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When I Grow Up: A Career Portrait

Lesson Plan

When I Grow Up: A Career Portrait

Grade Levels

3rd Grade, 4th Grade, 5th Grade

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.

Vocabulary

The purpose of this lesson is for students to explore a career of their choice through visual art. Students will read the book "When I Grow Up" by Al Yankovic then create self-portraits depicting their career of choice.

Vocabulary

Career--an occupation or profession, especially one requiring special training, followed as one's lifework

Portrait--a likeness of a person, especially of the face, as a painting, drawing, or photograph

Self-portrait--a portrait of oneself done by oneself

 

Objectives

Students will be able to

  • identify current personal interests in a career.
  • draw a self-portrait depicting a career of their choice.

Lesson Essential Question(s)

What do you want to be when you grow up? Why?

Is there only one job you want to have or is it more than one?

 

Duration

One class period (40+ minutes)

Materials

white drawing paper (8.5"x11" or larger)

pencils

erasers

markers

crayons

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 do you want to be when you grow up? Why?

 Is there only one job you want to have or is it more than one?

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:

DAY 1

Read “When I Grow Up”

Career Portraits

Career Essay

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 “When I Grow Up” by Al Yankovic as a class.

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 draw self-portraits depicting a career of their choice based on their current personal interests.

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?

Students will share their ideas and drawings with a partner while taking time to revise/edit their artwork making sure their activity is clear and understandable.

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 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 1 Students will be able to identify current personal interests in a career.

  Students will read and answer the essential question that is written on the classroom board.

“What do you want to be when you grow up? Do you only want to ”

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.

Read “When I Grow Up” by Al Yankkovic to the class out loud.

Post book discussion--

  • What does the boy in the book want to be when he grows up? (Many things!)
  • Who did he look up to? (Grandfather & his teacher) Why?
  • How do you figure out what career you will go into? (Look at your skills and interests.)
  • Do you think we have to know what we want to be right now? Why do you think it’s important to start thinking about our careers while you are young? (So you can become stronger in your weak areas like school subjects and other skill sets.)
  • Who is ready to draw their career portraits?!

Objective 2 Students will be able to identify their personal interests visually through drawing their career portraits.

Project Discussion/Requirements

Students will create at least one career portrait on the paper provided using available materials (pencil, crayons, markers, colored pencils, etc.). Each student will be required to write 4 sentences explaining their portraits by answering the following questions:

  • What do I want to be when I grow up?
  • Why?
  • What will that career look and be like?
  • What are some things I will need to do prepare for this career?

Independent work time

  • Students will draw a self-portrait depicting a career of their choice.

Small group work/partner work

  • Allow students to pair up with a neighbor to make any changes to their artwork after a brief peer to peer critique.

Independent work

  • have students write the answers to the 4 questions on a separate piece of paper after they complete their portraits

 

ü  What do I want to be when I grow up?

ü  Why?

ü  What will that career look and be like?

ü  What are some things I will need to do to prepare for this career?

 

Project conclusion

  • Ask for volunteers to share their career portraits. Display student artwork around the classroom and school.

Project extension

  • for students who finish early or if you have more time students can create another career portrait drawing.

 

 

 

 

 

 

 

 

 

 

Resource 1

 

 

 

 

 

 

 

 

Evaluate

 

 

 

 

 

 

 

Comprehension

 

 

 

 

 

 

Creation

 

 

 

 

 

 

Analyze

 

 

Creation

 

 

 

  Analyze

 

 

13.1.3B

 

 

 

 

 

 

 

 

 

 

 

 

 

 

9.1.3B
       

Formative Assessment

Category

Points

Career Portrait

Student has completed their portrait and has visually communicated which career they selected.

/40

Career Options

Student is able to discuss their career option based on their personal interests and abilities along with their academic strengths.

/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--"When I Grow Up" by Al Yankovic

 

Author

Chelsea O. Cramer

Date Published

September 19, 2012
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