LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson Number: 1
Grade: 10-11
Title: News as Art
Duration: 4 Class Periods (80 mins. each)
II. Lesson Rationale:
Students will learn about the importance of media, specifically in the context of how news and art can
be used together to promote a message or awareness of a situation. It is important for students to be
aware of what is going on in their community, whether on a local or global scale, so that they are
informed and educated citizens.
III. Key Concepts:

Develop skills in digital art making

Develop skills in drawing portraits
Gain knowledge and skills with the program Photoshop
Develop research skills

IV. Essential Question:

What past or present, local or worldwide issue can you relate to?
Who has been influential in resolving or working to resolve this issue?
How can a magazine be a positive resource for an issue?
How can you artistically use a magazine as an educational tool?

V. Lesson Objectives:

The student will be able to use Photoshop to create a magazine cover and article spread based
on an influential person involved in resolving a past or current social justice issue.

VI. Specific Art Content:

How artists have used magazines in the past to positively influence an issue.
How to use the computer as a research tool.
How to design the layout of a magazine cover and a 100-300 word article including a portrait
drawing.

VII. Resources & Materials for Teacher:

Various Magazines
Weebly.com
Examples projects

Computer/internet
Adobe Photoshop
Grading rubric

VIII. Resources & Materials for Students:

Various Magazines
Computer/internet
Adobe Photoshop
Grading rubric
Weebly.com
Paper
Pencils
Scanner

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation
Bring in various magazines (such as TIME, National Geographic, Newsweek, ARTnews) for
students to look at.
2. Guided Practice
Have students go to WebQuest website (newsasart.weebly.com) and explore it. Introduce
magazine cover and article spread project assignment through the instructions on the WebQuest
website.
3. Independent Practice
Students will brainstorm and start researching on a current social justice issue of their choice
and find a person that is important to their chosen issue. They will then draw out a rough draft
of their magazine cover with their chosen person, title of magazine, and other headlining text
that they may want to include.
4. Closure
Inform students that they will begin designing their magazine cover on Photoshop next class.
Show example project to students.
5. Formative Evaluation
Discuss students rough draft plan and ideas with them one-on-one before they start their final
project.
6. Classroom Management Procedures
Walk around classroom to make sure that students are on task. Answer any questions or
concerns they may have.
Day 2
1. Introduction/Motivation
Briefly re-introduce the assignment and ask if any students want to share about the person
theyre doing their project on.
2. Guided Practice
Demo Photoshop techniques:
a. Layering text over/under images

3.

4.
5.
6.

b. Hue/Saturation Adjustments
c. Levels/Curves Adjustments
Independent Practice
Students will work on their magazine covers using Photoshop. They will also start writing their
article for their article spread (100-300 word count). Have magazines from first day out on
table so that students can look at them on their own for reference if needed.
Closure
Tell students to finish their articles for homework if they have not finished them in class. They
will be checked for a completion grade by the end of next class period.
Formative Evaluation
Check on each students progress on their magazine cover and article.
Classroom Management Procedures
Walk around classroom to make sure that students are on task. Answer any questions or
concerns they may have.

Day 3
1. Introduction/Motivation
Show examples of and discuss different styles of drawing portraits (realistic vs. abstract, using
certain mediums to achieve certain effects to convey a message).
2. Guided Practice
Have students get into groups of 3-4 and have a mini in-progress critique with each other.
3. Independent Practice
Students will start working on their portrait for their article spread.
4. Closure
Remind students to finish their portrait and magazine cover if they have not yet done so and
that their project will be due next class.
5. Formative Evaluation
Go around to each student and talk with them individually about their progress on their portrait.
Also take a completion grade to make sure students have their articles completely written so
that they are ready to do the last part of the project for next class.
6. Classroom Management Procedures
Walk around classroom to make sure that students are on task. Answer any questions or
concerns they may have.
Day 4
1. Introduction/Motivation
Open the class by asking if anyone has any questions before they continue to work on their
projects and finish them by the end of the class period.
2. Guided Practice
Demo how to scan portraits to the computer so that students can incorporate them into their
article spread. Demo uploading projects to WebQuest site.
3. Independent Practice
Students will scan their portraits to the computer. They will then create the article spread with
their scanned portrait and written article. Have magazines from first day out on table so that
students can look at them on their own for reference if needed.
4. Closure
Have students upload their completed projects to the WebQuest site.

5. Formative Evaluation
Check to make sure that students have uploaded all parts of the project to the WebQuest site
without any technical difficulties before the students leave class.
6. Classroom Management Procedures
Walk around classroom to make sure that students are on task. Answer any questions or
concerns they may have.
Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Assessment should align with the objectives and instruction. Consider multiple ways the lesson might
be assessed throughout its course. Allow the students to be involved in assessment. Be sure to
determine how progress will be reported to students, administrators (if applicable), and parents. The
student should be aware of his/her own progress. You MUST include the specific assessment
instrument (rubric designed specifically for your lesson/unit, specific checklist, quiz, or exam, . . etc.)
Turning an objective into a yes/no question (i.e., Did the student?) is never an appropriate
assessment method. Be able to answer each question:
What do I want to know?
How will I know it?
How will I record it?
Weak (0-6 points)

Average (7-12
points)

Good (13-18
points)

Excellent (19-25
points)

Magazine
cover

The Magazine cover

includes a person that
is not influential to
their chosen current
social justice issue.

The Magazine cover

includes a person
that is important to
their chosen current
social justice issue.

The Magazine
The Magazine cover
cover includes
includes a person that
a person that is
is important to their
important to their chosen current social
chosen current
justice issue. The
social justice issue. Magazine cover has a
The Magazine
clear title that
cover has a clear
summarizes the
title that
current justice issue.
summarizes the
The elements in the
current justice issue. cover are organized.

Article
spread

The article spread

contains less than
100-300 words. The
article does not
clearly explains how
their chosen person is
important to their
chosen current justice
issue. The article
contains grammatical
errors.

The article spread

contains 100-300
words. The article
does not clearly
explains how their
chosen person is
important to their
chosen current
justice issue. The
article contains
grammatical errors.

The article spread The article spread

contains 100-300
contains 100-300
words. The article words. The article
clearly explains
clearly explains how
how their chosen
their chosen person is
person is important important to their
to their chosen
chosen current justice
current justice issue. issue. The article has
The article contains no grammatical errors.
grammatical errors.

Portrait

The portrait is not

included turned in.

The portrait is the

students chosen
person important to
their chosen current
justice issue. The
portrait is not
complete or scanned
into the article
portion of the
assignment.

Cohesivenes Zero out of three

Only one out of three
s
(cover, article and
(cover, article and
portrait) clearly relate portrait) clearly
to the students chosen relate to the students
person important to chosen person
their chosen current important to their
justice issue.
chosen current
justice issue.
Format and
Share

Project is not
complete. Project is
not turned in on an
image hosting site
such as Flickr,
Photobucket, or
TinyPic.on time

Work Habits Student is off-task

during the majority
of class time.

The portrait is of
The portrait is of the
the students chosen students chosen
person important to person important to
their chosen current their chosen current
justice issue. The
justice issue. The
portrait is not
portrait is complete
complete and
and scanned into the
scanned into the
article portion of the
article portion of the assignment.
assignment.
Only two out of the
three (cover, article
and portrait) clearly
relate to the
students chosen
person important to
their chosen current
justice issue.

Project is not
----complete. Project is
turned in on an
image hosting site
such as Flickr,
Photobucket, or
TinyPic on time.

The cover, article and

portrait all clearly
relate to the students
chosen person
important to their
chosen current justice
issue.
The magazine cover,
article, and portrait
are turned in on an
image hosting site
such as Flickr,
Photobucket, or
TinyPic.on time.

Student is sometimes Student is mostly

Student is focused and
off-task during class on-task during class on-task the entire
time.
time.
class time.

XI. Interdisciplinary Connections:

Briefly list and describe any meaningful connections or extensions of the lesson into other subject
areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the
interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum.
113.41. United States History Studies Since 1877 (One Credit), Beginning with School Year
2011-2012.
(c) Knowledge and skills.
(25) Culture. The student understands the relationship between the arts and the times during which
they were created. The student is expected to:
(A) describe how the characteristics and issues in U.S. history have been reflected in various genres of
art, music, film, and literature;

(26) Culture. The student understands how people from various groups contribute to our national
identity. The student is expected to:
(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups
shape American culture;

XII. References & Resources:

List all references used to develop this lesson.
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts
Subchapter C. High School, Adopted 2013http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html
National Visual Art Standardshttp://www.arteducators.org/research/Visual_Arts_at_a_Glance.pdf
Can Anyone Help Syrias Refugees? One Woman Thinks Sohttp://www.thetower.org/article/can-anyone-help-syrias-refugees-one-woman-thinks-so/
XIII. Art TEKS
117.302. Art, Level I (One Credit), Adopted 2013.
Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating original artwork. The student is expected to:
(A) consider concepts and ideas from direct observation, original sources, experiences, and
imagination for original artwork;
(B) identify and understand the elements of art, including line, shape, color, texture, form, space, and
value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and
(D) make judgments about the expressive properties such as content, meaning, message, and metaphor
of artwork using art vocabulary accurately.
(2) Creative expression. The student communicates ideas through original artwork using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:

(A) use visual solutions to create original artwork by problem solving through direct observation,
original sources, experiences, narrations, and imagination;
(B) communicate a variety of applications for design solutions;
(C) use an understanding of copyright and public domain to appropriate imagery constituting the main
focal point of original artwork when working from images rather than direct observation or
imagination;
(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
(F) demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture,
ceramics, fiber art, design, and digital art and media.
XIV. National Art Standards
VISUAL ARTS-Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
o HS Proficient VA:Cr1.2.la Shape and artistic investigation of an aspect of present-day
life using a contemporary practice of art or design.
Anchor Standard 2: Artist and designers balance experimentation and safety, freedom and
responsibility while developing and creating artworks.
o HS Proficient VA:Cr2.2.la Explain how traditional and non-traditional materials may
impact human health and the environment and demonstrate safe handling of materials,
tools, and equipment.
VISUAL ARTS-Presenting
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
o HS Proficient VA:Pr5.1.la Analyze and evaluate the reasons and ways an exhibition is
presented.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
o HS Proficient VA:Pr6.1.la Analyze and describe the impact that an exhibition or
collection has on personal awareness of social, cultural, and political history.
VISUAL ARTS-Responding
Anchor Standard 7: Perceive and analyze artistic work.
o HS Proficient VA:Re.7.1.la Hypothesize ways in which art influences perception and
understanding of human experiences.
o HS Proficient VA:Re.7.2.la Analyze how ones understanding of the world is affected
by experiencing visual imagery.
VISUAL ARTS-Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experience to make art.
o HS Proficient VA:Cn10.1.la Document the process of developing ideas from early
stages to fully elaborated ideas.