Teacher: Bailey Hucke
Lesson Duration: 1 Hour
Grade: 3rd
Subject(s): Computer Science & Art
Featured Artworks:
- “Red and Blue”.
- Schröder House
Learning Goal:
Students will know how to use/apply basic functions of “Scratch” a visual programming site, with the influence of Gerrit Rietveld and other work from the De Stijl art period.
Learning Objective(s):
- Students will use conditionals when creating their “Scratch” assignment.
- Students will create an original work of art using “Scratch”.
Prior Knowledge Resources:
- Students can navigate basic functions on a computer.
- Students will have had some art instruction before.
- Students will be familiar with “Scratch” in an introductory/beginner manner.
- VTS (Visual Thinking Skills) will be already scaffolded and practiced.
Materials:
- Computer
- Internet
- Projector
- Scratch Account (already created from past experience)
- Scratch Project https://scratch.mit.edu/projects/223852892/
- De Stijl Power Point
Lesson Progression
| Duration: | The Teacher will… | The students will… |
| 0:00-5:00 | Play youtube video on Gerrit Rietveld (https://www.youtube.com/watch?v=qLHCYeswxuI). Ask students to quietly watch the video and take notes on ay observations they have. | Students will watch the video and jot down observations. |
| 5:00-15:00 | Ask the students to share out their observations on how this new artist relates to the others we have been talking about.
If students need help, quickly review the different artists we have talked about the previous lessons using the Powerpoint.
Ask students to describe the De Stijl movement and it’s components in their own words. (Primary colors, geometric shapes).
Relate this to the architecture and art shown in the video. (Primary colors in house, square blocking of colors, geometric shape of house, “Red and Blue” chair within house).
Show the students slides 8-10 on the De Stijl PowerPoint. These slides can be left up as reference when students have their work period. |
Recall previous lessons. Think about the components of the De Stijl movement and answer questions. Think about how these components play into this new artists work. Share out ideas. |
| 15:00-18:00 | Transition into students getting their computers and logging into scratch. Walk around class to help with computer/logging in issues. Have them create a new project that can be publicly viewed. | Students will got out their computers and follow the directions logging in and setting up a new project. |
| 18:00 – 20:00 | When students get logged into scratch, have them open a new tab and show them your Scratch project. Allow them to play with it for a minute.
https://scratch.mit.edu/projects/223852892/ |
Students will be using the teachers scratch project until the whole class is ready to begin the lesson. |
| 20:00 – 35:00 | Walk students through the process of creating this scratch program. Talk about the inspiration of making it. Explain conditional functions and how to use them (if.. then… else). Show how this scratch uses conditionals to randomly select shapes to place where the mouse is clicked. | Students will be recreating the teachers scratch program on their own blank project. |
| 35:00- 55:00 | Instruct students to change the scripts within the scratch project. Tell them to continue practicing using conditional functions, but to make the scratch unique to themselves. Walk around and help students when needed. Encourage students to seek help from peers. | Students will focus on changing and adding to the teachers scratch project to make it unique. They will use conditionals along with other functions previously learned. Students will ask for help when needed and can seek out help from peers. |
| 55:00-58:00 | Have students share what they made, and show some projects on the projector. Encourage students to talk about what changes they made and why. | Listen and watch other students present their projects. Present project if wanted. |
| 58:00-60:00 | Have students log out of scratch and put away computers. | Log out of scratch and put away computers. |
Standards Addressed:
- Computer Science: 1B-A-5-5 “Construct programs, in order to solve a problem or for creative expression, that include sequencing, events, loops, conditionals, parallelism, and variables, using a block-based visual programming language or text-based language, both independently and collaboratively (e.g., pair programming).”
- Art Education: MA.5.PR2.3 “Exhibit standard use of tools and techniques while constructing media artworks.”