LESSON PLAN FORMAT

University of North Texas

Art Education

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

Lesson 4, Art I, Final Project, Six 1-hour class periods
II. Lesson Rationale:
In the previous lessons, students have been learning how to explore different parts of their identity and
to view their identity from different perspectives. This lesson challenges students to take everything
that they have learned and reflected on and to create a watercolor piece that best represents their
identity. Past lesson assignments serve as possible ways in which to approach this final piece, however
students are not limited to those options. Students should consider one or several of the key concepts
and essential questions they have investigated from past lessons when deciding how they want to
approach creating their artwork.
III. Key Concepts:

Identity includes how you perceive yourself

Identity includes how others perceive you
Identity is connected to self-esteem and confidence
Culture and environment influence identity
Identity changes over time

IV. Essential Question:

How do you perceive yourself?

How do others perceive you?
How does identity affect your self-esteem or confidence?
How does your culture and environment influence who you are as a person?
How has your identity changed over time?

V. Lesson Objectives:

The student will be able to analyze how effectively their previous lesson assignments reflect
their identity.
The student will be able to develop a new watercolor composition that portrays their identity
based on the knowledge they gained on how to explore their identity from previous lessons.
The student will be able to critique and provide feedback for their peers artwork.

VI. Specific Art Content:

Watercolor techniques
Elements of art line, shape/form, color, texture
Principles of design rhythm/movement, balance, unity/variety, emphasis

VII. Resources & Materials for Teacher:

Powerpoint with artwork of artists covered in previous lessons (Kelli Connell, Wassily
Kandinsky, Mark Rothko, Helen Frankenthaler, Nikki S. Lee, Lora Zombie)

VIII. Resources & Materials for Students:

Pencil
Sketchbook
Watercolor paint
Watercolor brushes
One sheet of watercolor paper at least 9 x 12, no bigger than 22 x 30

IX. Instruction and Its Sequencing:

Day 1
Behavioral Objective: Students will be able to analyze how effectively their previous lesson
assignments reflect their identity.
1. Introduction/Motivation:

Briefly review all artists covered from previous lessons in unit so far and how their works
relate to the big idea of identity
o Kelli Connell, Wassily Kandinsky, Mark Rothko, Helen Frankenthaler, Nikki S. Lee,
Lora Zombie
o The artists covered are a mix of abstract and representational artists
Have several students share with class which artists works they like and why that artists
works stand out to them in regards to identity

2. Guided Practice

Introduce students to final project Create a watercolor piece that best reflects your
identity. Take into consideration what you have learned from past lessons (such as using
words to describe your identity, expressing who you are in an abstract manner, reflecting on
scenes/places/symbolic objects from your culture/environment that represent you, etc.). You
may want to improve on a sketch from a previous activity, combine aspects of a couple
sketches, or you may want to do something completely new. It can be abstract or
representational. This final watercolor piece is open to however you want to represent who
you truly are as an individual. Keep in mind your use of elements of art (line, shape/form,
color, texture) and principles of design (rhythm/movement, balance, unity/variety,
emphasis) in order to create a strong, effective composition (you can use other elements of
art/principles of design, but the ones listed are a good starting point). Also keep in mind the
essential questions explored through previous lessons. Your project should respond to at
least one of the essential questions.
Answer any questions students may have about final project

3. Independent Practice

Students will spend the rest of this class period brainstorming and drawing thumbnail
sketches of possible compositions in their sketchbooks.
o This will allow students to analyze how effectively their previous lesson
assignments reflect their identity. They can improve or modify an idea from a
previous assignment, or they can come up with a completely new idea if they think
that it will better reflect their identity.

4. Closure

Encourage students to continue thinking and reflecting on their identity.

Tell students to be ready to share their thumbnails and ideas with me next class period
before they start their final composition.
Tell students that they need to bring their sheet of watercolor paper for next class

5. Formative Evaluation

Participation in class discussion

Drawing thumbnails in sketchbook

6. Classroom Management Procedures

Make sure students have sketchbooks out and are actively working throughout class
Walk around classroom to make sure students are on task and to answer any questions they
may have

Day 2
Behavioral Objective: Students will be able to develop a new watercolor composition that
portrays their identity based on the knowledge they gained on how to explore their identity from
previous lessons.
1. Introduction/Motivation:

Write essential questions on board and keep up for remainder of class period as a reminder
for students to think about when creating their watercolor pieces
o How do you perceive yourself?
o How do others perceive you?
o How does identity affect your self-esteem or confidence?
o How does your culture and environment influence who you are as
a person?
o How has your identity changed over time?

2. Guided Practice

Have students continue working on their thumbnails in their sketchbooks

Go around to each student individually to talk with them about their ideas and thought
processes for their final composition before they begin

3. Independent Practice

Students will continue working on their thumbnails

When teacher has discussed plans and ideas with each student, students can begin working
on their final composition on their 30 x 22 watercolor paper
o By the end of this class period, every student should be starting their final
composition

4. Closure

Let students know that they will have two more full class periods to work on this project

5. Formative Evaluation

Talk with each student individually about their plans/ideas for their final composition
Check to see that students are starting their final composition by the end of class

6. Classroom Management Procedures

Make sure students are actively working throughout class

Walk around classroom to make sure students are on task and to answer any questions they
may have

Day 3
Behavioral Objective: Students will be able to develop a new watercolor composition that
portrays their identity based on the knowledge they gained on how to explore their identity from
previous lessons.
1. Introduction/Motivation:

Remind students that they have all of this class period and the next 2 class periods to work
on final project
Have students get to work right away

2. Independent Practice

Students will work on their final project independently

3. Closure

Have students continue working until the end of class

4. Formative Evaluation

Check that students are actively working on their final project

5. Classroom Management Procedures

Make sure students are actively working throughout class

Walk around classroom to make sure students are on task and to answer any questions they
may have

Day 4
Behavioral Objective: Students will be able to develop a new watercolor composition that
portrays their identity based on the knowledge they gained on how to explore their identity from
previous lessons.
1. Introduction/Motivation:

Remind students that they have all of this class period and next class period to work on
final project
Have students get to work right away

2. Independent Practice

Students will work on their final project independently

3. Closure

Have students continue working until the end of class

4. Formative Evaluation

Check that students are actively working on their final project

5. Classroom Management Procedures

Make sure students are actively working throughout class

Walk around classroom to make sure students are on task and to answer any questions they
may have

Day 5
Behavioral Objective: Students will be able to develop a new watercolor composition that
portrays their identity based on the knowledge they gained on how to explore their identity from

previous lessons.
1. Introduction/Motivation:

Remind students that this is the last full class period they have to work on final project
Have students get to work right away

2. Independent Practice

Students will work on their final project independently

3. Closure

Have students continue working until the end of class

If students are not finished with their project, they will finish it for homework

4. Formative Evaluation

Check that students are actively working on their final project

5. Classroom Management Procedures

Make sure students are actively working throughout class

Walk around classroom to make sure students are on task and to answer any questions they
may have

Day 6
Behavioral Objective: Students will be able to critique and provide feedback for their peers
artwork.
1. Introduction/Motivation:

Have students pin artwork on walls of classroom

Give students a few minutes to walk around and look at each artwork

2. Guided Practice

Guide students in a class critique

Put each students name in a cup and have each student draw a random name
Each student will give their thoughts and opinions on the artwork of the student they
randomly drew. Some guiding questions to consider are:
o What essential question do you think this artwork tries to answer or respond to?
o Do you think this artwork effectively conveys the artists identity? Why or why not?
o If you were to give this artwork a title, what would it be and why?

o What words would you use to describe this artwork?

o What is a strong point of this piece? What could the artist do to improve this piece?
Have these questions written on the board or posted around the room for students to refer to
during critique. They do not have to answer every question or even stick to those questions
specifically, but they should still contribute to a meaningful conversation.
After each student comments on their chosen peers artwork, the teacher will give their own
thoughts and feedback. Afterwards, give a few minutes of open discussion to the class for
each artwork if a couple other students have anything to add.

3. Closure

Have students take down artworks from wall and turn in to teacher at end of class period.
Make sure students have their name and class period written on the back of their artworks
in pencil.

4. Formative Evaluation

Completion of final project

Participation in class critique
Turn in final project

6. Classroom Management Procedures

Make sure students are participating in class critique and respectfully listening when their
peers are talking

X. Summative Assessment and Evaluation:

Criteria
Understanding

Composition

Technique

Exemplary 4
Project shows a
strong, clear
understanding of at
least one key
concept/essential
question related to
identity
Project shows that
composition was
well thought-out and
strongly enhances
the relationship
being conveyed;
composition is
visually pleasing and
engaging
Project shows
excellent usage of
and proficiency in

Accomplished 3
Project shows a
good
understanding of at
least one key
concept/essential
question related to
identity
Project shows that
composition was
thought out and
enhances the
relationship being
conveyed

Project shows
good usage of and
noticeable

Developing 2
Project shows an
attempt to think
about a key
concept/essential
question but is
somewhat vague in
conveying identity
Project shows an
attempt to think
about composition
but the
composition does
not add to or
enhance the
relationship being
conveyed
Project shows an
attempt at using
watercolor

Beginning 1
Project is vague in
conveying identity
and lacks
understanding of at
least one keyconcept/essential
question
Project does not
have a well
thought-out
composition and
does not read well;
no consideration
for organization
and placement of
visual elements
Project shows an
attempt at using
watercolor

watercolor
techniques
Creativity

Work Habits

Project shows an
exceptional amount
of effort and
personal expression;
project is unique
visually
Used all of class
time efficiently to
work on project; not
distracted, on-task

Total: _______/20

competency in
watercolor
techniques
Project shows a
good amount of
effort and personal
expression

techniques but
execution is
mediocre
Project shows
some effort and an
attempt at personal
expression

Used most of class

time efficiently to
work on project;
rarely distracted,
mostly on-task

Used some of class

time efficiently to
work on project;
sometimes
distracted or offtask

techniques but
execution is messy
Project shows a
lack of effort and
personal
expression; little to
no attempt at being
original
Did not use class
time efficiently to
work on project;
distracted or offtask

_______%

XI. References & Resources:

http://kelliconnell.com/
http://www.wassilykandinsky.net/painting1896-1944.php
http://www.markrothko.org/
http://www.frankenthalerfoundation.org/artworks/paintings
http://www.tonkonow.com/lee.html
XII. Art TEKS
117.302. Art, Level I. (c) Knowledge and skills. (2) Creative expression. (D) create original artwork
to communicate thoughts, feelings, ideas, or impressions
117.302. Art, Level I. (c) Knowledge and skills. (2) Creative expression. (F) demonstrate effective
use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, and
digital art and media.
117.302. Art, Level I. (c) Knowledge and skills. (4) Critical evaluation and response. (A) interpret,
evaluate, and justify artistic decisions in artwork by self, peers, and other artists such as that in
museums, local galleries, art exhibits, and websites;
117.302. Art, Level I. (c) Knowledge and skills. (4) Critical evaluation and response. (B) evaluate
and analyze artwork using a verbal or written method of critique such as describing the artwork,
analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the
artwork
XIV. National Art Standards
VA:Cr1.1.Ia Use multiple approaches to begin creative endeavors.

VA:Re.7.1.Ia Hypothesize ways in which art influences perception and understanding of human
experiences.
VA:Re8.1.Ia Interpret an artwork or collection of works, supported by relevant and sufficient
evidence found in the work and its various contexts.
VA:Cn11.1.Ia Describe how knowledge of culture, traditions, and history may influence personal
responses to art.