The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski
Week of: January 27 to February 3,
2016

Course/Grade: Visual Arts IPeriods

4&5
Unit Name:
Torn paper collages

Common Core/ NM Content Standards:

NMVA1, 2, 4, 5, 6, 7,8
Essential Question(s):

How do I understand color, texture,

contrast and balance to create a
strong torn paper collage?
How can I use a variety of interesting
papers to create a dynamic collage?
How can I mix different types of
colors to create new color mixes with
paper?
How can I create a focal point in my
art work?
How can I include sufficient contrast
to make my focal point clear?

Connections (prior learning/prior

knowledge):
Students are familiar with collage
from previous classes

Other considerations (modifications, Resources/Materials

accommodations, acceleration,
Teacher: Images of torn paper collages
etc.):
Students: Magazines, interesting
papers/maps/brochures, etc., 9 x 12
Students who are having trouble
with mixing paint or painting
paper, glue, brushes, acrylic medium or
abstractly will get assistance from mod podge
me
More advanced students can do a
series of pieces
Assessment (How will you monitor progress and know students have
successfully met outcomes?)
Daily: Daily observations of students doing collages
This Week: Completion of collage
Unit: Final abstract painting and participation in critique
Time allotted
WED JAN 27
Learning Target- TSW learn about
how artists have used contrast
and unique papers to create torn
paper collages. TSW know this

Lesson activities for instructor and

students
Do Now: Take out a sketchbook and start doing
a sketch for a collage we will be doing
I.
Show students images
II.
Demo how to tear up papers and
glue:

once he/she completes his/her

torn paper collage.

THURS JAN 28
Learning Target- TSW learn how to
use contrasting colors to create a
focal point. TSW know this once
his/her piece has contrasting
colors and a clear focal point.

FRI JAN 29
TargetTSW learn how to
incorporate balance into a torn
paper collage. TSW know this
once his her piece has balance in
terms of colors.

MON FEB 1
Learning Target- TSW learn how to
unify his/her collage by filling the
page and using similar sized torn
paper. TSW know this once his
piece is filled with uniform sized
torn paper.
TUES FEB 2
Learning Target- TSW learn how to
unify his/her collage by filling the
page and using similar sized torn

1-Using colors that are a bit off from

each other
2-Using maps, brochures, newspaper,
etc.
3-Using small pieces contrasted with
large pieces.
4-How to create focal point using
contrast
III.
Students should continue with sketch,
show me, and then start.
(1F)Embedded Formative Assessment: One on one
check on sketch
(1B)Closing Activity: How do you create a strong focal
point in a piece?
Do NowTake out piece and continue working
I.
Ask students how to create focal
point, importance of creating
contrast. Ask them to point out pieces
in the room that have strong focal
points.
II.
Continue working, focusing on
creating a focal point
(1F)Embedded Formative Assessment: One on one
check on piece
(1B)Closing Activity: What is your focal point and how
will you show it?
Do NowContinue working on piece.
I.
Ask students how various paintings
in the background feel balanced and
why.
II.
Keep working, focusing on balance
(1F)Embedded Formative Assessment: One on one check
on pieces being sure there is good balance
(1B)Closing Activity: Share pieces
Do Nowcontinue working on piece
I.
Keep working on pieces, focusing on
unity.
(1F)Embedded Formative Assessment: One on one check
on pieces being sure pieces are unified
(1B)Closing Activity: Share pieces
Do Nowcontinue working on piece
I.
Keep working on pieces, focusing on
unity.
(1F)Embedded Formative Assessment: One on one check

paper. TSW know this once his

piece is filled with uniform sized
torn paper.
WED FEB 3
TargetTSW learn how to
participate effectively in a
critique. He/she will know this
when he/she makes several
strong constructive comments.

on pieces being sure pieces are unified

(1B)Closing Activity: Share pieces
Do NowTake out torn paper collage.
Critiques!
(1F)Embedded Formative Assessment: Participation in
critique
(1B)Closing Activity: What did you learn from the
critique