Name: David Vollmer LESSON PLAN GUIDE

TEKS: (C2 Objective: (C3)

(3)(B) compare the purpose and effectiveness of artworks created by historic and  After viewing a video, students will compare/contrast
contemporary men and women, making connections to various cultures;
Aboriginal art & Western art techniques and symbolism in
a Venn diagram and practice dot painting technique.

Specific Measureable Attainable Relevant _Time

Grade: Fifth Grade Subject: Art

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
New: implied line, Aborigine, symbol, Review: Elements of Art, line, shape, form, space,
texture, & value
Word Wall containing art terms already
What skills must be taught: dot painting using tempera paint and flat learned in previous lessons and add new terms
end stick. for new lesson.

Assessment: (C5) I will perform a portfolio review of the artwork created and have student informally tell me the
elements of art that their artwork contains.

Strategies for Success: (C6) Element of Technology: (C6)

 Make an appointment – meet with each table and to have students explain Design (Create) original artwork using Sketchbook app and incorporating elements
the elements of art they have included in their art work and follow-up with of art and Aboriginal symbols.
them on dot painting techniques.
 Venn Diagram – after video presentation, lead class discussion to create a
Venn diagram of the similarities and differences between
American/Western European art and traditional Aboriginal art. Resources / Materials needed: (C6)
60lb multi-purpose paper, various colors
Learning Styles Addressed: (C6) Tempera paint at least 15 colors
Barbeque skewers of various diameters
Visual – demonstrate dot painting technique using Elmo overhead Individual paint pallets
Drawing pencils
projector
YouTube video about Aboriginal culture and Aboriginal artist creating original
Auditory – explain dot painting technique while demonstrating. artwork, internet connection, screen, and projector.
Kinesethic – have students practice dot painting technique on sample Elmo overhead projector
paper

Higher Order Questions to ask: (C6)

1.Compare and contrast the similarities and differences between American/Western European art with traditional
Aboriginal art.
2. Select one element of art and explain how you used it in the overall design of your artwork.
3.Expain the similarities and differences between the tempera dot painting we did with this project compared to the
watercolor painting project we did earlier in the year.

Hook: (C7) Play some traditional Aboriginal music as Closure: (C7) Write a postcard to your parents explaining
students enter the room todays Aboriginal art lesson.
 Notes:

1. Teacher Input / Direct Instruction / Modeling: (C6)

Demonstrate how to do dot painting

2. Student Activities / Guided Practice: (C6)

In table groups, students will complete a Venn diagram comparing & contrasting techniques & symbols of Aboriginal dot
painting to American/Western European methods.

Students will report from group to complete Venn diagram at front of classroom.

3. Independent Practice: (C6)

After teacher demonstration, students will practice dot painting, creating implied lines, symbols and patterns that
they will be able to incorporate into final painting project.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Student could use larger diameter dowel for

dot painting.
Symbols could be pre-printed on artwork
paper.
 Name: David Vollmer
DELIVERY PLAN (C8)
OBJECTIVE:
Rigor
After viewing a video, students will compare/contrast Aboriginal art & Western art techniques and symbolism in a Venn diagram and
practice dot painting technique.

OPENING:
Retrieval
As students enter room, have traditional Aboriginal music playing over the sound system.

TEACHER INPUT:
Relevance
Explain to students that they have been listening to Aboriginal music and that we will be study artwork from different cultures,
currently focusing on Australian Aboriginal art.
MODEL:
Routing
Play video about Aboriginal culture and traditional Aboriginal creating artwork.

GUIDED PRACTICE:
Retaining / Rehearsing
Point out posters if Western art throughout the room and have the table groups fill in Venn diagrams comparing and contrasting
Western art with the Aboriginal art that they saw in the video. Table groups will report to the class and will help create a larger and
more complete Venn diagram at the front of the room.

Teacher will give a demonstration of dot painting technique, using the Elmo overhead projector so students can see small details.
Teacher will introduce concept of implied line and add it to the terms on the vocabulary wall.

INDEPENDENT PRACTICE:
Students will practice dot painting with various sized diameter painting sticks (barbeque skewers) on a sample paper. Students will be
encouraged to paint straight lines, wavy lines, circular patterns, etc. similar to what they saw the Aboriginal arts doing in the video.
The teacher will express to students that we are practicing the painting technique before we create our final artwork in the same way
that ball team practices skills and play before they play in a real game.

CHECK FOR UNDERSTANDING:

Recognizing
Teacher will move from table to table, assisting students with dot painting technique. Teacher will assist students with the
angle of the painting stick, with the volume of paint used, with the clarity of the dot, and with the creation Aboriginal
symbols. Be sure to make positive statements at each table as students begin to master the technique.

ASSESSMENT:
At this point in the unit, teacher will assess the mastering of the dot painting technique as he moves from table to table talking to the
students informally.

RESOURCES / MATERIALS:
60lb multi-purpose paper, various colors
Tempera paint at least 15 colors
Barbeque skewers of various diameters
Individual paint pallets
Drawing pencils
YouTube video about Aboriginal culture and Aboriginal artist creating original artwork, internet connection, screen, and projector.
Elmo overhead projector

CLOSURE:
Re-exposure
Have students write a ”postcard” on an index card to their parents explaining todays Aboriginal art lesson.