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Lesson Plan

Title: ___The Art of Planning

Length:___ 5 day_______________

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.

Can students identify different ways to plan and the purpose of a plan?
Have students ever planned anything before? What were they?
Can students determine what is important to include in a plan?
Can students explain why an artist plans?
Can students explain what goes into a plan?

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 the zookeeper who is responsible for making sure your animal stays alive in captivity. It is your responsibility to make sure that your
creature has everything it needs in its enclosure to stay happy, healthy, and contained using a variety of mixed media materials. You are having a
grand opening for your zoo and you want the public to see how humane your zoo is!

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.

Prior Knowledge, Artistic intention, Choice, Composition, Proportion, Planning, space, form/function, plan vs. product,

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 also demonstrate why this
relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring
Understandings.

-Choices made during the planning process directly influence the finished product. (Standard: 2 PGC: -Use specific criteria to discuss and
evaluate works of art -Critique personal work and the work of others with informed criteria -Recognize, articulate, and implement critical thinking
in the visual arts by synthesizing, evaluating, and analyzing visual information GLE: The processes and philosophies of art and design inform
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interpretations in works of art)


-Composition of spatial elements impacts how space can be utilized. (Standard: 1 PGC: -Explain, demonstrate, and interpret a range of purposes
of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and
perspectives GLE: -Artists, viewers and patrons respond to works of art using inference and empathy)
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: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. By observing examples of 2D plans for real 3D zoo habitats students will identify the three most important perspectives to consider while
planning How to create their animals habitat; birds eye view, inside of the enclosure view, and zoo visitor view. (Blooms: Applying
Standard: Observe and Learn to Comprehend GLE: 2 Art learning: Historical/Multicultural)
2. Students will use the drawing they made from different perspectives to inform their decision making process while creating a 3-D
environment for their animal. (Blooms: Creating Standard: 3 GLE: 2 Art learning: Materials/tools/techniques)
3. Using their sketchbooks and drawing utensils, students will create their own 2-D drawings from multiple perspectives to plan for the 3-D
habitat they want to create. (Blooms:Applying Standard: 2 GLE: 2 Art learning: Concept/ideation)
4. Using the computer or a piece of paper and drawing untencil students will create a brochure about their artwork and how it relates to the
class. (Blooms: Reflect Standard:2 GLE: 1&2 Art learning: reflection/assessment/evaluation Literacy: typing/writing)
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)

(Multiple means for students to access content and


multiple modes for student to express understanding.)

Students can choose how they want to communicate the layout


of their exhibit- using symbols and mark making techniques
however they see fit

Expression (Products and/or Performance)


Less complicated exhibit is acceptable
-finished product still meets basic requirements
-More basic reasoning and structure will be accepted

Students can use the 2-D medium of their choice (markers,


pencils, colored pencils, pens, crayons etc)

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Draw what your habitat will look like from other


points of view. EX- animal viewpoint, visitor
viewpoint, at an angle
-Consider how you can maximize the amount of
space your animals has access to

More complicated exhibit is acceptable


What will the environment look like to your animal?
How can you move things around so that the zoo
visitors will be able to best see inside the exhibit?

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.

Vocab: Layout, composition, proportion, floor plan


Students will document the layout of their enclosure from different viewpoints in their sketchbooks. Students will consider multiple angles from
which to present their enclosures and be able to explain the decisions made during their planning process

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.

-Tracing paper
-Markers
-Colored pencils
-Crayons
-Pens
-Sketchbooks
-Card board boxes (habitat foundations)
-Sharpie markers
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.

-Chester zoo painted dog exhibit plans- http://www.chesterzoo.org/~/media/Files/Education/Diploma/Original%20Plans%20(2009).ashx


-Dan Pearlman polar bear exhibit at Hannover adventure zoo http://www.zoolex.org/publication/dan_pearlman/hanover_yukon_bay_polar_bear.pdf
-Regenstein Macaque Forest at Lincoln park zoo -

http://www.lpzoo.org/magazine/articles/announcing-our-next-exhibit
-Orangutan exhibit upgrades perth zoo Australia -http://www.e-architect.co.uk/australia/perth-zoo-orangutan-enclosure
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-http://iredalepedersenhook.com/?portfolio=perth-zoo-orang-utan-enclosure
-Interior design floor plans- http://www.newenglandfloorplans.com/interior_design.php

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

1. Move desks into 3 stations


2. Set out their sketchbooks on their desks
3. Have tracing paper ready

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

Action to motivate/Inquiry Questions:


Describe how you will begin the lesson to stimulate students 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.

Will show them work and plans by landscape architecture and interior designers and ask these questions:
How does viewing from different perspectives make you see differently?
What aspects of the work do artists communicate in their planning layouts?
How do artists and designers communicate a 3-D idea using a 2-D drawing?

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.

What can you do to make your habitat the most fun for a visitor to look at?
What do you need to include in order to keep your animal happy?
How many different ways can you look at one space?

Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry,

etc. Include motivation and ideation/inquiry where appropriate.

Day
1

Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will be
taught.) Identify instructional methodology.

1&2 establish a predictable


routine for students

1. Greet class
2. Take attendance
3. Write down the words of today, composition and perspective
4. Explain that todays objective is to design the best possible layout for our animals exhibit. We are going to be
making 2-D drawings to communicate what we are intending to make as a 3-D product
5. Present examples of 2-D plans for 3-D projects like landscape architecture/ interior design

3.

4.

-Chester zoo painted dog exhibit planshttp://www.chesterzoo.org/~/media/Files/Education/Diploma/Original%20Plans%20(2009).as


hx
-Dan Pearlman polar bear exhibit at Hannover adventure zoo http://www.zoolex.org/publication/dan_pearlman/hanover_yukon_bay_polar_bear.pdf
-Regenstein Macaque Forest at Lincoln park zoo -

http://www.lpzoo.org/magazine/articles/announcing-our-nextexhibit
-Orangutan exhibit upgrades Perth zoo Australia -http://www.e-architect.co.uk/australia/perthzoo-orangutan-enclosure
-http://iredalepedersenhook.com/?portfolio=perth-zoo-orang-utan-enclosure
-interior design floor plans- http://www.newenglandfloorplans.com/interior_design.php

5.

6.

While looking at the examples listed above discuss as a group:


-What do you understand about this work of by looking at this plan?
-What do layout plans tell us?
-How does the designer communicate ideas for a final project through their plan?
-Based on what you see in the picture, where is the viewer? Inside the habitat? If front? Above?
6. As a class, discuss observations made from plans we looked at. Come up with list of things every one needs to
look address in their plans
(Looking for elements listed below)
-placement of environmental elements
-height/density of environmental elements
-shelter for animal
-where zoo visitors will view enclosure from
Pass out worksheet with information below listed
-Trees, how many? How tall?
-Water, how deep? How big?

7.

8.

9.

Inform students of
broader context for
activities and learning
that is happening in
todays lesson.
Inform students of
activity before
presenting examples.
Activate prior
knowledge of visual
planning. Give students
a context in which to
think about the
examples they will be
shown
Get students thinking
about the different
stages of planning and
project production
Ideation: students can
begin to brainstorm
ideas for their own
enclosure design
Collaborative
brainstorming about the
common thread between
all examples.
Connecting their own
ideas to the broader idea
of making a form that
follows function
Get students to
brainstorm what they
want their specific
culture to look like and
WHY
Understand how the
activity works and what
is expected of students
Make connections
between their own ideas

Time

1.
2.
3.
4.

2min
3min
1min
2min

5.

5min

6.

1min

7.

5min

8.

35min

9.

10min

10. 5min

11. 12min

12. Till

-Location of zoo visitors. How will they see into your enclosure? How will you keep them safe from animal?
-Shelter. Barn? Cave? Indoors? Under water?

7. Discuss point of view/perspective


- What will your enclosure look like from different viewpoints?
- How will it look/ feel to your animal vs. zoo visitors
-Why is it important to know what your enclosure will look like from different view points
-How will the design of your enclosure benefit the life of your animal?
8. Present todays activity
-Split up into 3 groups
-Each group will go to one of 3 different tables. Each table will represent a point of view as it relates to
perspective--- 1. Birds eye view 2. Creatures eye view 3. People eye view
- Students will rotate stations every 10 minutes
-At each station students will draw a picture of what their exhibit will look like from each perspective
-Melanie, Dan, and I will each stay at one station during this activity to help answer questions as they arise and
ask questions to check in for understanding
9. After all students have gone through each station we will have a few students that came up with especially
creative ideas share the plans they made for their environment.

10.
11. Clean up
-Everyone go to their original design station
-Make sure all materials are back in original box and gathered in middle of table

and the ideas of their


peers. Think more
creatively about their
own zoo enclosure.
Gain new ideas and
inspiration for what they
can include in their
enclosure.
10. Make connection
between elements of a
composition and how
they function in a
physical space sets up
platform for
discovery/understanding
of basic design
principals, depth of
which depends on
individual level of
student
11. Teach students to be
responsible for and
respectful of art room
and materials
12. Clarify level of
understanding from
todays lesson

end of
class

12.ticket out the door in your sketchbook tell me.

1. What were the basic qualities that everyone


included in their enclosure?
2. When else is could drawing a visual plan be helpful?
Day
2

Mixed media environments with Lindsey


1.Greet class/ take attendence
2. Go around and share our costumes
-pass out sketchbooks here. One by one after you share your costume you are handed your sketchbook
3. Discuss student ideas about how we are going to go from the plans we drew last class to creating the 3-D
habitat
-However you make your exhibit the box has to be able to close and hold everything inside it.
-How are some ways we can do this?
Looking at the box we have in front of us, and our plans, where do we start?
Guide students to the idea of mapping out enclosure on the box itself before starting to add to the box
4. Students will transfer their floor plan/ perspective drawing from the sketch to the actual box.
-with a marker students will use line to mark out on their box where they want habitat elements in their

enclosure to be.
-Once students finish they will gather back on the couches in the front of the room

5. Introduce materials trick or treat activity


We will have 6 boxes filled with different materials,
- Students go to each box and, with eyes closed, feel around for a small handful of mystery materials and put
them on their trick or treat plate
- students will return to desks with mixed media materials
-must use at least 2 materials together to create something they will use in their exhibit.
-How/where else could these materials be used?
6. Have students check in with one of the teachers once they have finished their habitat element.
-discuss what was made, where it will go, why they made it etc.
7. Work time: After they have checked in with teacher they will begin building their actual habitat
8.clean up

Day
3
Day
4

Finishing Creatures with mixed media with Dan


Paper structure with Melanie
1. Greet class
-Attendance
-Where is everyone in their project
-We have only this is our last full day to work on the environments our goal is to get it done!
2. Optional brainstorming get together
-How can some materials be used to form 3-D shapes
-What different ways can we fold or tear paper to create different surfaces?
(Accordion fold, crumple it, tear/cut it and reattach it with glue, tape, staples)
-Plaster tape and paper mache demo
*soak the newspaper/plaster tape strips in the warm water
*apply the strip to the surface of your creature and for the plaster tape rub lightly to make the bond
stronger
-Using different materials to create different surfaces under the paper Mache and plaster tape

1. Students learn time


management by setting goals and
having a goal helps them stay
focused. Students reflect where
they are in their art and how
much they still need to do,
estimating skills to see how much
longer they need to finish.
2. Students work on their
brainstorming skills and work on
group brainstorming skills,
building ideas off of each other.
The students also learn about
how materials can be
manipulated and used in a variety
of ways. Students work on
attachment skills and how to
choose from various options to
effectively deliver their

1.

4min

2.

10min

concepts/ideas.
3. Work on projects

4. Clean up
Assign clean up jobs based on who used what materials the most
Job 1- paint crew, clean in sink/put away pain and brushes/ throw away plates
Job 2- material crew, pick up materials and put them in their correct place
Job 3- ground crew, pick up garbage and any materials
Job 4- table/chair crew, take a wet wash cloth and wipe down table and chairs
Job 5- sketch book and project collectors

Day
5

3. Students are practicing


individual and group work skills
as well as asking teachers and/or
peers for insight on their project.

3.

15min
before
class
ends

4. The students are working on


responsibility skills and skills on
actively working in groups to
complete a task.

4.

Till end
of class

Brochure reflection with Melanie


1.

Greet class
- Attendance
- This is our last day to work
- We will only work on project for half the class
- First half we will create a brochure for the public visiting the zoo

1.

Students get an idea of


what their goals to get
done are and work on
planning skills and time
management in order to
get everything finished.

1.

3min

2.

Introduce brochures.
- What is a Brochure?
- Why do we have them?
- Show a PowerPoint slide on a bad example
What information does this tell us?
What information is missing?
- Example of a good brochure
How is this one different?
What makes this one stronger? (organized, right amount of information, good colors)
- Give out handout with what needs to be on the brochure. Along with my example. See attachment

2.

Students are learning


about advertisement and
ways to promote their
product, show, and
ideas. This is practicing
a life skill on how to
promote their ideas.
They are learning about
how information can be
perceived in different
ways by what colors are
used, how its organized,
and how much
necessary information is
delivered.

2.

6min

3.

Take students to the computer lab


- Explain step by step how to create a brochure
- Step 1: open word document
- Step 2: click on the brochure template

3.

Students are practicing


their technology skills
and how to apply them
in the real world. The

3.

20min

Step 3: Delete picture on the template


Step 4: make up contact information
Step 5: use the handout to fill in the rest of the brochure

students are also


reflecting on their
animals now that their
project is nearly
complete. How did the
design of the creature
and enclosure transform
as you continued to
work? What important
decisions did you make,
why did you go with the
choice you made. What
is your creature and how
does it interact it its
enclosure? Does your
project provide detailed
information about who
your creature is, how it
behaves and where its
from?
4.

4.

Work on final touches for creature and environment.


- Paint plastered creatures
- Decorate exterior of enclosure if the interior is finished
- Make sure all parts are secure in enclosure, no loose pieces

Students work on
presentation skills and
how they want their
project to be presented
in the gallery with their
brochure.

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
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.)

See attachment
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.

Can students explain the meaning of the words composition,


perspective, and layout?
Can students create a floor plan for their animals enclosure?
Can students determine what is important to include in a layout plan?
Can students define artistic decisions based on stated criteria in their
design plan?

Ticket out the door: answer the following questions


1. Why do artists make 2-D plans for 3-D projects
2. What are other situations where planning like this would be
helpful?

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.)

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

10

Who We Are
About Us
Choices!
What choices did you make that are
important to the way your creature and
enclosure looks?
Why did you make those choices?
What information does your enclosure and
creature tell the viewer just by looking at it?

What about this zoo makes it unique and


special?
Why would someone want to come to this
zoo instead of the other zoos in the world?
What kind of creature are in the zoo?

On your brochure you


must include the
following:
-title of the zoo
-brief description of the
zoo

How is your zoo set up?

-drawing of your creature

Contact Us
Phone: make up a phone number
Email: make up an email
Web: make up a website address

-description of your
creature and process of
creating it.

Pouder Lab School


Alicias 4/5 class
Fort Collins, CO
11

12

Your amazing art


experience!

What is your creature?


Idea!
What is your creatures name?
Where is from?
How big is your creature?
What activities does it enjoy?

How did you get your idea?


What research did you find that helped you
create your idea?

Materials!
What materials did you use and why?
How did you transform materials to get
them to work in your art project?

How did your idea transform as you


continued to make it?

What does it eat?


Any other interesting facts about your
creature you want people to know about it.

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8/9/14 Fahey

14

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