Lesson Plan Template 1

Visual Art Lesson Plan

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

Print First and Last Names: Monica Alcazar Caitlin Jones Lawrence Schaedler-Bahrs

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: Inspiration Artists, including those from underrepresented

value, form, and shape populations:
Giorgio Morandi, Louise Nevelson, David Smith, Kasimir
Malevich, Peter Paul Rubens
Lesson Overview (~3 complete sentences):
The main focus of this lesson is to have students learn about the various shifts in values, and be able to identify how
shape and form are encompassed within still life. Students will also learn and develop their own wide range of
values. They will be able to understand and practice the illusion of a form and how it can be created to make various
forms. The artists will be able to use a variety of techniques in order to create their illusion of form.

Background Knowledge (~3 complete sentences):

General concepts on the difference between a 2D and a 3D shape, along with classroom rights such as speaking
with respect and honoring their classmates work.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
1. Know how to turn a 2D shape into a 3D form. ended questions.

2. Know how to create the illusion of space.
3. Know what is a place of a surface.
4 Know what type of graphite pencil is needed for both
a thin and a bold line.
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
identify form vs. shape.
2. Visual Art: The students will (TSW) be able to define
what value represents in the art language.
3. Multicultural: The students will (TSW) be able to
identify how form and value create space.
National Core Art Standards: Visual Arts (3-4): Please
list number and description of Anchor Standard.
1. Creating: HS Proficient VA:Cr1.1.la
Use multiple approaches to begin creative endeavors.
2. Presenting: 8th VA:Pr4.1.8a
Develop and apply criteria for evaluating a collection of and in works of art, including their own.
artwork for presentation.
3. Responding: HS Proficient VA:Re9.1.la
Establish relevant criteria in order to evaluate a work
of art or collection of works.
4. Connecting: HS Proficient VA:Cn10.1.la
Lesson Plan Template 2
1. How does an artist turn a 2D shape into a 3D form?
2. How can you create the illusion of space?
3. What is plane of surface?
4. What type of graphite pencil is needed for a thin line? A
bold line?
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. Students would learn about hatching, cross
hatching, stippling, shading. They will be able to
demonstrate how all four aspects would be visible in
different aspects of light (ie: highlight, core shadow,
cast shadow, reflected light).
2. In this lesson plan, the students will draw a still
life from observation. Objects would be drawn from
observation while all of the lights are still on in the
classroom. After, the lights would be turn off for a
more dramatic effect on the white shapes. The
spotlights would emphasize the shadows and the
students would do their best in order to portray how
different shifts in lights help to create form.
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.
1.1- identify and use the principles of design to discuss,
analyze, and write about visual aspects in the environment
1.2- describe the principles of design as used in works of
art, focusing on dominance and subordination.
1.5- analyze the material used by a given artist and
describe how its use influences the meaning of the work.
2.1- solve a visual arts problem that involves the effective
 Lesson Plan Template 3

Document the process developing ideas from early use of the elements of art and the principles of design.
stages to fully elaborated ideas. 2.4- review and refine observational drawing skills.
2.5- create an expressive composition, focussing on
dominance and subordination.

Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s): Have Purchase
value- the lightness or darkness of tones or colors. 1. mid weight strathmore n/a
White is the lightest value; black is the darkest. The drawing paper
value halfway between these extremes is called middle 2. fabre castell graphite
grey. sketch pencil (school pack)
form- an element of art that is 3D and encloses 3. rulers
volume; includes height, width AND depth (ie: cube, 4. erasers
sphere, pyramid, or cylinder). 5. sharpeners
space- an element of art by which positive and
negative areas are defined or a sense of depth
achieved in a work of art.
color- an element of art made up of three properties:
hue, value, and intensity.
hue- name of color
value- hues lightness and darkness (a colors value
changes when white or black is added)
intensity- quality of brightness and purity (high
intensity= color is strong and bright; low intensity=
color is faint and dull)
shape- an element of art that is 2D, flat, or limited to
height and width.
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. Focus Lesson (teacher does): An explanation of the project would be presented along with visuals from
 Lesson Plan Template 4

inspirational artists. First I would demonstrate the beginning steps of a value scale. Time would be allotted for
questions.
Modeling (teacher does): An example would be presented on what a value scale chart is, and why it is
beneficial.
2. Guided Instruction (teacher and students do together): Together we would go through different concepts
again. Now we would apply still life to the lesson and how light has an effect on it. Students would apply their
knowledge from their value scale to drawing still life. Which point in value would be best applicable to a shape that
is in direct light, shadow, reflected light, etc. On a separate sheet of paper they would do their best in drawing the
still life in front of them with their value scale as reference.
3.Collaborative Learning (students do together): Students are given time to reflect on their partners artists work. What are
some things that the artist is doing well and what are some things that they might need to improve. Students are asked to give solutions to
problems they identify in the work.
4.Independent Learning (students do alone): Students reflect on their work and note what aspects might need to be revisited
again. Students would have the opportunity to take this assignment home over the weekend for improvement.

Closure: This lesson would be closed up by having positive affirmations and encouragements to continue
their work from what they have learned from insights with their peer or their own trial and errors.
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 & ELL?
For ELL I would visually break up the steps that are needed in creating a 2D shape and transforming it into a 3D
form. It would also be beneficial if I go by sequential order of the steps, while displaying visuals to help with their
comprehension.
For students with disabilities, I would modify my teaching to best fit their exact capabilities and the critique would
not be based on their artistic capability but on their willingness to attempt the project.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson would be a great opportunity to have the students go through various problem solving tactics while
creating their work. Through their mistakes they will be able to use their imagination to generate ideas and apply
them to their future works. Students would be able to share their ideas, and what they believe might work, with
their peers. In art there is wrong or right, it is in using your own creative thinking.

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

Being that this may be the credits that the student might go through in a beginning High School Art 1 class, students would be able reapply the
language that they learn during this unit to help them absorb new principles of art.
4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
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Necessary classroom rules would be presented during the beginning of the class, along with my expectations. It is important to keep in mind
criticism and how, at times, it may be difficult to take. It is important to be sensitive to the students, as this might be the firsts steps in creating
work and I would not want them to feel discouraged from proceeding.

Lesson Resources/References (use APA):

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
Vocabulary, Visual Elements of Art
http://www.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf