LESSON PLAN FORMAT

University of North Texas

Art Education

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

Lesson #3, 9th-12th Grades, Our Hobbies Shape Us, 6 days (60 min.)
II. Lesson Rationale:
Identity plays a large role in our lives, and high school is for many a defining moment as they explore
who they are and who they want to be. Our hobbies and interest play an important role in shaping who
we are as individuals. Through our hobbies and interests we identify with ourselves, and we are able to
make connections with others. Students will reflect on the types of interests and hobbies that they have
and how they help shape who they are. Through this project students will be creating a mixed
media/collage self-portrait that literally shows how their hobbies and interests shape them.
III. Key Concepts:
Identity, Mixed Media/Collage, Hobbies/Interests, Assemblage
IV. Essential Question:
1. How do our hobbies and interests play a role in shaping our identity?
2. In what ways do our hobbies reflect who we are?
3. How can we use mixed media/collage to illustrate our hobbies?
4. How can we use assemblage to communicate our interests and hobbies through art?
V. Lesson Objectives:
1. After this lesson, students will be able to explain how our hobbies and interests play a role in
shaping our identity.
2. After this lesson, students will be able to identity how our hobbies reflect who we are.
3. After this lesson, students will be able to use mixed media/collage to illustrate their hobbies.
4. After this lesson, students will be able to use assemblage to communicate our interests and
hobbies through art.
VI. Specific Art Content:
Elements and Principles of Design, Mixed Media, Collage, Assemblage
VII. Resources & Materials for Teacher:
Computer with internet
Projector/Screen
Paper
Cardboard
Pencils
Acrylic paint
Brushes
Sponges
Paper towels
Water cups
Paint palette
Kirkland Smith video, Tess Felix video, Jane Perkins video, Creative textures video, grid video,
found object collage video

 Google classroom
Hot glue/hot glue gun
VIII. Resources & Materials for Students:
Computer with internet
Camera on phones
Acrylic paint
Brushes
Sponges
Cardboard
Hot glue/hot glue gun
Paint palette
Water cups
Paper towels
Pencils
Paper
Google classroom
Found objects
Vocab: Assemblage, Mixed Media, Collage, Found Objects
IX. Instruction and Its Sequencing:
1st Day of Lesson:
1. Introduction/Motivation:
Introduce essential Q: How do our hobbies/interests play a role in shaping our identity? Have
a group discussion over the question.
2. Guided Practice
Show them Tess Felix video and artwork. Introduce project: Assemblage self-portrait. Students
will make a self-portrait piece using found objects reflecting their hobbies and interests, and
painting those objects accordingly. Group discussion of how project relates to essential Q.
3. Independent Practice
Students will brainstorm different hobbies and interests they feel help identify them, and the
items they might want to gather. Have them brainstorm ideas of how they want to take their
self-portrait using camera phones. Start thumbnail sketch of diff. composition ideas (need 5
total)
4. Closure
Reflect back on essential Q and how this project relates. Ask any questions or concerns.
Remind students that by the end of the second day they need their 5 thumbnail sketches. Begin
collecting objects.
5. Formative Evaluation
Walk around the room and make sure students have started their brainstorms and thumbnail
sketches. Meet with them individually on their ideas.
6. Classroom Management Procedures
Have them clean up any paper scraps, and make sure they understand what is needed of them
for the next class period.

2nd Day of Lesson

1. Introduction/Motivation
Watch Kirkland Smith video and refresh last class discussion and project guidelines. Watch
grid video.
2. Guided Practice
Demo the transfer of self-portrait onto cardboard using grid method, show a demo on how they
will be uploading their finished project to Google classroom, refresh them on artist statement
guideline because that is required for this project
3. Independent Practice
Have them finish 5 thumbnail sketches (due at end of class) they need to have one picked for
the project, and students must have their self-portrait picture taken by the end of class
4. Closure
Remind students to continue collecting objects and bring them into next class. They will be
starting their self-portrait on cardboard next class as well. Remind them to work on artist
statement.
5. Formative Evaluation
Make sure students are on task. Review their thumbnail sketches individually of their project
ideas, and assist in helping them pick one for their project.
6. Classroom Management Procedures
Have students pick up any trash or scraps. Make sure room is clean before they are released!
Make sure students know what is needed for the next class.
3rd Day of Lesson
1. Introduction/Motivation
Watch Jane Perkins video
2. Guided Practice
Show them the demo that was done the day before, and remind them how to get started
3. Independent Practice
Transfer self-portrait onto cardboard using the grid method. Once that is finished, begin
organizing the found objects of where they want it to be placed as well as the corresponding
color for the self-portrait
4. Closure
Remind students to bring in any more objects if needed, and they will start painting and
assembling their objects next class. Remind them to work on artist statement.
5. Formative Evaluation
Make sure the objects reflect their hobbies and interests, and assist in making sure they are
using the grid method properly for their self-portrait. Students stay on task
6. Classroom Management Procedures
Make sure students pick up any trash, and have them put their objects in a safe place. Answer
any questions or concerns.
4th Day of Lesson
1. Introduction/Motivation
Watch creative textures video and collage found objects video
2. Guided Practice

3.
4.
5.
6.

Tell students that the techniques represented in the video will be helpful if they have some
small sparse areas of objects in their self-portrait. Demo a few of the techniques.
Independent Practice
Students will start painting objects, and begin assembling them to their corresponding place on
their self-portrait.
Closure
Remind students the last workday is the next class, take projects home if needed, students
should be finishing up their artist statements that are due the 6th day of class.
Formative Evaluation
Make sure students stay on task, answer any questions, comments, or concerns.
Classroom Management Procedures
Make sure students are being safe using hot glue, and they are unplugged before they leave
class. Students need to pick up any leftover trash or scraps.

5th Day of Lesson

1. Introduction/Motivation
Work Day!! Remind them that their final project is due next class. (have artist statement, and
picture of final project prepared for next class) They will be uploading these to Google
Classroom on day six.
2. Guided Practice
N/A
3. Independent Practice
Continue assembling objects to their self-portrait, finish project
4. Closure
Remind students that this was their last workday, and take home their project if needed. Also
have their artist statement and picture ready for next class. (5 full sentences)
5. Formative Evaluation
Make sure students stay on task, and are close to being done with project. Answer any
questions or concerns.
6. Classroom Management Procedures
Make sure students clean up the classroom, and unplug any hot glue. Put projects away in a
safe place if done, if not they will take them home
6th Day of Lesson
1. Introduction/Motivation
Critique Day
2. Guided Practice
Show students how they will be uploading their final project image onto Google classroom.
(view video) Remind them to type up an artist statement along with their image. After they
upload and comment on another students, have group discussion on overall project.
3. Independent Practice
Students will upload their picture and statement onto Google classroom. Once that is
complete, they will each need to comment to one other persons project saying something
that they liked about the project and some possible improvements they could do. Then
participate in-group discussion.
4. Closure
Reflect on how their projects reflected the essential Q of how their hobbies/interests play a
role in shaping their identity.

5. Formative Evaluation
Make sure students uploaded their images and commented to another student. Make sure
they participate in the large group discussion.
6. Classroom Management Procedures
Students talk in the group discussion one at a time, and give constructive criticism that is not
malicious.
X. Summative Assessment and Evaluation:
Exemplary
Students have all 5
thumbnail sketches
completed on time, and
shows clearly that they
explored different
compositions.
Artist Statement
Student completed their
artist statement and
uploaded it to Google
classroom. It
successfully displays an
explanation of the piece
and the objects used
and why.
Uploading to Google
Student successfully
Classroom/Participation uploaded their final
project to Google
classroom along with
the artist statement,
commented to one
other person, and
participated in the
group discussion.
Essential Q
Students project
clearly reflects the
How do our
essential Q, through
hobbies/interests play a using objects/elements
role in shaping our
that represent their
identity?
hobbies and interests.

Satisfactory
Students have all 5
thumbnail sketches
completed, but doesnt
show a variety of
composition ideas.

Emerging
Students have partially
or not have any
sketches completed.

Student has a complete

artist statement, but is
not full sentences or not
a clear explanation of
projects and objects
used.

Student doesnt have

the full 5 sentences for
the artist statement, and
does not explain project
or objects used. Or
statement is not done at
all.

Student uploaded all

the components, but did
not thoroughly critique
one others work, and
partial participation in
the group discussion.

Student failed to upload

one or all components,
did not comment to one
others work, and did
not participate in the
group discussion.

Student project does

not clearly represent the
essential Q through the
objects the used.

Student project does

not reflect the essential
Q at all, not showing
how their hobbies
shape their identity.

Composition

Students composition
was complete, but
needed some work with
the placement/color of
objects.

Students composition
was not complete, there
was no thoughtful
placement of objects.

Thumbnail Sketches

Students created an
interesting composition
through the objects they
chose to represent their
hobbies and interests.
The colors of objects
were thoughtfully
placed.

XI. Interdisciplinary Connections:

N/A
XII. References & Resources:
ArtistsNetwork. (2014 Sep 19). Acrylic painting techniques: Creative textures preview with Chris
Cozen [Video file]. Retrieved from https://www.youtube.com/watch?v=Q_jmdTNz0sA
ATI. (2016). Jane Perkins remarkable recycled art. Retrieved from http://all-that-isinteresting.com/jane-perkins-remarkable-recycled-art
DW (English). (2014 June 25). Famous paintings from recycling material: Euromaxx [Video file].
Retrieved from https://www.youtube.com/watch?v=70ZGP9Li7jA
Google. (2016). Google classroom. Retrieved from https://classroom.google.com
Green Briefs. (2012 May 24). Foundobjects [Video file]. Retrieved from
https://www.youtube.com/watch?v=CgEDlRhIlGE
Kirkland Smith. (2015). About Kirkland. Retrieved from
http://www.kirklandsmith.com/testimonial/about-kirkland/
Lee Ann Kornegay. (2013 Oct 28). Kirkland Smith [Video file]. Retrieved from
https://www.youtube.com/watch?v=G6hXE0UHeGw&t=161s
Melodi Kunn. (2015 Aug 30). Student view google classroom-Basic intro [Video file]. Retrieved from
https://www.youtube.com/watch?v=uVJHM5V7l2M
School of Yule. (2013 Dec 16). How to use the grid method with a drawing of Chuck Close as an
example [Video file]. Retrieved from https://www.youtube.com/watch?v=Gsmjdx0ArVk
Tess Felix. Tess Felix webpage. Retrieved from http://www.tessfelixartist.com/
Tess Felix. (2014 March 27). Tess Felix 5 gyres video 1 20 [Video file]. Retrieved from
https://www.youtube.com/watch?v=OQrdb0a0znk
XIII. Art TEKS
http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html
117.303. Art, Level II
117.304. Art, Level III
c) Knowledge and skills covered in this lesson, indicated in *bold

(1) *Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artwork.
(2) *Creative expression. The student communicates ideas through original artwork using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures
(4) *Critical evaluation and response. The student responds to and analyzes the artworks of self
and others, contributing to the development of the lifelong skills of making informed judgments
and reasoned evaluations

XIV. National Art Standards

Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 5: Develop and refine artistic work for presentation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.