How can we use art media, tools, and processes to create a work of art?

A Unit Plan
Based on feelings and varying art supplies
With the help of artwork from
Piet Mondrian

Developed
for
Kindergarten Grade Students
Elementary Education
Hokulani Elementary School

By

Isabel Choe
ITE 326, Visual Arts, Elementary
Institute for Teacher Education
College of Education
University of Hawaii at Manoa
2017
 Overview

This unit is designed for kindergarten students at Hokulani Elementary School. This unit will
provide an opportunity for students to explore a simple printmaking technique to create to create
lines and shapes, that color will be added to in creating their own original work of art. The
benchmarks selected for writing this unit plan are for kindergarten students. The goal of this unit
is to allow students to learn how to do simple printmaking, learn about horizontal and vertical
lines, and learn how to use primary colors to create a finished work of art.

We will explore the question “How can we use art media, tools, and processes to create a work
of art?” We will engage in the art process of simple printmaking so that the students can use
simple stamping techniques to create a work of art using paint and lines to create shapes that we
can add, primary colors to in finishing our work of art . The hope is that my students will
develop the enduring understanding that we can use a variety of art media and tools to help us
create interesting and unique works of art. I also hope my students will understand how each
student’s work is unique even though we were using similar media, tools and techniques.

The standard addressed in this unit is HCPS III Visual Art Standard 1: Understand and apply art
materials, techniques, and processes in the creation of works of art and understand how the
visual arts communicate a variety of ideas, feelings and experiences. More specifically, the
students will demonstrate meeting the following visual arts benchmark for kindergarten—
FA.K.1.2: Use developmentally appropriate art media, tools, and processes. The students will
demonstrate meeting this benchmark through their work in this unit when they use various art
materials, techniques, and processes to create printed lines with cardstock paper and paint on
cardstock paper, and then color in the shapes they create with oil pastels.

In the first lesson, the students will learn about printmaking. “Printmaking is the process of
making artwork by printing.” After telling them a little bit about printmaking and demonstrating
printing using a piece of cardstock paper to make a print of a line, I will ease the students into it
by having them observe pictures of the type of printmaking that we’re going to do, which is
inspired by a Mondrian painting. I will tell the students that the Mondrian painting is named
after the artist Piet Mondrian, who made some of his paintings with only lines, shapes and colors.
Then, I will show them a few of his works of art and ask them to tell me what they observe.
Next, I will model how to do printmaking for them while setting some ground rules, such as: dip
the cardboard into the paint only once. Then, when you’re ready to stamp, try to only touch the
paper once each time you’re making a print of a line and then dip it back in the paint, be careful
to lift the cardboard straight up so the paint stays in a line. After that, I will allow the students to
try printing on their own. I will give them squares made out of cardstock paper to print lines on.
To close this lesson, I will have the students do a gallery walk to see what their classmates did.

In the second lesson, the students will learn about lines. I will teach the students about
horizontal lines (-) and vertical lines (|). I will have 2 sheets of paper, one for each type of line
and I will have the students practice naming each line. After this, I will pull up a Mondrian
painting, point to a line, and have the students tell me what kind of line it is. Then, I will have
the students practice making each type of line with a pencil or a pen. To close this lesson, I will
have the students look at the printmaking they did in the first lesson and look to see if they have
both horizontal and vertical lines and then have them say “yes I have vertical/horizontal lines” if
they do and “no I don’t have horizontal/vertical lines” if they don’t (but they should have them).

In the third lesson, the students will learn about color. I will teach them about the primary colors
(red, yellow, and blue). Next, I will have the students get their prints with vertical and horizontal
lines and color selected shapes with oil pastels. The color in Mondrian paintings vary, so I won’t
give the students limitations for how many shapes they color with either red, yellow or blue.
After everyone has finished coloring, I will have the students share their work with their table
groups.

In the fourth and final lesson, I will review with the students what we learned in the previous
three lessons by reviewing the printing process, creating horizontal and vertical , lines, and
adding primary colors to their finished composition. After that, I will give the students a small
piece of paper and have them make a title for their Mondrian painting and write their name
underneath the title. Then, I will have the students glue their Mondrian painting on a piece of
black paper and put their title/name paper next to it. We will end this unit by having a gallery
walk or by having each student stand in front of the class and share their Mondrian painting.
Also, if it’s possible, I will ask my mentor teacher if we can display their final pieces on the
“Look at What I Can Do!” wall.

I will assess the students based on their artwork. I will ask them individually and verbally to
name the primary colors (red, yellow, and blue). I will also assess them on their ability to
identify the types of lines (horizontal, vertical, and diagonal).

By working with lines, not only are we working on art skills, we are also working on math as
well. The students will be using their observational skills when observing the pictures of prints
with horizontal, vertical and diagonal lines, and the primary colors in the artwork by their
classmates. They will be using their communication skills when discussing what they observed
in Mondrian paintings and what colors are cool and warm colors.

Objectives of this Unit Plan

The objectives of this unit are for students to be able to:

● Use art media, tools, and processes to create a work of art
● Observe work by Piet Mondrian
● Learn about and use the primary colors
● Learn about and use horizontal and vertical lines
● Create their own work of art using line, shape and color
● Create a title for their work of art and add their name
● Exhibit their artwork and title of their artwork

Enduring Understanding
Through the experiences in this unit, I hope that our students will develop the enduring
understanding that “we can use a variety of art media and tools to help us create interesting and
unique works of art.”

Essential Question

The essential question for this unit is, “How can we use art media, tools, and processes to create
a work of art?”

Prior Academic Knowledge and Student Assets

This unit was designed for kindergarten students who live in Hawaii. The unit begins with an
introductory lesson to define printmaking and observe Mondrian paintings and does not assume
that students have previous experience with these elements. This unit also introduces students to
the artist Piet Mondrian and his work, concepts about lines being horizontal and vertical, and the
three primary colors. This unit also introduces students to printing with cardboard or cardstock
and does not assume that student have prior knowledge or experience with these materials or
techniques. There are lines and colors all around us, so it will be interesting to see how we can
combine those elements to make our own works of art.

Academic Language Demands

This unit introduces students to the academic language of the visual arts that includes the specific
elements of art and design: line, and color. It also introduces concepts related to printmaking,
printing, horizontal lines, vertical lines, and primary colors. The students will also begin to
understand how lines can create a shape. The students will practice using this vocabulary to
create their own work of art .

Hawaii Teacher Performance Standards

The Hawaii Teacher Performance Standard that I selected that is evident in the implementation
of this unit is:

Standard 8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

This unit plan demonstrates my ability to plan for instruction in the visual arts that supports the
needs of diverse learners and provides an opportunity for students to create a their painting in
their own way with a few guidelines to discover how only lines, shapes, and colors can be used
to create an original work of art.

Performances:
8(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach,
audience) in relation to the content and purposes of instruction and the needs of learners.

This unit plan demonstrates my ability to vary the role I play when teaching my students. I take
on the role of a teacher when teaching my students and giving them information about
printmaking, printing, lines, shapes and the primary colors. I take on the role of a
facilitator/coach when I model and guide my students through the process of making their own
work of art. I take on the role of the audience when the students create their own artwork and
shares their artwork with others in our class.

Essential Knowledge:
8(n) The teacher knows how to use a wide variety of resources, including human and
technological, to engage students in learning.

This unit plan demonstrates my ability to use a variety of resources to engage students in
learning. I will be providing my students with different art materials that will all be used to
create a work of art. I will also be using technology to show my students examples of Mondrian
paintings so that we can observe them.

Critical Dispositions:
8(s) The teacher values flexibility and reciprocity in the teaching process as necessary for
adapting instruction to learner responses, ideas, and needs.

This unit plan demonstrates my ability to be flexible in the teaching process because the lessons I
made are concrete, but loose enough for me to adapt based on my students and their needs. I
know that my students are at varying levels of learning and understanding, so I may need to
adjust my lesson on the fly.

General Learner Outcomes

The General Learner Outcomes that are evident in the implementation of this unit are—

GLO 1: Self-Directed Learner- The ability to be responsible for one’s own learning
● Sets priorities and establishes achievable goals and personal plans for learning
● Plans and manages time and resources to achieve goals
● Monitors progress and evaluates learning experiences
Students will demonstrate responsibility for one’s own learning throughout the experiences that
are part of this unit plan. They should be able to manage their time to the best of their ability,
with some reminders from me, so everyone can finish their work successfully.

Hawaii Content and Performance Standards in the Visual Arts, III

The Hawaii Content and Performance Standard, Benchmarks and Performance Assessments for
kindergarten that are evident in the implementation of this unit are—

Visual Arts Standard 1

Understand and apply art materials, techniques, and processes in the creation of works of art and
understand how the visual arts communicate a variety of ideas, feelings, and experiences.

Benchmark
FA.K.1.2: Use developmentally appropriate art media, tools, and processes

Performance Assessments
FA.K.1.2: The students will use different art media, tools, and processes (cardstock paper and
paint for printmaking, and oil pastels for coloring) to create their own artwork. The students
should have all three types of lines (vertical, horizontal, and) in their artwork and use all three
primary colors (red, yellow, and blue) when they color.

Assessment Strategies
(Evidence of Student Learning)

Assessment Tasks
During this unit of study the students will have the opportunity to compile a portfolio that shows
evidence of their ability to:
● Demonstrate an understanding of making a printed line.
● Observe and discuss the works of Piet Mondrian (specifically Mondrian paintings)
● Create their own print using vertical and horizontal lines
● Use the primary colors to color some of the shapes they created with oil pastels

Assessment Tools
During this unit of study the and teacher will use the following assessment tools to assess student
work—
The students will observe and discuss the works of Piet Mondrian. We will use the elements we
see in Mondrian’s work to create criteria for their own work of art.

Student Name:

Sample of Rubric for a Printed Composition

Target Criteria for a Completed Printed and Hand Colored Composition

Teacher Assessment Target Criteria for Composition, Technique

(Check if met) and Use of Color

Uses the printing technique to create

horizontal and vertical lines in their
composition.

Uses all three primary colors (red, yellow, and

blue) to color selected shapes the lines created
in their composition.

Creates a title for their finished artwork.

Instructional Strategies
This is an overview of each lesson that is part of this unit plan, which focuses on active student
engagement in the art process to produce quality products.

Lesson 1
The students will start this unit by learning about printmaking, a simple printing process,
observing and discussing Mondrian’s paintings, and then start creating their own prints.

Content: Introduction of printmaking

Teacher will:
● Ask students if they know what printmaking is
● Have students turn and talk about what they think printmaking is
● Have students share what they think printmaking is
● Tell students the definition of printmaking
● Transition from printmaking to Piet Mondrian and Mondrian paintings
● Show students Mondrian paintings and have them observe
● Engage students in discussion about what they observe in Mondrian paintings
 ○ Mondrian paintings only use lines and colors

Students will:
● Turn and talk about what they think printmaking is
● Share what they think printmaking is
● Listen to definition of printmaking
● Observe Mondrian paintings
● Engage in discussion about what they observe in Mondrian paintings

Content: Modeling how to create lines through a simple printing technique.

Teacher will:
● Set ground rules
● Show students how to create a print of a line
○ Dip cardstock paper in paint and create lines on paper
○ Make sure to use both horizontal and vertical lines
○ Make sure students understand the difference in horizontal and vertical
○ Introduce the term “repeat”. The students will use the concept of repetition
to create multiple lines.
● Pass out cardstock paper and paper for printing on to the students
○ Have students go to their desk and pass out the paint to the students who
are ready to begin to try the printing process. Stress that the small paper if
what you will use to print with and that the larger paper is what you will
use to print on. “With” and “On” are important words to understand.

Students will:
● Listen to ground rules
● Watch teacher modeling
○ Show understanding (Students can show their understanding by
pantomiming the movements used when dipping the paper in the paint,
stamping the line onto their paper and repeating that movement and
varying that movement to create either vertical or horizontal lines).
● Get cardstock paper and paper for printing from teacher
○ Go to their desk and show that they’re ready for paint

Closure
Teacher will:
● Have students do gallery walk
○ Students will leave their work on their desks
○ I will have one group of students stay at their desks while everybody else
goes over to that group to look at the work those students created
 ● Have students clean up

Students will:
● Do gallery walk
○ Leave their work on their desks
○ One group of students stay at their desks while everybody else goes over
to that group to look at the work those students created
● Have students clean up

Lesson 2
In this lesson, students will learn about horizontal and vertical lines, practice naming them, and
check to see if their Mondrian painting has both vertical and horizontal lines

Content: Introducing horizontal and vertical lines

Teacher will:
● Show examples of horizontal and vertical lines
○ Ask students if they know what each type of line is
○ Have students turn and talk about the lines
○ Have student share what they talked about
○ Tell students which line is horizontal and which line is vertical
○ Have students practice making horizontal and vertical lines

Students will:
● Turn and talk about horizontal and vertical lines
● Share what they talked about
● Listen to teacher
● Practice making horizontal and vertical lines

Content: Finding horizontal and vertical lines in Mondrian paintings

Teacher will:
● Show Mondrian paintings
○ Ask students if they see horizontal and vertical lines
○ Have students point out horizontal lines
○ Have students point out vertical lines

Students will:
● Say if they see horizontal and vertical lines
● Point out horizontal lines
● Point out vertical lines
 Closure
Teacher will:
● Have students get their artwork.
● Have students look to see if they have horizontal and vertical lines
○ (If there’s time) Have students count how many of each line they have and
share

Students will:
● Get their own artwork
● Look to see if they have horizontal and vertical lines
○ (If there’s time) Count how many of each line they have and share

Lesson 3
In this lesson, students will learn about the three primary colors, understand how line can create
shapes, and then use oil pastels to color their artwork using the primary colors.

Content: Learning about the primary colors

Teacher will:
● Ask students if they have ever heard of the primary colors
● Have students turn and talk about which colors they think the primary colors are
● Tell the students that they primary colors are red, yellow, and blue
● Explain that these are the colors that are used to make other colors, but we are
going to celebrate these colors and use only the primary colors in our work.
● Pull up Mondrian paintings
○ Ask students if they see the primary colors in the examples I pull up
○ Tell students to notice that not every single white space is colored
○ Tell students that they’ll color some of the shapes the lines created in their
artwork
■ The students will need to use all three primary colors at least once
in their artwork
■ The students will choose which shapes they want to color.
● Demonstrate how to use the oil pastels to select spaces to color.
● Have students get their artwork and their oil pastels and go to their desks to color

Students will:
● Turn and talk about which colors they think the primary colors are
● Listen to teacher
● Observe Mondrian paintings
○ Point out where they see specific primary colors
 ○ Point out white spaces or shapes that are not colored
● Get their oil pastels, go to their desk, and color selected spaces either red, yellow
or blue.

Closure
Teacher will:
● Have students share and talk about their work with their tables groups
○ Two things they liked about the other person’s work and one thing the
other person could work on
● Have students clean up

Students will:
● Share and talk about their work with their table groups
○ Two things they liked about the other person’s work and one thing the
other person could work on
● Clean up

Lesson 4
To close this unit, the students will review what was learned in the previous lessons. They will
then create a title for their own artwork and then glue their painting onto a black piece of paper.

Content: Review
Teacher will:
● Review printmaking, lines, and primary colors with students
○ Does anybody remember what printmaking is?
■ Review definition of printmaking
○ Show horizontal and vertical lines
■ Who can point to a line that is horizontal in this work of art?
■ Who can point to a line that is vertical in this work of art?
○ Revisit primary colors
■ Who can point to and name a primary color in this work of art?
● Tell students to create a title for their own artwork
○ Look at examples online
○ Model for them how to create their title card.
○ Give students paper to write their title and their name.
○ After all students have written their title, have them write their name
underneath
● (after students have written a title and their names) Give students piece of black
paper
○ Have students glue their Mondrian painting onto the black paper
 Students will:
● Review printmaking, lines, and primary colors
○ Listen to teacher
○ Answer “Which line is horizontal?”
○ Answer “Which line is vertical?”
○ Answer “Which three colors are the primary colors?”
● Look at examples of titles for Mondrian paintings
● Watch teacher model
● Write title
○ Write name
● Glue Mondrian painting onto black paper

Closure
Teacher will:
● Have students put their title/name paper next to their Mondrian painting
○ Model for them
● Have students do gallery walk
● Have students clean up

Students will:
● Put their title/name paper next to their Mondrian painting
● Do gallery walk
● Clean up

Exhibition Idea

The students will create a title for their work of art and include their name under their title. We
will do a gallery walk for the finished Mondrian paintings and will hang them up on the “Look at
What I Can Do!” wall.

Materials
Based on 18 students

● Black paint
● Black paper
● Cardstock paper
● Card with horizontal line on it
● Card with vertical line on it
● Oil pastels
 ● Computer paper or white construction paper
○ For Mondrian painting and for title/name card
● Containers for paint
● Laptop or iPad

Resources
● Piet Mondrian websites
○ https://learnodo-newtonic.com/piet-mondrian-famous-paintings
○ http://www.piet-mondrian.org/paintings.jsp
○ http://www.theartstory.org/artist-mondrian-piet-artworks.htm

Teacher Artwork from Unit Plan

Lesson 1 & 2:
Students will learn about stamping and lines (horizontal and vertical). Students will be given
cardstock paper (8 ½ in x 5 ½ in) and a card for stamping for their artwork. The students will
have the opportunity to start their artwork.
Lesson 3:
Students will learn about the primary colors (red, yellow, and blue). The students will get their
artwork and color their painting with chalk while focusing on using the primary colors.

Lesson 4:
The students will be given a small piece of paper (3 in x 2 ½ in) to write the title of their work of
art and their name. Then, the students will be given a piece of black paper (9 in x 6 in) they will
glue their artwork and their title card onto.
 Implementation of the Unit Plan

This unit was taught to kindergarten students at Hokulani Elementary School. Prior to
this lesson, my students had not ever heard of Piet Mondrian or Mondrian paintings. Therefore,
I was a little nervous to start this unit plan with them, especially since it dealt with paint, and I
was never around when they did art. Also, the time frame in which I taught the lesson was in-
between recess and lunch, so it wasn’t a lot of time to teach the content I had planned and get
them to finish the artwork for that lesson. I combine lesson one and two together, so I barely
had enough time to teach the students about Piet Mondrian, Mondrian paintings, horizontal and
vertical lines and then pass out all of materials needed for that lesson. However, a miracle
happened and all of the students finished stamping horizontal and vertical lines onto the
cardstock paper that I provided them. Some students even managed to restart their Mondrian
painting (some restarted several times) inspired artwork within the time that they had. I got
observed during my third lesson in this unit, and it went better than expected. I taught the
students about the primary colors and then they colored their Mondrian painting inspired artwork
using oil pastels, and it was amazing to see the students really take to it. There were two
different types of blues in the box, which I was not aware of, but I didn’t ding anybody on using
both types of blues because they were still blue, and blue is a primary color. They did a great
job of coloring and making their artwork unique. The fourth lesson was probably the most
difficult lesson, as the students had to write, and a lot of them struggle with writing and sounding
words out. Also, it was clear that some of the students weren’t really paying attention because
they wrote the title and their name in the wrong place, so I allowed them to restart. The end
result was that all of the students were able to get something down as the title, and they were
able to write their names correctly because they practice that every day. Overall, I think the unit
plan implementation went better than I expected and I’m quite pleased with how the students’
artwork came out.

Reflection on Teaching and Student Learning

Throughout this lesson, I learned that a teacher needs to be flexible. I definitely got
practice in being flexible with the content, the activities, and the students. I had to bend around
the time constraint that we had, while also making sure that the students were getting the most
out of each lesson. Sometimes it seems the students don’t understand what to do, but their
work reflects that knew exactly what was expected of them. Implementing this unit plan
reinforced the fact that modeling and visuals for the students is key. This is because it makes
the content and what you want them to do more real and more engaging. I was really hesitant
to start this lesson with my students because I wasn’t sure how it was going to go, but I became
more confident in them as I saw what they were able to accomplish. Overall, it was a good
experience and I would love to do more art projects with them because they seem to love art.

Pictured above is Student A’s artwork. This student was able to neatly make horizontal and
vertical lines. The student was also able to color neatly in each box. The student was able to
make up and write a title all on their own. If I was to give this student a letter grade, they would
get a MP.

Teacher Assessment (Check if met) Target Criteria for Composition, Technique

and Use of Color
 ✓
Uses the printing technique to create
horizontal and vertical lines in their
composition.

✓
Uses all three primary colors (red, yellow, and
blue) to color selected shapes the lines
created in their composition.

✓
Creates a title for their finished artwork.

Pictured above is Student B’s artwork. This student was able to make horizontal and vertical
lines. The student was able to color neatly in each box. The student was able to make up and
write a title all on their own. If I was to give this student a letter grade, they would get a score in-
between DP and MP.

Teacher Assessment (Check if met) Target Criteria for Composition, Technique

and Use of Color

✓
Uses the printing technique to create
horizontal and vertical lines in their
composition.

✓
Uses all three primary colors (red, yellow, and
blue) to color selected shapes the lines
created in their composition.
 ✓
Creates a title for their finished artwork.

Pictured above is Student C’s artwork. This student was able to make horizontal and vertical
lines. The student was able to color somewhat neatly, although it wasn’t in the shapes they
created. However, this makes the artwork their own. The student was able to make up and
write a title all on their own. If I was to give this student a letter grade, they would get a score in-
between a DP and MP.

Teacher Assessment (Check if met) Target Criteria for Composition, Technique

and Use of Color

✓
Uses the printing technique to create
horizontal and vertical lines in their
composition.

✓
Uses all three primary colors (red, yellow, and
blue) to color selected shapes the lines
created in their composition.

✓
Creates a title for their finished artwork.

Assessment Tool

NAME: Isabel Choe

The Scoring Checklist for Self-Assessment of the Unit Plan

 Use this as a guide for the formatting of your unit plan and use my sample unit plan as an
example.

X Title Page for the Unit Plan (a photograph of an artwork created in your unit plan is nice to
add later)
X the title of the Unit Plan written in a question format (Example: How does nature inspire us to
create a work of art?)
X your name
X grade level the unit plan is developed for implementation
X Overview of the Unit Plan that describes in detail —
X who the unit is designed for
X what the unit is about
X the essential question you are asking your students
X the enduring understanding you want for your students
X a description of what the students will do in each of the four lessons that includes what will
happen in the culminating event
X how you will assess student learning (formative and summative)
X how it is related to the curriculum goals for your grade level
X when it will be tried this summer
X who you will try your unit plan with this summer
X Objectives of the Unit Plan: Clearly state the objectives of your unit, making sure you
include verbs that demonstrate some high level critical thinking skills. These should be stated as
follows: The students will be able to— and then start each phrase with an active verb. This is
often used because the students will be doing more than just meeting the HCPS III in the visual
arts. See the instructor example in the unit plan provided.
X Enduring Understanding: Describe the enduring understanding in a very clear and concise
manner that starts with the following phrase: Through the experiences in this unit, I hope that
our students will develop the enduring understanding that ……… Remember to keep it short
and meaningful.
X Essential Question: An essential question is open-ended and can have many different
answers. Constructed one good open-ended question that is also used as the title of your unit that
can have many different answers.
X Prior Academic Knowledge and Student Assets: Describe what you think your students
will need to know to engage in this unit or what you can safely assume they already know.
Notice that is my example, I am not assuming that my students are already familiar with
information they may need so I am introducing them to a lot of the information as part of the
unit. That is why I think a series of lessons is needed to create a meaningful visual arts
experience. This part is a little different for writing this in the summer when you have not met
your new students year.
X Hawaii Teacher Performance Standards: Select one HTPS that you
think you are meeting through your work with students as part of this unit plan that includes the
short definition of the HTPS selected & how you are meeting this standard through your work
with students in this unit specifically. These are standards for teachers, not students. See
http://www.htsb.org/standards/teacher/
X General Learner Outcomes: Select one general learner outcome that is evident in student
performance as part of this unit plan that includes the definition of the GLO and how students
will demonstrate they are meeting this GLO through their work in this unit. To review the DOE
General Learning Outcomes see
http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/LearnerOutcomes/
Pages/home.aspx
X Hawaii Content and Performance Standard in the Visual Arts: There is one standard in
the Visual Arts identified by the Hawaii DOE. Find that standards and write it out in this
section.
X Benchmarks: Select one benchmark in the visuals arts that students will meet through the
experiences provided in this unit plan that is appropriate for your field placement grade level.
Write out the description of the benchmark. See http://standardstoolkit.k12.hi.us/
X Performance Assessment Indicator: Create your own performance assessment indicators
that the student work will demonstrate that are directly related to the benchmarks you have
selected and to the experiences in your unit. This is what you will assess with the assessment
tools you create. Please do not use use the Sample Performance Assessment indicator that the
DOE provides as a sample. The objective is to create your own indicators that are directly
related to the benchmarks, the enduring understanding, and the objectives below.
___National Core Art Standards (Optional): The example includes two National
Art Core Standards in Creating and Presenting to model as an example.
X Assessment Strategies: Write a sentence that describes the following: Students will engage
in a series of assessment tasks throughout this unit that are identified below and two summative
assessment tools follow.
X Assessment Tasks: List what students will do throughout the unit to show evidence of their
learning. Remember that these are related to the benchmarks, performance assessment indicator
and objectives that you
have already identified above.
X Assessment Tools: This is where you create a rubric to help students create a quality product
by identifying specific criteria you are looking for. This may also be in the form of a checklist.
Remember that these are related to the benchmarks and performance assessment indicators that
you have already identified in the assessment tasks. You do not have to have an assessment tool
for each task. Notice the examples the instructor created and provided.
X Instructional Strategies: These section will include the Individual Lessons that include
active student learning and include enough details that others could implement your plan. Begin
by writing an short overview of each lesson. Divide up the sections of the lesson into the Warm-
up or Focusing Event, Content, and Closure. Note the example the instructor provided and use
the format indicated in the example. A minimum of four lessons is required. The example
contains six lessons.
X Lesson One: Write an overview of the lesson and then use subheadings for different section of
the lesson and use bullets that focus on what the students and teacher will do in each section.
X Lesson Two: Write an overview of the lesson and then use subheadings for different section
of the lesson and use bullets that focus on what the students and teacher will do in each section.
X Lesson Three: Write an overview of the lesson and then use subheadings for different section
of the lesson and use bullets that focus on what the students and teacher will do in each section.
X Lesson Four: Write an overview of the lesson and then use subheadings for different section
of the lesson and use bullets that focus on what the students and teacher will do in each section.
____Additional lessons (optional)
X Exhibition Idea: Include an idea for sharing elementary student work in an elementary
classroom, school, or in the greater community
X Materials: Include the materials you will need to implement this unit
X Resources: Include the resources you used to plan this unit. Please cite all of your reference
materials and consultants.
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After you write your Unit Plan will engage in the following work that you will document as part
of this plan —
X Teacher-created Artwork Samples: Embed your own artwork in the document and use a
caption to identify your work.
X Implementation of the Unit Plan: Describe the students you implemented this plan with
during the summer.
X Student-created Artwork Samples: Embed three student created artworks in the document
and use a caption to identify the work.
X Assessment of Student Work Using the Assessment Tools you Created: Show how you
used the Assessment Tools and discuss how you used the assessment tool to assess this student
work specifically.
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Use the Checklist Above to assess your own work and Submit to Assignments for
Instructor Review.

I read two completed unit plans written by:

NAME: Alyssa Garcia

NAME: Kendra Koelsch