LessonPlan

Title:_____
Introduction9/11/15
_____

Length:_
90minutes
_JonathanandLizzy

Note:
Beforeyouplanandwriteartexperiencespreassessyourstudentsbasedontheproposedconcepts,enduringunderstandings,andobjectives
oftheunit/lesson(s).Youmayalsogatherthisinformationfrom(previous)teachers,byreviewingalreadycompletedartwork,consultingcurriculum
materials,etc.,togetabetterunderstandingofwhatcontentstudents
alreadyknow

and
whatthey
will

needtoknow
tobesuccessful.

PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthelesson.
(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficientskill/knowledge.

TheteachersreviewedblogswrittenbyColoradoStatestudents(Art326)aboutwhatwastaughtthepreviousyear
Discussedarteducationideaswiththeteacher
Duringthisclass,wewillpreassessbyaskingthestudentstoinfersourcesofinspirationandmeaninginourartworkthatweshowaspartofour
teacherintroductions.

LastyeartheydidaunitcalledDiscoveryourselfaseriesofuniqueselfportraits
Narrativesofthemselvesusingsymbolstoillustrate
illustratingnarratives
paint
foundobjects
collage
sculpture(usingcardboard,pipecleaners,feathers,beadsetc)

Givenprompts,howwellcanthestudentsbrainstormavarietyoforiginalideasfortheirsketchbookcovers?(Ideation)
Givenmarkersandcoloredpencils,howwellcanstudentscreateacriticallythoughtoutdrawingoftheiridealthinkingspaceonthecoveroftheirsketchbook?(Media/
techniques)
Shownartworkbytheteachers,howwellwillstudentsbeabletomakeandexplaincriticalinferencesabouttheinfluencesandintentoftheartwork?(Arthistory/culture)
Givendrawingmaterials,howwellcanstudentscomposeasketchbookcoverthatdemonstratestheinherentcharacteristicsandexpressivefeaturesofart?(Inherent
characteristics/expressivefeatures)

InquiryQuestions:

Questionsaboutteachersartwork:
Whatdoyouthinkinspiredmetocreatethispiece?
Whatdoesthispiecesaytoyou?

Discoveryboardpostit:WhatmakesyourIdealCreativeLaboratoryunique?

Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformofastory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)

Creatingpersonalizedartworkforthefrontcoverofthesketchbookdrawtheiridealthinkingspace/creativelaboratory

RAFT:
Pleaseexcusethisinterruptionfromyourlocalnewsstation:Wehavejustbeennotifiedthatthereisameteorisheadedthisway.Aselectgroupof
elitecreativethinkers(YOU)havebeenchosentobesenttothemoon.Yourmissionistodesignacreativelaboratorythatwillbecometheperfect
workingspaceforYOU!Wehavetheabilitytosendanyresourcesnecessary,soletsgetcreative!Thepurposeforthisworkspacewillbeforlater
usetodesign,createandbuildourfuturehome.Letsgetstartedbrainstormingandbuildingourcreativelaboratory!

Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessandtransferable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,Paradox,
Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,content
specificcurriculum,etc.

Ideation
ArtisticReflection(thinkingaboutart)
ArtisticIntention

EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
connectedwithanactiveverb.Thebestenduringunderstandingsnotonlylinktwoormoreconceptsbutdemonstratewhythisrelationship
isimportant.Likeconcepts,theyaretimeless,transferableanduniversal.
AlignStandards,PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduringUnderstandings.

Artistsanddesignersexperimentwithforms,structures,materials,concepts,media,andartmakingapproachestodeveloptechniqueand
communicateideas.

Visualimageryinfluencesunderstandingofandresponsestotheworld.

Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.

EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer
Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,LiteracyandTechnology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____Numeracy,Literacy,and/orTechnology)

5CategoriesofObjectives:
o

Ideation
o

Inherentcharacteristics/expressivefeatures(elementsandprinciples)
o

Media/techniques
o

Arthistory/culture
o

Reflection/assessment

Givenprompts,TSWBATbrainstormsketchbookcoverdesignsthatareoriginal.(CreatingReflectGLE2IdeationLiteracy)
Givenmedia,TSWBATcreateadrawingoftheiridealthinkingspaceonthecoveroftheirsketchbookthatiscriticallythoughtout.(CreatingCreateGLE3Media/
techniques)
Shownartworkbytheteachers,TSWBATmakeandexplaininferencesabouttheinfluencesandintentoftheartwork.(AnalysingComprehendGLE2Arthistory/
culture)
Givenmedia,TSWBATcomposeasketchbookcoverthatdemonstratestheinherentcharacteristicsandexpressivefeaturesofart.(CreatingCreateGLE1Inherent
characteristics/expressivefeatures)
Usingtheirartwork,TSWBATreflectuponanddiscussthecompositionalstrengthsandweaknessesoftheirwork,aswellaschallengesandsuccessesintheirprocess.
(EvaluatingTransferGLE1Reflection/assessment)

Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.

Differentiation:
(Multiplemeansforstudentstoaccesscontentand
multiplemodesforstudenttoexpress
understanding.)

Extensionsfordepthandcomplexity:

Access

(Resourcesand/orProcess)

Expression

(Productsand/orPerformance)

Allowstudentstoexpresstheirbrainstormingideasinwriting
orinwords,oronlydrawtheircoverinpenciliftheyare
slowerandshortontime

Written/verbalbrainstorming,pencilonlyoncover

Access

(Resourcesand/orProcess)

Expression

(Productsand/orPerformance)

Pushstudentstodeveloptheiridealthinking
locationevenfurtherintheirsketchbookwhat
wouldbearoundit,wherewoulditbe,etc.

Havestudentscreateadrawingofanotherideal
thinkingspaceoranidealrelaxingspaceonanew
pagewithintheirsketchbook

Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribehowliteracyisintegratedintothelesson.

Thumbnailsketchesdiscussthatthesearesmallsketchesusedtoplanoutdifferentideasandcompositions
Compositionbrieflydiscusstheimportanceofusingtheinherentfeaturesandcharacteristicsofart
Literacyisalsointegratedbyencouragingstudentstowriteoutabrainstorminglistofwordsandideasfortheiridealthinkingspace

Materials:

Mustbegradelevelappropriate.
List

everythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.

Sketchbooks(withblankcover)
Markers
ColoredPencils
Discoveryboard
Postitnotes
Powerpointwithartworkexamples


Resources:
List

allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecificincludetitle,artist,etc.
Makereferencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.

IntroductionPowerPoint
Ourownartworktoshow

Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.

PowerPoint
Ourownwork(teachers)
Discoveryboard
Postits
Sketchbookcoveredwithblankpaper
Markers,coloredpencils,crayons

Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueinabulletedformat.

ClassroomrulesapplyduringArttimethestudentswillbeheldtothesameexpectations.
(ex:norunning,nothrowingmaterials,respectyourneighborsspace...etc)

Actionto

motivate/InquiryQuestions:

Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:tellingastory,
posingaseriesofquestions,roleplaying,etc.

TheRAFTwillmotivatestudentstobrainstormideasfortheirsketchbookcovers.
Pleaseexcusethisinterruptionfromyoulocalnewsstation:Wehavejustbeennotifiedthatthereisameteorisheadedthisway.Aselectgroupof
elitecreativethinkers(YOU)havebeenchosentobesenttothemoon.Yourmissionistodesignacreativelaboratorythatwillbecometheperfect
workingspaceforYOU!Wehavetheabilitytosendanyresourcesnecessary,soletsgetcreative!Thepurposeforthisworkspacewillbeforlater
usetodesign,createandbuildourfuturehome.Letsgetstartedbrainstorming,andbuildingourcreativelaboratory!
Afterlookingattheteachersart,thestudentswillbeintriguedandwanttocreatetheirownartwork.
1.
2.

OpenPowerPointwithintroductionslidesforbothteachers.Brieflyintroduceourbackgrounds/interests,andshowsomeexamplesofartworkwehavecreated.
Havingtheactualartworkwouldbemoreeffectiveforthisgradelevel.
Askthestudentsquestionsabout12artworkseach:
a. Whatdoyouthinkinspiredmetocreatethispiece?
b. Howdoyouknowthis?Whatmakesyoucometothatconclusion?
c. Whatdoesthispiecesaytoyou?

Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.

Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.

OpenPowerPointwithintroductionslidesforbothteachers.Brieflyintroduceourbackgrounds/interests,andshowsomeexamplesofartworkwehavecreated.
Askthestudentsquestionsabout12artworkseach:
d. Whatdoyouthinkinspiredmetocreatethispiece?
e. Howdoyouknowthis?Whatmakesyoucometothatconclusion?
f. Whatdoesthispiecesaytoyou?

1.ObserveandLearntoCOMPREHEND
1. Whatdrivesanartisttochooseonethingoveranother?
2.EnvisionandCritiquetoREFLECT
1. Whyisplanninganimportantaspectofart?
2. Howdoartistsplanworksofart?
3.InventandDiscovertoCREATE
1. Wheredoideascomefromandhowdotheevolve?
4.RelateandConnecttoTRANSFER
1. Whywouldandartistwanttomakeartabouttheworldinwhichheorshelives?

Askstudentstosharethingsthattheymightwantorneedintheirspace
Howwilltheygetin/out?
Whatwillthelightingsourcebe?
Whatcolorswilltheroombe?
Whattechnology/furniture/audio/toolswillbeneeded?

Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimeforeachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriateincludingwhatstudentwillunderstandasaresultoftheartexperience

Day
1

Instruction
Theteacherwill...(Be
specific
aboutwhatconcepts,
information,understandings,etc.willbetaught.)
Identify
instructionalmethodology.KNOW(Content)andDO(Skill)

1. (5min)Sitinacirclewithallofthestudentsatthefrontof
theroom.Haveeveryonegoaroundoneatatimeandsay
theirname,givearatingfrom110oftheirenergyleveland
enthusiasm,andstateoneartmaterialthattheywouldlove
toworkwiththissemester.
(CooperativeLearningSocialskills)

Learning
Studentswill...i.e.:exploreideationbymakingconnections,
comparing,contrastingsynthesizepossibilitiesforeachpainting
techniqueetc.(Be
specific
aboutwhatwillbethe
intendedresult
ofthe
instructionasitrelatestolearning.)
UNDERSTAND

1. Listeningcritically,thinkingindependently,andgivingreasons
andevaluatingevidence.

2.

(10min)OpenPowerPointwithintroductionslidesforboth
teachers.Brieflyintroduceourbackgrounds/interests,and
showsomeexamplesofartworkwehavecreated.Wewill
bringinonepieceofourownartworkaswell!

3.

(5min)Askthestudentsquestionsabout12artworkseach:
a. Whatdoyouthinkinspiredmetocreatethis
piece?
b. Whatdoesthispiecesaytoyou?

4. (10min)Introducesketchbooksandtheirpurpose:
Askstudentswhattheybelievewecouldusethesketchbooksforas
aclassandasindividualstudents?
Wewillbeusingthematthebeginningofeachclassimmediately
afterthegroupcirclegreeting.Theywillbeusedforrespondingtoa
prompteachclassperiodandforideation/brainstorming,aswellas
practicingdrawingtechniques.Wecanshareoursketchbooksand
maybeevenbringthemeverytimetosketchalongwiththemallows
ustomovearoundtheroomwithoutbeingintrusive(doingthesame
activityasthemandengaginginconversation
a. Today,wewillbecreatingartworktodecoratethe
coverofthesketchbooksusingmarkersand/or
coloredpencils.Theartworkwillbeadrawingof
theiridealthinking/brainstormingspace,which
canbetakenfrommanydifferentangles.
b. RAFThere
c. Askstudentstosharethingsthattheymightwant
orneedintheirspace
Howwilltheygetin/out?
Whatwillthelightingsourcebe?
Whatcolorswilltheroombe?
Whattechnology/furniture/audio/toolswillbe
needed?
(CooperativeLearningFacetoface)

5. (2min)Handoutsketchbooksandhavethestudents
brainstormonthefirstpageortwousingtheirownpencils.
Letthemdispersewherevertheyrecomfortablewithinthe
room.

6. (45min)WorktimeHavethestudentscheckinwithus
whentheyarereadytocreatethefinalcover.Askthem
questionsandpushthemtokeepdevelopingtheirideasif

2.

Listeningcritically,noticingsignificantsimilaritiesand
differences,reasoningdialogically:comparingperspectives,
interpretations,ortheories.

3.

Questioningdeeply:raisingandpursuingrootorsignificant
questions.Analyzingorevaluatinginterpretations,beliefs,
theoriesetc.

4.

Developingonesperspective:creatingorexploringbeliefs,
arguments,ortheories.

5.

Independentthinking.Exploringthoughtsunderlyingfeelings
andfeelingsunderlyingthoughts.

6.

Developingcriteriaforevaluation:clarifyingvaluesand
standards.

necessary.Handthemmarkersand/orcoloredpencilsto
createthecover.

7.

(2min)Spendacoupleminuteshavingeveryonewalk
aroundtheroomandseeeachotherssketchbooks.

8.

(5min)Cleanuphavethestudentsmakethreeseparate
pilesforthemarkers,coloredpencils,andsketchbooks.
Makesureeverysketchbookhasanameonthefront.

7.

Comparingandcontrastingideaswithactualpractice,noting
significantsimilaritiesanddifferences.

8.

Developingintellectualgoodfaithorintegrity.

9.

Thinkingpreciselyaboutthinking:usingcriticalvocabulary.
Developingintellectualcourage.

9.

(5min)Explain/showthediscoveryboard.Attheendof
eachday,studentswillwriteonenewdiscoverytheymade
andpostitontheirnamesection.Thiswillbeusedasan
exitticketeveryclassperiod.
a. Havethestudentsdothis.Tablesthataredoneand
quietcancomeuptoputthemontheboard,and
thenarereleasedtorecess.

Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsand
gradelevelexpectationsofthelesson.)

Questionsaboutteachersartwork:
Whatdoyouthinkinspiredmetocreatethispiece?
Whatdoesthispiecesaytoyou?

Discoveryboardpostit:WhatmakesyourIdealCreativeLaboratoryunique?

PostAssessment(teachercentered/objectivesasquestions):

PostAssessmentInstrument:

Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?

Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?
Includeyourrubric,checklist,ratingscale,etc.

Givenprompts,WTSBATbrainstormavarietyoforiginalideasfortheirsketchbook
covers?(Ideation)
Givenmarkersandcoloredpencils,WTSBATcreateacriticallythoughtoutdrawing
oftheiridealthinkingspaceonthecoveroftheirsketchbook?(Media/techniques)
Shownartworkbytheteachers,WTSBATmakeandexplaincriticalinferencesabout
theinfluencesandintentoftheartwork?(Arthistory/culture)
Givendrawingmaterials,WTSBATcomposeasketchbookcoverthatdemonstrates
theinherentcharacteristicsandexpressivefeaturesofart?(Inherentcharacteristics/
expressivefeatures)
Usingtheirartwork,WTSBATreflectuponanddiscussthecompositionalstrengths
andweaknessesoftheirwork,aswellaschallengesandsuccessesintheirprocess?
(Reflection/assessment)

Givenprompts,WTSBATbrainstormavarietyoforiginalideasfortheirsketchbook
covers?
Givenmarkersandcoloredpencils,WTSBATcreateacriticallythoughtoutdrawing
oftheiridealthinkingspaceonthecoveroftheirsketchbook?
Shownartworkbytheteachers,WTSBATmakeandexplaincriticalinferencesabout
theinfluencesandintentoftheartwork?
Givendrawingmaterials,WTSBATcomposeasketchbookcoverthatdemonstrates
theinherentcharacteristicsandexpressivefeaturesofart?
Usingtheirartwork,WTSBATreflectuponanddiscussthecompositionalstrengths
andweaknessesoftheirwork,aswellaschallengesandsuccessesintheirprocess?


SelfReflection:
Afterthelessonisconcluded
writeabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilize
assessmentdatatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,
reteachcontent,etc.)

Whatworkedwellforthisartexperience?Why?
Havingaplantoworkfromthatallowsforflexibility,overplanedactivitiesandreferencequestionstoaskstudentshelps
tremendously.Westartedwithourintroductionsthattransitionednicelyintoourpromptforthesketchbookcover.Theartworkwe
broughtwerebothrepresentationsofthingsandplacesweenjoyed.Theseexampleshelpedthestudentsunderstandthatartists
createbasedontopicsthatmeansomethingtothem.WhenitwasthestudentsturntocreatetheirCreativeThinkingLabtheywere
abletotakeinspirationsfromsomethingstheylikedandothersurvivalaspectstheypersonallyfoundimportant.Wefoundthelesson
tobeanoverallsuccess!
Whatdidntworkwellforthisartexperience?Why?
Ourlessonwentprettysmoothly.Wehadtoredirectthegroupafewtimes,whichtellsuswemayhavetosplitupourtalkinginto
shorterbursts.Duringtheactualworktime,gettingthestudentstothinkbeyondwhattheywerejustputtingonthesurface,butthe
purposefortheirdecisionprovedtobeabitofachallenge.Bytheendofit,themajorityoftheclasscouldexplainwhytheyhad
chosenwhattheydidinordertocreatetheiruniqueCreativeThinkingLab.Andonestudentoutoftheclasswashavingarough
daysobargainingwithhimtodrawwhatwehadintendedversuswhathewantedtodogaveusthefirsttasteofwhatwewouldor
wouldnotallowastudenttododuringourclasstime.
Whatwouldyoudodifferently?

Why?
Afterthelessonwasover,wediscussedhowtheoverallclasswent.Everythingseemedtolineupprettywell.Weworkedasateam
andeverystepofthelessonledrightintothenext.Wedidrealizethatthequestionsweaskedwerealongthelinesofourinquiry
questions,butafterreflectingonthematterwecameupwiththeideaofhavingthequestionsprintedoutinourlessoninstructionand
highlightedwillhelpusstayontrackandremindusoftheinquiryquestionswewantthestudentstobethinkingaboutwhiletheyare
workingontheirart.

Appendix:
Includeallhandouts,prompts,writtenmaterials,rubrics,etc.thatwillbegiventostudents.

8/9/15Fahey