Lesson Plan Template 1

Visual Art Lesson Plan

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

Print First and Last Names: Katie Flowers Linda Miller Lori Galicia Henderson

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

Reactive Response: The Role Back populations:
Hannah Hoch Joahanna Vasconic

Lesson Overview (~3 complete sentences):

The students will create artwork through the use of leather hard, textured clay balls and paint based on a personal social issue,
affecting students in todays society. The students will think, pair, and share their issues with students about what is going on
in the world. Once every student has their own social issue they want to express, the students will write on paper the issue and
begin the art. The students will roll, throw, press, or break the leather hard textured clay balls on the paper to create their
artwork.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning?
The Dadaist thought reason and logic lead to war, so the only way to save the people was to create art that had no
order or reasoning. Hannah Hoch photomontages confronted gender issues. She empowered women to be
independent and she was known for her independent spirit, masculine dress, and bisexuality. Students will connect
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artists from past to present and relate their artwork to emotion filled work.

Students will have previous knowledge about Dadaism, Hannah Hoch, and Joahanna Vasconic. Students will be reintroduced on
how art can be used to express emotion and social and political issues. The students may have previous knowledge of paint on
paper, but will be reintroduced a new way to use clay and paint together on paper.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
1. Art is used to express emotion. ended questions.
2. Social and political issues affect everyone differently. 1. What are some emotions you feel when you see art?
3. Not all artwork has to conform to society. 2. What are some social or political issues you face today?
4 3. Does your artwork have a specific meaning or emotion behind
it?
4. Do the colors in your artwork relate to your emotion or
concept?

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/multicultura
l-education/#C
1. Visual Art: The students will (TSW) be able to . . .
create artwork that evokes emotion about a social or
political issue.
2. Visual Art: The students will (TSW) be able to . . .
write social or political issues in todays society that are 2. How will you assess the Lesson Objective? What will you
important to the student and express them on paper.
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? Formative Assessment: Think, Pair, Share.
The students will be given a few minutes to think of their
social issue and share in groups of 3. I will be looking for
the students collaborating together on social issues that
personally affect each student. I will be looking for
openness in sharing thoughts and ideas.
be looking for?

3. Multicultural: The students will (TSW) be able to . . .
experiment and react to personal social or political
issues that relate to them.
National Core Art Standards: Visual Arts (3-4): Please
list number and description of Anchor Standard.
1. Creating: VA:CR2.1.llla
Experiment, plan, and make multiple works of art and design that ___2.0 Creative Expression:
explore a personally meaningful theme, idea, or concept.
2. Presenting:
3. Responding: VA:Re.7.1.lla
Recognize and describe personal aesthetic and empathetic
responses to the natural world and constructed environments.
4. Connecting:
Lesson Plan Template 3
Formative Assessment: The students will write their issue
on their paper given. They may write their social issue
small, large, many times, or once. I will walk around
asking each student what their issue is and a reasoning
behind why they chose to write their issue the way they
did on their paper.
3. How will you assess the Lesson Objective? What will you
be looking for?
Summative Assessment: At the end of the lesson, I will
give a short paragraph write up about how the issues
made the students feel. (Did the students throw or roll
the balls. Make pretty paintings or disastrous paintings.
etc) I will be looking for a thought process on why they
chose the social issue they did and what emotions rose
when playing with the leather hard, textured, clay balls.
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:
___3.0 Historical & Cultural Context:
_x_4.0 Aesthetic Valuing:
4.2 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.
_x_5.0 Connections, Relationships, Applications:
5.2 Create a work of art that communicates a cross-cultural
or universal theme taken from literature or history.
 Lesson Plan Template 4

Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s):
1. Dada Have Purchase
2. Feminism
3. Social Issue Clay balls
4. Leather Hard Paper
5.Pinch Pot Markers
6.Textures Tempura Paint
7. Tempura Paint Buckets for Paint
Tarp/cardboard (Ground coverage)
Paper Towels

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.

The teacher will gain the materials from the class before. The textured, clay balls, buckets, paper, larger markers,
and tarp or cardboard for the floor or grass. The teacher will take the buckets and fill them with different colors of
paint. There will be paint

Before the students enter the classroom, the tarp will be laid out on the floor. There will be buckets placed around
the room filled with different colors of paint. The students will enter and be asked to spread out around the room.

5 min: Settle down, free talk.

10 min: Refresh students on the Dadaist thoughts and movements on art. The students will be sitting on the
floor in the middle of the class on the tarp.
Ask questions (Class discussion): What is Dada? Who is Hannah Hoch and what kind of art did she do?
How does Johannah Vasconic relate to Hannah Hoch? Then the teacher will ask the class what some political and
social issues are happening today. (Group discussion) By a raise of hands, the class will try to come up with many
 Lesson Plan Template 5

ideas.
5 min: Think, Pair, Share in groups of 3 what are some issues that are going on today.
Teacher will group students into groups of 3 by how they choose.
5 min: Explain to the students that they will individually be writing their social or political issue how they please
on their own piece of paper; large, small, once or many times. Then they will be able to roll, drop, press, and
play with the balls in the paint on the paper. Explain rules: Be respectful. No throwing paint at people. Etc.
Grab balls, paper, markers, and set up area. The students will be able to chose where they work in the space
allowed on the tarp.
15 min: Begin artwork.
Teacher will go around asking students what their social or political issue is and why they chose that issue. The
teacher will ask the meanings of their balls and the texture on the balls.
10 min: Formative assessments write up. The teacher will then hand out an open-ended question. The questions
will ask students about what emotions rose during the process of their art. The answers should be written in
complete sentences and in paragraph form.
10 min: Clean up. The students will be reminded of where everything should be placed for clean up.

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 teacher will start the class with questions playing off of the first and second lessons. What is Dada? How did the
Dada express their art? Who is Hannah Hoch and what kind of art did she do? How does Johannah Vasconic relate to
Hannah Hoch? What are some social or political issues happening today?
These questions will be introduced in lesson 1 and will be reintroduced in lesson 3 to refresh the memories of the
students.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives)
 Lesson Plan Template 6

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 teacher will think of a political or social issue. Example: A good education. The teacher will take her paper and
write on the paper. A Good Education. In big letters on the paper. Once she likes the way her writing looks, the
teacher will then show the students how to dip the textured clay ball in the paint, then she will roll the ball over the
paper to create a paint trail. The teacher could also throw the ball on the paper or press the ball depending on the
affect she is trying to get. The teacher will explain that the students will not throw the clay or paint at any of the
students. The teacher may repeat this with other colors of paint and roll the ball on the paper multiple times to
create the affect the teacher is going for, for her idea of, A Good Education.

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)?
Some questions that the teacher will ask the student is: What are some emotions the students feel when they see or when
they are making art? 2. What are some social or political issues you face today? 3. Does your artwork have a specific meaning
or emotion behind it? Are there certain colors you wish to use that relate to the artwork or meaning behind the artwork?

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 activity the students will use to engage in collaborative learning will be with think, pair, and share. The students
will be broken into groups of 3 by the teacher and they will discuss their ideas or social and political activism after
the class has discussed together. The teacher will walk around the room and listen to the conversations that arise
about the different social issue in America today.

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?

The students will be given the rest of class time to explore their artwork and emotions. At the end of class, the
students will be given a summative assessment in paragraph form asking the students questions about how the
students connected with the art.
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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?

After discussing Dada, Hannah Hoch, and Joahanna Vasconic, what inspiration did these artist give you in creating
your art? How was your social or political message shown through your art? What did your message reveal about
your art? What emotions did you express? Was there happiness, anger, sadness, etc and how was it shown through
the paint or texture?

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 with disabilities will be given a reflection scale with different emotions on it so the student can determine
which emotion they felt during the artwork process. For the summative writing assessment, the students will
respond to the questionnaire with pictures, marking which picture they agree with most.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will encourage students to become activists in a social and political sense. They will be able to use
events and problems outside of the classroom and bring it into their artwork and into the classroom for further
discussion. The students will be allowed to use whatever thoughts that they associate with their problem of society
and show it through their artwork. They will be able to use paint, clay, and markers in a way to portray that by using
as much or as little as they want.

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

Throwing and rolling paint on the ground should be engaging as is. Showing the students that they have freedom to
do so how they want to should give the students motivation to at least put some paint on the ball and paper. I
believe once the students being this art, it will be fun and easy for they to keep going to see the chance they take
with the balls throwing and smashing on the ground.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
The paint that we will be using will be non-toxic paint and the clay will be leather hard clay. Since the clay will still be
wet, we will not deal with issues of dry clay spreading in the air.
 Lesson Plan Template 8

Lesson Resources/References (use APA):

https://nmwa.org/explore/artist-profiles/hannah-hch

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