Lesson Plan Template

Visual Art Unit Plan: Overview of Lessons

Big Idea: Identity within Social Practice Medium(s): Photography Grade Level: 9th

Essential Visual Art NCAS & VAPA Standards Procedures Modifications for
Questions & Summary IEPs & English
Multicultur Language
al Learners
Objectives
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Lesson 1 How has Visual art- NCASStandards Teacher will The teacher will sit
Title: photography Generate 4.0AESTHETICVALUING facilitate a VTS students who
Introducti impacted art learning AnchorStandard7:Perceiveandanalyze with students require
on to making and objectives for artisticwork into recognizing modifications
Social visual students to VA:Cr1.2.Ia Shape an artistic social practice closer to the front
Practice culture? understand investigation of an aspect of present within a work of the classroom to
within social change day life using a contemporary by recognized ensure learning
Photogra depicted practice of art or design. photographer, and engagement.
phy within art and decipher Teacher will pair
through Multicultural- meaning within, students with
VTS, Identify and introduce others for better
Think diversity essential understanding if
Sheet within questions, and necessary.
artwork big idea.
relating it to Students will-
their own Engage within
experiences, assigned group
and being over meaning
able to in VTS, and
translate that then share out
into art. with the class
in an organized
manner
utilizing the
card system.

How has Visual art- VAPAStandards: Teacher will-

PowerPoi photography Students will 5.0CONNECTIONS,RELATIONSHIPS, Cover Historical
nt about shaped our explore APPLICATIONS Precedents of
Historical perspective various AnchorStandard8:Interpretintentand established
Preceden of the world appropriate meaninginartisticwork. photographers
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ts and around us? imagery from and discuss

objective In what influential definition of
s for ways does artists to gain Social Practice,
lesson this better insight and how it
plan contribute into their own contributes to
Martin to our own work the big idea for
Parr self-image? Multicultural- studio project.
How does it Students will Student will-
affect the experience make
perceptions differing connections to
others have viewpoints on their big idea
on us? social and how they
practice, and will execute
global their projects.
perceptions

Lesson 2 How do you Visual Art: The Creating: VA:Cr2.1.Ia Teacher will show Visual images and
Title: bring a students will Engage in making a work of art or a video to demonstrations will
Demonstr photograph (TSW) be able design without having a preconceived students about be given to aid
ation to life to . . . plan. pointers on how English learners. I
through the recognize Responding: Responding: 7.1 Hypothesize to create a will supply reading
tips shown in successful ways in which art influences perception and successful materials for those
the video? compositions understanding of human experience composition. with impaired
in Connecting: 11.1 Describe how knowledge Teacher will lead hearing. Will be sure
photography of culture, traditions, and history may students through to frequently check
Multicultural: influence personal responses to art. demo, and have for understanding.
The students students practice Seating
will (TSW) be 1.0 Artistic Perception: 1.6 Describe the
taking pictures arrangements will be
able to . . . use of the elements of art to express
using supplied made when
realize that mood in one or more of their works of
electronics, or necessary.
everyone has art.
personal cell
the own 4.0 Aesthetic Valuing: 4.3 Analyze and
phones. Teacher
narrative to articulate how society influences the
will have
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tell. interpretation and message of a work students

of art. complete a think
sheet to prepare
them for their big
idea, and how
they will answer
essential
questions in their
upcoming
projects.

Lesson 3 What roles Multicultural VAPA Standards Students will I will supply
Stereotyp does society Students will Connecting: 2 take reading materials
e Self- place on experiment 4. AESTHETIC VALUING photographs for those with
Portrait you? How differing Derive Meaning 4.1 Articulate how that represent impaired hearing, I
are those viewpoints on personal beliefs, cultural traditions, stereotypes and will ensure we only
role correct social and current social, economic, and social role stop at locations on
and practice, and political contexts influence the society has put campus that have
inaccurate? global interpretation of the meaning or on them. easy accessibility
How perceptions message in a work of art. 4.2 for students with
has/does Aesthetic Compare the ways in which the physical
your cultural Value: meaning of a specific work of art has disabilities. Visual
experiences The students been affected over time because of images and
define you? will be able changes in interpretation and demonstrations will
What to context. be given to aid
positive/neg understand 2 Creative Expression English learners.
ative do you strategies Communication and Expression
play in used in Through Original Works of Art
society? photography, 2.5 Create an expressive
to create composition, focusing on dominance
successful and subordination. 2.6 Create a two-
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compositions. or three-dimensional work of art that

addresses a social issue.
NCAS proficient Creating 1.2: Shape
an artistic investigation of an aspect
of present- day life using a
contemporary practice of art or
design. Responding: 7.1
Hypothesize ways in which art
influences perception and
understanding of human experience
7.2 Connecting: 11.1
Describe how knowledge of culture,
traditions, and history may influence
personal responses to art.

Lesson 4 How have Multicultural- Repeat VAPA: , 4.2,2.5, 2.6 & NCAS: Students will The teacher will sit
Individual you Students will 1.2, 7.1, 7.2, 11.1 take portraits students who
Essence challenge experiment (see lesson 3 for details) that represent require
Portrait the social with differing the true modifications
norm? how viewpoints on essence of closer to the front
can you social their character of the classroom to
create practice, and in ways that ensure learning
change in global challenge the and engagement.
the way perceptions identity of the Teacher will pair
others Aesthetic previous students with
perceive Value: photos. others for better
you? How The students understanding if
does will be able to necessary.
Photograph understand
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y challenge strategies
and used in
enhance photography,
society's, such as the
view on golden rule
matters of etc, The
race, age students will
and be able to
gender? recognize
successful
compositions
in
photography

Lesson 5 In what ways Multicultural NACA Students will I will supply

Post Edit does the size Students will Creating: accomplished 2.3: learn how to students with
& and color of a experience Redesign an object, system, measure cut visual disabilities
exhibition frame effect a differing place, or design in response to matt board to with large devices
prep piece of art? viewpoints contemporary issues. frame works of to work on. I will
When arranging on social VAPA art. Find an app with
your artwork for practice, and Aesthetic Valuing: advanced 4.2 the option to read
display where is global Identify the intentions of artists prompts in a
your eye drawn perceptions creating contemporary works of variety of
first, how does it Aesthetic art and explore the implications languages to read
over throughout Value: of those intentions. for english learners
the piece and The students Historicalandculturalcontext:3.1 and those hard of
why? What is will be able Identifysimilaritiesanddifferencesinthe hearing. All of
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the underlying to purposesofartcreatedinselected these student will

message of this understand cultures. be invited to stand
artist work? strategies Artisticperception:1.2Describethe in the front row for
used in principlesofdesignasusedinworksof the demos so they
photography, art,focusingondominanceand can have a clearer
such as the subordination. view.
golden rule
etc, The C
students will
be able to
recognize
successful
compositions
in
photography

Lesson 6 How is this Multicultural VAPA Standards Students will I will encourage
exhibit/ image Students will aesthetic valuing: 4.2Identifythe learn how to commentary from
critique challenging experience intentionsofartistscreating look for these students and
social roles? differing contemporaryworksofartandexplore traditional maintain an
How is the viewpoints theimplicationsofthoseintentions. composition environment of
composition of on social Historicalandculturalcontext:3.1 techniques that respect so they
this image make practice, and Identifysimilaritiesanddifferencesinthe make an image feel comfortable
it successful or global purposesofartcreatedinselected sucessful in speaking out and
unsuccessful? perceptions cultures.Artisticperception:1.2 addition to use expressing
How does your Aesthetic Describetheprinciplesofdesignasused critical thinking themselves even if
eye move Value: inworksofart,focusingondominance to asses they are lacking in
throughout the The students andsubordination. meanings of art vocabulary to do so
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photograph and will be able work.

the exhibition? to NCASAnchorStandard
understand Presenting5.1:Analyze and
strategies evaluate the reasons and ways
used in an exhibition is presented.
photography, Responding8.1:Interpret an
such as the artwork or collection of works,
golden rule supported by relevant and
etc, The sufficient evidence found in the
students will work and its various contexts.
be able to Connecting 11.1: Appraise the
recognize impact of an artist or a group of
successful artists on the beliefs, values, and
compositions behaviors of a society.
in
photography