Valerie Willetts

9th Grade:

Relationships

2014 Lesson Plan

6 -45 minute segments

Goals: To be able to view and interpret art and to use their interpretations to create their own art.
To understand and recognize their own personal relationships and portray them through
watercolor painting.
Objective: After reflecting about their own personal relationships and interpreting the
relationship shown in the film Cutie and the Boxer, students will create an 8x12 watercolor
painting, which will demonstrate how they represent their own personal relationships.
Rationale: By recognizing their own relationships and the relationships of others students learn
how to express themselves through painting and how to relate to other students.
Materials: paper, pencil, film Cutie and the Boxer, projector, paint, paintbrushes, water
containers, paper towel.
Grade Level Benchmark Standards:
Apply visual organizational strategies to design and produce a work of art,
design, or media that clearly communicates information or ideas.
(VA:Cr2.3.7)
Apply formal and conceptual vocabularies of art and design to view
surroundings in new ways through art-making.(VA:Cn10.1.5)
Determine messages communicated by an image (VA:Re7.2.3)
Daily Lesson Sequence
Day 1: Introduction to idea of relationships and view movie Cutie and the Boxer
Day 2: Introduction to drawing figures and using watercolor
Day 3: Assignment explained and demonstrated while planning begins through sketches
Day 4: Students work to create their own painting of personal relationships
Day 5: Students work to create their own painting of personal relationships
Day 6: Students share their work to the class and explain what their painting represents

Day 1: 45-minutes
Prep: Before class, turn on projector and have powerpoint ready with the main slide up with the
word Relationships shown. Have discussion points ready for class discussion.
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Greet students at the door and ask them to be seated.

Students enter the room and take their seats.
Explain to the class that a new project will be started on the topic of relationships.
Ask students what type of relationships they have and allow for responses as a whole class.

Valerie Willetts
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2014 Lesson Plan

Direct students to clip from movie Cutie and the Boxer

Ask students how the couple in the movie interacted and what kind of relationship they had.
Students discuss in groups about the relationship shown in the movie.
Before next class: Students are asked to think how they interact in their relationships.
Students are asked to line up by table.

Day 2: 45-minutes
Prep: Before class, write conflict on the board along with the definition. Place paper at each
seat. Bring up Frida Kahlo's Self-Portrait Along the Borderline Between Mexico and the United
States on the computer.
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Students will be greeted at the door and asked to take their seats.
Students enter the room and take their seats.
Remind students that everyone has their own personal conflicts and turn on projector.
Students are asked to respond to Kahlo's artwork as a class with help from the teacher
Students reflect on their own conflicts on the paper given to them.
If students are willing, a few can share with the class
Homework: Find an artist that creates work showing conflict and bring in an example
Students are asked to line up by table.

Day 3: 45-minutes
Prep: Before class, hand out paper to each seat with colored pencils at each table. Pull up
powerpoint of examples and turn on projector. Write conflict on the board along with
definition and different types.
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Students will be greeted at the door and asked to take their seats.
Students enter the room and take their seats.
Remind students what we have covered in the last few class periods.
Explain that they will take what they have reflected on and put it into a painting.
Give a demonstration of how to use paints and how to clean up.
Ask students to brainstorm by creating at least four sketches of what they'd like to paint
Students turn in sketches to teacher by the end of class along with homework
Students are asked to line up by table.

Day 4: 45-minutes
Prep: Before class, make sure materials are organized at the front of the class. Review sketches
and organize them to hand back to students.
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Students will be greeted at the door and asked to take their seats.
Students enter the room and take their seats.
Hand back sketches from previous class and allow students to gather materials.
Remind students if they need any help that I will be walking around to assist
Students work independently to create their paintings.
Students are asked to return materials to the front of the class and clean off brushes and tables

Valerie Willetts

2014 Lesson Plan

7. Remind students they have one more class period to work on paintings.
8. Students are asked to line up by table.
Day 5: 45-minutes
Prep: Before class, make sure materials are organized at the front of the class.
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6.
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8.

Students will be greeted at the door and asked to take their seats.
Students enter the room and take their seats.
Allow students to collect materials and paintings by table.
Students continue to work.
Remind students if they need any help that I will be walking around to assist
Students are asked to return materials to the front of the class and clean off brushes and tables
Remind students they will be sharing their work next class period.
Students are asked to line up by table.

Day 6: 45-minutes
Prep: Before class, make sure materials are organized at the front of the class.
1.
2.
3.
4.
5.
6.
7.
8.

Students will be greeted at the door and asked to take their seats.
Students enter the room and take their seats.
Allow students to collect materials and paintings by table.
Students continue to work.
Remind students if they need any help that I will be walking around to assist
Students are asked to return materials to the front of the class and clean off brushes and tables
Remind students they will be sharing their work next class period.
Students are asked to line up by table.