TEACHER

Aiden Aizumi

GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
COURSE
GRADE
LESSON TITLE
EDUC 349
3
Walk the Line
DAY
SUBJECT

Saturday
Art
LENGTH OF LESSON
CAMPUS

1 hour

CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD
GOAL OF UNIT
1.5 Identify and describe elements of art in To understand and describe lines,
works of art, emphasizing line, color,
shapes/form and be able to use them in
shape/form, texture, space and value.
original works of art.


2.6 Create an original work of art
OBJECTIVE OF LESSON
emphasizing rhythm and movement
-
Accurately name and describe lines,
using a selected printing process.
color, shape/form.

-
Create original work that emphasizes
MULTIPLE INTELLIGENCE ADDRESSED
rhythm and movement.



ASSESSMENT
STRATEGY FOR ASSESSMENT
Teacher observation and final art product from the student.
Vocabulary definition quiz (words or pictures)


LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
For students who may have cognitive delays, encourage students to create larger shapes
or provide larger drawing tools for them to use. For more advance students encourage
more details, and smaller shapes and lines to make the work more intricate.


MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
1. 4 x 6 drawing paper (or if unavailable then 8.5 x 11 cut in half)
2. Colored Pencils
3. Black sharpie markers
4. Pastels or chalk
5. Examples of work by Paul Klee and Joan Miro
6. Vocabulary Sheet




STEPS THROUGH THE LESSON
INTO (Orientation)
RATIONALE
Teacher passes out a piece of paper and asks
the students to draw a line, then the teacher This is important because it helps to
asks the students is this art?
establish where the students are at in their

understanding of art, and being able to
The students will most likely reply no in
describe what they are thinking and
which case, the teacher will ask the students feeling. Being able to put their thoughts
why is it not art.
and feelings into words and engage with
The teacher will then ask the students to
their classmates is important for future
add another a few more lines. And ask them interactions and working in groups.
again if it is art?


The vocabulary is a good foundation for

them to understand what goes into art,
Instant Activity
and that art is made up of these different
(I am actually totally unsure of what I would
elements. It also helps them with
do here. Any suggestions to help me better
creativity and getting comfortable with the
understand this would be great for
idea that there is no one specific way to
feedback) J
draw something. The confidence level and

creativity that they experience is good for

future assignments and in their adult life as
Anticipatory Set
they work through challenges. They will be
The teacher will then go into a PowerPoint
able to creatively find solutions or think
that will talk about lines, shapes (geometric, outside the box.
organic), and color. It will have examples of
each of the things to provide a visual
representation. The students will be
provided a vocabulary sheet to fill in with
the definitions. This will be used to study for
their quiz.





THROUGH (Presentation, Structured
RATIONALE
Practice, Guided Practice)


The students will need to be able to follow
Demonstration/Lesson Modeling
directions in order to do the assignment
After the vocabulary is covered the teacher
correctly. The skill of following directions
will move into showing the works of art by
is vital in their schooling, and in life. The
Paul Klee and Joan Miro. These artists
students ability to listen/read the

works include shapes, lines and colors. The

teacher will tell the students they are going
to make their own art in the same style.
They will practice first to make sure
everyone understands each of the terms.


Practice
The students will practice on scratch paper
drawing lines, shapes and using colors.


Activity

Students will use lines, shapes, and different
colors to fill up their paper. The only rule is
that shapes cannot overlap. The teacher will
provide an already done example that they
created.

The students will they create their own work
similar to the works of Paul Klee and Joan
Miro. They will be provided materials, and
also

directions and then execute them properly

shows their ability to take in the
information and then to put it into action.

This part of the lesson also uses motor
skills to draw the shapes and lines. For
students who may have developmental
delays or disabilities, this will help them
practice using writing instruments and
trying to draw a specific shape or object.

BEYOND (Independent Practice)

The students will finish their assignment and
then be given homework to find another
piece of art that they will print out and bring
to class with a description of where they see
lines, shapes, and colors being depicted in
the work.



Closure

The students will share with the class the
works they found and also show their
individual work that will be put on the walls
or into a book that will be shown at open
house.


Application

Students will take what they have learned
about lines, shapes and colors and add that
to things like mood, and understand how
certain lines make them feel a certain way or
colors make them feel a certain way.

RATIONALE

If the students mastered their
understanding of what lines, shapes and
colors are they will be able to apply it to
another piece of art that was not shown in
class. This shows they are able to
recognize these things in pieces of work
and articulate where they are in the
pieces.

This assignment shows their
understanding, and allows the teacher to
gauge whether or not they need to review
more of the definitions.

Sharing with the class will help get the
students comfortable with sharing in front
of a group, and this skill is something that
they can use for interviewing one day, or
for their own self-confidence.