Lesson Plan The Academy for Technology & the Classics~Cultivating Fearless

Learners

Instructors name: Cermanski Course/Grade: Creative Comprehensive
Week: Monday, November 3 to Monday,
November 11, 2014
Unit Name: Distant Drawings with Watercolor

(1A) Common Core/ NM Content Standards:
NMVA1, 2, 4, 5, 6, 7,8

(1A) Essential Question(s):
How can I expand my drawing abilities by
using a long tool to render forms?
How does drawing with a long tool change
my piece?
How can I use watercolors with various
tools to create engaging effects?
(1A/B) Connections (prior learning/prior
knowledge):
Students are familiar with drawing with
charcoal from previous projects
Students are familiar with watercolors from
previous art classes
(1E) Other considerations (modifications,
accommodations, acceleration, etc.):
Students who are having trouble with
coming up with his/her own idea will get
assistance from me
More advanced students can do a series of
pop art pieces
(1D) Resources/Materials
Teacher: Images of watercolor/salt techniques,
long drawing tools, watercolor/plastic wrap
techniques
Students:
Watercolor paper, salt, plastic wrap,
watercolors, spray bottles
(1F) Assessment (How will you monitor progress and know students have successfully met
outcomes? What happens when student do and dont understand?)
Daily: Daily observations of students experimenting with watercolor techniques and distant drawing.
This Week: Completion of piece
Unit: Final piece and participation in critique

(1B) Lesson activities for instructor and students (1F)
Embedded Formative Assessment
MONDAY NOV 3
(1C) Learning TargetTSW learn about
Do NowGo get a brush, watercolors, wet rag, container
of water, a few paper towels.
various alternative watercolor techniques.
TSW know this after his/her paper is
painted with one or both of the techniques
learned.

I. Show students images of distant drawing
technique/watercolor with salt and saran wrap.
II. Demo how to do watercolor backgrounds with
different materials.
III. Students should work on watercolor
background. Create 2.
IV. Hwstudents should bring an object they want
to draw, or they can borrow one from me.
(1F) Embedded Formative Assessment: One on one
checks on watercolor backgrounds
(1B): Closing Activity: Review watercolor techniques
WEDNESDAY NOV 5
(1C) TargetTSW learn how to create a
strong design using either flat or deep
space through color and form. TSW know
this once his/her sketch shows flat or deep
space.
(1c) Do NowFinalize sketch and let me
know when youre finished

Do Now: Go get 2 pieces of newsprint, charcoal, a stick,
tape, and create your drawing stick.
I. Demo how to do distant drawing. Be sure to fill
the page, work large, include expressive lines.
Give the object a contextwhere is this object?
II. Students should first do a sketch of his/her
object in sketchbook.
III. Students should tape charcoal onto stick, then
pick an object and practice technique on
newsprint with charcoal
IV. Students should take out their painted
background from yesterday and draw object on
each background. Use expressive lines and
create some type of middle ground.
(1F) Embedded Formative Assessment: Check sketches
(1B): Closing Activity: Students share pieces
THURSDAY NOV 6
(1C) TargetTSW learn to use contrast in
his/her art piece. TSW know this when
his/her piece has sufficient contrast.
(1c) Do NowShow your work to person
sitting next to you and get feedback about
how to use contrast in your piece
Work on drawings

(1F) Embedded Formative Assessment: Check student
use of contrast
(1B): Closing Activity: Student share work
FRIDAY NOV 7
(1C) TargetTSW learn to balance his/her
piece in terms of color and form. TSW
know this when his/her piece is balanced
Finish drawings, focusing on balance in
color and form

(1F) Embedded Formative Assessment: Check on
balance in student pieces
(1B): Closing Activity: student share
in color and form.
(1c) Do NowGet feedback from peer
about how to balance piece in color and
form
MONDAY NOV 10
(1C) TargetTSW learn how to
participate effectively in a critique. TSW
know this after he/she has made several
strong critical comments about his/her
peers work.
(1c) Do NowTake out your piece and
grade yourself.
Critique.

(1F) Embedded Formative Assessment: Participation in
critique
(1B): Closing Activity: What did you learn from the
critique?