1 Ptperspectivemse

Lesson Plan
Title: Depth
Length:
Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students
based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would
recognize as proficient skill/knowledge.
-Was told by head teacher that they have worked with 1pt perspective before but it was not an easy concept for them to grasp.
-Have not used one pt perspective in at least 2 years
-Students communicated to me an interest in improving their ability to draw realistically
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students
take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)
Students will create a 2-D block letter picture of their name using 1pt perspective to communicate physical depth of space
Students will embellish letters using and symbolic imagery to communicate personal depth.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in
art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules,
Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards,
content specific curriculum, etc.
Form, shape, depth, symbolism, visual communication, visual representation. Expression, distance, abstract ideas, perspective
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not
only link two or more concepts; but also demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and
universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.
1. Abstract ideas can be visually communicated. (Standard: Observe and learn to comprehend, PGC: Recognize articulate and debate that visual
arts are a means for expression, GLE: Knowledge of art vocabulary is important when critically analyzing works of art)
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2. Symbolism is used by an artist to intentionally convey meaning (standard: Invent to discover and create, PGC: create works of art that articulate
more sophisticated ideas feelings, emotions, and points of view about art and design through an expanded use of media and technologies, GLE:
Use various media materials and tools to express specific meaning in works of art)
3. Planning influences clarity of intended purpose (standard: Relate to connect and transfer, PGC:
4. Both shape and form are important to the perception of spatial depth. (Standard: Envision and critique to reflect, PGC: Explain, compare and
justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related
arenas GLE: Critical thinking in the arts transfers to multiple uses in life)
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
1. By looking at examples from other artists, SWBAT use symbolic imagery to create artwork that represents them. (Blooms: compose- create,
Standard: Observe and learn to comprehend, GLE: the characteristics and expressive features of art and design are used in analyzing and
synthesizing the meaning in works of art. Art learning: know/comprehend)
2. After self-assessing their own expressive art work, SWBAT articulate the way the expressive features and characteristics of art are intentionally
used by an artist to communicate an idea. (Blooms: assess- evaluates Standard: envision and critique to reflect, GLE: visual literacy skills are
used to create meaning from a variety of information, Art learning: critique/evaluate/refine)
3. When presented with sequential instruction on how to draw with 1pt linear perspective technique, SWBAT recall and follow instruction to
successfully create personalized 1pt linear perspective drawing. (Blooms: Use-apply Standard: Invent to discover and create, GLE:
restructure and apply the technical skills and processes required to achieve desired results in producing works of art, Art learning:
create/present)
4. By working in their sketchbooks, SWBAT independently develop ideas and plan before beginning a final draft. (Blooms: outline- understand,
Standard: Relate and connect to transfer, GLE: Critical thinking in the arts transfers to multiple uses in life, Art learning:
connect/apply/transfer)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies
you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as
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modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation:
Access (Resources and/or Process)
Expression (Products and/or Performance)
(Multiple means for students to
-Allowed to figure out all lines leading to vanishing -Less complex symbolic imagery will be accepted
access content and multiple modes
point on graph paper and trace the whole thing.
inside the letters.
for student to express
-Less complex imagery will be
understanding.)
Extensions for depth and
complexity:
Access (Resources and/or Process)
Expression (Products and/or Performance)
-Will only trace name onto final draft paper.

-Will need to draw lines leading to vanishing point
directly onto final draft paper.
-More complex symbolic imagery and more detail

will be expected inside the letters
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the
lesson.
Form, shape, vanishing point, horizon line,
-Literacy is integrated into the lesson when students have to take notes from the presentation, and when they have to write and discuss what their
peers artwork is about at the end.
Materials:
Must be grade level appropriate. List everything you will need for this l lesson, including art supplies and tools. (These are the materials students
will use.) List all materials in a bulleted format.
Graph paper
Graphite pencils
Colored pencils
Erasers
Rulers
Sharpie
White paper
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material
can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
http://www.schoolsliaison.org.uk/aliens/access/signsSym/millias.htm
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http://supplies.thesmartteacher.com.s3.amazonaws.com/assets/exchange/photo%201.JPG
http://www.studentartguide.com/sites/default/files/images/perspective-drawing.pdf
http://www.drawingandpaintinglessons.com/Drawing-Lessons/Basic-Geometric-Shapes.cfm
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Projector up and ready to present with
Presentation in working order with all necessary parts
Enough graph paper for each student
Pencils sharpened and ready to pass out
Erasers and rulers ready to pass out
Example prepared
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Keep the sharp end of the pencil pointing down

Do not poke others with your pencil
Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited
about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking
and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.
-Can you communicate with out using words?
-How do you learn about people before you know them?
-How do you think they learn about you?
-How do artists use art to communicate?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought
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that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas
and plans for their artwork.
-Because this class is new this quarter, students will fill in their letters in a way that visually communicates who they are to their peers.
-Students will have time to sketch in their sketchbook different ways they can visually represent who they are to their peers.
Ideation process:
Fill in 3 section sketchbook page
Brainstorm and sketch answers to these questions:
-How does color change they way something in perceived?
-What are your favorite qualities about yourself?
-What types of things do you associate yourself with?
-If you had to wear one pattern for the rest of your life what would it be? What does that say about you? What does it tell other people about you?
-If there was one animal that represented you what would it be and why?
-Can any of the answers you provided be combined? How?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for
each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate.
Day Instruction
Learning
Time1
PREP: have paper for notes, graph paper, pencils,
1. 10min
erasers and rulers ready to use and on the table.
2/3. 5-8 min
4. 15min
1. Students will enter and find their seats. I 1. Establish familiar classroom routine so students know
5. 5-8 min
will take attendance then, someone will
how to act and what to expect when they walk in the
6. 20 min
read the mystery person of the day.
classroom
7. 5 min
2. Questions:
-Why do artists create art?
2. Teacher led class discussion:
- Can you communicate without using words?
Students are introduced to the broader context of this
- Does the artist have to be in the image for it to be
lesson; begin to think about how artists make decisions
about them?
and why they do. Students listen and respond to each
- How else could an artist show that their artwork is
others answers to these questions.
about themself?
**How could you tell someone about yourself without 3. Direct instruction:
using words or including an image of yourself?
Students become aware of overall goal/point of this
3. Introduce project:
project before digging deeper into the art-learning
-We are going to use art to communicate to our
component of this lesson. Allow students to understand
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classmates our personal depth

-Our goal is to communicate as much as we can about
who we are without using including ourselves in the
artwork
-Because we are communicating our personal depth,
we are going to learn how to use the 1pt perspective
drawing technique to communicate physical depth as
well.
how all of the learning we are about to do will tie together

at the end.
4. We will start with physical depth using

1pt perspective (begin ppt)
-In sketch books (or on note paper if you do not have a
sketchbook yet) write down definitions for all words
shown in bold. These will be turned in at the end of the
hour for a grade.
4. Lecture/ teacher led class discussion:

-Students work on literacy skills by writing down words
and definitions in sketchbook during PowerPoint.
Addresses learners that are more analytical. Repetition of
content information presented in different formats makes
for more complete understanding and memorization
-Students learn what they are expected to take away from
SLIDE 2
this lesson/concept
-What is 1pt perspective?
-SLIDE 4, 5, 6, 7: Hands on student discovery, kinesthetic
-Drawing method that shows how things appear
learning:
smaller the farther away they are from the viewer
Students confirm for themselves that the drawing
QUESTION: - does this really happen when we look at technique works. Visual learners see the concept directly
things in real life? Can anyone think of an example
applied to an image. Kinesthetic learners can actually
where they have seen this?
draw the lines we are discussing
-A way to draw objects on a flat piece of paper so that -SLIDE 8, 9, 10: direct instruction:
they look 3-D
Students make connection to art learning they have
-It is an Illusion
learned briefly about before. Students learn how the
expressive features of art work to influence an image
SLIDE 3
-Vocabulary
Horizon line: line that divides the ground and the sky
in an image
Vanishing point: point where receding parallel lines
appear to converge
QUESTION FOR CLARIFICATION: what does that
5. Lecture demonstration by teacher:
mean? Can anyone explain that in different words?
Students see and hear about process they are expected to
True shape: surface facing the viewer that is not
engage in. Looking at projected procedure in the front of
distorted by perspective
the room can also revisit process. Multiple learning styles
are addressed. Students engage in numeracy by practicing
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SLIDE 4
Train track image
-Lets see if this really works, can I get 3 volunteers to
come up to the board
-1 Person find and mark the horizon line
-1 person the vanishing point
-1 person prove that is where the vanishing point
actually is
SLIDE 5
Train track image
-This picture and the one on the last slide are pictures
of the same thing, what is it that makes them so
different?
-How do the colors in the first one make you feel?
How about the second one?
SLIDE 6
Bathroom image
-Why dont the shapes in red have any diagonal lines?
A- they are true shapes and are not being distorted by
perspective because they are facing the viewer head on
-Is there a vanishing point in this?
A- some yes some no
-Can a student who believes there is come up and find
it?
their ability to follow sequentially ordered steps in a

process; students also practice numeracy by figuring out
how to divide space for letters in name.
6. Student work time:

Students learn to recall and engage in an ordered
sequence of steps.
7. Students learn they are accountable for work produced
during class time, responsibility and respect of art
room/materials. Engage in familiar routine for efficiency.
SLIDE 7
-If students seem like they need another example we
will use this slide, this will be skipped if students seem
to be understanding concept clearly
Volunteers to:
-1 person- horizon line
-1 person- vanishing point with lines
-1 person true shapes
SLIDE 8
-What is the difference between shape and form?
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Can anyone tell me the difference?

SLIDE 9
-Shape: The 2-D outline of an object. Has a length and
a width
-Form: The 3-D space an object takes up. Has a
length, a width, AND a height.
-QUESTION: Why is this relevant to what we are
doing?
-A. 1pt perspective technique turns shapes into forms
SLIDE 10
-Image of shapes vs. forms
SLIDE 11/12
-Project expectations and requirements
5.Demonstrate process
-All students will stand, tuck chairs in and gather
around green and yellow table to watch me
demonstrate and explain graph paper part of the
project.
-Slide with written procedure will remain projected on
the screen while I am demonstrating
-What is important about this step is getting lines
straight and getting all letters in the composition
without using curves
-Students are encouraged to try add 1pt perspective to
graph paper rough draft but are not required to
-SLIDE 13
1. Outline rectangle on graph paper that stretches from
one side of the paper to the other and is at least 6 boxes
tall. (If your name is long use long side of paper)
2. Count number of boxes on the long side on your
rectangle
3. Divide by the number of letters in your name and
round down if the number is uneven-this is how many
squares wide each letter will be
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4. Divide big rectangle into sections big enough for

each letter
*Make sure sections are EVENLY SPACED! - If all
the letter touch, project will not work
5. Write each letter of your name in the sections you
just marked. Each letter should take up as much of the
designated space as possible
*Keep ALL LINES STRAIGHT-curved
-This slide will remain projected on screen while I
-Students will return to seats and work to get entire
name in evenly spaced block letters on their graph
paper
-SLIDE 13 will remain projected while students work
7. Clean- up
-Turn in ppt notes on my desk
-Put all graph paper names in folder
-From table of collectors:
-1 person collect pencils
-1 person collect erasers
-1 person collect rulers
-1 person collect and put away folders
-Quietest table will be dismissed to line up at the door
first
DAY
2
1. Establish familiar classroom routine so students know

1. Students will enter and find their seats. I will how to act and what to expect when they walk in the
take attendance then, someone will read the classroom
mystery person of the day.
2. REVIEW:
2. Teacher led discussion:
Questions:
Students recall information learned from last class session
-What are we working on today?
to promote memorization and understanding of key
-What is the drawing technique we are using called?
components of concept.
-How does it work?
3. Teacher led demonstration/ student work time:
-What is the point of this project?
Students see and hear about process they are expected to
3. Students will get close to finishing up writing engage in. Looking at projected procedure in the front of
1.
2.
3.
4.
5.
10 min
5 min
15min
25min
5min
letters neatly on graph paper and/or

practicing with 1pt perspective technique
Demonstration:
-Students will stand, tuck chairs in, and gather around
yellow and green table
-I will show with my example the next step
-Once you have your name written on the graph paper,
take a marker and outline each letter
-Then, with a ruler and a pencil, trace your name onto
clean white sheet of paper; this will be your final draft
sheet.
-Make sure your pencil is nice and sharp (use
mechanical one if you have it)
-Draw your vanishing point directly above your name
at the opposite edge of your paper
-Use ruler and LIGHT pencil lines to connect corners
or your block letters to the vanishing point, make sure
to do every single corner
-Erase lines vanishing lines that would be blocked by
the other letters if you accidently included them.
-Once finished with graph paper, come up to the front
of the room with rough draft name and show me your
work then I will give you blank final draft paper.
-Students will return to chairs to work on finishing
names on graph paper if not already done and
transferring their names from graph paper to final draft
paper
5.
Clean up
-Put all work in table folders
-1 person collect rulers
-1 person will collect sharpies
first
the room can also revisit process. Multiple learning styles

are addressed. Students engage in numeracy by practicing
their ability to follow sequentially ordered steps in a
process.
Students learn to recall and engage in an ordered
sequence of steps and that they are accountable for work
produced during class time.
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Day
3
1.
Students will enter and find their seats. I will
take attendance then, someone will read the mystery
person of the day.
2.
REVIEW:
Questions:
-How does it work?

classroom
1. 10min
2. 5 min
3. 10 min
4. 10 min
5. 15 min
6. 5 min
3. Teacher led discussion/Student directed work time:

Students become more aware of the second component of
3. Finish up getting names onto white sheet of paper this project. Begin to think more deeply about the
if not already finished and Discuss next aspect of
expressive features of art, how artists use them, and how
project: communication of personal depth
they are intentionally manipulated to communicate
Questions:
something to the viewer.
-What are some ways an artist uses art to
communicate?
A. Elements and principals of art ex. -Color, line,
contrast, value, light etc
-What about symbols? What is a symbol and how do
artists use them in their work?
A. A symbol is something that stands for something
else, usually a material object that stands for
4. Teacher led classroom discussion:
something abstract.
Students analyze the choices made by the creator of the
-Can anyone give an example of a symbol?
images. They learn that the artist makes choices
- Can color be a symbol?
intentionally and they are able to see how these choices
4. Slide images
influence the way an image is perceived by the viewer.
SLIDE 15: The Long Engagement' 1854-9 by A
Hughes.
-Q. What do we think is going on here? Why?
A. A Celtic girl and a clergymen who were in love but
could not get married
-Q. Why is she wearing purple and green? Why not
black or red?
A. Symbol for sorrow and life
-Q. Why did the artist include so much Ivy?
A. Symbol for eternity and affection
-Why is there a dog in the painting?
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A. Faithfulness
SLIDE 16: Alexandre-Gabriel Decamps The Experts
-What do you think this artist is trying to say?
-Why are there monkeys in this painting and what are
they doing?
-Of all animals, why did the artist use a monkey?
-Would this painting be different if there was an animal
other than a monkey?
-What if their outfits were different? How would the
image change if they were wearing rags or nothing at
all?
5. With this next step we are going to symbolically
tell our classmates about who we feel we are.
-DISCUSS IDEATION:
-How does color change they way something in
perceived?
-What are your favorite qualities about yourself?
-What types of things do you associate yourself with?
-If you had to wear one pattern for the rest of your life
what would it be? What does that say about you? What
does it tell other people about you?
-If there was one animal that represented you what
would it be and why?
-Can any of the answers you provided be combined?
How?
-Before we get started on the final draft every one split
a sketchbook page in thirds by folding both loose
corners in towards the middle.
-In each section sketch things you feel symbolize
yourself
-When finished with the front side, flip -it over to the
back and draw 3 more patterns.
-If you need to get colored pencils grab them from the
back of the room
-Keep brainstorming/sketching ways to represent
yourself until you feel you are ready to begin your
5.Teacher led discussion/student work time:

Students are made clearly aware of what they are
expected to do in this aspect of the project
-Students learn how to allow ideas to change and develop
by engaging in the brain storming process. Students also
learn how to independently experiment and plan ideas
before beginning a final work. These are valuable 21st
century skills that are transferable to other content areas
6. Students learn responsibility and respect of art

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final draft and know what you plan to include in each

letter of your name.
6. CLEAN UP
Place sketchbooks in a pile on my desk so I can check
in todays work
-Put all other work in table folders
-1 person collect colored pencils
first
DAY 1.
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person of the day.
2.
REVIEW:
Questions:
-How does it work?
3. Finish AT LEAST both sides of 3 section
ideation symbolism sketch in sketch book
4. Work time
-Work on adding images to final draft of 1pt
perspective name.
5. CLEAN UP
Place sketchbooks in a pile on my desk so I can check
in todays work

classroom
. Independent student work time:
Students learn to manage time responsibly and work
through an idea to completion.
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first
DAY 1.
5
person of the day.
2.
REVIEW:
Questions:
-How does it work?
3. Work time
-Work on adding images to final draft of 1pt
perspective name.
-Students should come close if not finish completely
by the end of the class period today/
-Projects are due at the START of class tomorrow.
-If you did not finish in class today, it is homework!

classroom
1.10 min
2. 5 Min
3. 40 min
4. 5 min

3. Students learn to manage time responsibly and work
through an idea to completion. Also that they are
accountable for the time they spend working in class.
4. CLEAN UP
-Turn in finished names on my desk
first
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DAY 1.
6
person of the day.
During this time students will quietly get final product
out, and keep everything else in folders
From distributers table:
-1 student will pass out 2 artist statement sheets to
everyone
-1 student will pass out erasers
-1 student will pass out pencils
2.
REVIEW:
Questions:
-How does it work?
3. All students will quietly fill out the artist statement
worksheet by themselves about their own project
4.Students will number off 1-6
-1s will go to the red table
-2s orange table
-3s yellow table
-4s green table
-5s blue table
-6s purple table
-In these new groups, students will find one person to
partner up with

classroom
components of concept. Clarify understanding of key
concepts to teacher.
1. 10min
2. 2-5 min
3. 5 min
4. 30 min
5. 5 min
3.Indepent student work time:

Students learn to self assess their own learning by
reflecting on the process they engaged in with this project.
4. Independent and collaborative student work time:
Students use their own knowledge of the artistic process
engaged in during this project to analyze the artistic
decisions made by a peer.
Students learn how their own creative decisions were
perceived by a viewer as well as how and why they
perceived the creative decisions made by another artist.
Students learn to articulate their observations with writing
and how to discuss formal qualities of art without
personal bias for content.
Teacher led discussion:
Students learn to articulate their observations verbally to a
group. Students are also able to listen, respond and reflect
upon the observations of their peers.
Each student will fill out an artist statement for their

partners artwork as if they were the artist who made it
-After each student has a statement they wrote for
themselves and a statement someone else wrote about
then, they will compare the two and discuss differences during class time, responsibility and respect of art
found in the answers written down.
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-Everyone will go back to their seats and I will call on

students at random to share some of the similarities
and differences between the answers they wrote and
the answers their partner wrote.
5. CLEAN UP
Turn in projects:
-Use finished 1 pt perspective name, graph paper
rough draft sheet, the artist statement you wrote for
yourself and the artist statement your partner wrote
about you to mark page IN YOUR SKETCHBOOK
where you sketched ideas for visual symbolism.
-Place sketchbooks in pile on my desk
-1 person from collectors table collect pencils
-1 person from collectors table collect erasers
-1 person put folders away
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, and interview) intended to promote deeper thinking, reflection and
refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that
includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives,
standards and grade level expectations of the lesson.)
-At their seat, each student will fill out an artist statement sheet about their own work.
-Then, students will number off by 6
-1s will go to the red table
-2s orange table
-3s yellow table
-4s green table
-5s blue table
-6s purple table
-In these new groups, students will find one person to partner up with
- Each student will fill out an artist statement for their partners artwork
-After each student has a statement they wrote for themselves and a statement someone else wrote about then, they will compare the two and
discuss differences found in the answers written down.
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-Everyone will go back to their seats and I will call on students at random to share some of the similarities and differences between the answers
they wrote and the answers their partner wrote.
Post-Assessment (teacher-centered/objectives as questions):
Have students achieved the objectives and grade level expectations
specified in your lesson plan?
1. Were students able to use symbolic imagery to create artwork that
represents them after looking at examples from other artists?
Post-Assessment Instrument:
How well have students achieved the objectives and grade level
expectations specified in your lesson plan? Include your rubric,
checklist, rating scale, etc.
Checklist: pass or fail must have 3 yeses to pass
1. Were students able to use symbolic imagery to create artwork that
represents them after looking at examples from other artists? (Y/N)
2. Were students able to articulate the way the expressive features and
characteristics of art are intentionally used by an artist to communicate
an idea while reflecting on their own work and the work of their peers?
3. Were students able to recall and follow instruction to successfully
create personalized 1pt linear perspective drawing?
4. Were students able to independently develop ideas and plan in their
sketchbook before beginning a final draft?
2. Were students able to articulate the way the expressive features and
characteristics of art are intentionally used by an artist to communicate
an idea while reflecting on their own work and the work of their peers?
(Y/N)
3. Were students able to recall and follow instruction to successfully
create personalized 1pt linear perspective drawing? (Y/N)
4. Were students able to independently develop ideas and plan in
their sketchbook before beginning a final draft? (Y/N)
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically
address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes,
omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued
practice, reteach content, etc.)
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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/14 Fahey
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1 Ptperspectivemse

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Lesson Plan

Access (Resources and/or Process)

Expression (Products and/or Performance)

-Will only trace name onto final draft paper.

-More complex symbolic imagery and more detail

Keep the sharp end of the pencil pointing down

Action to motivate/Inquiry Questions:

classmates our personal depth

how all of the learning we are about to do will tie together

4. We will start with physical depth using

4. Lecture/ teacher led class discussion:

their ability to follow sequentially ordered steps in a

6. Student work time:

Can anyone tell me the difference?

4. Divide big rectangle into sections big enough for

1. Establish familiar classroom routine so students know

letters neatly on graph paper and/or

the room can also revisit process. Multiple learning styles

1. Establish familiar classroom routine so students know

3. Teacher led discussion/Student directed work time:

5.Teacher led discussion/student work time:

6. Students learn responsibility and respect of art

final draft and know what you plan to include in each

1. Establish familiar classroom routine so students know

-1 person collect pencils

1. Establish familiar classroom routine so students know

2. Teacher led class discussion:

1. Establish familiar classroom routine so students know

3.Indepent student work time:

Each student will fill out an artist statement for their

-Everyone will go back to their seats and I will call on

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