The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski
Course/Grade: Visual Arts I
Week of:
Monday, April 6 to Monday, April
13

8th-10th

Unit Name:
Aboriginal Dot Paintings

Common Core/ NM Content Standards:

NMVA-I, II, IV,V,VI,
Essential Question(s):

What is an Aboriginal?
What is a dot painting? How
can I create one?
How can I create symbols to
represent important events in
my life?
Other considerations
(modifications,
accommodations,
acceleration, etc.):

Students who are

advanced can do a series
of landscape paintings
Students who need help
will get more one-on-one
assistance from teacher

Connections (prior learning/prior knowledge):

Students are abstract paintings from previous un

Resources/Materials

Teacher: Video about aboriginal art:

http://www.youtube.com/watch?v=T20Twjiu9Y4
About artist William Sandy: http://www.youtube
v=yA0QYeVHDRc

Students:

Watercolor paper
Small dowel rods
Acrylic paint
Sharpies black
Water container, palette, palette knife
Assessment (How will you monitor progress and know students have successful
Daily: Daily observations of students working on dot paintings
This Week: A dot painting sketch
Unit: Final dot painting

Time allotted
MONDAY APRIL 6
Learning TargetTSW learn how to
use symbols to
represent
memories. TSW
know this when
he/she has
created a sketch
using at least 3
personal symbols.

Lesson activities for instructor and students

I.
Ask students if they know what an Aborigine is
II.
Show map of Aboriginal Australia-http://38ccda.medialib.glogster.com/media/0caefa7e7bad3d
6059bd7a6edb
412daceeb51ed5c1b9502757a29cc/australia-areas-of-aborig
settlement-in-1770-map.jpg
III.
Show students dijeridoo with dot painting
IV.
Discuss how dots represent the aerial view/specific symbols
tell stories about how humans/animals were created (dream
V.
Show videos
VI.
Explain projectStudents will tell a story about him/herself
using symbols. Choose a story that is important to youexp
something that changed you, etc.
VII. Begin by thinking about what story you want to tell
VIII. Paint solid color on paper to prepare for tomorrow
IX.
Then, sketch out symbols that can represent each major par
of the story
X.
Start sketching on final paper
XI.
Paint solid color on paper to prepare for tomorrow
(1F)Embedded Formative Assessment: One on one check in on symbols used to
represent memories
(1B)Closing Activity: What does dream time refer to?

TUESDAY APRIL 7
Learning TargetTSW learn how to
create a dot
painting. TSW
know this after
he/she has
successfully
created one
intricate dot
design.

I.
II.
III.

CHOOSE WORKS FOR ART SHOW AND DO LABELS!!!

What are dot paintings? Where do aborigines live?
Demonstrate how to do dot painting
--paint the background a solid color.
--use sharpies to trace different sized circles on paper
--draw paths and other shapes to fill out paper
--demo how to incorporate personal symbols
--demo how to use dowel rod to paint dots
III. Start working on paintings
(1F)Embedded Formative Assessment: One on one check in on creating perfectly round
circles with compass or dowel rods.
(1B)Closing Activity: How can you be sure to create a perfectly round circle in a dot
Painting?

WEDNESDAY APRIL
I.
Continue dot paintings
(1F)Embedded Formative Assessment: One on one check in on the use of contrast
8
in a dot painting.
Learning Target
(1B)Closing Activity: How can you show high/low contrast in a dot painting?
TSW learn how to

use contrast in dot

paintings. TSW
know this when
the foreground
pops out from the
background.
THURSDAY APRIL 9
Learning Target
TSW learn how to
ensure his/her
piece is balanced
in value and form.
TSW know this
when he can flip it
in each direction
and it appears
balanced.
FRIDAY APRIL 10
Learning Target
TSW learn how to
bring a dot
painting to
completion. TSW
know this when
each part of the
painting is
carefully
filled/painted and
has a sense of
completion.
MONDAY APRIL 13
Learning TargetTSW learn how to
participate
effectively in a
critique. TSW
know this when
he/she makes 3
strong comments
using art

I.

Continue dot paintings

(1F)Embedded Formative Assessment: One on one check in on balance in the dot

paintings.
(1B)Closing Activity: How can you be sure your dot painting is balanced?

Last day to work on paintings

(1F)Embedded Formative Assessment: One on one check in on bringing the dot
painting to completion.
(1B)Closing Activity: How can we be sure a dot painting is unified?

I.

Critique

(1F)Embedded Formative Assessment: Participation in final critique

(1B)Closing Activity: What did you learn about your piece from the final critique?

vocabulary.