The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski

Course/Grade: Visual Arts I/Creative

Comprehensive
Unit Name: 1930s Art: Zozobra Submission or
Free 1930s art piece

Week of: April 17 to 23, 2015

Common Core/ NM Content Standards: NMVA 7

Essential Question(s):
Connections (prior learning/prior knowledge):
How can I create a piece of art based on
Students are familiar with art deco from
1930s stylesRegionalism and Art Deco?
previous assignments
How can I use balance and color to create a
strong design?
Other considerations (modifications,
Resources/Materials
accommodations, acceleration, etc.):
Teacher: Examples of artworks from the
Regionalism and Art Deco movements
Struggling students will get more one-onone instruction
Students: 11 x 14 paper, materials of choice, pencil
Advanced students will be encouraged to
help others
Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: Daily observations of art works in progress
This Week: Completion of artworks
Unit: Critique
Time allotted
THURSDAY 4/16
TargetTSW learn how to
create an art piece inspired by
either Art Deco or Regionalism.
TSW know this when his/her
sketch shows 3 or more
elements that connect to these
movements.

Lesson activities for instructor and students

I.

Explain projectZozobra contest 1930s theme

choose Art Deco or Regionalism to create an art piece

Art Deco is an influential visual arts design style that first

appeared in France after World War I and began flourishing
internationally in the 1920s, 1930s and 1940s before its
popularity waned after World War II.[1] It is an eclectic style that
combines traditional craftmotifs with Machine Age imagery and
materials. The style is often characterized by rich colours,
bold geometric shapes and lavish ornamentation.
Deco emerged from the interwar period when rapid
industrialisation was transforming culture. One of its major
attributes is an embrace of technology. This distinguishes Deco
from the organic motifs favoured by its predecessor Art

Nouveau.
Historian Bevis Hillier defined Art Deco as "an assertively
modern style [that] ran to symmetry rather than asymmetry, and
to the rectilinear rather than the curvilinear; it responded to the
demands of the machine and of new material [and] the
requirements of mass production".[2]
During its heyday, Art Deco represented luxury, glamour,
exuberance and faith in social and technological progress.
Regionalism or American Scene painting is
an American realist modern art movement that was popular from
1920s through the 1950s in the United States. The artistic focus
was from artists who shunned city life, and rapidly developing
technological advances, to create scenes of rural life.
Regionalist style was at its height from 1930 to 1935. During
the Great Depression of the 1930s, Regionalist art was widely
appreciated for its reassuring images of the American heartland.
Much of American scene painting conveys a sense
of nationalism and romanticism in depictions of everyday
American life. During the 1930s, these artists documented and
depicted American cities, small towns, and rural landscapes;
some did so as a way to return to a simpler time away from
industrialization whereas others sought to make a political
statement and lent their art to revolutionary and radical causes.

II.
III.

Explain Zozobra contest guidelines (full color, no

larger than 11x14, due May 18)
Start sketching ideas for posterdo 4 sketches2
Regionalism and 2 Art Deco

1F)Embedded

Formative Assessment: One-on-one checks on

progress on sketches
(1B)Closing Activity: What are the tenants of Regionalism? Art
Deco?
FRIDAY 4/17
TargetTSW learn how to
create an original piece of art
that will be suitable for

Finish Sketches
Start working on final piece on 11x 14 paperno paint!
Ink is ok but PLEASE make sure students clean up pens/brushes

scanning and manipulating

digitally. TSW know this when
his/her piece has a sense of
unity.
MONDAY 4/20
TargetTSW learn how to
digitally manipulate an original
art piece using Pixlr or GIMP.
TSW know this once he/she has
made at least 3 digital changes.

TUESDAY 4/21
TargetTSW learn how to
digitally manipulate an original
art piece using Pixlr or GIMP.
TSW know this once he/she has
made at least 3 digital changes.
WEDNESDAY 4/22
TargetTSW learn how to
participate effectively in a
critique. TSW know this once
he/she has made at least 3
strong comments to peers about
how to improve work.
THURSDAY 4/23
TargetTSW learn how to
participate effectively in a
critique. TSW know this once
he/she has made at least 3
strong comments to peers about
how to improve work.

well
1F)Embedded

Formative Assessment: One-on-one checks on

progress on group art pieces
(1B)Closing Activity: What can you do to bring unity to each piece?
Continue making changes to art pieces
Change #711:10-11:25
Change #811:25-11:40
Change #911:40-11:55
Change #1011:55-12:08
1F)Embedded Formative Assessment: One-on-one checks on
progress on group art pieces
(1B)Closing Activity: What can you do to bring unity to each piece?
ParCC TEST

Critique
1F)Embedded

Formative Assessment: Participation in critique

(1B)Closing Activity: What did you learn about your art piece from
the critique? What would you do differently?

Finish Critiques
1F)Embedded

Formative Assessment: Participation in critique

(1B)Closing Activity: What did you learn about your art piece from
the critique? What would you do differently?