Lesson Plan Template 1

Visual Art Lesson Plan: Portraits

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: Caitlin Jones / Lawrence Schaedler-Bahrs / Monica Alcazar

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The instructor will design these
pairings with students interests and experiences in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative
inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also by the due date, the completed
Unit Plan and appendices should be emailed to peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART
135, click on Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from underrepresented

Critique Day populations:

Lesson Overview (~3 complete sentences):

The central focus of this lesson is for students to analyze their own Portrait as well as another peers Portrait. Students will be able to write
about what they see as successful, or unsuccessful in the final product using appropriate academic art language. Also, students can
compare their work to their peers and hear feedback from a peer about solutions to visual problems in their Portrait.
Background Knowledge (~3 complete sentences):

Students will apply the academic language they have acquired in the unit to a written critique. Reflecting back on the scaffolds of the three
previous Lesson Plans the students will synthesize this into one review/critique.
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended
questions.
Portraits have a significant impact on our history. They
have been used as a way of identifying status, beauty Why is a portrait such an important part of art
and a record of individuals since the discovery of
Paleolithic cave paintings.
culture? What can a portrait communicate through
the ages to the viewer?
As discussed in the first form study Lesson, we too
decay like the still life subjects. Capturing an individual Who will you honor by making them into a portrait?

in a portrait so they may last through time, past their
expiration, is a great honor to the individual and shows
a great skill by the artist.
Portraits hold an individual suspended in time forever.
All that the individual represented in the time, place and
culture that it was created in are pieces to the puzzle
that the viewer can put together.
Its important that students can successfully produce,
analyze and identify the Gender, Ethnicity & Age of a
portrait. Students can then do this honor for the Hero
they picked for their portrait.
Visual art content and multicultural Lesson Objectives:
What you want the students to do.
1. Students will be able to use appropriate art
vocabulary introduced through this project
correctly as they employ art criticism in
writing about their own works of art in their
critiques.
2. Students will be able to write and verbalize
an art criticism of a peers portrait. Writing
about what is successful or unsuccessful
and any solutions to the problems detected
in analysis of the work.
3. Students will be able to verbalize positive
analysis of each others portraits in closure
after the written critiques.
4. Students will be able to identify and use
Lesson Plan Template 2
How will you ensure that your portrait is an accurate
portrayal of your hero? Can you use visual elements
and principles of design to show what culture are they
from? Are they male or female? How old are they?
What is their social status?
Can you read Gender, Ethnicity & Age in your portrait?
In your partners portrait? Can you see good variance
in Value by a correct Light Source? Is there good
representation of Form and Space?
Align Formative and Summative Assessments with Lesson Objectives from
left column. Please submit at least one rubric per Lesson for a total of
three or more per Unit.
1. Written Self Critique: I am able to collect and read the written
responses to the prompts provided. Students write a critique that must
avoid saying I like, I dont Like. They will also give DETAILS and
discuss what they think was successful or unsuccessful.
2. Written Peer Critique: Students will identify and list key
vocabulary from the Unit Plan as they analyze and write about a
partners work.
3. Oral Critique: Listening to the students discuss their analysis with
their partner use of appropriate academic language will be noted, as
well as during the whole class oral critique in the final portion.
4. Written Critique: The day before our open house the art will be
hung for display. Students receive their recorded written critique and
then we hold a gallery walk and oral critique. Key vocabulary,
discussion of their individual process in creating the work and
awareness of a new skill learned is what will be looked for.
5. Written Critique: Students will be asked: What is

principles of design to discuss, analyze and
write about visual aspects in the Portrait as
they employ art criticism in writing about
their work of art in their written critiques.
5. Creating a Portrait of a Hero was the main
focus. Students will be able to employ art
criticism using appropriate academic
language from Elements and Principles of
Art that were introduced over the Unit Plan
in their writing.
6. Students will be able to identify Gender,
Ethnicity & Age of the art work in their
writing using correct academic art
language.
7. Students will be able to write their
reasoning for choosing the person in their
portrait and why this person is important to
them and relevant to their art work.
National Core Art Standards: Visual Arts (3-4): Please list number
and description of Anchor Standard.
1. Creating:Throughexperimentation,practice,and
persistence,demonstrateacquisitionofskillsandknowledge
inachosenartform.(HSAccomplishedVA:Cr2.1.IIa)
2. Presenting: Analyze,select,andcritiquepersonalartwork
foracollectionorportfoliopresentation.(HSAccomplished
VA:Pr4.1.IIa)
3. Responding:Establishrelevantcriteriainordertoevaluatea
workofartorcollectionofworks.(HSProficient
Lesson Plan Template 3
successful/unsuccessful in the final work?
For example: do you have a clear light source? Do you use all
ranges of the Value scale to show highlights and shadows? Do you
think the viewer identify the Gender, Ethnicity & Age of the person in
the Portrait? Does the Portrait exhibit good use of Space and Form?
6. Written Critique: Students will assert and support their opinions as
they critique the art in their writing by listing the Gender, Ethnicity &
Age they see.
7. Written Critique: Students are asked to explain their reasons for
picking their portrait subject. They will write about any emotional,
educational, cultural or personal relevance to the work.
California Visual and Performing Arts Standards (grades 7-12
only) (2-5): Check all that apply and add number and
description of applicable content standard.
___1.0 Artistic Perception:
1.1- Identify and use principles of design to discuss, analyze
and write about visual aspects in the environment and in
works of art, including their own.
1.5- Analyze the material used by a given artist and describe
how it influences the meaning of the work.
___4.0 Aesthetic Valuing:
4.2- Compare the ways in which the meaning of a specific
work of art has been affected over time because of changes
 Lesson Plan Template 4

VA:Re9.1.Ia) in interpretation and context.

4.4- Articulate the process and rationale for refining and
4. Connecting: Applyformalandconceptualvocabulariesof reworking one of their own works of art.
artanddesigntoviewsurroundingsinnewwaysthroughart 4.5- Employ the conventions of art criticism in writing and
making.(5thVA:Cn10.1.5a) speaking about works of art.

Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
 Lesson Plan Template 5

to other concentration area(s) and/or medium(s): Have Purchase

1. Value Finished Portrait of Hero

Critique Worksheet
2. Form Pen or Pencil to Write With

3. Space

4. Color

5. Shape

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to
learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task.
Describe directions you plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students
will do, etc. Be sure to include management issues such as transitions, room arrangements, and student groupings.

Focus Lesson (Teacher does): Explanation of the written critique is given. Written Critique is discussed, a moment is given for questions
and then responses are written. Self-Critique is guided by prompts with Vocabulary from the Unit.
Modeling: A quick oral example of what is expected and how many points the critique is worth, as well as an example of what was successful
and what was not successful in a sample Art work is given before students write their own.

Independent Learning (Students do it alone): Students are given 20-25min to reflect and write silently to the critique prompts about the
process and analysis of their work. Once completed, if students are finished more quickly than time is given, then they may sketch on the
back.

Guided Instruction (Teacher and Students do together): After the self-critique is turned in, the students are given a second sheet of
paper in order to critique another students art work. They are reminded to look for the students Light Source, Gender, Ethnicity, Age,
Form and Space- as well as what was successful and what was unsuccessful in these visual elements.

Independent Learning (Students do it alone): Students are given 20-25min to reflect and write silently to the critique prompts about the
 Lesson Plan Template 6

partnered artists work. Students are asked to give solutions to problems they identify in the work.

Collaborative Learning (Students do it together): Lastly, the class will be given time to discuss what they wrote with their paired artist.
Important observations of their partners work and new findings in critique of the Art are divulged. Students also have a moment to reflect
on the written critique and take into consideration any of the discussed observations that they may wish to apply further to their art work in
the future.

Guided Instruction (Teacher and Students do together): After students complete both the self-critique and partner critique, students
display their work as a class and we will verbalize positive affirmations of the work.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see
Key Concepts and Lesson Objectives) for the day? Due to the nature of this day, I would close up the lesson with positive affirmations
and encouragements to continue in the students art work with the new insights and knowledge gained from having completed the Unit on
Portraits. Myself and the students will verbally discuss what is seen from the collective works that is successful and aesthetically pleasing.
This will also be my opportunity to thank any students who went above and beyond in their work or who brought an emotional element
into the portrait they created and shared.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities & ELL Students?

It is stressed that the written critique is not docked points for any grammar, spelling or length. The critique is purely graded by opinions and
thought process and use of new vocabulary. Thus, EL, RSP and IEP students are alleviated from the pressures of writing within the academic
English standards.
Students have the option to fill the space with sketches or images to help explain.
Advanced students are encouraged to express to their fullest how the project effected them in the process and analysis portion using critical
thinking in asserting and supporting their opinions.
Questions are typed at the top of the written critique worksheets to help generate sentences. The sentences can be used as sentence starters and
provide appropriate language and vocabulary examples.
Students are reminded that even if a piece of art is not finished, they need to only discuss the work that is visible in front of them, thus students
who were ambitious and couldnt finish in the given class time are not docked points or criticized negatively. Also, this allows slower learning
students the same inclusion and are not criticized negatively.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
 Lesson Plan Template 7

This lesson is a great way for students to summarize their work and reflect on the final work. Allowing students to write and verbalize their
synthesis of knowlwdge acquired from the Unit helps students take into account the problem solving they learned in the creation and ways that
they may be able to apply them to future art works. Hearing what their peers have to say is also a great way to make note of problems that may
have been missed, and typically a peers opinion is more easily accepted than a teachers.
3. How will you engage students in routinely reflecting on their learning?

This Unit may be one of the very first Units that the students go through in an Art 1 class in a High School setting. By concluding the Unit with
a critique that readdresses and summarizes the academic language, the students are then prepared to go into the rest of the year with anticipation of
absorbing other new Elements and Principals of Art. This also aids in their note taking and encourages them to try the new language out in future
lessons.
4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE

Being this is possibly the first critique the students have participated in thus far in their art education, its important to keep in mind that
criticism can be hard to take. This is especially important to be sensitive to at the beginning of the students year because they can be in the early
stages of building their courage to create art work. Confidence needs to be fostered in the beginning stages. This does not mean to dilute the
curriculum, but to make sure that for every constructive criticism there is an opposing positive. This also means that if any student does bring an
emotional element into their work, this case would concern their ties to their Hero, the teacher is sure to thank the student for bringing an
important element to the art and have the courage to share it with the class in their art.
Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis.

Patterson, J. A. (2016). Brave art and teens: A primer for the future high school art teacher.
North Charleston, SC: CreateSpace Independent.

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf