1.

20 Name: Georgi Beck

DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Overview historical and contemporary practice and purpose of landscape in art
-Introduce concept and design objectives of lesson

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

(25 minute shortened day)
Introduction:
First minute of class students will be asked to pull out sketchbooks
and take notes.

We will start the day orienting to acrylic landscape painting with

group discussion. Students will answer questions:
1.What is acrylic paint?
2.How is it different than other paints? (versatile, opaque and
transparent, glue like)
3. What is a landscape painting?
4.What is the purpose of a landscape painting?

Development:
Teacher will review historical, contemporary, and cultural Students will take
practices of landscape painting. Speaking points will include: notes and answer
I. Design of a Landscape (Teacher will emphasize they must take discussion
notes for this part specifically questions
i. Foreground, Middle ground, Background
ii. Scale and Overlap
II. History of Landscape Painting
i. History of the practice
ii. History and changes in its purpose
III. Contemporary Practice of Landscape Concept Objectives
I. Landscape of your choice that is a picture you have taken
II. Must include figure
III. Consider indoor/outdoor, natural/manmade
IV. Style

Conclusion:
Students will have recap of assignment expectations to find or
take landscape photo with figure. Students will be given deadline
(2-3 days from assignment introduction)
2.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will watch canvas stretching demonstration and begin to choose their canvas
size and stretch canvas
-Students will turn in watercolor palette clean and then start loading new acrylic sta-wet
Palette with black, white, and primaries

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green
 Teacher Activities Student Activities
Introduction:
Students will orient with written tasks of the day on board Students will
1.Begin stretching canvas gather round for
2. Return watercolor palette and load acrylic palette demonstration.

Development:
Students will gather round for canvas stretching demonstration.
I. Purpose and pros to stretching your own canvas
II. Choice of square or rectangle canvas (examples)
III. How to choose stretcher bars (inches written on bar and
location of storage)
IV. How to put stretcher bars together (notch all four corners then
push together, hammer is helpful if it won’t go in) *optional to
staple corners
V. How to cut canvas (we rolled out canvas roll into hallway and
had fabric scissors. Emphasize to save on edges to cut close to
where it was last cut, border of at least 3” all the way around)
VI. Get canvas pliers, prepped stretcher bars, and staple gun and
line up stretcher bar in center of cut canvas
VII. Work with a partner to stretch canvas (1, across from the first,
make a trangle, then a diamond with 4th staple. Then have 2-3
about inch apart on either side of main 4 staples)
VIII. Write name in pencil on back of canvas **crucial step, do not
use sharpie because it will bleed and without name all canvases
look similar
IX. Store in designated area

Students will be released to work on trading out palettes or Students will trade
stretching canvas. Students from previous class had already out palettes and
started turning in watercolor palettes but not replenishing with begin stretching
new acrylic palette. (turning in palette consisted of cleaning out canvases
middle of plastic but leaving pigment in wells, and taking off tape
with name) Teacher will be available to explain trading out
palettes in small groups (get sponge wet, put in palette paper, put
in small quarter sized dollops of primaries, black, and white, snap
lid shut all the way around, put on tape with name on it)

Conclusion:
Students will be reminded of deadline for turning in landscape
photograph. Students will clean and put away all materials
3.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will finish stretching canvas
-Students will finish turning in their watercolor color palettes and prepare acrylic sta-
wet palettes
-Students will start to turn in final photograph to be printed as reference

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green
 Teacher Activities Student Activities
Introduction:
Teacher will orient students to days tasks
1.Checkin photo that will be reference photo for painting
(reminder that multiples are encouraged in order to have a
selection to choose from)
2.Stretch Canvas
3.Trade out palettes
Teacher will ask students to have photos ready to discuss

Development:
Students will start stretching canvases/trading out palettes.
Teacher will start checking in with students 1:1 to discuss and
send off photos to teacher email/Google drive folder or redirect
students to change to improve image (no silhouettes,
framing/design, color palette)

By the end of class students will either have photo sent to

email/Google drive or will have homework to adjust/retake
photos.

Conclusion:
Students will clean up materials and put away supplies.
4.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will watch gesso demonstration
-Students will finish stretching canvas and begin to apply layers of gesso
-Students will turn final photograph to be printed as reference

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction: Students will orient
Teacher will orient students to tasks of the day with listed tasks of
1.Get printed reference photo if approved, check in with those the day
who had to retake
2.Gesso Demo
3.Finish stretching canvas and start applying first layer of Gesso

Development:
Students will gather round for gesso demo
I. What is Gesso and history of gesso
II. How professionals use/apply/utilize gesso
III. Proper use of materials/location/clean up
IV. Sanding

Students will be released to finish stretching canvas and start

gessoing canvas.

Stretching canvas will happen in hallway or at students desks,

gesso will have designated location with tablecloths and brushes.
Students had the option of white gesso, colored ground, or black
gesso. Students were required to apply 2-3 layers (2 gesso and
one colored if colored ground was choice).

Teacher will go around and check in student ideas. As students

finish stretching/gesso/have reference photo teacher will direct
to practice sketching in sketchbook.

Conclusion:
Students will clean up materials. Students will be reminded of
deadline for photos (in google folder/email by that night so they
can be printed for class the next day)
5.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will practice and learn about color mixing

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction:
Students will be given a few minutes to gather sketchbooks,
acrylic palettes, pencils, and cups of water. Teacher will have
prepared tables with painting buckets, tablecloths, mixing
worksheet, and rags.

Development:
Students will walkthrough what all the materials on their table
are. (tablecloth to protect table, various brushes of different sizes
and brush shape, palette knife for mixing, bucket to store it all,
reminder of location rags to wipe down brushes in between
instead of wiping on paper towel)

Today we will be learning how to mix with acrylic paint!

Students will orient with guiding questions
1.What is the difference between our color options for acrylic v.
watercolor? (watercolor we could mix and apply in layers, but
we used the white of the page and not white paint)
2.Why do we have the option of white?
3.Reminder of qualities of acrylic paint (thick, opaque, quick to
dry, easy to cover with layers)
Why learn to mix: as artists we can make all the colors with our
primaries, black and white. When you learn to mix your own
colors, you are able to diagnose how to change the color palette
and adjust based on the image you made. You get to choose and
create your painting how you like and knowing how to mix is the
first step.

Students will copy worksheet in sketchbook. Students will be

given 4 minutes.
Teacher will then walkthrough each term and students will
recreate them in sketchbook. (Each term will have 2-4 minutes).
I. Primaries: red, yellow, blue (cannot be mixed)
II. Secondaries: green, orange, and purple (made by mixing two
primaries
III. Tertiary: mixing primary and secondary
IV. Tint (color and white)
V. Tone (color and gray)
VI. Shade (color and black)
VII. Property of black (it is a flat color, so to create super darks
that aren’t flat like a comic, mix a black using brown and blue, or
blue and purple, basically make dark without black)
VIII. Warm colors
IX. Cool Colors
X. Warm a cool and cool a warm (basically the tertiaries, used to
make things appear closer or farther)
XI. Saturation and Value

Conclusion:
 Students will clean up materials. Students will be given 8
minutes to clean up and teacher will explain before cleanup
where all materials should go.

6.20 Name: Georgi Beck

DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will finish gessoing canvases
-Students will start drawing in background with pencil/chalk

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction:
Students will orient with daily tasks
1.Finish gessoing canvas
2. Start drawing in background with basic lines

Development:
Students will view and discuss basic landscape line example.
Students will identify that the basic sketch is made up the most
important lines of the reference photo (treeline v. whole tree
and individual leaves) Teacher will explain that if they are done
with gessoing to begin drawing in background with pencil or
chalk. If students still need gesso, they can start practicing
mixing in their sketchbook as well or practice drawing in
sketchbook. Students will be reminded of process and
reasoning for working back to front.

Students will be released to work on their canvases. Teacher

will make sure all students have reference photo to work from
and help as needed.

Conclusion:
Students will clean up materials, students will need 7 minutes
as they are still getting used to cleanup procedure
7.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will pariticpate and watch brush techniques demonstration
-Students will watch sky demo
-Students will draw in background and start painting sky

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction:
Students will be asked to get their sketchbooks first alongside
their normal acrylic supplies

Development:
Teacher will play video (we did a video because of the class set
up, it was easier for everyone to see). After each technique
students will try in their sketchbook. Techniques include (wet on
wet blending, wet on dry, crosshatching, scumbling, impasto, and
detail lines)
(20 minutes)

After demo, students will watch sky demonstration video and

discuss.
If time students will pull out canvases and work on painting in
the sky. (15 minutes)

Conclusion:
Students will clean up materials
8.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will take notes on basic figure drawing techniques
-Students will work on painting in sky

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green
 Teacher Activities Student Activities
Introduction:

Development:

Conclusion:
9.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will finish sky and start drawing in middleground
-Students will watch tree demo

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction:
Development:

Conclusion:
10.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students finish drawing in middle ground and paint middleground

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction:
 Development:

Conclusion:

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
11.20 Name: Georgi Beck
DAILY PLAN
Lesson Title: Figurative Landscape Grade Level: 9-12

National Art Standards:

VA: Cr1.1.Ia Use multiple approaches to begin creative endeavors
VA: Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form
VA: Re7.1.Ia Hypothesize ways in which art influences perception and understanding
of human experiences
VA: Cn11.1.Ia Describe how knowledge of culture, traditions, and history may
influence personal responses to art

Vocabulary:
Form, Value, Space, Color, Balance, Emphasis, Proportion, Harmony, Movement

Overall Lesson Objective:

I: Given PowerPoint Presentation on historical and contemporary practice of figurative
landscape in art, teacher demonstrations, and class exercises, students will develop an
acrylic landscape painting or an indoor or outdoor space that has personal significance
through its location, style, and included figures
II: Given teacher demonstrations and class exercises, student landscapes will develop
depth through inclusion of foreground, middle ground, and background and/or uses
scale and overlap, practice and apply various brush techniques, and purposefully mix
colors of their choice to create a cohesive color scheme.

Daily Objectives:
-Students will continue

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
See attached rubric

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Figurative Landscape PowerPoint, Computer, Projector

Art Materials Necessary for the Lesson:

Sta-wet acrylic palettes, sta-wet sponges, various brushes, towel rags, cups for water,
palette knives, staple guns, stretcher bars in various sizes, white and black gesso, sand
paper, screwdriver, canvas roll, fabric scissors, canvas pliers, acrylic paint in cool and
warm primaries and black and white, palette paper, tablecloths, student sketchbooks,
pencils, chalk, simple green

Teacher Activities Student Activities

Introduction:
 Development:

Conclusion:

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
#/# Name:
DAILY PLAN
Lesson Title: Grade Level:

Concepts and Skills:

Vocabulary:

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:

Overall Lesson Objective:

Daily Objectives:

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.
Art Materials Necessary for the
Lesson:

Teacher Activities Student Activities

Introduction:

Development:
 Conclusion:

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

#/# Name:
DAILY PLAN
Lesson Title: Grade Level:

Concepts and Skills:

Vocabulary:

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:

Overall Lesson Objective:

Daily Objectives:

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .
Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.

Art Materials Necessary for the

Lesson:

Teacher Activities Student Activities

Introduction:

Development:
 Conclusion:

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

#/# Name:
DAILY PLAN
Lesson Title: Grade Level:

Concepts and Skills:

Vocabulary:

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:

Overall Lesson Objective:

Daily Objectives:

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.

Art Materials Necessary for the

Lesson:

Teacher Activities Student Activities

Introduction:
 Development:

Conclusion:

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

#/# Name:
DAILY PLAN
Lesson Title: Grade Level:

Concepts and Skills:

Vocabulary:

Illinois Visual Arts Learning Standards and/or

Illinois Professional Teaching Standards:

Overall Lesson Objective:

Daily Objectives:

Assessment Criteria: Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments .

Teaching Resources Needed to Support the Lesson: Note: All background materials, research
documents, and handouts should be listed below and included as attachments.

Art Materials Necessary for the

Lesson:
 Teacher Activities Student Activities
Introduction:

Development:

Conclusion:
Critical Comments and Reflections:
(Problems, successes, and what to think about for next lesson)