SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK
Name Kathleen Adler
Subject Art Education
Grade Level 9-12
Date/Duration
Big Ideas The Skills, Techniques, elements and principles of the arts can be
learned, studied, refined and practiced.

Essential Questions How do artist refine their skills to carry out intention in their
artworks?

PA/Common
Core/Standards
Artists refine skills and techniques to carry out their intentions in
their artworks
Create an artist statement that explains the intent of their
artworks

Objectives

Bloom's Taxonomy

Webb's Depth of
Knowledge (DOK)
Drawing a piece of Pablo Picassos drawing of Igor Stravinsky
which will be drawn upside down.
A- Audience; Students
B- Behavior- Interpreting
C- Condition-Individually
D- Degree- To understand how your brain shifts from the left to
the right. It is a sort of meditation.

Formative &
Summative
Assessment
Evidence
When Drawing this picture of Igor Stravinsky you will be doing it
upside down so your brain can shift from the left to the right side
of the brain
This exercise will help you improve the way your brain will
switch from left to right
Do not focus on any interpreted pictures; just think that they are
lines and nothing else but that start anywhere.
I want the students to feel like a state of calm and meditation from
this exercise
Also that they need to switch their brains more controllably and
swifter.

ISTE Standards for
Students

Framework for 21st
Century Learning
Creativity and Innovation
I am teaching the kids to widen the way the think with their brain
I want them to have a more rapid brain switch from the left to the
right.


Accommodations,
Modifications
For an ADD/ADHD child I would have them take a break or even
play music in the background so they can keep calm and collected.
Also having the student to have freedom to leave if they get
frustrated will also help, I know that they will get frustrated but
you have to let them work it out.
A hearing impaired/Deaf child will need either a microphone that
will be located on the teacher or have a sign language person
come in to sign to them. Even though I know I want to learn sign
language I know right now that I am neither certified nor fluent in
it.
Below Reading Level child really wouldnt be a different in my

class we really dont read, directions are usually verbal. They
would have accommodations if we had to write about the
elements of art, or critiques of their own artwork.
SUPERVISING
TEACHERS
SIGNATURE






Seton Hill University Lesson Plan Template Step-by-Step Procedures
RATIONALE for the
Learning Plan


CK
Introduction Activating Prior Knowledge
Drawing is a way of your brains left side to express and copy
what you are seeing.
Hook/Lead-In/Anticipatory Set
We are going to be drawing but this time flipped upside down.

Explicit
Instructions
Big Idea Statement
We are going to practice drawing but with a flipped image
Essential Questions Statement
When we practice drawing we use the left side of the brain
when we flip an image we are flipping our brain to the other
side so the right for this matter. You cant look at this as
challenging or hard but just as an exercise to help train your
brain.
Objective Statement
Picasso drew this picture of Igor Stravinsky in 1923;
Stravinsky is a composer and pianist from Russia.
Picasso drew him when he moved to France for a short period
of time.
Picasso had a series of drawings of the composer and so
happens that it turned out the be very interesting to flip
upside down.
You will be working by yourself drawing out the image of
Stravinsky
Transition
Start to pass out paper and pencils and show them the image
of Igor Stravinsky.
Key Vocabulary
L Mode- Left side of your brain which you use most of the time
when you think, write, and anything else that is logical
R Mode- The right side of your brain, which deals with making
connections, keeping insight, and seeing everything as a whole.

Lesson Procedure
Must include
adaptations &
accommodations
PreAssessment of Students
The paper cannot be flipped until after the drawing of
Stravinsky is completed.
The Image should be surprisingly the same to the actual

for students with
special needs
drawing of Stravinsky
Modeling of the Concept
The Image should be flipped and started to be drawn, remind them
that they should not think of the image parts as a face or a hand but
to think of them as lines and just draw them the way it seems.
Guiding the Practice
The students will get the paper
The students will get pencil and sketch paper
Then they will flip the image of Igor Stravinsky upside down
Then they will go off and draw the image
When they are completed the student will get instruction to
flip their drawing over and see how similar the drawing is to
the picture.
Providing the Independent Practice
They are going to be working quietly and trying to get their brain
to flip to the right side of their brain
Transition
Start the timer and see where the students go from there
Adaptations/Accommodations for Students with Special Needs

Evaluation of the
Learning/Mastery
of the Concept
Formal Evaluation
They should be working and seeing them switch to the right side of
the brain, will be more of a meditation state for them.
The students have the paper still flipped and drawing to the finish
point
Informal Evaluation
Seeing them draw and the brain flipping should be a sight to see
Also seeing them improve on what they are drawing

Closure Summary & Review of the Learning
Have them flip the Picture and their drawing around to see
how they did, they will be surprised of how their image turned
out if they had the brain flip happen.
They will also see if they made any mistakes and how they can
fix it in an actual drawing.
Homework/Assignments


Reading Materials
Technology
Equipment
Supplies
Paper
Pencils
Igor Stravinsky Drawing by Pablo Picasso


Teacher
Self-reflection
I really need to explain in a more thorough manner about the
elements they are learning.