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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

Lesson Title: VTS, Identity and Social Practice through Inspiration Artists, including those from underrepresented
Photography Powerpoint, Think Sheet populations:
Sarah Maple, Dorothea Lange
Lesson Overview (~3 complete sentences): This lesson will allow the class to study an image by an inspiration artist for two
quiet minutes. Afterwards students will discuss in their table groups, what they see, if there is deeper meaning and if so what is
it? Students who are most comfortable speaking in front of the class will share out their findings from their group. Afterwards,
students will transition into a powerpoint led by teacher that includes modern and contemporary photographers whose content
is driven by social practice.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
I will tap into students experiences and prior knowledge through engaging in a VTS. This will allow students to openly interpret
their own meanings from the work shown. They will use their critical thinking skills acquired from the semester, and their
knowledge of what makes a piece engaging. Inspirational artist will reinforce the big idea, and give further understanding
Lesson Plan Template 2

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
1. Students will know why a work is powerful ended questions.
2. Students will know how to interpret deeper meaning 1. In what ways does (inspirational work) incite an emotional
3. Students will know what social practice means response?
4. Students will know how to express their identity 2. How does this work apply to the theme of identity and social
3. How is social practice shown in the works presented in class?
4. In what ways can you express who you are through your

Visual art content and multicultural Lesson Objectives: What Align Formative and Summative Assessments with Lesson
you want the students to do. Objectives from left column. Please submit at least one
Helpful resources: rubric per Lesson for a total of three or more per Unit.
Objectives tutorial:
Five Approaches to Multicultural Education:
1. How will you assess the Lesson Objective? What will you
1. Visual Art: The students will (TSW) be able to . . . to
be looking for?
recognize successful compositions in photography I will asses the Lesson Objective by having students
2. Visual Art: The students will (TSW) be able to . . . be able complete a Discussion Rating Scale after class is
to understand strategies used in photography, such as the complete, and turn into instructor.
golden rule etc 2. How will you assess the Lesson Objective? What will you
3. Multicultural: The students will (TSW) be able to . . . be looking for?
realize that everyone has the own narrative to tell. 3. How will you assess the Lesson Objective? What will you
be looking for?
Lesson Plan Template 3

National Core Art Standards: Visual Arts (3-4): Please list California Visual and Performing Arts Standards (grades 7-12
number and description of Anchor Standard. only) (2-5): Check all that apply and add number and description
1. Creating: Cr1.2.Ia Shape an artistic investigation of an of applicable content standard.
aspect of present day life using a contemporary practice of _x__1.0 Artistic Perception: 1.6 Describe the use of the
art or design. elements of art to express mood in one or more of their works of
2. Presenting: art.
3. Responding: 7.1 Hypothesize ways in which art influences ___2.0 Creative Expression:
perception and understanding of human experience ___3.0 Historical & Cultural Context:
4. Connecting: 11.1 Describe how knowledge of culture, __x_4.0 Aesthetic Valuing: 4.3 Analyze and articulate how
traditions, and history may influence personal responses to art. 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. Unity- A principle of design that connects a variety of Have Purchase
elements of art and principles of design into a work of art Projector N/A
with harmony and balance White Screen/Board
2. Mood -The state of mind or emotion communicated in a Paper
work of art through color, composition, media, scale, size, Think Sheet
etc Visual Journal

3. Theme- A subject or topic of discourse or of artistic


4. Content The representations, messages, ideas, and/or

feelings expressed in a work of art.
5.Composition The overall placement and organization of
elements in a work of art, as well as the interrelationships
between individual elements.
Lesson Plan Template 4

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.

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?
Teacher will greet students as they enter into classroom and go to their group tables for the week assigned by card suits. (2
Teacher will introduce students to a VTS by Sarah Maple , and ask students to observe quietly for a few moments (5 minutes)

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

Teacher will introduce big idea through powerpoint and inspirational artist that tie in, along with visual art vocabulary, teacher
will ask students to make notes in their visual journals as teacher presents, this should include concepts about big idea, and
vocabulary (40 minutes)
Teacher will lead VTS with students, and direct them through group and class discussion, this will lead students to start
gathering ideas of how they interpret art, and the social constructs depicted within.
Teacher will strengthen concepts through powerpoint, and use of contemporary and modern photographers. Teacher will have
relevant vocabulary shown in powerpoint to further student understanding.

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 ask students to consider the
following questions amongst their group, What do you see? Why do you say that? What more can we find? and allow students
to discuss themselves (5 minutes)
Teacher will make sure students what group is ready to share and engage in class discussion (10 minutes)
Teacher will ask students for thumbs up, thumbs down,or middle of what they thought of the image, and to explain why from
volunteers (2-3 minutes)
Teacher will ask what students think the overarching theme of this project will be (1 minute)
Lesson Plan Template 5

Teacher will ask students what social practice means to them, how they think the world sees them, and in what ways can they
challenge or reinforce this.
Students will be organized at their unit table according to their card suits
Teacher will lead students through Powerpoint and tell them to take notes in their visual journals.
Students will engage in group and class conversation, and take notes on the big idea, essential questions, and vocabulary
during the powerpoint.

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?
Students will speak amongst their groups about the VTS, and share with the class afterwards.

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?
Students will be taking notes throughout the powerpoint in their visual journal to prepare for the project
Students will be asked to start thinking about stereotypes and social interpretations, and how they will challenge
them in their project.
Students will complete think sheet that revolves around the essential questions and big idea (15 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 discussion rating scale based upon the VTS and powerpoint
Teacher will ask students what stuck out to them during the VTS, and powerpoint.
Teacher will ask students how students to consider the vocabulary introduced, essential questions, and big idea into their
upcoming projects which will be detailed the following class session.
Teacher will conclude class, and tell students what they need for the following class session, which would be pencils and visual
journals, and start thinking of stereotypes and societal perceptions they would like to interpret in their projects (3 minutes)
Lesson Plan Template 6

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?
I will review students IEPS and be sure to make proper modifications. I will sit those closer to the teacher to be sure they are
fully engaged. I will stop and ask if clarifications need to be made.

1 How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow students to solve the problem of social constructs, and how students will break those or
reinforce through photography.

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

Will ask probing open ended questions after each major segment of lesson, to check for understanding, as well as
inciting self reflection.

1 How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
None needed for this lesson.

Lesson Resources/References (use APA):


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


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