Learning Plan

Title: Trees of Nature

Grade/Pacing: Drawing, Painting and Printmaking

Concept: Nature by design

Concept Questions: How can nature influence design in artwork?
Established Goals:
Art History:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
DPP. 14 Students will examine how contemporary drawings, paintings, and prints are a continuation
of historical artistic development. (SOL AII. 16)
Art Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a
knowledge base.
Essential Question
How and why do we make art?
VB Instructional Objectives
DPP. 15 Students will generate ideas for works of art through exploration and inquiry.
Art Criticism:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
DPP.7 Students will interpret drawings, paintings, and prints by analyzing their visual content. (SOL
AII. 20, 21)
SEQUENCE OF TEACHING & LEARNING
Pre-assessment: (What students understand prior to lesson)
Preliminary drawing of a tree-not from observation
Students will create an observational drawing in their sketchbook of trees in nature to understand
proportion, placement, contrast, and understanding and incorporating the principals and elements
of design.
Ongoing assessment: (What students are learning informal or formal)
Students will recreate their observational drawings into paintings using four colors and influenced

by expressionist and contemporary art.

Summative assessment: (What students will learn/transfer)
All students participate in oral critique, as well as reflecting and writing an artist statement in
their sketchbook. A rubric will be used as well to evaluate the final artwork.
Essential Learning Plan Questions
How can nature influence design in artwork?
Extension Activity
Day one:
In their sketchbooks, do a pre-assessment drawing- have them draw a tree.

Students will be introduced and learn about the works of Der Blaue Reiter and other
contemporary and expressionist art work of trees through use of a PowerPoint
As a class, students will express what they like and see and talk about similarities and differences
in artwork.
Day one activity to include: outside observational drawing (students must have one to three
sketches completed by the end of the block) where students will observe trees in nature and draw
what they see in their sketchbooks.
Explain and demonstrate how to capture and draw trees in a way that expresses depth and
contrast.
Students will perfect their designs in their sketchbook and share drawings with each other and
discuss the use of lines and shapes within the trees and compare this to their first tree drawing.
Day two:
Review with students prior days activities and have them select their favorite tree drawing.
Students will choose four colors in which they will paint their tree design, two being
complimentary colors.
Discuss with students the use of color choice and expressive use of colors in nature.
Students will color their sketchbook design with colored pencils to blend and create the palette
they desire.

Day three- four:

Students will draw out their tree design on painting paper.
Students will paint their design using the color palette they chose.
Day five: oral critique, as a class, on finished paintings.
VOCABULARY

Contrast
Proportion
Complimentary
Design
Value
Depth
RESOURCES/MATERIALS
PowerPoint on Trees

Drawing Pencils
Tempera paints
White Painting Paper 18 x 24
Paint brushes

DIFFERENTIATION STRATEGIES
_____Flexible grouping
___x_Open-ended activities
___x_Exploration by interests
_____Negotiated criteria
____x_Anchoring/Extension activities
___x__Independent studies
_____Tiered activities/products
___x__Journal prompts

21st CENTURY SKILLS

____ Critical thinking
__x_ Creative/Innovative thinking
____ Problem solving
____ Information literacy
__x_ Listening
____ Collaboration
__x__ Communication
____ Social responsibility

__x__Multiple levels of questions

_____Scaffolding
_____Choice: Learner profile, Readiness,
Interest

TEACHER REFLECTION

____
____
____

Sustainability
Interdependence
Health literacy