SAMPLE UNIT AND LESSON PLANNING (ALTERNATIVE 1) Sample Lesson Plans

 SAMPLE LESSON PLANS 


SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

VISUAL ARTS

LESSON PLAN

Introduction

LESSON PLAN#1

                                                                         LESSON: Intro to Resist Dyeing

 

TEACHERCorneilia Ince

SCHOOL: Belmont Secondary School

DATE: TBA

 

CLASS/FORM:

 2

NO. IN CLASS:

TBA

TIME:

8:40am

NO. OF PERIODS:

 2

DURATION:

1hr 10mins

 

OBJECTIVES:

At the end of this lesson student would be able to:

Cognitive

Affective

Psychomotor

·Define resist dyeing.

·Understand resist dying methods.

 

·Appreciate the uses of resist dyeing.

·Discuss the applications of resist dying.

·Distinguish type of resist dying is used for batik.

 

SET INDUCTION                                               TIME ALLOTTED: 3mins


Method:

Teaching Strategies

Student Activity

Resources

· Teacher enters class in an outfit made out of brightly coloured batik fabric.

·Teacher draws students attention to outfit (in the event they did not comment on it first)

·Teacher asks students their opinion on fabric and briefly discusses types of fabric design methods.

·Discuss fabric worn by students.

·Ask questions about the process of designing the fabric.

·Respond to questioning by giving their opinion on the fabric.

·Dress constructed out of batik fabric.

 

CONTENT                 

TIME ALLOTTED: 62 mins

Teaching points:

·         Definition of resist dyeing.

·         Types of resist dyeing focusing on wax-resist method.

·         Uses of resist dying.

Method:

Teaching Strategies

Student Activity

Resources

Using a pre-prepared PowerPoint presentation, teacher will:

·  explains the definition of resist dyeing

·  Uses of resist dying.

·  List types of resist dyeing focusing on wax-resist method.

·  Discuss fabric dyeing techniques that use wax resist methods.

·  Discuss Batik process.

·Listen attentively to definitions and explanations given.

·Record notes on the topic.

·Test their knowledge with quizzes teas.

·Internet

·Laptop

·Projector

·PowerPoint Presentation

·Notebook

 

CLOSURE/ EXIT SLIP       

TIME ALLOTTED: 5mins

Students will be given a form asking them to give their thoughts on the session, what they learned and what they will like to learn about in the future and why.

EVALUATION

Student assessment will be taken from the quizzes test.

FOLLOW UP ACTIVITY/LESSON:

Students will be asked to research Batik designs.

 

#2

SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

VISUAL ARTS

LESSON PLAN

Introduction

LESSON PLAN#2

                                                                                      LESSON: Batik Design

 

TEACHERCorneilia Ince

SCHOOL: Belmont Secondary School

DATE: TBA

 

CLASS/FORM:

 2

NO. IN CLASS:

TBA

TIME:

8:40am

NO. OF PERIODS:

2

DURATION:

Ihr 10 mins

 

PRE-KNOWLEDGE

Students would have knowledge of resist dyeing, colour schemes and positive and negative space.

OBJECTIVES:

At the end of this lesson student would be able to:

Cognitive

Affective

Psychomotor

·Understand the type of design used in Batik.

·Recognize the importance of colour choice.

·Acknowledge the importance of positive and negative space in Batik designs.

·Justify their choice of fabric.

·Choose an appropriate fabric to create a batik piece.

·Create a batik design.

·Simulate the waxing process.

 

SET INDUCTION                                               TIME ALLOTTED: 3mins

Method:

Teaching Strategies

Student Activity

Resources

· Teacher shows a video showcasing stained glass windows.

·Observe the video.

·List similarities between stained glass and any resist technique they remembered from lesson 1.

·Respond to questioning by giving their opinion on the video.

·Internet

·Laptop

·YouTube

·Projector

 

 

CONTENT                                                           TIME ALLOTTED: 62mins

Teaching points:

Design composition in batik is important in avoiding dyes running into each other unintentionally.

Method:

Teaching Strategies

Student Activity

Resources

Teacher explains the importance of:- 

  • Positive and negative space in a batik design. When waxing students must pay attention to which areas are connected because the dye would run into each other and blend in these areas.
  • Choosing the right material for batik because certain fabrics do not retain the dye pigment well. 
  • Choosing the right colour palette because will greatly affect the look of their design.

Teacher will create a sample drawing and simulate the waxing process using white glue. Once the glue is dry, teacher will simulate the application of the dye using watery paint of food colouring in water to demonstrate the use of the wax in batik.

·Listen attentively to definitions and explanations given.

·Record notes on the topic.

·Student will create their design on cardboard and simulate the waxing process with white glue.

·Students will simulate the dye application process on their cardboard batik sample once the glue has dried.

·Internet 

·PowerPoint 

·Laptop 

·Projector 

·Pencil 

·Cardboard 

·White glue 

·Poster paint/ Food Colouring 

·Water 

·Paint Brush

CLOSURE/ EXIT SLIP 

TIME ALLOTTED: 5mins

Students will be given a form asking them to give their thoughts on the session, what they learned and what they will like to learn about in the future and why.

EVALUATION

Evaluation via rubric designed to assess students design and simulation of the waxing and dye application process.

FOLLOW UP ACTIVITY/LESSON:

Students will be asked to create a design and procure fabric to create their fabric design piece. They will be asked to have their design prepared for the next session.

 

 

#3 


SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

VISUAL ARTS

LESSON PLAN

Introduction

LESSON PLAN#3

                                           LESSON: Design Transfer

 

TEACHERCorneilia Ince

SCHOOL: Belmont Secondary School

DATE: TBA

 

CLASS/FORM: 2

NO. IN CLASS: TBA

TIME: 8:40am

NO. OF PERIODS: 1

DURATION:

35 mins

 

PRE-KNOWLEDGE

Students would have a design prepared for this session.

OBJECTIVES:

At the end of this lesson student would be able to:

Cognitive

Affective

Psychomotor

·Understand the process of mixing dyes. 

·Discuss other possible applications for the grid method.

·Demonstrate use of grid method.

 

SET INDUCTION                    

TIME ALLOTTED: 3mins

Method:

Teaching Strategies

Student Activity

Resources

· Teacher produces a picture of a leaf and asks students to copy it at the same size, twice its size and half its size.

·Students will copy the picture at the same size, twice its size and half its size.

·Picture of Leaf

 

 

CONTENT                                              

 TIME ALLOTTED: 62 mins

Teaching points:

Grids can be used to copy, shrink or enlarge an image.

Method:

Teaching Strategies

Student Activity

Resources

· Teacher will define and describe the grid method. 

· Teacher will discuss applications of the grid method. 

· Teacher will demonstrate preparing the grid on the design and the area the design is going to be transferred to. 

· Teacher will demonstrate transferring the design. 

 

·Listen attentively to definitions and explanations given.

·Record notes on the topic.

·Create a grid.

·Transfer their design to another surface.

·Internet 

·PowerPoint 

·Laptop 

·Projector 

·Pencil 

·Paper 

·Ruler 

 

CLOSURE/ EXIT SLIP               

TIME ALLOTTED: 5mins

Students will be given a form asking them to give their thoughts on the session, what they learned and what they will like to learn about in the future and why.

EVALUATION

Evaluation via rubric designed to assess students’ preparation of grids and transfer of the design.

FOLLOW UP ACTIVITY/LESSON:

Students will be given a small amount of soda ash and will be asked to soak their fabric in it and hang it out to dry. They will need to bring the dried fabric along with their design to begin their batik piece.

 

 #4


SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

VISUAL ARTS

LESSON PLAN

Introduction

 

LESSON PLAN#4

                                        LESSON: Waxing and dye application

 

TEACHERCorneilia Ince

SCHOOL: Belmont Secondary School

DATE: TBA

 

CLASS/FORM: 2

NO. IN CLASS: TBA

TIME: 8:40am

NO. OF PERIODS: 1

DURATION:

35mins

 

PRE-KNOWLEDGE

Students would have a prepared design, a piece of fabric and knowledge of the wax-resist process

OBJECTIVES:

At the end of this lesson student would be able to:

Cognitive

Affective

Psychomotor

·Understand the process of mixing dyes.

·Identify components needed for melting wax.

·Follow instructions and adhering to safety procedures while melting wax.

·Transfer design to fabric. 

·Apply wax on fabric 

· Prepare and apply dye 

SET INDUCTION                                              

TIME ALLOTTED: 3mins

Method:

Teaching Strategies

Student Activity

Resources

· Teacher asks students to recall lessons on grid transfer and wax resist.

·Teacher assists students in setting up their workspace to begin creating their batik.

·Respond to questioning.

·Set up their workspace.

·Fabric

·Frame

·Thumbtacks

 

CONTENT                                                         

TIME ALLOTTED: 62mins

Teaching points:

·SAFETY FIRST! Students need to be extremely careful when handling material for this session.

·Students can use an old brush to apply wax if they are unable to master using the tjanting.

·Students need to apply wax swiftly because it dries quickly.

Method:

Teaching Strategies

Student Activity

Resources

·  Teacher will instruct students to begin transferring their design to the fabric.

·  Once the design is transferred, teacher will assist students in applying the wax.

·  Once the wax is applied, teacher will assist students in mixing dyes.

Students will:-

·Mount their work on a frame.

·Transfer their design.

·Apply wax to their design.

·Apply dye to their design.

·Fabric 

·Bees Wax 

·Paraffin wax 

·Electric Burner 

·Pot 

·Tjanting 

·Frame 

·Thumbtacks

 

CLOSURE/ EXIT SLIP                       

TIME ALLOTTED: 5mins

Teacher asks students to stop, tidy their workspace and secure the materials for the next class. Teach will then hand out forms for children to fill out asking them about their opinion of the waxing process.

EVALUATION

Evaluation via a checklist designed to assess students’ transfer of designs and waxing technique.

FOLLOW UP ACTIVITY/LESSON:

Students will be asked to complete their piece in the next session.

 

#5

SCHOOL OF EDUCATION

UNIVERSITY OF THE WEST INDIES, ST AUGUSTINE

VISUAL ARTS

LESSON PLANS

Introduction

 

LESSON PLAN#5

                                       LESSON: Finishing the Batik process.

 

TEACHERCorneilia Ince

SCHOOL: Belmont Secondary School

DATE: TBA

 

CLASS/FORM: 2

NO. IN CLASS: TBA

TIME: 8:40am

NO. OF PERIODS: 1

DURATION:

35mins

 

PRE-KNOWLEDGE

Students would have started their Batik piece in the previous session.

OBJECTIVES:

At the end of this lesson student would be able to:

Cognitive

Affective

Psychomotor

·Understand wax removal methods.

·Discuss their thoughts on applications of Batik.

·Complete Their Batik piece.

 

SET INDUCTION                                              TIME ALLOTTED: 3mins

Method:

Teaching Strategies

Student Activity

Resources

· Teacher will assist students in setting up their workspace.

·Students will retrieve their materials and set up their workspace.

·Fabric

·Frame

·Thumbtacks

 

CONTENT                                                            TIME ALLOTTED: 62mins

Teaching points:

·SAFETY FIRST! Students need to be extremely careful when handling material for this session.

·Students can remove wax by boiling or ironing.

Method:

Teaching Strategies

Student Activity

Resources

·  Teacher will demonstrate methods of removing wax.

·  Teacher will instruct student to continue working on their piece and assist students in removing the wax when they are completed.

·Students will observe teacher demonstrations.

·Students will continue working on their batik piece from the previous class.

·If or when they are completed applying dye, they are required to remove the wax from their piece.

·Electric stove 

·Pot 

·Water 

·Tjanting 

·Procion dye 

·Urea 

·Soda Ash 

·Newspaper 

·Iron 

 

CLOSURE/ EXIT SLIP                                           TIME ALLOTTED: 5mins

Teacher asks students to stop, tidy their workspace. Teach will then hand out forms for children to fill out asking them about their opinion of the waxing process.

EVALUATION

Evaluation via rubric designed to assess students’ Batik piece.

FOLLOW UP ACTIVITY/LESSON:’

Students invited to share family and friends thoughts on their piece if they so desire

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