LESSON PLAN SUBJECT: Visual Arts

Date: TBD, 1 period (45 minutes) Lesson Name: Principles of Design

Background Information: Unit of Study: Andy Goldsworthy/Environmental Art

Students were introduced to the principle of
design proportion in the previous lesson. They Curriculum Area/Strand/Grade Level: 5
should have learned the terms contrast,
repetition and rhythm, variety, and emphasis in
the previous grades.

Unit Learning Expectations: Students will: Assessment:

Visual Arts Diagnostic Formative Summative
D1.2 demonstrate an understanding of
composition, using selected principles of design Observation observation Portfolios
to create narrative art works or art works on a Anecdotal notes Anecdotal notes Unit test
Interview Work samples Self-assessment
theme or topic Inventories/surveys Test/quiz Peer-assessment
D2.2 explain how the elements and principles of Test/quiz Checklist Final reflection
design are used in their own and others art work questionnaires Conference Speeches
to communicate meaning or understanding KWL Peer-assessment Projects
Self-assessment Presentations
D2.4 identify and explain their strengths, their Reports, oral/written
interests, and areas for improvement as creators,
interpreters, and viewers of art
Oral Communication
1. listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes
2. use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes
Writing
1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience
Collaborative/social skill
Purpose Materials/Resources: Participating fully
Mental Set Whiteboard markers, whiteboard, markers, Listening attentively
Sharing Purpose/Objectives chart paper, Internet, http://www.morning- Expressing appreciation
Input earth.org/ARTISTNATURALISTS/AN_Gold Reflecting on experience
Modelling sworthy.html, projector, images of Andy Valuing diversity
Check for Understanding Goldsworthys art Thinking constructively
Guided Practice Making responsible decisions
Independent Practice Resolving conflict
Closure Solving problems creatively
Working on tasks together
Assessing improvement
Celebrating achievement

Accommodations / Modifications:
Bloom's Taxonomy: Multiple Intelligences:
Increase time, space, amount Peer tutor/Partner Knowledge Linguistic
Decrease Use manipulatives Understanding Spatial
Change Include visuals Application Interpersonal
Scribe Extend Analysis Logical/Mathematical
Oral explanation Provide instruction Synthesis Bodily/Kinesthetic
throughout Evaluation Musical
Naturalistic
Intrapersonal
Time: Introduction:
5 Min.
Subskill review: Principles of design. Teacher (T) writes Principles of design on the whiteboard as the heading.
Groupings: Underneath, T writes Proportion and draws a person next to a chair. T asks students what does proportion mean?
Whole class,
Pairs, Students T-P-S definition. Check for understanding. Review by saying out loud that proportion in art is the right size,
shape, or position of an object in relation to other objects. Pointing to the board and person, say The figure, or person,
is in proportion to the chair. The chair is the right size for the person. Write on the board The person is in proportion to
the chair. Students echo. Draw a much bigger chair on the board. Ask the students Is this chair in proportion to the
person? Is it the appropriate or right size? The students should be able to say no.

Time: Lesson:
10 Min.
T explains that they will review the principles of design for the first half of the lesson. In addition to proportion, there are
Groupings: other principles. T writes the following words on the board under proportion:
Whole class, contrast
Groups
repetition and rhythm
variety
emphasis
*T can prepare translations of these words in advance for ELLs. When grouping, beginner ELLs should be matched with
someone who speaks the same L1 if possible.

T asks the students to show by hand how many students remember these words from previous art lessons. Tell the
students they will work in groups of four to talk about what each word means, and to draw a picture to illustrate each
word on chart paper. Remind students that everyone must help each other. Groups are finished when everyone can
explain the words. T groups students in heterogeneous groupings and hands out markers and a piece of chart paper for
each group. Students work in their learning groups and T circulates to make sure students are contributing. T can record
on a checklist that students are working together and involved in the work.
Time:
5 Min.
When students have finished, they can post their work onto the board. T looks at them to check for understanding. T
Groupings: chooses one person from each group to explain the meaning of one principle of design. T uses the pictures to confirm or
Whole class correct the explanations. These posters should be visible for students to see in the classroom and can be posted close to
the word wall.

Time: When finished, T explains that they will use these principles of design to describe an artist named Andy Goldsworthys
25 Min. artwork, and that they will create their own inspired-by-nature artwork in the following lessons. Project his image onto the
board. Explain that he is a British artist and he uses nature to create his artwork. Ask the students what materials he
Groupings: might use. Students might say leaves, rocks, pinecones, sticks, acorns, etc. Write a short list on the board with a quick
Whole class, drawing next to each word. Describe that he uses similar materials found in nature to create a sculpture- 3D art, then
Pairs, Groups takes a photograph of the artwork. Project an image of Oak Leaves and Holes. Elicit which materials he used (leaves).
Ask students to think of two principles of design he has used and share with a partner. T chooses two students to share
with the whole class. Sample answers: repetition and rhythm, contrast, emphasis.

Explain that in the same groups as before, they will get a picture of Goldsworthys art to analyze and figure out which
principles of design he has used. In each group everybody has a responsibility:
facilitator (makes sure everybody discusses, gives prompts)
recorder (writes down information)
proofreader (checks writing and can also point to the art during presentation)
presenter

Distribute images. Students will have the rest of the lesson to prepare, and will present at the beginning of the next
lesson.

Time: Extension / Wrap-up:

Min.

Groupings:

Notes / Reminders / Homework:

If students are not finished they must find time to prepare their presentation before the next lesson.
Lesson Reflection:
LESSON PLAN SUBJECT: Visual Arts
Date: TBD, 1 period (45 minutes) Lesson Name: Creating Environmental Art

Background Information: Unit of Study: Andy Goldsworthy/Environmental Art

Students reviewed the principles of design in the
previous lesson. They will do their presentations, Curriculum Area/Strand/Grade Level: 5
which they prepared for in the previous lesson, at
the beginning of this lesson.

Unit Learning Expectations: Students will: Assessment:

Visual Arts Diagnostic Formative Summative
D1.2 demonstrate an understanding of
composition, using selected principles of design Observation observation Portfolios
to create narrative art works or art works on a Anecdotal notes Anecdotal notes Unit test
Interview Work samples Self-assessment
theme or topic Inventories/surveys Test/quiz Peer-assessment
D2.2 explain how the elements and principles of Test/quiz Checklist Final reflection
design are used in their own and others art work questionnaires Conference Speeches
to communicate meaning or understanding KWL Peer-assessment Projects
Self-assessment Presentations
D2.4 identify and explain their strengths, their Reports, oral/written
interests, and areas for improvement as creators,
interpreters, and viewers of art
Oral Communication
1. listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes
2. use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes
Writing
1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience
Collaborative/social skill
Purpose Materials/Resources: Participating fully
Mental Set Handout, found objects, Ipads Listening attentively
Sharing Purpose/Objectives Expressing appreciation
Input Reflecting on experience
Modelling Valuing diversity
Check for Understanding Thinking constructively
Guided Practice Making responsible decisions
Independent Practice Resolving conflict
Closure Solving problems creatively
Working on tasks together
Assessing improvement
Celebrating achievement

Accommodations / Modifications:
Bloom's Taxonomy: Multiple Intelligences:
Increase time, space, amount Peer tutor/Partner Knowledge Linguistic
Decrease Use manipulatives Understanding Spatial
Change Include visuals Application Interpersonal
Scribe Extend Analysis Logical/Mathematical
Oral explanation Provide instruction Synthesis Bodily/Kinesthetic
throughout Evaluation Musical
Naturalistic
Intrapersonal
Time: Introduction:
3 Min.
Subskill review: T asks students what are the principles of design. Students can refer to the posters from yesterday. List
Groupings: on board.
Whole class

Time: Lesson:
7 Min.
Students present Goldsworthys artwork.
Groupings:
Whole class
T explains project. Distributes hand out. Students will go outside to create environmental art in pairs. They may use any
Time: natural item they find, but they must not pull leaves off trees or anything growing/alive. Materials should be found on the
5 Min. ground. Refer to the list from yesterday (leaves, rocks, pinecones, sticks, acorns, etc.) Show collected examples from the
playground. The pairs need to incorporate at least two principles of design in their work. Write the word and number
Groupings: (two/2) on the board next to the principles. When finished, students will take a picture of their art on their Ipad (one per
Whole class pair).

Students go outside and complete work in pairs, and then document it by taking photos. When they are done, they can
Time: go on a gallery walk and view the class art. They can take a picture of the artworks and give positive and constructive
25 Min. feedback by recording their thoughts with the voice recorder app.
Groupings:
Pairs

Time: Extension / Wrap-up:

5 Min.
Students can share how they felt creating environmental art like Andy Goldsworthy.
Groupings:

Notes / Reminders / Homework:

Lesson Reflection:
LESSON PLAN SUBJECT: Visual Arts
Date: TBD, 1 period (45 minutes) Lesson Name: Reflecting on Art

Background Information: Unit of Study: Andy Goldsworthy/Environmental Art

Students have completed their artwork and will
now write about it and analyze others art. At the Curriculum Area/Strand/Grade Level: 5
end of the lesson and in pairs, they will share
their art.

Unit Learning Expectations: Students will: Assessment:

Visual Arts Diagnostic Formative Summative
D1.2 demonstrate an understanding of
composition, using selected principles of design Observation observation Portfolios
to create narrative art works or art works on a Anecdotal notes Anecdotal notes Unit test
Interview Work samples Self-assessment
theme or topic Inventories/surveys Test/quiz Peer-assessment
D2.2 explain how the elements and principles of Test/quiz Checklist Final reflection
design are used in their own and others art work questionnaires Conference Speeches
to communicate meaning or understanding KWL Peer-assessment Projects
Self-assessment Presentations
D2.4 identify and explain their strengths, their Reports, oral/written
interests, and areas for improvement as creators,
interpreters, and viewers of art
Oral Communication
1. listen in order to understand and respond
appropriately in a variety of situations for a
variety of purposes
2. use speaking skills and strategies
appropriately to communicate with different
audiences for a variety of purposes
Writing
1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience
Collaborative/social skill
Purpose Materials/Resources: Participating fully
Mental Set Admit slips, Ipads, graphic organizer, Listening attentively
Sharing Purpose/Objectives pencils, lined paper, projector, L1-English Expressing appreciation
Input dictionaries Reflecting on experience
Modelling Valuing diversity
Check for Understanding Thinking constructively
Guided Practice Making responsible decisions
Independent Practice Resolving conflict
Closure Solving problems creatively
Working on tasks together
Assessing improvement
Celebrating achievement

Accommodations / Modifications:
Bloom's Taxonomy: Multiple Intelligences:
Increase time, space, amount Peer tutor/Partner Knowledge Linguistic
Decrease Use manipulatives Understanding Spatial
Change Include visuals Application Interpersonal
Scribe Extend Analysis Logical/Mathematical
Oral explanation Provide instruction Synthesis Bodily/Kinesthetic
throughout Evaluation Musical
Naturalistic
Intrapersonal
Time: Introduction:
5 Min.
Students write admit slips about their work from yesterday. (What did you learn yesterday? What is confusing you?)
Groupings:
Whole class
When students have finished, tell the students that in the same pairs, they will work together to brainstorm to write about
their art, and then write a paragraph independently (by yourself). Together they will describe the materials they used,
the process, and which principles of art they have used. Students will brainstorm on a clustering graphic organizer
before they get started writing.

Time: Lesson:
15 Min.
Students complete the graphic organize in pairs. Ipads should be out so they can refer to their art. Students can refer to
Groupings: dictionaries. After finishing the graphic organizer, students write a paragraph on their own. Their name should be on the
Pairs, back of the paragraph.
Independent
Time:
5 Min. T collects paragraphs and hands them out to the class. Each student should have someone elses paragraph. Students
must read this paragraph and find the matching artwork by going around to see the art on the Ipads. When students
Groupings: have finished, the T goes around to check that students have matched correctly. If not, T reads the description to see if it
Whole class, could describe the art. T takes anecdotal notes.
Independent

Time: T collects the paragraphs and gives them back to the authors. T tells the students that they will now have the chance to
20 Min. present their own artwork, by reading one of the paragraphs they have produced. Project images one at a time onto the
whiteboard. Students present in pairs. Class gives feedback and can refer to their recordings from the previous lesson if
Groupings: necessary.
Pairs

Time: Extension / Wrap-up:

Students can express appreciation to their partners for creating their artwork together. They could reflect on their
Groupings: successes and areas to work on.

Photos of the artwork can be printed and displayed in the class/school.

Notes / Reminders / Homework:

Lesson Reflection:
Name: ___________________________ Date: _____________________________

Environmental Art Project

By now, you should have seen and talked about many artworks by the
artist Andy Goldsworthy. In pairs, you will create artwork from nature,
in Goldsworthys style. Together with your partner, you will collect
found objects, such as:
_______________________________________________________________________

*Be careful, do not pull leaves off of trees or plants!

With these objects, you and your partner will assemble them (put
them together) to form a piece of 2D or 3D artwork. Remember the
principles of design:

proportion
contrast
repetition and rhythm
variety
emphasis

You and your partner must choose at least two of these principles and
show them in your art. When you are finished, take a photo of your art
using an Ipad. Then go around and look at your classmates artwork.

In the next lesson you will write about and present your art!
 Admit Slip

Explain one or two things you learned yesterday:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Describe something you dont understand yet:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Admit Slip

Explain one or two things you learned yesterday:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Describe something you dont understand yet:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________
 Self Evaluation Based on Criteria

Criteria Grade Comments

Students work
collaboratively in small
A safe and comfortable learning environment where students groups or pairs for most
of the lessons. At the
1. feel able to take risks without being negatively criticized and/or 4
end of the cumulative
mocked. task, they are to praise
their partner for their
efforts.

A clear lesson plan that meets the needs of the various Step Academic language, like
(From beginner to advanced) levels in the the principles of design
2. 4
classroom. Familiar Everyday language (for our step 1-2) vs are introduced, with
variants in academic language (for the others) easy-to-follow tasks

By the third lesson,

Have an element of reading, writing, speaking and listening in
3. 5 students will have
your lesson to harmonize the English learning process. practiced all four skills.

Before beginning on activity, activate your students prior Subskill reviews are
done, as well as an
4. knowledge by asking them what they know about a specific subject 5
admit slip in the third
or their opinion on a subject. lesson.

Higher ratio of student to student class time vs teacher to Students have a lot of
time to interact with their
5. student class time. Make sure the students are given ample time 5
peers through
to interact and talk amongst each other. collaborative tasks.

Visuals, clear
instructions, lists of
Provide scaffolding for the students to assure they dont get
6. 5 words, definitions, and
oversaturated with too many challenges all at once. graphic organizers are
included.

Let them share their discoveries together and give them good Students are given lots
learning opportunities. In order for students to learn from each other of time to interact and
7. 5
and grow together students must interact together, question one collaborate with each
another, provide positive feedback. other.

More time could be

Assess students work based on their level in Step and provide
8. 3 spent on giving verbal
opportunities for verbal and written feedback. feedback.

Provide student with various creative The cumulative task is a

good opportunity for all
9. opportunities to present their work. For example students in Step 4
students to show their
1-2 might have more visuals than words in their final. learning.