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The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski
Week of: Tuesday, January 27 to
Friday, February 3, 2015

Course/Grade: Visual Arts I 1st, 4th,


5th
Unit Name: Decorative Line Animals

Common Core/ NM Content Standards:


NMVA1, 2, 4, 5, 6, 7,8
Essential Question(s):
What are decorative nonrepresentational lines?

What is a complementary,
analogous, monochromatic, and
split complementary color
scheme?
How can I use a grid to draw more
accurately?

Connections (prior learning/prior


knowledge):
Students are familiar with nonrepresentational lines from a
previous project
Students are familiar with
analogous and complementary
color schemes from the color
mixing unit in the first semester

Other considerations (modifications, Resources/Materials


accommodations, acceleration,
Teacher: Images of complementary and
etc.):
split complementary color schemes,
decorative line animal paintings
Students needing help will get
assistance from me
Students: image of animal to paint,
More advanced students can do a
pencil, oil crayon, 12 x 18 paper
series of pieces or help others
Assessment (How will you monitor progress and know students have
successfully met outcomes?)
Daily: Daily observations of students doing drawing
This Week: Finished drawing and chosen color palette
Unit: Final project, participation in critique
Time allotted
TUESDAY JAN 27
Learning Target- TSW learn about
how to draw accurately from an
image using negative space. TSW
know this once he/she completes
his/her animal sketch accurately.

Lesson activities for instructor and


students
Do Now: Take out your sketchbook and a pencil
I.
Show students examples of
decorative line drawings
II.
Show students examples of color
schemes
III.
Look for an animal image to
paint/work out a color scheme from
folders or internet
IV.
Demonstrate gridding for those who

WEDNESDAY JAN 28
Learning Target- TSW learn how to
do 2 different color schemes. TSW
know this when he/she has colors
chosen from either a
complementary or split
complementary color scheme.

THURSDAY JAN 29
TargetTSW learn how to use
color balance in a decorative
animal drawing. TSW know this
once his/her drawing can be
flipped in any direction and still
appears balanced.

FRIDAY JAN 30
Learning Target- TSW learn how to
create a decorative line animal
drawing with strong
craftsmanship. TSW know this
after his/her piece is neatly and
carefully completed.
MONDAY FEB 2
TargetTSW learn how to be sure
forms are balanced in a selfportrait. TSW know this one
his/her piece can be flipped in any
direction and still appear

wish to learn, and demonstrate how


to draw from an image (looking at
negative space)
V.
Sketch out animal on 12 x 18 or 9 x
12 paper
(1F)Embedded Formative Assessment: One on one
check in on sketch
(1B)Closing Activity: What is a split complementary
color scheme?
Do NowTake out sketch book and make a list
of things you love, hate, and fear.
I.
Discuss color schemessplit
complementary & complementary
II.
Do pencil drawing of animal with
decorative lines
III.
Experiment with color schemes
IV.
Start to color
(1F)Embedded Formative Assessment: One on one
check in on creating neat dots
(1B)Closing Activity: How do you use a compass to make
small dots?
Do NowTake out portrait and continue
working
I.
Demonstrate to students different
ways to balance color
II.
Continue working, focusing on color
balance
(1F)Embedded Formative Assessment: One on one check
on color balance
(1B)Closing Activity: How can we create color
balance in art?
Do NowTake out pieces and continue working
I.
Keep working on pieces, focusing on
craftsmanship
(1F)Embedded Formative Assessment: One on one check
on pieces being sure pieces are being executed with good
craftsmanship
(1B)Closing Activity: How can we have good
craftsmanship in an art piece?
Do NowTake out pieces and continue working.
Continue working on piece, focusing on form
balance
(1F)Embedded Formative Assessment: One on one check
in on form balance
(1B)Closing Activity: How do you ensure a piece has

balanced.

strong form balance?

TUESDAY FEB 3
TargetTSW learn how to
participate effectively in a
critique. TSW know this once
he/she makes at least 3 strong
comments about his/her peers
work.

Do NowTake out pieces and prepare for


critique
Critiques
(1F)Embedded Formative Assessment: participation in
critique
(1B)Closing Activity: What did you learn from you art
work from the critique?