Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: Linda Miller, Katie Flowers, Lori Henderson

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The
instructor will design these pairings with students interests and experiences in mind. The audience for the Unit Plan will be
your future secondary school students (grades 7-12) with limited to moderate exposure to (1) painting/drawing, (2) new media,
(3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage.
The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices (Patterson, 2011, p.
6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and
creative inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also
by the due date, the completed Unit Plan and appendices should be emailed to peers in one document/attachment as a
resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on Course Tools > Send Email > All
Users.

Lesson Title: Reactive Response The Roll Back Inspiration Artists, including those from underrepresented
populations:
Hannah Hoch & Joanna Vasconcelos (past contemporary artist)

Lesson Overview (~3 complete sentences):

Students will be provided a powerpoint presentation examining the influence WW1 had on Dada artists in Germany (anti-art
movement)
Students will be introduced two female activist artists (Hoch & Vasconcelos) and draw connections to how their platform
(political/social/economic/religious) is being integrated into their works of art.
Students will be able to understand and acknowledge the impact of integrating different medias together (collaging) can
create a dynamic and powerful visual aesthetic.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning?

Students will be encouraged to ask questions in regards to what they dont understand once the cultural context of the lesson
plan is provided to the class (power point)
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Students will be given a worksheet containing a list of the key ideas and questions that the student will be required to
complete within the class.
This will provide the instructor an insight on what the students are understanding and where there is uncertainty. Students will
be lectured to as if everyone individual had no prior knowledge or learning experience within this subject.
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
1. DADA ended questions.
2.Feminist art 1. What are the key concepts behind DADA?
3. Activism 2. What can be demonstrated in Feminist ark works? What is the
4 Collaging underlying theme?
3. Can activism be seen in art? Explain
4. Does collaging heighten the artists work ( in terms of
addressing their platform) of art or ruins it? Explain

Visual art content and multicultural Lesson Objectives:
What you want the students to do.
Helpful resources:
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-
planning/new-teacher/48345.html?
for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultura
l-education/#C
1. Visual Art: The students will (TSW) be able to
explain the impact DADA & Feminism had in society
and how it affected the Art world.
2. Visual Art: The students will (TSW) be able to justify
the similarities and differences between Hannah Hoch 2. How will you assess the Lesson Objective? What will you
& Joanna Vasconcelos
3. Multicultural: The students will (TSW) be able to
draw connections and identify the social and polictial
influences within the Dada, feminist, social and
political moments occurring within Hoch & Vasconcelos
artwork.
Align Formative and Summative Assessments with Lesson
Objectives from left column. Please submit at least one
rubric per Lesson for a total of three or more per
Unit.
1. How will you assess the Lesson Objective? What will you
be looking for?
Summative Assessment- Students will be required to
write down the main points of the lecture and jot down
questions they feel need to be discussed further for
clarification. The class will share what they know and
leave time open for follow up questions.
be looking for?
Summative Assessment- Students will engage in an oral
discussion of their views on the similarities and
differences between Hoch and Vasconcelos
3. How will you assess the Lesson Objective? What will you
be looking for?
Formative Assessment- Students will be given a
questionnaire rubric assigned for them to complete

National Core Art Standards: Visual Arts (3-4): Please
list number and description of Anchor Standard.
1. Creating:
2. Presenting: HS. Accomplished VA:Pr6.1.lla Make,
explain, and justify connections between artists or artwork and
social, cultural, and political history.
3. Responding:
4. Connecting: HS. Accomplished VA: Cn11.1.lla
Compare uses of art in a variety of societal, cultural, and historical
contexts and make connections to uses of art in contemporary and
local contexts.
Identify and define visual art vocabulary that connect
to other concentration area(s) and/or medium(s):
1. DADA: Dada or Dadaism was a form of artistic anarchy
born out of disgust for the social, political and cultural values of
the time. It embraced elements of art, music, poetry, theatre,
dance and politics.
2.Feminism: is a range of political movements, ideologies,
and social movements that share a common goal: to define,
establish, and achieve political, economic, personal, and social
rights for women.
3.Contemporary Art: is the art of today, produced by artists
who are living in the twenty-first century. Contemporary
art provides an opportunity to reflect on contemporary society
and the issues relevant to ourselves, and the world around us.
4.Collages: an artistic composition made of various materials
(such as paper, cloth, or wood) glued on a surface cut pictures
from magazines to make a collageb
5. Crochet: a handicraft in which yarn is made up into a
Lesson Plan Template 3
requiring them to make critical assessments on the
cross-cultural influence DADA and Feminism had on the
arts.
California Visual and Performing Arts Standards (grades 7-
12 only) (2-5): Check all that apply and add number and
description of applicable content standard.
_x_1.0 Artistic Perception: 1.3 Research and analyze the work of
an artist and write about the artists distinctive style and its contribution to
the meaning of the work.
___2.0 Creative Expression:
_x_3.0 Historical & Cultural Context: 3.3 Identify and
describe trends in the visual arts and discuss how the issues of time, place,
and cultural influence are reflected in selected works of art.
___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the columns below.
Have Purchase
-paper
-pencil
-Power Point Presentation
 Lesson Plan Template 4

patterned fabric by looping yarn with a hooked needle.

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the students,
teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure
to include management issues such as transitions, room arrangements, and student groupings.
1. Have class ready to begin the moment the period session starts
2. Have Power point slide ready for lecture
3. Begin introduction to Dada movement 5 minutes
4. Discuss political and social matters relating to Dada artists 10 minutes
5. Introduce Feminism and discuss various subjects relating to it 5 minutes
6. Introduce Hannah Hoch biography of her works and what made her a feminist artist 5 minutes
7. Engage class discussion about her work and what inferences they are drawing from. 5 minutes
8. Ask entire class to pair share what theyve learned from the presentation and allow time for follow up
questions 5 minutes.
9. Introduce Joanna Vasconcelos biography and her art work and tie her work to feminism. Provide visuals 5
minutes
10. Engage class discussion about her work and what inferences they are drawing from. 5 minutes
11. Question-air rubric will be passed out to the entire class and given 10-15 minutes to complete
12. Worksheet will be collected the last remaining minutes left in class.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge?

The teacher will introduce political and social movements occurring within the Art world (DADA) and correlate it in
connection to feminist artists ( Hoch and Vasconcelos). Presenting visuals of their works and discussing their
background history will provide enough cultural context in order for the students to understand their individual
political-social platforms. By providing the motives behind DADA/Feminist artists can the students then begin to
correlate and identify the point of view of the artists within their works.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives)
that are the focus of the lesson. Explain and show their purpose. Use analogies or other concrete examples to
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explain concepts (see Key Concepts).

The teacher will present a timeline of events leading up to the creation and ideas surrounding the DADA movement,
discuss how anti-art and anti-war played a pivotal role for Dadaist artist and how they saw the world. The instructor
will then discuss and define feminist movements seen within the art community (Gorrilla girls) and lead into
discussing two artist (Hoch and Vasconcelos) relating to past and present examples of feminist art works. Discuss
the similar media applications found within their works (collage, texture, lace) as well as their differences. Students
will be allotted time to openly discuss their understanding of DADA and feminism, and then asked about how they
see the artists political platforms within Hoch and Vasconcelos art works. Collectively, as a class they will be
encouraged to explain how they may draw a connection to how DADA and feminism can be similar and different to
one another. After the lecture and class discussion is finished students will be given a question-air assessment
covering what has been lectured in class. Within the remaining allotted time, students will be required to complete
the worksheet or finish it at home if time runs out. Students will be graded upon completion and their ability to fulfill
the scoring rubric standards.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following
questions. What Essential Questions will you ask students to facilitate learning? How will you organize students?
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)?

Students will be asked to discuss their understanding of DADA and Feminist art. As a class, they will refer to their
notes and be questioned on what they think DADA is about. To discuss in their own words what motivated DADA
artist and Feminist artist. Get the class to define what DADA and Feminism is all about. As the instructor, he/she
write down their collective ideas on a whiteboard/chalkboard and assess from there whether they are understanding
the key concepts and ideas. From their dialogue the teacher can assess what concepts the class maybe struggling to
understand. Introducing Hoch and Vasconcelos can be an opportunity to engage with the students and ask for input
on assessing and evaluating the artists works of art. Look at the artists different approaches, ask the students
about their input. Whether they like the work of art. Whether they think the collage has been successfully executed.
Have them discuss whether they feel that the artists platform is being conveyed successfully? Have the class
discuss the potential benefits or disadvantages of incorporating different media together. Most importantly, just
getting the class comfortable with discussing, analyzing, interpreting and redefining a work of art.

3. Collaborative Learning (students do together): What activity will you include so that students have an
opportunity to negotiate understandings and engage in inquiry with peers?
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Through open class discussion the instructor will allot an opportunity for his/her students to pair share ideas to the
class, draw insight and clarity from each other, and encourage an open communication with not only the instructor
but with their classroom community as well. If classroom discussion isnt occurring, the class will be given the
opportunity to get into groups small groups of 3-4 people and share ideas with one another for a few minutes,
regroup & discuss ideas to the class.

4. Independent Learning (students do alone): What activity will the students complete independently to apply
their newly formed understanding to novel situations? What will the students explore independently?

After lecture and class discussion, students will be presented with a worksheet that covers questions in relation to
DADA, Feminist Movements, Hannah Hoch, Joanna Vasconelos, collaging, past-contemporary feminist art work, and
get the students to draw connections to all these topics through critical thinking, analyzing and evaluating,
critiquing, and responding. This provides the student an opportunity to address the political, socio-economic, and
cultural aspect of the class activity by deriving insight from their own understanding.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts
and strategies/skills (see Key Concepts and Lesson Objectives) for the day?
If time allows, once the students have finished their worksheet questionnaire the instructor will ask what they
thought about the lecture. What main points they found interesting. What they did and didnt like about the art
works? Theyll be encouraged to classify whether they would consider it a work of art or not and have them defend
their stance. Once everything has been addressed the instructor will hint at what students can expect to happen for
the next class activity the following day.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
Adapt power point to suit the students needs
Provide a printed visual of the power point
Break it down more clearly
Simplify the language
Provide visuals with t/f
Define all the words
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If problems with literacy and reading I will provide visuals with an oral component and more simplistic
questions (true or false statements)

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Make cross-cultural connections (political, social, economic, religious and etc.) that art can be used on multiple
platforms.

3. How will you engage students in routinely reflecting on their learning?

-Questionnaire
-Group discussion
-Pair share

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
-Not applicable

Lesson Resources/References (use APA):

http://www.artversed.com/art-feminism-10-contemporary-artists-to-know/
http://joanavasconcelos.com/biografia_en.aspx

http://shiveegupta.weebly.com/formative-assessment-analysis.html

http://teamdada.blogspot.com/p/hannah-h.html
https://www.youtube.com/watch?v=EqkIJ0odFxA

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf