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Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Starry Night

Date

Subject/Gra
de Level

Art Grade 6

Time
Duratio
n

45 minute lessons

Unit

NA

Teacher

Cayley van Aken

Tuesday November 18th

KSAs: 1, 3, 4, 5, 6, 11

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

LEVEL THREE (GRADE 6):


Component 3: Appreciation:
Students will interpret artworks for their symbolic meaning.
Component 8: Unity:
Students will create unity by integrating the parts of a composition into a whole.
Component 3:
A. Artistic style affects the emotional impact of an artwork.
Component 8:
C. Transitions of colour, texture or tone relate the parts of a composition to a
unified whole.
F. Persuasive colour, texture or tone can unify a composition

LEARNING OBJECTIVES
Students will:
1. Use hatching method to create movement and emotion in a piece (3.A)
2. Understand the use of hatching methods use of texture in creating unity (8.C & 8.F)

ASSESSMENTS
Observations:

Discussion of impressionist style (LO 2)

Key Questions:

How does impressionist style influence artwork?


How does the hatching style influence the starry night scene?
Art piece using impressionist style (LO 1)

Products/Performan
ces:

LEARNING RESOURCES CONSULTED


Alberta Program of Studies Fine Arts

MATERIALS AND EQUIPMENT

Oil pastels
Paper
Pencils and erasers
PowerPoint with exemplars

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1

Set out materials and set up PowerPoint


Introduction
Have my exemplar on the board as students enter
Have any of you guys seen this painting before?
Do you know who its by?
What do you know about this style?
Im going to show you a lot of examples of impressionist
artwork and then were going to move on and youll make your
own pieces.
Switch PowerPoint slide to impressionist exemplars.
Body
PowerPoint:
Go through examples of impressionist art. Ask students what
effect the style has on the paintings. Identify the features of the
hatching style and use of lines and minimal detail. Do an
example on the board of pointillism vs. hatching. Make sure
students understand that you expect purposeful lines rather

Adapted from a template created by Dr. K. Roscoe

Time
30
seconds
2 minutes
20
seconds
Time
8 minutes

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities

Lesson Plan Template ED 3501 (Version C)


than dots. Explain that it will be easier for them to do the
project using these lines.
Give me a five-finger rating with five as understanding and one
or zero as not understanding for how you feel about this art
style.
Assessment: Conversation that reveals understanding of short
strokes of unmixed colour in the style. Five finger rating. (LO 2).
Differentiation: Allow students to contribute by show of hands,
during project time if students dont understand come around
and look at the style in smaller groups.
Introduce Project:
Show exemplars to the class.
This project allows students to choose between recreating
Starry Night and adding one personal change (this can be an
added object or changed piece such as colour) or using the
impressionist style and creating an original piece.
Have students work on their projects for the remainder of class.
5 minutes
They should start by penciling the outlines of the piece and
(Into)
moving on to oil pastels when theyre done. Have them show a
teacher before moving on to oil pastel. This class is small and
Rest of
monitoring progress should be easier than the 3-6 class was.
class for
This project will last at least three classes.
work
Remind students that with oil pastels they need to make sure
the pastel doesnt get on their desks by putting paper around
the edges of their work.
If students are beginning to work on their oil pastel and are
using pointillism instead of impressionistic lines, call back
classs attention and model the lines on the board.
Assessment: Student work shows effort to follow hatching
technique. This is revealed through shorter, thick, purposeful
lines.
Differentiation: Allow each student to express themselves to
their truest potential. Encourage all students to try their best to
create their best work. In art there is no I cant or I wont
because everyone can create beautiful and personal artwork.
Closure
Can you give me a five-finger rating for how you feel about this
project?
Great work on your pieces today. Well work on them for the
next few classes.

Time
30
seconds
30
seconds

Pack up materials and go to your next class.

1 minute

Students can continue to work on their quilling nametags if they finish their
Starry Night pieces. (This will be in a later lesson.)

Reflections from the lesson (Art Nov 18th)


Because of the Christmas program my grade 3-6 art class has been split into grades 3-5 and
grade 6 separately, as the elementary students have song practice one day and the grade sixes have
it on opposite days. This means that I will teach the same amount of classes, but each grade will
have art less often. I am actually excited about the change because it allows me to work on more
advanced projects with the grade six class while the younger students can work on more
manageable projects.
I started Starry Night with some history about the Impressionist art movement, and the
students were really interested in answering my questions and analyzing the movement of the lines
and the lack of details. They also expressed interest in gesture drawings, which I will absolutely use
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)


as an activity in a future class. I found the class excited about the project and really invested in their
drawing. They had limited experience with oil pastels, and some hadnt used them at all, which was
actually awesome because the smaller class allowed me to really sit down and explore the material
with those who were new to it. I think Impressionism is an awesome place to start with these kids
because the style allowed them freedom to work without worrying about realism or details.
One of the strongest parts of the lesson was that I had personal exemplars to show the class. I
originally created this project for my art camp this summer, so I had exemplars to show them that I
had made myself and ideas to share from what other students had done. I think the kids liked to see
my exemplars because it not only proved to them that I am artistic and therefore competent in this
subject, but also because it gave them a concrete example of what I was asking them to do. I think
my exemplars acted similarly to a personal story and really had an impact with the students.
The difficulties in this lesson were the new material and the students accepting the style. I
found the new materials to be exciting and the students were willing to work with them, but I hadnt
anticipated that there would be students who had never worked with them before. It didnt throw off
my lesson very much, but it was something that I hadnt anticipated. Using the art style in their own
work was something that some students picked up on right away, while others struggled with the
idea of relinquishing details. I had to remind students of the features of the style that they had
identified when we were looking at exemplars on the SMART Board, including a lack of detail and
limited mixing of colours. In the rough drafts of some students there was too much detail for them to
have a successful experience with the oil pastels, which is so important if its their first experience
with the medium. Additionally, it was hard for some students to remember to use strong, purposeful
lines of different colours instead of colouring an entire area with one colour. For most of these
students though, it only took a bit of exploring with the oil pastels for them to become more
comfortable and then change their approach.
This project will continue until the class is finished, which may be two weeks simply because
they now only have art twice a week because of song practice.

Adapted from a template created by Dr. K. Roscoe