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Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)


Print First and Last Names: _____Breannah Gammon_________ _______Tamara Duran______________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The instructor will design these
pairings with students interests and experiences in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative
inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also by the due date, the
completed Unit Plan and appendices should be emailed to peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT,
click on ART 135, click on Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from underrepresented populations:


Nylon and wire sculptures Toshiko Horiuchi MacAdam

Lesson Overview (~3 complete sentences):


After creating a planning drawing where students create a pattern that represents a relationship or relationships they have in their lives, the students will first
create a wire skeleton, keeping in mind the planes they will be creating. Next the students cover the wire with the nylon, then they will put 2-3 coats of gesso
onto the nylon. Once the gesso has dried and the sculpture is hard, the students can paint the sculpture with tempera paint, including the pattern they made.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
By asking to students to create a pattern that relates to the big idea of relationships, we are using their personal experiences to create more meaningful art.
By asking students to consider the shapes and planes, we are accessing their knowledge of these formal elements.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. Relationships can have many forms 1. What kinds of relationships do we have throughout life?
2. Relationships help to shape our experiences 2. How have your relationships, of all kinds, helped to shape your personal
3. Relationships are meaningful experiences?
Lesson Plan Template 2

4 Relationships can change over time 3. What makes relationships so meaningful?


4. How have your relationships changed as you have gotten older?

Visual art content and multicultural Lesson Objectives: What you want the Align Formative and Summative Assessments with Lesson Objectives from left
students to do. column. Please submit at least one rubric per Lesson for a total of three or
Helpful resources: more per Unit.
Objectives tutorial: 1. How will you assess the Lesson Objective? What will you be looking
http://www.teachervision.fen.com/curriculum-planning/new-teacher/ for?
48345.html?for_printing=1&detoured=1): The students will use the Ideal Solution assessment strategy described
Five Approaches to Multicultural Education: on page 93 of Beatties , Assessment in Art Education. Before beginning
https://www.education.com/reference/article/multicultural-education the project, students will envision their ideal final product, making a
/#C drawing with notes about what criteria will lead to a successful solution
1. Visual Art: The students will (TSW) be able to create sculptures utilizing of the task. They will rank their criteria based on importance to
wire, nylon, and paint.
resolution. Instructors will collect the drawings and return them after the
2. Visual Art: The students will (TSW) be able to create meaningful imagery
students have finished their project. The students will then decide which
within patterns.
3. Multicultural: The students will (TSW) be able to express how their
criteria actually ended up being most essential to their success.
relationships can inspire their art. Instructors will then compare the original and final ranking.
National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.
1. Creating: VA:Cr1.2.IIa - Choose from a range of materials and methods of ___1.0 Artistic Perception:
traditional and contemporary artistic practices to plan works of art and _x__2.0 Creative Expression: 2.1 Solve a visual arts problem that involves the
design. effective use of the elements of art and the principles of design.
2. Presenting: VA:Pr5.1.7a - Based on criteria, analyze and evaluate ___3.0 Historical & Cultural Context:
methods for preparing and presenting art. __x_4.0 Aesthetic Valuing: 4.1 Articulate how personal beliefs, cultural
3. Responding: VA:Re.7.1.Ia - Hypothesize ways in which art influences traditions, and current social, economic, and political contexts influence the
perception and understanding of human experiences. interpretation of the meaning or message in a work of art.
4. Connecting: VA:Cn10.1.IIa - Utilize inquiry methods of observation, ___5.0 Connections, Relationships, Applications:
research, and experimentation to explore unfamiliar subjects through
artmaking.
Lesson Plan Template 3

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the columns below.
concentration area(s) and/or medium(s): Have Purchase
1. plane- an area of a two-dimensional surface having determinate
extension and spatial direction or position tempera paint nylon
2. pattern - Pattern is an underlying structure that organizes surfaces or gesso wire
structures in a consistent, regular manner. Pattern can be described as a small wood or cardboard base
repeating unit of shape or form, but it can also be thought of as the
"skeleton" that organizes the parts of a composition.
3. form - At its most basic, a form is a three-dimensional geometrical figure,
as opposed to a shape, which is two-dimensional, or flat. In a broader
sense, form, in art, means the whole of a piece's visible elements and the
way those elements are united.
4. volume- "Positive space" refers to the space of the defined shape or
figure. "Negative space" refers to the space that exists around and
between one or more shapes. A "plane" in art refers to any surface area
within space. ... Art makes use of both actual and implied volume.

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the new
concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the
students prior knowledge?
We will begin by discussing the big idea of relationships in small groups. Breaking the class into these groups could be done by simply working with the 3-4
people around them, this should only take around 2-3 minutes to get settled. They will answer some of the essential questions. The students will discuss for
five minutes. Then, the students will be asked to design a pattern or symbol that represents something about relationships they have just reflected on. They
can simply make sketches of these in their notebooks. They will be given 5 minutes to create a simple idea. Next, the instructor(s) will introduce the project,
explaining the steps with a powerpoint and handouts with the same information. The students will create a drawing with notes about what will make a
successful piece and prioritizing each aspect, they will have another five minutes to do so.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain
and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
Lesson Plan Template 4

Teachers will show the students how to attach their wire to the base and demo some different ways to work with wire (twisting, combining pieces,
etc.) After this, the students will gather their materials which will already be prepped and put out for them.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will you ask
students to facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Lesson
Objectives)?
Students will begin by creating the wire skeleton , twisting and bending to achieve the desired shape. Instructors will be walking around, observing and
checking in with students as they create their shape. In total students can take an hour in class (or one class period) to construct their wire skeletons. During
the next class session, students will apply the nylon layer and paint on layers of gesso which will already be place don their tables with brushes. This will take
roughly thirty minutes total.

3. Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate
understandings and engage in inquiry with peers?
While the gesso dries. students will talk in groups about each other's pieces thus far. Discussing the formal elements as well as their plans for the rest.

Finally, the students will paint their sculptures with tempera paint. Instructors will have put out various colors of paint and the students, group by group, can
come gather what colors they will need on a pallette. It may take two class periods to complete this step.

4. Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding
to novel situations? What will the students explore independently?
Students will revisit their drawing and notes about their ideas for making their pieces, comparing what they actually found conducive to their
successes ( will be used by instructors for assessment)

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts and
Lesson Objectives) for the day?

Their review of their ideal will be a wrap up of the lesson.

Please respond to the following questions thoroughly and in complete sentences.


1. How will you adapt the various aspects of the lesson for students with disabilities?
Materials could be adapted with softer wire which would be more malleable for those who cannot handle the thicker wire as well.
Lesson Plan Template 5

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will need to figure out how to create their wire skeleton in such a way that will stand and keep its shape under the nylon. They may also need to
adapt their plans for the painted pattern once they see how the form has turned out.
3. How will you engage students in routinely reflecting on their learning?
By continuously checking in with students as they work and asking them to discuss with their partners half way through, they can stay engaged with their
work and keep reflecting on what is happening with their work.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We will not be using any materials or procedures that are advised against or that are listed as hazardous.

Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from


http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf

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