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(UN.2L.

5) 1 of 4 Name: Georgi Beck


DAILY PLAN
Lesson Title: Idealized Portraits Grade Level: 9th-12th

Lesson S & S Concept Statements:


- Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning
Daily Formal Qualities (Elements & Principles of Design):
-composition -texture -balance, emphasis, contrast -variety -movement -rhythm

Overall Lesson Objective: Given a PowerPoint presentation on the difference between


posed and candid photography, students will build upon their knowledge from the
previous lesson on candid photography and brainstorm an idealized photograph of
themselves and thoughtfully plan out specifics including clothing, location, props, items
or symbols of their culture, and other objects or ideas that are part of their lives.

Daily Objectives:
-Given a presentation on posed photography, students will design an ideal portrait of
themselves using a photograph as a base and using outfit, props, and location to create
a story about themselves
-Given research time from portrait handouts, students will work with their partner to
research a portrait from handouts and answer questions specific to that portrait
-Given presentation on posed photography and portrait research examples, students will
creatively use items either in their portrait photograph or on top of the base photograph
to tell a specific story about themselves

Assessment Criteria:
-Students will creatively use items either in their portrait photograph or on top of the base
photograph to tell a specific story about themselves
-Students will design an ideal portrait of themselves using a photograph as a base and
using outfit, props, and location to create a story about themselves
-Students will work with their partner to research a portrait from handouts and answer
questions specific to that portrait

Teaching Resources Needed to Support the Lesson:


-Computer -Projector -PowerPoint Presentation -Portrait Proposal Sheet

Art Materials Necessary for the Lesson:


-Workbooks -Pencils -Digital Cameras -Various props provided by students
-Books/Internet access to research
Teacher Directed Activities Student Directed Activities
Introduction: (8 minutes) Introduction:
Teacher will begin with a PowerPoint Students will participate in discussion
Presentation: and take notes as needed.
I.Posed V. Candid Photography
II.Johanna Siring
Students will identify the difference between
posed and candid photography.

Development: (34 minutes) Development:


For the first 15 minutes of class, students will Students engage in partner research
work in pairs to research a specific portrait
from the teacher handouts. Students will
come back together after 10 mintues to
share
1.Brief overview and theme of the portrait
2.What message the artist is trying to convey
3.Any important questions/ideas

After the partner research, teacher will go Students engage in individual studio time
over the assignment and ask them to identify
specific examples from the portrait research
that follow along with project expectations.
The rest of time will be spent in independent
studio time.

Conclusion: (3 minutes) Conclusion: (3 minutes)


Students will return materials to designated Students return materials to designated
locations and clean up their area locations and clean up their area
(UN.2L.5) 2 of 4 Name: Georgi Beck
DAILY PLAN
Lesson Title: Idealized Portraits Grade Level: 9th-12th

Lesson S & S Concept Statements:


- Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning

Daily Formal Qualities (Elements & Principles of Design):


-composition -texture -balance, emphasis, contrast -variety -movement -rhythm

Overall Lesson Objective: Given a PowerPoint presentation on the difference between


posed and candid photography, students will build upon their knowledge from the
previous lesson on candid photography and brainstorm an idealized photograph of
themselves and thoughtfully plan out specifics including clothing, location, props, items
or symbols of their culture, and other objects or ideas that are part of their lives.

Daily Objectives:
-Given a presentation on posed photography, students will design an ideal portrait of
themselves using a photograph as a base and using outfit, props, and location to create
a story about themselves
-Given presentation on posed photography and portrait research examples, students will
creatively use items either in their portrait photograph or on top of the base photograph
to tell a specific story about themselves

Assessment Criteria:
-Students will creatively use items either in their portrait photograph or on top of the base
photograph to tell a specific story about themselves
-Students will design an ideal portrait of themselves using a photograph as a base and
using outfit, props, and location to create a story about themselves

Teaching Resources Needed to Support the Lesson:


-Computer -Projector -PowerPoint Presentation -Portrait Proposal Sheet
Artists: Francesco Francia (Madonna and Child), Nizami’s Khamsa (Muhammad’s
Ascension into Heaven), Belum Caves Buddha, (Shiva as Lord of Dance)

Art Materials Necessary for the Lesson:


-Workbooks -Pencils -Digital Cameras -Various props provided by students
-Books/Internet access to research -access to materials to create backdrops
Teacher Directed Activities Student Directed Activities
Introduction: (5 minutes) Introduction:
Students will answer questions about Students answer warm-up art questions
Religious portraits as a warm-up for the day: in their workbook
1.What religions do these portraits belong
to?
2.What is the motivation to create portraits in
religion?
3.Why is each of these portraits made in a
different medium and style?

Development: (37 minutes) Development:


Students will engage in independent studio Students will engage in independent
time. Students will be reminded of location studio time.
of materials available to students to use in
their portraits such as props, backdrops,
books, and so on. Students will be reminded
on time limit for completing idealized
portraits.

Teacher will make themselves available for


one-on-one assistance. Students will be
given a 20 minute, 15 minute, 10 minute, and
5 minute time reminder.

Conclusion: (3 minutes) Conclusion:


Students will return materials as needed and clean up their areas.
clean up their areas.
(UN.2L.5) 3 of 4 Name: Georgi Beck
DAILY PLAN
Lesson Title: Idealized Portraits Grade Level: 9th-12th

Lesson S & S Concept Statements:


- Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning

Daily Formal Qualities (Elements & Principles of Design):


-composition -texture -balance, emphasis, contrast -variety -movement -rhythm

Overall Lesson Objective: Given a PowerPoint presentation on the difference between


posed and candid photography, students will build upon their knowledge from the
previous lesson on candid photography and brainstorm an idealized photograph of
themselves and thoughtfully plan out specifics including clothing, location, props, items
or symbols of their culture, and other objects or ideas that are part of their lives.

Daily Objectives:
-Given a presentation on posed photography, students will design an ideal portrait of
themselves using a photograph as a base and using outfit, props, and location to create
a story about themselves
-Given presentation on posed photography and portrait research examples, students will
creatively use items either in their portrait photograph or on top of the base photograph
to tell a specific story about themselves

Assessment Criteria:
-Students will creatively use items either in their portrait photograph or on top of the base
photograph to tell a specific story about themselves
-Students will design an ideal portrait of themselves using a photograph as a base and
using outfit, props, and location to create a story about themselves

Teaching Resources Needed to Support the Lesson:


-Computer -Projector -PowerPoint Presentation -Portrait Proposal Sheet
Artists: Drag Queen Yolo Ono

Art Materials Necessary for the Lesson:


-Workbooks -Pencils -Digital Cameras -Various props provided by students
-Books/Internet access to research
Teacher Directed Activities Student Directed Activities
Introduction: (5 minutes) Introduction:
Students will answer questions about Drag Students answer warm-up art questions
Queen Yolo Ono as a warm-up for the day: in their workbook
1.What is drag?
2.Would you consider drag an art form? Why
or why not?
3.What motivates drag queens? What
motivates Yolo? (check out her Instagram
and look at common themes she dresses in)

Development: (37 minutes)


Students will engage in independent studio Development:
time. Students will be reminded of location Students will engage in independent
of materials available to students to use in studio time.
their portraits such as props, backdrops,
books, and so on. Students will be reminded
on time limit for completing idealized
portraits.

Teacher will make themselves available for


one-on-one assistance. Students will be
given a 20 minute, 15 minute, 10 minute, and
5 minute time reminder.

Conclusion: (3 minutes)
Students will return materials as needed and Conclusion:
clean up their areas. clean up their areas.
(UN.2L.5) 4 of 4 Name: Georgi Beck
DAILY PLAN
Lesson Title: Idealized Portraits Grade Level: 9th-12th

Lesson S & S Concept Statements:


- Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning

Daily Formal Qualities (Elements & Principles of Design):


-composition -texture -balance, emphasis, contrast -variety -movement -rhythm

Overall Lesson Objective: Given a PowerPoint presentation on the difference between


posed and candid photography, students will build upon their knowledge from the
previous lesson on candid photography and brainstorm an idealized photograph of
themselves and thoughtfully plan out specifics including clothing, location, props, items
or symbols of their culture, and other objects or ideas that are part of their lives.

Daily Objectives:
-Given a presentation on posed photography, students will design an ideal portrait of
themselves using a photograph as a base and using outfit, props, and location to create
a story about themselves
-Given presentation on posed photography and portrait research examples, students will
creatively use items either in their portrait photograph or on top of the base photograph
to tell a specific story about themselves
-Given completed projects of candid and idealized portraits, students will participate in
critique

Assessment Criteria:
-Students will creatively use items either in their portrait photograph or on top of the base
photograph to tell a specific story about themselves
-Students will design an ideal portrait of themselves using a photograph as a base and
using outfit, props, and location to create a story about themselves
-Students participate in critique for candid and idealized portraits

Teaching Resources Needed to Support the Lesson:


-Computer -Projector -PowerPoint Presentation -Portrait Proposal Sheet
Youtube: Joshua Miels (https://youtu.be/KRsYCcpbyzo)

Art Materials Necessary for the Lesson:


-Workbooks -Pencils -Digital Cameras -Various props provided by students
-Books/Internet access to research
Teacher Directed Activities Student Directed Activities
Introduction: (5 minutes) Introduction:
Students will answer questions about Students answer warm-up art questions
Joshua Miels: in their workbook
1.What is this artists process?(technique)
2. Why does the artist paint with palette
knives? How does his process relate to
gender roles and what he hopes to
communicate in his paintings?
3.Tell me about what you think of these
paintings?

Development: (37 minutes) Development:


Students will engage in independent studio Students will engage in independent
time for the first 15 minutes. Students will be studio time.
reminded that they will have their candid and
idealized portraits presented for critique.

After 15 minutes have passed, students will Students will participate in critique
bring their portraits up to a designated
viewing space and teacher will have hung
candid portraits with spaces for the idealized
portraits. Students will engage in critique of
their portraits:
1.What do you see? Why do you think these
decisions were made?
2.How are these different? How are these
similar?
3.What aspects of yourself do you see in
each image?
4.What is something you wouldn’t have
known about someone if you hadn’t had
seen their portrait?
5.How did the artist create a story in their
portrait?

Conclusion: (3 minutes) Conclusion:


Students will return materials as needed and Students will clean up their areas and
clean up their areas. return materials and final images to
designated locations

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