LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Evolution of Communication, 7th and 8th grade,
II. Lesson Rationale: Communication is constantly evolving from the telegraph to modern day cell
phones. The need to communicate with others is an essential part of being a human. The Internet
provides many ways of communication from personal email to social networking sites to the meme.
The meme has really become a way close-knit groups of people connect and communicate. Often the
reference material is understood and popularized by that specific group. Understanding how people use
memes to communicate is key in understanding our generation.
Lesson: Create two memes. The first should be easily understood amongst your peers, the second
should be more personal create a meme that relates to you. Use images that youve taken or found on
the web that are available for alteration.
III. Key Concepts:
1. Communication evolves.
2. Communication defines generations.
3. Communication is essential to everyday life.
IV. Essential Question:
1. How has communication evolved over time?
2. How can communication define a generation?
3. How is communication essential for everyday life?
V. Lesson Objectives:
1.After the lesson the student will understand how communication has evolved.
2.After the lesson the student will understand how communication defines a generation.
3.After the lesson the student will understand how communication is essential for everyday life.
VI. Specific Art Content:
- Photoshop or similar program practice
- Journal/ sketchbook content
- Brainstorming skills
- Content and context of image
VII. Resources & Materials for Teacher:
Any device able to take a photo that can be uploaded to the computer, Photoshop or similar program
such as Gimp, Pixler, or paint.net, Youtube, Microsoft Power point, and a digital projector.
VIII. Resources & Materials for Students:
Students will need any device able to take a photo that can be uploaded to the computer, Photoshop or
similar program such as Gimp, Pixler, or paint.net, sketchbook or thought journal.
Day of the Lesson Day one
Introduction/Motivation:
Students will walk into the room while a power point presentation cycles through of the famous
Internet memes that everyone is somewhat familiar with. After the presentation I will ask the

class do you believe this is art? After several students have shared their opinions I will begin
a short PBS video on You tube about the idea that internet memes can in fact be seen as art
(http://www.youtube.com/watch?v=b9Zyswk07vg). I will then explain the lesson for the next
few days asking students to brainstorm on ideas for their memes.
Guided Practice
In order for memes to convey meaning they must be understood within the context they have
been created. How can you as students create memes that connect you with the viewer? Think
of shared events, issues or individuals known throughout your school, city, town or country that
have meaningful content or are known as truth.
-School lunch
-Homecoming
-Gym class
-Specific teachers
-Specific peers
Keep in mind that memes made in this class should be appropriate. If you are using classmates,
or teachers in the school please ask permission before you begin.
Independent Practice
After the introduction and guided practice students will begin writing down, sketching or
brainstorming a list of ideas both visual and contextual for their own memes.
Closure
When class is ready to be dismissed I will present my own meme example to give students
something to reflect over before we meet for our next class. I will also ask them to bring two
images either taken or found online
Formative Evaluation
Students will meet with me to discuss their plans for their meme. If students are not grasping
the idea I will create a presentation for the next class period to hopefully give them more clarity
and understanding of the lesson.
Classroom Management Procedures
Students will be required to turn in sketchbooks or thought journals before class is dismissed.
Ten rough ideas will be due by the end of class. I will be making frequent trips through out the
room checking for progression and understanding.
Day of the Lesson Day two
Introduction/Motivation:
After the class has taken their seats I will start the Youtube video about the evolution of
communication (http://www.youtube.com/watch?v=mvxw1TynuTk).
Guided Practice
Your peers should easily understand the memes you are creating. Thus take the
following into consideration.
-How can memes be a source of communication amongst the masses?
-Think of the memes you are familiar with, how do these convey the same message with many
different people?
-What makes them work?
-Who or what is the source material?
Independent Practice
Student workday continue developing ideas. When ready come to me for approval. After
Clearance is given students will go to the computer lab to work or create their memes at home.

Closure
Next time we will be presenting our memes, please be ready to explain artistic and contextual
choices made. We will be presenting on the projector so please have your file available via
email, flash drive, or disc.
Formative Evaluation
Throughout the period I will be checking in with students to make sure they are headed in the
right direction. We will discuss strong ideas and weed out the weaker ones. If more time is needed I
will be available after school before our presentation day.
Classroom Management Procedures
I will be making frequent trips throughout the room checking on student progress. After
students have their final ideas ready they must check in for approval and computer clearance.

Day of the Lesson Day three

Introduction/ motivation:
After the class has entered the room we will start presenting.
Guided Practice
While the students are presenting we will pause every now and then to discuss content and how
effective each particular meme is. Student and classroom feed back will be necessary for this step. If
the meme is effective the response from the class should be more evident.
Independent Practice
After Ive gone through several student critiques I will let the class take over while I sit back
and observe the interactions. Students will be graded on participation, communication, and applying
what theyll have learned about modern day communication.
Classroom Management Procedures
Students will be respectful during critiques and rude comments will not be tolerated.
Closure
The last 10 minuets of class will be spent reflecting upon their work.
-What are some improvements you could have made to make your meme more understandable?
-What do you feel you did well?

X. Summative Assessment and Evaluation:

Assessment should align with the objectives and instruction. Consider multiple ways the lesson might
be assessed throughout its course. Allow the students to be involved in assessment. Be sure to
determine how progress will be reported to students, administrators (if applicable), and parents. The
student should be aware of his/her own progress. You MUST include the specific assessment
instrument (rubric designed specifically for your lesson/unit, specific checklist, quiz, or exam, . . etc.)
Turning an objective into a yes/no question (i.e., Did the student?) is never an appropriate
assessment method. Be able to answer each question:
What do I want to know?

How will I know it?

How will I record it?

XI. Interdisciplinary Connections:

History of human communication and interaction
Computer skills
Communication skills
Presentation-public speaking
XII. References & Resources:
http://www.edelman.com/post/memes-and-the-history-of-communication/
http://www.youtube.com/watch?v=b9Zyswk07vg
http://www.youtube.com/watch?v=mvxw1TynuTk
http://www.cedfa.org/new-teks-2015/art-teks/
XIII. Art TEKS
117.202. Art, Middle School 1, Adopted 2013.
Foundations: observation and perception- identify and illustrate concepts from direct observation,
original sources, personal experiences, and communities such as family, school, cultural, local,
regional, national, and international;
Creative expression- produce artworks, including drawings, paintings, prints, sculptures/modeled
forms, ceramics, fiber art, photographic imagery, and digital art and media, using a variety of
materials.
Historical and cultural relevance- identify examples of art that convey universal themes such as
beliefs, cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;
Critical evaluation and response- analyze original artworks using a method of critique such as
describing the artwork, analyzing the way it is organized, interpreting the artists intention, and
evaluating the success of the artwork; /// understand and demonstrate proper exhibition etiquette.

XIV. National Art Standards

VA:Cr1.1.6a - Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr1.2.6a - Formulate an artistic investigation of personally relevant content for creating
art.