Secondary Lesson Plan Template

Name of class: Art I

Length of class: 2 days (90 minutes each

class)
LEARNING GOALS

Standard 1: Understanding and applying media, techniques, and

processes
Standard 3: Choosing and evaluating a range of subject matter,
symbols, and ideas
Standard 4: Understanding the visual arts in relation to history
and cultures
LEARNING OBJECTIVES

Students will be able to research an African myth/fable.

Students will be able to create a painting that tells the story of an
African myth/fable.
Student will be able to use symbolism within their art.
CONTENT

SKILLS:

Africa/African
Myth
Fable
Symbolism

-using the internet and other resources to

research
-how to make a connection between a story
and art

RESOURCES/MATERIALS NEEDED

Computers/Internet/Printer
Overhead projector
Paper
Paint
Paint brushes
LEARNING PLAN (How will you organize student learning in this lesson?

ACTIVATE

Tell the students the story of how the Golden Stool was created.
Have a discussion about whether they think it truly came down
from the sky or not. They will view the painting: Ashanti Yam
Ceremony from 1817. They will have a discussion to describe and
interpret the painting as a large group (questions will be provided
from teacher to guide students).
ACQUIRE & APPLY

Day 1:
1. Lecture/Discussion:
The class will learn about the Asante tribe located in Africa. They
will follow along through a powerpoint that explains the story
about how the Golden Stool originated and how their leaders use
it. They will learn about the Asante culture and will view various
art pieces that are created within their tribe. They will learn about
different symbolism and stories incorporated within their art. The
teacher will ask students about different fables that they
remember reading or hearing as children. They will have a largegroup conversation about how this is similar to some African
stories.
2. Demonstration:
Following the powerpoint, the teacher will model how to research
different African tribe using reliable websites. The teacher will
explain the difference between a reliable source and an unreliable
source. The teacher will provide the students with a list of
websites that they can explore to look up African tribes and their
myth/fables. The teacher will explain to the students their
assignment: to research an African tribe and to create a painting
that represents a story from that culture. They are to print out or
write their chosen story and tape it to the back of their painting.
3. Work Time:
The student will be allowed to use the remaining of the time to
research different African tribes and their stories. The students
will also start brainstorming their ideas for a painting that
represents that story. They will complete a graphic organizer that
guides them with their research.
Day 2:
1. Review/Discussion
In small groups, the students will talk for the first minutes about
what they remember from last class and what they have
researched for their own project. They will brainstorm different
ideas about how to create a painting that represents their chosen
African fable.

2. Demonstration:
The teacher will provide a demonstration about how to use various
paints. The teacher will show how to apply watercolor, tempera,
and acrylic paint. Because this will be review for most students,
the teacher will briefly demonstrate how to mix colors, practice
different painting techniques, and how to use different brushes.
The students will be encouraged to practice on a scratch piece of
paper before making marks on their final painting.
3. Work Time:
The students will have the remainder of the time to finish
researching their African tribe story, and they will be allow to start
working on their painting.
ASSESSMENT

Formative:
- participation in large-group discussion during lecture
- participation in small-group review
- verbal and visual assessments throughout research time and
work time
- graphic organizer completed of their research
Summative:
- Completion and Craftsmanship of the final painting
- A connection between the students chosen story and their
art piece.
Differentiation

**Instruction:
Multiple forms of instruction: large-group discussion, small-group
discussion, Overhead powerpoint, painting demonstration,
scaffolding provided during work time.
**Incorporating Interest:
Students are allowed to research and choose their own story to
convey. The students are allowed to symbolize their story in any
way that they interpret it.