Lesson Plans

Over the course of the 9 weeks at Conrad Ball Middle School I was given the opportunity to teach many lessons to all levels of students.

Fun with Caricatures: One of the first lessons taught was a lesson for sixth graders on making a caricature. The students could make a caricature of whomever they wanted and even had the opportunity to make their own caricature. Students were challenged to tell a story through their artwork about their caricatures.

The objectives for this lesson are all aligned to standards, Blooms, and art learnings.:

Looking at caricatures, TSWBAT assess how caricatures have played a role in American culture. (Blooms: Evaluate / Standard: Comprehend /GLE: 2. Art created across time and cultures can exhibit stylistic differences and commonalities /Art Learning: Historical/ Multicultural/ Literacy)

Using an investigate worksheet and their sketchbook, TSWBAT plan the composition and elements of their caricature, looking up ideas on their iPads. (Blooms: Create / Standard: Create / GLE: 1. Plan the creation of a work of art /Art Learning: Conceptual/Ideation/ Technology/ Literacy/Numeracy)

Using colored pencils, TSWBAT illustrate use of shading through value and blending on their final drawing. (Blooms: Apply / Standard: Comprehend / GLE: 1. The characteristics and expressive features of art and design are used in unique ways to respond to two- and three- dimensional art / Art Learning: Materials/Techniques)

Using 12×18 paper, colored pencils, and sharpie, TSWBAT create an engaging caricature that displays line and color. (Blooms: Create / Standard: Create / GLE: 2. Explore various media, materials, and techniques used to create works of art /Art Learning: Expressive Features)

Looking at completed artwork, TSWBAT construct a story about their character. (Blooms: Apply / Standard: Reflect / GLE: 2. Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies and technology / Art Learning: Reflect/ Literacy)

Looking at completed artwork, TSWBAT critique their own work and the work of a peer. (Blooms: Evaluate / Standard: Transfer / GLE: 1. Critical thinking in the arts transfers to multiple lifelong endeavors / Art Learning: Assess/Evaluate /Literacy)

Some examples of final artwork can be seen below.

To complete the lesson students wrote a story and then had a partner critique their work. Here you can see an example of what this looked like in action.

Lesson Plan and Support Materials for this lesson are attached. Each plan includes accommodations and modifications as well as pre and post assessment and outcomes.

Caricature Lesson Plan

Critique Worksheet

 

Protest Street Art:Another lesson taught was for an 8th grade 2D class. They were challenged to create a piece of protest street art on something they felt passionate about. They were given options of bullying, environmentalism, racism, and sexism. Students first worked on an ideation worksheet to help get ideas on these issues.

The objectives for this lesson are all aligned to standards, Blooms, and art learnings.:

Looking at artwork, TSWBAT identify Banksy, Shepard Fairey, and Paulo Ito and how cultural issues impact their artwork. (Blooms: Analyzing / Standard: Transfer / GLE: 2. Cultural traditions and events impact visual arts within a community / Art Learning: Historical/ Multicultural)

Using a proposal packet, TSWBAT investigate a cultural issue from the given list and include important details on the issue, why they chose that issue, how they intent to fight that issue, find inspiration, and explore 4 possible ways of symbolizing that issue. (Blooms: Analyzing / Standard: Create / GLE: 3. Utilize current and available technology to refine an idea, and create original and imaginative works of art / Art Learning: Conceptual/Ideation/ Literacy and Technology and Numeracy)

Using paper, exacto, and paint, TSWBAT create a piece of “street art” by making a stencil and using paint to transfer that stencil into a work of art on several materials and surfaces. (Blooms: Creating / Standard: Create / GLE: 2. Demonstrate technical proficiency and craftsmanship when planning / Art Learning: Materials/Techniques)

When making street art, TSWBAT construct a composition utilizing line, color, and symmetry with consideration of location and use of text to communicate their intent. (Blooms: Applying / Standard: Create / GLE: 1. Achieve artistic purpose to communicate intent / Art Learning: Expressive Features/ Numeracy)

Looking at their own completed artwork, TSWBAT justify their artistic choices and video or write an artist statement discussing their intent through their artistic choices. (Blooms: Evaluating: / Standard: Reflect / GLE: 1. Visual literacy skills help to establish personal meaning and artistic intent in works of art/ Art Learning: Reflect/ Technology and Literacy)

Looking at a peer’s completed artwork, TSWBAT assess the effectiveness of the artwork through working through an art criticism worksheet. (Blooms: Evaluating / Standard: Comprehend / GLE: 3. Art criticism strategies are used to analyze, interpret, and make informed judgments about works of art/ Art Learning: Assess/Evaluate /Literacy)

Here are some of those worksheets completed:

They created stencils which proved to be a bit of a struggle for some of the students but they powered through in order to get to spray paint. Here are some completed pieces.

Here is the lesson plan and support materials. Each plan includes accommodations and modifications as well as pre and post assessment and outcomes.:

Protest Street Art Rubric

Artist Statement Worksheet

Proposal Worksheet

Protest Street Art Lesson Plan

Protest Street Art Project Outline

Questions In Art Criticism

Street Artists Note Outline

 

Abstract Expressionism: I also completed a lesson for a 7th grade 2D class. They were asked to listen to music and create an abstract work of art using watercolor paints that depicted that song visually.To begin their ideation they practiced painting abstract as a class to 8 different songs. Here is an example of that practice sheet:

IMG_0414

The objectives for this lesson are all aligned to standards, Blooms, and art learnings.:

Looking at artwork, TSWBAT identify Paul Klee, Pablo Picasso, and Kandinsky and how music has influenced their art work. (Blooms: Analysing / Standard: Comprehend / GLE: 2. Historical and cultural context are found in visual art / Art Learning: Historical/ Multicultural)

Listening to music, TSWBAT illustrate the music visually with watercolor paints in their sketchbook (Blooms: Apply / Standard: Transfer / GLE: 2.Communication through advanced visual methods is a necessary skill in everyday life / Art Learning: Conceptual/Ideation)

Using watercolors, TSWBAT create a painting to demonstrate their knowledge of color mixing and use of acrylic mediums and paint techniques (Blooms: Create / Standard: Create / GLE: 2. Assess and produce art with various materials and methods / Art Learning: Materials/Techniques)

Utilizing artist reflection worksheet, TSWBAT imagine how choice of color, line, movement, rhythm and pattern captures the mood of the song they are depicting. (Blooms: Create / Standard: Reflect 1. Reflective strategies are used to understand the creative process / Art Learning: Expressive Features)

Looking at completed artwork, TSWBAT determine which song inspired the artist’s creation and communicate why they came to that conclusion (Blooms: Evaluate / Standard: Reflect / GLE: 3. Interpretation is a means for understanding and evaluating works of art / Art Learning: Reflect/Assess/ Evaluate /Literacy)

The students then could create an abstract watercolor painting depicting a song of their choice.

All support materials and lesson plan can be found here. Each plan includes accommodations and modifications as well as pre and post assessment and outcomes.:

Abstract Art Rubric

Abstract Expressionism Lesson Plan

Creative Harmony

 

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