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Lesson Plan Template 1

Visual Art Lesson Plan

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


Print First and Last Names: Monica Alcazar Caitlin Jones Lawrence Schaedler-Bahrs

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: Inspiration Artists, including those from underrepresented populations:


value, form, and shape Giorgio Morandi, Louise Nevelson, David Smith, Kasimir Malevich, Peter Paul
Rubens
Lesson Overview (~3 complete sentences):
The main focus of this lesson is to have students learn about the various shifts in values, and be able to identify how shape and form are encompassed within
still life. Students will also learn and develop their own wide range of values. They will be able to understand and practice the illusion of a form and how it
can be created to make various forms. The artists will be able to use a variety of techniques in order to create their illusion of form.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
General concepts on the difference between a 2D and a 3D shape, along with classroom rights such as speaking with respect and honoring their classmates
work.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. Know how to turn a 2D shape into a 3D form. 1. How does an artist turn a 2D shape into a 3D form?
2. Know how to create the illusion of space. 2. How can you create the illusion of space?
3. Know what is a place of a surface. 3. What is plane of surface?
4 Know what type of graphite pencil is needed for both a thin and a bold 4. What type of graphite pencil is needed for a thin line? A bold line?
Lesson Plan Template 2

line.

Visual art content and multicultural Lesson Objectives: What you want the Align Formative and Summative Assessments with Lesson Objectives from left
students to do. column. Please submit at least one rubric per Lesson for a total of three or
Helpful resources: more per Unit.
Objectives tutorial: http://www.teachervision.fen.com/curriculum- 1. Students would learn about hatching, cross hatching, stippling, shading.
planning/new-teacher/48345.html?for_printing=1&detoured=1): They will be able to demonstrate how all four aspects would be visible
Five Approaches to Multicultural Education: in different aspects of light (ie: highlight, core shadow, cast shadow,
https://www.education.com/reference/article/multicultural- reflected light).
education/#C 2. In this lesson plan, the students will draw a still life from observation.
1. Visual Art: The students will (TSW) be able to identify form vs. shape. Objects would be drawn from observation while all of the lights are still
2. Visual Art: The students will (TSW) be able to define what value on in the classroom. After, the lights would be turn off for a more
represents in the art language. dramatic effect on the white shapes. The spotlights would emphasize
3. Multicultural: The students will (TSW) be able to identify how form and the shadows and the students would do their best in order to portray
value create space. how different shifts in lights help to create form.

National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.
1. Creating: HS Proficient VA:Cr1.1.la 1.1- identify and use the principles of design to discuss, analyze, and write
Use multiple approaches to begin creative endeavors. about visual aspects in the environment and in works of art, including their
2. Presenting: 8th VA:Pr4.1.8a own.
Develop and apply criteria for evaluating a collection of artwork for 1.2- describe the principles of design as used in works of art, focusing on
presentation. dominance and subordination.
3. Responding: HS Proficient VA:Re9.1.la 1.5- analyze the material used by a given artist and describe how its use
Establish relevant criteria in order to evaluate a work of art or collection of influences the meaning of the work.
works. 2.1- solve a visual arts problem that involves the effective use of the elements
4. Connecting: HS Proficient VA:Cn10.1.la of art and the principles of design.
Document the process developing ideas from early stages to fully 2.4- review and refine observational drawing skills.
elaborated ideas. 2.5- create an expressive composition, focussing on dominance and
subordination.
Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the columns below.
Lesson Plan Template 3

concentration area(s) and/or medium(s): Have Purchase


value- the lightness or darkness of tones or colors. White is the lightest 1. mid weight strathmore drawing paper n/a
value; black is the darkest. The value halfway between these extremes is 2. fabre castell graphite sketch pencil
called middle grey. (school pack)
form- an element of art that is 3D and encloses volume; includes height, 3. rulers
width AND depth (ie: cube, sphere, pyramid, or cylinder). 4. erasers
space- an element of art by which positive and negative areas are defined 5. sharpeners
or a sense of depth achieved in a work of art.
color- an element of art made up of three properties: hue, value, and
intensity.
hue- name of color
value- hues lightness and darkness (a colors value changes when white
or black is added)
intensity- quality of brightness and purity (high intensity= color is strong
and bright; low intensity= color is faint and dull)
shape- an element of art that is 2D, flat, or limited to height and width.

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): An explanation of the project would be presented along with visuals from inspirational artists. First I would demonstrate the
beginning steps of a value scale. Time would be allotted for questions.
Modeling (teacher does): An example would be presented on what a value scale chart is, and why it is beneficial.
2. Guided Instruction (teacher and students do together): Together we would go through different concepts again. Now we would apply still life to the
lesson and how light has an effect on it. Students would apply their knowledge from their value scale to drawing still life. Which point in value would be best
applicable to a shape that is in direct light, shadow, reflected light, etc. On a separate sheet of paper they would do their best in drawing the still life in front
of them with their value scale as reference.
3. Collaborative Learning (students do together): Students are given time to reflect on their partners artists work. What are some things that the artist is
doing well and what are some things that they might need to improve. Students are asked to give solutions to problems they identify in the work.
4. Independent Learning (students do alone): Students reflect on their work and note what aspects might need to be revisited again. Students
would have the opportunity to take this assignment home over the weekend for improvement.

Closure: This lesson would be closed up by having positive affirmations and encouragements to continue their work from what they have learned
Lesson Plan Template 4

from insights with their peer or their own trial and errors.
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 & ELL?
For ELL I would visually break up the steps that are needed in creating a 2D shape and transforming it into a 3D form. It would also be beneficial if I go by
sequential order of the steps, while displaying visuals to help with their comprehension.
For students with disabilities, I would modify my teaching to best fit their exact capabilities and the critique would not be based on their artistic capability but
on their willingness to attempt the project.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson would be a great opportunity to have the students go through various problem solving tactics while creating their work. Through their mistakes
they will be able to use their imagination to generate ideas and apply them to their future works. Students would be able to share their ideas, and what they
believe might work, with their peers. In art there is wrong or right, it is in using your own creative thinking.

3. How will you engage students in routinely reflecting on their learning?


Being that this may be the credits that the student might go through in a beginning High School Art 1 class, students would be able reapply the
language that they learn during this unit to help them absorb new principles of art.
4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
Necessary classroom rules would be presented during the beginning of the class, along with my expectations. It is important to keep in mind criticism
and how, at times, it may be difficult to take. It is important to be sensitive to the students, as this might be the firsts steps in creating work and I
would not want them to feel discouraged from proceeding.

Lesson Resources/References (use APA):


Vocabulary 1-5 retrieved from Wikipedia.

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

Visual Art Lesson Plan

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


Lesson Plan Template 5

Print First and Last Names: _______Caitlin Jones_________________________ ___________Monica Alcazar_____________________


_________________________Lawrence Schaedler-Bahrs_______

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: Inspiration Artists, including those from underrepresented populations: John D.
Portrait of Your Hero Herz

Lesson Overview (~3 complete sentences):


Using skills derived from previous lesson concerning value, form, and space, students will create a portraiture of a person of their choosing that represents
someone who is a personal hero to them. This will be completed after students practice and gain an understanding of the use of shape, value, and form and
their use in creating portraits through practicing on worksheets and then by creating a practice portrait as supplied by the teacher.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?- Students background
experiences would be tapped into by asking them to choose someone who is an inspiration to them or a hero. Their choices would be based off of
prior cultural and personal experiences inherently. Prior knowledge and learning will be tapped into by having students utilize the skills leaned in
previous lessons concerning value, form, and space.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. Students shall learn how to use form to create a portrait. 1. How can you use Form to create a Portrait?
2.Students shall understand how to work with a monochrome palette to 2. What is Monochrome?
create depth.
Lesson Plan Template 6

3. Students shall learn how to depict individual characteristics such as 3. How does an artist show Gender, Age, and Ethnicity in their portrait without
Gender, Age, and Ethnicity within their portraits and beyond using a color?
monochrome (black and white) palette. 4. How does Value work on the planes of surfaces of someones face?
4. Students shall understand the use of value and how it reflect and builds
upon a persons facial features in shadow and form.

Visual art content and multicultural Lesson Objectives: What you want the Align Formative and Summative Assessments with Lesson Objectives from left
students to do. column. Please submit at least one rubric per Lesson for a total of three or
Helpful resources: more per Unit.
Objectives tutorial: http://www.teachervision.fen.com/curriculum- Formative: Students will be demonstrating Literacy of vocabulary through the
planning/new-teacher/48345.html?for_printing=1&detoured=1): presentations and through their works. Assessment will be based of class
Five Approaches to Multicultural Education: discussion concerning their works and gallery walks.
https://www.education.com/reference/article/multicultural-
education/#C Summative Assessment: Regarding Visual Arts, the students shall be
1. Literacy: The students will (TSW) be able to . . .Students will be able to assessed on how they compose their works, concerning such things as form,
use proper vocabulary concerning in describing their works and problems. value, space, gender and ethnicity. For Geography, students would be assessed
2. Visual Art: The students will (TSW) be able to . . . by how well they were able to use form and value to depict the various
3. Multicultural: The students will (TSW) be able to . . . Geography. demographics in their works.
Students will be able to understand the differences in depiction of various
nationalities across the world using value, shape, and form. Differences
will include, anatomy, skin tone, etc.

National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.
1. Creating: HS Accomplished VA:Cr2.1.IIa- Through experimentation, __1.0 Artistic Perception:
practice, and persistence, demonstrate acquisition of skills and knowledge _x_2.0 Creative Expression: 2.1 Solve a visual arts problem that involves the
in a chosen art form. effective use of the elements of art and the principles of design. 2.4
2. Presenting: HS Accomplished VA:Pr6.1.IIa-Make, explain, and justify Review and refine observational drawing skills. 2.5 Create an expressive
connections between artists or artwork and social, cultural, and political composition, focusing on dominance and subordination.
history.
3. Responding: 6th Grade VA:Re7.2.6a- Analyze ways that visual
components and cultural associations suggested by images influence
ideas, emotions, and actions.
4. Connecting: HS Accomplished VA:Cn10.1.IIa-Utilize inquiry methods of _x_3.0 Historical & Cultural Context: 3.1 Identify similarities and differences
observation, research, and experimentation to explore unfamiliar subjects in the purposes of art created in selected cultures. 3.3 Identify and
through artmaking. describe trends in the visual arts and discuss how the issues of time,
Lesson Plan Template 7

place, and cultural influence are reflected in selected works of art. 3.4
Discuss the purposes of art in selected contemporary cultures.

_x 4.0 Aesthetic Valuing: 4.1 Articulate how personal beliefs, cultural


traditions, and current social, economic, and political contexts influence
the interpretation of the meaning or message in a work of art.

_ 5.0 Connections, Relationships, Applications:

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the columns below.
concentration area(s) and/or medium(s): Have Purchase
1. Value: The lightness or darkness of tones or colors. White is the lightest Mid-weight Strathmore Drawing Paper None
value; black is the darkest. The value halfway between these extremes is Fabre Castell Graphite Sketch Pencil
called middle gray. School Pack
2. Form: An element of art that is three-dimensional and encloses volume; Rulers
includes height, width AND depth (as in a cube, a sphere, a pyramid, or a Erasers
cylinder). Form may also be free flowing. Pencil Sharpeners
3. Space: An element of art by which positive and negative areas are
defined or a sense of depth achieved in a work of art .
4. Color: An element of art made up of three properties: hue, value, and
intensity. Hue: name of color Value: hues lightness and darkness (a
colors value changes when white or black is added) Intensity: quality of
brightness and purity (high intensity= color is strong and bright; low
intensity= color is faint and dull)
5. Shape: An element of art that is two-dimensional, flat, or limited to
height and width.
6. Ethnicity: the fact or state of belonging to a social group that has a
common national or cultural tradition.
"the interrelationship between gender, ethnicity, and class"
7. Anatomy: the branch of biology that deals with the normal
functions of living organisms and their parts.
8. Portraiture: graphic and detailed description, especially of a person.
Lesson Plan Template 8

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the new
concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the
students prior knowledge?
- On day one of lesson, students will be presented with a PowerPoint detailing a brief background of portraiture in art. This shall include an introduction to
the inspiration artist, demonstrations concerning variations of facial features, as well as the use of form, shape and value in creating these individual features.
After introduction to inspiration artist, students are asked to discuss amongst themselves, the elements of portraiture and how they think form and value is
used to create realistic portraits using drawing then asked to report out on how they think the artist utilized them. (Approximately 10 min). After which they
will be given worksheets and introduced to slides depicting using of value and form in creating portraits and the variations that different ethnicity and genders
have in their facial structures so they may utilize them in creating. After this they will be introduced to the project of creating portraits of their heroes and asked
to consider who they would want to choose. Before, they start their actual projects, I, along with the students, shall complete a practice portrait all from the
same picture as shown up on the Powerpoint as to help them understand the various forms and value as well as facial structure. I shall also show them how to
use the grid method as well as the x method for proportioning on their pictures. This activity shall last approximately 30 minutes after which students will have
a gallery walk during which a wow and what if exercise shall ensue lasting 20 minute. After this, I shall inform them that they shall need to bring a clear
picture of their heroes the next day, after consideration. The following approximately 2 weeks shall be independent work days for students and their projects
with guided facilitation by me if they need help or have questions to ask. Supplies shall be gathered by the students at the beginning of class and cleaned by
them at the end.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain
and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).- I will introduce the inspiration artist, John
D. Herz, and go over the bio and present multiple different artworks of his. I will discuss John D. Herz artwork and how they utilize form, shape, and
value to depict various people of and then talk about how the students will be creating portraits of personal heroes. During this time, I will hand out
worksheets that they will utilize for facial features and value. The three focus areas I will be using for the lesson objectives would be Literacy, Visual
Art, and Geography. I will be modeling literacy by presenting vocabulary that is essential to the understanding of the concepts to create portraits as
well as explaining the concepts as defined within the handouts and in the presentation. We will be modeling visual culture by using imagery and
drawing to present the Big Idea of portraits as well as the other vocabulary presented. Lastly, I will be modeling geography by introducing and
presenting various depictions of people in portraits and how their differences, based off of ethnicity, are utilized. Students will be able to learn to
depict and identify various ethnic groups in black and white portraiture. These focuses will help the class better understand the key concepts
because both the presentation and exercise expose them the concept of portraiture and the diversity of depictions within them.
Lesson Plan Template 9

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will you ask
students to facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Lesson
Objectives)?- Both students and I shall go over the work sheets and we both also shall create a practice portrait using the same photo at same time.
Teacher shall be using the document camera at front of class room. During this time, essential questions would be asked intermittently to the class
and students who are willing to offer their feedback shall raise their hands. (Approximately 30min)

3. Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate understandings and
engage in inquiry with peers? Students will discuss amongst themselves, the elements of portraiture and how they think form and value is used
to create realistic portraits using drawing then asked to report out. This will be lead immediately after the essential questions are introduced on
first day of lesson. (Approximately 10 min)

4. Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding to novel
situations? What will the students explore independently? After students finish exercise worksheets concerning variation in facial features and facial
shading they will be asked to look up someone who they see as a hero. They will be asked to print a clear picture and bring it on the second day. They be
asked to do this will do this after finishing the initial practice portrait on first day. On second day students shall begin creation of their actual pieces. They
shall be handed their supplies and allowed to start planning the composition. With guided facilitation going on everyday forth until the studio and critique
days. Students shall be prompted to get own supplies.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts
and Lesson Objectives) for the day?
Even if practice works are still in progress, students shall have a mock critique (a gallery walk) of their works (the practice portraits) in which they will be asked
to consider the essential questions and how they were able to utilize form, space, and value. A wow and what if exercise will be facilitated during this time
which will allow for positive encouragement as well as considerations for how they may tackle their actual portraits. Students shall have approximately 2 weeks
of class time to finish their final pieces with the lesson Studio Day intertwining and Critique Day being the final day of the portrait project.

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? Various aspects of the lesson shall be adapted for students with
disabilities by having the instructions being shown verbally as well as in bold and bright colors on the screen for those with visual impairments and those
Lesson Plan Template 10

who need movement shall be a loud to talk and stand up while working. For those that are visual thinkers, there will be handouts that will display the
concepts.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?- This lesson will allow and encourage students to solve problems
concerning shape, value, and form by presenting them with a variation of ways to tackle composition and form presenting the grid method and
the x method for proportioning.. Utilizing the worksheets, they are able understand the variations

3. How will you engage students in routinely reflecting on their learning?- Students shall routinely reflect on their learning through the reiteration of the
essential questions as well as the use of value, form, and etc. which was presented in the previous lesson.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
- Concerning potential safety issues, they will be addressed as they arise. There are none that are inherent within the supplies. Students will be
cautioned about holding sharp pencils point up and will be demonstrated to.

Lesson Resources/References (use APA):


Vocabulary # 1-5 retrieved from- http://www.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf
Vocabulary # 6-8 retrieved from Wikipedia.
Retrieved Common Core Standards from: http://www.corestandards.org/assets/CCSSI_ELA%20Standards

Retrieved California Visual and Performing Arts Standards from: http://www.cde.ca.gov/be/st/ss/vagrade3.asp

Medlej, J. (2014, April 9). Human Anatomy Fundamentals: Basics of The Face. Retrieved April 30, 2017, from
https://design.tutsplus.com/tutorials/human-anatomy-fundamentals-basics-of-the-face--cms-20417

E. (2014, February 28). Electricalivia. Retrieved April 30, 2017, from http://electricalivia.tumblr.com/post/78072192342/deviantart-face-
patterns-tutorial-by-snigom

Nguyen, D. (2017, March 28). How to Shade: The Ultimate Tutorial. Retrieved April 30, 2017, from
http://rapidfireart.com/2016/07/19/how-to-shade-the-ultimate-tutorial/

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


Lesson Plan Template 11

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

Visual Art Lesson Plan: Portraits

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


Print First and Last Names: Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar

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: Inspiration Artists, including those from underrepresented populations:


Studio Day
Lesson Overview (~3 complete sentences):
The central focus of this lesson is to give students an opportunity to analyze their peers work and their own work and compile that information for a silent
comparison to their own progression. Students also have the opportunity to discuss strategies and imagery that they see in someone elses work that they may
like to implement in their own piece. Students also hear suggestions from peers instead of the teacher.

Background Knowledge (~3 complete sentences):


How will you tap into students experiences and prior knowledge and learning?
Classroom rights; speaking with respect and honoring each others hard work. This Lesson is specifically using the first two lessons from this unit as scaffolding
to incorporate academic language and encourage critical thinking skills.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
Lesson Plan Template 12

Portraits have a significant impact on our history. They have been used as a Why is a portrait such an important part of art culture? What can a portrait
way of identifying status, beauty and a record of individuals since the communicate through the ages to the viewer?
discovery of Paleolithic cave paintings.

As discussed in the first form study Lesson, we too decay like the still life Who will you honor by making them into a portrait?
subjects. Capturing an individual in a portrait so they may last through
time, past their expiration, is a great honor to the individual and shows a
great skill by the artist.
How will you ensure that your portrait is an accurate portrayal of your hero? Can
Portraits hold an individual suspended in time forever. All that the
you use visual elements and principles of design to show what culture are they
individual represented in the time, place and culture that it was created in
are pieces to the puzzle that the viewer can put together. from? Are they male or female? How old are they? What is their social status?

Can you read Gender, Ethnicity & Age in your portrait? In your partners portrait?
Its important that students can successfully produce, analyze and identify Can you see good variance in Value by a correct Light Source? Is there good
the Gender, Ethnicity & Age of a portrait. Students can then do this honor representation of Form and Space?
for the Hero they picked for their portrait
Visual art content and multicultural Lesson Objectives: What you want Align Formative and Summative Assessments with Lesson Objectives from left
the students to do. column. Please submit at least one rubric per Lesson for a total of three or more
per Unit.
1. Students will be able to verbally evaluate the progress in their
work as they create a two-dimensional, monochromatic, graphite 1. Mock-Through: Table Group/ Peer Discussion as students walk from
portrait by comparing with their peers progress. table to table to see each groups display should facilitate conversations
that involve identifying the light source and discussing what they think was
2. Students will be able to verbally evaluate if their work applies successful in the art and what may need to develop more.
effective use of the elements and the principles of design (Value,
Form & Space) to create a portrait. Students can then address if 2. Class discussion: after each table group has the opportunity to walk-
they need refining and reworking of their own work of art. through, anonymous conversation about what the students saw from their
peers is held. Students will have to describe the person in the portrait
3. Students will verbally articulate and explain how personal beliefs, using correct vocabulary to keep the artists name anonymous.
cultural traditions and current social, economic and political
contexts influence the interpretation of the meaning or message in
3. Mock- Through: As students rotate from table to table I will be able to
their peers portrait during conversation with their peers.
visit each group and listen in and pose questions as they hold a mock
4. Students will be able to verbally explain their thinking in discussion critique of the work they see.
about the development of their art with academic language using
the descriptive words: develop, underdeveloped, successful, 4. Class Discussion: The teacher will facilitate the class discussion by posing
unsuccessful, Value, Plane of Surface, Form, Space and questions about development in the art works in order to probe deeper
and navigate students to use academic Art language in their verbal
Lesson Plan Template 13

Monochrome as they articulate the process and rationale for observations in preparation for their real critique to come in the next
refining and reworking one of their own works of art. lesson.

5. Students will be able to verbally assert and support their opinions 5. Mock-Through: A majority of the students work should be close to
as they compare and contrast the vast representations of cultures ready for the final critique. Students will discuss with their table group as
and conflicts in the art work their peers made for the various they do their mock-through critiques from table to table. Students can
countries. compare and contrast progression, medium use and Value in their
relevance to their Hero Portrait.
6. Students will be able to identify gender, ethnicity and age of the
portrait despite it being in Monochrome and lack of skin color is
6. Mock-Through: Students will verbally discuss who the Portrait is
seen.
portraying by identifying the persons Gender, Ethnicity and Age by use of
Elements and Principles of Art.
National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.

1. Creating: Through experimentation, practice, and __2.0 Creative Expression: 2.1- Solve a visual arts problem that involves the
persistence, demonstrate acquisition of skills and effective use of the elements of art and the principles of design.
knowledge in a chosen art form. (HS Accomplished 2.6- Create a two- or three- dimensional work of art that addresses a social issue.
VA:Cr2.1.IIa) ___3.0 Historical & Cultural Context: 3.3- Identify and describe trends in the visual
2. Presenting: Analyze, select, and critique personal arts and discuss how the issues of time, place, and cultural influence are reflected
artwork for a collection or portfolio presentation. (HS in selected works of art.
Accomplished VA:Pr4.1.IIa)
3. Responding: Identify types of contextual information ___4.0 Aesthetic Valuing: 4.1- Articulate how personal beliefs, cultural traditions
useful in the process of constructing interpretations of and current social, economic and political contexts influence the interpretation of
an artwork or collection of works. (HS Accomplished the meaning or message in a work of art.
VA:Re8.1.IIa) 4.4- Articulate the process and rationale for refining and reworking one of their
own works of art.
4. Connecting: Document the process of developing ideas
from early stages to fully elaborated ideas. (HS
Proficient VA:Cn10.1.Ia )
Materials: List all materials needed in the columns below.
Lesson Plan Template 14

Identify and define visual art vocabulary that connect to other Have Purchase
concentration area(s) and/or medium(s):
Mid-Weight Strathmore Drawing Paper

1. Value Fabre Castell Graphite Sketch Pencil


School Pack
2. Form
Rulers
3. Space
Erasers
4. Color

5. Shape

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

Focus Lesson (Teacher does): Students will be guided through proper vocabulary needed for their mock-through in verbal directions.
Modeling: Students are given instruction by written sentence starters on the white board of the three things they need to discuss and report
back to the class about. Those three things being: 1: Light Source for Value & Form, 2: Identity of the Portrait and 3: Successful or Unsuccessful visual
elements that may need more development or are good as is.

Collaborative Learning (Students do it together): Students display their art, then move from table to table with their group to discuss their class
mates progress and whether they can identify the Light Source, Gender, Ethnicity & Age of the portrait and what is successful or unsuccessful or may
need more development.

Guided Instruction (Teacher and Students do together): Teacher facilitates a class discussion, encouraging appropriate academic language and
vocabulary, as the students report back about what they saw from their peers work.

Independent Learning (Students do it alone): Students use the remainder of class time to take into consideration their comparisons of each others
work or advice that peers gave in the anonymous critique of what needs more development in their final finishing touches.
Lesson Plan Template 15

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts
and Lesson Objectives) for the day? This lesson should only take up the first half of class. It is a way to generate a formative assessment for both the
students and the teacher, thus the students have the rest of class to immediately apply their findings and feedback to their work during the last half of
class. Therefore, to wrap up the mock-though /gallery walk exercise, the students hear an overall positive affirmation from the teacher that
acknowledges their participation after their criticisms are shared from their peers. Then, the students should have plenty of motivation to re-engage with
their work.

Please respond to the following questions thoroughly and in complete sentences.


5. How will you adapt the various aspects of the lesson for students with disabilities & ELL Students?
Appropriate language and vocabulary is written on the white board as way of sentence starters together as a class to help guide correct grammar and
vocabulary.
Peer discussion & physically standing and walking around the Art allows kinesthetic learners to physically move and discuss aloud their opinions and
thought process with their table group.
6. How will this lesson allow for/encourage students to solve problems in divergent ways?

A lot of times, students assume that assessment come from a test or finished project. They jump the hoops and turn in the work, often without doing a
self, or peer assessment before completing the work. By creating space in the Unit to guide students through a formative assessment that they complete for
each other, not only are students taking time to step back and assess their work in its progress but they are also getting feedback from their peers and not
just the teacher. Receiving information about their work before its completed creates a safe space for students to acknowledge possible mistakes in their
work and then give time to address those in the final days of studio time. As a teacher, its easy to identify and direct corrections of students mistakes, but
the idea of this lesson is to allow students to start thinking critically about their work and become aware of their mistakes and problem solve solutions on
their own.
7. How will you engage students in routinely reflecting on their learning?

Asking students to participate in a formative assessment before finishing their work creates an opportunity for the students to reflect on the correct
academic language that has been taught from the beginning of the Unit. By re-addressing the grammar and vocabulary by way of sentence starters written
Lesson Plan Template 16

on the white board, this creates a reflection of all the work that the students have done leading to this point. From the first lesson of Shape, Form and Value
to the ideas of Plane of Surface, Space and Monochrome in the current project, the students essentially participate in their own front-loading for the next
lesson to come. The next lesson being Critique Day, this lesson mimics the same language needed for that summative assessment to come.
8. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE

This lesson is a way of formative assessment for both the teacher and the students, but its also setting the students up to participate in (possibly) the first
critique the students have participated in thus far in their art education, its important to keep in mind that criticism can be hard to take. This is especially
important to be sensitive to at the beginning of the students year, because they can be in the early stages of building their courage to create art work.
Confidence needs to be fostered in the beginning stages. This does not mean to dilute the curriculum, but to make sure that for every constructive criticism,
there is an opposing positive affirmation. This also means that if any student does bring an emotional element into their work, (in this case it would concern
their ties to their Hero) the teacher is sure to thank the student for bringing an important element to the art, validate their emotions and acknowledge their
courage to share it with the class via their art.
Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis.

Patterson, J. A. (2016). Brave art and teens: A primer for the future high school art teacher.
North Charleston, SC: CreateSpace Independent.

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

Visual Art Lesson Plan: Portraits

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


Print First and Last Names: Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar

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
Lesson Plan Template 17

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: Inspiration Artists, including those from underrepresented populations:


Critique Day
Lesson Overview (~3 complete sentences):

The central focus of this lesson is for students to analyze their own Portrait as well as another peers Portrait. Students will be able to write about what they see as successful,
or unsuccessful in the final product using appropriate academic art language. Also, students can compare their work to their peers and hear feedback from a peer about
solutions to visual problems in their Portrait.
Background Knowledge (~3 complete sentences):

Students will apply the academic language they have acquired in the unit to a written critique. Reflecting back on the scaffolds of the three previous Lesson Plans the students
will synthesize this into one review/critique.
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.

Portraits have a significant impact on our history. They have been used as a Why is a portrait such an important part of art culture? What can a portrait
way of identifying status, beauty and a record of individuals since the communicate through the ages to the viewer?
discovery of Paleolithic cave paintings.

As discussed in the first form study Lesson, we too decay like the still life Who will you honor by making them into a portrait?
subjects. Capturing an individual in a portrait so they may last through
time, past their expiration, is a great honor to the individual and shows a
great skill by the artist.
How will you ensure that your portrait is an accurate portrayal of your hero? Can
Portraits hold an individual suspended in time forever. All that the
you use visual elements and principles of design to show what culture are they
individual represented in the time, place and culture that it was created in
are pieces to the puzzle that the viewer can put together. from? Are they male or female? How old are they? What is their social status?

Can you read Gender, Ethnicity & Age in your portrait? In your partners portrait?
Its important that students can successfully produce, analyze and identify Can you see good variance in Value by a correct Light Source? Is there good
the Gender, Ethnicity & Age of a portrait. Students can then do this honor representation of Form and Space?
for the Hero they picked for their portrait.
Lesson Plan Template 18

Visual art content and multicultural Lesson Objectives: What you want Align Formative and Summative Assessments with Lesson Objectives from left
the students to do. column. Please submit at least one rubric per Lesson for a total of three or more
per Unit.
1. Students will be able to use appropriate art vocabulary
introduced through this project correctly as they employ art 1. Written Self Critique: I am able to collect and read the written
criticism in writing about their own works of art in their responses to the prompts provided. Students write a critique that must
critiques. avoid saying I like, I dont Like. They will also give DETAILS and
discuss what they think was successful or unsuccessful.
2. Students will be able to write and verbalize an art criticism 2. Written Peer Critique: Students will identify and list key
of a peers portrait. Writing about what is successful or
vocabulary from the Unit Plan as they analyze and write about a
unsuccessful and any solutions to the problems detected in
analysis of the work.
partners work.
3. Oral Critique: Listening to the students discuss their analysis with
3. Students will be able to verbalize positive analysis of each their partner use of appropriate academic language will be noted, as
others portraits in closure after the written critiques. well as during the whole class oral critique in the final portion.
4. Written Critique: The day before our open house the art will be
4. Students will be able to identify and use principles of design hung for display. Students receive their recorded written critique and
to discuss, analyze and write about visual aspects in the then we hold a gallery walk and oral critique. Key vocabulary,
Portrait as they employ art criticism in writing about their discussion of their individual process in creating the work and
work of art in their written critiques. awareness of a new skill learned is what will be looked for.
5. Written Critique: Students will be asked: What is
5. Creating a Portrait of a Hero was the main focus. Students successful/unsuccessful in the final work?
will be able to employ art criticism using appropriate For example: do you have a clear light source? Do you use all
academic language from Elements and Principles of Art that
ranges of the Value scale to show highlights and shadows? Do you
were introduced over the Unit Plan in their writing.
think the viewer identify the Gender, Ethnicity & Age of the person in
6. Students will be able to identify Gender, Ethnicity & Age of the Portrait? Does the Portrait exhibit good use of Space and Form?
the art work in their writing using correct academic art 6. Written Critique: Students will assert and support their opinions as
language. they critique the art in their writing by listing the Gender, Ethnicity &
Age they see.
7. Students will be able to write their reasoning for choosing 7. Written Critique: Students are asked to explain their reasons for
the person in their portrait and why this person is important picking their portrait subject. They will write about any emotional,
to them and relevant to their art work. educational, cultural or personal relevance to the work.
Lesson Plan Template 19

National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.

1. Creating: Through experimentation, practice, and ___1.0 Artistic Perception:


persistence, demonstrate acquisition of skills and knowledge 1.1- Identify and use principles of design to discuss, analyze and write about visual
in a chosen art form. (HS Accomplished VA:Cr2.1.IIa) aspects in the environment and in works of art, including their own.
1.5- Analyze the material used by a given artist and describe how it influences the
2. Presenting: Analyze, select, and critique personal artwork for meaning of the work.
a collection or portfolio presentation. (HS Accomplished
___4.0 Aesthetic Valuing:
VA:Pr4.1.IIa) 4.2- Compare the ways in which the meaning of a specific work of art has been
affected over time because of changes in interpretation and context.
3. Responding: Establish relevant criteria in order to evaluate a 4.4- Articulate the process and rationale for refining and reworking one of their
work of art or collection of works. (HS Proficient own works of art.
VA:Re9.1.Ia ) 4.5- Employ the conventions of art criticism in writing and speaking about works of
art.
4. Connecting: Apply formal and conceptual vocabularies of art
and design to view surroundings in new ways through art-
making. (5th VA:Cn10.1.5a)

Materials: List all materials needed in the columns below.


Lesson Plan Template 20

Identify and define visual art vocabulary that connect to other Have Purchase
concentration area(s) and/or medium(s):

Finished Portrait of Hero


1. Value
Critique Worksheet
2. Form
Pen or Pencil to Write With
3. Space

4. Color

5. Shape

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

Focus Lesson (Teacher does): Explanation of the written critique is given. Written Critique is discussed, a moment is given for questions and then
responses are written. Self-Critique is guided by prompts with Vocabulary from the Unit.
Modeling: A quick oral example of what is expected and how many points the critique is worth, as well as an example of what was successful and what was
not successful in a sample Art work is given before students write their own.

Independent Learning (Students do it alone): Students are given 20-25min to reflect and write silently to the critique prompts about the process
and analysis of their work. Once completed, if students are finished more quickly than time is given, then they may sketch on the back.

Guided Instruction (Teacher and Students do together): After the self-critique is turned in, the students are given a second sheet of paper in order to
critique another students art work. They are reminded to look for the students Light Source, Gender, Ethnicity, Age, Form and Space- as well as
what was successful and what was unsuccessful in these visual elements.

Independent Learning (Students do it alone): Students are given 20-25min to reflect and write silently to the critique prompts about the partnered
artists work. Students are asked to give solutions to problems they identify in the work.
Lesson Plan Template 21

Collaborative Learning (Students do it together): Lastly, the class will be given time to discuss what they wrote with their paired artist. Important
observations of their partners work and new findings in critique of the Art are divulged. Students also have a moment to reflect on the written
critique and take into consideration any of the discussed observations that they may wish to apply further to their art work in the future.

Guided Instruction (Teacher and Students do together): After students complete both the self-critique and partner critique, students display their
work as a class and we will verbalize positive affirmations of the work.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts
and Lesson Objectives) for the day? Due to the nature of this day, I would close up the lesson with positive affirmations and encouragements to
continue in the students art work with the new insights and knowledge gained from having completed the Unit on Portraits. Myself and the students
will verbally discuss what is seen from the collective works that is successful and aesthetically pleasing. This will also be my opportunity to thank any
students who went above and beyond in their work or who brought an emotional element into the portrait they created and shared.

Please respond to the following questions thoroughly and in complete sentences.


9. How will you adapt the various aspects of the lesson for students with disabilities & ELL Students?

It is stressed that the written critique is not docked points for any grammar, spelling or length. The critique is purely graded by opinions and thought
process and use of new vocabulary. Thus, EL, RSP and IEP students are alleviated from the pressures of writing within the academic English standards.
Students have the option to fill the space with sketches or images to help explain.
Advanced students are encouraged to express to their fullest how the project effected them in the process and analysis portion using critical thinking in
asserting and supporting their opinions.
Questions are typed at the top of the written critique worksheets to help generate sentences. The sentences can be used as sentence starters and provide
appropriate language and vocabulary examples.
Students are reminded that even if a piece of art is not finished, they need to only discuss the work that is visible in front of them, thus students who were
ambitious and couldnt finish in the given class time are not docked points or criticized negatively. Also, this allows slower learning students the same
inclusion and are not criticized negatively.
10. How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson is a great way for students to summarize their work and reflect on the final work. Allowing students to write and verbalize their synthesis of
knowlwdge acquired from the Unit helps students take into account the problem solving they learned in the creation and ways that they may be able to apply
them to future art works. Hearing what their peers have to say is also a great way to make note of problems that may have been missed, and typically a
peers opinion is more easily accepted than a teachers.
11. How will you engage students in routinely reflecting on their learning?
Lesson Plan Template 22

This Unit may be one of the very first Units that the students go through in an Art 1 class in a High School setting. By concluding the Unit with a critique
that readdresses and summarizes the academic language, the students are then prepared to go into the rest of the year with anticipation of absorbing other
new Elements and Principals of Art. This also aids in their note taking and encourages them to try the new language out in future lessons.
12. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE

Being this is possibly the first critique the students have participated in thus far in their art education, its important to keep in mind that criticism can be
hard to take. This is especially important to be sensitive to at the beginning of the students year because they can be in the early stages of building their
courage to create art work. Confidence needs to be fostered in the beginning stages. This does not mean to dilute the curriculum, but to make sure that for
every constructive criticism there is an opposing positive. This also means that if any student does bring an emotional element into their work, this case
would concern their ties to their Hero, the teacher is sure to thank the student for bringing an important element to the art and have the courage to share it
with the class in their art.
Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis.

Patterson, J. A. (2016). Brave art and teens: A primer for the future high school art teacher.
North Charleston, SC: CreateSpace Independent.

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

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