Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: __________________Kallista Toconis______________ ________________________________
________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The
instructor will design these pairings with students interests and experiences in mind. The audience for the Unit Plan will be
your future secondary school students (grades 7-12) with limited to moderate exposure to (1) painting/drawing, (2) new media,
(3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage.
The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices (Patterson, 2011, p.
6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and
creative inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also
by the due date, the completed Unit Plan and appendices should be emailed to peers in one document/attachment as a
resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on Course Tools > Send Email > All
Users.

Lesson Title: Practicing Successful Compositions through Inspiration Artists, including those from underrepresented
Photography populations:
Sarah Maple, Dorothea Lange
Lesson Overview (~3 complete sentences): Teacher will show a video to students about pointers on how to create a successful
composition. Teacher will lead students through demo, and have students practice taking pictures using supplied electronics, or
personal cell phones. Students will complete an in class activity practicing making cohesive compositions by arranging still lives
at their unit group table. Objects will be provided by teacher.

https://www.youtube.com/watch?v=7ZVyNjKSr0M
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Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning?
Teacher will tap into students prior knowledge by reiterating the PowerPoint from previous lesson. Students will use knowledge
of visual arts vocabulary and implement into practice activity. Students will use knowledge of big idea and essential questions
to answer the think sheet.

Key Concepts (3-4): What you want the students to know.
1. Students will know how to create successful compositions
within photography
2. Students will know how to use cameras, electronic
devices for creative intents to complete practice activity
3. Students will know how to answer essential questions in
think sheet and formulate ideas for their project
4 information from the inspirational artists, and practice activity
Essential Questions (3-4): Restate Key Concepts using open-
ended questions.
1. How do you bring a photograph to life through the tips shown
in the video?
2. How do you properly use classroom equipment, and personal
devices to create meaningful art works?
3. In what ways can you answer the think sheet using
using what weve learned from previous lesson?
4.

Visual art content and multicultural Lesson Objectives: What
you want the students to do.
Helpful resources:
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-
planning/new-teacher/48345.html?
for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultural
-education/#C
1. Visual Art: The students will (TSW) be able to . . .
recognize successful compositions in photography
2. Visual Art: The students will (TSW) be able to . . . be able
to understand strategies used in photography, such as the
golden rule etc
3. Multicultural: The students will (TSW) be able to . . . realize
that everyone has the own narrative to tell.
Align Formative and Summative Assessments with Lesson
Objectives from left column. Please submit at least one
rubric per Lesson for a total of three or more per Unit.
1. How will you assess the Lesson Objective? What will you
be looking for?
Students will complete a minute note card at the end of
the class period reflecting on what information they
found most available at the end of the class period,
referring back to the video shown in the beginning. Will
look back to visual journal notes to assist.
2. How will you assess the Lesson Objective? What will you
be looking for?
3. How will you assess the Lesson Objective? What will you
be looking for?
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National Core Art Standards: Visual Arts (3-4): Please list
number and description of Anchor Standard.
1. Creating: VA:Cr2.1.Ia
Engage in making a work of art or design without having a
preconceived plan.
2. Presenting: N/A
3. Responding: Responding: 7.1 Hypothesize ways in which art
influences perception and understanding of human experience
4. Connecting: Connecting: 11.1 Describe how knowledge of
culture, traditions, and history may influence personal responses
to art.
California Visual and Performing Arts Standards (grades 7-12
only) (2-5): Check all that apply and add number and description
of applicable content standard.
_x__1.0 Artistic Perception: 1.6 Describe the use of the
elements of art to express mood in one or more of their works of
art.
___2.0 Creative Expression:
___3.0 Historical & Cultural Context:
_x__4.0 Aesthetic Valuing: 4.3 Analyze and articulate how
society influences the interpretation and message of a work
of art.
___5.0 Connections, Relationships, Applications:

Identify and define visual art vocabulary that connect to Materials: List all materials needed in the columns below.
other concentration area(s) and/or medium(s):
1. Composition The overall placement and organization of Have: Purchase:
elements in a work of art, as well as the interrelationships Pencil N/A
between individual elements. Paper
Digital Cameras
Tablets
2. Rule of Thirds- compositional rule suggests imagining the
Personal devices
image has been divided into three parts both horizontally Projector
and vertically. Often the most interesting compositions result Computer
in placing the subject on one of the intersections of those White Board
imaginary lines, instead of in the center of the photo

3. Angle- vantage point from which the photograph was

taken; generally used when discussing a photograph taken
from an unusual or exaggerated vantage point.

4. Central Focus- the objects(s), which appear most

prominently, and/or most clearly focused in a photograph.

5. Contrast- strong visual differences between light and

dark, varying textures, sizes, etc.
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Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you
expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and
detailed, including time spent on each task. Describe directions you plan to give the students, teaching models/strategies
you plan to use during the lesson, different activities your students will do, etc. Be sure to include management issues such
as transitions, room arrangements, and student groupings.
Based on class size of 28 and 90 min. class period.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students
prior knowledge?
Preperation: Have Tablets and Digital Cameras available for students to use during activity. Teacher will have
youtube video ready to play. Teacher will have objects at each table for students to create sample still lives to
create compositions to photograph.
Teacher will greet students at front of the room, and students will seat at unit table assigned by cards (2
minutes)
Teacher will ask students what composition is and why it is important within art and photography (5 minutes)
Teacher will show youtube video on tips for effective compositions, students will pick 4 tips out of the nine and
document in their visual journals (5 minutes)
Teacher will ask tables to discuss the tips they thought were important and why amongst their unit group (5
minutes) Teacher will monitor conversation by manage by walking around
Students will do think, pair, share from their unit group and report out to the class (5 minutes)
Teacher will transition into activity for using the cameras (whether its digital cameras, tablets, or personal cell
phones) (1 minute) Teacher will return to front of the room to explain activity

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the
focus of the lesson. Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key
Concepts).
Teacher will take sample pictures using tablet of set up still life to demonstrate what an effective composition is using the visual
art terms, and tips used from video. After pictures are taken teacher will project onto screen and ask students what makes it
successful, and identify what the teacher did (10 minutes)
Teacher will remind students to be responsible for classroom objects, as well as their personal devices (1 minute)
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2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions.
What Essential Questions will you ask students to facilitate learning? How will you organize students? What will you do/say
during each learning activity? What will the students do (see Lesson Objectives)?
Teacher will tell students to work within their groups to set up still life at their tables, and to take turns changing the still lives to
suit their personal preference, while answering how to create an effective photo (2 minutes)
Teacher will ask if students need clarification before starting practice activity (2 minutes)
Students will work within their unit group tables to arrange still lives and photograph them using digital cameras supplied by
teacher/school, tablets, and personal phones while answering how they bring a photograph to life through use of compositional
strategies and tips (30 minutes)
Teacher will be walking around classroom and monitor that students are on task and if they need assistance.

1 Collaborative Learning (students do together): What activity will you include so that students have an
opportunity to negotiate understandings and engage in inquiry with peers?
See above steps
Students will share within their groups (3) photographs they believe answers the essential questions for the lesson
amongst their unit group table, and why they believe so. Students will say why they agree or disagree, and offer
ideas on how their classmate may approve (10 minutes)
Teacher will ask what students thought of the activity and if they need more time (5 minutes)

1. Independent Learning (students do alone): What activity will the students complete independently to apply
their newly formed understanding to novel situations? What will the students explore independently?
Based on student consensus teacher will allow more time if needed
Students will complete a reflection of the activity and write about what worked, what didnt, and why (5 minutes)

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and
strategies/skills (see Key Concepts and Lesson Objectives) for the day?
Students will complete a one minute formative assessment based on the notes they took during the youtube video
where they were required to write down 4 tips they had seen in the video. Students will discuss why they wrote those
tips down and if they used them within the practice activity (1 minute)
Teacher will wrap the lesson up, and remind students to bring visual journals, personal devices if needed, think sheet for
the next lesson. (3 minutes)
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Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
Visual images and demonstrations will be given to aid English learners. I will supply reading materials for those with impaired
hearing. Will be sure to frequently check for understanding. Seating arrangements will be made when necessary.

1 How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will solve the essential questions using tips and vocabulary in their own unique way.

1 How will you engage students in routinely reflecting on their learning?

Students will complete reflections and quick writes. Students will have discussions within groups.

1 How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
Teacher will manage by walking around to ensure safe behavior.
Lesson Resources/References (use APA):
Visual and Performing Arts Content Standards ... - cde.ca.gov. (n.d.). Retrieved April 30, 2017, from http://www.bing.com/cr?
IG=8BE5F5150F6E48759C848CFD8807408B&CID=3AEF7630888F6794228D7C44891F66FF&rd=1&h=Pf_lRhKeDPeto0m-
lbHB7j0eEoDzZMHGXcepr74-apY&v=1&r=http%3a%2f%2fwww.cde.ca.gov%2fbe%2fst%2fss%2fdocuments
%2fvpastandards.pdf&p=DevEx,5061.1
http://www.nationalartsstandards.org/

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf