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LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number 1
4th Grade
Light Writing Play
Duration: 4, 50-minute classes
II. Lesson Rationale:
Through play and experimentation with light, students will learn how to make temporary
imagery permanently captured by a camera. This process will allow students to define ways play is
influenced by personal, social, and cultural factors. Students will come to understand how play leads to
discoveries in all disciplines while inspiring creativity and problem- solving. Light writing play
encompasses risk-taking and the making of beautiful mistakes.
III. Key Concepts:
Play can serve as inspiration for creative ideas and discoveries
Light writing can function as a kind of play
Photography and stop motion video can capture play
IV. Essential Question:
How can play serve as inspiration for creative ideas and discoveries?
How is light writing a form of play?
How can photography and stop motion video capture play?
V. Lesson Objectives:
By the end of the lesson students will be able to recognize how play can serve as inspiration for
creative ideas and discoveries.
By the end of the lesson students will be able to experiment with light writing and capture
imagery using a DSLR camera.
By the end of the lesson students will be able to take photography and create a short stopmotion video of captured light writing imagery.
VI. Specific Art Content:
Students will play with different light sources (flashlights, laser pointers, glow sticks, cell
phone screens, etc.)
Students will learn how to use DLSR cameras to capture light writing imagery.
Students will learn how to take photography and create a short stop- motion video and
photography of captured imagery (30-seconds to one minute).
VII. Resources & Materials for Teacher:
Computer
PowerPoint
Projector
Artists examples
Personal examples

Live website

VIII. Resources & Materials for Students:


DLSR camera and digital cameras (and connector cords)
Vocabulary list
o DSLR
o Shutter
o Exposure
o Stop Motion
Flashlights
Laser pointers
Glow Sticks
Cell phones
Computers
Dragon Frame program or Garage Band
iMovie
IX. Instruction and Its Sequencing:
For each day of the lesson (see below), describe the steps necessary in teaching the lesson content. This
includes introducing the essential question, the key concepts, any discussion questions, use of
supporting materials, instructions and demos for students, and classroom procedures that include how
materials will be distributed and collected. Instruction focuses on facilitating what the students will do
during the lesson and in relationship to the essential question. Be sure to select and vary instructional
strategies appropriate for your unit (i.e. demonstration, presentation/lecture, class discussion,
audio/visual, individual work, collaborative group activities, field trips, games, student research, visual
displays, . . .etc). Plan each day using the following six-part framework:
1st Day of the Lesson
1. Introduction/Motivation (5-minutes)
Show students PowerPoint of light writing examples
Ask students about experiences with light writing
2. Guided Practice (15-minutes)
Discuss light writing activity
Explain step-by-step instruction on how to use the cameras (demo)
Give students vocabulary list of words for cameras
3. Independent Practice (25-minutes)
Students will practice light writing using different light sources
Brainstorm ideas for final project (imagery, text, etc.)
Students will work in pairs and take turns practicing photographing light writing
4. Closure (5-minutes)
What have we learned today?
What are we going to do next class?
How is light writing a form of play?
5. Formative Evaluation

How is everyone doing?


Have you practiced light writing with different light sources?

6. Classroom Management Procedures


Raise hand if you have something to say, add, ask, etc.
Make sure students are on task when light writing and taking photography
Ensure that students are using camera equipment and light sources properly.
Place glow sticks, flashlights, laser pointers, and cameras away at end of class.
Chairs pushed in.
Line up quietly for dismissal.
2nd Day of the Lesson
1. Introduction/Motivation (5-minutes)
Show stop motion examples of light writing.
2. Guided Practice (10-minutes)
Briefly explain to students how to create stop motion videos
3. Independent Practice (30-minutes)
Students will begin and finish taking light writing photographs for final project.
4. Closure
How did everyone do?
What will we be doing next class?
5. Formative Evaluation
What is your idea/image/text that you are representing in light writing?
Did you finish taking all your photographs?
6. Classroom Management Procedures
Raise hand if you have something to say, add, ask, etc.
Make sure students are on task when light writing and taking photography in designated
dim room.
Ensure that students are using camera equipment and light sources properly.
Place glow sticks, flashlights, laser pointers, and cameras away at end of class.
Chairs pushed in.
Line up quietly for dismissal.
3rd Day of the Lesson
1. Introduction/Motivation (5-minutes)
Show how to videos for making stop motion videos
2. Guided Practice (10-minutes)
Explain step-by-step instruction for making stop motion videos and using specified
software (iMovie, Dragon Frame, Photoshop, etc.) (Demo)
3. Independent Practice (30-minutes)
Allow students to begin making stop motion videos using specified computer software
4. Closure (5-minutes)
We will finish up next class and present final projects.
5. Formative Evaluation

How is everyone doing?


Make sure your video is at least 30 seconds long.
6. Classroom Management Procedures
Raise hand if you have anything to say, add, ask, etc.
Make sure students are on task while working on the computers.
Chairs pushed in.
Line up quietly for dismissal.
4th Day of the Lesson
1. Introduction/Motivation
No intro, just straight to work!
2. Guided Practice (5-minutes)
Explain schedule:
o 25-minutes to finish stop motion video
o 20-minutes to show videos to class
3. Independent Practice (25-minutes)
Students will work on finishing their stop motion videos
4. Closure (20-minutes)
Present and watch students stop motion videos and discuss
5. Formative Evaluation
Did everyone complete their stop motion video?
Make sure to post your video/link onto the class website when finished.
Did everyone present their stop motion video?
6. Classroom Management Procedures
Raise hand if you have anything to say, add, ask, etc.
Make sure students are on task while working on the computers.
Chairs pushed in.
Line up quietly for dismissal.
X. Summative Assessment and Evaluation:
Criteria
Exemplary/Excellent
3
Student completed
Video is successfully
video length is 30longer than 30-seconds.
seconds.
Student photography is Primary focal point of
focused and sharp.
light writing is sharp
and image meets the
objective of the light
imagery/text/idea.
Student uses elements
Student applies
and principles of design elements and principles
when taking
of design such as unity,
photographs.
contrast, balance,
movement, direction,

Essential/Good
2
Video is at least 30seconds.

Partial/Needs Work
1
Video does not meet
30-second length
requirement.
Primary focal point of
Primary focal point of
light writing is in focus light writing is not in
and shows some skill of focus and does not
capturing light
portray light
imagery/text/idea.
imager/text/idea.
Student applies some
Student does not appear
elements and principles to be able to apply most
of design with fair skill. elements or principles
of design to his/her
own work.

emphasis, and center of


interest with great skill.
Student submits
Student submits
video/link onto website. video/link onto website
and comments on other
students work.
Total: /12 x 100=

Student submits
video/link onto website
on time.

Student does not submit


video/link onto website
on time.

XI. Interdisciplinary Connections: N/A


XII. References & Resources:
National Art Standards (2015). The national visual art standards. Retrieved April 29, 2015 from
National Art Education Association:
https://www.arteducators.org/store/NAEA_Natl_Visual_Standards1.pdf
Texas Education Agency (2015). 19 TAC chapter 117. Texas essential knowledge and skills for fine art.
Retrieved April 29, 2015 from Texas Education Agency (TEA):
http://ritter.tea.state.tx.us/rules/tac/chapter117/
XIII. Art TEKS
(B) Knowledge and skills.
(2) Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill. The student is expected to:
(A) Combine information from direct observation, experience, and imagination to express
ideas about self, family, and community;
(B) Compare relationships between design and everyday life; and
(C) Create original artworks and explore photographic imagery, using a variety of art materials
and media appropriately.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the
artworks of others. The student is expected to:
(A) Analyze personal artworks to interpret meaning; and
(B) Analyze original artworks, portfolios, and exhibitions by peers and others to form
conclusions about properties.
XIV. National Art Standards
1. Content Standard: Understanding and applying media, techniques, and processes
Achievement Standard:
Students

b. Intentionally take advantage of the qualities and characteristics of *art media, techniques, and
processes to enhance communication of their experiences and ideas
3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard:
Students
a. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in
their artworks
b. Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics
that communicate intended meaning in artworks

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