SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Ms. Gabby Giovenco
Subject Visual Arts
Grade Level 12th
Date/Duration 45 min, September 30,2014
Big Ideas Skills, techniques, elements, and principles of the arts can be
learned, studied, refined, and practiced.
Artist use tools and resources as well as their own experiences
and skills to create art

Essential Questions How do artist refine their skills to carry out intention in their art
works?

PA/Common
Core/Standards
9.1.12.A: Know and use the elements and principles of
each art form to create works in the arts and humanities.
9.1.12.B: Recognize, know, use and demonstrate a variety
of appropriate arts elements and principles to produce,
review and revise original works in the arts.
9.1.12.D: Demonstrate specific styles in combination
through the production or performance of a unique work
of art (e.g., a dance composition that combines jazz dance
and African dance).
9.1.12.F: Analyze works of arts influenced by experiences or
historical and cultural events through production,
performance or exhibition.


Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
1.In a class room collaboration (condition), all students
(audience) will work together to distinguish (behavior) at least
two (degree) elements and principles, while also being able to
explain them, from an art piece that is being critiqued by the
group.
2. Working independently (condition), students (audience) will
sketch (behavior) three well developed concepts to the point
their pieces could be understood if explained (degree)
Steps to class
Develop students understanding of the elements and principles
Start with a historical piece (Van Gogh, Dega)
Explain the piece
Have students critique the piece
Talk to class, group discussion of the piece
Introduce the new assignment based off of this historical piece
Have students sketch out their ideas and present them to the
teacher .

Teacher will give advice on the piece and send students on their
way
Complete the project, turn in for evaluation.
Students will complete an evaluation sheet on their own works
Teacher will grade students understanding through the sheet
Then grade the physical piece on quality and concept

Formative &
Summative
Assessment
Evidence
Formative Evaluation
-Observation and discussion regarding the elements and
principles of the painting is being provided to see what the
students understand.
- For this lesson students will be tested on their knowledge of the
elements and principles through the production of a sketch at the
end of the class, like a quiz, but in drawing form.
Summative Evaluation
- At the end of the unit students will be tested on their
understanding of all the elements and principles through a
critique of a finished piece, and a written understanding of the
elements and principles.

ISTE Standards for
Students

Framework for 21st
Century Learning
Creativity and innovation
Students will observe a video demonstrating the elements and
principles and define them.
Students will often use technology to access historical pieces
regarding the elements and principles.
Students will create and be innovative, in their thought
processes by applying the elements and principles of art to their
own pieces. Students will collaborate and discuss what the
elements and principles are with each other and develop a
wider range of how to apply these ideas. Students will
implement their understandings of the elements and principles
to how they create, and critique.
Students will develop skills in critical thinking and problem
solving by reasoning effectively to decide how apiece meets the
elements and principles of art. Students will analyze the
elements and principles to apiece. Students will make
judgments regarding the use of the elements and principles.
Students will solve problems regarding the way the elements
and principles were used in a piece by asking themselves why
and looking at the piece through different perspectives.
Communication and collaboration, students will orally
distinguish their judgments of a piece based on their
understandings of the elements and principles, this will provide
them with a greater knowledge because they will be exposed to
many countering opinions. By doing this they will also be
working together with the class as a whole, this will open up the
mind to more possibilities.


Accommodations,
Modifications
ADD/ADHD student accommodations- to aide the student in the
classroom collaboration, visual aides identifying what the
elements and principles are will be present, allowing them to still

think on their own but also have another item to focus on.
Students will also be orally discussing these key points to the
critique. To allow the students to have a breather from discussion,
something that might create some pressure on individuals,
students will be asked to participate in a game identifying
different elements and principles in the class. This task will be
performed in pairs and whatever pair finds the most and
understands them will be rewarded with a piece of candy each.
Hearing impaired/deaf- to accomplish this classroom discussion,
many visual factors will be provided, instead of a painting being
looked at and discussed, a video with captions may be provided.
Another accommodation for this objective will be to have multiple
people taking notes on the subject and then making those notes
accessible to the whole class, and open to more discussion,
through text. For example, a Google Doc may be used. Instead of
an oral discussion occurring, diagrams with ASL on them may be
provided explaining the elements and principles. Or teaching the
elements and principles through multiple demonstrations and Q
and As. Time will also be provided for catch up time for the
presence of a interpreter.
Below reading level student- for students that are below reading
level key terms will be provided (elements and principles), to help
them remember these terms, students and the teacher will
develop visual aides in the students notes to relate the words to
practice and comprehension. Students will be asked to bring a
recorder to class for classes like these that are discussion based,
so not only will they have written notes, but they can also refer to
their recordings to access knowledge that may not be
comprehended through note taking. The buddy system may be
used often too, instead of relying on the students self; them and a
partner will work together to understand the vocabulary applied
to the critique.
SUPERVISING
TEACHERS
SIGNATURE






Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan

This lesson is built on the idea of properties of art and judgment. These
understandings of art will help aide students in understanding the
elements and principles
CK
Introduction Activating Prior Knowledge
Show famous paintings to spark recognition
Involving what they already know or feel about a piece to get
them to begin to think about the deeper parts of it. The elements
and principles.


Hook/Lead-In/Anticipatory Set
Show a few different paintings, point out some differences, open
the subject up to question. Provide titles and artists.
Create a discussion based on the ideas stated by the students.
Provide examples of elements and principles through
demonstration, have them try their hand at different ideas (clay,
paint, pastel) connect it all together. Different media but same
elements and principles.
Explicit
Instructions
Big Idea Statement

Essential Skills, techniques, elements, and principles of the arts
can be learned, studied, refined, and practiced.
-Artist use tools and resources as well as their own experiences and
skills to create art
l Questions Statement
How do artists create a piece, what goes into it?

Objective Statement
-Students will work together in groups to pick up on what elements
and principles are, and what they are to a painting
-Students will work on their own to create three sketches from
their own ideas, implementing elements and principles and being
able to explain their concepts.
Transition
Transition from the hook by posing a question, if answered
correctly by student provide a reward (candy), from discussion
questions, transition to action by asking students to get out their
materials and use their new ideas and understandings to develop
a piece.
Key Vocabulary
Elements and principles
These are just some of my theoretical thoughts to planning in this
manner, not everything may be concrete in adaptations and
accomodations.

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
PreAssessment of Students- Entrance slip on what their ideas of
elements and principles are, exit slip what the elements and
principles are now to them. During the beginning of the class visual
aides will be provided to spark prior knowledge in students.

Modeling of the Concept-
Demonstration, demo by teacher of elements and principles to
provide an understanding. Break down of the processes, and
keeping the students involved by asking them questions, and
asking them to try it.
Start with a demo of the elements of principles, explain to them
that they are to start to analyze others art. Then their own after
they sketch something out, begin a discussion. Define what the
elements and principles actually are. Provide written and oral
directions, repeating as much as needed. Visual aides will be

provide, a video maybe with captions, or a list of key terms.



Guiding the Practice
This lesson is centered on open discussion, I will allow an open
thought pool as long as it reaches the subject matter, I will push the
students to converse or pay attention by demonstrating the
concepts and or by providing videos. Keeping on task by providing
focus questions. I will answer any question posed. By presenting
the class with key terms on the board and visual aides to refer to
this will aide in their understandings. For the independent study I
will walk around the room providing praise and guidance on the
students development and refocusing them if needed. I will look
for constant pencil movement, but also look for the blank stare
some will get looking at the paper, provide some motivation and
guidance. Focus on individuals at times. Bring focus back to center
occasionally, to relax the mind. Accommodations as a class will be
directed towards understanding the idea of elements and
principles through reiteration on my part and the students part to
excel in comprehension.

Providing the Independent Practice
Encouraging independent work, encourage students to try stuff on
their own and experiment, teach them to be confident in their ideas
by having them develop them thoroughly first. Students will work
to develop sketches in class, this will extend their learning because
they will have something to apply their new understandings of the
elements and principles to that is their own, plus guidance will be
giving by the teacher. There are no faults in art, just alterations.
Transition-
Movement from elements to principles, connect the two and show their
importance. Get the students to get up and move around to refocus the
students so they do not get frustrated while sitting at a desk. Transition
from here to a game then refocus them by turning the lights off and
providing a closing video.

Adaptations/Accommodations for Students with Special Needs
ADD/ADHD student accommodations- to aide the student in the
classroom collaboration, visual aides identifying what the elements
and principles are will be present, allowing them to still think on
their own but also have another item to focus on. Students will also
be orally discussing these key points to the critique. To allow the
students to have a breather from discussion, something that might
create some pressure on individuals, students will be asked to
participate in a game identifying different elements and principles
in the class. This task will be performed in pairs and whatever pair
finds the most and understands them will be rewarded with a piece
of candy each.
Hearing impaired/deaf- to accomplish this classroom discussion,
many visual factors will be provided, instead of a painting being
looked at and discussed, a video with captions may be provided.
Another accommodation for this objective will be to have multiple
people taking notes on the subject and then making those notes
accessible to the whole class, and open to more discussion, through
text. For example, a Google Doc may be used. Instead of an oral
discussion occurring, diagrams with ASL on them may be provided
explaining the elements and principles. Or teaching the elements
and principles through multiple demonstrations and Q and As.
Time will also be provided for catch up time for the presence of a
interpreter.
Below reading level student- for students that are below reading
level key terms will be provided (elements and principles), to
help them remember these terms, students and the teacher will
develop visual aides in the students notes to relate the words to
practice and comprehension. Students will be asked to bring a
recorder to class for classes like these that are discussion based,
so not only will they have written notes, but they can also refer to
their recordings to access knowledge that may not be
comprehended through note taking. The buddy system may be
used often too, instead of relying on the students self; them and a
partner will work together to understand the vocabulary applied
to the critique.
Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
Students will be evaluated on their pieces on their use of the
elements and principles in a final artwork.
Students will be assessed on the how they define the elements
and principles
At the end of the unit, students will be assessed on their
understandings through these evaluations.
Informal Evaluation
Students will be informally assessed through judgments of their
sketches to determine their understandings of elements and
principles through their development
Students will also be evaluated through enter, and exit slips.


Closure Summary & Review of the Learning
Students will explain what the elements and principles are and
how they develop a painting.
Determine the factors to elements and principles.
Students will be able to thoroughly develop their ideas into a
piece.
Discuss what is difficult about this subject, and what is enjoyable.
Homework/Assignments
Two sketches focusing on elements and principles, due next class.
Students should be able to explain what elements and principles
are used. Need to identify at least two to the class for each sketch.

Reading Materials
Technology
Equipment
Supplies
Sketchbook, binder
Pencils, pens, paint
Projector, or elmo will be used.
Access to internet videos


Teacher
Self-reflection
I know what the students have learned through their
participation, their test results, and through observations of their
understandings, and through their advancements in their
projects.
Lack of mastery will be addressed in possible tutoring by me.
I myself need to work on my delivery and confidence in the class
room
Need to work on not over thinking, panicking, and freaking
myself out.
The actions in the lesson plan could be carried out in a more
extensive way by myself, for example as the teacher I could
provide ways the elements and principles of art are used in
everyday life.