Assignment+2,+Part+B

=Assignment 2, Part B=

Karen A. O’Brien November 10, 2011 LIS 620 Assignment Two, Part B Professor Chapman

** Title of Unit: Chuck Close Portraiture ** I have chosen to collaborate with the 9th grade art teacher to guide the students in the use of library resources to research the artist Chuck Close and his importance in the art world. I believe that Barbara Stripling’s Model of Inquiry is best suited to teaching digital research skills while investigating the life of the artist Chuck Close. I have prepared a lesson plan using the AASL Action Example Template.

** Barbara Stripling’s Model of Inquiry ** -host reception in LMS to highlight finished portrait created by students ||
 * INQUIRY PROCESS || LMS INVOLVEMENT ||
 * Connect || -Expand on trip to MOMA with presentation of video interviews with Chuck Close ||
 * Wonder || -Help students generate sophisticated questions using webbing technique ||
 * Investigate || -Work with students in library on computers to lead them to resources that will answer their questions ||
 * Construct || -Teach effective note-taking strategies ||
 * Express || -Guide student discussion on results of their research & how it will impact their art project on Chuck Close
 * Reflect || -Develop rubrics with art teacher to assess students’ performance through inquiry process and culminating art project ||


 * AASL Action Example Template **
 * Created by: Karen O’Brien **
 * School/Location: High School **
 * Grade Level: 9 **
 * Type of Lesson : ** Lesson in a Unit
 * Type of Schedule**: Flexible
 * Collaboration Continuum: ** Moderate
 * Content Area**: Arts, Educational technology
 * Content Topic: ** Chuck Close Portraits
 * Estimated Lesson time: ** 40 minutes-one class period

1.1.1-1.1.9: Follow an inquiry-based process in seeking knowledge, use prior knowledge, develop questions, evaluate appropriate sources and information, demonstrate mastery of technology tools, collaborate with others. 2.1.1-2.1.6: Continue inquiry-based research, organize knowledge so that it is useful, collaborate and create new knowledge. 3.1.1: Share new understandings. 1.2.1-1.2.7: Display initiative by posing questions; demonstrate self-direction, creativity & persistence in pursuing information. 2.2.1-2.2.4: Demonstrate flexibility in the use of resources; show personal productivity. 4.3.1: Participate in social exchange of ideas. 1.3.1: Respect copyright/intellectual property rights of creators and producers. 1.4.1-1.4.4: Monitor own information seeking processes and seek help when needed.
 * // Standards for the 21st-Century Learner //**** Goals **
 * Skills Indicator(s): **
 * Dispositions Indicator(s): **
 * Responsibilities Indicator(s): **
 * Self-Assessment Strategies Indicator(s): **

She plans to take them on a field trip to the Museum of Modern Art to see Close’s work in person. The students will collaborate to plan and paint a large portrait in the style of Chuck Close. The high school LMS informed the art teacher of the great resources available in the library to supplement background information on Close’s life and work. Following their teacher's introduction to Chuck Close, students developed a list of questions. They would spend their next art class period in the library researching their questions. The LMS would lead the students through a brief review of Boolean logic and then introduce them to the databases available through the high school library website and the Internet that would be helpful in researching their questions on the artist Chuck Close. Note taking skills will be developed and MLA citation reviewed. The LMS would reinforce how to evaluate whether a website is legitimate. The LMS will collaborate with the art teacher in hosting a reception to present the final art product to the school.
 * Scenario: ** The art teacher is working on a unit on Chuck Close with her 9th grade class. The art teacher prepared a power point on the artist Chuck Close to give the students background knowledge.

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 * Overview: ** As part of the New York State Arts curriculum (Standard 1), "students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors.” The ninth grade art class is studying the 21st century photo realist painter Chuck Close. The art teacher will explore the essential questions "How can portraiture reveal the subject and the artist?" and "How can art be created by a community?" The LMS will help students answer the essential question: "Who is Chuck Close and why is he important?" The LMS will teach students how to use library resources to research Chuck Close and his importance to art history. This will satisfy Standard 2 of the NYS Mathematics, Science & Technology Curriculum, “[s]tudents will access, generate, process, and transfer information using appropriate technologies.”=====

** Final Product: **
Students will produce an original, collaborative painting in the style of 21st century photo realist painter Chuck Close. Final product will also include note cards (with citations) prepared doing research in library. The LMS will begin the class by brainstorming questions the students want answered about Chuck Close, his works and his place in art history. The LMS can help generate questions by using a webbing technique. (ex: "How did Chuck Close's life experiences impact his art?" "How did Chuck Close's artistic style change throughout his career?" "Why is Chuck Close considered an important artist?" "What is photo realism?") Students will log on to the computers in the library and search the library databases through the high school website. Relevant databases will include Oxford Art Online, ARTStor, Academic One File in Novel Gale databases, JStor (for more advanced students) and Encyclopedia Brittanica ( []=). Internet sites will also be explored including: MOMA ( []); []; and multimedia ([]) Students will take notes on note cards and be reminded of MLA 7th bibliography standards. **Estimated Lesson Time**: 40 minutes
 * Library lesson: **

**Resources students will use** : online subscription databases and web sites; index cards **Resources instructor will use**: smartboard, whiteboard LMS will teach: use of Boolean operators, finding reliable websites on the Internet, ethical use of information, use of high school online databases, note taking skills, MLA bibliography. LMS will use smartboard to model search strategies. LMS will demonstrate note taking skills on whiteboard. LMS will interact with each student individually during the lab to assess their progress and guide them through their inquiry. Students will work independently on computers during library lab session. Students will take notes on notecards of salient facts. Students will share their findings with their classmates and use the information they found to develop new appreciation for the life and work of Chuck Close.
 * Assessment: **
 * ** Product: **Art teacher assesses the quality of the finished product and its relationship to the style of the artist Chuck Close. The collaborative effort of the class will also be evaluated. The LMS will review students note taking strategies and use of MLA style.
 * ** Process: ** the art teacher and MLS circulate among students to observe and help students find information to answer their questions.
 * ** Self-questioning: ** Students will assess their appreciation of the portrait artist Chuck Close's work and his place in art history.
 * Instru **** ctional plan **
 * Instruction/activities: **
 * ** Direct instruction: **
 * ** Modeling and guided practice: **
 * ** Independent practice: **
 * ** Sharing and reflecting: **

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