Lesson Plan

Title: Printing Architecture

Length: 120 minutes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and
objectives of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your
students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what
you would recognize as proficient skill/knowledge.
Looking back at previous work:
Seeing if they knew how to transfer their ideas into their work (is the house generic or personal?)
Individual questions about what they are doing as they do it. They explain why they have everything in their work
and why its important to them. The way of determining this is if it aligns with each other. I.E. I like dogs but the house is a
dolphin wouldnt accurately articulate their thinking. I.E. I like dogs and the house is a dog then it aligns well.
Did they explore new material or stick to what they know?
Individual Process Critique: Are they able to describe their art and (artistic) decision making process?
Group critique
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the
students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Now that youve started thinking like a real architect, you must present your idea to your firm (talk about what a firm is). In order to do this, you
need to show that youve put a lot of thought into this building. One way that artists and other jobs show that theyve thought out their ideas is to
show multiple ideas that they have, each building on the previous one. With that being said, think about your favorite parts of your dream home
that youve made. What did you like? Did you see anything in other peoples works that you hadnt thought about before? Would you add
anything? Would you take out anything?
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferable. Examples of concepts used
in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules,
Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards,
content specific curriculum, etc.
Artistic process, form, shape, planning, artist intention, ideation, refinement, communication
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring
understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are timeless,
transferable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring

Understandings.
The artistic process requires planning and revision in order to create the art you desire.
Form and style show the viewer what ideas you have visually.
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards
GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
Using printmaking techniques, SWBAT demonstrate revision of their ideas by creating different prints of their dream home.
(Blooms: Applying, Standard: Reflect, GLE: 2, Art Learning: Ideation)
Given printmaking materials, SWBAT demonstrate and define mono-prints correctly.
(Blooms: Applying, Standard: Create, GLE: 2, Art Learning: Technique, Literacy)
By participating in a group critique, SWBAT articulate their revisions and reasons for them, aloud.
(Blooms: Evaluating, Standard: Comprehend, GLE: 1, Art Learning: Reflect and Assess, Literacy)
Given the prompt, SWBAT describe and identify key architectural features (foundation, roof and walls) accurately.
(Blooms: Remembering, Standard: Comprehend, GLE: 2, Art Learning: Art / Art History)
Using printmaking techniques, SWBAT create their future dream homes utilizing shape, form and detail.
(Blooms: Create, Standard: Create, GLE: 1, Art Learning: Ideation and Inherent Characteristics of Art and Design)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the
strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as
modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to

Access (Resources and/or Process)

Different materials for those who may need extra

Expression (Products and/or Performance)

Choice of material

access content and multiple modes

for student to express
understanding.)
Extensions for depth and
complexity:

help or have certain developmental variations and

may need a simpler medium.
Individual process critique and discovery board
Access (Resources and/or Process)
Camera
Graphing paper
Additional printmaking technique

Students have choice is individual verbal or written

expression of understanding
Expression (Products and/or Performance)
Document process
Use graphing paper to create 3D home
Create another print using new process

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the
lesson.
Vocab: 2-dimensional, 3-dimensional, artistic intent, planning, architecture, representation, ideas, personal, style, form, communicate,
architecture firm, company, collaboration, architect, revised (revision), prints, printmaking
Literacy integration: Own example, architect example, preview, photos of buildings.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students
will use.) List all materials in a bulleted format.
- Plexiglas
- Styrofoam plates
- Paper
- Pencils
- Markers
- Erasers
- Sketchbooks
- Pen
- Water
- Water bin
- Newspaper
- Ink
- Brayer
- Table cover

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material
can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
PowerPoint Bibliography:
http://2.bp.blogspot.com/-8izPjG3E5Ps/UexxSXMkB_I/AAAAAAABhkw/Rpn7RBCIRHU/s1600/unconvential+buildings+0007.jpg
http://architecturephotobook.earthitecture.in/wp-content/uploads/2013/12/Architecture-photo-book-Weird-Fruit-House-Featured.jpg
http://www.doatrip.de/images/pictures/deutschland/bispingen_dasverruecktehausbispingen/005.jpg
http://www.isla-mujeres.net/shellhouse/style/images/2254.jpg
https://ldl100.files.wordpress.com/2014/01/crooked-house-poland-2.jpg
http://3.bp.blogspot.com/-xn9j-r9_1Eg/VFqaElpjHzI/AAAAAAAABkI/F4eT6KNTaC0/s1600/multicolor-home.jpg
https://s-media-cache-ak0.pinimg.com/736x/43/f7/e7/43f7e78c8c7e13c761e64e686617e206.jpg
https://lh3.googleusercontent.com/4aM6Y3ngIjzB2YBpyuzaSwBnd--9JZkm32a99K_92_pGl0bAZ80ZuyilteACsJocm87FHA=s128
https://lh3.googleusercontent.com/BJrJcQ4zNI7JwHAnXXTDHSyrs8DeI4Hix0X7G6e8vG5TiCo_QAsFg5cN4ybG8uBLx8jQOA=s113

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
- Create own printmaking dream home
- Create PowerPoint presentation
- Gather and organize materials
- Organize and set up print stations
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Review proper use of tools ex. Markers only draw on Plexiglas not tables
Review proper handling of materials - ex. Plexiglas and Styrofoam
Dont eat anything
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited
about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them
thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling
a story, posing a series of questions, role-playing, etc.
We are continuing to role play as architects, we will review who an architect is and what they do. After we will introduce and talk about an
architectural firm (a group of architects who create architecture) (includes talking about collaboration). (Do you know what are architect firm is?
Who works there? What do they do?) We will talk about doing multiple drafts and trying out different ideas to make sure that our dream house is
exactly what we want. They should review their drawings, picking their favorite parts as well as anything they saw in their peers drawing they

would like to include (making connection to the way a firm works). At the end of class we will have a meeting with our firm to present discuss
which house to make and why.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of
thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them
develop ideas and plans for their artwork.
PowerPoint:
1. What are the parts to a building?
1. Have we seen something like this before? What can we assume about the person who lives here?
2. Is this even a house? Why would someone want their house to look like this?
3. How did the architect make this house unique? What do you think the inside looks like?
4. What does this remind you of? Where might you find this house?
5. What does this house say about who lives there? What is interesting about this?
6. Whats different about this house? How do all the colors make you feel?
7. How is this house different than the others? How many people might live here? Why do you think that?
8. Where is this house? Whats interesting about this house?
9. Whats the first thing you notice about this house? Why is that important?
10.Do you know what a blueprint is? What do you see on this picture of a blueprint? Why do you think they use
them?

Additional:
What are some basic parts to a house?
What are ways you can make those basic parts more exciting?
How big is your door?
How many people live with you?
Who lives with you?
Do you have any pets?
Do you have a pool?
What colors of homes have you seen?
What colors would you want to see a house?
Have you ever seen a pattern in a home?
What shape are your windows?
Do you have curtains?
Is anyone standing in the window?

Do you have a doorbell?

Do you have a welcome mat?
Do you have a path leading to your door?
What is the path made of?
How long is the path?
Do you have a garage?
Is your garage open?
Is there a car inside?
What does your car look like?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional
methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what student will understand as
a result of the art experience
Day
1

Instruction - The teacher will... (Be specific about what

concepts, information, understandings, etc. will be taught.)
Identify instructional methodology. KNOW (Content)
and DO (Skill)

Learning - Students will... i.e.: explore ideation by making

connections,
comparing, contrasting; synthesize possibilities for each
painting technique; etc. (Be specific about what will be
the intended result of the instruction as it relates to
learning.) UNDERSTAND

Time

5 min.
Circle up in the center around the rug as normal lined up
boy-girl-boy-girl. Hand out sketchbooks. Ask the question
for the morning, What are you most excited about in your
dream home you plan on building? Why?
Show our previous dream homes and talk about how we
found inspiration in their art (i.e. We saw that Niyah and
Ella worked together on their dream home, so we
REVISED our plans to connect too!).
Does anyone know what the word revised means?
(It means to make adjustments or redo something to make
it better)
Say, good, so today thats what we will be doing. You will

Developing ones perspective.

Developing insight into artist practice.

Clarifying and analyzing the meanings of words or
phrases.

5 min.

have the opportunity to draw your homes again and

improve them. Maybe someone had a great idea and you
would like to put something like it in your dream home.
Maybe there is some detail you would like to add and some
way in which you can use all the space.
Since revisions mean that there are going to be more than
one idea for your project, that means we make multiples.
Another art method of making multiples is printmaking.
Printmaking is making multiple prints from the same
materials. We will learn how to make 2 types of prints.

POWERPOINT:
2. What are the parts to a building?
11.Have we seen something like this
before? What can we assume about the
person who lives here?
12.Is this even a house? Why would
someone want their house to look like this?
13.How did the architect make this house
unique? What do you think the inside looks
like?
14.What does this remind you of? Where
might you find this house?
15.What does this house say about who
lives there? What is interesting about this?
16.Whats different about this house?
How do all the colors make you feel?
17.How is this house different than the
others? How many people might live here?
Why do you think that?
18.Where is this house? Whats
interesting about this house?

10 min.

19.Whats the first thing you notice about

this house? Why is that important?
20.Do you know what a blueprint is?
What do you see on this picture of a
blueprint? Why do you think they use them?

Explain that today we will be doing printmaking. Ask if

anyone knows what that means. Explain that printmaking is
when you make a design (draw a picture) and then transfer
that design to paper. Explain that today we will be doing
one type of printmaking called a monoprint. Explain that a
monoprint means one print.
Demonstrate how to make a monoprint with Plexiglas.

Listening critically and exploring insights into new context.

10 min

Have the students pass around 2 Plexiglas squares and

add one shape to it. Then one teacher writes a word on
it (to demonstrate how it will be backwards)
- dip paper in water
- have a student dry it off with newsprint
- have another student place the paper
carefully on Plexiglas design.
- Demonstrate how to use brayer to press
down on the design
- Lift paper up and reveal the collaborative
artwork.
- If they seem confused - do it again with
other volunteers/students you know are struggling
- Point out how when words are written (in
case they want to put their name or a house
address on it) that it must be written backwards.
*Note: provide students the option of drawing on paper first
and then tracing on the plexiglas if you want.

30 min.

Analyzing and evaluating actions.

5 min.

Have 2 designated areas to create a Plexiglas print.

5 min.
Have the students explain in their own words what is
happening in their new home theyve designed before they
create the print. Then let them (help if needed) make the
print.

Understanding other perspectives.

Clean up:
Classroom will be divided into stations. Students will draw
monoprints at their desks (plexiglas, markers and brayers
on desks). There will be 4 stations with water trays where
students go to wet and dry their paper before taking back
to their desk. Teachers will clean up water stations,
students will stack plexiglas, markers and brayers on their
tables as they found them.
Once the prints are done, have each table turn into a
meeting room. They must present their work to the rest of
their workers to help them build their dream home.
- Talk about what cool things they noticed
about the other works
- What did you notice that was different from
last week in peoples homes?
- What did you change in your own home?
- Why did you make those changes?
- Which one should be the final draft of the
home?

2 min.

Listening to other artists insights.

13 min

Analyzing and evaluating actions.

Have students who posted on the Discovery Board share

what they discovered.

Circle up and have another question prepared.

- Why do you think its important for artists to
make changes to their first idea?
- Where else do you think its good know how
to make prints? (career? art? advertisements?)

Day
2

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes
students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards
and grade level expectations of the lesson.)
Gallery walk at the end of class. (All of the prints will be displayed on the table and students will walk around for a few minutes to
see what everyone else has created.)
Why do you think its important for artists to make changes to their first idea?
Where else do you think its good know how to make prints? (career? art? advertisements?)
How did you add your own personal style and original ideas into your home?
How would someone else looking at your home know that its yours and not someone elses?
Why did you choose to add __________ on your home?
What does this house mean to you?
What ideas from your first drawing did you keep?
What new ideas did you use in this work?

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Did you use any ideas from your classmates?

Post-Assessment (teacher-centered/objectives as questions):

Have students achieved the objectives and grade level expectations
specified in your lesson plan?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.

Did students demonstrate revision of their ideas (creating different

prints of their dream home) using printmaking techniques?
Are students able to demonstrate and define mono-prints correctly?
Did students articulate their revisions and reasons for them, aloud?
Did students describe and identify key architectural features
(foundation, roof and walls) accurately?
Did students create their future dream homes utilizing shape, form and
detail in their prints?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued
practice, reteach content, etc.)

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/15 Fahey

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