The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski
Week of: April 28 to May 11, 2015

Course/Grade: Visual Arts I 1st, 4th,

5th,6th
Unit Name: Deconstruction Painting

Common Core/ NM Content Standards: NMVA1, 2, 4, 5, 6, 7,8

Essential Question(s):
How can I creatively deconstruct and
reconstruct 2 original paintings into
one new piece?

How can I reconstruct one realistic

and one abstract painting into a
new piece?
How can I use contrast, color
balance, and geometric forms (as
opposed to organic)?
How can I neatly reconstruct a
painting using the grid system?
How can I successfully used mixed
media (charcoal and watercolor)?
Other considerations (modifications,
accommodations, acceleration,
etc.):
Students needing help will get
assistance from me or another
student
More advanced students can do a
series of pieces or help others

Connections (prior learning/prior

knowledge):
Students are familiar with abstract
vs. realistic paintings
Students are familiar with working
with charcoal and watercolor

Resources/Materials
Teacher: Examples from website:
http://kristindudish.blogspot.com/2011/0
6/paint-party-friday-one-paintingendless.html
Students: 2 pieces of 9 x 12 watercolor
paper, charcoal, watercolor, reference
image for realistic piece
Assessment (How will you monitor progress and know students have
successfully met outcomes?)
Daily: Daily observations of students doing artworks
This Week: Completion of final pieces
Unit: Completion of deconstructed/reconstructed piece
Time allotted
TUESDAY APRIL 28
Learning Target- TSW learn about
how to create a realistic charcoal
drawing using a variety of line.
TSW know this after he/she has
at least 3 different lines in his/her

Lesson activities for instructor and

students
Do Now: Do you know what the words
deconstruct and reconstruct mean?
I.
Discuss definition of deconstruct and
reconstruct
II.
Show students website example
http://kristindudish.blogspot.com/2011
/06/paint-party-friday-one-painting-

piece.

endless.html
Discuss project
1--Students will do 2 artworksone
realistic drawing with
charcoal/charcoal pencil (portrait,
object, landscape, etc.and one
abstract piece with watercolors.
2Students will draw 1 x 1 or 2 x
2 grid on the back of the pieces of art
3Cut out with scissors or paper
cutter
4Glue back together how you would
like (back in correct order, random,
etc.)
5Cover with Mod Podge to seal
V. Start working on realistic piece with charcoal
discuss how to observe carefully, use a variety
of line, spraying piece with fix, etc.
(1F)Embedded Formative Assessment: One on one check
on realistic charcoal pieces
(1B)Closing Activity: What does deconstruct mean?
Do NowTake out charcoal drawing and
continue
I.
Continue on realistic drawing. When
finished, spray with fixative.
II.
Draw grid on back of charcoal piece
then cut up.
III.
Use rubber band to hold pieces and
put in your drawer.
IV.
Start on watercolor painting. Be sure
to have contrast in color, value, and
line
(1F)Embedded Formative Assessment: One on one check
in on doing grid on back of charcoal piece.
(1B)Closing Activity: How can you create a perfectly
square grid?
Do NowTake out abstract piece and continue
painting
I.
Continue painting abstract piecebe
sure to create contrast in either value,
line, or color
II.
Allow to dry
III.
Start gridding on back of piece using
method for perfectly square grid
(1F)Embedded Formative Assessment: One on one check
III.
IV.

WEDNSDAY APRIL 29
Learning Target- TSW learn how
to draw a perfectly square 1 x
1 grid onto paper. TSW know
this after using a gridding
technique and his/her grid is
drawn perfectly square.

THURSDAY APRIL 30
TargetTSW learn how to create
contrast in an abstract
watercolor painting. TSW know
this when his/her painting
incorporates contrast in either
line, shape, color, or value.

FRIDAY MAY 1
Learning Target- TSW learn how
to create a new art piece from 2
different pieces by developing a
unique arrangement. TSW know
this when he/she has
Reconstructed his/her pieces into
one final one.

MONDAY MAY 4
TargetTSW learn how to glue
pieces carefully in order to follow
a perfect grid in a newly
reconstructed piece. TSW know
this when his/her piece is glued
together in a perfect grid.

TUESDAY MAY 5

WEDNESDAY MAY 6

on abstract painting
(1B)Closing Activity: How can we create contrast in
an abstract piece?
I.
Finish gridding abstract painting
II.
Cut out painting with paper cutter or
scissors
III.
Start experimenting with
Reconstructing the charcoal and
watercolor pieces together
(1F)Embedded Formative Assessment: One on one check
on pieces being sure pieces are being cut out neatly
(1B)Closing Activity: How many different interesting
arrangements can you find for the newly
reconstructed painting?
I.
Show students tips on how to glue the
painting together carefully, following a
perfect grid
II.
Continue gluing together newly
Reconstructed piece
(1F)Embedded Formative Assessment: One on one check
in on students gluing newly reconstructed art pieces
(1B)Closing Activity: How can you be sure your pieces are
glued together neatly and carefully to reflect a perfect
grid?
I.
Show students tips on how to glue the
painting together carefully, following a
perfect grid
II.
Continue gluing together newly
Reconstructed piece
(1F)Embedded Formative Assessment: One on one check
in on students gluing newly reconstructed art pieces
(1B)Closing Activity: How can you be sure
your pieces are glued together neatly and
carefully to reflect a perfect grid?
III.
Show students tips on how to glue the
painting together carefully, following a
perfect grid
IV.
Continue gluing together newly
Reconstructed piece
(1F)Embedded Formative Assessment: One on one check
in on students gluing newly reconstructed art pieces
(1B)Closing Activity: How can you be sure
your pieces are glued together neatly and
carefully to reflect a perfect grid?

THURSDAY MAY 7

FRIDAY MAY 8
TargetTSW learn how to
participate effectively in a
critique. TSW know this once
he/she makes at least 3 strong
comments about his/her peers
work.
MONDAY MAY 11
TargetTSW learn how to
participate effectively in a
critique. TSW know this once
he/she makes at least 3 strong
comments about his/her peers
work.

V.

Show students tips on how to glue the

painting together carefully, following a
perfect grid
VI.
Continue gluing together newly
Reconstructed piece
(1F)Embedded Formative Assessment: One on one check
in on students gluing newly reconstructed art pieces
(1B)Closing Activity: How can you be sure
your pieces are glued together neatly and
carefully to reflect a perfect grid?
Do NowTake out pieces and prepare for
critique
Critiques
(1F)Embedded Formative Assessment: participation in
critique
(1B)Closing Activity: Do you feel you better understand
your chosen element now that you created a painting
inspired by it?
Do NowTake out pieces and prepare for
critique
Critiques
(1F)Embedded Formative Assessment: participation in
critique
(1B)Closing Activity: Do you feel you better understand
your chosen element now that you created a painting
inspired by it?