Lesson Plan

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #1 - Thematic Artwork: Different Expressions, High School Fibers I, 330 minutes over six
class periods, 55 minutes each

II. Lesson Rationale:

In this lesson plan, students will learn about the various aspects associated with the units Big Ideas of
tradition, relation, and belonging by examining the different components of tradition, relation, and
belonging. Students will learn how these different themes can be presented in artwork by exploring
different artists works. In addition to learning about themes, students will learn about iconography and
symbology and how it is used in relation to thematic artwork by creating their own symbols to use in
thematic art.

III. Key Concepts:

Tradition, relation, belonging, thematic art, iconography, symbology

IV. Essential Question:

What are the various aspects associated with tradition, relation, and belonging?
How are different themes present in artwork?
What is iconography and symbology in relation to artwork?

V. Lesson Objectives:

Students will be able to associate various aspects with tradition, relation, and belonging by examining
the different components of tradition, relation, and belonging as assessed by individual lists identifying
and explaining these various aspects.
Students will be able to identify how these different themes can be presented in artwork by exploring
different artists works as assessed by participation in class analysis of these works.
Students will be able to recognize iconography and symbology and how it is used in relation to
thematic artwork by creating their own symbols to use in thematic art as assessed by creating the
required number of symbols from individual and class lists.

VI. Specific Art Content:

Iconography, Symbology, Critique, Visual Culture, Elements and Principles of Art and Design

VII. Resources & Materials for Teacher:

Faig Ahmed. Graffiti. (2007-2016). Handmade Woolen Carpet

Faig Ahmed. Virgin. (2016). Handmade Woolen Carpet
Faig Ahmed. Set you life on fire [sic]. (2016). Handmade Woolen Carpet
Faig Ahmed. Gravity and Antigravity. (2015). Handmade Woolen Carpet, silk threads
Gade. Mahakala, (2013), Acrylic and oil on canvas.
Gade. Diamond Series: The Hulk (2008). Acrylic and oil on canvas.
Gade. New Buddha Series: Spiderman (2008). Acrylic and oil on canvas.
Gade. Diamond Series: Ultraman (2008). Acrylic and oil on canvas.
Jeffrey Gibson. Get up, Stand up (2016). Wool army blanket, rawhide, artificial sinew, glass beads,
nylon fringe, metal jingles, druzy crystal.
Jeffrey Gibson. American History (JB). (2015), Wool, steel studs, glass beads, Artificial sinew, metal
jingles, acrylic yarn, nylon fringe, canvas
Jeffrey Gibson. Know Your Magic, Baby (2016). Repurposed punching bag, wool army blanket, tin
jingles, glass beads, metal studs, artificial sinew, nylon fringe, steel
Marilou Schultz. Commission (No Date). Handmade Woolen Carpet
Marilou Schultz. Transition Moqui Blanket (No Date). Handmade Woolen Carpet
Marilou Schultz. Navajo Churro Storm Pattern (No Date). Handmade Woolen Carpet
Joann Johnson. Ascension Basket (No Date). Woven basket.
Joann Johnson. Navajo Rainbow Basket (No Date). Woven basket.
Joann Johnson. Navajo Going with the Flow Basket (No Date). Woven basket.
Joann Johnson. Navajo Doodle Basket (No Date). Woven basket.
Elsie Holiday. Navajo Corn Basket with Lid (No Date). Woven basket.
Elsie Holiday. Navajo Three Necklaces Basket (No Date). Woven basket.
Elsie Holiday. Birds-of-a-Feather Basket Vase (No Date). Woven basket.
Elsie Holiday. Navajo Polychrome Dream Basket (No Date). Woven basket.
Lee Baker. Kite Battle. (2011). Wood, paper, string, acrylic paint
Lee Baker. Watch Over Me. (2008-11). Silk screen print.
Lee Baker. Thames to Tama. (2011), Mixed media installation.

VIII. Resources & Materials for Students:

Internet and computer access Pencils Student Journals

Butcher Paper Thumbtacks Scissors

Vocabulary: Thematic Art, Tradition, Relation, Belonging, Iconography, Analysis, Evaluation,

Critique, Elements and Principles of Art and Design

IX. Instruction and Its Sequencing:

Day One of the Lesson

1. Introduction/Motivation:
Students will come into class and prepare to start a new unit of study.

2. Guided Practice
The teacher will lead a class discussion introducing the theme of tradition:
What is a tradition?
What are the different kinds of traditions?
As a class, the teacher will create a list with the different kinds of traditions that students come up with.
This list will be created on a long sheet of butcher paper that will be placed in the class for the rest of
the unit.
.
3. Independent Practice
After the discussion, students will categorize the traditions from the class list in their journals.
Some possible examples are as follows:
Holidays, like Christmas, are examples of religious traditions. Christmas is a Christian tradition
Walking the bridge down the aisle is an example of gender traditions; the father giving away
his daughter to another man is prevalent in history and visual culture.
Running for presidency is a political tradition, with a history of smear campaigning.

4. Closure
As a class, return to the class list of traditions. Categorize the traditions based on students individual
lists. One tradition can belong to multiple categories.
As the teacher, ask students to reflect on todays class:
How do students view the same traditions differently?
What traditions do students have in common?
Conclude with having students reflect on how they relate to tradition:
How do you practice traditions differently from others?

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress.
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity.

6. Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Two of the Lesson

1. Introduction/Motivation:
Students will partner up with their neighbor to Think, pair, share;
Students will individually reflect on how people practice traditions differently before sharing
with their partner. Students should note any differences between their and their partners reflections.

2. Guided Practice
As the teacher, prepare students for another class discussion.
As a class, revisit and review the list of traditions: are there any changes that should be made?
The teacher will begin the next class discussion:
How do we relate to traditions?
How are traditions shared or spread?
.
3. Independent Practice
Students will work in their journals as they describe how the traditions on the class list are spread.
Examples of how traditions are spread identify the individuals responsible:
 Christmas is spread through family celebration and is passed on through generations.
Engagement was popularized through advertisement and romantic relationships.
Fishing is seen as a male bonding activity, usually a father and son.
The teacher should encourage students to focus on interpersonal exchanges.

4. Closure
As a class, return to the class traditions list and write down the relations students associated with these
traditions.
Before the end of class, the teacher will assign a short journaling assignment for outside class.
Students will be asked to reflect on other traditions that they engage in.
Students will be asked to describe the kinds of relationships that are present or influential.

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity.

6. Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Three of the Lesson

1. Introduction/Motivation:
Students will have a brief individual journal entry that they may choose to share with the class.
Was there a time when you felt included?
Was there a time when you felt excluded?
How do we feel when things change?

2. Guided Practice
The teacher will lead a class discussion on the idea of belonging and what this may look like.
What makes us feel welcomed in a space or group?
How can we be more welcoming to other people or ideas?

3. Independent Practice
Students will work individually in their student journals to describe how they experience belonging
with the class tradition list.
Students will be asked the following questions:
How have these traditions changed?
Do you feel welcome in this tradition or not, and why?
Can strong relations make us feel more welcomed?

4. Closure
As a class, the teacher will ask students to brainstorm a few different ways that we can forge a strong
sense of belonging within the classroom.

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity.

6. Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Four of the Lesson

1. Introduction/Motivation:
The teacher will display an artwork that will be used for a short written assignment. This assignment
will be used to assess student understanding of the previous class assignments
Students will be asked to write about the following questions:
What traditions can you identify, if any?
What relations are present, if any?
Do you think the artist feels a sense belonging?
Does the artist make you feel like you belong?

2. Guided Practice
The teacher will present a short PowerPoint that introduces how theme is present in artwork. The
teacher will present to students multiple contemporary artists that cover a range of themes.

3. Independent Practice
Students will verbally respond to the following questions during the class presentation:
How are the different themes in the artwork expressed?
How does the medium of the artwork influence the meaning?
How does the medium of the artwork influence our interpretation?
How does the style of the artwork affect our evaluation?

4. Closure
Students will compile a list of what traditions they are interested in, the associated relations, and how
the student feels like they belong.
This list will be used later to help create their embroidery project.

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity

6. Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Five of the Lesson

1. Introduction/Motivation:
In small groups, students will briefly review elements and principles of art and design.
 2. Guided Practice
The teacher will present the artwork in the PowerPoint presentation from the previous class.
As a class, the teacher will lead students in:
Explaining what iconography is in relation to art
Examining artwork in the presentation for iconography
Compare and contrast the different symbols present in the artwork.
.
3. Independent Practice
Students will create lists of the symbols that they see in the presented artwork in their journals.
Students will be asked to interpret their meanings and explain how symbols may have more than one
meaning or are unclear.
In small groups, students will share the symbols they found and record any differences in their
interpretations of these symbols.
After, each group will share their list of symbols and possible meanings with the rest of the class. The
teacher will create a list of symbols for the classroom on butcher paper to be hung with the class list of
traditions. This list will be used for the remainder of the unit.

4. Closure
Before the end of class, the teacher will have students brainstorm where else symbols might be used
outside of artworks. Students will note the locations of the symbols in their journals.

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity.

6. Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Six of the Lesson

1. Introduction/Motivation:
Students will meet in small groups for a short discussion:
Where do you see symbols outside of art?
What do these symbols represent?
Do these symbols have multiple meanings depending on the context?

2. Guided Practice
As a class, the teacher will lead a short review on the symbol list from the last class.
After the review, the teacher will introduce an art assignment to be completed by the end of class.
Students will create multiple symbols to use later in the unit.
.
3. Independent Practice
Students will create between 5 and 10 symbols on their own to use later in the unit.
Students can use the class symbol list for direction.
Students can use the class traditions and relations list for direction.
Students will also write a short journal entry over their symbols:
Students will explain what each symbol means and why it was chosen to represent that
meaning.

4. Closure
Students will partner up with another student in order to analyze the other students work.
Students only need to analyze 2 symbols each.
Students will guess the meanings of the symbols as an evaluation of the symbols clarity.

5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity.

6. Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

X. Summative Assessment and Evaluation:

Students will be assessed based on participation in class discussion. Students will be assessed on the
lists that they created throughout this lesson as well as their journaling assignments. Participation in
class will count for 15 points. Each journaling assignment will count as 7 points towards their grade
while the artwork assessment will count for 20 points. The symbols students create will be worth up to
30 points. Students will be graded on the following rubric. Students will be graded according to the
rubric:

Grading Rubric
No credit Needs Satisfactory Excellent
(0% of available Development (50%-79% of (80%-100% of
points) (1%-49% of available points) available points)
available points)

Participation The student does The student The student The student always
in discussions not participate in participates rarely participates participates in class,
(15 points) class, group, or in class, group, or frequently in group, or partner
partner discussions partner class, group, or discussions and
and hinders the discussions and partner makes thought-
discussion. makes small discussions and provoking,
contributions to makes substantial meaningful
the discussion. contributions to contributions to the
the discussion. discussion.
 Journaling The student did not The student only The student only The student
Assignments work on any of the completed one or missed one completed all
(7 points each, journaling two journaling journaling journaling
assignments during assignments or did assignment and assignments and
total of 35
this lesson or did not address the addresses the addresses the
points) not turn them in. prompt in their prompts fairly prompt fully with
journals. well. meaningful entries.

Artwork The student did not The student only The student The student
assessment complete the addressed one or addressed all addresses all the
(20 points) artwork two of the questions for the questions for the
assessment. questions for the artwork artwork assessment
artwork assessment and and provided deep,
assessment and answered the meaningful answers.
lacked depth to questions fairly
their answers. well.

Symbols The student did not The student The student The student created
Project create any symbols created less created the more than the
(30 points) for this project. symbols than the minimum number minimum number of
minimum of symbols and symbols and
requirement or did showed a basic showed a strong
not show unique understanding of understanding of the
symbols. the project. project.

_______ pts out of available 100

XI. Interdisciplinary Connections:

XII. References & Resources:

Barnett, P. (2016). Tradition and Innovation in Art. Art In History. ArtID. Retrieved April 10, 2017
from http://artid.com/members/peterbarnett/blog/post/3762-tradition-and-innovation-in-art,

eHowArtsAndCrafts. (2012, December 08). What Is Thematic Drawing? : Art Projects. Retrieved April
10, 2017, from https://www.youtube.com/watch?v=fvUul4eAyUo

LaFarge, J. (1943). Tradition and Art. The Irish Monthly, 71(843), 372-380. Retrieved April 10, 2017
from http://www.jstor.org/stable/20515177

Stewart, M. (2012). Launching the imagination: A comprehensive guide to basic design, 4th edition.
McGraw Hill.

XIII. Art TEKS:

(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating original artworks. The student is expected to:
(A) use visual comparisons to illustrate concepts and ideas from direct observation, original
sources, experiences, narration, and imagination for original artworks;
(B) identify and apply the elements of art, including line, shape, color, texture, form, space,
and value, as the fundamentals of art in personal artworks;
(C) identify and apply the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and
(D) explore suitability of art media and processes to express specific ideas such as content,
meaning, message, appropriation, and metaphor relating to visual themes of artworks using art
vocabulary accurately.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) create original artwork using multiple solutions from direct observation, original sources,
experiences, and imagination in order to expand personal themes that demonstrate artistic
intent;
(B) apply design skills in creating practical applications, clarifying presentations, and
examining consumer choices in order to make successful design decisions;
(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
(F) select from a variety of art media and tools to communicate specific ideas in drawing,
painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and
digital art and media.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) examine selected historical periods or styles of art to identify general themes and trends;
(B) analyze specific characteristics in artwork from a variety of cultures;
(D) examine and research career, entrepreneurial, and avocational opportunities in art.
(4) Critical evaluation and response. The student responds to and analyzes the artworks of self
and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists
such as that in museums, local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork using a method of critique such as describing the artwork,
analyzing the way it is organized, interpreting the artist's intention, and evaluating the success
of the artwork;
 (C) use responses to artwork critiques to make decisions about future directions in personal
work;
(D) construct a physical or electronic portfolio by evaluating and analyzing personal original
artworks to provide evidence of learning; and
(E) select and analyze original artwork, portfolios, and exhibitions to form precise
conclusions about formal qualities, historical and cultural contexts, intentions, and meanings.

XIV. National Art Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work

Individually or collaboratively formulate new creative problems based on students existing
artwork.
Choose from a range of materials and methods of traditional and contemporary artistic
practices to plan works of art and design.
Anchor Standard 2: Organize and develop artistic ideas and work.
Through experimentation, practice, and persistence, demonstrate acquisition of skills and
knowledge in a chosen art form.
Anchor Standard 3: Refine and complete artistic work.
Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works
of art and design in response to personal artistic vision.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Analyze, select, and critique personal artwork for a collection or portfolio presentation.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Make, explain, and justify connections between artists or artwork and social, cultural, and
political history.
Anchor Standard 7: Perceive and analyze artistic work
Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of
specific audiences
Anchor Standard 8: Interpret intent and meaning in artistic work.
Identify types of contextual information useful in the process of constructing interpretations of
an artwork or collection of works.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Determine the relevance of criteria used by others to evaluate a work of art or collection of
works.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar
subjects through artmaking.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding
Compare uses of art in a variety of societal, cultural, and historical contexts and make
connections to uses of art in contemporary and local contexts.