ARTE 342

1/1

Name: MacKenzie Powell

DAILY PLAN
Lesson Title: Environmental Protest Posters

Grade Level: 4

Skills:
VA:Cr1.1.4 ~ a. Brainstorm multiple approaches to a creative art or design problem.
VA:Cr2.1.4 ~ a. Explore and invent art-making techniques and approaches.
VA:Cr2.3.4 ~ a. Document, describe, and represent regional constructed environments.
VA:Re7.1.4 ~ a. Compare responses to a work of art before and after working in similar
media.
VA:Re7.2.4 ~ a. Analyze components in visual imagery that convey messages.
VA:Re8.1.4 ~ a. Communicate feelings when engaging works of art and describe subject
matter, formal characteristics, and art-making approaches to discuss meanings of
artwork.
CCSS.RI.4 ~ 7. Interpret information presented visually, orally or quantitatively and
explain how the information contributes to an understanding of the text in which it
appears.
Overall Lesson Objective:
BIG IDEA: People Places and Environments: The study of people, places, and
environments enables us to understand the relationship between human populations
and the physical world.
Technical Skill Objective:
Students will begin to brainstorm environmental issues like deforestation, ocean trash,
nutrient pollution, air pollution, habitat destruction and more. Through recalling facts
and explaining concepts students will sketch out five ideas to protest an environmental
issue. They must use imagery, symbols and minimal text.
Formal Quality Objective:
From those five sketches, each student will pick their best idea and implement that idea
to make their final product. Depending on the supplies available, these can be created
digitally or using collage techniques.
Conceptual Complexity Objective:
The students will create their protest posters and be able to strongly support their
decisions. Their posters must show a strong message and they should be able to defend
the message.

ARTE 342
Daily Objectives/Essential Questions
-What conditions, attitudes, and behaviors support creativity and innovative thinking?
-What factors prevent or encourage people to take creative risks?
-How does collaboration expand the creative process?
-How do artists and designers determine whether a particular direction in their work is
effective?
-How do artists and designers learn from trial and error?
-How do objects, places, and designs shape lives and communities?
-How do artists and designers create works of art or design that communicate
effectively?
-What can we learn from our responses to art?
-How do images influence our views of the world?
-What is the value of engaging in the process of art criticism?
-How can the viewer read a work of art as text?
-How does knowing and using visual vocabularies help us understand and interpret
works of art?
Academic Language:
-Collage
-Environmental Issues
Assessment Criteria:
Technical Skill

Formal Quality

Conceptual
Complexity

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

10-8 points
Student is able to
present an idea or
ideas and sketch
out five different
variations of their
poster.
The students final
product
matches
the ideas on the
original sketch and
includes
both
imagery and text.
The final protest
poster displays a
clear message on an
environmental
issue.

7-5 points
Student is able to
present an idea or
ideas and sketch
out 3-4 different
variations of their
poster.
The students final
product
barely
matches the ideas
on the original
sketch and includes
only imagery or
text.
The final protest
poster displays a
foggy message on
an environmental
issue.

4-0 points
Student is able to
present an idea or
ideas and sketch
out 1-2 different
variations of their
poster.
The students final
product does not
match the ideas on
the original sketch
and includes only
imagery or text.
The final protest
poster does not
display a message
on
an
environmental

ARTE 342
Critique/
Statement

Artist

The
artist
can
strongly
support
the final protest
posters message.

The
artist
can
support the final
protest
posters
message.

Teaching Resources Needed to Support the Lesson:

issue.
The artist cannot
support the final
protest
posters
message.

Note: All background materials, research

documents, and handouts should be listed below and included as attachments.

-Visual Resource Bank, Category 4: Insects, Images 41-60.

-Examples created by the teacher or previous classes
-Videos of environmental issues for inspiration
Art Materials Necessary for the Lesson:
-Glue
-Scissors
-Magazines
-Newspaper
-Stencils
-Found objects
-Crayons
-Markers
-Tissue Papers
-Patterned Papers
-Paint

ARTE 342
Teacher Activities
Introduction:
The teacher will prompt students to start
thinking about environmental issues that
they have learned about or heard about
before. She will help them brainstorm facts
and research information quickly.

Student Activities
Students will talk amongst each other
about issues that they know about.

If necessary, the teacher will let the students

vote on one topic that the whole class will
individually create their posters on, so that
there can be facts on the board available to
them.
Development:
The teacher will ask the students to put
their ideas onto paper and design five
sketches of possible posters.

The students will sketch.

Once they have their sketches, she will give

them the materials to get started.

They will turn their favorite sketch into

a final poster, using imagery and text.

Conclusion:
Once all of the posters are created, the
teacher will lead a class critique and ask the
students about their process and message.

Students will support their ideas in

critique and also try to read other
students messages.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)