Lesson Plan

Template
1. Lesson Plan Information
Subject/Course: Visual Art
Grade Level: 1
Topic: Joan Miro Abstract Art

Name: Brittany Pedersen

Date: February 17th, 2015
Length of Period: 40 minutes

Time: 12:00-12:40

2. Expectation(s)
Expectation(s) (Directly from The Ontario Curriculum):
Develop understanding of the following concepts through participation in a variety of hands-on, open-ended visual
arts experiences.
Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and
techniques from the past and present, and their social and/or community contexts.
Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works,
using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
Learning Skills (Where applicable):
Organization - manages time effectively to complete tasks, maintains an orderly workspace and notebooks and
established a monthly learning goal in journal
Self- Regulation - sets goals and checks own progress in learning log, asks for help when needed, completes selfassessments portion of assignments and perseveres when facing difficult work
Independent Work - uses class time to focus on tasks and follows instructions
Initiative- shows a positive attitude to new tasks, generates and acts on ideas, shows willingness to take risks, try
new things.

3. Content
Today learners will: complete their assessment on the artist Joan Miro by using proper artistic techniques and
what they have learned.
More information provided:
(With prior knowledge from 4 days reviewing Joan Miros work (artist), the students should be able to construct a
visual art piece, resembling an abstract person, using different shapes that they have been introduced to in math
and incorporate them into a suitable color template. Since they have gradually built up to the process of creating
different art pieces with geometric and organic shapes, by using both and incorporating the elements that were
introduced in the beginning part, the students will be able to create their very own Miro painting.
Students will obtain a printed sheet of, Roll a Miro. They will use this to help them develop their picture by using
dice to help them choose the various shapes to create the body. Once they distinguish which shape goes where,
they are able to draw out the abstract Miro person and begin to paint using appropriate colors and black outlines.)

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

4. Assessment (collect data) / Evaluation (interpret data)

(Recording Devices (where applicable): anecdotal record, checklist, rating scale, rubric)
Students will hand in their completed painting for assessment. The completed painting will demonstrate their
understanding and knowledge of Joan Miro and his work by communicating his methods through their art.
The recording device used is a Rubric with specified expectations that the student should meet:
- Properly identify primary colors used
- Used more than 4 geometric/organic shapes
- Used 6 different lines
- Outlined the shapes with a black line
The recording device used for learning skills is anecdotal record to see application.
More information:
Using rubric attached, mark the painted art the students completed and see if they succeeded in following the
criteria. For example, did they follow directions? Grade them on a score of 1 to 4; 4 being successful and 1 not
understanding directions at all.
Assessment evaluate over the course of the week the progress the student made from the initial creation to the
final product. Using all elements seen in a typical Miro painting as well as incorporating their own creativity, the
student should succeed.
Evaluation take the finished product and grade them on a score from 1 to 4. Since instructions given from the
teacher-established criteria to succeeding in this assessment, they should complete all elements involved in the
painting.
5. Learning Context
A. The Learners (i)

What prior experiences, knowledge and skills do the

learners bring with them to this learning experience?
-

Students have been introduced to the concept of abstract art and have been analyzing the specific artists
Joan Miro.
Students know how to establish the different geometric shapes and colors
Students know the requirements to fulfill a proper Miro painting.
Most of the students work well individually while focused on something that interest them

More information:
This lesson plan is for the last day of a school week arts course. In a grade 1 class, they typically have an art
period at least 3 times a week and with proper materials can complete this assessment in a fun and efficient
manner.
Since it is designed for the last day, the students are aware of the Roll a Miro handout and how to properly use it.
They understand the different elements that a Miro painting has; black bordered lines, organic and geometric
shape, and focusing on creating an abstract person. They also have experimented with crayon on a draft copy to
help them understand the importance of planning and brainstorming.
The students have used paint before and also have learned different geometric shapes to help identify which body
part they are using if asked by the teacher.

(ii) How will I differentiate the instruction (content, process and/or

product) to ensure the inclusion of all learners? (Must include where
applicable accommodations and/or modifications for learners identified as
Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

exceptional.)
-

If D and A have a difficult time focusing on a tasks that requires independent

work; place them at the teachers desk or in a group of students that are
known to focus well
Educational assistants can help with a student with special needs
Go to students who typically do not follow instruction and ask them if they
understood the tasks

*Absent Students
If a student missed a prior class that is beneficial to thoroughly understanding what to do, they will be asked to draw
an abstract person and incorporate only:
4 lines
At least two geometric shapes
At least two organic shapes
By providing a reduced version, obviously the rubric will be altered but this will only occur if the student missed
more than 1 art class, disabling them from truly understanding the importance and context of the art assessment.
*IEP Students
If there is a student who has a modified education plan, they will have different goals to reach. If they are asked to
complete this then a reduced version, like the one given to the absent student, can be given as long as it is targeted
towards the student properly.
B. Learning Environment

I - It is an individual working period.

-

Students sit at their group tables of 5

Set up materials for students to easily access
Students sit at carpet at the beginning to review Miro and then go to groups

More information:
The students will sit in their set groups to share materials, which will allow them to have some quiet conversation
but also to focus on their own art. The learning skills that are supposed to be achieved and evaluated in this
assessment are self-regulation, organization, initiative and independent work. These all focus on a students ability
to focus and properly plan their own work without getting too distracted.
C. Resources/Materials
You will need:
Roll a Miro worksheet
Miro slideshow (beginning of class)
Dice (at least 15)
Paint (lots of colors with primary and secondary colors)
Art paper
Paint brushes
Water & Paint cleaner cups
*Optional: aprons, paper towel
Teacher will need Rubric for evaluation after lesson is completed.

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

6. Teaching/Learning Strategies
INTRODUCTION
(5-10 minutes)
1. Ask the students to sit at the carpet while you turn on the smart board or projector
2. Use the already prepared slide show of Miros abstract person paintings to help reinforce what they already
know about him and his works
3. Ask the students to use their prior knowledge from the previous art class to announce the common
occurrences seen within a Miro painting; lines, abstract/geometric shapes, colors, etc.
- What do we know about Miros paintings?
4. Tell them what they shared is what is expected and write it down on the blackboard/smart board.
5. Ask them to gather the appropriate materials that they have used before which you have previously set out
6. While they do that, you can display his/her own (already prepped and painted) interpretation of Miros
person and say to the class, This is my abstract Miro, but he/she is lonely. What do you think he/she
needs? The students may need encouragement and eventually come up with the answer friends, thus
motivating them to create a unique friend for the teachers to hang on the wall.
MIDDLE:
Teaching: How does the lesson develop?
(25-30 minutes)
1. The students will use the Roll a Miro and begin to create their own abstract person.
2. You will walk around the room and point out certain paintings that have followed directions while clearly
stating how they are doing so. For example, Dexter here has already used at least 4 different colors and
has even outlined those shapes in black, exactly like Miro did! By using a positive and enthusiastic tone of
voice the students will compare their art to Dexters and understand that some components may be
missing. This is an example of modeled and shared responsibility.
3. You also may ask the class why they think Miro drew like this, which will provide the students to explore and
examine different cultural contexts.
4. Encourage the students to display their own version of a person in an abstract way and excitedly tell their
peers, once finish, what it reminds them of.
Roll a Miro:
- 5-10 minutes to complete the drawing since they have already used this material before
Picture
- 15-20 minutes to complete
- Students paint the abstract person they created from the Roll a Miro and outline it in black
- Guided instruction will be you constantly reminding the students that the art will be marked and that they
should make sure they follow the instructions properly.
- The students are aware of what needs to be done since they have practiced before
Consolidation and/or Recapitulation Process:
Time incorporated in with Middle
1. Restate what the students have already learned by reminding them why Miro is influential in art and ask
them why he is different. Ask, How does his art make you feel? or Why do you think he chose to use this
color? you will be able to not only check for a students understanding of the assessment but also consider
completing specific expectations seen within curriculum.
2. By hanging all the pictures up together, you can also state how that is an abstract piece of art in itself as
well. A students knowledge on understanding the concept of organic/geometric, primary/secondary and
abstract/ordinary is key at such a young level.
3. The key for students is for them to have fun as well as understand that sometimes being unique is better
than thinking inside the box.
Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

Application:
(Middle)
1.
2.
3.
4.
5.
6.

Create an abstract Miro drawing using Roll a Miro

Make sure you have all attributes that make up a Miro painting
Take at least 4 different colors (2 being primary) and paint the different shapes
Outline the shapes in a black paint or black sharpie
Write name on bottom right
Hand to the teacher for assessment

The learners are using the actual assessment of painting their original Miro person to demonstrate their
understanding and learning. From previous classes they would have obtained the knowledge that would come from
guided and scaffolded practice, meaning a whole class learning environment on how to use the Roll a Miro, and the
importance of Miros abstract paintings.
CONCLUSION: How will I conclude the lesson?
(5 minutes)
1.
2.
Ask:

Students are to hand in painting

Students are supposed to clean up their work stations
We saw that Miro always signed his work. Now did his friends?
Do Miros friends have clean work spaces?

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

7. My Reflections on the Lesson

What do I need to do to become more effective as a teacher in supporting student learning?
This lesson can be either relatively easy or quite difficult depending on the day. If the students are focused and excited
for art and Miro, it will go well but if they are not, then it will end poorly. I think by developing this lesson into possibly
two days would be better and more efficient so students will not feel rushed and everything will be properly done.
Student learning is affected by a teachers ability to teach. I think communicating how Miro is truly a different artist
when it comes to ordinary art rather than abstract, it would help the students understand the process and importance
of expression through art. Also, by establishing when Miro lived will also incorporate elements of history and have them
feel inspired by such a man in history.
I need to improve on my ability to ask the students questions so they fully grasp the importance of Miros work. Not
asking questions in a group form but rather in an individual setting will allow myself to see the specific students ability.
All the elements in this assessment involve different subjects. The shapes are taught in math, the artist and his
background are taught in history and geography and the concepts of proportioned colors and shapes are outlined in
the expectations of Visual arts.
Students are asked to communicate and apply what they know and by thoroughly and enthusiastically showing how
cool Miros paintings are they will be able to succeed.
Overall, I would like to use this lesson plan because I think it would be an interesting way to incorporate the curriculum
of creating and presenting as well as have the students exploring forms and cultural contexts.

The template was taken from Schulich School of Education.

The Roll a Miro worksheet was found off of webpage for a school called Newham Primary.
The rubric is taking general concepts of what is typically marked and inserted into an assessment sheet.
All of which are provided on the Work Cited.

WorksCited
"NipissingLessonPlan."NipissingUniversity:Resources.Web.12Feb.2015.
<http://www.nipissingu.ca/departments/brantford/practicum/generalinfo/Pages/Resources.aspx>.
Palmer,Patty."MiroArtLesson."DeepSpaceSparkle.5Dec.2011.Web.12Feb.2015.
<http://www.deepspacesparkle.com/wpcontent/uploads/2011/12/Miroartlesson.jpg>.

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011

"RollaMiro."NewhamPrimary.ChrisPearson,14Nov.2013.Web.12Feb.2015.
<http://newhamprimary56.global2.vic.edu.au/2013/11/14/rollamiro/>.
"TheOntarioCurriculum:Grades1to8."Ontario:MinistryofEducation;Arts.1Jan.2009.Web.11
Feb.2015.<http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf>.

Lesson Plan Template

Schulich School of Education Practice Teaching Handbook 2010-2011