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The Academy for Technology & the Classics

Lesson Plan
Instructors name: Cermanski
Week of: March 7 to 16, 2016

Course/Grade: Creative Art6th


Unit Name: Fauvist Painting

Common Core/ NM Content Standards:


NMVA1, 2, 4, 5, 6, 7,8
Essential Question(s):
What is Fauvism?
What techniques make up the fauvist

style?
What were Fauvist artists trying to
achieve?
What were favored fauvist subject
matters?

Connections (prior learning/prior


knowledge):
Students are familiar with Pop Art
from popular culture
Students are familiar with basics
of color theory
Students have created selfportraits previously in the class

Other considerations (modifications, Resources/Materials


accommodations, acceleration,
Teacher: Video and art images of
etc.):
fauvist work
Students: canvas board, acrylic paint,
Students needing help will get
assistance from me
brushes, palettes, etc.
More advanced students can do a
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 paintings
This Week: Completion of final painting
Unit: Final project, participation in critique
Time allotted
MON MARCH 7
Learning Target- TSW learn about
fauvist painting techniques. TSW
know this once he/she can
identify at least 3 techniques and
incorporate them into his/her
piece.

Lesson activities for instructor and


students
Do Now: Take out your sketchbook
I.
Show video on Fauvism:
https://www.youtube.com/watch?
v=Wp0Y8Cgbg1o
II.
Show slideshow of fauvist images
III.
Ask students how they would define fauvist
style (bright and exaggerated/unrealistic colors,
minimal detail, colors dont blend, small
regular brushstrokes, confusing depth,
landscapes & bourgeois scenes, outline forms
with black)
IV.
Start sketching fauvist painting

(1F)Embedded Formative Assessment: One on one check


in on fauvist sketch
(1B)Closing Activity: What are fauvist painting
techniques?
TUESDAY MARCH 8
Learning Target- TSW learn how to
do fauvist style brushstrokes. TSW
know this once his/ her piece is
painted with fauvist-style
brushstrokes

WEDNESDAY MARCH 9
TargetTSW learn how to use
color balance in fauvist painting.
TSW know this once his painting
can be flipped and still appear
balanced.

THURSDAY MARCH 10
Learning Target- TSW learn how to
create a painting with strong
craftsmanship. TSW know this
after his/her piece is neatly and
carefully completed.

FRIDAY MARCH 11
TargetTSW learn how to be sure
forms are balanced in a fauvist
painting. TSW know this one
his/her piece can be flipped in any
direction and still appear
balanced.
MONDAY MARCH 14
TargetTSW learn how to be sure
all elements in his/her piece are
unified. TSW know this once
his/her piece has a sense of
completion.

Do NowTake out sketch book and show me


fauvist sketch
I.
Hand out canvas board
II.
Pencil sketch onto canvas board
III.
Start painting
(1F)Embedded Formative Assessment: One on one
check in on fauvist brushstrokes
(1B)Closing Activity: Students share fauvist brushstrokes
they did in painting
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
strong form balance?
Do NowTake out pieces and continue working.
Work on pieces, focusing on unity
(1F)Embedded Formative Assessment: One on one check
on unity
(1B)Closing Activity: How do you ensure your piece is
unified and complete?

TUESDAY MARCH 15
TargetTSW learn how to be sure
all elements in his/her piece are
unified. TSW know this once
his/her piece has a sense of
completion.
WEDNESDAY MARCH 16
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 continue working.


Work on pieces, focusing on unity
(1F)Embedded Formative Assessment: One on one check
on unity
(1B)Closing Activity: How do you ensure your piece is
unified and complete?
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?