Lesson Plan

Title:------------- Found Object Drawing Length: 3 weeks

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the
skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn
these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

What is improvisation in art?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In
this narrative the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT
Role / Audience / Format / Topic)

Today as artists you will improvise an environment for object(s) through drawing.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable.
Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style,
Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement,
Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.

Improvisation, composition, technique

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best
enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts,
they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level
Expectations (GLEs) to Enduring Understandings.

Artists improvise to challenge their technique and compositions.

I can challenge my technique and compositions through improvisation.

3.2 Assess and produce art with various materials and techniques

o Develop and build appropriate mastery in art-making skills using traditional and new technologies
and an understanding of the characteristics and expressive features of art and design
o Recognize, interpret, and validate that the creative process builds on the development of ideas
through a process of inquiry, discovery, and research

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as:
Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
1- Conceptual/ideation/personal grounding
2- Expressive features and characteristics of art (Elements/principles of art)
3- Historical/multicultural content
4- Materials(s)/technique(s)
5-Critical reflection/aesthetics/transfer

1. Applying ideation exercises TSWBAT plan for object selection, photo

references, invented composition, choice of media, and scale by
formulating a proposal for discussion of their plan to the instructor.
LT I can plan for my final drawing
Day 1 SC I will improvise ideas into sketches during ideation exercises.
Day 2 SC I will improvise ideas into sketches during ideation exercises, and
make note of project requirements to formulate a plan for my final drawing.
Day 3 SC I will create three sketches, plan for media and scale of my drawing,
and gather photo references, to propose my plan to my instructor.
Blooms: Applying & Creating
Standard: Reflect
GLE: 1. Reflective strategies are used to understand the creative process
Art learning: Conceptual/ideation/personal grounding
Numeracy, Literacy, and/or Technology- Multiplicity of ideas, literacy- creating a
proposal (organizing ideas)

2. Using a drawing media of their choice TSWBAT create a drawing by

inventing environments for objects that incorporate them into the
composition.
Day 4- Last Day:
LT I can create my final drawing
SC I will incorporate my object into the composition through an invented
environment
Blooms: Applying & Creating
Standard: Create
GLE: 2. Assess and produce art with a variety of methods and materials
Art learning: Materials/Techniques, Expressive features and characteristics of art
(Elements and Principles of Art)
Numeracy, Literacy, and/or Technology- Multiplicity of ideas, literacy- adjectives

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale.
Describe the strategies you will use for students who are already proficient and need growth beyond what you have
planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students
must still meet the objectives.

Differentiation: Access (Resources and/or Expression (Products and/or

(Multiple means for students to access
content and multiple modes for student to
express understanding.)
Process) Performance)
-Compositions can be created Final drawing ( student has
with students choice of choice of media and scale of
personal object they provide drawing)
or choice of one of the objects
provided by teacher

- Printed notes of any project

requirements or visual slide
presentations for students with
cognitive challenges

Extensions for depth and Access (Resources and/or Expression (Products and/or
complexity: Process) Performance)

Compositions can be created Extensive sketches beyond

with students choice of
personal object they provide
or choice of one of the
objects provided by teacher
the minimum, more
complex approach to final
drawing, with incorporation
of object and technique with
media, possibly advising
larger scale drawing if it
works with the scale of the
object/composition

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is
integrated into the lesson.

Improvisation is creating or performing something spontaneously or

without preparation, or making something from whatever is available.

Creating a proposal (organizing ideas)

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are
the materials students will use.) List all materials in a bulleted format.

Variety of objects
Sketchbooks
Pencils
Drawing paper
Drawing media of students choice for final drawing

Resources:

List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference
to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List
all resources in a bulleted format.

Slide list of example found object sketches (Available for students through Google
Drive)

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Edit Slideshow
Create example sketches with personal item
Gather objects for ideation exercise (gather two of each to streamline timing of
reflective activity)
Have Slide Presentation available for students

Safety:

Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted
format.

Responsible use of materials and behavior

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them
interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say
and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning
styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions, role-playing,
etc.

Improvisational drawing musical chairs

Student choice of object and media for final drawing
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as
a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you
will engage students in to help them develop ideas and plans for their artwork.

Idea generation from engaging with objects and how to incorporate them
seamlessly into a drawing
Improvisational drawing musical chairs
Sketches

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including
what student will understand as a result of the art experience

Instruction - The teacher will... (Be specific about what Learning - Students will... i.e.:
concepts, information, understandings, etc. will be taught.) explore ideation by making
Identify instructional methodology. KNOW (Content) and connections,
DO (Skill) comparing, contrasting;
synthesize possibilities for
each painting technique; etc.
Tuesday 9/5, with extra time Wednesday 9/6, for (Be specific about what will
Da objects students dont get to and reflective activity be the intended result of the
y1 instruction as it relates to
learning.) UNDERSTAND
LT I can show my skills with ideation
Day 1 SC I will improvise ideas into 3 sketches
during ideation exercises.
1:05- 1:07
1. Students coming in
a. Direct students as they come into classroom to
get their Sketchbook and a drawing pencil.
b. Take attendance on Synergy

1:07-1:20
2. Found object musical chairs drawing exercise

a. Arranged on the desks, there are several kinds

of objects, let's split up into a group of five on one
side of the room and a group of six on the the
other

b. We are going to each take a turn at all of these

objects, so well spend 10 minutes at each of
these objects like musical chairs well move
around the room to all of the objects within your
groups
 c. The goal of this exercise is to use the object as
part of your drawing. For example (show
document camera personal example)
i. Show I have incorporated this object into
the composition, it looks like it is part of
the drawing.
ii. When I saw this I thought of... (explain
ideation thought process
d. As we each take turns at the objects we won't be
able to take them with us so go ahead and write
the name of the object at the top of the page of
your sketchbook so we can remember what fits
into the gap in your drawing. We will spend about
ten minutes on each object go!
1:20:-1:50 (time for 3 rotations)
3. Drawing exercise 10min at each object

a. Students rotate around group of objects and take Develops ideas and plans, as
turns at each of the objects well as creating and responding
b. Students flip to back side of the page for next to art work in multiple ways
sketches, using front and back of sketchbook
pages for activity
c. Teacher evaluates when students are drawing
whether more or less than 10 min intervals are
Works to see their ideas
needed for drawing rotation through to completion;
D 1:50:-1:55 embracing failure to improve.
A Clean up
Y a. Return all items to the back wooden table
b. Put away your sketchbooks in the cubby
2
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Wednesday 9/6
LT I can show my skills in ideation
Day 2 SC I will improvise ideas into 2 sketches
during ideation exercises, and make note of project
requirements.
11:45- 11:50
1. Students coming in
c. Direct students as they come into classroom to
get their Sketchbook and a drawing pencil.
d. Take attendance on Synergy
e. Get into your object groups and find where you
left off in the rotation.
11:50-12:10
2. Drawing exercise 10min at each object (last 2
rotations)
 d. Lets spend one song on drawing the part of the
composition that holds the object, and when the
song changes we will draw the environment
around t
e. Students rotate around group of objects and take
turns at each of the objects
f. Students flip to back side of the page for next
sketches, using front and back of sketchbook
pages for activity
g. Teacher evaluates when students are drawing
whether more or less than 10 min intervals are
needed for drawing
12:10- 12:40
3. Reflective activity
h. Gallery walk with both groups as one big group
to look at each others solutions in sketchbook
i. Go through objects one by one, students flip to
their solution in their sketchbook, and we walk
through and look at everyones.
j. Students take turns placing objects on their Works collaboratively when
sketches we look at everyones with object on this needed.
way
k. When discussing specific works with questions Communicates and defends
below teacher moves object to sketch ideas in art making and
reflective practices.
i. Whats a solution that surprised you?
ii. Did anyone have the same solution? Uses systems to critique,
iii. What are some drawings from this object respond, and form an opinion,
that had very believable incorporation of and interpret meaning in art
the object into the drawing? What did they making.
do that helped to incorporate the object.
12:40-12:55
5. Doc cam example and Slide show project
introduction.
a. Go through slides of found object sketches by
Christoph Niemann
i. This artist uses objects as a way to
challenge their ideas and improvise new
environments in their drawings, as a
Sunday Sketch Practice
ii. Credit card slide, how would you push
this from sketch to a fully realized
drawing? How could the artist have
created even more of an environment for
the object?
iii. Improvisational art : Improvisation is
creating or performing something
spontaneously or without preparation, or
making something from whatever is
available
1. You may have already had
 experience with making a drawing
from something you see in a
random line on a page, etc..
2. Youre making a spontaneous
response to whats available
through that sketch!
iv. Project Requirements Slide
1. Write these down in your
sketchbook!
2. Minimum of 3 preliminary
sketches of final drawing
3. Final drawing incorporates object
into composition in a way where
object is a focal point of the
drawing, object should be
emphasized by composition. A
fully developed environment for
the object is realized in the
drawing.
4. Final drawing shows control of
drawing media and technique.
v. I will send you these slides later today
through google drive, so you can have
access to this information whenever you
need
b. Show students slide example of drawing I made,
explain process of selection of object and
incorporation into drawing, choice of scale and
media.
i. Explain in detail my process of photo
reference selection, how to go about
using different references for different
elements of the composition, and why
that is helpful when creating a believable
invented environment

12:55-1:10
6. Ideation
a. For Friday, you can bring an object from home
that you would like to use for this drawing. You
cannot bring in the same type of object that I
gave you for the sketching activity. Take a
moment to write in your planner, or set a
reminder in your phone so you dont forget an
object to bring. This will be worth points.
b. You cannot use an object for your final drawing
that we have already used for the sketching
activity.
c. Lets take the end of class to come up with a few
ideas of objects you might want to bring from
 home, write a list of possibilities in your
sketchbook. THE BEST OBJECTS FOR
DRAWINGS WILL BE ABOUT A PALM SIZE OR
LESS FOR SCALE OF THE DRAWING TO
WORK BEST, AND MOSTLY LAY FLAT ON
THE PAGE. Simplistic items might be easier,
maybe not the keychain from disneyworld, but Effective use of research,
instead, just the metal keychain ring. planning, and studio time.
d. Put up slide with questions about objects to
consider: Consider what the object means to you.
Do you enjoy it aesthetically? Is it an object of
sentimental value? Is there an object you have
with an interesting shape?
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Friday 9/8
D
A LT I can show my skills in ideation
Y
Day 3 SC I will create three sketches, plan for
3 media and scale of my drawing, and gather photo
references, to propose my plan to my instructor.
1:05- 1:07
1. Students coming in
f. Direct students as they come into classroom to
get their Sketchbook and a drawing pencil.
g. Take attendance on Synergy

1:07-1:50
2. Student Ideation

a. Get out the object you brought for your final

drawing. If you need to you can use one of the
ones on the back table.
b. Create a list of a few ideas that you might use for Chooses materials and art
your object forms independently to
c. Pick an idea or try a few out make a minimum of communicate individual ideas.
3 preliminary sketches that are 4 by 6, You
have all of class today, and I will check them Effective use of research,
planning, and studio time.
Monday at the beginning of class and give you
points. Asks questions and
d. Create a plan for the scale of the drawing and experiments with ideas.
media you might want to use for it
i. Your scale should relate to the size of Chooses materials and art
your object and what makes sense for forms independently to
your composition communicate individual ideas
ii. Only drawing media is aloud but you can
choose whichever you want to enhance Documents and cultivates
your drawing. challenging visual possibilities
through reflective thinking and
iii. Collect photo references you may need
technology (visual journal,
for elements of your composition. sketchbook, blog)..
 e. When you have finished your sketches, check in
with me or Mrs. Alter about your composition, Solves problems posed by
and your plan for the scale of your paper, as well materials and applies art
as media choices, and photo references you are techniques with age appropriate
level of fluency.
considering. Once we have talked to you
Day individually you can begin.
4 ---------------------------------------------------------------------------
LT I can create my final drawing
- Solves problems posed by
SC I will incorporate my object into the composition materials and applies art
End through an invented environment techniques with age appropriate
level of fluency.
1. In class work day students will have several days to
work in class.
a. Teacher will circulate and engage with students Demonstrates care for safety,
while they work materials and tools in the studio
i. Provide feedback classroom.
ii. Document learning with photographs
b. Teacher will evaluate how much in class time is Effective use of research,
planning, and studio time.
needed based on students needs and pace
Bulb Day Demonstrates responsible
1. Get out laptops choice and experimentation
a. Open your bulb page with concepts, materials,
i. Sign in processes, and technology.
ii. Go to your advanced drawing
collection
iii. Found Object Drawing Page
b. Open Mrs. Alters Bulb
i. www.bulbapp.com/aalter Uses systems to critique,
ii. Go to advanced drawing respond, and form an opinion,
iii. Go to found object drawing and
iv. Scroll down copy and paste reflection interpret meaning in art making.
questions into your bulb, upload your
images and respond to the reflection
questions with at least 3 sentences Documents and shares the art
for each question. making process with others.
2. Publish
a. Top right arrow
b. Your collection box should say advanced
drawing
c. Publish
d. If you need to update this before I grade it be
sure to republish.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking,
reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their
learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and
reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)
 Reflective activity:
Circle up reflective activity from multiple object drawing excercise gallery walk of looking at
everyones ideas
1: Whats a solution that surprised you?
2: Did anyone have the same solution?
3:What are some drawings from this object that had very believable incorporation of the object
into the drawing?

Inquiry activity:
Found object musical chairs drawing exercise

Bulb Activity:

Answer these questions on your bulb with 3-5 complete sentences.

1. In the caption of your drawing type the name of the object you chose, and the drawing media you
used.

2. Describe your creative process. How were your choices for the imagery in your drawing
influenced by the object? What considerations did you make when creating a composition to
integrate the object into the drawing?

3. Are you satisfied with the final product? Why or why not? Describe one aspect of the finished
piece that you would do differently if you had it to do over again.

4. What is the most successful aspect of the finished work? Why?

Post-Assessment (teacher- Post-Assessment Instrument:

centered/objectives as questions): How well have students achieved the objectives and
Have students achieved the objectives and grade level grade level expectations specified in your lesson plan?
expectations specified in your lesson plan? Include your rubric, checklist, rating scale, etc.

Final product graded with rubric in

Did student apply ideation
exercises to plan for object
selection, photo references,
invented composition, choice of
media, and scale by formulating
a proposal for discussion of
their plan to the instructor?
Did students use of drawing
media create a drawing by
inventing an environment for
Appendix.
Ideation Sketchbook Check Checklist:
DRAWING: SKETCHBOOK CHECK
____ Brought Personal Object
____ Project Intro Notes
____ 3 sketches (5 pt each)
------------------------------------------
____/ 50 POSSIBLE POINTS
 the object that incorporated it Bulb Reflection Checklist
into the composition?
____ In progress and final photo (10 each)
____ Question 1 response (5)
____ Question 2 response (5)
____ Question 3 response (5)
____ Question 4 response (5)
------------------------------------------
____/ 40 POSSIBLE POINTS

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Found Object Advanced (25-23) Proficient (22-20) Developing (19-17) Basic (16-0)
Drawing

Medium/ Drawing media and
techniques were expertly
Craftsmanship used to create a strong
sense of visual depth,
texture, and dimension. All
colors or value has
highlights, and shadows that
are evident in order to imply
form. Great attention to
craftsmanship. No stray
graphite lines remain.
Drawing media and techniques
were successfully used to
create some visual depth and
dimension. Most colors or
value has highlights, and
shadows that are evident in
order to imply form. Very few
scratchy areas of application of
media. No stray graphite lines
remain on surface.
Drawing media and techniques
were used incorrectly or
minimally used. Drawing is
lacking visual depth and
dimension. Flat colors or
underdeveloped value used in
some areas. Many highlights and
shadows are not addressed.
Scratchy, rushed application of
media distracts from drawing.
Lacking craftsmanship, stray
graphite lines on surface.
Drawing media and techniques
were used with little or no
attention visual depth and
dimension, highlight or shadow.
Incomplete or messy application.
Stray graphite lines remain on
surface, no attention to
craftsmanship.

Composition Subject matter is thoughtfully
placed in picture plane in
order to create a sense of
visual balance & movement.
Subject is addressed with
exact attention to
proportions.
Subject matter placement
shows a clear attempt to create
a sense of balance and visual
movement. Most details are
addressed with correct
proportions, though some
proportions are incorrect or
misplaced.
Subject matter placement lacks
balance or visual movement.
Some proportions are inaccurate
or lack attention to detail.
No attempt to create a sense of
balance or movement w/in picture
plan. Significant portions of
composition are not addressed
with detail. Parts of composition
appear incomplete or rushed.
Object Exceptionally incorporates
Incorporation object into final drawing.
Object is clearly integrated
into expression of subject,
composition, and use of
media.
Successfully incorporates
object into final drawing.
Object is evidently integrated
into expression of subject,
composition, and use of media.
Unclear incorporation of object
into final drawing. Object is
lacking integration into
expression of subject,
composition, and use of media.
Little or no incorporation object
into final drawing. Object is not
integration into expression of
subject, composition, and use of
media.

Studio Habits Student was always self-
directed and made best use
of time, materials and
resources on a daily basis.
Worked outside of class
when necessary. No cell
phone reminders.
Student was mostly self-
directed and made best use of
time, materials and resources
on a daily basis. Worked
outside of class when
necessary. No cell phone
reminders.
Student was rarely self-directed
and did not best use of time,
materials and resources due to
excessive talking, distractions,
unexcused tardies/absences.
Did not work outside of class
when necessary. Cell phone
reminders.
Unprepared for class. Due to
excessive talking, distractions,
unexcused tardies/absences,
project outcome was significantly
affected.
Did not work outside of class
when necessary. Multiple cell
phone reminders.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do
differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach
again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)