Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

Name of Lesson :
Exquisite Corpse: Intro to Texture
Name of Teacher Candidate :
Christina Reavis

Class :
Intro to Art
Grade :
6th 8th
School Placement :
Brookside Charter School

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
Through this lesson, students will be introduced to the element of art, texture. Students will learn about how line
and texture is used in the Dada inspired art game Exquisite Corpse before participating in the game with other
students in their table group. Students will then use the knowledge they have gained to add information to an
illustrated vocabulary foldable about the elements of art. This information is valuable to students of this age
group as they will continue to use the elements of art terms throughout their current art class, and in art classes
throughout middle school and high school. The vocabulary words are essential as building blocks to their
understanding of how to view and talk about pieces of art that they observe or create.
MO - VA Art Standards
VA.2.1D.7: Identify and use implied or simulated texture
VA.1.1A.7: Use a variety of media such as pencil, pastels, color sticks, and/or markers to create simulated/ implied
texture
National Core Visual Art Standards
VA:Cr1.1.6a: Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of
art and design.
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student needs)
The students will:
- Students will define the element of art texture.
- Students will use the Surrealist/Dada art game, Exquisite Corpse, to create a collaborative drawing that
explores the use of implied texture
Studying Artists / Understanding Art (Learning Outcomes) Include Historical context (can also include books
for elementary):
- The students will view images of Exquisite Corpse creature drawings to gain understanding of collaborative
methods employed by Surrealist and Dada artists of the early 20th century.

Creating (Instructional Strategies):

Expressing (Learning Activities):

List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written
directions, modeling, guided practice, independent practice, and reflection)(reference Lesson Structure and
Procedures
- Oral directions the instructor will remind students
- Do Now students will complete a short
orally of the beginning of the class routine and
written response to a daily intro question in the
expectations as students enter the classroom
notes section of their sketchbook
- Direct instruction the instructor will give students
- Collaborative drawing students will create a
information about texture and the Exquisite Corpse
creature drawing collaboratively in an activity
at hand through a power point presentation.
called the Exquisite Corpse
- Modeling & Think-Aloud the instructor will
- Graphic organizer students will organize
demonstrate how to play the Exquisite Corpse
information gathered from direct instruction via
game, verbally processing how steps are completed
the power point presentation in a foldable about
while students watch
the elements of art
- Graphic organizer students will add information
- Exit ticket students will reflect on their
on texture to a folded graphic organizer on the
learning and answer a question that reflects
elements of art
their comprehension of the material
Evaluating Artworks :
-

Students will reflect on their collaborative drawings, discussing in groups what textures were used and what
other elements of art were used in the drawings.

Exhibiting Artworks (be thoughtful) :

-

Students will share their collaborative drawings with their table groups.

Assessment Procedures : (assessments used before, during, and after the lesson)
Before :
Unit: Students complete a pre-test at the beginning of the class to track their understanding of the elements of art
and principles of design.
Daily: Students complete a Do Now to gauge their understanding of the element of art texture. (How would
you define texture? Draw an example of texture.)
During: The instructor checks for understanding throughout the lesson by asking students leading questions
during direct instruction and observing students work.

After : (please attach assessment tool to end of this lesson plan)

Unit: Students complete a post-assessment at the end of the elements and principles unit that shows how much
they grown from the pre-assessment.
Daily: Students complete an Exit Ticket that checks for student understanding of texture. (What is the difference
between implied and actual texture?)
Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence
by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives *
Materials Management
Day / Class #1
Preparation Before Class: Powerpoint on texture, images of Exquisite Corpse drawings, paper for collaborative
drawings
Engagement / Opening : Do Now: How would you define texture? Draw an example of texture
Connection to Prior Learning: Students build on their knowledge of the element of art texture which they
have most likely heard in past art classes.
Procedures :
- Students enter the classroom and write down the class agenda in their planners
- Student sketchbooks are passed out and students take 5 minutes to complete the Do Now
- Students take 1 minute to share their Do Now answers with students at their table group
- Instructor asks one or two students to share out their answer in front of the class
- Students view a powerpoint on texture and record the information in a elements of art foldable they have
been creating throughout the week. Information is recorded in the texture section of the foldable.
- Students view image examples of Exquisite Corpse drawings
Modeling:
- The instructor models how to participate in the Exquisite Corpse game. The instructor thinks aloud to solve
problems and complete steps so that students can see how the activity is performed. Instructor shows
students how to fold paper into thirds to prep before the activity begins.
Guided Practice:
- Students participate in the Exquisite Corpse collaborative drawing game at their table while the instructor
keeps time (3 minutes for each drawing).
- Once drawings are completed, students are asked to write on their paper what implied textures were used
and what elements of art (besides texture) were used in the drawings. Students are also encouraged to give
a name to their creature. Students then share with their table group their creature creations.
Independent Practice:
- Students complete an exit ticket to show what they have learned about texture
Clean-up:

Student sketchbooks and elements of art foldables are put away and any borrowed art supplies are returned
to their proper place 5 minutes before the bell.
Conclusion:
- Students are released from tables when supplies are put away and tables are cleared.
Resources and Supplies : (include all supplies per student, and items necessary for preparation and storage)
Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning)
- Powerpoint presentation on texture and the Exquisite Corpse collaborative drawing game.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all
learners, learning differences, cultural and language differences, etc.)
Differentiation: Students will be given information on texture orally (direct instruction), visually (powerpoint
images and text), and kinesthetically (elements of art foldable and Exquisite Corpse game).
Accommodations: Students who struggle with creating implied texture by memory will be provided with a sheet
of implied texture examples. If students struggle with staying focused in a group, they will be able to complete
their drawing in a table where they can work by themselves until it is time to switch papers. A quiet area of the
room where students can sit and calm down will be available if students become upset or frustrated during the
activity.
Modifications: If a student cannot work in a group or at the groups pace, they may sit out from the activity and
instead complete a drawing of a creature by themselves with three examples of implied texture drawn onto it.
Increase in Rigor: Students who need an increase in rigor will be encouraged to complete their creature
drawings for homework, using lots of detail to create the implied textures on their creature. Students may include
the drawing as an addition to their weekly sketchbook homework.
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students actively engaged) Includes: behavior management plan, time
management, transitions, and lesson/class wrap-up
Behavior Management Plan : Students are given clear expectations before activities (time allotted, volume
expectations, materials being used). If students are not following the directions or expectations for the activity,
they are given a redirection for their behavior. If they continue to struggle, students are asked to move to a seat
apart from other students called a safe seat where they complete classwork until they are ready to process with
the instructor about their behavior and follow expectations at their seat. If students are unsuccessful at the safe
seat, they are asked to go to a buddy room. The buddy room is a neighboring classroom where students take
classwork if they are not able to work successfully in their classroom.
Time Management /Transitions : The instructor will get the whole classs attention by saying, Eyes up here and

voices off in 3-2-1 or by clapping a pattern that students repeat. The teacher will give a time expectation at the
beginning of activities and transitions. A timer will be set so that class time is used efficiently.
Lesson/Class Wrap-up (same as conclusion): Students will be instructed to put away supplies (specific students
have jobs to put away materials so that students are not all out of their seats at the same time) and then sit at
their seat until released by the instructor. Tables that are picked up and talking quietly will be released when the
bell rings.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way)
- Students may draw a shape and then practice drawing a chosen implied texture on top of it. This can be
done in student sketchbooks

Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session as connection to prior learning or
throughout the unit)
- Students may play the game Exquisite Corpse again, emphasizing different elements of art or principles of
design each time it is played.
Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section
in final draft after lesson has been taught.)
If I could re-teach this lesson, I would give students more drawing time. The students were absorbed in the
activity and 3 minutes was not enough for them to add the details I asked them to explore. I think that 5 minutes
would have been a better amount of time, which would have been possible if I had spent less time on direct
instruction at the beginning of class.

Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the
artwork; to inform the school community of the learning involved in the lesson.) (Bold or italicize key concepts
or vocabulary.) KCAI Addition
Students learned about how Surrealist artists from the early 20th century used collaborative drawing games to
stretch their creative muscles. By playing the game Exquisite Corpse, students worked together to make
imaginative creatures that they would not be able to make on their own. They used the element of art, texture, to
add bumpy, smooth, spiky, and hairy details to their creations.

Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI
Addition