The Academy for Technology & the Classics

Lesson Plan Template

Instructors name: Cermanski

Course/Grade: AP Art

Week of: Wednesday, November 12 to

Wednesday, November 19, 2014

Unit Name: Layered Drawing with Multiple

Changes

Common Core/ NM Content Standards: NMVA 1,2,4,5,6

Essential Question(s):

Connections (prior learning/prior knowledge):

How can I make my art piece more

interesting by using manipulative action
verbs?
How can I expand my idea in multiple
ways to make a more engaging art piece?
How can I use art materials in unique
ways?
Other considerations (modifications,
accommodations, acceleration, etc.):
-Struggling students will get more one-on-one
instruction
-Advanced students will be encouraged to work
in a series

Students will be familiar with the

manipulative action verbs from everyday
life

Resources/Materials
Teacher: List of manipulative action verbs
(Nicholas Roukes, Design Synectics), images of
student work (Trishs AP Creative Imagery CD)
Students: Choice of art materials plus gel medium,
gesso, brushes, heavy watercolor paper

Assessment (How will you monitor progress and know students have successfully met outcomes?)
Daily: Daily observations of sketches/paintings as they are being developed
This Week: Completion of the sketch
Unit: Final piece and participation in critique

Time allotted

Lesson activities for instructor and students

WEDNESDAY NOV 12

Do Now: Make a list of things you love, things you despise,

and things that fascinate you in your sketchbook

Learning Target- TSW learn how to start

a multi-layered drawing with multiple
changes. TSW know this once his/her
base painting is complete.

Describe projectwe will be developing one idea in many

different ways using prompts every/every other day.
--Choose one of the things from your Do Now list as your
base idea.
-Do a quick sketch of your base idea
-Show me sketch then work on final, using medium of choice.
(1F)Embedded Formative Assessment: one-on-one check in

on sketch
(1B)Closing Activity: Student share
THURSDAY NOV 13

Do Now Take out piece and continue working.

Learning Target-TSW learn how to add

to his/her drawing using the
manipulative verb combine. TSW
know this after he/she has incorporated
combine into his/her art piece.

TodayFinish base piece, then do combine

Combine. Bring things together. Connect, arrange,

link, unify, mix, merge, wed, rearrange. Combine
Ideas, materials and techniques. Bring together
dissimilar things to produce synergistic integrations.
Ask: What else can you connect to your subject?
What kind of connections can you make from
different sensory modes, frames of reference or
subject disciplines?
All art, and most knowledge, entails either seeing
connections or making them. Until it is hooked up
with what you already know, nothing can ever be
learned or assimilated.

-Ralph Caplan
(1F)Embedded Formative Assessment: One on one check
in on use of combine in art piece
(1B)Closing Activity: Student share
FRIDAY NOV 14
TargetTSW learn how to use value to
show 3-dimensioality. TSW know this
when his/her drawing has at least 6
values.

Do NowTake out piece and finish your combining

Work on piece, focusing on Repeat

Repeat. Repeat a shape, color, forth, image or idea.
Reiterate, echo, restate or duplicate your reference
subject in sonic way. Think: How can you control the
factors of occurrence, repercussion, sequence and
progression?
Every feeling tends to a certain extent to become
deeper by repetition.

-J. Sully
(1F)Embedded Formative Assessment: One on one check
on use of repetition in artwork
(1B)Closing Activity: Students share pieces
MONDAY NOV 17
TargetTSW learn how to be sure
his/her piece has sufficient contrast.
TSW know this when the colors and
forms in the piece display adequate
contrast.

Do NowTake out piece and continue repetition.

Work on piece, finishing up Combine/Repetition

(1F)Embedded Formative Assessment: one on one check

on use of Combine/Repetition in piece
(1B)Closing Activity: Student shares piece

TUESDAY NOV 18
TargetTSW learn to be sure his/her
piece is unified. TSW know this once
his/her piece has a sense of completion.

Do NowTake out piece and continue working.

Work on piece, focusing on Subtract

Subtract. Simplify. Omit. Remove certain parts or

elements. Take something away from your subject.
Compress it or make it smaller. Think: What can
be eliminated, reduced, disposed of? What rules
can you break? How can you simplify, abstract,
stylize or abbreviate?
Our life is frittered away by detail... Simplify,
simplify!
--Henry David Thoreau
Less is more.
-Arni Ratia, Swiss designer

(1F)Embedded Formative Assessment: One on one check

on the use of Subtract
(1B)Closing Activity: Student share
WEDNESDAY NOV 19

Do NowFinish piece!

TargetTSW learn how to unify all

elements in his/her piece. TSW know
this when his/her piece is complete.

Finalize piecelast day to work

(1F)Embedded Formative Assessment: One on one check
in on finalizing piece
(1B)Closing Activity: How did you unify/complete your art
piece?