The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski
Week of: January 4 to January 12,
2016

Course/Grade: Creative Art6th

Unit Name: Lichtenstein Inspired
Self-Portraits

Common Core/ NM Content Standards:

NMVA1, 2, 4, 5, 6, 7,8
Essential Question(s):
Who is Roy Lichtenstein and what is

his art style?

Connections (prior learning/prior

knowledge):
Students are familiar with Pop Art
from popular culture
Students are familiar with basics
of color theory
Students have created selfportraits previously in the class

What is Pop Art?

How can a choose a specific color
scheme to communicate meaning
in a self-portrait?
How can I create a contour selfportrait?
How can I express my personality
or personal meaning through use
of text and color in a self-portrait?
Other considerations (modifications, Resources/Materials
accommodations, acceleration,
Teacher: Images of Roy Lichtenstein
etc.):
portraits and student examples, video on
Lichtensteins work
Students needing help will get
assistance from me
Students: 12x18 paper, marker, oil
More advanced students can do a
crayon, or colored pencil, pencil,
series of pieces or help others
compass
Assessment (How will you monitor progress and know students have
successfully met outcomes?)
Daily: Daily observations of students doing portraits
This Week: Completion of final portrait
Unit: Final project, participation in critique
Time allotted
MON JAN 4
Learning Target- TSW learn about
how to create a contour portrait.
TSW know this after he/she
completes his/her self-portrait.

Lesson activities for instructor and

students
Do Now: Take out your sketchbook, a pencil,
and get a mirror from the shelf.
I.
Discuss basics about Lichtenstein,
how he was a Pop Artists, how many
didnt consider his art to be good or
real
II.
Show Lichtenstein images
III.
Show Lichtenstein video

IV.

TUESDAY JAN 5
Learning Target- TSW learn how to
create small dots using the
compass. TSW know this after
his/her portrait is full of samesized dots.

WEDNESDAY JAN 6
TargetTSW learn how to use
color balance in a self-portrait
using only 4 colors. TSW know this
once his/her portrait can be
flipped and still appear balanced.

THURSDAY JAN 7
Learning Target- TSW learn how to
create a portrait with strong
craftsmanship. TSW know this
after his/her piece is neatly and
carefully completed.

Explain projectdo 1-4 self-portraits.

Include at least one thought bubble. If
you do more than one portrait try to
show different parts of yourself in
each portrait. Also choose a color
scheme, and dont use more than 4
colors
V.
Demonstrate how to do a contour
portraitfill the page, include top of
shoulders to top of head (or closer)
VI.
Students do a contour portrait sketch
in sketchbook
(1F)Embedded Formative Assessment: One on one
check in on contour portrait
(1B)Closing Activity: How do you do a contour drawing?
Do NowTake out sketch book and make a list
of things you love, hate, and fear.
I.
Discuss color schemes
II.
Show students how to create dots
using compass and then filling them
in with either marker, colored pencil,
or oil crayon
III.
Start on self-portrait and fill face with
dots
(1F)Embedded Formative Assessment: One on one
check in on creating neat dots
(1B)Closing Activity: How do you use a compass to make
small dots?
Do NowTake out portrait and continue
working
I.
Demonstrate to students different
ways to balance color
II.
Continue working, focusing on color
balance
(1F)Embedded Formative Assessment: One on one check
on color balance
(1B)Closing Activity: How can we create color
balance in art?
Do NowTake out pieces and continue working
I.
Keep working on pieces, focusing on
craftsmanship
(1F)Embedded Formative Assessment: One on one check
on pieces being sure pieces are being executed with good
craftsmanship
(1B)Closing Activity: How can we have good

craftsmanship in an art piece?

FRIDAY JAN 8
TargetTSW learn how to be sure
forms are balanced in a selfportrait. TSW know this one
his/her piece can be flipped in any
direction and still appear
balanced.
MONDAY JAN 11
TargetTSW learn how to be sure
all elements in his/her piece are
unified. TSW know this once
his/her piece has a sense of
completion.
TUESDAY JAN 12
TargetTSW learn how to
participate effectively in a
critique. TSW know this once
he/she makes at least 3 strong
comments about his/her peers
work.

Do NowTake out pieces and continue working.

Continue working on piece, focusing on form
balance
(1F)Embedded Formative Assessment: One on one check
in on form balance
(1B)Closing Activity: How do you ensure a piece has
strong form balance?
Do NowTake out pieces and continue working.
Work on pieces, focusing on unity
(1F)Embedded Formative Assessment: One on one check
on unity
(1B)Closing Activity: How do you ensure your piece is
unified and complete?
Do NowTake out pieces and prepare for
critique
Critiques
(1F)Embedded Formative Assessment: participation in
critique
(1B)Closing Activity: What did you learn from you art
work from the critique?