Planning a Module of Study

Teachers should first become familiar with the foundational objectives for the course. They could then turn to the module overview and begin planning a sequence of lessons around the theme or art concepts to be studied. Remember that arts experiences can include research, discussion, reflection, etc. When planning for students to create their own art works, some time must be spent in helping students develop their ideas. One or more lessons could be spent observing, experimenting, generating ideas, planning, researching, analyzing or viewing various works of art before students have their own ideas that they can develop into arts expressions. It is important that students realize that their visual art must involve ideas. Problem solving and decision making should be part of their creative process.

In planning a module of study the teacher should:

Understand the theme or central focus of the module under study.
Identify how the module will address the foundational objectives.
Incorporate the three components of the program: the creative/productive, the cultural/historical and the critical/responsive.
Select appropriate learning objectives and Common Essential Learnings to be achieved in the unit.
Plan a sequence of lessons.
Include Indian and Métis content, where appropriate.
Check to ensure a variety of experiences have been included in the module (discussing, researching, looking at art works, reflecting, etc.).
Provide students with many opportunities for reflection and self-evaluation. Through reflection, students may extend and clarify their understanding of visual art forms and topics they choose to explore. They may also assess their own contributions to the group work and their ability to work with others.
Determine means of assessing achievement of the foundational objectives. Remember to plan for ongoing evaluation, rather than evaluating only at the end of the unit.

The following pages provide information that may be used for daily or module planning. "Planning Considerations" includes lists of Common Essential Learnings, instructional strategies and assessment techniques. The "Visual Art Planning Sheet" is a template the teacher may find useful.

Planning Considerations Visual Art Planning Sheet Teacher Checklist for a Sequence of Lessons

Planning Considerations

Common Essential Learnings

Communication (C)

Creative and Critical Thinking (CCT)

Independent Learning (IL)

Numeracy (N)

Technological Literacy (TL)

Personal and Social Values and Skills (PSVS)

For objectives specific to the CELs see: Instructional Approaches: A Framework for Professional Practice, Staff Development Program Binder, 1991.

Instructional Strategies and Methods
For detailed information see Instructional Approaches: A Framework for Professional Practice, 1991.

Direct Instruction:
Structured Overview
Explicit Teaching
Mastery Lecture
Practice
Compare and Contrast
Didactic Questions
Demonstrations
Indirect Instruction:
Problem Solving
Case Studies
Inquiry
Reading for Meaning
Reflective Discussion
Concept Formation
Concept Mapping
Concept Attainment

Independent Learning:
Essays
Computer Assisted Instruction
Reports
Learning Activity Package
Learning Contracts
Home Work
Research Projects
Assigned Questions
Learning Centres
Experiential Learning:
Field Trips
Experiments and Exploring
Games
Focused Imaging
Field Observations
Synectics
Model Building
Surveys

Interactive Instruction:
Debates
Brainstorming
Discussion
Co-operative Learning Groups
Problem Solving
Circle of Knowledge
Interviewing
Responding Processes (see individual strands)
Teacher in Role ^*
Role ^*
Parallel Play ^*
Tableau ^*
Improvisation ^*

^*Key Drama Strategies. See Drama 10,20,30 for more information.

Assessment Techniques
For detailed information on many of these techniques see Student Evaluation: A Teacher Handbook, 1991.

Methods of Organization:
Individual Assessments
Group Assessments
Contracts
Peer and Self-Assessments
Portfolios
Conference
Audio and visual recordings
Methods of Data Recording:
Anecdotal Records
Observation Checklists
Rating Scales

Ongoing Student Activities:
Written Assignments
Discussions
Presentations (assessment of process and product)
Performance Assessments (ongoing assessment of process and student participation)
Homework
Journal Writing
Projects

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Visual Art Planning Sheet

Foundational Objectives:
Visual Art and CELs Learning Objectives	Activities, Experiences (including projected time)

Adaptations for Individual Needs

Date(s):_____________

Theme, Topic or Unifying Idea:
Three Components Creative/Productive Cultural/Historical Critical/Responsive	Resources	Assessment Techniques

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Teacher Checklist for a Sequence of Lessons

Have you set appropriate learning objectives?
Have you mapped out a sequence of lessons?
Have you included opportunities for the students to explore and express themselves through visual art language and materials?
Have you included opportunities for the students to research ideas, topics, etc.?
Have you included opportunities for both individual and group work?
Have you included opportunities for discussion?
Have you included opportunities for students' reflection on their own work?
Have you included art works, reproductions, images from magazines, photographs, children's book illustrations, etc.?
Have you considered all three components (creative/productive, cultural/historical and critical/responsive)?
Have you included Indian, Métis or Inuit content, either specifically or as examples of general concepts?
Have you included activities that develop the Common Essential Learnings objectives?
Have you connected the activities to things relevant to the students and their communities?
Have you made plans to assess the extent to which students have achieved the foundational objectives of the module?

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