Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: ________Amber Westmoreland________________________
________________________________ ________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.

Lesson Title: Stereotype Self Portrait Inspiration Artists, including those from underrepresented
populations:
Sarah Maple, Dorothea Lange
Lesson Overview (~3 complete sentences): Students will understand arts role in changing society's perception and
its power to challenge social confines. They will evaluate generic social labels which are put onto individuals.
Students will question the accuracy of those roles.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge
and learning? Students will call upon the previous historical overview lesson to know the
powerful role art can play with in society. They will use the inspirational artists or other known artist to inspire their
work. They will use already developed camera skills to take photographs.

Key Concepts (3-4): What you want the students to
know.
1. Students will know social roles and responsibilities
2. Students will know individuals cant be defined by
stereotypes
3. Students will know environment and personal
relations play a role in shaping an individual.
Visual art content and multicultural Lesson Objectives:
What you want the students to do.
1. Visual Art: The students will be able to to recognize
successful compositions in photography
2. Visual Art: The students will be able to produce
successful composition within their own photographic
images.
3. Multicultural: The students will be able to realize that 3. How will you assess the Lesson Objective? What will you
everyone has the own narrative to tell.
National Core Art Standards: Visual Arts (3-4): Please
list number and description of Anchor Standard.
1. Creating: 1.2: Shape an artistic investigation of an
aspect of present- day life using a contemporary
practice of art or design
2. Presenting: N/A
3. Responding:7.1Hypothesize ways in which art
influences perception and understanding of human
experience 7.2
4. Connecting: 11.1 Describe how knowledge of culture,
traditions, and history may influence personal
responses to art.
Lesson Plan Template 2
Essential Questions (3-4): Restate Key Concepts using
open-ended questions.
1. What role does society label you with and why?
2. How are those roles correct and inaccurate?
3. How does/how your cultural experience define you?
4. What positive and negative roles do you play and
represent within society?
1. How will you assess the Lesson Objective? What will you
be looking for? I will ask questions about their
photograph using key terms I will be listening for
understanding of the question in their accuracy to find
and discuss the term I am asking about within the image
2. How will you assess the Lesson Objective? What will you
be looking for? I will look at the images that students
Photographed and look for interesting and intentional
composition
be looking for? I will asses the Lesson Objective by having
students complete an Exit Ticket.
California Visual and Performing Arts Standards (grades 7-
12 only) (2-5): Check all that apply and add number and
description of applicable content standard.
___ 1.0 Artistic Perception:
2.5/2,6__2.0 Creative Expression:
___ 3.0 Historical & Cultural Context:
4.2__ 4.0 Aesthetic Valuing:
___ 5.0 Connections, Relationships, Applications:
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Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s): Cameras for students who do not have access to one,
1.Structure:The way in which parts are arranged or put props: sports equipement, cultural clothing articles, books,
together to form a who desk, art supplies, selfie stick, empty boxes, large empty
2. Foreground: the ground or parts situated, or bags,
represented as situated, in the front; the portion of a
Cameras for students who do not Purchase
scene nearest to the viewer (opposed to background ).
have access to one, props: sports selfie sticks
3. subordination: Making an element appear to hold a
equipement, cultural clothing
secondary or lesser importance within a design or work of art.
articles, books,, art supplies, selfie
4..Dominance: The importance of the emphasis of one
stick, empty boxes,
aspect in relation to all other aspects of a design.
5. Visual Literacy: Includes thinking and
communication. Visual thinking is the ability to trans-
form thoughts and information into images; visual
communication takes place when people are able to
construct meaning from the visual image
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Lesson Procedures: Based on class size of 28 and 90 min. class period

1. Focus Lesson (teacher does): (step 1)

Preparation: Prior to class I will set boxes of various props will be set out on tables. One box will contain various
sport uniforms and equipment, such as footballs and and baseball mitts, another box will contain various cultural
ensembles for example: a sombero, quroa, kippah. Each table will have a folder filled with a printed demo of the
teachers self portrait, Exit Tickets, and prepared script.

15 minutes-(step 2)Upon entering class, students will be assigned to a partner's. Next Teacher instructs students to
pair share with their partner using the teacher prepared script for 3 minutes, then transition into 7 groups of 4 and
report their partners experience with stereotyping. Students will be led to key concepts via the prepared script and
key questions asked by the instructor while walking the floor.
Modeling (teacher does):(step 3)
5 minutes- Instructor will think out loud to guide students through the process of how society labels and creates
stereotypes using visual clues found in the self portrait. Teacher: People See me as a woman and a teacher: those
ideas come with labels of proper, intellectual, studious(boring), gentle natured. Students to look at instructor created
self portrait to see how these ideas were exaggerated in the stereotype self portrait I chose to wear a dress and
heart locket while reading a book to expand on the notion of proper, gentle natured and studious. I put myself
outside (an in an environment where you would see someone playing sports, on the beach doing something fun and
placed myself with a book under a tree to exaggerate the idea of being intellectual or boring.

Students will then be instructed to create a self portrait representing at least one inaccurate label that somebody
had put on them at some point in their life through photography.
Done During Guided Instruction
Teacher will use an Ipad to show students where to find the flash and how to change it from auto to manual,
Students will be shown how to use the zoom button on the camera but advised to move in closer or farther away to
get the image they want because zoom often affect the quality of the image. Teacher will show students how the
lighting can be changed by tapping their finger on the screen. Teacher will also demo how to change the camera
setting so students can take a square photograph, or a panoramic one Taking a panoramic camera will be
demonstrated by slowly turning and staying steady during the process. This process will then be demonstrated by
quickly turning when taking a panoramic photograph so students can see how it is not done. 3 min demo

2. Guided Instruction (teacher and students do together): (step 4)

10 minutes- After being given the assignment students will be instructed to either A) gather around a table while
 Lesson Plan Template 5

the teacher demos how to use the camera or B) dig through boxes and pick pick out props and get dressed for their
portraits. Before being released to do this students will be informed they have 10min to complete this step and will
be responsible for coming and watching the Demo on their own. If they choose to skip it teacher will assume they
know how to use their camera and I will expect to see evidence of it by utilizing focus, flash, and zoom within their
photographs. Students will be instructed to start finding their props while the teacher will repeat Camera Demo
twice. After five minutes teacher will announce only five minutes remaining and that the last Camera Demo is being
presented, then and perform it for a third time. Next the teacher will walk the room have students wrap up what they
are doing

50 min- (step 5) Next they will dress accordingly as a means to depict stereotypes that others have labeled them
with. If necessary students will be permitted to go to the bathroom to change into their clothing. The students will
also be welcome to use everyday objects in the classroom as props such as tables and books to capture the role of a
student, or art supplies to capture that of an artist. During this process I will circle the room observing and
interacting with the students by asking them open ended questions about what they are thinking about creating.
Once creating their scene and dressing accordingly students will use their camera to take a picture of their self or
partner. During this process teacher will walk around viewing progresses in work and asking them questions about
why they choose the framing, in addition to asking about how key terms are functioning within their image.

10-min: (step 6) Students will be assigned HW and told they are welcome to check out props to take home at the
end of class but that they will need to be brought back for the next days classwork. Students will fill out their Exit
Ticket turn it into the teacher and check out any need props by writing down what items they are taking and signing
their name to the sheet of paper provided by the teacher.

1 Collaborative Learning (students do together):(step 5) Students will have partners to work with so they can
take pictures of one another when unable to get the pose, background or angle they want. Students will
communicate with one another giving each other tips on how to better represent the ideas they collaborated on in
the first 15 min of class

1. Independent Learning (students do alone): (step 6) Independent learning will be designed for student to do
at home. They will be told at the end of the day to go home and take at least five more portraits of their self
embodying different stereotypical roles. In addition they will be told to brainstorm about how they can take
portraits of themselves that will challenge and contradict these ideas, and to bring any necessary item from home
that will assist them in doing this, for the following class. Student will be informed that weather permitting the
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following pictures will be taken outside on campus. Students will be instructed to grab exit ticket from folder on
table and complete them. that have two key questions on them at the end of class.
2. Closure: (step 7) Exit tickets will be completed and handed into teacher
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Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
I will supply reading materials for those with impaired hearing, I will ensure we only stop at locations on campus that
have easy accessibility for students with physical disabilities. Visual images and demonstrations will be given to aid
English learners.
1 How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will learn how to visually deconstruct social constraints, stereotypes and labels in a manner that is fun
rather than confrontational
1 How will you engage students in routinely reflecting on their learning?
I will ask the key questions during class along with additional open ended questions that refer to the students and
peers art work, along with the inspirational artist.

1 How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
I will keep careful watch on students as we walk the campus, in addition to taking role a second time at the end of
class
Lesson Resources/References (use APA):
http://www.dictionary.com/browse/
https://a.s.kqed.net/pdf/arts/programs/spark/visartvocab.pdf
http://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance%20-%20new
%20copyright%20info.pdf

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf