LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #4, Grade levels: 10-12, Duration: about two class sessions
II. Lesson Rationale:
The purpose of this lesson is to sort of switchgears a little bit. I want to get the students thinking about
who/what is in the background when it comes to the influences that affect what we consume and
materialize. They will be introduced to more art that works with advertisement aspects of
materialism/consumption. I want them to really think about how these different influences, whether
obvious, or possibly subconscious- play a certain role in our culture and society. They will create their
final artworks within this lesson, utilizing their other piece of paper created to tie it all back together.
III. Key Concepts:
There are both conscious and subconscious influences that affect our thoughts and actions.
The media plays a large role in promoting certain wants and needs.
IV. Essential Question:
How does the media affect our thoughts and actions?
Who/what influences our consumption choices?
Whose needs are being met when we consume?
V. Lesson Objectives:
Students will sketch out at least 5 final project plans in their journals before creating for the
purpose of scaffolding creative planning skills.
Students will translate ideas on themes of materialism/consumption by choosing to either paint
or create a print onto their other piece of paper created.
Students will complete their final art piece by the end of the lesson sessions.
Students will provide an artist statement in their created journals for their final art piece
completed, along with completing the self-evaluation rubric handed out in class.
VI. Specific Art Content:
The role of media in fuelling consumerism
The image that society projects about how people should live and what makes them happy
The people and corporations that own the media outlets
Advertising to children and other groups
Advertising in public spaces
Consumerism and social status
Refresher on printmaking techniques if necessary
Choice-based project opportunity presented
VII. Resources & Materials for Teacher:
List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds,
parents, experts, literature, performances, local sitesetc. In the case of images/reproductions or

motion pictures to be used in the lesson, be sure to include the artist/director; title of the work(s); and,
if the reproduction is commercially available, the source for obtaining them.
VIII. Resources & Materials for Students:
Acrylic paint
Watercolor paint
Linoleum sheet
Tools to carve linoleum
Brayer to print with/ or spoons to compress prints
Journals to create 5 sketches before diving into final creation
Paint brushes
Ruler to define a one inch border around made paper
Sharpie to define linoleum design for relief print method
IX. Instruction and Its Sequencing:
Day of the Lesson 1st day
1. Introduction/Motivation:
I will begin by passing around my personal Ron English art pieces to spark their interest! This
will then lead into my slideshow of current advertisements and artist Ron English art among
others that work in a similar style and their artworks whether contemporary or from the
Pop Art era, when many artists began to work in translating themes of materialism/consumption
through their artworks.
2. Guided Practice
After passing around my artworks, and presenting the new concepts relating to
materialism/consumption, I will then facilitate a class discussion over how different
perspectives and themes are used by big companies to fuel consumerismWe will examine the
essential questions for this particular lesson in relation to the essential questions from the prior
lessons. As a class we will create a list of techniques or strategies/ examples in the current
media that strike them in some way and define why.
3. Independent Practice
I will explain to students the guidelines for creating their final art piece, and they will decide on
their own what route they want to take. They could choose to create: a linoleum relief print on
their paper, a watercolor painting, or acrylic painting on their paper. I will require them to come
up with at least 5 different sketches that they may choose for their final piece, representative of
an understood concept or idea that has been discussed throughout the unit. They will be
required to discuss their final project plans and sketches with me before starting so that I can
make sure that they are on the right track and are thinking deeply about the concepts discussed
in the unit.
4. Closure
The students will be informed that they must complete their 5 sketches during the beginning of
the following class session and that they must still speak with me before starting on their final
piece. I will encourage them to take home their journals home in case they are feeling creative
and come up with a great idea for their piece.
5. Formative Evaluation
I will assess the class as a whole based on participation during beginning of class, along with
their completion of sketches. This will determine how much time I will need to allot for

finishing that component, along with finishing of the actual piece. Summative assessment will
take place after the students have completed their final art piece.
6. Classroom Management Procedures
I will encourage the classmates to share their ideas, and help one another in conceptualizing
their personal ideas relating to the unit themes.
Day of the Lesson 2nd day
1. Introduction/Motivation:
There will not be much of an introduction for this class session. The students will be instructed
to pull out their journals in order to continue and complete their series of 5 sketches for the
final project. They will be given about a fourth of the class session to complete this process is
necessary, but should be well into creating by the time the class session is over.
2. Guided Practice
I will continue to individually meet with students as they complete their 5 sketches and decide
on the specific techniques that they will use.
3. Independent Practice
I will explain to students the guidelines for creating their final art piece, and they will decide on
their own what route they want to take. They could choose to create: a linoleum relief print on
their paper, a watercolor painting, or acrylic painting on their paper. I will require them to come
up with at least 5 different sketches that they may choose for their final piece, representative of
an understood concept or idea that has been discussed throughout the unit. They will be
required to discuss their final project plans and sketches with me before starting so that I can
make sure that they are on the right track and are thinking deeply about the concepts discussed
in the unit.
4. Closure
The students will be informed when they have limited class time, and will be instructed to
begin cleaning up and putting projects and materials in the correct location in classroom.
5. Formative Evaluation
I will assess the class as a whole based on participation during beginning of class, along with
their completion of sketches. This will determine how many more class sessions the students
will need in order to finish their final piece.Summative assessment will take place after the
students have completed their final art piece.
6. Classroom Management Procedures
I will encourage the classmates to share their ideas, and help one another in conceptualizing
their personal ideas relating to the unit themes.

X. Summative Assessment and Evaluation:

Student
Student
Final piece
created at least exhibited great craftsmanship:
5 sketches
understanding was there a
prior to
of unit
border on the
making final
concepts and
print? Was
piece and met
perceptions
your paper
with me to
through artist
primed for the
discuss plans
statement on
paint used?
before working final piece
Was student

Student
effectively
utilized class
time to create
final

Student
worked well
with others

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2
3

1
2
3

thoughtful in
design
application?
Etc.
1
2
3

1
2
3

1
2
3

XI. Interdisciplinary Connections:

Reading and writing
XII. References & Resources:
List all references used to develop this lesson.
XIII. Art TEKS
Strand #4: Critical Evaluation and Response:
(4)(A)The student is expected to interpret, evaluate, and justify artistic decisions in artworks such as in
museums, local galleries, art exhibits, and websites
Strand #4: Critical Evaluation and Response:
(4)(B) Evaluate and analyze artworks using a method of critique such as describe the artwork, analyze
the way it is organized, interpret the artists intention, evaluate the success of the artwork
XIV. National Art Standards
Connecting
Anchor Standard #10.
Synthesize and relate knowledge and personal experiences to make art.