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LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number: 4
Grade Level: 3rd Grade
Title of Lesson: Patterns of Memory
Duration: 2 class periods, 50 minutes each
II. Lesson Rationale:
It is important for students to discover and discuss their memories. Memories allow for students to
explore their past, while seeing how memories exist and influence their everyday lives.
III. Key Concepts:
- Homes contain memories.
- Home is a state of mind.
IV. Essential Question:
- What memories do homes contain?
- Why is home a state of mind?
V. Lesson Objectives:
- The student will be able to identify patterns and their significance.
- The student will be able to discuss memories that are connected to objects/patterns.
- The student will be able to create a painting that shows a pattern from their homes that contain
memories.
VI. Summative Assessment and Evaluation:
Exemplary
Essential
Patterning

Written
response

Craftsmanship

Painting contains
a well-developed
pattern.
(3.5pts)
Response is
meaningful and
explains the
memory attached
pattern used in
the painting.
(3.5pts)
Painting is
complete and
neatly done.
(3pts)

Painting contains an
under-developed
pattern.
(2pts)
Response doesnt
fully explain the
memory attached to
pattern used in
painting.
(2pts)
Painting is messy or
unfinished.
(2pts)

Poor
Painting contains
no distinguishable
pattern.
(1pt)
Response is
incomplete and
does not explain the
memory attached to
pattern used in
painting.
(1pt)
Painting is
incomplete and
messy/wet.
(1pt)

____ /3.5pts

____ /3.5pts

____ /3pts

Total: _____ /10pts


VII. Specific Art Content:

Pattern
Design
Concept

VIII. Art TEKS


117.111. Art, Grade 3, Adopted 2013.
(1) Foundations: observation and perception. The student is expected to:
(A) explore ideas from life experiences about self, peers, family, school, or community
and from the imagination as sources for original works of art.
(B) use appropriate vocabulary when discussing the elements of art, including line,
shape, color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance,
proportion, and unity.
(2) Creative expression. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art.
(B) create compositions using the elements of art and principles of design.
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other
art forms such as ceramics, fiber art, constructions, mixed media, installation art,
digital art and media, and photographic imagery using a variety of materials.
(4) Critical evaluation and response. The student is expected to:
(A) evaluate the elements of art, principles of design, or expressive qualities in
artworks of self, peers, and historical and contemporary artists.
IX. National Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.3a
Elaborate on an imaginative idea.
VA:Cr1.2.3a
Apply knowledge of available resources, tools, and technologies to investigate
personal ideas through the art-making process.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.3a
Elaborate visual information by adding details in an artwork to enhance
emerging meaning.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA:Pr4.1.3a
Investigate and discuss possibilities and limitations of spaces, including
electronic, for exhibiting artwork.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.3a
Identify exhibit space and prepare works of art including artists statements,
for presentation.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.3a Develop a work of art based on observations of surroundings.
X. Interdisciplinary Connections:
110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010.
(19) Writing. Students write about their own experiences. Students are expected to write about
important personal experiences.
XI. Resources, Materials and Technology for Teacher:
- Computer
- Projector with sound and screen

Internet access
Image of The Den
Art:21 website

XII. Resources, Materials and Technology for Students:


- Sketchbook/paper
- Pencils
- Image of pattern from home
- Tempera paint
- Small canvases
XIII. Instruction and Its Sequencing:
Day 1:
1. Introduction/Motivation:
- Reminder of last class activities.
- Discuss the agenda for the day.
2. Guided Practice:
- Show example of sketching pattern on canvas.
- Show example of color mixing/painting techniques.
3. Independent Practice:
- Students will begin sketching their patterns onto the canvas.
- Students will begin color blocking for their painting.
4. Closure:
- Reminder of timeline for project due date.
- Have students write any questions for the project on notecards and turn them in before they
leave.
5. Formative Assessment:
- Students will make progress on their paintings.
- Students will work well during class time and seek help when needed.
6. Accommodations for Student Differences:
- Students will be able to find a pattern from within the school if they didnt bring an image from
home.
- Students will be able to use school equipment to take photograph.
7. Classroom Management Procedures:
- Individually discuss project thoughts and ideas with students.
- Encourage students to try new techniques.

Day 2:

1. Introduction/Motivation:
- Reminder of last class activities.
- Discuss the agenda for the day.
2. Guided Practice:
- Show example of color mixing/painting techniques.
- Show example of how to hang work for art walk at end of class.
3. Independent Practice:
- Students will continue/finish their painting.
- Students will write their explanation of the memory attached to their pattern.
4.
-

Closure:
Students will display their work.
Students will have an art walk/critique.
We will discuss the project as a class.

5.
-

Formative Assessment:
Students will finish their paintings.
Students will work well during class time and seek help when needed.
Students will participate in the art walk/critique.
Students will turn in their painting and memory explanation.

6. Accommodations for Student Differences:


- Students can write their critique for the art walk.
- Students can work in small groups for critique.
7.
-

Classroom Management Procedures:


Individually discuss project thoughts and ideas with students.
Encourage students to try new techniques.
Engage with students during art walk/critique.
Ensure that students stay on topic during art walk/critique.

XIV. References & Resources:


- Trenton Doyle Hancock video clip - https://www.youtube.com/watch?v=OgZWl1ut_Jk
- Trenton Doyle Hancock information - http://www.pbs.org/art21/artists/trenton-doyle-hancock

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