LESSON PLAN FORMAT

University of North Texas Art Education

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

Lesson 4, 10th 11th grade, The Stories We Tell, 50 minutes

II. Lesson Rationale:

In this lesson students will bring together everything we have discussed in class and the
previous lessons about stories and the various forms in which artists tell stories through art as well as
the mediums they employ. Through mixed media students will be able to add various layer to their
stories visually. Through this lesson students will be creating a work of art that tells a story visually
through mixed media, students will be exploring the questions:
o How do artists tell stories through art?
o How can we tell our own stories through art?
o How can mixing mediums communicate the various layers in our stories?
o Why is it important to preserve our stories through art?

III. Key Concepts:

Mixed media using two of the following: silhouettes, stitching/embroidery and collage can
communicate various layers of a story.
Artists statements communicate artists intent behind a work of art.

IV. Essential Question:

How can mixed media be used to tell a story?
How can artists statements be used to help students communicate the meaning behind their
work?

V. Lesson Objectives:
o The student will be able to use mixed media to tell a story visually through the use of
silhouettes, collage and basic stitching and embroidery. Through the use of these
various techniques students will be able to add layers to their stories visually,
mimicking the action of verbally telling a story. Through this process students will
explore how a story can be preserved and passed down visually.
o The student will be able to communicate their intent and what their story means to them
and why it is important through a minimum 5 sentence artist statement, which will
include the name of the artist the title, medium and date of the piece.

VI. Specific Art Content:

Silhouettes, Stitching, embroidery, collage, photomontage, mixed medium.

VII. Resources & Materials for Teacher:

Computer, Screen projector, how-to videos, Art21 video, artists examples PPT, artist statement
handout, sketchbooks, pencils, erasers, exacto knives, scissors, glue sticks, cutting mats, thread,
embroidery floss, needles, embroidery hoop, thimbles, black butcher paper, white charcoal, white conte
pencils, chalk pastels, watercolor, watercolor brushes, charcoal, color pencils, Reeves BFK.

VIII. Resources & Materials for Students:

 Artists statement handout, Sketchbooks, pencils, erasers, exacto knives, scissors, glue sticks,
cutting mats, thread, embroidery floss, needles, embroidery hoop, thimbles, black butcher paper, white
charcoal, white conte pencils, chalk pastels, watercolor, watercolor brushes, charcoal, color pencils,
Reeves BFK.

IX. Instruction and Its Sequencing:

Day of the Lesson: Day 1
1. Introduction/Motivation:
These past couple of days we have been discussing the way artists have told stories in their
work, we have looked at three approaches that three different artists take to telling stories
visually.
Today we are going to be telling our own stories visually, using two of the three techniques we
have covered, it is up to you which two you choose you will also be able to use any other media
you like along with the two you have chosen.

2. Guided Practice
o Refresher on the techniques we covered and practiced in class.
o Refresher on stories discussions we had in class
o By the end of today you need to have checked in with me about your idea for the
project and what two techniques you have chosen.

3. Independent Practice
o Thumbnail sketches/Rough drafts of project

4. Closure
15 minutes before the end of class I will gather students and check in with them.
o What are their two techniques?
o How developed are their ideas for the final project?
If you didnt check in with me today you will need to do so by the start of class tomorrow,
tomorrow will be your first work day.

5. Formative Evaluation
I will walk around the class and make sure students are working on their thumbnail sketches
and have chosen their two techniques for the final project.

6. Accommodations
I will be walking around and available for students that need help and explain the agenda for
the day again if necessary.

7. Classroom Management Procedures

Materials will be ready for students at the front of class, videos will be up and ready for the
students. Trash cans will be at the ready for students to clean up as they work on their projects.

1. Introduction/Motivation: Day 2
Today is your first work day! If you didnt check in with me today and I will give you your
sheet of Reeves BFK so you can begin.
2. Guided Practice
For this project, you will have to write an artist statement, I will give all of you a handout that
explains what this is. You will have to write a minimum of 5 sentences and this will be part of
your grade for this project.
o Handout artist statement handout/ brief discussion over it
3. Independent Practice
o Work day

4. Closure
10 minutes before the end of class I will get students to clean up and answer any questions they
may have.

5. Formative Evaluation
I will walk around and make sure that students are on task and working on their projects.

6. Accommodations
I will be walking around and available for students that need help and explain the agenda for
the day again if necessary.

1. Introduction/Motivation: Day 3
If you have not started on your project you need to today as after today you will only have 2
more work days. I will be demoing how to use other materials so that you can incorporate them
if you would like in your projects.

2. Guided Practice
o Play how-to videos on a loop as students work
o Demo how to use chalk pastels

3. Independent Practice
o Work day

4. Closure
10 minutes before the end of class I will get students to clean up and answer any questions they
may have.

5. Formative Evaluation
I will walk around and make sure that students are on task and working on their projects.

6. Accommodations
I will be walking around and available for students that need help and explain the agenda for
the day again if necessary. I will also replay any videos for students that need them and do the
demo again.

1. Introduction/Motivation: Day 4
Be thinking about your artist statement as you work, if you need any help with that I will be
walking around demoing and checking in with all of you. Today will be another work day.
2. Guided Practice
o Play how-to videos on a loop
o Demo watercolor washes

3. Independent Practice
o Work Day

4. Closure
10 minutes before the end of class I will get students to clean up and answer any questions they
may have.

5. Formative Evaluation
I will walk around and make sure that students are on task and working on their projects.

6. Accommodations
I will be walking around and available for students that need help and explain the agenda for
the day again if necessary. I will also replay any videos for students that need them and do the
demo again.

1. Introduction/Motivation: Day 5
Today is your final work day, if you feel you are behind please take your work home and
finish. Also remember your artist statement, if you need help sorting out your thoughts let me
know, I will be more than happy to help you!

2. Guided Practice
o Play how-to videos on a loop
o Demo charcoal

3. Independent Practice
o Work Day

4. Closure
15 minutes before the end of class I will get students to clean up and answer any questions they
may have.
o Remind students about artist statement
Next class period we will have a gallery walk and put all our work up on the wall and look at
what your peers have done. If you are taking your work home please remember to bring it to
class.

5. Formative Evaluation
I will walk around and make sure that students are on task and working on their projects.

6. Accommodations
I will be walking around and available for students that need help and explain the agenda for
the day again if necessary. I will also replay any videos for students that need them and do the
demo again.
 1. Introduction/Motivation: Day 6
Today we will be doing our mini gallery walk, there are clear thumbtacks at the front, find a
space and hang up your work.

2. Guided Practice
o Have students walk around and look at each others work.
o Class discussion: What did you think of the project?
o What did you think of your final result? What would you change?

3. Independent Practice
o Group share: have students get in groups or pairs and have them write in their
sketchbooks their thoughts on the project as a whole.

4. Closure
10 minutes before the end of class I will have students take down their work and turn it in.
Students will also turn in their artists statement.

5. Formative Evaluation
I will make sure students are engaging in discussion.

6. Accommodations
I will have students get on groups or pairs to ensure that students that are not comfortable
engaging in class discussion can have a chance to share their thoughts.

X. Summative Assessment and Evaluation:

What do I want to know?

How will students tell a story visually through the use of mixed media?
How will students communicate the meaning behind their work?
How will I know it?
Students will create a final work of art that tells a story visually using mixed media and two of
the following techniques: silhouettes, collage, basic stitching/embroidery.
Students will write and artist statement and fill out the handout.
How will I record it?
Rubric, notes, and handout.

Summative assessments need to be thoughtfully conceived and carefully planned (Beattie,

pg. 105).
Observing students while they work not only reveals student behaviors and habits but also
how well instruction is working (Beattie, Pg. 76).
 Do not pass Go Almost There Proceed to GO- Green
Light
Completed piece Final art piece is not Final piece needs some Final piece is fully
complete. work, not fully developed.
developed.
Craftsmanship The piece needs clean The piece needs a little Good attention to
up, overall very messy. more attention to detail, good
Poor craftsmanship. detail. Overall the craftsmanship.
piece is clean.
Incorporation of two Did not incorporate Only incorporated one Incorporated to
of the following: two of the required technique instead of techniques.
Silhouettes, collage, techniques. the required two.
basic
stitching/embroidery
Artists Statement Did not complete Artist statement is Artist statement is
artists statement. vague, not developed. complete,
communicates artists
intent and insight into
the piece.
XI. Interdisciplinary Connections:
Through this lesson students will be making connections to language arts and English class, as
they will be writing artists statements.

XII. References & Resources:

o How-to demo videos: Silhouettes, Stitching/embroidery, and Collage
o Artist Statement Handout
o Artists examples PPT
o Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications,
Inc.

XIII. Art TEKS

o 117.303. Art, Level II (One Credit), Adopted 2013.

o (c) Knowledge and skills.
o (1) Foundations: observation and perception:
A. use visual comparisons to illustrate concepts and ideas from direct observation,
original sources, experiences, narration, and imagination for original artworks;
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.
o (2) Creative expression
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;

o (4) Critical evaluation and response

 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.

XIV. National Art Standards

VISUAL ARTS - Connecting

o Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art.

VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.

A:Cn10.1.IIIa: Synthesize knowledge of social, cultural, historical, and personal life with art-making
approaches to create meaningful works of art or design.

o Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and
historical context to deepen understanding

VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal
responses to art.

VA:Cn11.1.IIa: 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.

VISUAL ARTS - Presenting

o Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

VA:Pr4.1.IIa: Analyze, select, and critique personal artwork for a collection or portfolio presentation.

o Anchor Standard 5: Develop and refine artistic techniques and work for
presentation.
VA:Pr5.1.IIa: Evaluate, select, and apply methods or processes appropriate to display artwork in a
specific place.

VISUAL ARTS - Responding

o Anchor Standard 7: Perceive and analyze artistic work

VA:Re.7.1.Ia: Hypothesize ways in which art influences perception and understanding of human
experiences

VA:Re.7.2.Ia: Analyze how ones understanding of the world is affected by experiencing visual
imagery.

VA:Re.7.2.IIa: Evaluate the effectiveness of an image or images to influence ideas, feelings, and
behaviors of specific audiences.

o Anchor Standard 8: Interpret intent and meaning in artistic work.

VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant and sufficient evidence
found in the work and its various contexts.

VISUAL ARTS - Creating

o Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.1.Ia: Use multiple approaches to begin creative endeavors.

VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present- day life using a contemporary
practice of art or design.

VA:Cr1.2.IIa: Choose from a range of materials and methods of traditional and contemporary artistic
practices to plan works of art and design.