Lesson Plan

Title: Abstract _____________________________

Length: 4-5 days________________________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content
students already know and what they will need to know to be successful.
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.

How can making art be like chaos?

Why Have students had any experience with abstract art?
Do students know/have experience with the elements of design?
Do students know what a composition is?
proficient skills knowledge- understand what abstract art is (art that using lines shapes and colors to express emotion), heard of

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)
Roleabstract artist
Audiencepeers, community
Formatmixed media artwork (paint and collage)
TopicWhat emotion can you share with art elements?
You are going to communicate using lines, shapes, and color. To structure your abstract art with repetition, movement, and balance
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.
Structure, Chaos,, Emotion, Expression, Elements and Princples
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.
1.

Structure can come from chaos

Standard:reflect, transfer PGC: Transfer the value of visual arts to lifelong learning and the human experience GLE:Historical and cultural ideas are evident in works of art
2. Artists can use the elements and principles of art to express emotion
Standard: create, comprehend PGC:Recognize, articulate, and debate that the visual arts are a means for expression GLE: The identification of characteristics and expressive
features in works of art and design help to determine artistic intent, Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes
of art and design

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. SWBAT create a abstract mixed media artwork using lines, shapes, and colors
(Blooms; apply, create, Standard: create; GLE: 3.1 Use basic media to express ideas through the art-making process; Art learning: materials/technique, Numeracy- balance,
repetition, shapes)
2. SWBAT recognize how elements of design (specifically balance, repetition, and direction) can add structure to art
(Blooms: evaluate, understand; Standard: comprehend; GLE: 1.1.The identification of characteristics and expressive features in works of art and design help to determine
artistic intent;Art Learning:ideation,Elements/Principles of art; Numeracy:balance, repetition)
3. SWBAT explain how their emotion is communicated in their artwork and discuss the work of others
(Blooms: evaluate, understand, Standard: reflect, transfer GLE - 2.1-Artists, viewers, and patrons use the language of art to respond to their own art and the art of others; 2.2Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design, 4.1Works of art connect individual ideas to make
meaning; Art Learning: Elements/Principles of art, Reflection Literacy: discussion)

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:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)

Access (Resources and/or Process)

Expression (Products and/or Performance)

Tracers to helps with shapes

Provide a paper with instructions of assignment (visual)
Ruler and compass
Repeating and rephrasing directions for those who have
trouble
larger paint brush
Extensions for depth and complexity:

Access (Resources and/or Process)

Show more than one emotion and explain how you did
use a smaller brush for more detail

Expression (Products and/or Performance)

explain to a classmate how you included balance repetition or
direction

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.
Vocab- abstract, composition, design elements and principles, express, emotion, balance, repetition, direction, structure, chaos
Powerpoint- listening, reading, and writing
Sketchbook ideation- describe emotion and how you showed it in your artwork
Discussions with peers and class
Gallery walk/artist talk

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.
Sketchbooks
colored pencils
scissors
scrap paper/magazine/collage materials
glue
pencils
paint
brushes
paint cups
paint shirts
cds with music and boombox
paper (18 x24)
paint drying rack

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.
3

Artists
Jackson Pollock,
Wassily Kandinsky,
Amelia Caruso,
Piet Mondrian,
Hundertwasser,
HenriMatisse,
Musichttps://www.youtube.com/watch?v=QXFgHYk5NMc
https://www.youtube.com/results?search_query
https://www.youtube.com/watch?v=5_ftpDP1cdM&feature=related

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Prepare slideshow
Prepare music on cds and prepare paint supplies
Sort collage materials into bins

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Use paint appropriately, it only goes on the paper not clothes, or around the room
Use scissors properly, only for cutting paper
Dont eat glue
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.
Have them involved in pointing out and explaining the elements and principles in various examples of abstract art-you can use art as a tool to communicate!
Paint to different kinds of music, focus on how emotion is portrayed, open/loosen up

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.
day 1 sketchbook practice using line shape and color to practice balance, repetition, and direction
How can you communicate with no words?
How can you show emotion through art?

day 2 paint to music and decide what you want to communicate with your final piece

Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
DAY ONE
Class come in and helper table pass out sketchbooks
(Discussion/Lecture)
Who has heard of abstract art before what is it?
How is making art like chaos?
How do artists create structure while making art?

Design elements & principles: the building blocks that artists use to make a successful piece of art

Composition: the way something is put together or arranged : the combination of parts that make something up.

What is abstract art? ask to gauge prior knowledge/experience

Abstract art shows what an artist feels and thinks, rather than what he or she sees. An abstract artist uses colors, lines, and shapes to express
their emotions and ideas
Balance
Is this balanced(painting my Kandinsky) how? have students come up and show the visual weight
Work Time
every table get a box of colored pencils
Sketchbook practice give students 5-7 minutes to finish practice sketch on balance
walk around class and check for understanding
get students attention back (hold up hand up count to 1)
Repetition
Amelia Caruso, have you seen these around town?
Show example of how repetition can change in scale and color to make it interesting
Work Time
Sketchbook practice give students 5-7 minutes to finish practice sketch on movement (work time)
walk around class and check for understanding
get students attention back (hold up hand up count to 1)
Direction or the movement in a work of art. All lines and shapes have a direction: horizontal, vertical or diagonal
It helps the viewer eyes navigate through a work of art .Where/How does your eye travel through this piece Matisse?
Work Time
Sketchbook practice give students 5-7 minutes to finish practice sketch on direction ( work time)
walk around class and check for understanding
Recap how these elements can add structure

Explain we are going to be working on abstract art and communicating emotion with lines shapes and colors
DAY TWO
Discussion
Refresh on abstract art- who remembers what it is? talk at your table, share out
Go over E and P of Design- balance, repetition, and direction - color, line, shape
Guessing Game- Show examples of artists who communicate clear emotion with abstract art and have students guess emotion and explain
why they thought so using art terms
We are going to paint to music today!
I want you to loosen up and let your emotion and creativity drive your brush, there are no right answers today, we are just experimenting!
Work Time
pass out paint and cups, each table gets a pallette
three different songs, (jazz, classical, and rock) 10 min each
Clean up, paintings on drying rack and dishes in sink

DAY THREE
-First ten minutes reflect in sketchbook
What did it feel like to paint to music? Do you think your paintings match the songs? How?
What emotion will you communicate for your final?
-Demo ideation page for emotion
brainstorm colors and shapes associated with your emotion (curvy, jagged, etc)
we are just working on our background (show my finished example) we will be adding detail with collage but our first layer will be paint
short ideation choose emotion and what colors you want to use
pass out paint
work time
DAY FOUR
Final work day
pass out scissors and glue
Short collage demo on how to cut shapes and organize composition
collage add details, is your composition balanced? does it have repetition?
work time
clean up scrap pieces in recycle bin, final pieces on drying rack
DAY FIVE
Gallery walk and have students interview peers about their artwork
cycle through each group of presenters gets 10 minutes to talk about and have their work on display for the rest of the class ( walk around
gallery style)
Questions
-What emotion are you trying to show? How?( with what lines, colors, and shapes?) In my artwork I. added structure by...
Making abstract art was....
In my artwork, I used lines, colors, and shapes that express....

Im excited about...
-How is their composition structured with elements of art (repetition. direction, or balance)?
swap groups and another 10 minutes. All class back together for short reflection of abstract art and what they learned, how it felt to be an
abstract artist

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.)
Gallery walk and have students interview peers about their artwork
cycle through each group of presenters gets 10 minutes to talk about and have their work on display for the rest of the class ( walk around gallery style)
Questions
-What emotion are you trying to show? How?( with what lines, colors, and shapes?) In my artwork I. added structure by...
Making abstract art was....
In my artwork, I used lines, colors, and shapes that express....
Im excited about...
-How is their composition structured with elements of art (repetition. direction, or balance)?
swap groups and another 10 minutes. All class back together for short reflection of abstract art and what they learned, how it felt to be an abstract artist
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations specified in your
lesson plan?
Can students talk about their art and the emotion they are
communicating?
Can students explain what balance, repetition and
movement are?
Did students create a abstract artwork using lines shapes
and colors?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations specified
in your lesson plan? Include your rubric, checklist, rating scale, etc.
( below)

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.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey
rubric:

Category

Advanced

Proficient

Developing

Students can talk about

their work and the work of
others clearly and
meaningfully using the
accurate art terms
(balance, repetition, line,
shape, color, composition,
etc)

Using lines, shapes, and

colors,students created a
unique mixed media
abstract work of art that
expresses an emotion

Students demonstrate their

knowledge of the elements
of design by adding
structure to their
composition with balance,
repetition, and direction

Score

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