LESSON PLAN NON-VERBAL COMMUNICATION

Teacher:

Jacqueline Abend

Unit:

Boundaries

Course:
Topic:

Non-Verbal Communication

Art I_________________
Grade:

9-12_

Essential Questions:
1. How are our lives influenced by boundaries?
2. What kinds of boundaries have provoked artists to create?

3. How does art contribute to the breaking down of boundaries?

New Jersey State Standards:

The Creative Process: Stimuli for the creation of artworks can come from many places, including
other arts disciplines. (1.1.12.D.2)
1.2 History of the Arts and Culture: Access to the arts has a positive influence on the quality of an
individuals lifelong learning, personal expression, and contributions to community and global
citizenship. (1.2.12.A.2)
1.3 The artists understanding of the relationships among art media, methodology, and visual
statement allows the artist to use expressionism, abstractionism (nonobjective art),
realism/naturalism, impressionism, and other genre styles to convey ideas to an audience
(1.3.12.D.5)

Daily Performance Objectives:

Knowledge: Identify how people can use art to communicate universally.

Skills: Engage in interpersonal skills

Understandings: Personal boundaries.

Prior Knowledge:

Knowledge: Prior experiences with making art, and types of line.

Skills: Ability to work with one another.

Understandings: Personal boundaries, communicative properties of art.

Materials and Aids: Oil Pastels, Paper, Colored Pencils, Scrap Paper/Newspaper for tables,
blending sticks, paper towels
Time Frame for the Lesson:
Time Frame of
Activity
3 minutes

Student Will

Teacher(s) Will

Students will respond to the Do Now:

What does music LOOK like?

Take attendance as students come in,

have them get their sketchbooks, direct
students to Do Now.

5 minutes

Give definitions for abstract art. Discuss

what transcendence means. Discuss the
meaning of pictorial language and
universal.

Describe synesthesia. Facilitate

conversation. Give background on
Kandinsky.

7 minutes

Review Critique Process and worksheet.

Offer Critique on Kandinskys
Composition VII using Critique worksheet Guide critique

10 minutes

View teacher demonstration

Model art assignment, explain art

techniques as working

35 minutes

Students will work in pairs to compose an

expressive line drawing. The only
communication will be through art no
talking.

Teacher will give verbal reminders of

time, encourage students to work faster if
needed. Make marks on student paper.
Instruct students to rotate paper at
halfway mark

5 minutes

Students will participate in a gallery walk

around the classroom to view other
students artwork

Explain what a gallery walk is, how to

participate

18

Practice critiquing others artwork

utilizing critique worksheet. Share how
they felt during the experience. Discuss
how music contributed to the experience
of making their art.

Direct students to base critiques off of the

worksheet. Prompt them to share how
they felt during the experience. Prompt
students to discuss what boundaries this
challenged.

2 minutes

Clean up

Remind students to clean up

Assessment/Evaluation:

Formative- Completion of Line Inventory

Summative-

Adaptations

ELL Learners: Giving explanations in written and spoken Spanish. Allow ELL students to sit next to
another and work together. Model directly behavior. Use visuals.

Special Needs: Model process of decoding visual literacy, ensure visual accessibility

Homework: N/A