STEPP Lesson Plan Form

Date: May 3rd, 2016

Teacher: Jay Dukart

School:
Rocky Mountain High School
Area: Art 2-D

Grade Level: 9-12 Content

Title: How to Critique

Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson:

directly from the standard)

(Write Content Standards

Standard 1, GLE #1: Visual art has inherent characteristics and expressive features.
Standard 2, GLE #1: Reflective strategies are used to understand the creative
process.
GLE #3: Interpretation is a means for understanding and evaluating
works of art.

Understandings: (Big Ideas)

What is critiquing and how is it successfully done?

What are other ways critiques are done?

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

What are the ways to analyze and discuss works of art?

What are the 4 steps needed to be able to critique any work of art?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

I can: Students can explain the process of critique using the progression of
description, analysis, interpretation, and evaluation
This means: Students can demonstrate comprehension of necessary principles and
elements of the critique process through a pre- and post assessment, showing an
increase in description following the lecture and class activity.

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with
each assessment)
Pre and Post assessment of knowledge dos and dont of critiques.
Formative check- in questioning throughout the lecture will allow me to be sure that
students are understanding the material

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:

Critique: Fancy word for talking about art

Purpose: To understand why artists critique and how to talk about art.

60-80 minutes (whole class period) and materials needed are pre/post
assessment handout, powerpoint ready, students should have their
sketchbooks, interview handout.
Pre- quiz: will help them start thinking about what is to come.
Powerpoint highlighting what is needed for anyone to talk about art- at
end have whole class participate in a critique.

1. Have students take pre- assessment

2. Ask who has been in a critique before and have them share their
experiences
3. Ask students to write down notes because they might need them
for the activity
4. Go over powerpoint highlighting the process of critiquing art
5. Have class critique work of art presented on board (mark on
seating chart # of times students talk- this will allow me to see

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STEPP Lesson Plan Form

-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each

who understands/who doesnt)

6. Have students pair up and critique their collage projects to
practice a different form of critiquing.
7. Each student will get the opportunity to critique their classmates
work of art in written form and then be able to interview the
artist and their art making style.
8. Continue asking students what makes up a good critique
Closing questions:
What is one think they learned about critiquing and or their classmates
style of art making?
What is one thing theyve learned about themselves as an artist and
how to critically think about their art making process?
Take post quiz before they leave. Exit ticket.

The lecture will be presented using oral questioning, visuals and written
format, independent work time as well as group work. The diversity of
presentation modes will hopefully reach every student, from auditory to
visual to kinesthetic. They will be held accountable for completion of
worksheets through partner work.
I am looking for an increase of details in the pre/post assessment. I will
know that students understood the concepts by their responses in the
assessment and overall participation throughout the lecture. And
answering closing questions

Colorado State University College of Applied Human Sciences

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STEPP Lesson Plan Form

assessment.

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STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
In this lesson I used a pre- and post- assessment to see where
students were at with knowing what a critique was. Upon reviewing
them I noticed quite a difference before the lesson and afterwards,
more than half the students were able to say more about what they
knew about critiques. During the lesson the students were a bit
quite, which is understandable because I am not their regular
teacher and the critique was at a random time. I did get students to
participate throughout the lesson and they were well behaved. If
they had never done a critique, they now have some background
knowledge of what one can be.
2. What changes, omissions, or additions to the lesson would
you make if you were to teach again?
I need to work on my hook to get students attention and
participation. I had a powerpoint but I need to connect it back to
them, otherwise theyre just going to be staring at me. I need to
remember to write down the objectives of the day, or learning
targets up on the board so that students have a better
understanding of what the goal will be for that day.
3. What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
I need to have more practice. Art is very different because you cant
just plug yourself in whenever, you need to start from the
beginning. I would definitely look at more options regarding
critiques and communicate better with my teacher and get a feel of
what they think will be successful. Its just so much harder when Im
in the classroom twice a week, its not enough to really get to know
the students and their level of understanding.

Colorado State University College of Applied Human Sciences

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