Lesson Plan 3 (Full)

Teachers name: Ellen Keba

Big Idea: Artists desire to combine reality and fantasy to create meaningful art.

Lesson Title: Eye as the window to the soul

Grade Level: 6th

Time: 2 -45 minute classes

Lesson Summary: In this lesson students will be creating a realistic fantasy animal eye to
depict themselves. They will learn that fantasy and reality go hand-in-hand. Although fantasy is
more abstract and made up it can depict very realistic aspects of people or life.

Artists: Erica Wexler, Evil Eye Surrealism

Key Concepts:

Artists can depict reality and fantasy in their artwork.

Fantasy can be used to represent realism.
Artists can create fantasy art in a realistic style to full the eye.

Essential Questions:

In what ways can artist and you show reality and fantasy?
How can fantasy be used to represent realism?
In what ways can artists create realistic looking fantasies?

Standards:

a)
9.1.8.A: Know and use the elements and principles of each art form to create works in
the arts and humanities.
9.1.8.D: Demonstrate knowledge of at least two styles within each art form through
performance or exhibition of unique works.
9.1.8.E: Communicate a unifying theme or point of view through the production of
works in the arts.
9.1.8.K: Incorporate specific uses of traditional and contemporary technologies in
furthering knowledge and understanding in the humanities.
b) .
E06.C.1.1.2: Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
 E06.C.1.1.5: Provide a concluding section that reinforces the claims and reasons
presented.
E06.C.1.2.4: Use precise language and domain-specific vocabulary to inform about or
explain the topic.

Interdisciplinary: This lesson relates to language arts because it teaches the students new
vocab words and also reinforces old ones. Also just as in language arts everything needs to be
clearly explained for students or demonstrated to avoid confusion.

Objectives:

Knowledge: Students will define reality and fantasy in art by discussing

Skills: Students will combine reality and fantasy by creating realistic animal eyes that
depict their personality in the iris.
Disposition: Students will utilize their time wisely by asking peers or the teacher for
symbols to put into their eyes.

Assessment:

Pre-assessment: Did students show a basic understanding of what reality and fantasy
are? Also did students understand how reality and fantasy could be combined in
artworks?
Formative Assessment: Were students able to use their time wisely to complete their
eyes? Did they ask for help if they were stumped?
Summative Assessment: Did the students eye projects show a clear understanding
of reality and fantasy?

Introduction/ Motivation:

Day 1: Students will be passed out a blank sheet of paper and instructed to keep score.
The students will be shown a YouTube quiz video called What Animal are You
(https://www.youtube.com/watch?v=2yNas6NWEfg). This video shows 6 beautiful
animals, koala, bear, monkey, wolf, lion, and tiger. Whatever the students results are,
are the animals they will use for the project. Students will be fully introduced to the
project of drawing animal eyes realistically, but will be instructed to leave the irises
blank.
Day 2: Students will arrive to class and read, what do you notice first written on the
board. The students will be asked what it is that they notice first on a person. After a
few volunteers answer, the teacher will tell them that personally they notice eyes first.
Eyes have a way of expressing everything a person is feeling and can capture ones
attention. The class will watch a 4 and a half-minute video on personality iridology
(https://www.youtube.com/watch?v=uxJoStsTIeA). This video well introduce them to
iridology and give a brief over view of all the things a persons iris can tell us.

Development:
 Day 1: After students finish the quiz video and find out their animal for the project they
will grab an 8in. x 11in. drawing paper, pencils, and a magazine page of their animal for
reference. Students will then be gathered around a table for a demonstration of how to
draw and layer lines so they look like fur or skin. They will be shown that with the tip of
a pencil swiped fast on the paper starts thick then gets thin resembling hair. Also the
students will be shown that little lines and shading can create a nice wrinkle effect as an
eyelid. Last they will be shown that going back into the drawing with an eraser or white
colored pencil they can create bright highlights. As the students begin to work they will
be instructed to focus on the outside of the eye. They will also be told to really pay
attention to the shades in the animals fur. The rest of the class will be used to complete
their animal eyes; they will be drawing both eyes. Through out the work period students
will be able to ask for any kind of help they need.
Day 2: After talking about eyes and watching the YouTube video the class will review
what fantasy and surrealism is. Then will be introduced to the Artist Erica Wexler,
through a power point, and introduced to the next part of the project. Students will
create a fantasy scene or collaged drawing based off of their personalities and interests
in the iris of the eye. The one eye is to be a representation of how they view themselves
and the other on how they think the world views them. It can be simple or very
elaborate, stay inside the iris or extend out of it breaking the eyelid. It is suggested that
students use colored pencils or oil pastels for this part to add drama, however if they
dont think color is a good representation of their personalities then they are not
required to use them, they could also use pens. This part of the project is very loose
and intended to get the students imaginations flowing. They will, however, be
encouraged to distort any realistic representation. For example, if a student is interested
in sports they could draw an abstract basketball but keep the colors to tell what it is still.

Close:

Day 1: After the class cleans up and places their projects they will be given a blank
piece of paper as a ticket out the door. Students will then be asked to replicate the
drawing techniques demonstrated earlier.
Day 2: Once the projects are finished the students will mount them on black
construction paper. The students will then write a short description of what each eye
shows and the meaning behind them. All the eyes and descriptions will then be hung in
the hallway for the school to see.

Preparation:

Teacher Preparation: Teacher will need to review both YouTube videos before
showing them in class. They will also need to go through national geographic, animal
magazines, or print pictures offline so there are enough references for the students. Also
have to be familiar with simple eye drawing techniques to demonstrate for the class.
 Teachers should be prepared if any student is struggling thinking of symbols to put in
their eyes to represent them.
Instructional Resources:
o https://www.youtube.com/watch?v=2yNas6NWEfg
o https://www.youtube.com/watch?v=uxJoStsTIeA
o Erica Wexler PowerPoint
Student Supplies:
o 8in. x 11in. drawing paper
o Drawing pencils
o Erasers or white colored pencil
o Colored pencils or Oil pastels
Modifications
o For students that are having a hard time with coming up with symbols to draw
they can receive a sheet that has symbols relating to personality traits.
o If there are students who have created very similar projects to this one they will
be allowed to change it slightly. One thing they could do is the opposite, instead
of having the fantasy scene in the iris it would be what makes up the shape of
the eye and then they could draw a realistic iris and pupil inside.
Accommodations

Specific learning disabilities:

Since this lesson requires the students to watch a video with a lot of
information create a sheet with just the key points from the video to
help the student understand what this project is really about. Its
important so students do not get over whelmed with unnecessary
information.

Intellectual disabilities:
For these students it is important that they are interacting with what is
being taught. For example while giving the shading demonstration the
teacher can show an example of how to do it then ask that student, and
maybe others, to repeat what you just did. This way they are really
grasping the information. Also at the beginning of this lesson the
teacher should create a schedule with the main things you are doing
through out this lesson. That way the student can follow it and know
what to expect.

Emotional disturbance:
At the beginning of the lesson set expected behavioral rules and
expectations for the entire class. That way you are not singling out a
specific student. One important thing to remember with students who
have emotional disturbances is positive feedback. For this a teacher can
do multiple things:
Have the student do the shading example along with you and
compliment the way they are doing it, this should give a
confidence boost and help them while creating their eyes
along with their shading ticket out the door.
The teacher can walk around the classroom as they work and
compliment how they are doing

Also for this lesson the teacher can set a cool down area. If at any
point the student is getting worked up over the project have them take
five or more minutes in the cool down area. Once they have relaxed
ask them to come back to the project and see how you can help.

Orthopedic disabilities:
Since the students will be moving around a lot during this lesson make
sure everything is easily accessible to the student. For example have
 desks or tables far enough away that you could possibly fit a wheel
chair. Another option is for the teacher to do the demonstration at the
table that student is at so they do not have to move. To get supplies you
could have a system where one random person from each table gets
everything they need. This way the student does not feel helpless or as
though they are being treated any different.

Visual impairments:
Incase the student is unable to see the video quiz on the first day
provide them with a written form of it. Including pictures of the animals
so that way they are getting the same experience as the rest of the class
only theirs is on paper. Also for the second day of the lesson create
another hand out with the key points in bold. For symbol sheets make
sure the symbols are enlarged and bold. Also if the student has little to
no vision teacher can provide and already drawn animal form with the
lines done in Elmers Glue. This way the student is able to run their
hands over the paper and feel their artwork.

Autism:
Make sure students are close to the materials needed for this project.
Also while doing demonstrations make sure the student is in the front
and can easily see everything you are doing. For the videos give the
student guided notes highlighting all the key points, also give students a
symbol guide just incase they can not think of any symbols. Another
thing the teacher could do is help that student come up with symbols
that relate to them and draw them on a separate sheet. This can be used
as a reference when creating the final piece. If this project is too much
for them the teacher can have the student only create the eye that
represents how they see themselves.