Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski Course/Grade: Creative Art Painting & Drawing

Week of: September 15 to 22

Unit Name: Charcoal Layered Self-Portraits


(1A)*Essential Question(s):
How can I use charcoal effectively on a
layered surface?
How can I use charcoal to express my
personality in a self-portrait?
How can I use a variety of values to create
depth in a portrait?
How can I effectively use drawing tools to
carry out my ideas?
(1A/1B) Connections (prior/future learning):
Students have used charcoal in the previous
assignment and most likely in past art classes

(1A) Common Core/State Standards: NMVA1,2,4,5
(1E) Other considerations (modifications,
accommodations, acceleration, ELL, etc.
Students needing more assistance will get one-
on-one help
(1D) Resources/Materials:
Teacher: Images from William Kentridge and Kathe
Kollwitz, Videos by Kentridge:
http://www.ikono.org/2012/01/the-films-of-william-
kentridge/ and
https://www.youtube.com/watch?v=m1oK5LMJ3zY
(Kentridges process and Pain and Sympathy), newspaper,
books, etc.

Student: print material to transfer, charcoal or watercolor
paper, charcoal, chamois, erasers, fixative
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens
when students understand and when they dont understand?

Daily: Practice self-portrait

This Week: Final charcoal layered self-portrait

(1B) Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,

MONDAY 9/15
(1C) Learning Target: TSW learn about correct
proportion of facial features. TSW know this after
he/she has completed a practice self-portrait using
correct facial proportions.
(1C) Do Now: Take out sketchbook and start sketching
your face using mirror.

I. Briefly discuss project and Kentridge. Show
images and videos.
II. Demo newspaper transferstudents may do theirs
now or bring text and do it tomorrow if they want
to bring their own text (try to find something
meaningful)
III. Review facial proportion rules
IV. Practice self-portrait with pencil

(1F)Embedded Formative Assessment: cold call about
correct facial proportions
(1B)Closing Activity: review proportions
TUESDAY 9/16
(1C) Learning Target: TSW learn about using value
difference to show different forms. TSW know this when
he/she uses value differences instead of outlining to show
different forms.
(1C) Do Now: Take out sketchbook and continue with
self-portrait.

I. Review using charcoal techniques for precise
work
II. Start self-portrait on transferred image charcoal
paper
III. Focus on NOT outlining and instead using
value to show different features

(1F)Embedded Formative Assessment: Cold call reasons
for not outlining
(1B)Closing Activity: Review avoiding shading when
outlining
WEDNESDAY 9/17
(1C) Learning Target: TSW learn how to be sure there
are a variety of values in self-portraits. TSW know this
when his/her portrait has at least 5 different values.
(1C) Do Now: Check your self-portraitare you
outlining? How many different values do you have? Do
you have black and white?

I. Continue on self-portraits, focusing
on variety in valuetry to be sure
you have at least 5 different values,
including blacks and whites

(1F)Embedded Formative Assessment: Ensure students
have a variety of values in pieces
(1B)Closing Activity: Review importance of value variety
THURSDAY 9/18
(1C) Learning Target: TSW learn how to use expressive
lines in a self-portrait. TSW know this when he/she has
several expressive lines in his/her piece.
(1C) Do Now: Look at your portraitwhere can you
include more expressive lines?

I. Continue on self-portraits, focusing on
expressive lines
(1F)Embedded Formative Assessment: Ensure students
have expressive lines
(1B)Closing Activity: Review importance of expressive
lines in a self-portrait
FRIDAY 9/19
(1C) Learning Target: TSW learn how to bring still life
to completion. TSW know this when his/her portrait has
filled the page and is finished.
(1C) Do Now: What do you need to do to finish this
portrait?
Finish portrait, focusing on filling the page
(1F)Embedded Formative Assessment: Ensure students
have a finished looking portrait that fills the page
(1B)Closing Activity: Review importance of filling the
page in portraiture
MONDAY 9/22
(1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this once he/she
makes several strong comments during critique.
(1C) Do Now: Read over rules for participating in a
critique
Critique




1F)Embedded Formative Assessment: Participation in
critique
(1B)Closing Activity: Review what students learned from
critique

*Refers to NMTEACH Rubric:
1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.