LESSON PLAN FOR ART

Name: Addi Freiner and Sayre Ogle

Class & Section: CIED4213-003
Date: September 28th
Lesson Plan: Continuation of Make Way for Ducklings: Emphasis on Value
Title of the Project or Lesson: Creating Value in Drawing
#1. Goal of Objective of the Lesson:
Analyze and identify the techniques of value and shading used to create the illustrations of Make Way for
Ducklings, such as hatching, cross-hatching and stippling. This development of awareness of these techniques
will promote an appreciation for the illustrations. By being able to identify these techniques and methods,
students will be able to replicate the techniques in their own art.
Grade Level:
3rd Grade
#1. Alignments with the appropriate Art Academic standards:
Grade 3:
Standard 3: Visual Art Expression : Creating- The students will observe, select, and utilize a variety
of ideas and subject matter in creating original works of art.
2- Use a variety of subjects, basic media and techniques in creating visual art including drawing,
painting, sculpture, collage, and mixed media.
3- Demonstrate beginning skills of composition using the elements of art and principles of
design.
4- Use art media and tools in a safe and responsible manner to create visual art.
#10. Materials Required for the Lesson:
Sketchbook paper (9 in. x 12 in. 80 lb. medium surface drawing paper), as well as a pencil (could be a H, HB,
2B, 4B); Smartboard, dry-erase board, or chalk board
#10. Resources: The book Make Way for Ducklings McCloskey; Emphasis Art: A Qualitative Art Program for
Elementary and Middle Schools by Clements and Wachowiak
#11. Art Vocabulary of the Lesson:
Value: the degree of dark and light tones of color
Hatching: the repeated use of parallel lines in order to imply texture/shading
Cross-hatching: hatching done in two directions, one across the other
Stippling: covering an area with dots in order to create shading contrast
Shading: using a wide-range of lights and darks to visually create a modeling effect mimicking three-
dimensional attributes
Shade: the dark value created by adding black
Tint: the light value created by adding white
Procedure:
#2-#3. A: ENGAGEMENT---How will you introduce the lesson and prepare the students?
In this engagement, I will introduce the concept of value, which is the degree of dark and light tones of
color. I will then explain to the class that value/shading includes hatching, cross-hatching, and stippling, and
that those techniques add to the reality of a two-dimensional drawing. I will then read the book aloud to the
class, making sure to take time to show the illustrations to the students. Then I will take the opportunity to ask
the students about what they see and how the different techniques previously explained are used. I will then
relate the lessons of the variety of the facets of value to the fact that value is seen in every aspect of art, as well
as the fact that shading can bring art to life.
#4. B: EXPLORATION---Describe in detail the logically sequenced steps of the lesson:
In this lesson, my first step will be to introduce the concept of value. I will then read the story Make
Way for Ducklings. After that, each technique of creating shading/tinting (hatching, cross-hatching, and
stippling) will be explained and then modeled using an expo marker on a white board in front of the class. As I
am modeling, the students will be experimenting with the different techniques on their own paper, labeling each
method as it is introduced. I will explain how these techniques differ and the variety in the different ways these
techniques can be implemented. Once this has been explained, the actual art project will be introduced to the
students. For the introduction of the art project, we will review as a class how Make Way for Ducklings
concluded. We will also discuss the various possible endings that the story could have. I will encourage
students to think of their own unique endings to the story, and visualize how they can create that ending. I will
then direct them to use the shading techniques previously explained in order to add realism to their own
individual illustrations. Once they have created their illustration, I will have the students describe their alternate
endings in one to three sentences on their paper. On the back of their papers students will describe how the
shading techniques they used enhanced their drawing.
After the engagement and exploration of the use of shading and tinting in Make Way for Ducklings, the
actual art project instructions will be given to and discussed by the class. For the art project, students will be
challenged to look beyond the end of the story and create their own original continuation for the Mallard family
within the story. Once each student has decided on how they want to continue the story, they will need to write
out the continuation on the sketchbook paper and illustrate their writing. A part of the illustration criteria would
be that it is required to use the value techniques that were modeled in class. The students can choose to
incorporate just one technique, or all three discussed in the lesson. But, they must be able to describe how the
use of shading and tinting adds to the overall illustration on the back of the sketchbook page. Throughout this
creative writing and illustrating process, I will be observing the students progress as well as giving individual
feedback.
#7. C: EXTENSION/APPLICATION---Closure of the Lesson:
At the end of the lesson, the students will have the opportunity to share their customized endings for the
story, their illustrations, as well as the value techniques they used in their drawing. Depending on the
atmosphere of the class, this can be done through a partner-share or a presentation to the rest of the class. After
this, students will reflect on how their value and shading techniques bettered their illustrations. As a part of an
orderly classroom, I will have my students put away their supplies. I will make sure that all questions have
been answered regarding value, and will reaffirm the application of value in art. The students will turn in their
illustrations, only to soon be returned to them in hopes that they will discuss what they learned with their
parents or guardians.
#9. D: DIFFERENTIATION---Modifications for Special Needs Students:
I will begin by reading the story aloud, making sure to show the illustrations to all of the students. This
appeals to both visual and auditory learners. While I model the different shading and tinting techniques in front
of the class, students will be able to attempt and experience first-hand the differences and similarities of the
methods of achieving value. Once this is modeled, students have free-reign to produce art within the level they
are capable of by following the exemplified value strategies. In addition, students who might need further
guidance will have the necessary amount of one-on-one teacher-student interaction.
#12. E: ASSESSMENT/EVALUATION---Assessment:
The main source of assessment for this lesson would be the implementation of differing methods of
shading and tinting within the students customized illustrations. On the backs of their papers, students will
explain how their new understanding of value contributed to their illustrations. Students artwork should reflect
a general understanding of the lesson.
The rubric: Grading will be solely based off of the students application of the shading techniques to their own
drawing, as well as their adherence to instructions, and their effort. Students will be graded on whether or not
they created an additional ending to the story and illustrated that said ending. They should have used a
technique that was modeled, explaining how it added to their illustration.
#5, 6, 8, 13--Overall Lesson
Children will be able to identify and apply the techniques of hatching, cross-hatching, and stippling to
aid in their understanding of realism in art. Their development of these techniques deepens their art
comprehension and appreciation for the illustrations they see on a daily basis. The overall goal of this lesson is
to increase students art knowledge by cross-programming literature and visual arts. Furthermore, this lesson
will give students the opportunity to see the range of the elements and principles, and fall deeper in love with
the arts.