Name: Justina Rigney Date: February 6-9, 2018

# of Students: 35 Age/Grade Level: 6th Content Area: Art

Unit Title: Elements & Principles of Art: Pattern & Movement

Lesson Title: Zentangle

Lesson Alignment to Unit

A) Identify essential questions and/or unit objective(s) addressed by this lesson.

❖ How do the Elements and Principles of Art contribute to art?

➢ Students will be able to use their understanding Elements and Principles
of Art to write about and discuss artwork.
❖ How do patterns contribute to a sense of movement in art?
➢ Students will be able to create with a variety of patterns within their work
to produce a sense of movement.
B) Connect the objectives to the state curriculum documents, i.e., Program of Studies,
Kentucky Core Content, and/or Kentucky Core Academic Standards.

VA:Cr2.1..6

Demonstrate openness in trying new ideas, materials, methods, and approaches in

making works of art and design.

VA:Re9.1.6

Develop and apply relevant criteria to evaluate a work of art.

C) Describe students' prior knowledge or focus of previous learning.

Students have previous learned about the Elements and Principles of Art.

D) Describe summative assessment(s) for this particular unit and how lessons in this
unit contribute to the summative assessment.

Students will have be able to discuss how pattern is used within their artwork to create
movement. They will also be able to discuss the Elements and Principles in artwork
through the bellringer.

E) Describe the characteristics of your students as identified in section Task A-1 Critical
Students Characteristics, who will require differentiated instruction to meet their
diverse needs impacting instructional planning on this lesson on the unit.

Several special education students are in the room. None require a scribe, or reader, and
will not need additional differentiation. A few will require reminders about the task at
hand.

F) Pre-Assessment: Describe your analysis of pre-assessment data used in developing

lesson objectives/learning targets (Describe how you will trigger prior knowledge):

Students have been working with the Principles and Elements in class. This knowledge
will be utilized as they create a variety of patterns in their art as to create a sense of
movement.

Learning Objective/ Assessment Instructional

Learning Topics Strategy/Activity

Students will be able to use
their understanding of
each Element and
Principle to write about
and discuss works of art.
Formative:​ Students will
briefly discuss artwork as a
class.
Summative: ​Students
will write about and
discuss a work of art,
focusing on the Elements
and Principles of art.
Review Elements and
Principles as a class. After
students have written,
discuss as a class.
Media/Technologies/
Resources:​ Document
camera or projector for
displaying image if not
present.

Students will be able to Formative:​ Teacher will Review pattern and

create patterns and use listen and discuss with
them to produce students how concepts are
movement. being included in their
work.
Summative: ​Students
will submit their final
project and include a brief
statement about their work
and how pattern was
utilized.
movement as a class.
Expectations and example
of project. Students will
plan how they want to
layout their page,and
create their artwork.
Media/Technologies/
Resources:​ Document
camera or projector for
discussing criteria and
example.
Day 1: February 6, 2018

1) Bellringer: Choose a work demonstrating pattern/movement for students to write

about. Have students take a few minutes to write about at least three Elements or

Principles evident in the work. Briefly discuss.

2) Explain to students that they will be using their knowledge of the pattern and

movement to create a Zentangle.

3) Explain the activity:

1. Students will be creating a Zentangle using patterns and movement. Review what

a Zentangle is, then review pattern and movement. Review rubric for project, go

over example and how to use pattern throughout the piece.

2. Students will create a layout for the page dividing it into at least 15 sections.

Students need to show layout draft to the teacher before starting on their final

copy of the project. ​(The layout draft must be completed by the end of

class day 1)

3. Students will then start on final draft. Each of the sections must include a

different pattern. When finished the artwork needs to include a brief artist

statement that includes what they enjoyed about the project, what they would do

different next time, and how they used pattern.

4. When project is finished each student will check their work to make sure it fulfills

all criteria and will complete a self-evaluation using the rubric.

4) As students start work walk around to answer questions and check for

comprehension of the project and concepts. Check drafts as they finish and distribute

drawing paper.

5) Give students a warning 15 minutes before the end of class that they have 10 minutes

to finish their draft draft.

6) 5 minutes before the end of class check any remaining layout drafts. After the drafts

are checked give any remaining students paper for their final version. Have students

place work into their art folders and collect project.

Day 2: February 7, 20108

1) Bellringer: Choose a work demonstrating pattern/movement for students to write

about. Have students take a few minutes to write about at least three Elements or

Principles evident in the work. Briefly discuss.

2) Review project expectations with class. Remind them that today they will be working

on their Zentangle. Remind them that this project should take until Friday to complete

and that they should not rush through their work.

3) Have students acquire their art folders one table at a time and start on their projects.

4) As students start work walk around to answer questions and check for

comprehension. Check for participation and active engagement in project.

5) Give students a warning 15 minutes before the end of class that they have 10 minutes
to work on their projects.

6) 5 minutes before the end of class students place work into their art folders one table

at a time.

Day 3: February 8, 20108

1) Bellringer: Choose a work demonstrating pattern/movement for students to write

about. Have students take a few minutes to write about at least three Elements or

Principles evident in the work. Briefly discuss.

2) Review project expectations with class. Remind them that today they will be working

on their Zentangle. Remind them that this project should take until Friday to complete

and that they should not rush through their work.

3) Have students acquire their art folders one table at a time and start on their projects.

4) As students start work walk around to answer questions and check for

comprehension. Check for participation and active engagement in project.

5) Give students a warning 15 minutes before the end of class that they have 10 minutes

to work on their projects.

6) 5 minutes before the end of class students place work into their art folders one table

at a time. Remind students that they will have tomorrow finish their project.

Day 4: February 9, 20108

1) Bellringer: Choose a work demonstrating pattern/movement for students to write

about. Have students take a few minutes to write about at least three Elements or

Principles evident in the work. Briefly discuss.

2) Review project expectations with class.Remind them that today they will be finishing

their Zentangle. Remind them that this project should be finished today.

3) Have students acquire their art folders one table at a time and start on their projects.

4) As students start work walk around to answer questions and check for

comprehension. As students start to complete their pieces have them check that it meets

all criteria. Have them fill out rubric as a self-assessment of their work.

5) Give students 20 and 10 minute warnings before the end of class. Reminding them

anyone still needing to complete a self-assessment will need to do so before the end of

class. If extra time allow students to share work.

6) Collect project and self-assessment at the end of class.