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The Academy for Technology & the Classics

Lesson Plan Template


Instructors name: Cermanski
Course/Grade: Visual Arts I 8th- 4th & 5th pe
Week of: March 17 to April 4,
Unit Name: Social Activist Zen tangles
2016
Common Core/ NM Content Standards:
NMVA-I, II, IV,V,VI,
Essential Question(s):
What is a Zen tangle?
How can I create my own
Zen Tangle designs?
What is a political activist?
Which social issues do I find
of interest?

Connections (prior learning/prior


knowledge):
Students are familiar with
nonrepresentational line designs from
previous projects
Students are familiar with social activists
from history class

Other considerations
Resources/Materials
(modifications,
Teacher: Slideshow discussing various social
accommodations,
activists, demonstration and handout of
acceleration, etc.):
zentanbles
Students:
Students who are
advanced can do a series Printed image of social activist
of Zen Tangle activist
Pencil, paper
portraits
Black sharpies
Students who need help
will get more one-on-one
assistance from teacher
Assessment (How will you monitor progress and know students have
successfully met outcomes?)
Daily: Daily observations of students working on Zen Tangles
This Week: Sketch of activist with Zen tangles
Unit: Final Zen Tangle activist piece
Time allotted
THURSDAY MARCH 17
Learning Target-TSW learn
about 17 different social
activists and will
determine one to focus on
in art project. TSW know

Lesson
I.
II.
III.

activities for instructor and students


Finish critiques
Ask students which social activists they know about
Go through images of 17 different social activists and
discuss (Subcommandante Marcos, Julia Butterfly Hil
Mother Jones, Emiliano Zapata, Malcolm X, Susan B.
Anthony, Alice Paul, Martin Luther King, Jr., Harvey M
Edith Windsor, Steven Biko, Nelson Mandela, Mother

this when he/she has


chosen an activist to
study/draw.

IV.
V.

Malala, Geronimo, Leonard Peltier, Chief Seattle, etc.


Explain project and show example
Students pick out activist and printed image
Students start doing contour drawing of activist

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


activist
(1B)Closing Activity: Which social activist interested you the most? Why?

FRIDAY MARCH 18
Learning Target- TSW
learn how to create Zen
Tangle designs. TSW know
this once he/she has
successfully made at least
6 Zen Tangle designs.
MONDAY MARCH 21
Learning TargetTSW
learn 6 or more
interesting facts about
his/her activist. TSW know
this once he/she presents
this research to the class.
TUESDAY MARCH 22
Learning TargetTSW
learn how to make a Zen
Tangle design that shows
shadows and highlights.
TSW know this when
his/her Zen Tangle portrait
correctly portrays
shadows and highlights in
the face.
WEDNESDAY MARCH 23
Learning TargetTSW
learn to make sure his/her
piece is balanced in line.
TSW know this when
his/her piece can be
turned on each side and
still appears balanced.
THURSDAY MARCH 24
Learning TargetTSW

I.
II.
III.

Students continue to work on contour sketch


Students pencil sketch Zen Tangle. Use at least 6.
Start filling in Zen Tangle with black sharpie

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


Zentangle designs
(1B)Closing Activity: How can you create your own Zentangle designs?

I.
II.
III.

Describe research componentstudents find 6 or mo


interesting facts about the social activist to share wit
class at critique (make notecards)
Students take turns using laptops to gather research
Continue Zen tangles

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


about chosen activist
(1B) Closing Activity: What are interesting facts about your activist you
would like to share with the class?

I.
II.

Continue Zen tangles/do research


Focus on using tighter Zen Tangle designs in darker
areas, looser ones in lighter ones.

III.
(1F)Embedded Formative Assessment: One on one check in on shadows
and highlights in Zentangle designs.
(1B)Closing Activity: How can you create shadows and highlights with
Zentangle designs?

I.
II.

Keep working on activist piece, focusing on balance.


Do research

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


(1B)Closing Activity: How can you achieve balance in an art piece?

I.
II.

Keep working on activist piece, focusing on contrast


Do research

learn to make sure his/her


piece has sufficient
contrast. TSW know this
when his/her piece is
balanced between darks
and lights.
MONDAY APRIL 4
Learning Target- TSW
learn how to participate
effectively in a critique
and present knowledge
learned about activist.
TSW know this when
he/she makes 3 strong
comments using art
vocabulary and clearly
presents his/her activist

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


(1B)Closing Activity: How can you achieve balance in an art piece?

--Presentation of Zen Tangle


activist piece
-Student should tell us about activist as well as why
chose to focus on him/her
-Visual Focus
Activist piececontrast/balance
(1F)Embedded Formative Assessment: Participation in Critique
(1B)Closing Activity: What did you learn about your art piece from the
critique?