Overview Page:

The theme of this lesson is to identify the relationship between the elements of art and the
art world. Students will identify various elements of art and artists that have contributed
to the development of the art world. This mini-unit will address the ninth grade level. It
will contain a variety of resources to aid students in learning about elements of art, how
they are used, and evaluating works of art where artists have executed the use of the
elements during the Impressionism, Post-Impressionism, and Cubism movements.
Students will have activities based around the AI.8, AI.11, and AI.17 Art SOL objectives.
The 9.3 English SOL will also be incorporated into the classroom activities. This miniunit will include hands-on work for students individually as well as in groups, and will
accommodate learners of all types. SOL Objectives that will be covered in this unit are:
Art SOL: Visual Communication and Production
AI.8

The student will select and apply elements of art and principles of design to
communicate meaning in works of art.

Art SOL: Art History and Cultural Context

AI.11

The student will analyze major art movements and influential artists according to
events, places, cultures, and historical periods.

Art SOL: Analysis, Evaluation, and Critique

AI.17

The student will analyze how media and visual organization in works of art affect the
communication of ideas.

English SOL: Reading

9.3

The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f)
Extend general and specialized vocabulary through speaking, reading, and
writing.

These SOLs were selected in alignment with the Virginia Standards of Learning according to the
Virginia Department of Education. This mini unit is relevant to the ninth grade student because
they will be learning how to identify and analyze famous works of art. Students will be taught
how to select and apply elements of art to communicate ideas and meaning in works of art. This
will allow students to build a foundation of key artistic terms and concepts that will help them
further their knowledge and understanding of art. At the completion of this mini-unit, students
will have a strong understanding of key terms associated with the elements of art, how to apply
them when evaluating and creating art, how to communicate these ideas, and how to use them in
their own works of art.

Lesson Plan 1: Identify Key Terms

Short Description
The first lesson in this Unit Plan for the week will provide an understanding of the elements of
art and their definitions. This lesson includes multiple resources to help the students learn the
content involved with the elements of art. Students will have activities centered around the 9.3
English SOL and including vocabulary. There will be group and individual activities to be
completed by the end of class. Accommodations will be made for students with learning needs.
Activities during class are used to enhance students knowledge on the elements of art terms.
Time Allotted for Lesson: 90 minutes
Lesson Plan SOLs:
English SOL:
9.3

The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f)
Extend general and specialized vocabulary through speaking, reading, and
writing.
Art SOL:

AI.8

The student will select and apply elements of art and principles of design to
communicate meaning in works of art.

Instructional Objectives

Students will be able to provide a working definition for the words color, form, line,
shape, space, texture, and value.

Lesson Set
Teacher Instruction: Good morning, class. Today we are going to explore the elements of art
and how they play a role in the art world. Can anyone tell me what the elements of art are? Why
are they so important for this content? Have you ever used any elements of art? When? Have you
seen them in your every day life? Where?

This will allow the teacher to open a small class discussion. Once the discussion is complete, the
teacher will introduce the lesson for the day.
Cooperative Learning:
I.

Select one student to hand out pre-made K-W-L charts out to the class. Once the
charts are handed out, have the class fill in the chart with what they (K)now about the
elements of art. The second column will be for the students to write what they (W)ant
to know about the elements of art. The last column will be filled out at the end of the
lesson today.

II.

Reading, Viewing and Listening: Use an overhead projector for students to watch and
listen to a short video on the importance of the elements of art in the art content area.
Once the video is finished, have students open up their textbooks to the section
assigned with terms on elements of art- color, form, line, shape, space, texture, and
value. Allow the students around 10 minutes to silently read the text.

III.

Allow students time to fill out the W section of the K-W-L chart.

IV.

Break students up into groups of four. Hand each group the book: 50 Art Movements
You Should Know by Rosalind Ormiston.

V.

Have each group read a different section of 50 Art Movements You Should Know.
Within their group, students will come up with 10-15 target words and/or phrases
from the book that they believe relates to one element of art they have learned.

VI.

Once students are finished choosing words and phrases that relate to their chosen
element of art, have each group collaboratively create a found poem using those
words and phrases.

VII.

Have each group share their found poems with the class. Once each group has shared,
allow students to engage in small group discussions on their reactions to the found
poems.

VIII.

Students will use the rest of class time to fill out the L section of the K-W-L chart.
Collect students finished charts.

Techniques and Activities

K-W-L Chart

Viewing of Video

Silent reading

Reading sections of Textbook and a Picture book

Group Activities

Creation of Found Poem

Small Group Discussions

Lesson Closure
The teacher will close this lesson by allowing the students to fill out the L section of the K-WL chart. This should state what the student has learned from the lesson today.
Assessment/Evaluation

The teacher will assess the class through the students reading and participation. The class will be
evaluated by their group construction of a found poem. They will be instructed to create the
poem and read it aloud to the class.
Student Products

Completed K-W-L chart

The creation of a found poem by small groups during class time

Small group discussion

Supplemental Activities: Extensions and Remediation

Extensions: Students may read and listen to the examples from class at home.
Remediation: If students have trouble, they can go home and edit their found poems or
create individual found poems.
Adaptations for Diverse Special Learners
As students are reading silently, the teacher will be observing. The teacher will be walking
around the classroom and will be available to answer any questions.
Differentiated Instruction
The teacher will provide written and/or verbal instruction to students needing assistance. The
special educator may also work with students if needed.
Materials and Additional Resources

Overhead projector

K-W-L Chart

Laptop or Computer

Textbook

Picture book

Paper

Pens/Pencils

Lesson Plan 2: Relevance of terms

Short Description
This is the second lesson for this weeks Mini Unit Plan. This lesson students will complete an
in class activity that will help them remember yesterdays lecture, and later will view several
works of art by famous artists during various movements.
Time Allotted for Lesson: 90 minutes
Lesson Plan SOLs:
Art SOL:
AI.11

The student will analyze major art movements and influential artists according to
events, places, cultures, and historical periods.

AI.17

The student will analyze how media and visual organization in works of art affect the
communication of ideas.
English SOL:

9.3

The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f)
Extend general and specialized vocabulary through speaking, reading, and
writing.

Instructional Objectives

Students will be able to provide a working definition for the words color, form, line,
shape, space, texture, and value.

Students will strengthen their understanding of the elements of art and the role they play
in the art world.

Students will learn how to view and analyze artwork by influential artists.

Students will learn how to identify various major art movements.

Lesson Set
Teacher Instruction: Do you all remember what we learned yesterday? Give me an example of
an element of art to write on the dry erase board. See if students can name all seven elements of
art.
Cooperative Learning:
I.

Choose one student to hand out Frayer Models to their classmates.

II.

Have students choose one element of art from the board. Allow students time to fill
Frayer Model out, writing the element of art they have chosen in the center and filling
out the surrounding categories: Definition, Characteristics, Examples, and NonExamples. Have students turn in for a grade.

III.

Post several works of art by famous artists during various movements at the front of
the class- Rouen Cathedral: The Faade at Sunset by Claude Monet: Impressionism,
Starry Night by Van Gogh: Post-Impressionism, Dora Maar au Chat by Pablo
Picasso: Cubism (these works of art will remain hung for the rest of the mini unit).

IV.

As a class, we will begin to identify some elements of art identified that these artists
have used in their paintings. I.E. Monet- color, value, texture; Van Gogh: color, line,
form, texture; Picasso- shape, color, line, texture.

V.

Have students individually conduct a free write on why they think the artists used
those specific elements of art, what it could mean, and how it plays a role in the artist
getting a message across.

VI.

While students are doing so, develop a free write yourself answering the same
questions.

VII.

Allow students to take home their free write (can finish as homework if need be).

Techniques and Activities

Review

Frayer Model

Viewing of famous works of art by influential artists from significant art movements

Class discussion

Free write

Lesson Closure
The teacher will close this lesson by allowing students to produce a free write based off of the
famous works of art posted at the front of the class. Ask students to write about why they think
the artists used those specific elements of art, what it could mean, and how it plays a role in the
artist getting a message across.
Assessment/Evaluation
Students will be assessed on what they remember from the previous day. Students will be
evaluated on the information they provide in their Frayer Model.
Student Products

Class discussion

Completed Frayer Model

Free write

Supplemental Activities: Extensions and Remediation

Extensions: Students will be allowed to finish their free write at home that evening.
Remediation: If students have trouble, they can go home finish, rewrite, or edit their free
write.

Adaptations for Diverse Special Learners

As students are filling out their Frayer Models and producing their free write, the teacher will be
observing. The teacher will be walking around the classroom and will be available to answer any
questions.
Differentiated Instruction
The teacher will provide written and/or verbal instruction to students needing assistance. The
special educator may also work with students if needed.
Materials and Additional Resources

Pens/Pencils

Paper

Frayer Models

Famous works of art by influential artists

Lesson Plan 3: Article Summary

Short Description
This is the third lesson of this weeks Mini Unit. Students will complete an in class activity that
will strengthen their understanding of the content included in this Mini Unit. They will all
participate in class and group discussions.
Time Allotted for Lesson: 90 minutes
Lesson Plan SOLs:
Art SOL
AI.11

The student will analyze major art movements and influential artists according to
events, places, cultures, and historical periods.
English SOL

9.3

The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f)
Extend general and specialized vocabulary through speaking, reading, and
writing.

Instructional Objectives

Students will recall prior information learned

Students will present unfinished work from the prior day.

In small groups, students will produce a written summary on an influential artist.

Students will present an analysis on major art movements and influential artists.

Lesson Set:
Teacher Instruction: Teacher reads aloud the free write they produced while students were
writing last class.
Cooperative Learning:
I.

Once teacher is finished reading his/her own free write, invite some students to share
their free write with the class.

II.

Allow students to ask questions about others writings, opinions, and observations
(small class discussion).

III.

Separate the class into pre-selected groups of four. Based on advancement, students
will be differentiated to benefit all students in the classroom.

IV.

Now pass out an index card (one for each group) containing an influential artist that
weve discussed in class (from front of the room; Van Gogh, Monet, or Picasso),
along with an article that coincides with the artist (along with other information,
articles will contain information on artists use of elements of art).

V.

Allow the groups time to read among each other and then discuss their artist.

VI.

Students are to now create a short summary of the book or article read. The summary
should include:
a. Birthplace and date of the artist.
b. Schools (if any) that they attended.
c. Famous works by artist.
d. What art movement artist was a part of.
e. What elements of art the artists tend to use in their works of art.

VII.

Once groups are finished writing their summaries, have each group share theirs with
the class.

VIII.

After the class is done sharing, have students go back to original seating.

IX.

Students will be asked to write a short journal entry on their reaction to what they
discovered through their articles and group summary.

Techniques and Activities

Teacher read aloud

Class discussion

Small group discussion

Article summary

Reaction journal entry

Literature circle

Lesson Closure
The teacher will close this lesson by allowing students to conduct a journal entry on their
reaction to ideas, concepts, and facts presented in class.
Assessment/Evaluation

The students will be assessed on their ability to summarize information. The student will be
evaluated on the information they include in their group summary.
Student Products

Article summary

Journal entry

Supplemental Activities: Extensions and Remediation

Extensions: Students will be allowed to finish journal entries at home if need be.
Remediation: If students have trouble, they will be allowed to take journals home to finish.
Teacher will also provide assistance when needed.
Adaptations for Diverse Special Learners
The teacher will be continuously observe student progress and work. The teacher will be walking
around the classroom and will be available to answer any questions.
Differentiated Instruction
The teacher will provide written and/or verbal instruction to students needing assistance. The
special educator may also work with students if needed.
Materials and Additional Resources

Pens/Pencils

Paper

Articles

Journals

Lesson Plan 4: The Artists Shoes

Short Description

This is the fourth lesson of this weeks Mini Unit. Today the student will think critically on
how the artists, artwork, and art movements discussed in class have executed the use of the
elements of art to convey purpose and meaning. The student will complete in-class
assignments that further their knowledge and understanding as well as shape their ideas and
opinions on the content included in this mini unit.
Time Allotted for Lesson: 90 minutes
Lesson Plan SOLs:
Art SOL
AI.11

The student will analyze major art movements and influential artists according to
events, places, cultures, and historical periods.

AI.17

The student will analyze how media and visual organization in works of art affect the
communication of ideas.
English SOL

9.3

The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f)
Extend general and specialized vocabulary through speaking, reading, and
writing.

Instructional Objectives
Students will recall prior information learned.

Students will present unfinished work from the prior day.

Students will present an analysis on major art movements and influential artists.

Students will think critically about the connections between the elements of art and the
art world.

Students will discover new ideas, concepts, and opinions on content.

Lesson Set

Teacher Instruction: Bring focus back on paintings posted at front of class. Review with the class
the artist, title, art movement, and elements of art used for each painting. Have them record what
we review in their journals. Open up a class discussion, asking questions that will ensure critical
thinking: What do you think this painting means? What message was the artist trying to get
across? Were they successful in doing so? Why or why not? How did they use the elements of art
to accomplish this? Students can choose to include notes from this discussion in their journal
entry.
Cooperative Learning:
I.

Present to the class a PowerPoint with multiple slides, each slide containing a
painting by one of the same artists we have been discussing in class (do not use the
same paintings at the front of the class).

II.

For each slide, have students discuss and record in their journal which artist (Monet,
Van Gogh, or Picasso) they believe to have painted the work presented. Make sure
they explain why they chose that artist, what similarities and differences the paintings
have, and what elements of art they think the artist used (are they repeated, etc.).

III.

Once finished, begin the slideshow from the beginning, informing the students which
paintings and artists go together. Briefly explain what similarities the artists included
in their paintings, as well as the elements of art that were repeatedly used.

IV.

Hand out a matching activity to each student. There will be two sections of this
worksheet. The first section will have one column on the left with the influential
artists we have learned about in class and in the other, art movements. The second
section will have the seven elements of art in the left column and definitions in the
other.

V.

Have students complete the worksheet, matching the correct artists with art
movements and the elements of art with their correct definition. Collect for a grade.

VI.

In this next activity, the teacher will ask the students to pretend they are the artists.
Assign one student to hand out You Are The Artist worksheets to classmates.

VII.

Questions included on the You Are The Artist worksheet will be- If you were
creating a work of art, which elements of art would you decide to include? Explain. /
How can you use these elements of art to portray meaning?/ Give me examples of
how other artists use elements of art to portray meaning./ Would your style be more
similar to Post-Impressionism, Impressionism, or Cubism? Why?/ What are the
characteristics of the style you chose that you enjoy the most? Explain.

VIII.

Have students turn in at the end of class for a grade. Students may take the worksheet
home if unfinished.

Techniques and Activities:

Review

In-class presentation

Questioning the artist

Looking at similarities/differences

Double Entry Journal

Visual Associations

Matching Activity

Lesson Closure
The teacher will close this lesson by allowing the students to put themselves in the artists shoes.
Students will accomplish this by filling out a You Are The Artist worksheet.
Assessment/Evaluation
The student will be assessed on their recall of prior information learner. The student will be
evaluated on their ability to match correct artists with art movements and elements of art with

definitions. Students will also be evaluated on their ability to connect with the artists and
critically think about content learned.
Student Products

Double journal entry

Matching activity

You Are The Artist Worksheet

Supplemental Activities: Extensions and Remediation

Extensions: If students do not finish their You Are The Artist worksheet, they may take it
home and complete it as homework.
Remediation: If students are having trouble, they will be allowed to take their matching
activity and/or You Are The Artist worksheet home. The teacher will be available for
assistance when needed.
Adaptations for Diverse Special Learners
The teacher will be continuously leading and observing class discussions. The teacher will also
closely monitor student progress and work. The teacher will be walking around the classroom
and will be available to answer any questions.
Differentiated Instruction
The teacher will provide written and/or verbal instruction to students needing assistance. The
special educator may also work with students if needed.
Materials and Additional Resources

Projector

Pens/Pencils

Journals

Matching Activity

You Are The Artist Worksheet

Lesson Plan 5: Group Project

Short Description
This is the fifth and final lesson of this weeks Mini Unit. Today the student will use their critical
thinking to convey how the artists, artwork, and art movements discussed in class have executed
the use of the elements of art to convey purpose and meaning. The student will complete a group
presentation to reflect their comprehension and understanding of the content learned from this
Mini Unit Lesson.
Time Allotted for Lesson: 90 minutes
Lesson Plan SOLs
Art SOL
AI.8

The student will select and apply elements of art and principles of design to
communicate meaning in works of art.

AI.11

The student will analyze major art movements and influential artists according to
events, places, cultures, and historical periods.

AI.17

The student will analyze how media and visual organization in works of art affect the
communication of ideas.

English SOL
9.3

The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
f)
Extend general and specialized vocabulary through speaking, reading, and
writing.

Instructional Objectives

Students will recall prior information learned.

Students will present unfinished work from the prior day.

Students will present an analysis on major art movements and influential artists.

Students will think critically about the connections between the elements of art and the
art world.

Students will discover new ideas, concepts, and opinions on content.

Students will produce an organized, informative group presentation to display knowledge

of content learned.

Lesson Set:
Teacher Instruction: Today, we will be combining the things we have learned from this
lesson into a group presentation through the use of PowerPoint.
Cooperative Learning:
I.

Present an exemplary PowerPoint to the class on elements of art and how artists from
different movements use them.

II.

Break students up into groups of four.

III.

Distribute a rubric for this class presentation to each group. Students will be required
to include in their presentation: their group names, the names of the artists they have
chosen and researched (at least three artists- they are allowed to use Van Gogh,
Monet, or Picasso for ONE example) paired with pictures of the artwork they chose
from each artist (cannot be the same ones posted at the front of the class), what
movement each artist is from (must be Post-Impressionism, Impressionism, and/or
Cubism), what elements of art each artist used, definitions of the elements of art
included, and how they believe the artist used elements of art to portray meaning.

IV.

Have trade books and picture books available to each group that include information
necessary for this project.

V.

Allow students to use computers to research different artists during the PostImpressionism, Impressionism, and/or Cubism movements. Also allow them to use
computers to create the PowerPoint.

VI.

Each group will be called to the front of the class in order to present their PowerPoint
to the class on the projector.

VII.

After each presentation, students will have 5-10 minutes to openly ask questions
about the presentation.

VIII.

Once finished, the teacher will lead a brief class discussion on what the students
learned, what students thought was interesting, and their favorite part of the Mini
Unit.

Techniques and Activities

In-class presentation

Teacher example

Trade books/picture books

Computer research

Group project

Class discussion

Lesson Closure
This lesson will close with student group presentations. The teacher and students will then
discuss what they learned, what they thought was interesting, and their favorite part of the Mini
Unit.
Assessment/Evaluation

Students will be assessed and evaluated on their participation, performance, organization, and
information included.
Student Products

Research

Powerpoint Presentation

Supplemental Activities: Extensions and Remediation

Extensions: If students need extra time, we could finish group presentations next class.
Remediation: If students are having trouble, the deadline can be extended. Teacher will
provide assistance when needed.
Adaptations for Diverse Special Learners
The teacher will be continuously observe student progress and work. The teacher will be walking
around the classroom and will be available to answer any questions.
Differentiated Instruction
The teacher will provide written and/or verbal instruction to students needing assistance. The
special educator may also work with students if needed.
Materials and Additional Resources

Projector

Computers

Trade books/picture books

Pens/pencils

Paper