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Lesson Plan Title: Realistic Bird-Grade 6 Length: Four Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

The students in this class have recently finished a project that serves as a pre-assessment device in terms of basic drawing skills and in the creation
of simulated texture on a 2-D surface. I will be looking for a continuation and application of that knowledge and skill.

Students will engage in a dialog during introduction, instruction and demonstration to identify areas of limited understanding and/or necessary
knowledge of technique and lack of skill development

Students will work in their sketchbook in preparation for their finished project, during which time, understanding and skill development will be
assessed, and deficiencies will be addressed

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

You are an artist creating a realistic drawing of a bird and elements of its environment using shapes, colored pencil techniques, and pastels so that
the viewer understands more about the bird’s beauty and appearance.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Shape Color
Technique Proportion
Texture Space

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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists use elements of art such as shape, color, and texture in conjunction with mathematical concepts such as proportion and space to create art

Standards: (All lessons should address all standards.)


1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Following demonstration, rehearsal, and execution, students will be able understand how shape and spatial relation may be used to simplify complex subjects in art

Bloom’s: Understand
Standard: Observe and Learn to Comprehend
GLE: The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art
Art Learning: Expressive features and characteristics of art
Numeracy, Literacy, Technology:

After demonstration, discussion, and practice, students will be able to use colored pencil techniques to create realistic colors and textures using 3 layers of color and
direction shading

Bloom’s: Create
Standard: Invent and Discover to Create
GLE: Explore various media, materials, and techniques used to create works of art
Art Learning: Materials(s)/technique(s)
Numeracy, Literacy, Technology:

Upon completion of the project, students will be able to document and describe their use of elements and principles of design and proportion to create a finished
drawing

Bloom’s: Analyzing
Standard: Envision and Critique to Reflect
GLE: Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, and technology
Art Learning: Expressive features and characteristics of art
Numeracy, Literacy, Technology:

Upon demonstration and implementation, students will be able to create art whose subjects are in relative proportion and spatial relation

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Bloom’s: Evaluating
Standard: Relate and Connect to Transfer
GLE: Critical thinking in the arts transfers to multiple lifelong endeavors
Art Learning: Critical reflection/aesthetics/transfer
Numeracy, Literacy, Technology: Spatial relationship and proportional relationship

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.)
The product each student produces will reflect the student’s
Students may need hands on assistance to ensure proper prior knowledge, individual attributes, and personal
construction of their project experience. As in most art projects, the process in which the
student engages is the more significant aspect of the learning
A demonstration video is available, and a new video may be than the final project produced. Students will be continually
created as time allows observed and communicated with during the completion of
this project. The assessment of the product and performance
Students who require more detailed instruction and will weigh the formative and summative assessment to
demonstration will be addressed as individuals and/or as reflect the student’s individual experience and challenges.
small groups

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
As is typical, this project will provide a relatively This project will allow students to express
open-ended opportunity for the student to extend his themselves at any point along a long continuum
or her learning according to the individual’s ability based on the student’s ability and motivation
and motivation.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Shape
Proportion
Texture
Technique

Observation
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Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

• Grey drawing paper


• No 2 pencil with eraser
• Colored Pencils
• Chalk Pastels, classroom paper towels and scrap paper
• Source Photograph
• Erasable marker
• PowerPoint for this lesson
• Lesson Rubric

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Colored Pencil Technique Demo (YouTube demonstration video cued to begin at 2:04 that shows several basic techniques)

Example work

Time lapse video of project to generate interest and understanding

PowerPoint for the lesson:


https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Realistic%20Bird/BirdDrawing%20PowerPo
int%202.pptx

https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Realistic%20Bird/Realistic%20Bird%20Pow
erPoint-Grade%206-Kinard-Webb.pptx

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Create:
PowerPoint for lesson Realistic Bird PowerPoint Draft
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Time lapse video and example piece
Cut the paper to size
Gather photo reference materials of birds
Assemble colored pencils and pastels

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

There should be no risk of injury due to cutting during this lesson. The use of chalk pastels creates dust which might possibly be an issue for some
students.

Action to motivate/Inquiry Questions:


Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

I will show a short time lapse video of the process so that students gain a general understanding of the final project appearance and to show the
evolution from a blank sheet of paper to a realistic finished drawing. This video will be accompanied by a discussion and the finished artwork
example. Most of the students exhibit a notable level of excitement when their work looks realistic.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

The students will be able to make their own selection from a large assortment of source photos:

What draws you to specific images?

Does your source image include enough information or detail for you to create a realistic drawing?

Will you use elements of the environment in the photograph or create or find your own?

How can you use color to make your bird stand out against the background?

Do you prefer a bird that is standing still or one that is in motion?

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Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
This is a general schedule of activities and will change in
accordance with progress and student understanding
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Begin with question and answer about realistic drawing Prior knowledge and assessment

Begin PowerPoint and discussion about shape in drawing, realism,


color, craftsmanship, and texture 10
Technique and tool
Demo the use of shapes in drawing and have students practice
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Show time lapse video of completed project Overview of process and product
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Have students select source material
Planning
Students identify and note shapes and spatial relations in their 10
drawing
Math integration
Students create thumbnail sketches 10
Planning
Review drawing lightly with pencil and demonstrate and reiterate the
non-existence of outline in forms 5

Clean up Practical knowledge and skill

Day
2
Quick recap of sketching grip and techniques 10

Check for comprehension and the need for a second demo Review and rehearsal
(expect second demo)- sketching, shape, spatial relation and 10
proportion. Demo next step

Students get approval for their compositions Planning and composition 10

Students begin the sketching process 20

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Students create sketch of bird, perch and/or environment element Create and problem-solve
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Time allowing, show the colored pencil video as a warmup to the
next day’s demo 5

Clean up Practical knowledge and skill 5

Day
3 Full demonstration of colored pencil technique on an example bird
and perch 10-15
Techniques and element review
Color mixing using colored pencils demo
(include: identifying colors, texture in color, and basic color theory)

Demo 3-layer colored pencil and direction shading


5-10
Video may be included as part of this demonstration if it has not Planning and experimentation
been viewed earlier
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Students create a small 2-D maquette or rough draft in sketchbooks Creating
to experiment with technique and decisions

Students work adding color and texture to their drawings 35

Clean up Practical knowledge and skill 5

Day Review and refresh 5


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Students complete colored pencil drawing Creating
25
Demonstrate adding soft color and shape to the background using
chalk pastel painting technique Presentation 5-10

Student work to complete their compositions 15


Reflection
Demo and have students mount and sign finished work
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Students complete reflective rubric and turn in with signed work

Clean up Practical knowledge and skill 5

Student reflective/inquiry activity:


Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will

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students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

At the end of the project, each student will complete a rubric as a reflection/self-evaluation tool. In addition, each student will answer a series of
written questions. These questions are designed to serve as a written reflective activity and to gauge student comprehension of terminology and
concepts targeted by the lesson. Students will be regularly engaged in individual, small group, and large group discussions which include reflective
prompts.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:


Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Checklist:
Were students able to understand how shape and spatial relation may be used to
simplify complex subjects in art? o Does student understand how shape and spatial relation may be used to
simplify complex subjects in art
Did students use colored pencil techniques to create realistic colors and textures using
3 layers of color and direction shading? o Can use colored pencil techniques to create realistic colors and textures using
3 layers of color and direction shading
Can students document and describe their use of elements and principles of design to
create a finished drawing? o Can student document and describe their use of elements and principles of
design to create a finished drawing
Did students create art whose subjects are in relative proportion and spatial relation?
o Did student create art whose subjects are in relative proportion and spatial
relation

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

I am tremendously pleased with the outcome of this lesson. I have been able to see the immediate benefit of this learning in different ways in the
classroom. First, nearly every student was pleased with the outcome of his or her work. Naturally, the appearance of the drawings varied according
to student aptitude and effort as well as subject selection. This near universal satisfaction with the experience has translated into a higher level of
self-confidence and engagement in the students. Another positive outcome can be seen in the students’ ability to break down complicated subjects
geometrically and in proportion. This skill was observable in sketchbook work and in the next project. Finally, this lesson required students to
spend a significant amount of time working and developing colored pencil technique. This is an important skill in itself and one of the studio habits
that art is meant to promote. The students had to observe the subject closely and not rely on mental images in order to draw realistically. Student
awareness of light and shadow, texture, and contour has improved since this lesson was introduced.

I think this is a great project to help students develop the requisite skills that they need in order to create their own art and to feel good about what
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they are doing. The sixth-grade students have come from different art programs and they all have vary different levels of proficiency in a variety of
media and techniques. This sort of project serves to help level the playing field and provides a good pre-assessment opportunity to help gauge their
needs. This also proved to be a good lesson for several of our students with significant challenges. They required some help with the initial sketch
but were able to create work that they were comfortable hanging with their peers.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Realistic Bird PowerPoint Draft

Name: Period:

Realistic Bird
4 points 3 points 2 points 1 point Self- Teacher
Advanced Proficient Partially Proficient Unsatisfactory Assessment Grade
• Lengthy answers • Thoughtful answers to • Thoughtful answers to • Short answers that
Standard 1-6.1
• Thoughtful/detailed most questions some questions don’t show depth of
Reflection examples to every question, • Use of new vocabulary thought
• Use of new vocabulary
Standard 3-6.1 • Exceptionally realistic • Close to realistic • Bird drawn using shapes • Not drawn using
proportions proportions • Proportions are shapes
Shape & Proportion somewhat realistic • Not proportional
• 3 or more colors layered in • Most Pencil strokes are • Some Pencil strokes are • Pencil stokes are
each area to create same length/direction as same length/direction as not correct
Standard 3-6.2 highlights and shadows photo reference photo reference direction or length
• Pencil strokes are same • 3 colors layered to create • Student layered some
Colored Pencil length/direction as photo highlights and shadows colors together to create
Techniques reference some high lights and
• Looks photo realistic shadows
• Drawing demonstrates
advanced understanding

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of colored pencil
techniques

Ending Reflection/ Self-Critique Be descriptive and specific. Give examples.


What does proportion mean? How did you make sure your bird had correct proportion?
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Describe the process of using colored pencils to create a realistic bird.


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Explain one success and one challenge you had completing this project.
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