Art Education Lesson Plan Format

Dr. Kathy Unrath

*Lesson plans are always accompanied by a teacher-made exemplar of potential student work!
Name-Jenna Marie Covington
TITLE OF LESSON- Changes
GRADE LEVEL (S)- Second Grade
GLES:
BigIdea3:C.CopingSkills.PS1:Recognizetheeffectsoflifechangesoreventsrelatedtoselfand
others.
BigIdea3:A.SafeandHealthyChoicesPS3:Utilizedecisionmakingskillstomakesafeandhealthy
lifechoices.
BigIdea7:CD7A.IntegrationofSelfknowledgeintoLifeandCareerPlans.CD7Identifynew
activitiesandintereststoexplore
VISUALARTGLES:
I:1.B.Grade3Applypaintinevenstrokestocreateawatercolor/thinnedtemperawash.Paintlinesandfill
inshapeswithevencolorusingtempera
I:3.A.Grade3Createanoriginalartworkusingline,shapeandcolor
I:3.C.Grade4Createanoriginalartworkthatcommunicatesideasabouttime(future)
II:1.D.Grade2Identifyanduseactualtexture
II:1.G.Grade2Identifyanduseforegroundandbackgroundtocreateillusionofspace
III:1.AGrade2Explaindifferentresponsesyouhavetodifferentartworks
NCAS:
Creating:
VA:Cr1.2.2aMakeartordesignwithvariousmaterialsandtoolstoexplorepersonalinterests,questions,
andcuriosity
VA:Cr3.1.2aDiscussandreflectwithpeersaboutchoicesmadeincreatingartwork
Responding:
VA:re9.1.2aUselearnedartvocabularytoexpresspreferencesaboutartwork.
Connecting:
VA:Cn10.1.2aCreateworksofartabouteventsinhome,school,orcommunitylife.
RATIONALE and GOALS FOR THIS LESSONIt is important for students to develop goals for their future selves and to recognize what choices will
change their journey through life. I hope the students form imaginative self-concepts about their future
lives and how they will change throughout the years while connecting their ideas to the use of a medium
that changes with time.

ENDURING BIG IDEA:

Students will investigate changes that will occur in their own lives by imagining who they will be in the
future and what that journey will look like. I will connect the big idea of change in art by presenting
artists who have also worked with transforming mediums and allowing the students to work with a
medium that changes in forms of matter while creating.

ESSENTIAL QUESTIONS
What questions guide the investigation in this lesson?
What is change?
How will you change in the future?
What will you look like?
What will your hobby or job be in?
What choices will you make to become your future self?
What will students discover and investigate both about art and art making?
Students will discover a connection between medium and concept. Students will also investigate how to
speak an idea to the viewer and what symbolism to include while representing their future self.
What will you ask that will guide the purposeful exploration of materials and ideas that will
produce meaningful content to the creative production?
How does your background relate to your future identity?
What will your drawing include that represents who you will be in the future?

KNOWLEDGE BASE AND KEY CONCEPTSPrerequisite Knowledge: drawing lines, shapes, and patterns with medium. Drawing figures (may be
equivalent to their developmental drawing stage)

Students will learn and know how to:

View and analyze a piece of art (this will help develop critical thinking skills as well as help them

learn read others art and imagine how viewers will see their art)
M. C. Eshers Hand With Reflecting Sphere
Othman Tomas ice paintings (ice cream and popsicles)
Use art as a reference
Paint with new materials that transform while creating
Imagine what the future holds and calculate what changes will lead up to that point
Draw figures of themselves
Analyze and view each others artworks respectfully

OBJECTIVESThe student will

Collaboratively investigate a piece of art using and practicing critical thinking skills
Create a meaningful work of art using new materials and techniques
View and analyze each others art

VOCABULARYIce Painting, Background, Foreground, VTS, Figure, Matter, Change

LESSON VIGNETTE As the class arrives, I will have the students sit on the carpet facing the smart board. We will start off class
with a Visual Thinking Strategy. This builds the students critical thinking skills. I will begin by telling the
students that we will be observing and investigating a piece of art, and that there are no wrong answers
and students must raise their hand to share their observation. After we complete the visual thinking
strategy, the students will view my power point which is about making art with mediums that change in
forms of matter while creating. Then, the students will form a circle on the carpet to watch my
demonstration and discover what they will be creating in the class period, and how the changes in
material will connect with changes in identity. I will narrate my art making process while I demonstrate
and ask questions while creating to keep students engaged and fuel inspiration. At this point, we will
discuss how the process of ice painting is a change of matter and ask the students what form the paint

takes at each step. I will also ask the students how ice painting relates to the theme of the art they will be
making. After the demonstration is complete, I will tell the students the steps in creating followed by what
to do when completed and how we will have a gallery walk at the end of the class time. Students will
begin by sketching their figure in pencil on the paper and outlining it in sharpie. Afterwards, the students
will use the ice paints to add expressive color to the foreground and background then use salt to create
texture in the painting. When finished, students will leave their paintings at their table to dry and come to
the carpet to begin writing and sketching how they will arrive to their future self. When all students are
finished, we will walk around and view each others paintings. If there is enough time, students can talk
about what their future self is going to be like. Students will then put their paintings on the drying rack
and help clean up for the remainder of class time.
VIGNETTE:
Time
9:20-9:35
9:35-9:50

Activity
VTS/opening

Description
Students will use critical thinking to investigate Hand with Reflecting

Demonstration

Sphere by M. C. Escher. Lithograph, 1935.

I will show the power point and process of creation and ask the
students essential questions to fuel inspiration an engagement. We will

9:50-10:25

Creating!

also go over the expectations of behavior and time.

Students will create their artwork and use extra time to sketch and
write ways to arrive to their future self-expectations in their sketch

10:25-10:35

Gallery Walk

books
Students will walk around to view and investigate each others

10:35-10:40

Clean up

artworks and have the opportunity to present their piece.

Students will help clean up drawing and painting materials and place
their paintings on the drying racks. As teacher arrives, students will
line up.

ASSESSMENTS/RUBRICS
Formative Assessments:

Group Discussion
Individual Discussion
Evidence of learning through creation of meaningful artwork
Evidence of learning through comments and observation during gallery walk
Evidence of learning through sketchbook drawings and comments about goals and journeys
Summative Assessments:
Rubric (Figure 1)
Oral explanation of creations
Product

INTEGRATION/ CROSS-CURRICULAR OPPOURTUNITIES:

Science Changes of matter from solid to liquid to gas

ADAPTATIONS FOR SPECIAL NEEDS and STUDENT ENGAGEMENT-.

Student engagement will be supported by allowing the students to create according to their interests
specifically. Because they are communicating what their personal interests are, I believe students will be
excited to create and share their art works. Students who are highly talented will be encouraged to create
at their developmental stage and will be influenced by instructors to enhance their drawings to better
communicate their ideas during creation. When students finish early, they will be directed to the carpet
area to draw and write in their sketchbooks about how they could reach their idea of their future self.
Students with special needs will be tended to individually to ensure learning and growth according to
their needs. If a student is an ELL, I will provide the instructions and visual maps necessary.

MATERIALS, TEACHING RESOURCES: What did you learn from creating your teaching exemplar?
Watercolor paper

H Pencils
Sharpies
Erasures
Ice trays - 6
Powder tempera or water soluble paint
Popsicle sticks 60 estimated (cut in half)
Sea Salt
Table Salt
Sketchbooks
Freezer
Smart board
Drying Rack

REFERENCES:
http://www.mfaa.msde.state.md.us/source/MDFAeducation_1e_1.asp
Used for developing assessment techniques
http://dese.mo.gov/divimprove/curriculum/GLE/
Used to reference GLEs
https://dese.mo.gov/sites/default/files/gle-visual-arts.pdf
Used to reference Visual Art GLEs
http://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance%20%20new%20copyright%20info.pdf
Used to reference National Core Arts Standards
http://www.boredpanda.com/ice-cream-paintings-othman-toma/
Used to reference Othman Toma paintings

TEACHER REFLECTION:
Students will create deep, meaningful artworks that reflect their vison of their future selves
Students will investigate their future journey through thought and visual representation
Students will how deep and meaningful thinking through oral group and individual discussion
Students will be engaged in art making and discoveries

Figure 1. RUBERIC:
Well Done (3)
Student created

Good (2)
Student created

So-So (1)
Student created artwork

meaningful artwork that

meaningful artwork that

that minimally

represented how they

somewhat represented

represented their future

would like to be in the

who they would be in the

self

future
Student investigated and

future
Student investigated their

Student did minimal

recorded how they would

future journey as evident

thinking about the journey

change throughout the

through oral discussion

to their future selves

future self
Student was fully engaged

Student was engaged and

Student was on task part

and on task during class

managed time most of the

of the class time

time
Student used new skills

class time
Student explored with new

Student held little interest

and techniques in unique

technique somewhat

in exploration of new

years to become their

ways

materials