Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: ________Breannah Gammon_______ ________Tamara Duran___________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from

Introduction to Unit underrepresented populations:
Toshiko Horiuchi MacAdam , Alexander
Calder

Lesson Overview (~3 complete sentences):

Students will participate in VTS of an art piece regarding relationships. We will then introduce the big idea, key
concepts, essential questions, inspiration artists.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior
knowledge and learning?
Students will use each of their personal experiences to address the big idea of relationships.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key
1. Building relationships is a process Concepts using open-ended questions.
2. Relationships build our communities 1. How do we build relationships?
3. Relationships may change over time 2. What is your relationship with your
4 community?
3. How might relationships change over
time?
4.

Visual art content and multicultural Lesson Objectives: What you Align Formative and Summative
want the students to do. Assessments with Lesson Objectives from
Helpful resources: left column. Please submit at least one
Objectives tutorial: rubric per Lesson for a total of three
http://www.teachervision.fen.com/curriculum-planning/new- or more per Unit.
teacher/48345.html?for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultural-
education/#C
1. Visual Art: The students will (TSW) be able to . . . understand the
works of inspiration artists in relation to the big idea of relationships. 1. How will you assess the Lesson
2. Visual Art: The students will (TSW) be able to . . .identify formal Objective? What will you be looking
principles of art in presented art works for?
3. Multicultural: The students will (TSW) be able to . . .understand
Students will answer response
how artists represent relationships with their communities via art.
questions which will aid in evaluating
their understanding of the presented
content.
National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts
description of Anchor Standard. Standards (grades 7-12 only) (2-5): Check
1. Creating: VA:Cr1.2.Ia - Shape an artistic investigation of an aspect all that apply and add number and
of present day life using a contemporary practice of art or design description of applicable content
2. Presenting: VA:Pr6.1.8a - Analyze why and how an exhibition or standard.
collection may influence ideas, beliefs, and experiences. _X_1.0 Artistic Perception: 1.1 Identify and
3. Responding:VA:Re.7.1.Ia - Hypothesize ways in which art influences use the principles of design to discuss,
perception and understanding of human experiences. analyze, and write about visual aspects in
4. Connecting: VA:Cn11.1.Ia - Describe how knowledge of culture, the environment and in works of art,
traditions, and history may influence personal responses to art. including their own.
___2.0 Creative Expression:
_X_3.0 Historical & Cultural Context:3.3
Identify and describe trends in the visual
arts and discuss how the issues of time,
place, and cultural influence are reflected
in selected works of art.
_X_4.0 Aesthetic Valuing: 4.1 Articulate
how personal beliefs, cultural traditions,
and current social, economic, and political
contexts influence the interpretation of
the meaning or message in a work of art.
___5.0 Connections, Relationships,
Applications:

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the
concentration area(s) and/or medium(s): columns below.
1. portrait- artistic representation of a person, in which the face and As this is an introductory lesson, we will
its expression is predominant. The intent is to display the likeness, not need any materials other than access
personality, and even the mood of the person. to a computer and projector.
2. installation art- an artistic genre of three-dimensional works that Have Purchase
often are site-specific and designed to transform the perception of a
space.
N/A

N/A
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the
students, teaching models/strategies you plan to use during the lesson, different activities your students will do,
etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge?

Beginning with VTS, there will be an image of a piece of artwork displayed on the screen. Instructors will ask the
students to look at the image and then respond to multiple questions regarding what they see and what they think
is going on. This should take around ten minutes. Next we will transition into a powerpoint explaining the big idea,
essential questions, key concepts, and the two inspiration artists for the unit. This will take roughly 30 minutes.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following
questions. What Essential Questions will you ask students to facilitate learning? How will you organize students?
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)?

3. Collaborative Learning (students do together): What activity will you include so that students
have an opportunity to negotiate understandings and engage in inquiry with peers?
VTS will allow students to engage in inquiry with peers as they collectively analyze an art piece.
 4. Independent Learning (students do alone): What activity will the students complete
independently to apply their newly formed understanding to novel situations? What will the
students explore independently?

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
This lesson can be adapted for students with disabilities by having information, images, and slides printed out
onto paper for those with vision problems.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be encouraged to contemplate the way relationships shape our lives and communities and how this
can be represented in art in many different ways. They will also use problem solving skills when participating in
VTZ as they analyze what is happening within the picture.

3. How will you engage students in routinely reflecting on their learning?

By asking students to continuously evaluate and reflect upon their own experiences regarding relationships, they
will then be able to reflect on how these things are related to making art.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are
followed? See OEHHA, link HERE
There are no foreseen safety issues with the procedures or materials for this lesson.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

 Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: _____Breannah Gammon______ ______Tamara Duran______
________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.
Lesson Title: Inspiration Artists, including those from
Wire Portrait underrepresented populations:

Alexander Calder
Lesson Overview (~3 complete sentences):
This lesson will have students analyze the relationships in their lives. They will use that analysis to choose which
relationship with a person they wish to use in the wire portrait. They will need a full page printed picture of that
person that they will trace over on another sheet to make the wire portrait.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior
knowledge and learning?
Asking students to make wire portraits of people they care about relates back to the big idea of relationships. The
students will look to linear planes, lines, and shape to create the wire portraits. Having them use these elements
will show their knowledge on some of the basics of art.

Key Concepts (3-4): What you want the students to know.
1. Different kinds of relationships
2.Why relationships are important
3.The relationships that are important to them
Essential Questions (3-4): Restate Key
Concepts using open-ended questions.
1.What kind of relationships do people
have/form?
2.What is the significance of having
relationships?
3.What relationships are important to you?

Visual art content and multicultural Lesson Objectives: What you
want the students to do.
Helpful resources:
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-planning/new-
teacher/48345.html?for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultural-
education/#C
1. Visual Art: The students will (TSW) be able to create wire
Align Formative and Summative Assessments
with Lesson Objectives from left column.
Please submit at least one rubric per
Lesson for a total of three or more per
Unit.
1. How will you assess the Lesson
Objective? What will you be looking for?
The students will use Art-Making
Process Questionnaire assessment
strategy on page 54 of Beatties
portraits of those that are important to them
2. Visual Art: The students will (TSW) be able to distinguish line,
shape and form.
3. Multicultural: The students will (TSW) be able to show what
relationships are important to them
National Core Art Standards: Visual Arts (3-4): Please list number
and description of Anchor Standard.
1. Creating: VA:Cr1.2.lla-Shape an artistic investigation of an
aspect of present day life using a contemporary practice of art or
design.
2. Presenting: VA:Pr4.1.la-Analyze, select, and curate artifacts
and/or artworks for presentations and preservation.
3. Responding: VA:Re.7.2.la-Analyze how ones understanding of
the world is affected by experiencing visual imagery.
4. Connecting: VA:Cn11.1.la-Describe how knowledge of culture,
traditions, and history may influence personal response to art.
Identify and define visual art vocabulary that connect to other
concentration area(s) and/or medium(s):
Assessment in Art Education. They will
be using this assessment after they work
on their project. It will show the
students thinking process and the
problem solving skills they used
throughout the project
California Visual and Performing Arts Standards
(grades 7-12 only) (2-5): Check all that apply
and add number and description of applicable
content standard.
_X_1.0 Artistic Perception: 1.1 Identify and use
the principles of design to discuss, analyze,
and write about visual aspects in the
environment and in works of art, including
their own.
_X_2.0 Creative Expression: 2.1 Solve a visual
arts problem that involves the effective use of
the elements of art and the principles of
design.
___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing:
__5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the
columns below.
1. Line- a long, narrow mark or band; a length of cord, rope, wire, Have Purchase
or other material serving a particular purpose
3. Linear Planes-of or relating to the characteristics of a work of Wire
art in which forms and rhythms are defined chiefly in terms of Paper
line Pencil
4. Pattern-a distinctive style, model, or form; anything fashioned Printed Image
or designed to serve as a model or guide for something to be
made
5. Shape-an enclosed space limited to two dimensions: length
and width; defined by other elements of art: lines, colors, values,
textures, etc.

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the
students, teaching models/strategies you plan to use during the lesson, different activities your students will do,
etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge?
We will ask students to think about what a relationship, why it is important, and what relationships they have. After
thinking about these they will break into small groups to discuss them. After students will be asked to think about
one relationship they have (with one person) and will be asked to use a photo of that person that they will need to
print out for the wire portrait.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).
Teachers will give a short demonstration on how to do the activity with a picture already printed out, a blank piece
of paper, pencil, and wire. The printed image will be traced over on the blank piece of paper. After the outline that
was traced will be used to start making the wire portrait.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the
following questions. What Essential Questions will you ask students to facilitate learning? How will you
organize students? What will you do/say during each learning activity? What will the students do (see
Lesson Objectives)?
Students will gather materials needed. The printed image would be mentioned the previous class so that they are
prepared and if not they will be asked to print the picture from school. They will follow the same procedures as
demonstrated. They will start from the outline and work their way into the details of the face.

3. Collaborative Learning (students do together): What activity will you include so that students have an
opportunity to negotiate understandings and engage in inquiry with peers?
Once students are done with their wire portrait they will be asked to do a walk around to look at each others work
and talk about the works that they thought were done fairly well.

4. Independent Learning (students do alone): What activity will the students complete independently to
apply their newly formed understanding to novel situations? What will the students explore independently?
Students will look back the the picture, the outline tracing of the picture and their wire portrait . They will
look at how they were able to portray the person with the materials they had.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?
Students will take the questionnaire to reflect back at their work and wrap up the lesson.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
We may use different types of wire for the students. A thinner and more easily to handle wire to use.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
We will go to students and look at how their work is progressing . W will then ask them what changes they feel
they need to make and what they can do to make those changes.
 3. How will you engage students in routinely reflecting on their learning?
We will ask students to take a step back from their work and see how far they have come from when they first
started.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
We will make sure to show the students the proper and safe way of using materials and monitor them to make
sure they do not hurt themselves.

Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf
 Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: _____Breannah Gammon_________ _______Tamara Duran______________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from

Nylon and wire sculptures underrepresented populations:
Toshiko Horiuchi MacAdam

Lesson Overview (~3 complete sentences):

After creating a planning drawing where students create a pattern that represents a relationship or relationships
they have in their lives, the students will first create a wire skeleton, keeping in mind the planes they will be
creating. Next the students cover the wire with the nylon, then they will put 2-3 coats of gesso onto the nylon.
Once the gesso has dried and the sculpture is hard, the students can paint the sculpture with tempera paint,
including the pattern they made.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior
knowledge and learning?
By asking to students to create a pattern that relates to the big idea of relationships, we are using their personal
experiences to create more meaningful art. By asking students to consider the shapes and planes, we are
accessing their knowledge of these formal elements.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key
1. Relationships can have many forms Concepts using open-ended questions.
2. Relationships help to shape our experiences 1. What kinds of relationships do we have
3. Relationships are meaningful throughout life?
4 Relationships can change over time 2. How have your relationships, of all kinds,
helped to shape your personal
experiences?
3. What makes relationships so
meaningful?
4. How have your relationships changed as
you have gotten older?

Visual art content and multicultural Lesson Objectives: What you Align Formative and Summative
want the students to do. Assessments with Lesson Objectives from
Helpful resources: left column. Please submit at least one
Objectives tutorial: rubric per Lesson for a total of three
http://www.teachervision.fen.com/curriculum-planning/new- or more per Unit.
teacher/48345.html?for_printing=1&detoured=1): 1. How will you assess the Lesson
Five Approaches to Multicultural Education: Objective? What will you be looking
https://www.education.com/reference/article/multicultural- for?
education/#C The students will use the Ideal
1. Visual Art: The students will (TSW) be able to create sculptures Solution assessment strategy
utilizing wire, nylon, and paint.
described on page 93 of Beatties ,
2. Visual Art: The students will (TSW) be able to create meaningful
imagery within patterns. Assessment in Art Education. Before
3. Multicultural: The students will (TSW) be able to express how their beginning the project, students will
relationships can inspire their art. envision their ideal final product,

National Core Art Standards: Visual Arts (3-4): Please list number
and description of Anchor Standard.
1. Creating: VA:Cr1.2.IIa - Choose from a range of materials and
methods of traditional and contemporary artistic practices to plan
works of art and design.
2. Presenting: VA:Pr5.1.7a - Based on criteria, analyze and evaluate
methods for preparing and presenting art.
3. Responding: VA:Re.7.1.Ia - Hypothesize ways in which art
influences perception and understanding of human experiences.
4. Connecting: VA:Cn10.1.IIa - Utilize inquiry methods of observation,
research, and experimentation to explore unfamiliar subjects
through artmaking.
Identify and define visual art vocabulary that connect to other
concentration area(s) and/or medium(s):
making a drawing with notes about
what criteria will lead to a successful
solution of the task. They will rank their
criteria based on importance to
resolution. Instructors will collect the
drawings and return them after the
students have finished their project.
The students will then decide which
criteria actually ended up being most
essential to their success. Instructors
will then compare the original and final
ranking.
California Visual and Performing Arts
Standards (grades 7-12 only) (2-5): Check
all that apply and add number and
description of applicable content standard.
___1.0 Artistic Perception:
_x__2.0 Creative Expression: 2.1 Solve a
visual arts problem that involves the
effective use of the elements of art and the
principles of design.
___3.0 Historical & Cultural Context:
__x_4.0 Aesthetic Valuing: 4.1 Articulate
how personal beliefs, cultural traditions,
and current social, economic, and political
contexts influence the interpretation of the
meaning or message in a work of art.
___5.0 Connections, Relationships,
Applications:
Materials: List all materials needed in the
columns below.
1. plane- an area of a two-dimensional surface having determinate Have Purchase
extension and spatial direction or position
2. pattern - Pattern is an underlying structure that organizes surfaces tempera paint nylon
or structures in a consistent, regular manner. Pattern can be gesso wire
described as a repeating unit of shape or form, but it can also be small wood or cardboard
thought of as the "skeleton" that organizes the parts of a base
composition.
3. form - At its most basic, a form is a three-dimensional geometrical
figure, as opposed to a shape, which is two-dimensional, or flat. In a
broader sense, form, in art, means the whole of a piece's visible
elements and the way those elements are united.
4. volume- "Positive space" refers to the space of the defined shape
or figure. "Negative space" refers to the space that exists around
and between one or more shapes. A "plane" in art refers to any
surface area within space. ... Art makes use of both actual and
implied volume.

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the
students, teaching models/strategies you plan to use during the lesson, different activities your students will do,
etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge?
We will begin by discussing the big idea of relationships in small groups. Breaking the class into these groups
could be done by simply working with the 3-4 people around them, this should only take around 2-3 minutes to get
settled. They will answer some of the essential questions. The students will discuss for five minutes. Then, the
students will be asked to design a pattern or symbol that represents something about relationships they have just
reflected on. They can simply make sketches of these in their notebooks. They will be given 5 minutes to create a
simple idea. Next, the instructor(s) will introduce the project, explaining the steps with a powerpoint and handouts
with the same information. The students will create a drawing with notes about what will make a successful piece
and prioritizing each aspect, they will have another five minutes to do so.
 Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).

Teachers will show the students how to attach their wire to the base and demo some different ways to work
with wire (twisting, combining pieces, etc.) After this, the students will gather their materials which will
already be prepped and put out for them.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following
questions. What Essential Questions will you ask students to facilitate learning? How will you organize students?
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)?
Students will begin by creating the wire skeleton , twisting and bending to achieve the desired shape. Instructors
will be walking around, observing and checking in with students as they create their shape. In total students can
take an hour in class (or one class period) to construct their wire skeletons. During the next class session, students
will apply the nylon layer and paint on layers of gesso which will already be place don their tables with brushes.
This will take roughly thirty minutes total.

3. Collaborative Learning (students do together): What activity will you include so that students
have an opportunity to negotiate understandings and engage in inquiry with peers?
While the gesso dries. students will talk in groups about each other's pieces thus far. Discussing the formal
elements as well as their plans for the rest.

Finally, the students will paint their sculptures with tempera paint. Instructors will have put out various colors of
paint and the students, group by group, can come gather what colors they will need on a pallette. It may take two
class periods to complete this step.

4. Independent Learning (students do alone): What activity will the students complete
independently to apply their newly formed understanding to novel situations? What will the
students explore independently?
Students will revisit their drawing and notes about their ideas for making their pieces, comparing what
they actually found conducive to their successes ( will be used by instructors for assessment)

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?
 Their review of their ideal will be a wrap up of the lesson.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
Materials could be adapted with softer wire which would be more malleable for those who cannot handle the
thicker wire as well.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will need to figure out how to create their wire skeleton in such a way that will stand and keep its shape
under the nylon. They may also need to adapt their plans for the painted pattern once they see how the form has
turned out.
3. How will you engage students in routinely reflecting on their learning?
By continuously checking in with students as they work and asking them to discuss with their partners half way
through, they can stay engaged with their work and keep reflecting on what is happening with their work.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are
followed? See OEHHA, link HERE
We will not be using any materials or procedures that are advised against or that are listed as hazardous.

Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf
 Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: _____Breannah Gammon______ _____Tamara Duran_____
________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from

Collaborative weaving sculpture underrepresented populations:
Toshiko Horiuchi MacAdam

Lesson Overview (~3 complete sentences):

Students will work collaboratively to create a sculpture with woven fibers. Students will look at their relationships
with each other as examples of the significance of relationships in the community.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior
knowledge and learning?
Students will use their knowledge of geometry to build shapes to support their weaving.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key
1. Building relationships is a process Concepts using open-ended questions.
2. Relationships shape our life experiences 1. How do we build relationships?
3. Relationships can change over time 2. How do our relationships affect our
4 lives?
3. How do relationships change over
time?
4.

Visual art content and multicultural Lesson Objectives: What you want Align Formative and Summative
the students to do. Assessments with Lesson Objectives
Helpful resources: from left column. Please submit at
Objectives tutorial: least one rubric per Lesson for a
http://www.teachervision.fen.com/curriculum-planning/new- total of three or more per Unit.
teacher/48345.html?for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultural-
education/#C
1. Visual Art: The students will (TSW) be able to . . . work with a
partner or small group to construct a form to weave through. 1. How will you assess the Lesson
2. Visual Art: The students will (TSW) be able to . . . work with the class Objective? What will you be
to combine each groups piece into a larger class curated piece that looking for?
employs elements like form, shape, texture.
During the class discussion, the
3. Multicultural: The students will (TSW) be able to . . .understand the
importance of building relationships within a community instructor can evaluate how students
worked together to create the
sculpture.
National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts
description of Anchor Standard. Standards (grades 7-12 only) (2-5):
1. Creating: VA:Cr1.2.8a - Collaboratively shape an artistic Check all that apply and add number
investigation of an aspect of present day life using a contemporary and description of applicable content
practice of art and design. standard.
2. Presenting: VA:Pr4.1.Ia - Analyze, select, and curate artifacts and/or _X_1.0 Artistic Perception: 1.1 Identify
artworks for presentation and preservation. and use the principles of design to
3. Responding: VA:Re.7.1.Ia - Hypothesize ways in which art influences discuss, analyze, and write about visual
perception and understanding of human experiences. aspects in the environment and in works
4. Connecting: VA:Cn10.1.8a - Make art collaboratively to reflect on of art, including their own.
and reinforce positive aspects of group identity. _X_2.0 Creative Expression: 2.1 Solve a
visual arts problem that involves the
effective use of the elements of art and
the principles of design
___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships,
Applications:

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the
concentration area(s) and/or medium(s): columns below.
1. Shape - an enclosed space, the boundaries of which are defined by Have Purchase
other elements of art (i.e.: lines, colors, values, textures, etc.)
2. form- the whole of a piece's visible elements and the way those Wire
elements are united. Pipe Cleaner
3. texture- used to describe either the way a three-dimensional work Yarn
actually feels when touched, or the visual "feel" of a two-dimensional Thread
work. Tissue Paper
4.
5.

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the
students, teaching models/strategies you plan to use during the lesson, different activities your students will do,
etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.
1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge?
First, instructors will explain the project with the big idea, essential questions, and directions displayed both on the
screen and with available handouts. This will take roughly ten to fifteen minutes. Next, the instructor will go over
what materials are available to them, which will already be set out ahead of time. The class should be split into
groups of two or three. Once the class is into their groups, they will gather the wire they will need.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).
While explaining the steps of this project, the instructor will demonstrate how to create shapes out of wire, how to
connect pieces, and how to create the base for the weaving.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following
questions. What Essential Questions will you ask students to facilitate learning? How will you organize students?
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)?
Students will be asked to consider how working with groups, and eventually the whole class, to create a sculpture
can relate to how we function in relationships within our community. As they work in small groups instructors will
be walking around, giving suggestions, and checking in on progress.

3. Collaborative Learning (students do together): What activity will you include so that students
have an opportunity to negotiate understandings and engage in inquiry with peers?
Students will work collaboratively with their peers to create a sculpture with weaving, encouraging them to work
and discuss with each other regarding the artwork.

4. Independent Learning (students do alone): What activity will the students complete
independently to apply their newly formed understanding to novel situations? What will the
students explore independently?
Once students in the small groups have created a wire shape, which should be about one foot in size,
they will attach rows of wire in order to weave the fibers through. Next they will weave various fabrics of
their choice and attach a personal item, like a charm or picture, and cover the sides of the wire piece
with woven fibers. This may take two to three class periods to complete. Once each groups piece is
complete the whole class will be tasked with combining their sculptures and displaying them the newly
formed class sculpture in the classroom. This task will likely take one whole class period.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?

In a class discussion, students will discuss why they chose to display the artwork as they did as well as how this
project relates to our big idea of relationships.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
By pairing students in groups there will always be someone to help another student if they need assistance.
Students can also be mindful to work in a space which would be accessible to students in wheelchairs or with any
other mobility issues.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will need to problem solve as they work together as small groups and as a class to complete the project.

3. How will you engage students in routinely reflecting on their learning?

Each day the instructor could ask the students for updates on their projects as well as how they may see
connections to the big idea.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are
followed? See OEHHA, link HERE
We will have a first aid kit in site in case anyone hurts themselves with the wire or the tools.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf
 Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: ______Breannah Gammon_______ _____Tamara Duran_____
________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from

Wrap Up underrepresented populations:
N/A

Lesson Overview (~3 complete sentences):

The students will display unit artworks in thoughtful and planned out way. We will then have class critique of all
the works. When critique the artwork students must keep the Big Idea in mind.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior
knowledge and learning?
Asking students to critique each other's work has them critically think about each others work. It also has them
continuously think about the Big Idea while critically thinking about each piece.
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key
1. How students may be able to display their work Concepts using open-ended questions.
2. Connecting works together 1. What ways can people display
3. Thoughtful responses to each other's work artwork?
2.How can various artworks be
connected?
3.What are the different responses a
person might make about a piece of art?

Visual art content and multicultural Lesson Objectives: What you want Align Formative and Summative
the students to do. Assessments with Lesson Objectives
Helpful resources: from left column. Please submit at
Objectives tutorial: least one rubric per Lesson for a
http://www.teachervision.fen.com/curriculum-planning/new- total of three or more per Unit.
teacher/48345.html?for_printing=1&detoured=1):
Five Approaches to Multicultural Education: 1. How will you assess the Lesson
https://www.education.com/reference/article/multicultural- Objective? What will you be
education/#C looking for?
1. Visual Art: The students will (TSW) be able to . . . participate in a N/A
formal critique of the class works
2. Visual Art: The students will (TSW) be able to . . . identify areas of
success and progress in their work.
3. Multicultural: The students will (TSW) be able to . . .reflect how the
classroom reflects the community and the relationships we have within
it.

National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts
description of Anchor Standard. Standards (grades 7-12 only) (2-5):
1. Creating: VA:Cr2.3.la-Collaboratively develop a proposal for an Check all that apply and add number
installation, artwork, or space design that transforms the perception and description of applicable content
and experience of a particular place standard.
2. Presenting: VA:Pr5.1.la-Analyze and evaluate the reasons and ways _X_1.0 Artistic Perception:1.1- Identify
an exhibition is presented. and describe all the elements of art
3. Responding: VA: Re8.1.la-Interpret an artwork or collection of works, found in selected works of art (e.g.,
supported by relevant and sufficient evidence found in the work and its color, shape/form, line, texture, space,
various contexts value)
4. Connecting: VA:Cn11.1.la-Describe how knowledge of culture, ___2.0 Creative Expression:
traditions, and history may influence personal responses to art. ___3.0 Historical & Cultural Context:
_X_4.0 Aesthetic Valuing: 4.1-Construct
and describe plausible interpretations of
what they perceive in works of art
___5.0 Connections, Relationships,
Applications:

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in
concentration area(s) and/or medium(s): the columns below.
1. Line: a long, narrow mark or band; a length of cord, rope, wire, or Have Purchase
other material serving a particular purpose
2.Pattern: a distinctive style, model, or form; anything fashioned or N/A N/A
designed to serve as a model or guide for something to be made
3.Shape: an enclosed space limited to two dimensions: length and
width; defined by other elements of art: lines, colors, values, textures,
etc.
4.Form: a three-dimensional geometric figure; the whole pieces visible
elements
5.Volume: the amount of space that a substance or object occupies

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the
students, teaching models/strategies you plan to use during the lesson, different activities your students will do,
etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge?

The students will enter the classroom and begin to decide how to display the rest of their art pieces from the unit,
students will be given 15 minutes to ready the space for critique.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).
The instructor will ask the students questions about pieces in order to spark ideas and comments that contribute
to the class critique.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following
questions. What Essential Questions will you ask students to facilitate learning? How will you organize students?
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)?

The instructor will ask questions that will have the students critically think about the work. These questions may
consists of how the work relates to the big idea, how the works displayed all together are in relation to one
another, etc.

3. Collaborative Learning (students do together): What activity will you include so that students
have an opportunity to negotiate understandings and engage in inquiry with peers?
The instructor may call on people to tell the class what they think about the artwork and ask other students to if
they agree with what the student had to say or if they disagree and why.

4. Independent Learning (students do alone): What activity will the students complete
independently to apply their newly formed understanding to novel situations? What will the
students explore independently?
N/A
Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?
 Please respond to the following questions thoroughly and in complete sentences.
1. How will you adapt the various aspects of the lesson for students with disabilities?
Students may speak about what they think about the artwork if they are able. They may actively listen to what
others say about the artwork if they do not wish to speak.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Listening to the feedback from other students will have them reflect on their work and will help them in future
projects. The feedback would also help them in improving the work theyve already done if they wish to continue
to work on it.

3. How will you engage students in routinely reflecting on their learning?

We would actively try to have them speak about the work: Ask them what they think, how they feel, etc. We would
also ask if the work reflects back to the Big Idea.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are
followed? See OEHHA, link HERE
We will monitor how the students assemble the work for display and be sure they use proper care.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf