STEPP Lesson Plan Form

Teacher: Lizzy Clay

School: EDUC 450 PHS

Date Due:
Grade Level:

High School

Title: Discussion (socratic seminar)/

Debate-
Installation/Public Art

11.17.2015
Content Area: Art
Lesson #:__ of __

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1.ObserveandLearnto
Comprehend
2.EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create

4.RelateandConnectto
Transfer

Understandings:
(Big Ideas)

Visualartsaremeansforexpressionandcommunicationofideasandperspectives.
(Comprehend/Recognize,compare,andaffirmthatthemakingandstudyofartanddesigncanbe
approachedfromavarietyofviewpoints,intelligences,andperspectives/GLE#3)

Artistsanddesignerssynthesizeinformationandapplyitduringtheartisticprocess
(Reflect/Analyze,interpret,andmakemeaningofartanddesigncriticallyusingoralandwrittendiscourse
/GLE#3)

Peoplecreateandinteractwithobjects,places,anddesignthatdefine,shape,enhance,andempower
theirlives.
(Create/Developandbuildappropriatemasteryinartmakingskills,usingtraditionalandnewtechnologies
andanunderstandingofthecharacteristicsandexpressivefeaturesofartanddesign/GLE#3)

HistoryandCultureinfluenceandareinfluencedbyartinallitsforms.
(Transfer/Transferthevalueofvisualartstolifelonglearningandthehumanexperience/GLE#3)

Inquiry Questions:
(Essential questions relating knowledge at end of the unit of instruction, select

applicablequestionsfromstandard)
1.Whatisthepurposeofart?Howdodifferentculturesmanifestthepurposesofart?Howcanartmake
importantcontributionstosociety?
2.Howdounderlyingstructuresunconsciouslyguidethecreationofartworks?
3.Whyisonetypeofvisualimageorobjectconsideredtobemoreimportantthananother?Howisvalue
assignedtoart?Howdoesvisualimageryusedinmassmediacorrelatewithart?
4.Howandwhyisartusedasavehicleforcommunication?Towhatextentdoesgooddesignintegrate
formwithfunction?Howisartusedineverydaylife?

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Evidence Outcomes:
(Learning Targets)

Every student will be able to:

(Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)

5CategoriesofObjectives:

Ideation
o

Inherentcharacteristics/expressivefeatures(elementsandprinciples)
o

Media/techniques
o

Arthistory/culture
o

Reflection/assessment

I can:

1.Interpretthepurposesofartacrosstime,culture,anddiversity,andbemindfulofculturalsensitivities
(DOK4)

2.Interprethowmeaninginworksofartisrelatedtothematerialsandprocesseschosenbytheartist(DOK
13)

3.Discussanddebatehowsocietyhascometovaluesomeworksofartoverothers

4.Compareandcontrasttherolesofartistsanddesignersinhistoricalandcontemporarycontext(DOK23)

This means:
GiventheRAFTPromptfromthislesson,thestudentswillbeabletocreateacompositionwithmeansof
expressionandcommunicationtotheviewers.(CreatingComprehendGLE#3Ideation
Literacy)

Shownartworksandtheirparticipationinaninclassdebate,thestudentwillbeabletomakeandexplain
influenceandintentofcontroversialartwork.
(AnalysingReflectGLE#3ArtHistory/Culture)

Givenvariousmaterials,thestudentwillbeabletocreateaninstalled/publicartworkthatusestheinherent
characteristicsandexpressivefeatures.
(ApplyingCreateGLE#3Inherentcharacteristicsandexpressivefeatures)

Usingtheircompletedinstalled/publicworksofart,thestudentwillbeabletoreflectuponanddiscussthe
conceptsexpressedintheirownartwork.(EvaluatingTransferGLE#3Reflection/Assessment
Literacy)

List of Assessments:
(Write the number of the learning target associated with each assessment)

Rubric- see last page

Planned Lesson Activities

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STEPP Lesson Plan Form

Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.

Approx. Time and Materials

How long do you expect the activity to last and
what materials will you need?
Anticipatory Set
The hook to grab students attention. These are
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
(Include a play-by-play account of what students
and teacher will do from the minute they arrive to
the minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

PublicArt:Installation
Studentsaregivenachoiceofafewcontroversialissuesto
research(sameasabove),andtheycouldchoosetodothe
sameorpickadifferentissuethanbefore.Theywillthem
partnerupandcreateandinstalledartworkthatrepresents
BOTHsidesoftheissuetheychose.Byparticipatingina
debateduringclass,thestudentswillhaveanunderstanding
oftheimportanceofshowingtwosidestooneissue.

Ideation- 1 class period

Project- 1.5 to 2 weeks
Ideation:
Chalk talk- Freedom
TPS- share with partner, then share with class
line-ups: answering 2 questions with different partners
then start debate (see procedures)
RAFT:
CSUishostingapubliclytelevisedpresidentialdebatethat
centersaroundalotofcontroversialissues!Becauseofthe
upcomingpresidentialdebate,CSUwantstosetthestagefor
visitorsandhascommissionedyouasartiststocreateinstalled
publicartworksthatmakeastatementaboutoneoftheissues
beingdiscussed.
Section(day)1
Introduction/Ideation:
1. Chalktalk:Freedomwillbeputontheboardandall
studentswillsilentlyaddtotheboardeitherbydefining,
makingconnections,anticonnections,addingontothe
phrase,examples...etc.
2. TPS:Thestudentswilltakeoneoftheexamples
offtheboard(nottheirs)andexpandonit.Thensharewith
thepersonnexttothem,andthenIwillaskwhatis
somethingthestudentheardfromthesharingpartnotwhat
theywrote,butwhattheyheardsomeoneelsesharewith
them.
3. Lineups:Lineupbybirthdays,foldinhalfand
give1statementforstudentstotalkaboutAreyoufree?
Thenshifttheline(3people)andaskhaveyouever
experiencedatimewhenyourfreedomwassuppressedor
denied?
4. SitbackdownanddiscussdebatingNorms
respectothersopinion,youaredebatingthesubjectnot
theperson.Attackingeachotherwillnotbetolerated.
Backupyourclaimoropinion.Allowedtoarguebothsides,
andallowedtoswitchsides(justbepreparedtodefendwhy
youchosetoswitch).

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STEPP Lesson Plan Form

5. showsignfromphotoletstudentschoosetheirside
andstarttheirdebate.
6. Zoomoutofthepictureandgivealittlebitof
backstoryandletstudentsdebateagain.
7. Havethemsitbackintheirseatsanddebrieffor
2minconstantlywritingwhatevertheyneedto,togain
closurefromtheexperience.
8. Finallyaddonesentenceabouthowtheycanuse
thisexperiencetocreatetheirownpieceofinstalled/public
art.
9. Pairup
talkwithpartneraboutprosandconsfortheissuesresearched
choosesite
getpermissionifneeded
beginplanningartworkforsite
worktimefortherestofclass

Section(day)2
1. QuickrecapremindthemoftheRAFTandTalk
abouttheResponsibilityofartinthepubliceye
Permission
setup
Takedown
Responsibility/Reactionofviewers(snowballeffect)
ex:someoneseesit,reportsittonewspaper,newspaperstarts
investigation,wantsaninterviewwiththeartisttounderstand
intent...
2. worktimeonartwork
3. reflective(individual)writtenassessment
4. reflectiveoral(group)critiquemovefromgrouptogroup:
discussion,1minorartistview(30secondseach)

Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is
used:
To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
Differentiation

(Closureafterdebate)Havethemsitbackintheir
seatsanddebrieffor2minconstantlywritingwhatever
theyneedto,togainclosurefromtheexperience.Finally,
addonesentenceabouthowtheycanusethisexperience
tocreatetheirownpieceofinstalled/publicart.
reflectionworksheet(individual):includesgradingself,
gradingpeer,andopiniononcontroversialissue
(didthe2groupmembersagree/disagree,workonboth
sidestogetheroreachchooseasideanddepictthat)
Reflectivecritique(group):movearoundtoeachgroups
publicartworkandgivebotheviewerandartisttimeto
talkaboutthemessage.
Modify:

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STEPP Lesson Plan Form

To modify: If the activity is too advanced for a child,
how will you modify it so that they can be
successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?

Assessment
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.

Postedallmaterialsonthewebsite,willhavevisualson
projectorduringclassforreference,canhavehandouts
forthosewhoneedacloservisual.Becauseofthetime
limitingfactor,thesizeofinstallationwillnotbeaspecific
requirement.
Extend:
Forthosethatneedafurtherpush,havingtheirvoicesheard
inthedebatewithwellestablishedopinionsandelaborate
plansfortheirinstalledproject.Pushingthesizeoftheir
project,ordetail.Havingbothsidesoftheargument
wellexplainedandmaybeevenaddathirdview

See attached rubric

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STEPP Lesson Plan Form

PDArtworksRubric
Criteria

Basic

Developing

Proficient

Advanced

Ideation

Students
demonstrate
limitedwritten
andverbal
participation
during
ideation/debate.

Students
demonstrate
writtenandverbal
participationduring
ideation/debate.

Students
demonstrate
thoughtoutwritten
andverbal
participationduring
ideation/debate.

Students
demonstratewell
thoughtoutwritten
andverbal
participationduring
ideation/debate.

Create

An
installed/public
workofartis
createdwith
minimalintentof
2viewsand
limiteduseof
materials(Good
craftsmanship).

Aninstalled/public
workofartis
createdwithintent
of2viewsanda
gooduseof
materials(Good
craftsmanship).

Aninstalled/public
workofartis
createdwithclear
intentof2views
andmasteryof
materials(Good
craftsmanship).

Aninstalled/public
workofartisfinely
createdwithclear
intentof2views
andextreme
masteryof
materials(Good
craftsmanship).

ArtHistory/Culture

Atleastoneside
ofthe
controversial
issueisdisplayed
intheartwork.
Theworkdoes
notsenda
message.

Bothsidesofthe
controversialissue
aresomewhat
displayedinthe
artwork.Thework
sendsamessage.

Bothsidesofthe
controversialissue
areclearly
displayedinthe
artwork.Thework
sendsaclear
message.

Bothsidesofthe
controversialissue
arewellthought
outandclearly
displayedinthe
artwork.Thework
sendsaclear
message.

Technique/Process

Artworkdoesnot
demonstratethe
propertiesofa
publicpiece.
Locationisnot
consideredor
thoughtout.

Createsawork
thatdemonstrates
somepropertiesof
apublicpiece.
Importanceof
locationisnot
thoroughly
understoodand
demonstrated

Createsawork
thatdemonstrates
thepropertiesofa
publicpieceand
shows
understandingof
theimportanceof
locationforan
installationpiece

Createsawork
thatclearly
demonstratesthe
propertiesofa
publicpieceand
showsclear
understandingof
theimportanceof
locationforan
installationpiece

Reflect

Reflection
worksheetis
somewhat
completed.Did
notparticipatein
critique.

Reflection
worksheetis
completed.Some
participationin
critique.
Commentsarenot
wellthoughtout.

Reflection
worksheetis
completed.
Thorough
participationin
critique.
Commentsare
wellthoughtout.

Reflection
worksheetisfully
complete,andwell
thoughtout.
Thorough
participationin
critique.
Commentsare
wellthoughtout
andensiteful.

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STEPP Lesson Plan Form

Teacher: Lizzy Clay
School: EDUC 450 PHS

Date Due: 11.17.2015

Grade Level: High School

Title: Skills Teaching

(Direct-Demo)
- Printmaking

Content Area: Art

Lesson #:__ of __

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1.ObserveandLearnto
Comprehend
2.EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create

4.RelateandConnectto
Transfer

Inquiry Questions:
(Essential questions relating knowledge at end of the unit of instruction, select

applicable questions from standard)

To what extent does a work of art depend on the artists point of view? To what extent does a
work of art depend on the viewers point of view?
How can information be shared artistically? How does creating art differ from viewing art?

Evidence Outcomes:
(Learning Targets)

Every student will be able to:

(Create your own lesson objectives from the standard, follow the ABCD
format, using student voice)
I can:
b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of
art (DOK 1-4)
d. Create works of art representing personal narratives that use new media (DOK 1-4)
This means:
Given a demonstration, the student will be able to talk about and explain their piece of artwork with
intent.
Given a demonstration and images, the student will be able to create a piece of artwork that has
pattern and personal meaning using printmaking (a new media for the class)
List of Assessments:
(Write the number of the learning target associated with each assessment)

During critique the student will be able to answer the inquiry questions from above (verbally
and/or written in sketchbook)
sketchbooks will be used during the process of printmaking-documenting their personal
growth

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STEPP Lesson Plan Form

Student will have a final work of art that will be graded based upon rubric standards

Suggested Rubric (based off of Mr. Nichols original):

Criteria

Available
points

Grade Yourself

Teacher Grade

Care in carving away the image from the

block.
Your print was signed correctly.
Attention to the inking and printing process
so that the prints are clear and do not have
ink smudges.
You made a collage or multiple prints and
tried at least 8 different colors on your
printing block.
You created a print that is unique, abstract
and uses pattern.
Effort in cleaning the room and care of
materials including not wasting ink.

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you
and the students to associate with
the activity. Think of the purpose as
the mini-rationale for what you are
trying to accomplish through this
lesson.
Approx. Time and Materials
How long do you expect the activity
to last and what materials will you
need?
Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate

Printmaking Demo

30 (+/-) min, then work time, then reflection

linoleum block, carving tools, bench hook, my wood blocks,
example drawing/picture, other examples.

To focus students I will have my own examples, and the steps

for the project they will be working on drawing/picture

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STEPP Lesson Plan Form

the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.
To focus student attention
on the lesson.
To create an organizing
framework for the ideas,
principles, or information
that is to follow (advanced
organizers)
An anticipatory set is used any time
a different activity or new concept
is to be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each segment
of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

transferred to block
phases of carved block
examples of my finished wood cut blocks

-Have students grab their sketchbooks (with a writing

utensil)
over to the demonstration table
-Vocabulary used during lesson:
Brayer
Bench hook
baren
carving
inking
pattern (discussed in earlier class periods ex: radial,
rhythmic, half drop, alternating etc.)
-Demonstration:
show them my finished carved block then examples
of
printed artwork (Website/ online examples, block used in
class,
and I will have my wood blocks in the middle of the table
for
reference)
Start with the set up- clean station so no ink gets on
printing paper.
Get ink out and ready- ask a student for some help.
As
the student rolls the ink talk to the class about what to
look (and listen) for in a good consistency- like whispering
velcro.
Roll the ink onto the plate, making sure there is
enough
ink, but not too much! (show example of too much)
Place plate onto paper face down, generally on
center

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STEPP Lesson Plan Form

of page. If there is in on hands, ask a student to flip it over
ensuring the paper stays clean. Grab the bayern and have
a
student press the print.
stop in a few times to check the print making sure
that
all corners are transferring ink!
This calls for another checking point- are the carved
out
areas the way I had planned, or want them to stay? This is
their
chance to go back and carve out anything else they dont
want printed before starting on their final prints.
Ask for questions
Show students how/where to put their drying
prints
using drawing paper to keep them from fallingDO NOT TOUCH DRYING/DRY PRINTS! The prints will
warp a bit when they dry but they can be flattened out
later. The
ink the students are using is water-based and even after it
dries
it will rehydrate on the students hands if they touch it too
much
so discourage them from touching the ink even after it is
dry.
-Work time
walk around helping students when needed
-Clean up
be sure there is enough time for cleanup and
reflection
at the end of class! Printing is messy- carvings in trash, ink
plates washed off, dried and put away! Blocks put away
etc

Closure
Those actions or statements by a
teacher that are designed to bring
a lesson presentation to an
appropriate conclusion. Used to
help students bring things together
in their own minds, to make sense
out of what has just been taught.

-Closure
dismissed after closure is written
At the end of the class I would like to have the students do a
beginning/midpoint reflection. Prompt: What do you want
this
piece to say to you? What do you want it to say to the
viewer?
Is it the same? Why or why not? (Does perspectives/points of
view differ among people?- yes!)

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STEPP Lesson Plan Form

Any Questions? No. OK, lets move
on is not closure. Closure is used:
To cue students to the fact
that they have arrived at an
important point in the
lesson or the end of a
lesson.
To help organize student
learning
To help form a coherent picture and
to consolidate.
Differentiation
To modify: If the activity is too
advanced for a child, how will you
modify it so that they can be
successful?
To extend: If the activity is too easy
for a child, how will you extend it to
develop their emerging skills?
Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.

I will have the students start by answering any questions

given
in their sketchbook- if the students get done quickly, they
may
share with their neighbor. This will allow for plenty of time
for
those who answer slowly and give the other students who
answer quicker an opportunity to discuss their ideas with
others.
By reviewing their sketchbook- answering the prompts given
throughout class.
Rubric- have the students grade themselves, then the
teacher
will grade after.
The finished product- multiple copies of one print- looking at
the
way the student applied the ink and printed their final
image.
(rubric will guide scoring criteria)

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STEPP Lesson Plan Form

Summary of Other Instructional Lesson Plans:
Concept Teaching:
I would use concept teaching when introducing a new art project. Ceramics,
especially hand building techniques, lends itself to this type of Instructional strategy. I would start
with a concept attainment activity, where the students could look, touch, pick up and investigate
different vessels and decide whether it was slab or coil made. Then introducing the two hand building
concepts, the students could then go back and revisit their answers giving more informed reason.
Inquiry Learning:
After a graphite drawing project has been completed, I would give my students
some charcoal. They will then have tasks, similar to the skills and techniques taught with the graphite
pencils, that need to be completed. The goal is to see how the charcoals behavior compares to the
graphite. The demand with be the same outcomes- the students will need to inquire by doing/acting
on/ investigating how the charcoal can create the same effect. Answering the questions is it the
same? Different? Explain why?... By exploring a similar material, the students will have a better grasp
and understanding of charcoals strengths, weaknesses and how it compares to graphite.
Cooperative Learning:
This style keeps students accountable for themselves while having the
opportunity to work with their peers. I plan to use cooperative learning strategies as check ins during
in progress projects. Face to face conversations could be assigned during a class period- this allows
students to take a quick break during their work time to have a conversation with a partner about the
direction they are headed or overall concept they are trying to represent, and then they return the
favor by listening. Another aspect of this strategy, interpersonal and small group skills, could be
heavily used during the beginning of class as team building activities and creating that safe space,
especially when it becomes time for critiquing artworks. Incorporating interpersonal and small group
skill activities throughout the year will keep student aware of the norms expected during every
class!
Teacher Centered/Direct/Presentation Method:
It is difficult to lecture, for the entire time, in a
studio art class. But directions are given on a daily basis, small lectures more often than not start a
new lesson or project and while techniques are demonstrated, examples are talked about through
good and bad examples. Discussion based lecture is most desired, and can be applied to the
introduction of a new project, the final day, when a critique is organized for the class, and during art
history lessons. Critique is my personal favorite part of lecture in art. It gives students the opportunity
to verbally (written or oral) explain a visual message, and give their opinions on artworks by their
peers.

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