Art Education LESSON SEQUENCE Planning Tool

Sequence Theme or Issue (Whats the Big Idea?): Grade Level: 2-3 Standards

Lesson sequence is used synonymously with Unit Plan here.
Unit Objectives and Purpose: Learn about influential artist in history

Session

Title of Lesson Historical/ Multicultural
Exemplars

Sketchbook/
Artists Journal/
Motivation

Dialogue

Media/Process
(Include
consideration for
your diverse need)
Design Principles
and/or
Conceptual theme
(Key Concepts)
Closure/
Assessment


Lesson 1

Monets
Garden

Impressionist
Movement/ Cultural
Significance

Giverny/Setting of
Monets work







Sketch things
in impressionist
style

Sketch things
significant to
you


What did you
include in your
utopian garden?

Oil pastel
(medium)

Prezi
Presentation
for historical
background



Color, line,

Creating a piece
keeping with the
style of Monet

What did you
include in your
garden and why?













Lesson 2 Dali House
Surrealist
Movement/Dalis
involvement






Look to Dalis
work for
surrealist
inspiration

Sketch your
own surrealist
drawings
What do you
think the
motivation
behind the
surrealist
movement was?
graphite pencil,
and colored
pencil

Students take
picture of their
house to draw
Color, line, space,
shape
writing down
why you
included what
you did in your
surrealist
drawing
















Lesson 3 Flower
Power

To explore Georgia
OKeefes flower
paintings and learn
about her as an artist





















Sketch flowers
close up from
provided
images to
practice artist
style
Why do you
think she
painted the
flowers so close
up
graphite pencil
to sketch
lightly. Water
color painting
color, line, shape,
texture

Lesson 4






















Lesson 5 Picasso
Portrait

Explore Picassos
style and historical
art significance






















Students will
all pose for a
picture

Students will
practice
drawing in the
style of picasso
What do you
think of
Picassos style?
Graphite pencil
to sketch out,
sharpie and
acrylic paint
color, line, shape What does your
portrait say
about you?
Lesson 6






























Lesson Sequence Instructions:

A Lesson Sequence is made up of multiple individual sessions that work together in order to form a meaningful, in-depth exploration of our experiences through art. Units of
time should be stated depending upon the setting/context. This unit results in a high quality, well crafted, fully developed art project that centers on a universal or culturally
specific theme that is relevant and meaningful to students. A theme is the center around which all learning activities should be fashioned. In the context of a unit, a theme
should be informed by the study of historical, multicultural, and contemporary exemplars; by examination of the power of imagery in everyday experience; and by
consideration of social, aesthetic, and perhaps spiritual interpretations of the nature and quality of human existence. Explorations of content, media, processes, and design
strategies and orientations emanate from these thematic reflections on human experience and aspirations. In accordance with national and state standards, exemplars
selected for study MUST be gender and ethnically inclusive.

Each of the following areas or components inform your unit plan (a.k.a. lesson sequence), and these areas of focus will be addressed in individual sessions according to your
individual lesson plans. For this part of your planning, please describe (in the spaces below) as fully as possible each of the following components and how you will include
them in your unit and relate them to your theme. Some of these components will become the focus of particular individual sessions that make up the 6-week unit. Individual
sessions should focus on areas of importance that you determine according to your general artistic aims. Focus within sessions on specific media, craftsmanship, design and
composition, multicultural inquiry, social issues, themes, or writing and dialoguing will enable students to gain competence and greater depth of understanding. In individual
sessions, a brief reference to the theme and previously taught content and historical/ multicultural exemplars is helpful.

Discuss your Theme/Issue(s): and how it relates to reflections on the nature and quality of human existence; reflections on the aesthetics of experience; or individual, social,
communal, or spiritual concerns or aspirations.

How will Historical/ Multicultural Exemplars be used to both relate to your theme and to teach specific content (such as media, processes, and design)?

What Media, techniques, and creative artistic processes will students engage, and how will you help them both develop competence and skill as well as engage creative,
intuitive processes of exploration?

What Design Principles or Conceptual Themes are most central to this unit and how will you make sure students learn these?

How will you use Artists Journals/ Sketchbooks to engage students in sustained inquiry, reflection, skill building, and creative exploration?

Artists Journals/Sketchbook time
Your unit must have students involved in developing their artists journal/sketchbook on a regular basis. After giving time for free exploration your should ask students to use
their sketchbooks to plan, explore, experiment, write, and sketch ideas in preparation for specific sessions and relating to your unit theme. These journal/sketchbook
assignments should guide students to think about the project themes, compositions, and ideas specific to the unit. Sometimes sketchbook/journal time may be completely


open, for student-selected exploration. Students should learn to use their artists journal/sketchbooks just like many artists often do. Be sure to include a writing component
several times during the journal/sketchbook time of an individual session.

Writing component
Teaching students to write is important for all teachers to implement, regardless of their subject area. We support a writing across the curriculum approach, and believe
that writing complements and supports our artistic/aesthetic goals for students. There are many exciting ways to engage students in writing processes: narrative, descriptive,
persuasive, creative writings engage students in critical and reflective thinking and help them organize their ideas. You are encouraged to involve students in writing several
times during the unit. The journal should be used to have students write about their thoughts, goals, and feelings about aspects of their work, thoughts about the exemplars
you are sharing with them, or experiences that relate to the unit theme. Sometimes the writing component may be at the end of assignments as a self-critique, or a reflection
on their work. Sometimes the writing may take place during the middle of the project as a way to reflect and plan further. Sometimes they may write a story or narrative
about the work. This narrative may accompany the finished piece in an exhibit. Be creative in planning your writing activities!