QR Code Lesson Plan

Teacher: Casey Snock
Title: Find the Element
Grade Level: Middle School
History/Background: QR codes are 2-D barcodes that link to websites via smartphones. They can be used like hyperlinks that link from a non-digital source to the internet. Many collections in art museums can now be viewed electronically, and this lesson will utilize both of these technologies.
Standards:
9.1.6.C Know and use fundamental vocabulary within each of the arts forms.
9.1.6.K.Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.
9.3.6.A Identify critical processes in the examination of works in the arts and humanities.
Goal: To use QR codes to visit galleries online and find a work of art that meets a certain set of criteria, and list the title, artist, date, and medium and how it features a certain element on a worksheet.
Objectives:
1. To snap the QR code
2. To visit the gallery the QR code links to online.
3. To find a piece of art that features a certain element/principle according to a corresponding worksheet.
4. To list the title, artist, date, and medium and write a brief description of how that element or principle is featured in the work of art.
5. To submit the worksheet.
Requirements: Snap the 5 QR codes, visit the five galleries, find a work of art from each gallery that features the following elements/principles respectively: Line, Balance, Texture, Movement, Proportion.
Resources/Materials/Visual Aids: QR code Worksheet, Computer with Internet Access, National Gallery Website, Smartphone, Projector.
Materials/ Supplies: none
Teacher Preparation: Teacher will create a worksheet that contains 5 QR codes, each linking to a different gallery within the National Gallery and having a corresponding element or principle the students will need to find in one of the works within the gallery.
Introduction to Lesson:
· Teacher will discuss and demonstrate how QR codes are used.
· Teacher will review the meaning of the elements and principles using examples from famous works of art.
Directions:
1. Using the provided worksheet, snap the QR code with your phone to visit the gallery it links to.
2. Next to the QR code on the worksheet, you will find an element or principle that you need to find within one of the works of art in that gallery.
3. On the worksheet, list the title, artist, and a brief description of how that element or principle is demonstrated in your selected work of art.
4. Come to class prepared to discuss the works you've chosen.
Closure: Using the projector, we will go through the worksheet together as a class. Students will offer to share the work they found and how it contains the elements and principles.
Critique/Evaluation/Assessment: Participation during class discussion and individual evaluation of worksheets.
Timeframe:
· 2 class periods (45 minute per class)
· 1st class: Introduce lesson and begin worksheet in computer lab. Students will complete the worksheet for homework.
· 2nd class: Class discussion
Vocab: Line, Balance, Texture, Movement, Proportion.
Safety Concerns:None
Sources:
http://delivr.com/qr-code-generator
http://www.nga.gov/collection/index.shtm

Find LINE

Title:
Artist:
Date:
Medium:
Line?

Find BALANCE

Title:
Artist:
Date:
Medium:
Balance?

Find TEXTURE
Title:
Artist:
Date:
Medium:
Texture?

Find MOVEMENT
Title:
Artist:
Date:
Medium:
Movement?

Find PROPORTION
Title:
Artist:
Date:
Medium:
Proportion?

Quick-Response Codes

This is a QR code that will link you to a website I've found extremely helpful when creating lesson plans. It gives you a definition of just about every art-related term you could possibly think of, a great resource when writing the "key words" section.

Visual Thinking Strategies

What is going on in this picture?

What makes you say that?

What more can you find?

Visual Thinking Strategies:
Image Credit: Philadelphia Museum of Art, Gallery 292, European Art 1500-1850, second floor (Haas Gallery)

Wordle Lesson Plan

Teacher: Casey Snock

Grade Level: 9
Title : Guess the Movement
Brief History and Background:
This is a lesson that would best be introduced towards the end of the year after students have become familiar with several different art movements. The class will be broken up into 5 groups of 3-4 people. Each group will be assigned an art movement that the class has learned about. The class will go to the computer lab and, using prior knowledge as well as further research,  create a wordle to describe the art movement to which they were assigned. The wordless will be printed out, exchanged among groups, and the students will have to guess each other’s movement according to the wordless.
Standards :

1.6 Speaking and listening

9.3.5. B. Describe works in the arts comparing similar and contrasting characteristics.

9.3.8. D. Evaluate works in the arts and humanities using a complex vocabulary of critical response.
9.2.8.A- Explain the historical, cultural, and social context of an individual work in the arts.
9.2.8.C- Relate works in the arts to varying styles and genre and to the periods in which they were created.
Goal: To create a wordle describing assigned movement.
Objectives :
Students will review their prior knowledge about art movement we learned about in class.
Students will research their movement to  form new ideas.

Students will create a wordle to describe their movement.

Students will exchange wordles and guess what each other’s movements were. 
Resource Materials/Visual Aides:
Past handouts, computer.

Supplies/Materials:

N/A   Teacher Preparation:
Teacher will create a handout for each movement, including examples of artwork created during that time.
Teaching
Introduction : Students will enter the room, and the teacher will explain the assignment. The students will then be assigned to groups

Directions:

Students will be assigned their movement and discuss key words/artists/works of art from their movement that would be good to include in their wordle. Class will then migrate to the computer lab to do some further research. Students will create their wordles and print them out.
Critique/Evaluation/Assessment: Class will go back to the art room and be seated in their groups. Each group will hand their wordle to the group to their right, and have an allotted time to discuss amongst themselves which movement they think their wordle is describing. After 15 minutes, the class will discuss as a whole which wordles apply to which movement, while viewing the wordles on a projector screen.
Time Budget: 2 class periods.

Resources:

Wordles 

 Will Richardson. Blogs, Wikis, Podcasts

worrrrrrdles

Here is a wordle consisting of key words from Will Richardson's book: Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.


I think that the most effective way to use wordles in lesson plans is backwards. Rather than having students read an article or chapter and then create a wordle, do it the other way around. Have students view a wordle and try to gain some coherent understanding of what it is about, then read the actual chapter/article to see if their new understanding aligns with their original understanding. I can see this working better if the wordle was created by hand-choosing key words, rather than just pasting the entire body of text into the site so that it can create one using words that were most commonly used.