LESSON PLAN FORMAT

University of North Texas

Art Education

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

Title should reflect the essential question under investigation.
Lesson number One, Highschool 9-12, Level 1
Duration 50 minute class
II. Lesson Rationale: This lesson is essential as students will recognize and make connections to the
influences in their lives that construct their identity. Through a double exposure portrait lesson,
students will be able to construct a portrait in Photoshop from found objects and/or nature elements.
Gathering elements of nature and/or found objects will help students recognize which abstract objects
construct their identity and how to incorporate each element in portraiture.
III. Key Concepts:
Identify the key concepts to be investigated in this lesson.

Events in our lives can influence our identity

Everyone has a different identity

Culture influences identity

We can choose our identity

IV. Essential Question:
Identify the essential question(s) to be investigated in this lesson.

What kind of events in your life have influenced your identity?

How does everyone have a different identity and how is it different from yours?

How does culture influence your identity?

How can you construct your identity?

V. Lesson Objectives:
1. After the lesson, the student will be able to represent identity through nature and objects
2. After the lesson, the student will be able to create a double exposure portrait using Photoshop
3. After the lesson, the student will be able to use Photoshop to represent identity
VI. Specific Art Content:

Realism- Still life drawing

Design Principles- balance, unity, value ect.

Art elements- color, line, shape, value, ect.

Art can be created from a variety of materials.

Photoshop can be used to create unique portraits

VII. Resources & Materials for Teacher:
Tutorial sites: http://blog.spoongraphics.co.uk/tutorials/howtocreateadoubleexposureeffectin
photoshop,http://www.digitalcameraworld.com/2014/04/18/doubleexposureportraitsasimple
tutorialformakingsurrealistimages/3/

VIII. Resources & Materials for Students

Equipment:PhotoshopCC2014,Digitalcamera,Computer,Photographs
IX. Instruction and Its Sequencing:
Therewillbeavisualjournalandpencilintableforeachstudents.Studentswillbeasked
questionstidedwiththelessonlearnedthatdaysuchastoidentitythewordidentityandto
identifytheiridentityin3words.
Guided Practice
Students will be asked reflective questions about their landscapes and choosings of their
portrait. How does this identify with you? Why did you choose this? These questions will not
only help instructor but student to knowledge their own makings.
Independent Practice
Students will have work days to allow them to rethink their steps and their strategies on
finishing their portraits. Each student will be allowed to explore something different due to
their knowledge without help.
Closure
Restate the essential questions before, during and after the project. Ask students to write a brief
statement on why and how their portraits look. How each essential question was explored?
Formative Evaluation
Each portrait should relate to one or all essential questions. Students should follow instruction
steps during lesson and evaluate their finding every day. Instructor should walk around, answer
questions or ask questions to students about their work. If re teaching is needed, a day will be
spent going over procedures and regrouping the essential questions prior to their work. Small
demos will be also allowed and showed to students.
Classroom Management Procedures
Each day a visual assignment will be assigned to keep students on task. Computers will be
logged off after every class. Students should be organized and responsible with computer and
environment. No food or drinks allowed around equipment.

Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
We want students to express their identity through a double exposure portrait, and to be able to
determine which objects and/or elements from nature define them. We will know this through
the result of their portrait as well as the reflective paragraph
XI. Interdisciplinary Connections:
Science and nature, as some students may have significant meanings behind a particular type of plant
or element from nature

XII. References & Resources:

Doubleexposureportraits:Asimpletutorialformakingsurrealistimages|DigitalCameraWorld.(2014,April17).
RetrievedMay6,2015,fromhttp://www.digitalcameraworld.com/2014/04/18/doubleexposureportraitsasimple
tutorialformakingsurrealistimages/3/
HowToCreateaDoubleExposureEffectinPhotoshop.(2014,September1).RetrievedMay6,2015,from
http://blog.spoongraphics.co.uk/tutorials/howtocreateadoubleexposureeffectinphotoshop
PhotographerSharesHowSheMakesDreamyDoubleExposurePortraits.(2013,March29).RetrievedMay6,2015,from
http://www.mymodernmet.com/profiles/blogs/anetaivanovadoubleexposures
SaraKByrne.DoubleExposurePortraits.(2013,April16).RetrievedMay6,2015,from
http://www.thisiscolossal.com/2013/04/doubleexposureportraitsbysarakbyrne/
WeAreNatureMultipleExposurePortraitsVol.II.(n.d.).RetrievedMay6,2015,from
http://www.christofferrelander.com/projects/wearenature/

XIII. Art TEKS

117.52. Art, Level I.
(a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully
completing the following art course: Art I (one credit).
(b) Introduction.
(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage,
and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills
students are expected to acquire. Students rely on their perceptions of the environment, developed
through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life
experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while
challenging their imagination, fostering reflective thinking, and developing disciplined effort and
problem-solving skills.
(2) By analyzing artistic styles and historical periods students develop respect for the traditions and
contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the
development of lifelong skills of making informed judgments and evaluations.
(c) Knowledge and skills.
(1) Perception. The student develops and organizes ideas from the environment. The student is expected
to:
(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and
(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others, using vocabulary accurately.

(2) Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill. The student is expected to:
(A) create visual solutions by elaborating on direct observation, experiences, and imagination;
(B) create designs for practical applications; and
(C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking,
and sculpture.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the
artworks of others. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in personal artworks; and
(B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form
precise conclusions about formal qualities, historical and cultural contexts, intents, and
meanings.