Enduring
Understandings/Generalizations:
In what ways does line play a role in our
everyday lives?
Meaning
Essential Questions:
A- Benchmark: Use written and oral communication to critique personal artwork and
the work of others.
Students will know
Students will be able to
Resources/Materials:
Materials:
-Interactive Journals (Sketchbooks)
-Imagination Worksheet
-Pencil (2B or 4B)
-Eraser
-Fine point black felt tip marker
-Colorered pencils
How will you integrate diagnostic assessment or assess student prior knowledge in this unit?
This is the beginning unit for the introduction to art education high school course. Prior to this unit, students
worked in their international baccalaureate processing journals; this is a journal that the students include their
global contexts in and relate their artistic self too. Students were to use line to create and About Me page. On
this page, they included pictures, symbols, and words that demonstrate who they are in conjunction with the
world.
What types of diagnostic strategies will you use (pre-test, KWLs, concept-maps, Thinking Maps, etc.)?
-Discussion: Types of line they notice in artwork. (Pre-test of Who Am I assignment to get students using line
and exit slip to talk about how they used line three different ways.
-Compare and contrast the similarities and differences of doodles versus Zen tangles. (Vin-Diagram)
What will you do if a student(s) has demonstrated mastery of the knowledge or skills you plan to teach?
-If a student demonstrates the mastery of understanding basic line concepts, they will be asked to move into
elevated uses of line: thin and thick, dark and light. They will be focusing on differentiated their use of line.
How will you make sure that students are learning your goals/objectives/enduring understandings throughout
the unit?
-Throughout the unit, we will discuss, evaluate, select, defend, and analyze the use of line through our own
works of art as well as other artists work.
How will you use assessment to help scaffold student learning in this unit?
-I will use feedback from each class period to develop any scaffolding that needs done immediately or for the
next class period. The main focus will be trying to use lots of visuals to reach the ELL students.
How will you summative assess student learning in this unit (end-of-unit test, essay, interview, performance
assessment)?
Performance Assessment: Henna Hand & Zentangle Living Object
Henna Hand Assignment Sheet.docx
Will you have multiple assessments (one for knowledge and one for skills)?
-I will be using a rubric that assesses their use of the skill as well as a written (or oral) component that focuses
on their understanding of demonstrating their use of line.
Who Am I 1 class
Line Lesson Plan- Who Am I.docx (Lesson Plan for next two class periods included.)
-Examples of Zentangles
Example:
Example: