STEPP Lesson Plan Form

Teacher: Chandon Hammersmith

School:
Rocky Mountain High School
Content Area: Art

Date: 11/19/15
Grade Level: 9-12

Title: Value Demonstration & Research Methods

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Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson

(Write Content Standards

1. Observe and Learn to Comprehend

3. Invent and Discover to Create

Understandings: (Big Ideas)

The visual arts serve multiple functions such as enlightenment, education, therapy, and
entertainment.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
1. How can information be shared artistically?
2. How does creating art differ from viewing art?
3. What problem-solving skills are employed in making works of art?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
1. Using techniques in demonstration, the student will be able to draw a correct
value scale.
2. Given a photograph, the student will be able to draw a self-portrait using the full
value scale.
3. Given a presentation, the students will be able to research art and artists to use
as references.
I can:
a. Create works of art representing personal narratives that use new media (DOK 1-4)

This means:

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Students can recognize, interpret, and validate that the creative process builds on
the development of ideas through a process of inquiry, discovery, and research.
Students can create a self-portrait drawing including the full value scale.
List of Assessments: (Write the number of the learning target associated with
each assessment)
Have students correctly drawn out their self-portrait using the grid system? (DOK 13)
Was the full value scale incorporated into the students self-portrait? (DOK 1-4)
Did the students find at least two online examples of art references through
researching?

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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Value and Figurative Shading

One class period

Paper
Pencil
Tissues
Ruler
Self Portrait Photograph
Eraser
Light
Computer (Resource Searching)

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be

Students will look at presentation examples of 2D portraits that include

value to encourage students and get them thinking about figurative
characteristics. Students will also go through research techniques as a
class as well as out of class research techniques. Here students will look
at art examples and tutorials to hook them in and allow them to finish
work outside of class if they are behind. Students will be continuing
value lesson from previous class periods. (They completed a value scale
and value of basic shapes). Students have completed contour line
portraits and value exercises that prepared them for this lesson.
Research Demo
Teacher will go through the exploration of online resources to inform the
students of how to get help with drawing while not in the classroom.
Photos, drawings, tips, and tutorials will be addressed.

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introduced.

Figurative Value Demo

Students will watch a demonstration performed by teacher of enlarged
details of eyes, nose, and mouth area to get students engaged.
Through the demonstration students will see how value adds onto
contour drawings and how important value is in their drawings.

Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

1. Attendance & Introduction

Allow students to get settled and gather materials for which
project they are working on.
2. Research Methods
Using the internet, the teacher will demonstrate appropriate
search and research methods for discovering art, techniques,
and artists. Teacher will ask students how they research art
examples and begin to expand from what they know about
finding art. Pinterest, Youtube, and Google will also be discussed,
along with key terms and tips to help students organize what
they find. Here the students will learn how they can continue
working on their art assignment while home (on break). This way,
students will know how to find the steps to certain techniques
and processes when they are stuck out of the classroom. Artists,
intent, techniques and processes will be addressed in the
presentation.
3. Figurative Value Demo
A. Teacher pencil, paper, tissue, and self-portrait photo to create
the shape of lips and nose. (students already know how to do
this part)
B. After shapes are full, begin to discuss light source and
shadows
-brightest where light hits directly, darkest where no light
can touch
-tell students if they cannot see the full value scale in the
object they are drawing, squint to interpret value easier
C. Start light to dark, shading lightly
-Warning! Remind students no making up or inventing-

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they can only draw what they see!
D. Add on tiny details- wrinkles in the lips, freckles, etc..
-Ask students: what are some little details you will have to
include? (glasses, shirt buttons, accessory, teeth)
E. Use tissue and fingertip to smudge and blend the shading and
value
F. Use eraser to clean up edges
G. Continue with the rest of the portrait
4. Student work time for the remainder of class, plus additional days to
continue their self-portrait.
Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment

Clean Up Groups
Good job today every! Does anyone have any final research or value
questions?
Clean up groups are assigned everyday on the front board. Students
will see their corresponding number and perform required cleaning
duty. Students are responsible for cleaning their own table and putting
their project in their own jar. Students collect their own materials and
are expected to bring them to the next following classes.

Extend:
Students can choose their own photograph to challenge themselves.
Modify:
Students can use tracing paper to help guide them with correct
proportions when drawing their self-portrait.
While students are working teacher will walk around and discover:

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How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

Have students incorporated the full value scale into drawings?

Is the drawing accurate and not invented?

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
For this lesson, the objectives were for students to learn visually through a
demonstration, and take the knowledge to work on their own projects. Steps
and processes were also shown to address research methods for finding art
and artists. This lesson required students to learn and try things they have
never tried before which was challenging for most. Once students began to
see the simpler side of things, ideas and concepts began to click together.
Students have many more days to work on their drawings but I can already
see how much more success and progress is happening. The students
reached the objective of making in progress value portraits, while also
learning new research methods to complete on their own time. Some
students did not complete all required tasks for the day but this lesson is not
over.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
In the future lessons, I would make multiple examples of value ahead of
time, not only incorporating figurative characteristics. I would include things
like animals or fruit to show how value can be incorporated into everything.
Also I would make sure every student was ready for the demonstration
before performing it to the entire class (some students were not quite ready
for this step).

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
After this lesson, the students will continue to practice work and continue to
create art. This self-portrait incorporating value is a huge step in progress
and art making abilities for students. For the next lesson, continued practice
would be the best, following deeper research methods and also some
retouching on searching techniques. Now that learning the techniques and
processes is complete, students can focus on refining lines and
craftsmanship in the following lessons. For the next lesson I teach, I envision
more skillful demonstrations that involve more time. Art is a visual language
and by visually demonstrating techniques and processes I believe students
interpret more essential knowledge.

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