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Career Shoes: Designing for My Dream Job

Lesson Plan

Career Shoes: Designing for My Dream Job

Grade Levels

1st Grade, 2nd Grade, Kindergarten

Course, Subject

Career Education and Work, Visual Arts
Related Academic Standards
9.1.3.B 9.1.3.B

Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

  • Dance: • move • perform • read and notate dance • create and choreograph • improvise
  • Music: • sing • play an instrument • read and notate music • compose and arrange •improvise
  • Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct
  • Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media
13.1.3.B 13.1.3.B
Identify current personal interests.
Expand
  • Big Ideas
    Artists use tools and resources as well as their own experiences and skills to create art.
    Career choice and preparation are lifelong processes based on many influences and using many strategies.
    Interests, aptitudes, and abilities are unique for each individual and play a key role in career choice.
    People have expressed experiences and ideas through the arts throughout time and across cultures.
    The arts provide a medium to understand and exchange ideas.
    The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced.
    There is a definitive relationship between education and career planning and choice.
  • Concepts
    Actors and audiences work together to share a performance; there are sets of behaviors and expectations for an audience.
    Actors often use stories to create performances.
    Actors recreate experiences.
    Actors use costumes and props.
    Actors use their bodies, voices and imaginations to create theatre.
    Art has its own vocabulary that people use when making and talking about art.
    Artists often repeat a task many times to learn a new skill.
    Artists reflect on the process of making art in order to improve their skills and techniques.
    Collaborative reflection is a crucial part of the art-making process, and often affects the final artwork.
    Dancers move in various pathways to perform and create works in dance.
    Dancers use the rehearsal process to practice and improve their dance skills.
    Dancers utilize levels, direction and time to perform and create works in dance.
    Dancers utilize various planes to perform and create works in dance.
    Labanotation is a written language that people use to communicate movement ideas.
    Labanotation is a written language used by choreographers and dancers to communicate movement sequences.
    Music is comprised of patterns of notes that can be arranged in various forms.
    Music notation can be used to share rhythms and melodies.
    Music notation is a written language that allows people to share ideas.
    Musical notation can represent short, long, high and low sounds.
    Musicians use the process of creating/recreating, rehearsing, reflecting and revising to improve their skills.
    People can use voices and instruments to improvise music.
    People can use voices and instruments to perform music.
    People create art for a variety of purposes.
    People use theatre to communicate their feelings and experiences.
    Pictures can represent sound and silence.
    Play scripts utilize a unique format to record works in theatre to be performed for an audience.
    Playwrights use dialogue and action to tell a story and/or illustrate a theme.
    Scenery helps communicate where the story takes place.
    The uniqueness of individual interests.
    The variety of ways people prepare for their jobs.
  • Competencies
    Choose props and/or costume items for dramatic play and creative dramatics activities.
    Choreograph a short piece/phrase utilizing basic Labanotation.
    Create backdrops as scenery for improvised puppet shows.
    Create, rehearse and revise a short improvised play with a partner by choosing and assigning characters and inventing dialogue and actions.
    Define the roles and expectations of audience and actor.
    Describe purposes for art-making.
    Document the processes they use to produce art and reflect on how the processes have evolved through time.
    Document the rehearsal process and explain the effect it has on a dancer’s skills.
    Engage in a repeated artistic process and explain the benefits of repetition.
    Explore scripts and label dialogue, plot, conflict, character, setting and stage directions.
    Identify basic symbols used in Labanotation.
    Identify current personal interests and compare them with others in the class.
    Identify words commonly used when making and expressing ideas about art.
    Imitate and communicate emotion in creative dramatics and creative play.
    Imitate objects and actions from stories or their own experience while participating in creative dramatics activities.
    Improvise simple melodies and rhythms using voices and classroom instruments.
    Move in place and through space in various pathways.
    Move in place and through space inlonger movement sequences, paying attention to the various body planes.
    Move in place and through space, paying attention to levels, direction and time.
    Move to and perform melodies in various forms.
    Notate simple rhythms and melodies.
    Perform and create music, focusing on the process of creating/recreating, rehearsing, reflecting and revising.
    Perform simple melodies and rhythms using voices and classroom instruments.
    Perform spontaneous movement and sound in response to stories, poems and songs.
    Read and notate more complex rhythms and melodies.
    Read iconic notation representing sound and silence.
    Read musical notation representing short/long and high/low sounds.
    Recreate a favorite story as an improvised drama.
    Reflect with classmates on an in-process work of art and describe how that reflection affects the final product.

Rationale

The purpose of this lesson plan is to help students to begin thinking about their future careers. Using the book, "Whose Shoes? A Shoe for Every Job" by Stephen R. Swinburne students will select a dream job of their choice and design a shoe for that career. *This book was the Pennsylvania One Book, Every Young Child for 2011 www.paonebook.org.

Vocabulary

Career: An occupation undertaken for a significant period of a person's life and with opportunities for progress

Shoe: A covering for the foot, typically made of leather, with a sturdy sole and not reaching above the ankle

Designer: A person who plans the form, look, or workings of something before its being made or built, typically by drawing it in detail

Objectives

Students will be able to:

  • select a dream job of their choice based on their personal interests.
  • design a shoe that reflects their dream job.

 

Lesson Essential Question(s)

What is your dream job? What would you have to wear for this job? What would their shoes look like? Describe them.

Duration

One class period (40 minutes)

Materials

white paper or copies of shoe templates

pencils

markers

colored pencils

Suggested Instructional Strategies

W

How will you help students to know WHERE they are headed and WHY – e. g., major assignments, performance tasks, & standards to be addressed and criteria by which work will be judged? How will you know WHERE they are coming from?

Write the essential question on the classroom board. (This can be used a bell ringer for students to answer in their journals or on paper that will be collected and graded.)

“What is your dream job? What would you have to wear for this job? What would there shoes look like? Describe them.

After a class discussion about the essential question the teacher will further introduce the project and write it out in an outline format on the classroom board:

Career Shoes: Designing for My Future

  • Read “Whose Shoes?”
  • Pick your dream job
  • Design a shoe for that job

H

How will you HOOK and HOLD students through engaging and thought-provoking experiences [issues, oddities, problems, challenges] that point toward big ideas, essential questions, and performance tasks?

Students will read “Whose Shoes?” together as a class as they analyze the different types of shoes shown in the book and what types of jobs people where those shoes for.

E

What learning experiences will ENGAGE students in EXPLORING the big ideas and essential questions? What instruction is needed to EQUIP students for the final performance[s]?

Students will be asked to answer the essential question. They will then be asked to be a designer for the day and create a shoe that they would wear for that job.

R

How will you cause students to REFLECT & RETHINK to dig deeper into the core ideas? How will you guide students in REVISING & REFINING their work based on feedback and self-assessment? REHEARSING for their final performance?

Peer Critique--Students will share their ideas and drawings with a partner while taking time to revise/edit their artwork making sure their shoe is identifiable.

E

How will students EXHIBIT their understanding through final performances and products? How will you guide them in self-EVALUATION to identify the strengths/weaknesses in their work and set future goals?

Students will be able to express their understanding of their career job through their drawings. Student artwork will be displayed around the classroom. Volunteers will have the opportunity to share their artwork and present it to the class.

T

How will the work be TAILORED to individual needs, interests, brain dominances, modes of learning, styles, and intelligences?

This lesson allows for students of all modes of learning, styles, and intelligences in that they will be reading, writing, discussing, and drawing throughout the lesson.

O

How will the work be ORGANIZED for maximal engagement and effectiveness? [sequence, integration, horizontal & vertical articulation, continuity, etc]

Student work will be organized so that they can move form teacher-guided activities (reading the book) to concrete group (peer review/critiques) activities and independent work (drawing) applications.

Instructional Procedures

Procedures

Materials

Sug Instr Strat

Stds & Elig Content

Describe the specific content covered in each activity and how teachers should manage the strategy. Specifically identify how to use the aids or materials identified of each activity. Describe adaptation instructions for special needs students when appropriate.

Numbers only, see sections on Resources (R) & Equipment (E). Include page(s), section, chapter, etc.

See State List in Lesson Plan Strategy

Identify related PA Academic Standards taught and evaluated when appropriate.

 

DAY 1

Objective 1Students will be able to select a dream job based on their personal interests.

Essential Question: Students will read and answer the essential question that is written on the classroom board:

“What is your dream job? What would you have to wear for this job? What would their shoes look like? Describe them.”

Discuss this question with the class:

  • Ask students to volunteer their answers and help guide the class in figuring out that their interests, abilities and academic strengths will help them discover personal career options.
  • Discuss what the function of shoe is for. Describe different styles of work shoes.

Read the book “Whose Shoes?” to the class.

 

 

Resource 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluate

 

 

 

 

 

 

 

Comprension

 

 

13.1.3 A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Objective 2 Students will be able to design a shoe that reflects their dream job.

Project discussion/requirements:

 

  • Display a variety of shoes on the classroom board and set up a visual display board for student to reference during the lesson. You can also bring in a variety of real shoes to display around the room for students to look at and touch.
  • Students will pick out one shoe template as the base for their shoe design.  
  • Refer students back to the book and shoe examples highlighting the different parts of a shoe for various jobs.

 

 

Resource 2

 

Creation

9.1.3 B

Independent work time

  • Students will begin designing their career shoe using one template of their choice.
  • Encourage students to pair up with a neighbor to make any changes to their artwork after a brief peer to peer critique.

Once you have revised and okayed their pencil drawing they may then add color with crayons, markers, or colored pencils.

 

 

Creation

9.1.3 B

Project conclusion

  • Ask for volunteers to share their designs.
  • Display student artwork around the classroom and school.
  • Complete teacher rubric for grading the projects.

 

 

Analyze

 
       

Formative Assessment

Category

Points

Designs

Shoe design reflects student's dream job well.

/40

Career Knowledge

Student can verbally describe their career shoe along with its form and function.

/30

Creativity & Originality—Student has used their own ideas to create their art work.

/10

Craftsmanship-- Art project is neat, clean & shows that the student has taken time to work on it.

/10

Work Habits

-Student has participated in the class discussion of this project (verbal or written).

-Student has made excellent use of their work time by staying on task & keeping conversation to art and career talk.

/10
 

TOTAL=                    /100

Related Materials & Resources


Resource 1 "Whose Shoes? A Shoe for Every Job", by Stephen R. Swinburne

Whose Shoes?: A Shoe for Every Job 

Resource 2 Career Shoe Templates.docx This is not an exhaustive list of shoe templates. Search on Googgle images for others that might apply to your students.

 

Resource 3  Rubric--Career Shoes.docx

Author

Chelsea O. Cramer

Date Published

September 08, 2012
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