Lesson Plan Title: Guess My Emotion

Length: 1 class period

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the
unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to
get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the
concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient
skill/knowledge.
Can students look at pictures of faces and name the emotions?
Can students identify colors that represent emotion? Can they explain why this happens?
Can students identify line that represents emotion? Can they explain why this happens?
Can students use gluesticks to make a collage? Can they use scissors to cut paper?
Can students guess what emotions artists were seeking to represent by interpreting and talking about use of color and line?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role
and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Today in art we are all going to play a game! Your job is to communicate with your classmates without using any words at all. You have to use your art and
only your art! You will be trying to get someone else to guess a specific feeling just by looking at your art. You are going to make a collage from different
colors, and also cut out a shape to represent your feeling. At the end of the class we will all play the game and see if we can communicate through our art.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might
include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions,
Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
shape, color, line, emotion/feelings, communication/language, negative and positive space

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only
link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal.
Art is a visual language
Artists use color and line to evoke an emotion in the viewer
Artistic intent is decided by the artist, but viewers of art interpret what art means
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend

2. Envision and Critique to Reflect

3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning
and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art
learning: _____ -Numeracy, Literacy, and/or Technology)
Given an image of a facial expression, TSWBAT assess the emotion (e.g. happy, sad, angry, goofy) by describing it in one word (Blooms: evaluate,
analyze, understand; Standard:comprehend; GLE: 1.1, 1.2 (1), 1.1, (K); Art Learning: ideation,, C&EF of art; Literacy: relating pictures with words,
communicating )
After learning about warm/cool colors and complementary/monochromatic color schemes TSWBAT create a collage in a color scheme representative of
their emotion (Blooms: apply, analyze, create; Standard: create, comprehend; GLE: 3.1, 1.1 (1), 1.1, 1.2 (K); Art Learning: ideation, historical/multicultural,
materials/techniques, C&EF of art; Literacy: planning, storytelling; Numeracy: combining, opposites)
After seeing examples of how artists use shapes/lines in their artwork, TSWBAT cut out a shape with a contour line that is representative of their
emotion (Blooms: apply, analyze, create; Standard: comprehend, create; GLE: 3.1, 1.1, (1), 1.1, 3.1 (K); Art Learning: ideation, historical/multicultural,
materials, reflection; Literacy: envisioning; Numeracy: shapes, parts to whole)
After looking at the finished pieces, TSWBAT infer the emotion in others artwork using color and shape to explain/defend their choice (Blooms:
understand, apply, evaluate; Standard: reflect, comprehend, transfer; GLE: 1.2, 1.1, 2.1, 4.1 (1), 1.1, 1.2, 2.2, 4.1 (K); Art Learning: C&EF, conceptual,
reflection, assessment; Literacy: inferring, describing; Numeracy: matching (emotion with art))

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use
for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with
physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
(Multiple means for students to access
content and multiple modes for
student to express understanding.)

Access (Resources and/or Process)

express emotion through a variety of modalities

(acting, writing/words, colors, shapes)

Expression (Products and/or Performance)

what makes you [happy, sad, etc.]? draw the shape of

a physical object that makes you feel that emotion
and use the color that that thing is, e.g. soccer makes

teachers help write/spell word of emotion

Isaac and Asher receive happy because it is
simpler to represent and they are very literal thinkers

me happy, so Im going to make a black and white

background and cut out a circle (soccer ball shape)-for more literal thinkers
tell a story about your piece
act out what emotion you had

choose your own emotion to represent if the one you

got isnt working well for you/you arent motivated
by it
Extensions for depth and
complexity:

Access (Resources and/or Process)

students who typically think on a more critical/abstract
level will receive more obscure/debatable/interpretive
emotions
-Sienna: confused
-Arabelle: bored
-Leonard: nervous
-Will: confused
-Finn: bored

Expression (Products and/or Performance)

show the emotion in two different collages
write down a list of words that could describe your
facial expression rather than just one
tell a story about anothers piece
tell a story about your own piece
explain a time where you felt this emotion

cut up given paper pieces into your own/smaller shapes

and glue those down
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Vocab: positive and negative space, shape, contour line, collage, emotion
Literacy incorporation:
representing words visually/symbolically
describing emotions through words
talking about art

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.)
List all materials in a bulleted format.

different colored paper, cut into ~1 shapes and sorted by color (red, blue, yellow, green, purple, orange, black, white)

8 x 8 white paper - 26 sheets

8 x 8 black paper - 10 sheets
scissors
gluesticks
16 pictures of faces showing different emotions
sketchbooks, crayons

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be
found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
ppt with images of interior design/artwork/
sketchbook ppt example
2 teacher-made examples of the project

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
cut up different shapes of paper and sort into colors
print out faces that show emotions of:
happy
sad
mad
bored/indifferent
goofy/silly/funny
confused
distribute sketchbooks to student seats; place facial expression images face down on sketchbooks (see differentiation for emotions to give specific
students)
make sketchbook ppt example

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
safe use of scissors
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the
lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to
participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of
questions, role-playing, etc.
Today in art, were going to play a game! Its a guessing game. It involves using art to communicate without talking. You have to use only shape and color-no words.
So do you think I could communicate a feeling to you without talking? Im going to try!
-Show ppt and have them explain what emotions they get from the images
-What do you think you would feel like inside this yellow room?
-How does this cloudy gray sky make you feel?

Turn and talk to a partner and make up a story about what this is about
Well come back together at the end of class and play the guessing game!
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be
visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their
artwork.
Sketchbook activity as modeled by ppt with example:
1. draw 4 boxes
2. box 1: glue your picture in
3. box 2: write what emotion you think it is (teachers help write/spell if necessary)
4. box 3: using crayon, fill in this box with a color scheme that you think would match this emotion
5. box 4: draw some lines that could represent this emotion
Students will also generate new ideas while looking at examples of historical and contemporary examples that use shape/color in their artwork to convey an
emotion
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each

activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Day
1

Teacher prep
-tape colors on bins
-set out sketchbooks
-place emotion cards facedown on sketchbooks
-ppt and smartboard on

8:30
Discovery Board
-students TBD

Learning - Students will... i.e.: brainstorm to generate ideas;

describe detail to develop observation skills, etc. (Be specific
about what will be the intended result of the instruction as it
relates to learning.)

Students will reflect on past learning experiences and explain

discoveries they made during the lesson
Students will be reminded of some highlights and main takeaways
from last classs activity

Students will demonstrate how color makes them feel

8:35
Lesson on color
-ppt with example images of art and interior design
Sandy Skoglund (have you seen this at the Denver art
museum?), Josef Albers ( color relationships) , Mark Rothko
( emotion through color as main tool), and Amelia Caruso
(local, have you seen these electrical boxes around town?)
--how would you feel inside this yellow room?
--how did the color this artist used make you feel? what does
it make you think of?
--stand up and act out the emotion you feel from this work of
art
project
3 color schemes to choose from
--monochromatic (using 1 color bin)
--complementary (using 2 color bins)
--analogous (using 2 color bins)
how to do the collage
--colors set out on counter in labeled bins; line up behind that
color if you want it, grab some and take back with you

Students realize that art is in their everyday life ( Skoglund and

Caruso)
Students will learn that artists/architects want people to feel a
certain way and use color to do so (artistic intent through color)
Students will demonstrate emotion through a different modality
Students will learn about different color schemes and how they
can tell emotion
Students will learn the logistics of how to get paper and make the
collage

Time

--use gluestick to glue down one at a time

8:45
Work time
-choose one color scheme
-make your color collage

Students will develop craft as they engage and persist with

materials
Students will synthesize emotion with visual characteristics and
problem solve to visually represent their emotion
Students will develop gluing skills

*documenter calls students one by one to ask them about

their habitats
Students will infer emotion from types of lines
9:05
Lesson on shape and line
view examples of artists like Henri Matisse, Yayoi Kusama,
Tony Cragg, Clyfford Still
-jagged line
--how does it make you feel?

Students will learn that artists/architects want people to feel a

certain way and use line to do so (artistic intent through line)

-curvy line
--how does it make you feel?
-straight line
--how does it make you feel?

Students will assess their emotion and choose a line style to

represent it

back to tables
-draw a shape using one of these kinds of line in the 4th box
of sketchbook

Students will learn how they are going to make the shape

how to make the shape (demo this)

-choose black or white paper
-fold in half and draw shape extending off folded edge
-cut out shape
-glue onto collage
Students will practice drawing shapes and lines
9:10
Work time
cut out shape and glue onto collage

Students will develop cutting skills

Students will learn that cleanup is essential to art making

9:18
Cleanup
-colored paper back in bins
-scraps off floor go to student with trashcan
-4 gluesticks in each table caddy

Students will engage in numeracy by sorting materials back to the

way they came
Students will practice collaboration skills

Students will talk about art using senses, feelings, opinions, and
art vocabulary
9:21
Guessing game (critique)
model with teacher examples
-get students to guess the emotion and explain why
students break up into predetermined groups of two (next
slide on ppt will have groups)
-dont tell your partner what your emotion is
-have your partner guess it and tell you WHY
-was that right? explain why you chose those colors and that
shape
9:25
Class back together
teacher chooses 3 artworks and the class guesses/discusses
the emotion based on color and shape as a whole

Students will tell stories about how artwork represents emotion

Students will use personal experience and prior knowledge to
discuss art
Students will develop inference skills by guessing about their
partners art

Students will learn that interpretations of viewers dont always

reflect what the artist intended. Students will understand that the
C&EF of art influence viewers interpretations, however

if guesses arent accurate, explain that artistic intent doesnt

always translate into the viewers interpretation
Student reflective/inquiry activity
Sample questions and activities (i.e. games, deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting
about their experience as it relates to objectives, standards and grade level expectations of the lesson.)

students break up into predetermined groups of two

-dont tell your partner what your emotion is
-have your partner guess it and tell you WHY
-was that right? explain why you chose those colors and that shape
if guesses arent accurate, explain that artistic intent doesnt always translate into the viewers interpretation
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations specified
in your lesson plan?
Did student name their emotion with a word?
Did student pick a color scheme that represents their emotion? Can they
explain why?
Did student pick a contour line that represents their emotion? Can they
explain why?
Did student make a collage cutout?
Can students guess what emotions their peers were seeking to represent?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
Look through sketchbooks. Did students
-write a word that describes their emotion? Yes or no
-put color that describes their emotion? Yes or no
-draw a line that describes their emotion? Yes or no
Did students participate in the partner talk? Yes or no
Can students explain why they choose the colors and shape they did? Yes or
no
Can students guess what they think the artist was trying to tell through their
art? Yes or no
How effectively does the artists work communicate the emotion? This
question is difficult to assess because interpretation is so subjective;
therefore, not going to assess on the effectiveness of the collage itself, but
rather on the students rationale of their color and line choices.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To
what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the
lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/14 Fahey