Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate trinity arend

School westerville fouse
Grade Level 5th

UNIT TITLE mini kehinde

Length of Class Period 40
Approximate Number of Students in Each class 30
Beginning Date for this Unit March 21
Ending Date for this Unit April 22

ENDURING UNDERSTANDINGS
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways

PROGRESS POINTS
A. Recognize that people from various times and cultures create works of art to be looked at,
valued and enjoyed.

B. Explore a range of art concepts and artworks and construct meaning about the works.

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
At this point in their lives, students are becoming aware of who they are. As they move towards
puberty, many of the students will become self conscious and may question their self worth.
Through this unit, students will learn to “strike a power pose” and become strong leaders who
deserve to be valued and respected by others and by themselves. By becoming the artwork,
students will see that they are someone to be valued just like those in Kehinde’s work. The
students will be working with photography, and tempera paint. Students understand
photography as most of them have had a lot of experience using cell phones and playing with
the phone’s camera.This lesson also allows for personal choice as they are able to decide both
the background pattern/colors as well as they pose they do and starts them on deciding for
themselves at an earlier age.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Students will create a mini 9x11” self portraits in which they “strike a power pose” to have their
photographs taken. They will then create a background pattern which they draw and paint on
the paper. After painting the backgrounds the students will cut out their photographs and paste it
onto the paper . The students will learn about Kehinde Wiley and create these self portraits in
his style.
Essential Questions (provocative, engaging, critical)
What is a portrait?

What makes Kehinde Wiley's work different than traditional portraits?

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What is a Power Pose and what does it help with?
Possible Integration
This could easily be tied into a math lesson if the students are learning about pattern and
repetition.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Strike a pose and practice a pattern
Lesson Description Students will think of and practice making patterns on scrap paper, after
they have a pattern they enjoy, they will cover their final paper in this
pattern. As the students draw their patterns, I will pull the children to the
side to take their photo as they strike a “power pose”.
Lesson Two
Title Paint a pattern
Lesson Description On this day, Students will spend the class period completing their patterns
and then paint them in using tempera paint.
Lesson Three
Title Cut, paste, and converse
Lesson Description Students will use the time to finish their patterns. Taking sharpie to the
shapes in order to “clean up” the look. Once they have sharpied their
patterns they will cut out their images and paste it onto their patterned
backgrounds.

Explain how technology has been used in this unit

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 5th

LESSON NUMBER 1
Lesson Title Strike a power pose and practice a pattern
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson March 21
Ending Date for this Lesson April 22

CONTENT STATEMENT – PERCEIVING/KNOWING

2PE Identify and communicate how historical and cultural contexts influence ideas that inform
artists.
CONTENT STATEMENT – PRODUCING/PERFORMING
3PR Experiment with various ideas and visual art media to solve a problem that addresses a
contemporary social issue.
CONTENT STATEMENT – RESPONDING/REFLECTING
1RE Apply reasoning skills to analyze and interpret the meaning in artworks.

Performance-based Assessment Objectives

-Students will be able to identify historical and cultural influences which inspire Kehinde Wiley
and other portraiture artists.
-Students will experiment with power poses to address the social issue of low self esteem in
youth.
-Students will interpret the meanings of an artwork during group discussion.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
-During group discussion,students will identify historical and cultural influences when viewing
two historical portraits and what influenced these images.
-Students will experiment with the science behind power poses and its effect of the body
mentally and physically when taking images at the beginning of the project.
-Students will study two historical portraits as well as works by Kehinde Wiley and discuss the
interpreted meanings behind the works during large group discussion.

Academic Language
Vocabulary
Portrait- A portrait is a painting, photograph, sculpture, or other artistic representation of a
person, in which the face and its expression is predominant. The intent is to display the likeness,
personality, and even the mood of the person. Wikipedia
Pattern-a repeated decorative design.Google
Power Pose-a hypothesis in psychology that claims that by assuming a "powerful" posture,
subjects can induce positive hormonal and behavioral changes.Google
Additional Language Demands (specific speaking or writing activity)
During the introduction, we will have a class discussion covering this vocabulary. The students

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will be asked what they think these words mean and then I will either confirm or correct them.
They will also be asked to demonstrate a power pose then describe how someone could identify
this as a power pose. As I flip through the Kehinde Wiley slides, I will ask which section is
considered a pattern and how they know that it’s a pattern.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction
Art/Visual Culture Examples
Kehinde Wiley and Power Pose Powerpoint

Preparations
Materials/Resources for Teacher
Internet Access
Google Doc
Powerpoint
Camera
Materials for Students
9x11’’ paper
tempera paint
paint brushes
pencils
erasers
paper towels
sinks
soap
Safety Procedures
I’ll let the students know to be careful with the paint, it is nontoxic and washable but not
something we want to consume. They should also not throw the pencils which they have a
tendency to do.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will pre cut 9’’x 11’’ paper and make sure that the pencils in the students bins are sharpened.
The paper will be laid out on the front desk for easy student access.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

5 min students enter the classroom and I will greet the students as they enter
have a seat on the floor, quieting their the classroom and let them know to sit
voices and bodies in prep for the on the floor and prepare to listen to

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 presentation.
10 min Students will listen attentively and
ask/ answer any questions during the
presentation.
20 min Students will practice making various
patterns until they find one they would
like to make into their final
background pattern. If they feel as
though they have found a pattern they
want to be their final, they may get
their final project paper and begin
carefully sketching out their patterns
on this paper.
5 min Students will clean up their area,
either discarding or taking their
practice patterns with them. They will
need to place all pencils and erasers
back in the bins at their desks and
wait quietly to be dismissed. Once
they are in line they may do their daily
crayons.
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the presentation.
I will introduce the concept of power
poses and portraiture to the class. -
What do you think a portrait is?- -What
do you think a power pose is? What
might it be used for?- I will let the
students answer these questions and
give their best guesses. I will them let
them know that portraits are fancy art
pictures of people, mostly important
people throughout time. Today we will
study portraits made by Kehinde
Wiley. -Can anyone point out a few
things they notice about these
pictures?- (first two slides). -Now what
about these? What are the
differences?- -What do we think power
poses have to do with this?- Power
poses make us feel better and more
confident. They can also make us feel
less stressed or anxious/nervous. -
Now lets try our own power poses!!!-
The kids will then stand up and we will
do our best power poses. I will then
send the students back to their seats
to practice making patterns on scrap
paper and call them over one by one
to have their pictures take. They will
be able to strike two poses and
choose their favorite to be printed.
I will be walking around the room
offering help to students struggling to
come up with a background pattern
and giving feedback on students work.
I will let the students know it is time to
clean up. I will have the students
clean up their messes and call on
tables ready to line up. Once all tables
have been dismissed, we will begin
our crayons.
Clean-up Procedures (Room, Materials & Work Storage)
Students will take their paint brushes to the sink and wash them out then place them on a drying
towel. They will also need to place their papers on the drying rack.

Closure, Review & Anticipation (what’s next?)

After cleaning up, they will take their spot in line and quiet their bodies in preparation to listen. I
will let them know that the next lesson we will be finishing our patterns and then painting them
with tempera paint so they should wear messy clothes.
Supplemental Activity
If the children finish drawing their patterns early, they may either play with playdoh or free draw
for the remainder of the period.

Teacher reflection focused on the lesson after it has been taught

N/A

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 LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 5th

LESSON NUMBER 2
Lesson Title Paint a Pattern
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson March 21
Ending Date for this Lesson April 22

CONTENT STATEMENT – PERCEIVING/KNOWING

PE Focus attention on selected artworks to identify and pose questions about aesthetic qualities
(e.g., sensory, organizational, emotional) in the works.
CONTENT STATEMENT – PRODUCING/PERFORMING
2PR Use digital tools to explore ideas, create and refine works of art during the artmaking
process.
CONTENT STATEMENT – RESPONDING/REFLECTING
2RE Describe how personal experiences can influence artistic preferences.

Performance-based Assessment Objectives

-Students will focus on and identify aesthetic qualities in art works by Kehinde Wiley, then use
this to create their own works inspired by what they identify.
-Students will be using cameras to explore ideas about power poses and portraiture.
-Students will describe what personal experiences may have influenced artists when creating
portraiture and how these affect artistic decision making.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
-Students will identify 2 aesthetic qualities in works of art by Kehinde Wiley compared to
historical portraiture.
-Students will explore technology and power poses, they will strike 2 power poses and choose
one to use as their portrait in their final artwork.
-Students will describe what personal and cultural experiences (at least 2 experiences) may
influence artists and how these may affect artistic decision making. This will be done during a
large group discussion.

Academic Language
Vocabulary
Portrait- A portrait is a painting, photograph, sculpture, or other artistic representation of a
person, in which the face and its expression is predominant. The intent is to display the likeness,
personality, and even the mood of the person. Wikipedia
Pattern-a repeated decorative design.Google
Power Pose-a hypothesis in psychology that claims that by assuming a "powerful" posture,
subjects can induce positive hormonal and behavioral changes.Google

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Additional Language Demands (specific speaking or writing activity)
Students will be expected to use the proper art vocabulary when having one on one discussions
with me. I will ask them to define portrait, pattern and power pose during a group discussion
before we actually review what these mean. This gives me an idea of what they do and do not
know going into the project.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction
Art/Visual Culture Examples
Kehinde Wiley Powerpoint for inspiration

Preparations
Materials/Resources for Teacher
Internet access
Kehinde Wiley Powerpoint
Projector
Materials for Students
Pencil
Tempera Paint
Brushes
Paint pallets
9x11’’ paper
Safety Procedures
I’ll let the students know that they shouldn't throw the pencils and be careful when using paint.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will have the tempera paint out on paint trays and kept on the side counter by the sinks. I will
have paint brushes and their patterned paper set out on the front table. As the students are
called table by table they will walk to the front table and grab one paint brush and their patterned
paper.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

5 min students enter the classroom and I will greet the students as they enter the
have a seat on the floor, quieting classroom and let them know to sit on the
their voices and bodies in prep for floor and prepare to listen to the
the presentation. presentation.

8
 5 min Students will listen attentively and
ask/ answer any questions during
the presentation.
I will demonstrate how to properly hold a
paintbrush and use the drop and drag
method of painting where you simply
place your brush on the paper and make
one smooth line avoiding all “sketchy”
motions with the brush. I will then dismiss
them to their tables to begin. One person
from the worker bee table will hand back
and final drawings they had started last
class. If they hadnt been able to start,
they will grab a white piece of paper and
begin sketching their final background
design before they begin painting.

25 min Students will begin to sketch their I will be walking around the room offering
final background patterns on their help to students struggling to come up
nice 9’’x 11’’ paper. Once they have with a background pattern and giving
finished this they may get a paint feedback on students work.
brush and begin to paint in their
backgrounds being careful and
cautious with their details.

5 min Students will clean up their area.
They will need to place their wet
paintings on the drying rack, wash
their hands and brushes and place
all pencils and erasers back in the
bins at their desks and wait quietly
to be dismissed. Once they are in
line they may do their daily crayons.
I will let the students know it is time to
clean up. I will have the students clean up
their messes and call on tables ready to
line up. Once all tables have been
dismissed, we will begin our crayons.

Clean-up Procedures (Room, Materials & Work Storage)

When cleaning up, the children will set their papers on the drying rack and wash out their paint
brushes. If there is paint on the table they will get a paper towel and wipe it off. Their pencils
should be placed back into their table specific containers.

Closure, Review & Anticipation (what’s next?)

Students will know that the next time I see them, they will be cutting out their figures and pasting
them to their backgrounds. If their backgrounds are not finished, they will be working on
finishing those up.
Supplemental Activity
If the students finish up their backgrounds early, they will be able to create “extra art” or play
with playdoh.

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Teacher reflection focused on the lesson after it has been taught
N/A

LESSON PLAN

Teacher Candidate Trinity Arend

School Westerville Fouse
Grade Level 5th

LESSON NUMBER 3
Lesson Title Cut, paste, and converse
Length of Class Period 40 min
Approximate Number of Students in Each class 30
Beginning Date for this Lesson March 21
Ending Date for this Lesson April 22

CONTENT STATEMENT – PERCEIVING/KNOWING

5PE Focus attention on selected artworks to identify and pose questions about aesthetic
qualities (e.g., sensory, organizational, emotional) in the works.
CONTENT STATEMENT – PRODUCING/PERFORMING
5PR During collaborative art making experiences, demonstrate respect and support for peer
ideas and creativity.
CONTENT STATEMENT – RESPONDING/REFLECTING
5RE Express what was learned and the challenges that remain when assessing their artworks.

Performance-based Assessment Objectives

-Students will focus on and identify aesthetic qualities in art works by Kehinde Wiley, then use
this to create their own works inspired by what they identify.
-Students will discuss and describe aspects of peer artworks during small group critique.
-Students will express what they find was a success and the challenges they faced during the
unit during a small group critique.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
-Students will identify 2 aesthetic qualities in works of art by Kehinde Wiley compared to
historical portraiture.
-During collaborative discussion/ small group critique, students will list one success in their
peer’s artwork and one thing the student needs to work on improving.
-Students will learn to discuss their artworks by describing what they felt was successful (2
aspects) within their work and one thing they found to be challenging during a small group
critique.

Academic Language
Vocabulary
Portrait- A portrait is a painting, photograph, sculpture, or other artistic representation of a
person, in which the face and its expression is predominant. The intent is to display the likeness,
personality, and even the mood of the person. Wikipedia

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Pattern-a repeated decorative design.Google
Power Pose-a hypothesis in psychology that claims that by assuming a "powerful" posture,
subjects can induce positive hormonal and behavioral changes.Google

Additional Language Demands (specific speaking or writing activity)

Students will have small group discussions with their table and discuss the successes and
struggles they have had during this project. They will need to use the proper art vocabulary
associated with this lesson when discussion their works.

Accommodations for Special Populations

-frequent check ins
-extended time
-verbal or written responses
-clarification on instruction
-breaks
-point of instruction seating
-written and verbal instruction
Art/Visual Culture Examples
Kehinde Wiley Powerpoint

Preparations
Materials/Resources for Teacher
Kehinde Wiley Powerpoint
Materials for Students
Scissors
Glue
Sharpie
Safety Procedures
I’ll warn the students to be careful when using the scissors. The shapes they'll be cutting out are
organic and it’ll be easy for them to forget about the placement of their scissors in relation to
their skin. I’ll also let them know the sharpies are permanent.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this I will need to have the students portraits printed out and ready to go. I will also have a
few paint trays set up so that if a few students need to finish painting their backgrounds they will
be able to. The sharpies will be laid out by the sinks available for students who are ready for
them.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)

Time Student Teacher

5 min students enter the classroom and I will greet the students as they enter the
have a seat on the floor, quieting classroom and let them know to sit on
their voices and bodies in prep for the floor and prepare to listen to the
the presentation. presentation.

11
 5 min Students will listen attentively and
ask/ answer any questions during
the presentation.
I will let the students know that we will
be spending half of the class finishing
up our projects. We will need to cut out
out portraits and paste them onto our
backgrounds. Once this is done they will
then spend time discussing the
successes and necessary
improvements with classmates at their
table. We will go over appropriate
commentary when critiquing someone's
artwork and how we aren't being mean
but suggesting how the person could
improve. They will also need to say how
they feel about their own work.

10 min Students will take this time to I will walk around assisting students who
finish up any details left unpainted are struggling with the assignment.
and cut/paste their portraits onto
their backgrounds. They may also
outline their designs in sharpie if
they would like.

10 min Students will hold small group I will walk around and contribute to
critiques with their peers at their critiques. This will be the students’ first
tables. They will need to list two critique so they may need extra
successes and one improvement guidance when discussing works.
about each piece. they will also
need to talk about their own work
and how they feel they did on this
project.

5 min Students will place all pencils and
erasers in the table bins and have
their work, ready to line up. Once
in line they will pay attention as
crayons are done.
I will let the students know it is time to
clean up. I will have the students clean
up their messes and call on tables ready
to line up. Once all tables have been
dismissed, we will begin our crayons.

Clean-up Procedures (Room, Materials & Work Storage)

Students will need to place any wet papers on the drying rack and return scissors and sharpies
to their correct bins. I will have one student from the worker bee table go to collect all dry works.
Students will be reminded to have their name on the back of their background paper as well as
their cut portrait if it has not been glued down.

Closure, Review & Anticipation (what’s next?)

Students will line up, complete their daily pencils and then I will let them know that the next time
they see me we will either be starting a new lesson on shoes.

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Supplemental Activity
If the students finish up early they will be allowed to either free draw or play with playdoh.

Teacher reflection focused on the lesson after it has been taught

N/A

Be sure to attach to the full instructional unit

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