Teacher: Sarah Christian__

Grade Level: High School

Visual Arts Integration Lesson Plan

Lesson Title: Artist inspired Tic-Tac-Toe board
Subject Area(s): Visual Arts
Topic: Art history, color theory and ceramics
Amount of time needed to complete lesson: 9 to 10 days
Project description: Students will pick an artist from a list to research and create an
inspired tic-tac-toe board. Students will paint a replica on the board and sculpt small
game pieces out of clay that match the board to create a set. Students will carry over their
knowledge of ceramics from the previous lesson and learn about color theory during this
lesson.On the last day, the instructor will host a game day to allow each student the
opportunity to share their work with each other.
Learning Objective: Students will
1.

Demonstrate an understanding of color theory.

2.

Develop an understanding of an artist

3.

Improve research and writing skills.

4.

Demonstrate an understanding of ceramics.

Medium used: paint and clay

Interdisciplinary connection: History, English, Math, Science
Vocabulary Introduced: monochromatic, analogous, triad,
Design Elements: (line, shape, texture, value, space, Form, color)
Principle of Design: (balance, emphasis, repetition, rhythm, unity, variety, movement)

Materials Needed: List of artist, 8 x 8 panel board gesso, paint (black, white and

primary colors only), paint brushes, water dish, clay, clay tools, clear gloss spray paint,
rulers, Internet, worksheets.
Procedure:
Day One1.
Introduce students to the tic-tac-toe boards to give them an idea of
what we are working towards. Review the worksheet focusing on the portion
about sculpting their clay game pieces. Introduce the students to the list of
artist. After they pick their artist, have them start researching information on
the Internet.

Day Two-Three
1. On the worksheet, there is an area where students will complete their sketches
for the game pieces. They must have these finished and checked off by the instructor
before receiving clay. They will need to have two different ideas for the game pieces
which will represent each opponent.
2. Demo how to make the clay pieces:
3. With a lb of clay, divide into 10 even small balls. Keep clay covered while
not working with it at all times.
4. While looking at the game piece sketch, use tools to sculpt each ball.
5. There should be 5 of each game piece.
6. When finished, let air dry.
7. Fire the pieces as soon as they reach the greenware stage (bone dry)
Day Four
1.
While waiting for their game pieces to dry and be fired, the instructor will
introduce the students to color theory.
2.
Hand out the study guide for students to fill out while going through the
power point.
3.
Demo how to paint a color wheel with tints and shades using only black,
white and the primary colors.
Day five-eight
1.
When students complete their color wheel they are ready to transform their
replica to their game board.
2.
Demo: Painting the board
3.
Using carbon paper, have the students trace the painting by the artist they
choose onto the 8x8 gesso board.

4.
Using only the colors that they used for their color wheel, mix all colors need
to recreate the painting into a replica of the original.
Day nine
1.
As students finish up painting their boards, they will need to divide their
board into thirds going both directions to create the lines for the game.
2.
They can either use black sharpie marker or masking tape to tape off the lines
and paint them.
3.
After, they will need to start painting their game pieces.
Day ten
1.
As students finsih up with painting their game pieces, they will spray paint
the board and all pieces with the clear high gloss spray paint.
Day eleven
Game Day! Have fun and try to challenge each student to a game and visit with them about
their board!
Assessment:
Teacher observation of classroom participation
Student self-evaluation (through artists written or oral reflection)
Accuracy and completeness of the complete project
Craftsmanship (overall neatness, black lines are neat, no tears in the paper,
etc.)

Rubric:
Score of 4- (Superior Performance) The student followed direction and was on task through
out the assignment. Utilized all material and executed the assignment creatively with skill
and precision. Student fully understood the topic assigned, Completed assignment to the
students fullest potential.

Score of 3- (Above Average) The student attempted all of the above but the work lacked
superior concept, technical skills or time put into the work.

Score of 2- (Average) The assignment was completed with a reasonable degree of

craftsmanship and care. There was not enough thought or time put into the work to have it
stand out as above average.

Score of 1- (Below Average) The student did not complete the work with good intentions
and effort. Assignment is not completed.