Lesson Plan Template

Visual Art Unit Plan: Overview of Lessons

Big Idea: Ceramics + interactive art Medium(s): Clay Grade Level: 9-12

Title of Essential Visual Art & NCAS & VAPA Procedures Summary Modifications for
entire Questions Multicultural Standards IEPs & English
lesson Objectives Language
plan (L1- Learners
L3): The
Reactive
Response:
THE ROLL
OUT

Lesson 1 1. What are the 1. Visual Art: The 1. Presenting: HS. 1. Have class ready to 1. Provide a
Title: key concepts students will (TSW) Accomplished begin the moment the printed visual
behind DADA? be able to explain VA:Pr6.1.lla Make, period session starts of the power
Historical & 2. What can be the impact DADA & explain, and justify 2. Have Power point slide point
cultural demonstrated in Feminism had in connections ready for lecture 2. Break it down
component Feminist ark society and how it between artists or 3. Begin introduction to more clearly
works? What is affected the Art artwork and social, Dada movement 5 3. Simplify the
the underlying world. cultural, and minutes language
theme? 2. Visual Art: The political history. 4. Discuss political and 4. Provide
3. Can activism students will (TSW) social matters relating visuals with t/f
be seen in art? be able to justify 2. Connecting: HS. to DADA artists 10 statements
Explain the similarities and Accomplished VA: minutes 5. Define all the
4. Does collaging differences Cn11.1.lla Compare 5. Introduce Feminism words
heighten the between Hannah uses of art in a and discuss various 6. If problems
artists work ( in Hoch & Joanna variety of societal, subjects relating to it 5 with literacy
terms of Vasconcelos cultural, and minutes and reading I
addressing their 3. Multicultural: The historical contexts 6. Introduce Hannah will provide
platform) of art or students will (TSW) and make Hoch biography of her visuals with
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ruins it? Explain be able to draw connections to uses works and what made an oral
connections and of art in her a feminist artist 5 component
identify the social contemporary and minutes and more
and political local contexts. 7. Engage class simplistic
influences within discussion about her questions
the Dada, feminist, VAPA work and what (true or false
social and political 1.0 Artistic inferences they are statements)
moments occurring Perception: 1.3 drawing from. 5
within Hoch & Research and minutes
Vasconcelos analyze the work of 8. Ask entire class to pair
artwork an artist and write share what theyve
about the artists learned from the
distinctive style and presentation and allow
its contribution to time for follow up
the meaning of the questions 5 minutes.
work. 9. Introduce Joanna
Vasconcelos biography
and her art work and
3.0 Historical & tie her work to
Cultural Context: feminism. Provide
3.3 Identify and visuals 5 minutes
describe trends in 10.Engage class
the visual arts and discussion about her
discuss how the work and what
issues of time, inferences they are
place, and cultural drawing from. 5
influence are minutes
reflected in selected 11.Question-air rubric will
works of art. be passed out to the
entire class and given
10-15 minutes to
complete
12.Worksheet will be
collected the last
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remaining minutes left

in class.

Lesson 2 1. Visual Art: The NCAS Prior to class starting teacher If students have
Title: 1. What is one students will (TSW) 1. Creating: will pre cut out two chunks of physical disabilities,
Introduce way to be able to create a VA:Cr1.2.IIIa clay for students to use to the instruction can
assignment manipulate and pinch pot using Choose from a create their first pinch pots. be adapted by
traditional hand range of materials This would be wrapped in having them roll
form clay to make
building methods and methods of plastic at students table. small balls of clay
a pinch pot? combined with traditional and Teacher will introduce clay as that can be used to
nontraditional contemporary a material to students roll paint with at
2. What is the materials. artistic practices, specifically how it is to next lesson activity.
proper way to use following or correlate with the unit of Prolific or gifted
clay and clay 2. Visual Art: The breaking Reactive Response: the roll students can make
tools properly and students will (TSW) established back. This would also include more pinch pot balls
be able to create conventions, to plan a brief synopsis of the as desired. No other
safely?
pattern and texture the making of historical content from day adaptations are
as a surface multiple works of art before (4m). Classroom needed.
3. What are some decoration on pinch and design based expectations are introduced
methods to pots to reflect a on a theme, idea, or with specific instructions on
attach two pieces social issue. concept proper use safety and
of clay? consequences are introduced
2. Connecting: if students do not adhere to
3. Multicultural: rules and expectations (2m).
4. what are some
The students will Students will be introduced
ways you can VA:Cn10.1.IIIa
(TSW) be able to be to clay and its properties as
create texture? self-reflective of an art medium, how to cut
their social and Synthesize clay and how to adhere clay
political views in an knowledge of social, using scratching/scoring and
artistic and create cultural, historical, slip with visuals and
three dimensional and personal life modeling of instruction (6m).
form. with art-making Students will then be
approaches to directed to create a pinch pot
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using same methods (8m).

create meaningful Next teacher will model how
works of art or to incorporate tempera paint,
design. glitter or sequence into pinch
pot at a table station in front
of room (4). Finally, teacher
VAPA will demonstrate how to
2.0 Creative texture the clay using craft
Expression: type materials that will be
2.6 Create a two- or placed at students grouped
three-dimensional tables for them to share
work of art that (4m). Students will then
addresses a social create textures and patterns
issues on their pinch pots using the
same materials. Teacher will
direct students to use the
rest of class to make as
many as they can in all kinds
of sizes (this could be carried
out to next day if time
permits).

Lesson 3





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1. ,What
L are L(L
some 1. Visual Art: The NCAS The teacher will gain the Students with
Title: emotions you feel students will (TSW) materials from the class disabilities will be
Do the when you see be able to . . . 1. Creating: before. The textured, clay given a reflection
assignment art? create artwork that VA:CR2.1.llla balls, buckets, paper, larger scale with different
2. What are some evokes emotion markers, and tarp or emotions on it so the
social or political about a social or Experiment, plan, cardboard for the floor or student can
issues you face political issue. and make multiple grass. The teacher will take determine which
today? works of art and the buckets and fill them emotion they felt
3. Does your 2. Visual Art: The design that explore with different colors of paint. during the artwork
artwork have a students will (TSW) a personally There will be paint process. For the
specific meaning be able to . . . write meaningful theme, summative writing
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or emotion social or political Before the students enter the assessment, the
behind it? issues in todays idea, or concept. classroom, the tarp will be students will
4. Do the colors in society that are laid out on the floor. There respond to the
your artwork important to the 2.Responding: will be buckets placed questionnaire with
relate to your student and VA:Re.7.1.lla around the room filled with pictures, marking
concept? express them on different colors of paint. The which picture they
paper. students will enter and be agree with most.
Recognize and asked to spread out around
3. Multicultural: The describe personal the room.
students will (TSW) aesthetic and
be able to . . . empathetic 5 min: Settle down, free
experiment and responses to the talk.
react to personal natural world and 10 min: Refresh
social or political constructed students on the Dadaist
issues that relate to environments. thoughts and movements on
them. art. The students will be
VAPA sitting on the floor in the
middle of the class on the
4.0 Aesthetic tarp.
Valuing: Ask questions
(Class discussion): What is
4.2Articulate how Dada? Who is Hannah Hoch
personal beliefs, and what kind of art did she
cultural do? How does Johannah
traditions, and Vasconic relate to
current social, Hannah Hoch? Then the
economic, and teacher will ask the class
political contexts what some political and
influence the social issues are happening
interpretation of today. (Group discussion) By
the meaning or a raise of hands, the class
message in a will try to come up with
work of art. many ideas.
5 min: Think, Pair, Share in
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5.0 Connections, groups of 3 what are some

Relationships, issues that are going on
Applications: today.
Teacher will group students
5.2 Create a work of into groups of 3 by how they
choose.
art that
5 min: Explain to the
communicates a students that they will
cross-cultural or individually be writing
universal theme their social or political
taken from literature issue how they please
or history. on their own piece of
paper; large, small,
once or many times.
Then they will be able
to roll, drop, press, and
play with the balls in
the paint on the paper.
Explain rules: Be
respectful. No
throwing paint at
people. Etc.
Grab balls, paper, markers,
and set up area. The
students will be able to
chose where they work in the
space allowed on the tarp.
15 min: Begin artwork.
Teacher will go around
asking students what
their social or political
issue is and why they
chose that issue. The
teacher will ask the
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meanings of their balls

and the texture on the
balls.
10 min: Formative
assessments write up.
The teacher will then
hand out an open-ended
question. The questions
will ask students about
what emotions rose
during the process of
their art. The answers
should be written in
complete sentences and
in paragraph form.
10 min: Clean up. The
students will be reminded
of where everything
should be placed for clean
up.

Copy/paste
new rows
as needed

Staple this Unit Plan to the top of all Lesson Plans in chronological order.