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7th/8th Grade Lesson Plan // Title: Identity Silhouette // Length: 3-4 weeks

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.

In the weeks leading up to this project, the students have been doing daily practice with
still life, contour, blind contour and gesture drawings. Previous projects and studies
focused on the students abilities to use pencil and shading techniques as well as the
previous skills listed.

Students have been pre-assessed based on how well they met objectives, and how well
they applied techniques and materials, after gathering data from previous projects.

Things students still need to know


Colored pencil techniques
Using space inside of a contour/silhouette
How to use pencil and colored pencil together to show value/shading

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)

In this lesson, students will be applying contour and shading techniques from previous
projects in order to create a personal identity portrait. This portrait will not be a typical
portrait, rather a representative portrait. The students will trace the contour of their head,
using light to cast a shadow, and will then use that as the base for their portrait. Within
the portrait, the students will show who they are by filling the space with imagery that
represents aspects of their identity. The imagery should attempt, in some form, to follow
the shape and forms of their contoured silhouette. This project will be done in the format
of a graphite, marker, and colored pencil drawing. The topic of this piece is using art as a
way to represent personal meaning/identity.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. 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.

Identity, representation, imagery, personal meaning

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, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations
(GLEs) to Enduring Understandings.

1.) Artists use imagery as a form of representation for their identity


a.) I can use imagery to represent who I am
2.) Artists use imagery to convey personal meaning
a.) I can use my art to show personal meaning

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. A
ligned 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)

1. Using their sketchbook, SWBAT explore their identity through


brainstorming and sketching (Blooms: Create, Standard: Create 3.2, GLE: .
Demonstrate technical proficiency and craftsmanship when planning, Art
Learning: conceptual/ideation/planning [IB Art Thinking Creatively])
2. After watching a demo, and being shown examples, SWBAT trace the
contour of their silhouette using a spotlight. (Blooms: Create, Standard: Create
3.3, GLE: . Utilize current and available technology to refine an idea, and create
original and imaginative works of art, Art learning: expressive features and
characteristics of art [IB Art Developing Skills])
3. After being shown examples, SWBAT create an identity portrait within their
silhouette using pencil, marker, and colored pencils (Blooms: Create, Standard:
Create 3.3, GLE: . Utilize current and available technology to refine an idea, and
create original and imaginative works of art, Art learning: expressive features and
characteristics of art, materials and techniques [IB Art Developing Skills])
4. After doing a gallery walk in the classroom, SWBAT discuss the artwork of
others, as well as their own, using art language (Blooms: Evaluate, Standard:
Reflect 2.1, GLE: .Visual literacy skills help to establish personal meaning and
artistic intent in works of art , Art learning: critical reflection, literacy [IB Art
Knowing and Understanding; IB Communication])

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 Access (Resources Expression (Products and/or Performance)


: and/or Process)
(Multiple means for
students to access
Will provide Students will be provided a wide array of techniques and different
content and multiple visual, physical, materials so that they can choose which method they use to
modes for student to and auditory complete the project.
express examples for all
understanding.)
students so that all Students will be given the option to explain audibly, one on one,
the different for student responses and critiques.
learning styles are
met. Students will be shown step by step how to complete the project
in order to fully understand one piece at a time.
Speech to text for
student responses
on exams/quizzes
or critiques, or
oral explanation

Extensions for Access (Resources Expression (Products and/or Performance)


depth and and/or Process)
complexity: Will provide Students will be provided a wide array of techniques and different
visual, physical, materials so that they can choose which method they use to
and auditory complete the project. If students need further challenge, they will
examples for all be encouraged to select a new technique, add a second technique,
students so that all or choose a new subject to work with that they dont feel as strong
the different with..Students also challenge themselves to use multiple forms of
imagery, techniques, and materials to fill their silhouette. Also,
learning styles are ask them questions such as What does ___ mean to you? Or Did
met. you fully express your idea of _____? How so? How are you
making everything personal to who you are? to deepen their
understanding and push their ideas further.

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 Terms:
Identity
Silhouette
Contour
Representation
Composition

Literacy will be integrated with daily journal reflections, recording the class learning
targets, and through reflection discussions.

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.

Computers
Paper
Sketchbooks
Pencils
Markers
Colored Pencils

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.

Teacher made examples


Material and technique demos
Silhouette Portrait Examples

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare Materials
Prepare learning targets
Prepare visual examples for students
Organize studio space and materials
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of tools


Do not eat/drink materials
Properly clean studio space and reorganize after class has ended
Properly use the classroom workspace
Wash hands after using printing ink

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.

Students will enter to a dark classroom where the only light will be a bright spotlight cast
onto a piece of paper hanging on the wall. Once students are settled I will ask for a
volunteer student to help me demonstrate. Once the student comes up to the front of the
classroom, I will position them in front of the paper. From there I will start to trace their
shadow. When the student steps away it will reveal the silhouette shape of that students
profile. I will then turn on the light and start asking for examples of things that are
important about who the students are. I will draw these examples to illustrate how
students can fill their silhouette.

Ask: What is part of your identity? What does identity mean? How can we use images to
represent who we are? Can a portrait be used to show more than just what we look like?
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.

Learning targets, key ideas, and vocab will be presented on the smartboard at the
beginning of each class period
Thumbnail sketches will be required for each student. They must make at least 15
different sketch ideas exploring the prompt and project requirements/guidelines.
(These must be shown to myself or Mr. Hall before the students can move on.)
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 Day 1: Silhouette day Demo: 10 mins


1 Students will be introduced to the lesson.
Demo how to trace silhouette
Work time: Rest
Demo how to fill with personal items
Discuss: how to make the items of class
fit in the shapes of the face
Discuss: What kind of things are Clean up: Last 5
personal and can be used to minutes
represent who we are.
Show examples of silhouettes on
smartboard
Students will pair up and help trace each
others silhouette/profile using the spot light
Work 1 pair at a time
Start sketching out ideas in sketchbook for
different aspects of their identity
Imagery that represents who they are
List different important parts of who they
are
Etc.
Use pencil to start drawing ideas inside of the
silhouette

Day Day 2-8 Intros: 10 mins


2-8 Student worktime:
Students will work for most the class
Work time: Rest
period, sketching ideas before drawing
them on the final example of class
Draw imagery and fill their silhouettes,
trying to fill the full contour and insides Cleanup: Last 10
space mins
Once initial drawing is finished, students
will trace their imagery with sharpie
Students will use different colored
pencils and shading techniques to finish
their pieces with color and value
Demos:
Show students, during workdays, how to
use different colored pencil techniques
Show students different shading
techniques and how they can be used to
make the pieces more visually
interesting
Suggest cutting out the silhouette and
gluing it to a different colored
background (optional for students)

Day Day 9: Reflection/Critique: Intro/explanation


9 Students will: of critique: 10
Place work in front of them at their seat
mins
Walk around the room looking at
everybodys work
One student will volunteer to Critique: Rest of
speak and talk about another class period
piece that they like:
Discuss these questions:
How did they Clean up: Last 5
arrange their minutes of class
imagery that
worked well? Or
What could they
have done to
arrange their
space better?
What does their
piece say about
who they are?
Do you think the
artist clearly
represented who
they are?
The students will then respond
to the critiques/discussions of
their classmates.
Artist will explain their
thought process, how
they represented their
identity in their piece, and
what they did well and
struggled with
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.)

1.) Class critique: Students will put out their silhouette portraits at their tables and
explain their planning, thought process, how they represented themselves with
different imagery, and materials/skills used in the construction of their pieces, to
the class. (Summative)
2.) End of class reflections: At the end of each work day, students will write in their
pottery journal to reflect on their work and the progress they have made.
(Formative)

Post-Assessment Post-Assessment Instrument:


(teacher-centered/objectives as How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
questions):
Have students achieved the objectives and grade
level expectations specified in your lesson plan?

Did the students create See attached rubric:


thoughtful designs based on their
ideation pages?

Were the students able to transfer


their skills/knowledge from the
last projects and apply them
properly to construct this
project? (IE, gesture, contour,
still life drawing, and shading
techniques)

Did the students reflect


thoughtfully about their art using
art language and vocab?
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.)

This lesson was a very quick little project that was simple for the students and gave them
a chance to bring all their previously learned knowledge/skills from previous projects
together into one bigger, and more exciting, are piece. The students did amazing work
and some of them really got in depth about what things/aspects of their lives are
important to who they are. A lot of thoughtful imagery and representation was used to
convey the idea of the students are and what is important about themselves. However,
some students were struggling to fill their space inside their silhouette and didnt activate
all of their space. In the future, if I taught this lesson again, I would try to do a better job
of demonstrating ways to make objects bigger, overlap them, and arrange them to really
fill their space.

Overall, the objectives for this lesson were pretty well met. Students demonstrate high
competency in applying different art skills/techniques and using their materials to create
their identity silhouette portraits. I would say the lesson objectives were met at about
85% to 95%.

This lesson could definitely evolve by having the students take more time and work on
the background designs behind their silhouette, they could use different materials, and
experiment with ways to combine their drawing onto other materials/canvases.
Identity Silhouette Rubric

Achievement level Level Descriptors

The students craftsmanship is excellent.


7-8 Drawing has refined details that show extra effort
Various techniques and use of materials are demonstrated
Space is complete (ex. Head, neck, and shoulders filled)
Coloring is complex, detailed, and shows values and shadings
Identity is clearly portrayed and detailed in the final product

The students craftsmanship is good.


Drawing has some details that show extra effort
5-6 A few techniques and use of materials are demonstrated
Space is mostly complete (ex. Head, neck, and shoulders filled)
Coloring is somewhat complex, detailed, and shows values and
shadings
Identity is somewhat portrayed and detailed in the final product

The students craftsmanship is adequate.


Drawing has a few details that show extra effort
3-4 Little techniques and use of materials are demonstrated
Space is barely complete (ex. Head, neck, and shoulders filled)
Coloring is somewhat detailed, and shows some values and shadings
Identity is barely portrayed and lacks detail in the final product

The students craftsmanship is poor.


Drawing lacks details that show extra effort
1-2 Few to no techniques and use of materials are demonstrated
Space is empty (ex. Head, neck, and shoulders barely or not filled)
Coloring is lazy, and shows no values or shading
Identity is not portrayed and is void of details in the final product

0 The student does not reach a standard described by any of the descriptors
below.