LESSON PLAN FORMAT

University of North Texas

Art Education

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

Lesson 1, High School, Exploring Digital Inspirations, 2 90-minute classes
II. Lesson Rationale:
Digital art is an ever-growing medium. This lesson will facilitate the exploration of various digital
artists and media. It will also create a basis for inspiration in this field. It is important for students to
become familiar with both technology in general and technology in art.
III. Key Concepts:
Exploration is utilized through digital technologies.
IV. Essential Question:
How are digital technologies utilized to facilitate exploration?
V. Lesson Objectives:
The student will be able to explore digital art through use of technology.
The student will be able to identify a variety of digital artists and media.
The student will be able to create his/her own website.
VI. Specific Art Content:

Digital Art
Website Design
Research Skills

Balance
Color
Copyright

Digital Art Resources

Weebly/Wordpress/Webquest Account
HTML Coding Book

Account on Site-Making Platform

HTML Coding Book (optional:
provided by teacher)

VII. Resources & Materials for Teacher:

Computer
Internet Access
Projector

VIII. Resources & Materials for Students:

Computer
Internet Access
Digital Art Resources

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation:

2.

3.

4.

5.

6.

When the students enter the classroom, I will have several of my own inspiration books and
sketchbooks laying out on the desks along with a projection of the project website. The students
will explore the books and discuss how they find inspiration. Then we will look at the website
and discuss the project. The students will create an inspiration website in which they display
the works of digital artists in a variety of digital art fields, give artists biographical
information, and analyze their artwork.
Guided Practice
Through the examples on the project website, I will introduce the students to Weebly and
Tumblr. I will also direct them to how-to videos for Weebly, Wordpress, and Tumblr. I will
caution students from using other platforms but advise researching the platforms FAQs if they
do. We will compare/contrast non-digital and digital resource templates, and I will ask the
students:
What constitutes inspiration?
What are the benefits/disadvantages to an online resource page vs. a physical book?
Independent Practice
During the class, students will be researching artists and begin creating their own website. They
will demonstrate reflective thinking by including purposes for artist inclusion on website.
Closure
Towards the end of class I will discuss individually with the students any particularly
interesting artists they have found and what is inspiring about them. I will also ask students to
try to describe what they have noticed about their exploration process. The students will be
encouraged to work on their project at home before the next class.
Formative Evaluation
I will be walking around the classroom, observing the students work and checking formatting,
research, and artist choices. I will also be checking to see if anyone needs help and give oneon-one attention. If the class as a whole does not seem to have absorbed the instructions, we
will stop and troubleshoot issues as a class.
Classroom Management Procedures
As I am walking around the classroom, I will be monitoring students behavior. I can play
music for them as long as they are working diligently but will turn it off if they get off task.
Students should shut down their computers before they leave class.

Day 2
1. Introduction/Motivation:
At the beginning of the class we will discuss how the project is going so far along with
likes/dislikes, trouble spots, questions, and concerns.
2. Guided Practice
As a class, we will have a midpoint critique. Students will share their website-in-progress and
the class will give feedback discussing what is working for the website and what is not.
3. Independent Practice
The students will continue to work on their project with the aim of completion.
4. Closure
After students complete their websites, they will e-mail me the link to their site. I will then
create a button link for each student on the class project website. The students will need to
submit their link to me before the beginning of the next class meeting. Towards the end of the
class we will discuss their experiences exploring digital artists and art and what in particular
about the process/artists they found inspiring. I will also ask the students:
How do you see yourself using the information you gathered in the future?

5. Formative Evaluation
I will continue to walk around the classroom, observing the students work and checking
formatting, research, and artist choices. I will also be checking to see if anyone needs help and
give one-on-one attention. If a student is still really struggling, I will offer additional help after
school. I will also be checking the individual students websites as they are submitted. That
way I can alert the students to any big errors during class.
6. Classroom Management Procedures
As I am walking around the classroom, I will be monitoring students behavior. I can play
music for them as long as they are working diligently but will turn it off if they get off task.
Students should shut down their computers before they leave class.
X. Summative Assessment and Evaluation:

Research

Website Design

Reflective
Analysis

Exemplary
Included 5
categories with
more than the
minimum number
of artists overall.
Included in depth
biographical
information on
applicable artists.
(4-5pts)
Well-formatted
layout and
aesthetically
pleasing design
including
documented
resources.
(2pts)
Included in-depth
reflective analysis
of all artists.
(3pts)

Essential
Included 5
categories with
minimum of 3
artists per
category. Included
basic biographical
information on
applicable artists.

Poor
Included fewer
than 5 categories
and/or less than 3
artists per category.
Included little or no
biographical
information.

(2-3pts)
Adequate
organization of
layout.

(0-1pts)
Poor organization
of layout,
nonfunctional
navigation.

/5pts

(1pt)
Included adequate
reflective analysis
of all artists.
(1-2pts)

(0pts)
Included little or no
reflective analysis
of artists.
(0pts)

/2pts

XI. Interdisciplinary Connections:

Research Skills
Cultural Appreciation
Technological Skills

XII. References & Resources:

Inspired by UNT Communication Design Design Thinking Project

Weebly/Wordpress/Tumblr

Total

/10pts

/3pts

Artist Websites for Classroom Website Example

XIII. Art TEKS

117.303. Art, Level II (One Credit), Adopted 2013.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(B) apply design skills in creating practical applications, clarifying presentations, and
examining consumer choices in order to make successful design decisions.
(F) select from a variety of art media and tools to communicate specific ideas in drawing,
painting, printmaking, sculpture, ceramics, fiber art, jewelry, mixed media, photography, and
digital art and media.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) examine selected historical periods or styles of art to identify general themes and trends.
(D) examine and research career, entrepreneurial, and avocational opportunities in art.
(4) Critical evaluation and response. The student responds to and analyzes the artworks of self and
others, contributing to the development of the lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:
(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 artists intention, and evaluating the success
of the artwork.
(C) use responses to artwork critiques to make decisions about future directions in personal
work.
XIV. National Art Standards
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #9. Apply criteria to evaluate artistic work.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural, and historical context to
deepen understanding.