Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Silhouette art

Date

November 19, 2014

Subject/Grade
Level

Grade 4/5 Art

Time
Duration

2 ~ 50 minute lessons

Teacher

Mr. Stephen Bore

Unit

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

AN INDIVIDUAL EXPERIENCE
The individual is at the centre of visual education. Each student is special, with a need for
recognition and a need to develop self-confidence. Each pupil may enter the program at a
different stage or level and each may progress at a different rate. Art education is ultimately for
the self-realization of the individual, developing the ability to see, understand, react, create,
appreciate and reach.
A VISUAL EXPERIENCE
Seeing is a discipline that can be fostered. Visual education speaks to systematic instruction in
perceptual skills: how we see, interpret, discover relationships, and make decisions.
A LEARNING EXPERIENCE
Art education involves skill development in the areas of drawing, painting, print making,
sculpture and fabric, photography and technographic arts in order to extend the childs
capabilities to express oneselfcommunicate through image making. Art education is the
acquisition of knowledge through the elements and principles of design from functional and
fine arts contexts. Art education is a schema of instruction.
DEPICTION
Component 6 QUALITIES AND DETAILS:
Students will refine surface qualities of objects and forms.
Concepts
A. Texture can be represented from a range of different studio techniques.
B. Colour can be made to appear dull or bright.
C. Gradations of tone are useful to show depth or the effect of light on objects.
D. By increasing details in the foreground the illusion of depth and reality can be enhanced.
COMPOSITION
Component 7 EMPHASIS:
Students will create emphasis by the treatment of forms and qualities.
Concepts
A. The centre of interest can be made prominent by contrasting its size, shape, colour or texture
from the other parts of the composition.
B. Format can be adjusted and composition tightened by editing or cropping the unnecessary
areas from the edges of a work, after it is completed.
C. Details, accents and outlines will enhance the dominant area or thing.
EXPRESSION
Component 10 (i) PURPOSE 1: Students will record or document activities, people and
discoveries.
Concepts
A. Everyday activities can be documented visually.
B. Special events, such as field trips, visits and festive occasions can be recorded visually.
C. Family groups and people relationships can be recorded visually.
D. Knowledge gained from study or experimentation can be recorded visually.
E. Local and provincial events can be recorded visually.
PURPOSE 2: Students will illustrate or tell a story.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Concepts
A. A narrative can be retold or interpreted visually.
B. An original story can be created visually.
C. Material from any subject discipline can be illustrated visually.
PURPOSE 4: Students will express a feeling or a message.
Concepts
A. Feelings and moods can be interpreted visually.
B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.
PURPOSE 5: Students will create an original composition, object or space based on supplied
motivation.
Concepts
A. Outside stimulation from sources such as music, literature, photographs, film, creative
movement, drama, television and computers can be interpreted visually.

LEARNING OBJECTIVES
Students will:
1. Create an original picture based on a theme

ASSESSMENTS
Observations:
Key Questions:
Products/Performances:

How did you choose which type of picture to do?

Silhouette art work

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

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

Introduction
PPT with example pictures

Body
Step 1: Draw the Silhouette
Each student will brainstorm a winter scene and then lightly draw an
outline in pencil. The scene must be winter or Christmas themed. What
you do with that theme is up to you. You can tell a story with your scene.
Ideas include- a winter landscape- day or night, a city park or street
scene- using perspective possibly, a window into a home with a scene
in the window, etc.
Please keep the scenes simple and avoid details. The scenes should take
up 1/3 of the bottom half of their papers. Its ok to draw inside the
outlines, because you will ll the shapes in with black paint later.

Time
3 minutes

Time

2- 50 minute
lesson
periods

Step 2: Colour the Silhouette Black

Students will colour or paint in the entire outlines with black using
pastels or tempera paint. Be sure to keep as much detail as possible by
painting carefully and extend the black all the way to the bottom of the
papers. Let the black paint dry.
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Step 3: Create the background
Choosing a color scheme of either warm or cool colors, students will use
chalk pastels to show value in the sky. The lighter color will highlight
the most important part of the drawing, and colors will blend out,
lightest to darkest, on both sides.
Encourage students to be careful not to get chalk on the black paint.
Students can blend with their ngers, or with the pastels themselves.
Tip: The chalk step is last because its messy! You may want to laminate
or spray these to keep the chalk from getting everywhere.
Assessments/ Differentiation:

Closure

Time

Assessment of Learning:
Feedback From Students:
Feedback To Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson

Adapted from a template created by Dr. K. Roscoe