Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for

r Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

Name: Abby Reed
Subject: Virginia Teachers for Tomorrow Art 6 Lesson Plan
Grade: 11

STANDARDS OF LEARNING LESSON PLAN FORMAT

Overview
The students will learn how to produce a piece of art demonstrating aesthetic quality and
knowledge of vocabulary. The students will illustrate a landscape using at least four of the
Key Terms and will be able to identify what was used in other works.
Standard(s) of
Learning
6.1 The student will solve design problems, using color relationships selected from
the color wheel.

6.2 The student will use the principles of design, including proportion, rhythm,
balance, emphasis, variety, and unity, to express ideas and create images.

6.3 The student will use one-point perspective to create the illusion of depth in a
two-dimensional drawing.

6.7 The student will use chiaroscuro to create the illusion of form in a work of art.

6.12 The student will identify the components of an artists style, including
materials, design, technique, and subject matter.

6.13 The student will identify major art movements in American culture from 1877
to the present, with emphasis on relating these movements to changes in
science and technology.

6.16 The student will explain how the elements of art, the principles of design, art
techniques, and art media influence meaning in works of two-dimensional and
three-dimensional art.

6.17 The student will demonstrate inquiry skills and appropriate art vocabulary for
1. describing works of art;
2. responding to works of art;
3. interpreting works of art; and
4. evaluating works of art.

6.18 The student will interpret the ideas and emotions expressed in works of art,
using appropriate art vocabulary.
Objective
The student will understand symbolism and how it is used.
The student will recognize the impact of art in the shaping American history.
The student will know how to properly use a medium of their choice (i.e. graphite,
charcoal, collage, ink, acrylic or watercolor paint, chalk or oil pastel, crayon, colored
pencil, etc.)
Key Vocabulary
or Concepts
Vocabulary: line, shape, form, color, value, texture, space, proportion, rhythm, balance,
emphasis, variety, and unity
Concepts: Visual Communication and Production, Cultural Context and Art History,
Judgment and Criticism, and Aesthetics
Materials
Teacher:
Any materials the students will use (for giving examples on techniques, Key
Vocab., etc.)
PowerPoint presentation on flash-drive
Students:
Pencil
Sketching paper
Project paper (Drawing or Painting
Tool of their medium (i.e. graphite, charcoal, collage, ink, acrylic or watercolor
paint, chalk or oil pastel, crayon, colored pencil, etc.)
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

Introduction
PowerPoint
Discuss vocabulary/artists and ideas for the project
Instructional
Activities
Vocabulary Worksheet Key Vocab.
PowerPoint Artists of the Great Migration
Groups will brainstorm ideas for their projects
Project Adaptation of a historical piece or artists style from the Great Migration to
the students personal surroundings or environment (i.e. a Georgia OKeefe style
landscape of the students back yard) and it must use at least 4 of the Key Vocabulary
words.
Accommodations

Closure Activity
The students will try to identify which vocabulary words were represented in their
classmates work in a group discussion at their table.
Assessments
Project
Discussion
Resources
http://www.artlex.com/ArtLex/a/african_american_4.html