Lesson Plan Template 1

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 underrepresented populations:

Introduction to Unit 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 Concepts using open-ended questions.
1. Building relationships is a process 1. How do we build relationships?
2. Relationships build our communities 2. What is your relationship with your community?
3. Relationships may change over time 3. How might relationships change over time?
4 4.

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 . . . understand the works
of inspiration artists in relation to the big idea of relationships.
2. Visual Art: The students will (TSW) be able to . . .identify formal
principles of art in presented art works
3. Multicultural: The students will (TSW) be able to . . .understand how
artists represent relationships with their communities via art.
National Core Art Standards: Visual Arts (3-4): Please list number and
description of Anchor Standard.
1. Creating: VA:Cr1.2.Ia - Shape an artistic investigation of an aspect of
present day life using a contemporary practice of art or design
2. Presenting: VA:Pr6.1.8a - Analyze why and how an exhibition or
collection may influence ideas, beliefs, and experiences.
3. Responding:VA:Re.7.1.Ia - Hypothesize ways in which art influences
perception and understanding of human experiences.
4. Connecting: VA:Cn11.1.Ia - Describe how knowledge of culture,
traditions, and history may influence personal responses to art.
Identify and define visual art vocabulary that connect to other
concentration area(s) and/or medium(s):
Lesson Plan Template 2
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?
Students will answer response questions which will aid in evaluating their
understanding of the presented content.
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.
___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:
Materials: List all materials needed in the columns below.
As this is an introductory lesson, we will not need any materials other than
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1. portrait- artistic representation of a person, in which the face and its access to a computer and projector.
expression is predominant. The intent is to display the likeness, personality, Have Purchase
and even the mood of the person.
2. installation art- an artistic genre of three-dimensional works that 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).
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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.
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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