Level 3: ART 309 & Student Teaching

ART UNIT PLAN TITLE

Central Focus
Grade Level
Class Size
Time
Class Demographics

Create your own secret language!

Late Sr High (11-12)

National Visual Arts Standards Addressed

VA:Cr1.2.IIIa :Choose from a range of materials and methods of traditional and contemporary artistic
practices, following or breaking established conventions, to plan the making of multiple works of art and
design based on a theme, idea, or concept.
VA:Cr2.1.IIIa Experiment, plan, and make multiple works of art and design that explore a personally
meaningful theme, idea, or concept.
VA:Cr2.3.IIIa Demonstrate in works of art or design how visual and material culture defines, shapes,
enhances, inhibits, and/or empowers people's lives.
Common Core State Standards Addressed
CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics,
texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

UNIT OVERVIEW
Students will be learning about a culture often skewed by media, with Fathi Hassan as an opening for that. We will discuss
issues of race and communication as we see how these different artists and the Islamic culture deal with it. We will be
discussing media and how important it is to see truth versus propaganda with our culture calling Islamic people terrorists.
Then we will take our own phrases and skew them into abstraction so they cannot be read but still interpreted in their work.
Forms
Frames
Conceptual
Framework

2D
Cultural

3D
Subjective

4D
Structural

Artwork

Artist

Audience

Student Prior Knowledge and Conceptions

They should have some basic knowledge of compostion and color, and be able to do internet research. Students should also
know how to openly discuss topics
Interdisciplinary Connections
.History
world cultures/religions
reading
writing
race theories
UNIT OBJECTIVES
As a result of this lesson, students will be able to:
1. Abstract a word or a phrase with at least 6 levels of abstraction
2. orally discuss perspectives on Fathi Hassan and his culture in at least 3 thoughtful, reflective

comments
3. create a work of art with at least 4 visual decisions made about the composition, color, and style.
4. explain their asthetic decisions in at least 5 sentences.
5. compare and contrast the works of the artists with at least 4 points
TEACHER MATERIALS

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

2
Powerpoint
worksheets
teacher example

white board
marker
internet

STUDENT MATERIALS

worksheets
white board
nice paper or canvas

acryllic
paintbrush &water cups
paper for sketching

ARTISTS IN CONTEXT
Key Artists
Key Artworks

Key Critical Questions

Fathi Hassan, Islamic Kufic, Sean landers, Glenn Ligon

Untitled- Fathi Hassan
The Light Mans Historical Footstep- Fathi Hassan
Picture of artist creating his work-Fathi Hassan
Untitled- Sean landers (2011)
Geometric kufic on building
Untitled (Four Etchings)- Fathi Hassan
(1992)
1. How does the content change when seeing his
work in Africa versus the US?
2. Why do you think the Smithsonian took his work
as a part of the African collection when it doesnt
even show actual Kufic script?
3. How does the artist publicly creating the work
affect the work itself?
4. How do you think you would perceive this work if
you could read Kufic script (it is not kufic but is
based off it)?
How does race affect their content?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary
Nubian culture-

A
predominantly
Islamic culture
located along
the nile just
south of Egypt
originally known
for their expert
skill in bow.
Kufic ScriptSimilar to
japanese ink
calligraphy,
there are very
specific tools
used to create
Kufic writing. Its
known for its
aesthetic
beauty and is

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

one of the
oldest forms of
Islamic writing.
It is most often
seen written in
architecture
and in the
Quran.
Because of the
lack of rules,
the script
overtime has
changed. The
script looks a
lot different
across regions.
displacementWhere
something or
someone(s) are
taken out of
their original
context.
Colonialismthe control or
governing
influence of a
nation over a
dependent
country,
territory, or
people.
Language Functions

Language Demands
Language Tasks and Activities

Language Supports

analyze,
compare/contrast,
critique, describe,
interpret, question

students will
write about
their work
students will
talk about
other
students
work
students will
compare
and contrast
artists
1. worksh
eets
2. think
pair

Syntax

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

4
share
brainst
orming
4. critique
3.

SPECIAL PRE-INSTRUCTION PREPARATIONS

Have worksheets copied
have media examples of present day propaganda
have youtube videos up
have all painting supplies ready
ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations
For students stuck on a broad topic, I will guide them further and help them brainstorm
I will also let using the white board for abstractions for less perminance
I will break up the lesson with step by step progression to help students not be overwhelmed with

information

The lesson will be broken up into many activities in order to keep student focused
Enrichment and Extensions
take their work further doing multiple pieces and find which works better and if they work well together
Activity for Early Finishers
write about their work
talk to other students about their work in small critiques
OBJECTIVE-DRIVEN ASSESSMENTS

In the formative assesments the conversations I have with the students will help me asses how well the
students are understanding
Students will create sketches of their ideas and I will be able to help them further develop their work
and see where they're at with their thoughts
students will use a hashtag to show what they've learned

REFERENCES

(n.d.). Fathi Hassan- . Retrieved March 24, 2015, from http://www.youtube.com/watch?v=hAqURXlLbvM

* Developed and written by (Sarah Schmidt), Art Education, Illinois State University, 2014 *

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1

Launch
How do you communicate with people?
How do you communicate with family or friends?
How do you communicate with yourself?

Instruction Methods
whole class instruction

Instruction
Students will read the Fathi Hassan worksheet and answer

Instruction Methods

questions about him

students will watch youtube video on his work
teacher will ask critical questions about his video and his place in
the world
teacher will lead discussion on critical media practices
teacher will introduce issues in media and the islamic culture
students will have homework to find one example of this to present
for the next class

Closure
Students will create a hashtag twitter post on the board that is 140 characters or
less saying what was significant in class today

and if students aren't

talking break them into
groups

think-pair-share
video
whole group
critical
questioning
with partner
formative
assesments

Instruction Methods
Formative assesments

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

Launch
Students will share in groups their findings issues in media and the Islamic culture

Instruction Methods

Instruction
Students will share their findings and have a discussion figuring out why and what
this does to our nation
students will discuss misconceptions and knowledge they have on the culture
students will do the Islamic worksheet

Instruction Methods

Closure
Students will fill out a chart of misconceptions versus facts as a class

Instruction Methods
closure

Group

think-pair-share
video
whole group
critical
questioning
with partner

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3

Launch
Recap! Students will talk about what they learned thus far and in groups sketch a
picture to show it
Instruction
Students will briefly share their work to the class
teacher will tie all information together and bring up the importance of the artists in
these contexts and further discuss the work
teacher will introduce the project
teacher will do a demo on abstraction
students will start abstraction sketches
students will make thumb nail sketches of their work and use colored pencil for color
samples
Closure

Instruction Methods
Group work
Instruction Methods
Class discussions
teacher instruction
demo
student work

Instruction Methods

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

6
Students will leave a sticky note on a chart about how they feel their abstractions
are going and it can be anonymous. 3 categories I get it! I might need some
help, or This is soooo hard

Assesment

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 4

Launch
Teacher will clarify what needs to be clarified based on the sticky notes
Instruction
Students will finish up thumbnail sketches
teacher will do a demo on painting
students will start on project when its approved
Closure
Students who are struggling, on their way out will write a teacher a note about
needing help getting going on a project and put it in a box

Instruction Methods
Teacher instruction
Instruction Methods
Student work
teacher demo
student work
Instruction Methods
assesment

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 5

Launch
Teacher will go to students that need help and address each individual students
need
Instruction
Students will work on project
Closure

Instruction Methods

Instruction Methods

Instruction Methods

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 6

Launch
Teacher will go to students that need help and address each individual students
need
Instruction
Students will work on project
Closure
Students will put a sticky note on the chart for which category they best fit . I am
done, I am almost done, I need a few days, I just started

Instruction Methods

Instruction Methods

Instruction Methods
Assesment on where students are at
with their projects

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 7 (or once

finished with project)

Launch
Teacher will go to students that need help and address each individual students
need and talk to students falling behind
Instruction
Students will write about their work
students will write about partners work
students will introduce partners work in a critique and discuss what is working and
not working
Closure
Display work in school

Instruction Methods

Instruction Methods
Partner work
class crit
Instruction Methods

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12