history and cultures 4.4 Speculate on how history and culture give meaning to a work of art 4.5 Describe and differentiate the roles of artists in society across history and cultures 4.6 Describe how history and cultures influence the visual arts 4.7 Describe how the visual arts influence history and cultures Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others 5.2 Identify ways the visual arts are used as communication 5.3 Describe personal responses to selected works of art 5.4 Analyze works of art to speculate why they were created 5.5 Evaluate the artist's intent and effectiveness in communicating ideas and emotions in works of art 5.6 Apply visual arts vocabulary when reflecting upon and assessing works of art 5.7 Describe how a work of art can convey a voice of one or a voice of many Standard 6: Making connections between visual arts and other disciplines 6.2 Compare the use of technology, media and processes of the visual arts with other disciplines 6.4 Describe how learning in the visual arts helps develop essential skills for life and the workplace

Goals

Unit Goals:	Analyzing and evaluating art and artist in relation to time and place, and in the context of the contemporary and modern.
Lesson One Goals:	Extending observational, and analytical skills.
Lesson Two Goals:	Extending analytical skills.
Lesson Three Goals:	Extending analytical skills, writing and speaking using correct grammar and punctuation.  Developing individual ideas and voice.

Methods

Anticipatory Set: (1 class period)	Watch (with captions)/listen/discuss clips of a video overview of Renaissance Art and use UDL book I made for learning to look at and analyze art. http://bookbuilder.cast.org/view.php?op=view&book=65174&page=1
Introduce and Model New Knowledge: (1 class period)	Using a smartboard, students will create a KWL to discuss what they know about DaVinci and his art. Using a smartboard teacher and students will model expectations for museum tours and webquests.
Provide Guided Practice:	Students follow the rubric for creating sketches and writing /talking about observations/analyses of DaVinci’s art. Students follow the guidelines for the webquests for museum tours and scholarly information about Leonardo’s life, art, and era.
Provide Independent Practice:	Students choose their medium/media and create a product of their analysis of the work of DaVinci including their own conclusions about his impact on his contemporary and our modern society.

Assessment

Formative/Ongoing Assessment:	Teacher will walk around and monitor progress. Teacher will conference with individual students Students will summarize their progress/what they learned each day on an exit ticket Students will create an e-portfolio and upload their daily sketches/writing/podcasts.
Summative/End Of Lesson Assessment:	Rubric Feedback from the students E-portfolio with sketches, written and verbal observations End product

Materials

Computers, SMARTboard

assistive listening device, Interpreter (if necessary), closed captioning, speech to text software, text to speech software, microphone, headphone, digital voice recorder (handheld)

video software, graphics software, virtual environment software or website

Internet, wiki, YouTube, museum sites, various other art/ art history sites for research, various graphic organizer for students to choose from

Any other materials students might need for creating product, paper pencils, colored pencils, paint etc.

UDL Book Builder Reflection

UDL Book Builder is one of the most fabulous tools I have ever encountered and worked with during my time in education.  I might feel this way because I am a total bibliophile, but everyone might feel the same way once they give it a try.  It took me quite a while to build my book but the potential impact for learning is worth the additional effort.  I have already recommended this tool to my colleagues at Meredith Middle.  Also, I teach an enrichment class in ELA and I would love to have my students work with this book building tool as well.  If not, then I will be creating books for that class as well as my art classes on various topics.  This is the kind of tool that can go a long way as the "hook" that grabs and engages students at the beginning of every unit or possibly even every lesson.  i say this because the potential exists for great diversity so the books do not have to be the same type or format every time. Don't forget to look for and click on the little coaches at the bottom of each page.