Lesson Plan Template

Visual Art Unit Plan: Overview of Lessons

Big Idea: Emotional Self Portrait Medium(s): Collage and Assemblage Grade Level: 9th
Grade

Essential Visual Art & NCAS & VAPA Procedures Summary Modifications for
Questions Multicultural Standards IEPs & English
Objectives Language
Learners

Lesson 2 1. What is emotion? 1. Visual Art: The 1. Creating: HS Students will be put
Title: 2. How do you express students will (TSW) Proficient VA:Cr1.1.la into groups to
Emotional emotion? be able to identify and o Describe how Discuss Art History and promote peer
Self- 3. When in your life apply the principles of principles of balance learning and to help
knowledge of culture,
Portraits have you felt a great design. ELD Students
traditions, and history Discuss variety of emotions understand work.
amount of emotion?
may influence personal
4. What is rational 2. Visual Art: The Apply colors to create self- IEP students will be
thought? students will (TSW) responses to art.
portrait provided with extra
be able to identify and tools and materials
apply the principles of 2. Presenting: HS Discuss what was learned that may be easier
elements. Proficient VA: Pr4.1.Ia to use or wok with.
and how to apply it to future
o Curate a collection
projects
3. Multicultural: The of objects, artifacts, or Teacher will follow
students will (TSW) artwork to impact the up with IEPs and ELD
be able to relate viewers understanding students to make
emotional experiences of social, cultural, and sure they
and reflect upon their understand content
political topics. and are reasonably
cultural background.
caught up.
3. Responding: HS
Proficient VA: Re8.1.Ia
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o Interpret an artwork
or collection of works,
supported by relevant
and sufficient evidence
found in the work and
its various contexts.

4. Connecting: HS
Proficient VA:
Cn10.1.Ia
Synthesize knowledge
of social, cultural,
historical, and personal
life with art-making
approaches to create
meaningful works of
art or design.

1.0 Artistic
Perception:

2.0 Creative
Expression:

3.0 Historical &

Cultural Context:

4.0 Aesthetic Valuing:

5.0 Connections,
Relationships,
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Applications:
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Lesson 1 1. Visual Art: The 1. Creating: HS Display Art and have Students will be put
Title: VTS 1. What is students will (TSW) students VTS the work into groups to
emotion and how be able to evaluate and Proficient VA:Cr1.1.la promote peer
do you address observe an image(s). o Describe how Discussion about the artist learning and to help
emotion? artwork with open ended ELD Students
knowledge of culture,
questions understand work.
2. Visual Art: The traditions, and history may
2. What is
rational thought? students will (TSW) influence personal
responses to art. Discuss readings and how IEP students will be
be able to make they tie together to the artist provided with extra
connections to 2. Presenting: HS
3. How do you tools and materials
emotions through Proficient VA: Pr4.1.Ia
express emotion? Have students write a memo that may be easier
o Curate a collection of
imagery. to reflect on what they to use or wok with.
objects, artifacts, or
4. When in your artwork to impact the learned
life have you felt a 3. Multicultural: The viewers understanding of Teacher will follow
great amount of students will (TSW) social, cultural, and up with IEPs and ELD
political topics. students to make
emotion? be able to admire
sure they
various cultures and 3. Responding: HS
understand content
make relevance to Proficient VA: Re8.1.Ia and are reasonably
cultures and their o Interpret an artwork or caught up.
collection of works,
emotions.
supported by relevant and
sufficient evidence found
in the work and its various
contexts.
4. Connecting: HS
Proficient VA: Cn10.1.Ia
o Synthesize knowledge of
social, cultural, historical,
and personal life with art-
making approaches to
create meaningful works
of art or design.
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Lesson 3 1. 1.How can collage 1. Visual Art: The 1. Creating: HS Teacher will demo how to use Students will be put
Title: help students gain a students will Proficient materials into groups to
Demo, sense of self? (TSW) be able to VA:Cr3.1.Ia promote peer
Gallery 2. In what ways can refer to the artist Apply relevant Demonstrate how materials learning and to help
Walk collage and shown during VTS criteria from can adhere to surfaces ELD Students
and by knowing traditional and understand work.
assemblage help
the materials contemporary Discuss how there are
student think available to them cultural contexts to different types of textures IEP students will be
critically? they will be able examine, reflect on, provided with extra
3. What are the to create a self- and plan revisions Students will create their tools and materials
limitations of portrait that for works of art and collage/Assemblage piece that may be easier
collage and shows an design in progress to use or wok with.
assemblage? emotions. Duration will be two weeks
2. Presenting: HS Teacher will follow
2. Visual Art: The Accomplished Followed by a gallery walk at up with IEPs and ELD
students will VA:Pr6.1.IIa the end of the studio students to make
(TSW) be able to Make, explain, and investigation sure they
use materials justify connections understand content
provided to them between artists or and are reasonably
or materials they artwork and social, caught up.
want to bring cultural, and
from home to political history.
allow for a
multicultural 3. Responding: HS
experience. Accomplished
VA:Re9.1.IIa
3. Multicultural: Determine the
The students will relevance of
(TSW) be able to criteria used by
reflect on cultures
others to
they know or are
currently learning
evaluate a work
about. of art or
collection of
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works.

1. Connecting:
HS Advanced
VA:Cn10.1.IIIa

Synthesize
knowledge of social,
cultural, historical,
and personal life
with art-making
approaches to
create meaningful
works of art or
design.

___1.0 Artistic
Perception:
Processing, Analyzing,
and Responding to
Sensory Information
Through the Language
and Skills Unique to
the Visual Arts.

Analyze Art
Elements and
Principles of Design
1.3 Identify the
elements of art
(line, color,
shape/form, texture,
value, space) in the
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environment and in
works of art,
emphasizing line,
color, and
shape/form.

___2.0 Creative
Expression:
Creating,
Performing, and
Participating in the
Visual Arts.
Skills, Processes,
Materials, and Tools
2.3 Make a collage
with cut or torn
paper shapes/forms.

___3.0 Historical &

Cultural Context:
Understanding the
Historical
Contributions and
Cultural Dimensions
of the Visual Arts.
Role and
Development of the
Visual Arts
3.1Describe
functional and
nonut1. Creating:
HS Proficient
VA:Cr3.1.Ia
Apply relevant
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criteria from
traditional and
contemporary
cultural contexts to
examine, reflect on,
and plan revisions
for works of art and
design in progress

2. Presenting: HS
Accomplished
VA:Pr6.1.IIa
Make, explain, and
justify connections
between artists or
artwork and social,
cultural, and
political history.

3. Responding: HS
Accomplished
VA:Re9.1.IIa
Determine the
relevance of criteria
used by others to
evaluate a work of
art or collection of
works.
Connecting: HS
Advanced
VA:Cn10.1.IIIa

Synthesize
knowledge of social,
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cultural, historical,
and personal life
with art-making
approaches to
create meaningful
works of art or
design.
utilitarian art seen
in daily life; that is,
works of art that are
used versus those
that are only
viewed.

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