Lesson Plan Template 1

Visual Art Lesson Plan

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

Print First and Last Names: ______Breannah Gammon_______ _____Tamara Duran_____ ________________________________

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: Inspiration Artists, including those from underrepresented populations:

Wrap Up N/A

Lesson Overview (~3 complete sentences):

The students will display unit artworks in thoughtful and planned out way. We will then have class critique of all the works. When critique the artwork
students must keep the Big Idea in mind.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Asking students to critique each other's work has them critically think about each others work. It also has them continuously think about the Big Idea while
critically thinking about each piece.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. How students may be able to display their work 1. What ways can people display artwork?
2. Connecting works together 2.How can various artworks be connected?
3. Thoughtful responses to each other's work 3.What are the different responses a person might make about a piece of art?
 Lesson Plan Template 2

Visual art content and multicultural Lesson Objectives: What you want the Align Formative and Summative Assessments with Lesson Objectives from left
students to do. column. Please submit at least one rubric per Lesson for a total of three or
Helpful resources: more per Unit.
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-planning/new-teacher/ 1. How will you assess the Lesson Objective? What will you be looking
48345.html?for_printing=1&detoured=1): for?
Five Approaches to Multicultural Education: N/A
https://www.education.com/reference/article/multicultural-education
/#C
1. Visual Art: The students will (TSW) be able to . . . participate in a formal
critique of the class works
2. Visual Art: The students will (TSW) be able to . . . identify areas of success
and progress in their work.
3. Multicultural: The students will (TSW) be able to . . .reflect how the
classroom reflects the community and the relationships we have within it.

National Core Art Standards: Visual Arts (3-4): Please list number and
description of Anchor Standard.
1. Creating: VA:Cr2.3.la-Collaboratively develop a proposal for an
installation, artwork, or space design that transforms the perception and
experience of a particular place
2. Presenting: VA:Pr5.1.la-Analyze and evaluate the reasons and ways an
exhibition is presented.
3. Responding: VA: Re8.1.la-Interpret an artwork or collection of works,
supported by relevant and sufficient evidence found in the work and its
various contexts
4. Connecting: VA:Cn11.1.la-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:1.1- Identify and describe all the elements of art
found in selected works of art (e.g., color, shape/form, line, texture, space,
value)
___2.0 Creative Expression:
___3.0 Historical & Cultural Context:
_X_4.0 Aesthetic Valuing: 4.1-Construct and describe plausible interpretations
of what they perceive in works of art
___5.0 Connections, Relationships, Applications:

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the columns below.
concentration area(s) and/or medium(s):
1. Line: a long, narrow mark or band; a length of cord, rope, wire, or other
material serving a particular purpose
 Lesson Plan Template 3

2.Pattern: a distinctive style, model, or form; anything fashioned or Have Purchase

designed to serve as a model or guide for something to be made
3.Shape: an enclosed space limited to two dimensions: length and width; N/A N/A
defined by other elements of art: lines, colors, values, textures, etc.
4.Form: a three-dimensional geometric figure; the whole pieces visible
elements
5.Volume: the amount of space that a substance or object occupies

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?

The students will enter the classroom and begin to decide how to display the rest of their art pieces from the unit, students will be given 15 minutes to ready
the space for critique.

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).
The instructor will ask the students questions about pieces in order to spark ideas and comments that contribute to the class critique.

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)?
 Lesson Plan Template 4

The instructor will ask questions that will have the students critically think about the work. These questions may consists of how the work relates to the big
idea, how the works displayed all together are in relation to one another, etc.

3. 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?
The instructor may call on people to tell the class what they think about the artwork and ask other students to if they agree with what the student had to say
or if they disagree and why.

4. 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?
N/A
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?

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?
Students may speak about what they think about the artwork if they are able. They may actively listen to what others say about the artwork if they do not
wish to speak.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Listening to the feedback from other students will have them reflect on their work and will help them in future projects. The feedback would also help them in
improving the work theyve already done if they wish to continue to work on it.

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

We would actively try to have them speak about the work: Ask them what they think, how they feel, etc. We would also ask if the work reflects back to the Big
Idea.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We will monitor how the students assemble the work for display and be sure they use proper care.

Lesson Resources/References (use APA):

 Lesson Plan Template 5

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