The Ohio State University

Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

GRADE 5
(Revised 2012)

Teacher Candidate
School
UNIT TITLE
Grade Level of Unit
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
Self Portraits
5
60 minutes
26

Beginning Date for this Unit

Ending Date for this Unit

ENDURING UNDERSTANDINGS

Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselve

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artwo

PROGRESS POINTS
A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities.

B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborati

CRITICAL ISSUE or BIG IDEA

My focus is for students to create art based on portraiture from the Rococo period. We will begin
by examining the self-portrait and other portraits of Elisabeth Vigee-Lebrun. Students will be
using pencil, marker, and oil pastels to create an identity self-portrait. They will outline and fill
in their hair with words that describe their identity, using my questions to guide their responses
about themselves. Their finished portraits should show thoughtful narrative, realistic proportions,
and vibrant colors.
Possible Integration
Rationale
In this unit, we are interested in exploring the more positively expressive self-portraits from the
Rococo period. To create an even more personalized portrait, the students will also be
instructed to incorporate a short narrative about their identities into their piece. It is important for
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the students to learn about the history of portraiture and its significance, because as they are in
the era of the selfie, it is beneficial for students to know the true origin of cultural trends. It is
also important that the students find ways to create pieces with deeper, more personal
meanings so that they develop different ways to personally express themselves through visual
art.
Essential Questions (provocative, engaging, critical)
What are the differences between a Baroque portrait and a Rococo portrait?
How can we tell that the Rococo painting portrays a more pleasant expression?
What do we know about Elisabeth from her self-portrait?
DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT
Lesson One
Title Identities
Lesson Students will learn about the history of portraits, emphasizing the Rococo
Description era. They will fill out a worksheet answering questions about their interests
and lives.
Lesson Two
Title Portrait
Lesson Students will have pictures taken of themselves, and use tracing paper to
Description outline main features.
Lesson Three
Title Studio
Lesson Students will outline and fill in hair with the words they have responded to
Description the questions with. They will then color in the rest with oil pastels
Explain how technology has been used in this unit
SMART technology for lecture-discussions

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LESSON PLAN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Grade Level of Unit
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
1
Identities
5
60 minutes
26

Beginning Date for this Lesson

Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
2PE Identify and communicate how historical and cultural contexts influence

ideas that inform artists.

CONTENT STATEMENTS PRODUCING/PERFORMING

1PR Integrate observational and technical skills to strengthen artmaking.

CONTENT STATEMENTS RESPONDING/REFLECTING

4RE Communicate how personal artistic decisions are influenced by social, environmental and political views.

(Stage One) Performance-based Assessment Objectives

Students will correctly identify key words when called upon
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will complete a questionnaire using complete sentences and thoughtful answers.
Age-appropriate Vocabulary
Rococo: movement after Baroque, displays lighter more playful designs
Portrait: picture or artwork of a person
Identity: Things that make each person unique
Accommodations for Special Populations
For the students who have reading needs, the teacher will read aloud questions on the
worksheet to those who need assistance. For the students possessing sensory needs, the
teacher will provide and allow small fidgets.
Art/Visual Culture Examples
Elisabeth Vigee-Lebrun
Pompeo Batoni

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Preparations
Materials/Resources for Teacher
Power point
Worksheets done
IPad ready for pictures in front of white wall
Materials for Students
Pencils
Safety Procedures
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Power point
Worksheets ready
Photo wall
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Greetings/Intro (5 minutes)
Brief greetings
Take seats
Self intro
Portrait history (20 minutes)
What is a portrait?
What is realism
Baroque-what do you notice?
Rococo- what is similar, what is different
Elisabeth Vigee-Lebrun- what can you tell about her from looking at the picture?
Identity?
Worksheet/ photos (30 minutes)
Identity worksheet
Volunteers to share some answers
Will be periodically asking students to pose for their self portrait
Clean up (5 minutes)
Stack papers
Return borrowed materials
Next we will be tracing our pictures!
Clean-up Procedures (Room, Materials & Work Storage)
Stack papers
Return borrowed materials
Next we will be tracing our pictures!
Closure, Review & Anticipation (whats next?)
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Tracing pictures
Supplemental Activity
Practice drawing a face and its proportions
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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LESSON PLAN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Grade Level of Unit
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
2
Portrait
5
60 minutes
26

Beginning Date for this Lesson

Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING

5PE Focus attention on selected artworks to identify and pose questions about aesthetic qualities (e.g., sensory, organizational, emoti

CONTENT STATEMENTS PRODUCING/PERFORMING

1PR Integrate observational and technical skills to strengthen artmaking.

CONTENT STATEMENTS RESPONDING/REFLECTING

2RE Describe how personal experiences can influence artistic preferences.

(Stage One) Performance-based Assessment Objectives

Students will trace the outline of their picture onto tracing paper and cut it out
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will write their identity responses in place of their hair
Age-appropriate Vocabulary
Portrait
Identity
Rococo
Baroque
Accommodations for Special Populations
For the students who have reading needs, the teacher will read aloud questions on the
worksheet to those who need assistance. For the students possessing sensory needs, the
teacher will provide and allow small fidgets. For students with writing needs, the teacher will
allow another student to be a scribe to record their verbal answers.
Art/Visual Culture Examples
Elisabeth Vigee-Lebrun
Rococo Portraits

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Preparations
Materials/Resources for Teacher
Power point
Printed pictures
Tracing paper
White paper
Pencils
Tape
Materials for Students
Pencils
Safety Procedures
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Pictures printed
Power point
Tracing paper ready
White paper ready
Tape out
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Greetings/review (5 minutes)
Brief greetings
Take seats
What is a portrait?
What is the difference between Baroque portraits and Rococo?
What can you tell about Elisabeths identity from her portrait?
Tracing (10 minutes)
Demo how to trace on tracing paper
Cut out/glue
Demo how to write words in
Studio (40 minutes)
Students will trace their picture
Cut out/glue
Write responses to identity questions in hair
Clean up (5 minutes)
Projects to drying racks
Stack worksheets for later use

Clean-up Procedures (Room, Materials & Work Storage)

Projects to drying racks
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Stack worksheets for later use

Closure, Review & Anticipation (whats next?)

We will be outlining/coloring
Supplemental Activity
Outline picture
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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LESSON PLAN
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Grade Level of Unit
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
3
Studio
5
60 minutes
26

Beginning Date for this Lesson

Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
1PE Understand that the context of an art object has an effect on how that object is perceived.

CONTENT STATEMENTS PRODUCING/PERFORMING

1PR Integrate observational and technical skills to strengthen artmaking.

CONTENT STATEMENTS RESPONDING/REFLECTING

2RE Describe how personal experiences can influence artistic preferences.

(Stage One) Performance-based Assessment Objectives

Students will show experimentation to find a skin tone with oil pastels
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will turn in a completed portrait
Age-appropriate Vocabulary
Baroque
Rococo
Identity
Portrait
Accommodations for Special Populations
For the students who have reading needs, the teacher will read aloud questions on the
worksheet to those who need assistance. For the students possessing sensory needs, the
teacher will provide and allow small fidgets. For students with writing needs, the teacher will
allow another student to be a scribe to record their verbal answers.
Art/Visual Culture Examples
Elisabeth Vigee-Lebrun
Rococo portraits

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Preparations
Materials/Resources for Teacher
Power point
Teacher example
Black makers
Oil pastels
Materials for Students
Markers
pencils
Safety Procedures
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Have pastels ready
Markers ready
Teacher example
Power point
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Greetings/review (5 minutes)
Brief greetings
What is a portrait
What is the difference between Baroque and Rococo
Skin (10 minutes)
All of us have skin, but no skin tone is the same
Tutorial about how to mix skin tones in art
Teacher demo
Studio (40 minutes)
Students will outline portraits and letters
Students will color portraits with oil pastels
Clean up (5 minutes)
Stack projects on table
Return oil pastels
Return borrowed items
Clean-up Procedures (Room, Materials & Work Storage)
Stack projects on table
Return oil pastels
Return borrowed items
Closure, Review & Anticipation (whats next?)
Supplemental Activity
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Draw and color items or a background in the empty space to show identity
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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Like this one, but I like the idea of just filling in the hair with words so that the facial
features can be more distinct.

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