Lesson Plan Template 1

Visual Art Lesson Plan

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

Print First and Last Names: Celina Gonzalez , Martha Oaks , Melissa Maccini

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: Gallery Walk Inspiration Artists, including those from underrepresented
populations:

Lesson Overview (~3 complete sentences):

Our Lesson consists of Collage and Assemblage mediums. The Students will go over the materials available to work on their
collage or assemblage piece. They will be shown a demo on how to use materials. Followed by a couple of ways to adhere
materials to a surface.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning?
Students will receive a work sheet to bring forward their knowledge by assessing peers work in the classroom. They silently go
asses the work and right it down. The students will share in groups what they wrote down about a peers work.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
1. Collage and Assemblage allows for easy exploration. ended questions.
2. The way artist use collage and assemblage can vary. 1. How can collage help students gain a sense of self?
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3. Image, symbols, and colors are used to evoke a 2. In what ways can collage and assemblage help student think
feeling. critically?
4. Assemblage can sometimes consist of more than 3. What are the limitations of collage and assemblage?
one artist. 4. In what ways has collage made a political statement?

Visual art content and multicultural Lesson Objectives: Align Formative and Summative Assessments with Lesson
What you want the students to do. Objectives from left column. Please submit at least one
Helpful resources: rubric per Lesson for a total of three or more per
Objectives tutorial: Unit.
http://www.teachervision.fen.com/curriculum-
planning/new-teacher/48345.html?
for_printing=1&detoured=1):
1. Visual art will be assessed through the students ability
Five Approaches to Multicultural Education:
to use vocabulary words when taking about their own
https://www.education.com/reference/article/multicultura
l-education/#C work or the work of others.
1. Visual Art: The students will be able to refer to the
artist shown during VTS and by knowing the materials 2. Visual art will be assessed when students demonstrate
available to them they will be able identify themselves the ability to recognize collage and assemblage work.
as artist.

2. Visual Art: The students will be able to use materials 3. Multicultural will be assessed when students can
provided to them or materials they want to bring from recognize or relate their culture to their work.
home to create a greater since of connectivity between
the artist and the work.

3. Multicultural: The students will be able to reflect on

cultures they know or are currently learning about.

National Core Art Standards: Visual Arts (3-4): Please
list number and description of Anchor Standard.
1. Creating: HS Proficient VA:Cr3.1.Ia
Apply relevant criteria from traditional and
contemporary cultural contexts to examine, reflect on,
and plan revisions for works of art and design in
progress
California Visual and Performing Arts Standards (grades 7-
12 only) (2-5): Check all that apply and add number and
description of applicable content standard.
___1.0 Artistic Perception:
Processing, Analyzing, and Responding to Sensory Information Through
the Language and Skills Unique to the Visual Arts.
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Analyze Art Elements and Principles of Design

2. Presenting: HS Accomplished VA:Pr6.1.IIa 1.3 Identify the elements of art (line, color, shape/form,
Make, explain, and justify connections between artists texture, value, space) in the environment and in works of
or artwork and social, cultural, and political history. art, emphasizing line, color, and shape/form.

3. Responding: HS Accomplished VA:Re9.1.IIa ___2.0 Creative Expression:

Determine the relevance of criteria used by others Creating, Performing, and Participating in the Visual Arts.
to evaluate a work of art or collection of works. Skills, Processes, Materials, and Tools
4. Connecting: HS Advanced VA:Cn10.1.IIIa 2.3 Make a collage with cut or torn paper shapes/forms.

Synthesize knowledge of social, cultural, historical, and
personal life with art-making approaches to create
meaningful works of art or design.
___3.0 Historical & Cultural Context:
Understanding the Historical Contributions and Cultural
Dimensions of the Visual Arts.
Role and Development of the Visual Arts 3.1Describe
functional and nonutilitarian art seen in daily life; that is,
works of art that are used versus those that are only
viewed.

Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s): Have Purchase
1. Collage: The technique and resulting work of art in which fragments of paper and o Glue sticks
other materials are arranged and glued to a supporting surface.
o Liquid glue N/A
2. Assemblage: A three-dimensional composition made from a variety of o Mod podge
traditionally non-artistic materials and objects.
o Cardboard
3. Abstract: A term generally used to describe art that is not representational or o Paper
based on external reality or nature.
o Scissors
4. Background: The area of an artwork that appears farthest away from the viewer; o Paper
also, the area against which a figure or scene is placed.
o Brushes
5. Color: The perceived hue of an object, produced by the manner in which it o String
reflects or emits light into the eye. Also, a substance, such as a dye, pigment, or o Hot glue
paint, that imparts a hue.
o Xacto knifes
6. Composition: The arrangement of the individual elements within a work of art so o Pencils
as to form a unified whole; also used to refer to a work of art, music, or literature,
o Sharpies
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or its structure or organization.

7. Culture: The customs, arts, social institutions, and achievements of a particular

nation, people, or other social group.

8. Foreground: The customs, arts, social institutions, and achievements of a

particular nation, people, or other social group.

9. Medium: The materials used to create a work of art, and the categorization of art
based on the materials used (for example, painting [or more specifically,
watercolor], drawing, sculpture.

10. Papier-colle: French for glued paper, a collage technique using cut-and-pasted
papers.

11. Portrait: A representation of a particular individual.

12. Proportion: Refers to the harmonious relation of parts to each other or to the
whole. Refers to the harmonious relation of parts to each other or to the whole.
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?

Teacher will go over materials with the class and then will visually point to where the materials are. The students will
have the freedom to choose materials which will promote learning new concepts and strategies/skills. The Big idea
of the lesson will be reintroduced to refresh the minds of the students. The students will link this lesson to prior
knowledge by reflecting on the artist shown in class and seeing other students examples.

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).
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Teacher will show how to use the material to create a collage. A demonstration on how to adhere different images,
fabrics, and unusual material. An assemblage piece is already in the classroom. The teacher will point at for
students to see as an example.

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)?
The students will work independently on their collage or assemblage piece. They will learn how to place images,
symbols, and colors on their surface. Composition is a big aspect of collage and they will learn that concept. After
composing they will realize that simply gluing things down dont work as effectively at telling a story.

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?
The teacher will provide the opportunity of having students give feedback on their peers work. They will be
provided with a sheet of paper with questions that help the artist work grow. They will be put into groups and will
choose one peers work to give feedback on. All students will have some sort of feedback. The students will share the
feedback to their group and promote communication skills.

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 independently learn how to use materials, colors, symbols to create an artwork that reflects an
emotional self-portrait. They will learn deeply about who they are as a person and how they portray themselves to
the world.
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?

The teacher will announce that the students work time on the collage is two weeks which in highschools
equals to 4 class times.
During the two weeks, the teacher will go around the classroom with each to student to give feedback on
their work. The teacher on the 4th class time will announce that the project will be due the following class
time and that if students need to finish they should take it home for homework.
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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?
Students will have the freedom to explore mediums and will be given the chance to extend their project
deadlines if needs proceeds.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will think critically when looking for images for their collage. If they decide to create a collage they will
have to develop ideas on why they are using certain items, fabric, or tools. Students will also have to think about
why they are placing certain image on their collages. They will come to see that images, color and symbols have a
power messages.

3. How will you engage students in routinely reflecting on their learning?

They will be put into groups to talk about each others work and how they can develop their work.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
I will make the materials being used in class are safety regulated. I will go over the safety hazards with the students
and label the material with valuable safety information for the students. There will be posters posted in the
classroom on how certain materials can be toxic and what to do incase someone has a reaction.

Lesson Resources/References (use APA):

Patterson, Jodi A. BraveART and Teens: A Primer for the New High School Art Teacher. Harper's Ferry, W. Va.: High St., 2014. Print.
PARKS, JOHN A. POCKET UNIVERSAL PRINCIPLES OF ART: 100 Key Concepts for Understanding, Analyzing, And... Practicing Art. S.l.:
ROCKPORT, 2017. Print. Art 130. Art 133.

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