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Lesson Plan Framework and Rubric

Part I: Learning Plan

Age Group: 6th 8th Grade

Subject: Art
Topic: Developing Artistic Perception
State/Common Core Standard: Develop perceptual skills and visual arts vocab. Identify and
describe all the elements of art found in selected works of art (e.g., color, shape/form, line,
texture, space, value) California State Common Core Standard
Local Curriculum Expectation/Objective: Pedagogical knowledge and reflective thinking,
observing, and responding Education Department Learning Outcomes

Below are the skills that students will be practicing in this lesson plan.

Draw connections, examine,


Interpret, solve

Translate, recognize


Lesson Learning Targets

Knowledge Targets: Students will be able to apply their understanding of artistic
terminology to real world examples. At the end of the lesson, they should recognize that art can
(and tends to be) multifarious and diverse.
Skill Targets: Students will practice analyzing multiple art forms and articulating each
pieces artistic elements.
Understanding Target: Students will understand the importance of being familiar with
artistic terminology. They will recognize the significance of being able to distinguish/identify
elements of art, and they will also begin to consider how one defines art.
Assessment Plan: Pairs will come together at the end of the activity, presenting a picture
of an art piece they observed in the museum. They will present this to the class, assessing and
explaining the pieces specific artistic elements based on their prior knowledge of artistic

Part II: Learning Plan


Outcomes: Students will draw from their understanding of artistic terminology and use it to
analyze real-world art examples.

Upon arriving at the City Museum, students will be given one hour to explore the space
in groups of two or more. After that hour, the class will come back together to discuss the days
Students will be divided into pairs (either by choice or teacher assignment). Each pair
will be responsible for finding and photographing five pieces of art (could be a column, painting,
creative structure, etc.). They will evaluate each pieces color, shape/form, line, texture, space,
and value. In order to make sure that they do this correctly, the teacher will model an example
after reviewing with the class different elements of art (something they should have already
studied in preparation for this lesson). The students will then demonstrate their comprehension
with a teacher-initiated guided practice.
The students will disband in groups of two and will be asked to return after they examine
one sculpture/art piece. The teacher will check to make sure that the work has been done
correctly and will then send them out to find four more art pieces.
By the end of the field trip, each student pair should have five pictures and five artistic
descriptions (one for each piece).
The next day (or later in the week), they will be asked to present one of their findings.
They will explain to the class the pieces artistic elements and how those make it unique,
interesting, etc. Presentations should take about five minutes each.
The teacher will review the objectives, and the class will decide if they feel that the
outcomes were met or not.
Debrief by asking the students if they were surprised to see the differences between each
others pieces regarding artistic elements. Why might it be important to be familiar with artistic
terminology? Why might it be important to be able to distinguish/identify elements of art? How
do we define art? What is/isnt art? Why or why not?
To measure student understanding and the success of the field trip activity, students will
assess their own learning as homework or an after-presentation assignment.

Special Ed Modifications: This lesson modification may help teachers guide students who are,
for some reason, unable to roam the grounds independently or would benefit from instructor
support. Students will work with their teachers (or a parent-volunteer) to find and identify
elements of art in City Museum. The activity will work like a guided practice, with students
picking out their favorite structures, pieces, etc. and the teacher simply helping them to assess the
traits of each artwork.
Materials: Golf pencils, paper/small notebook, camera phones