LessonPlan

Title:______Triptychportrait___
Length:____3weeks(ish)_____

Note:
Beforeyouplanandwriteartexperiencespreassessyourstudentsbasedontheproposedconcepts,enduringunderstandings,andobjectives
oftheunit/lesson(s).Youmayalsogatherthisinformationfrom(previous)teachers,byreviewingalreadycompletedartwork,consultingcurriculum
materials,etc.,togetabetterunderstandingofwhatcontentstudents
alreadyknow

and
whatthey
will

needtoknow
tobesuccessful.

PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthelesson.
(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficientskill/knowledge.

CharcoalDrawingsusinggridstohelpwithproportion
Sketchbookexercisesfromclassfacialproportions

Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformofastory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)

Thestudentwillbeabletoconstructatriptychincorporatingbothchalkpastelsanddigitaldrawingtocreateaselfportrait.

Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessandtransferrable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,Paradox,
Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,content
specificcurriculum,etc.

Compositionvalueandmovement
Influence
Expression(ofself)
Emotions

EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
connectedwithanactiveverb.Thebestenduringunderstandingsnotonlylinktwoormoreconceptsbutdemonstratewhythisrelationship
isimportant.Likeconcepts,theyaretimeless,transferrableanduniversal.
AlignStandards,PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduringUnderstandings.

Artistanddesignersdevelopexcellencethroughpracticeandconstructivecritique,reflectionon,revising,andrefiningworkovertime.(Reflect/Apersonalphilosophyofartis
accomplishedthroughuseofsophisticatedlanguageandstudioartprocesses/Recognize,articulate,andimplementcriticalthinkinginthevisualartsbysynthesizing,
evaluating,andanalyzingvisualinformation)

Artistsanddesignersbalanceexperimentationandsafety,freedom,andresponsibilitywhiledevelopingandcreatingartworks.(Create/Assessandproduceartwithvarious
materialsandmethods/Developandbuildappropriatemasteryinartmakingskillsusingtraditionalandnewtechnologiesandunderstandingthecharacteristicsandexpressive
featuresofartanddesign)

Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.

EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer

Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,LiteracyandTechnology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____Numeracy,Literacy,and/orTechnology)

Giventhetechniqueinclass,TSWBATdrawandidealfacewiththecorrectproportions.

Giventhetoolsinclass,TSWBATcorrectlyverabalizehowtodrawandidealproportionedfacetotheirclassmates.

Givenchalkpstelsandtheuseofpixlr,TSWBATcreateaselfportraitusingdigitallyalteredcolorsonpixlerandaplliedwithchalkpastelontheirfinalpiece.

Usingtheirinitialpasteldrawing,TSWBATcreateadigitaldrawingusingArtRagethatsupportstheirinitialportraitdrawing.

Thefocusofthislesson:Usingtheirfirsttwodrawings,TSWBATcreateathriddrawingtocompleteatriptychshowingunitythroughout
allthreepieces.

Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.

Differentiation:
(Multiplemeansforstudentstoaccesscontentand
multiplemodesforstudenttoexpress
understanding.)

Access

(Resourcesand/orProcess)

Expression

(Productsand/orPerformance)

Usingdifferentaitedtools,andsizingforeachstudentallows
forsuccessamongtheclass.

Differentaitinginstructiontotheclassasawhole,and
providingexamplesofdifferentlevelsofabstractideasto
showoneselforsupportoneself.

Extensionsfordepthandcomplexity:

Access

(Resourcesand/orProcess)

Expression

(Productsand/orPerformance)

Allowstudentsthefreedomandopportunitytouse
thedigitalprogramstotheirpersonalneeds/
advantages.

Studentsmayusethe2ndand3rddrawingsas
conceptualideasofselfallowingfor
interpretationsfromeachindividualstudent

Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribehowliteracyisintegratedintothelesson.

Triptych
Idealfacialproportions
Unity
Selfexpression
Abstract/Conceptualidea

Materials:

Mustbegradelevelappropriate.
List

everythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.

Whiteboard
Studentschalkpasteldrawing,anddigitaldrawing
Chalkpastels
Pastelpaper
Drawingboards

Resources:

List

allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecificincludetitle,artist,etc.
Makereferencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.

Thiswillbeusedasavisualexampleofhowthestudentswilllayouttheirtriptych.
3


Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.

Visualsforfinalpiecedisplayedwithmathamaticalnecessitiestosizeindividualstudentspieces.
Finishedsizedexample

Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueinabulletedformat.

Papercutterdemonstratesafecutting,andbetheretohelpstudentswiththistask.

Actionto

motivate/InquiryQuestions:

Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:tellingastory,
posingaseriesofquestions,roleplaying,etc.

Usingthefinishedexample,thestudentswillbeexcitedandmotivatedtofinishtheirownselfportraittriptych

Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.

Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.

Reflect:
1.Whatisold,andwhatisnewinanyworkofart?
2.Howandwhyisartusedasavehicleforcommunication?

Create:
1.Howarethecharacteristicsandexpressivefeaturesofartanddesignusedtocreateart?
2.Howcananartistcreateworksofartthroughcombining,expanding,andsequencing?
3.Whatproblemsolvingskillsareemployedinmakingworksofart?

Instruction:

Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimeforeachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriateincludingwhatstudentwillunderstandasaresultoftheartexperience

Day
1

Day
2

Day
3

Day
4
Day
5

Instruction
Theteacherwill...(Be
specific
aboutwhatconcepts,
information,understandings,etc.willbetaught.)
Identify
instructionalmethodology.
KNOW(Content)andDO(Skill)

Part1Chalkpastelselfportrait
Part2Digitaldrawing,supportingselfportrait

Startingpart3Finaldrawingoftriptych,chalkpastel

Startclasswithaquickwarmupcontinueteachingpeersidealfacial
proportions.

Thendiscussthefinalpiece
talkaboutmathamaticalsizing,andhowtofigurethatout
showdigitalandmyownphysicalexample

Studentswillthensketchanidea,showtomeorMr.Nicholsbefore
startingfinalpiece.

Studentswillusetherestofthetimeforworksketch,gather
referenceimagesifneededandstarttheirfinaldrawing.

AttheendofclassIwillbringstudentsaroundtoreaffirm
expectations,talkaboutfutureclasstimes,andtakeanyquestions
thestudentsmayhaveaboutwhatisleftofthisassignment.

Warmupwithlaststudentsteachingpeersaboutidealface
proportions
Workday
Inprogressgalarywalkstohelstudentstakeastepbackfromtheir
work.

FinalworkdayinclassIfstudentsarenotfinished,theymaytake
supplisehomeovertheweekendtofinish.
FinalCritiquewithallthreepieces

Learning
Studentswill...i.e.:exploreideationbymakingconnections,
comparing,contrastingsynthesizepossibilitiesforeachpainting
techniqueetc.(Be
specific
aboutwhatwillbethe
intendedresult
ofthe
instructionasitrelatestolearning.)
UNDERSTAND

N/A

Time

Exploringthoughtsunderlyingfeelingsandfeelingsunderlying
thoughts

Developingconfidenceinreason

Analyzingorevaluatingarguments,interpretations,beliefs,or
theories.

Comparingandcontrastingideaswithactualpractice,noting
significantsimilaritiesanddifferences.

Developingintellectualgoodfaithorintegrity

N/A

N/A

N/A


Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsand
gradelevelexpectationsofthelesson.)

Finalcritiquewillhappenafterthirddrawingiscompletestudentswillreflectpersonally(written)withapeer,oneononediscussionandasa
group.Agallerywalywithpostitnotesforcommentswillbeused.

PostAssessment(teachercentered/objectivesasquestions):

PostAssessmentInstrument:

Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?

Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?
Includeyourrubric,checklist,ratingscale,etc.

Wasthestudentabletodrawandidealfacewiththecorrectproportions?

Didthestudentcorrectlyverabalizehowtodrawandidealproportionedfacetotheir
classmates?

Didthestudentusechalkpastelsandpixlrtocreateaselfportraitusingdigitally
alteredcolorsonpixlerandaplliedwithchalkpastelontheirfinalpiece?

WasthestudentabletocreateadigitaldrawingusingArtRagethatsupportstheir
initialportraitdrawing?

Rubricattachedonseparatepage

Thefocusofthislesson:Wasthestudentabletousetheirfirsttwo
drawingstocreateathriddrawingtocompleteatriptychshowing
unitythroughoutallthreepieces?

SelfReflection:
Afterthelessonisconcluded
writeabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilize
assessmentdatatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,
reteachcontent,etc.)

Appendix:
Includeallhandouts,prompts,writtenmaterials,rubrics,etc.thatwillbegiventostudents.