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Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of
your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in
describing what you would recognize as proficient skill/knowledge.
In the weeks leading up to this project, the students have been doing daily practice with
still life, contour, blind contour and gesture drawings. Previous projects and studies
focused on the students abilities to use pencil and shading techniques as well as the
previous skills listed.
Students have been pre-assessed based on how well they met objectives, and how well
they applied techniques and materials, after gathering data from previous projects.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative
the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience /
Format / Topic)
In this lesson, students will be applying contour and shading techniques from previous
projects in order to create a personal identity portrait. This portrait will not be a typical
portrait, rather a representative portrait. The students will trace the contour of their head,
using light to cast a shadow, and will then use that as the base for their portrait. Within
the portrait, the students will show who they are by filling the space with imagery that
represents aspects of their identity. The imagery should attempt, in some form, to follow
the shape and forms of their contoured silhouette. This project will be done in the format
of a graphite, marker, and colored pencil drawing. The topic of this piece is using art as a
way to represent personal meaning/identity.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of
concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. A
ligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective.
(Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe
the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the
class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated
into the lesson.
Vocab Terms:
Identity
Silhouette
Contour
Representation
Composition
Literacy will be integrated with daily journal reflections, recording the class learning
targets, and through reflection discussions.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the
materials students will use.) List all materials in a bulleted format.
Computers
Paper
Sketchbooks
Pencils
Markers
Colored Pencils
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where
the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a
bulleted format.
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Prepare Materials
Prepare learning targets
Prepare visual examples for students
Organize studio space and materials
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Students will enter to a dark classroom where the only light will be a bright spotlight cast
onto a piece of paper hanging on the wall. Once students are settled I will ask for a
volunteer student to help me demonstrate. Once the student comes up to the front of the
classroom, I will position them in front of the paper. From there I will start to trace their
shadow. When the student steps away it will reveal the silhouette shape of that students
profile. I will then turn on the light and start asking for examples of things that are
important about who the students are. I will draw these examples to illustrate how
students can fill their silhouette.
Ask: What is part of your identity? What does identity mean? How can we use images to
represent who we are? Can a portrait be used to show more than just what we look like?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic
element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students
in to help them develop ideas and plans for their artwork.
Learning targets, key ideas, and vocab will be presented on the smartboard at the
beginning of each class period
Thumbnail sketches will be required for each student. They must make at least 15
different sketch ideas exploring the prompt and project requirements/guidelines.
(These must be shown to myself or Mr. Hall before the students can move on.)
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what
student will understand as a result of the art experience
1.) Class critique: Students will put out their silhouette portraits at their tables and
explain their planning, thought process, how they represented themselves with
different imagery, and materials/skills used in the construction of their pieces, to
the class. (Summative)
2.) End of class reflections: At the end of each work day, students will write in their
pottery journal to reflect on their work and the progress they have made.
(Formative)
This lesson was a very quick little project that was simple for the students and gave them
a chance to bring all their previously learned knowledge/skills from previous projects
together into one bigger, and more exciting, are piece. The students did amazing work
and some of them really got in depth about what things/aspects of their lives are
important to who they are. A lot of thoughtful imagery and representation was used to
convey the idea of the students are and what is important about themselves. However,
some students were struggling to fill their space inside their silhouette and didnt activate
all of their space. In the future, if I taught this lesson again, I would try to do a better job
of demonstrating ways to make objects bigger, overlap them, and arrange them to really
fill their space.
Overall, the objectives for this lesson were pretty well met. Students demonstrate high
competency in applying different art skills/techniques and using their materials to create
their identity silhouette portraits. I would say the lesson objectives were met at about
85% to 95%.
This lesson could definitely evolve by having the students take more time and work on
the background designs behind their silhouette, they could use different materials, and
experiment with ways to combine their drawing onto other materials/canvases.
Identity Silhouette Rubric
0 The student does not reach a standard described by any of the descriptors
below.