Brunswick County Public Lesson Plan

Teacher: Eamon Brockenbrough Grade/Class: Art 8 Date:

Lesson Content and SOL Yellowstone Field Guide

Visual Communication and Cognitive Levels
Production Remember Understand Apply Analyze
8.1 The student will plan for and Evaluate
reflect on the art-making process,
usingor
Essential Knowledge a sketchbook/journal.
Skill (Curriculum
Framework): 8.2 The student will develop and
use a process art portfolio as an
idea-building resource to create
works of art.
8.3 The student will refine
personal works
The concepts developed in theof art to improve
standard include the
following: quality of craftsmanship.
8.4 The student will synthesize
prior knowledge and experience
to create works of art.
8.5 The student will convey
points of view about
contemporary issues in personal
works of art.
Materials / Technology
8.6 The student will communicate
ideas, experiences, and
Projector
narratives through the creation of
Laptop
original works of art, using
Cardstock Paper
selected media.
Water Color Pencils
8.7 The student will
Thread
independently make ethical
Leather
decisions in art making.
Pinhole Cameras
8.8 The student will select
Photo Paper
elements of art and principles of
design, including the following, to
express meaning in works of art:
Color/Value/Proportion/Unity/Har
mony/Variety
8.9 The student will combine a
variety of compositional
techniques to create the illusion
of space within the picture plane.
8.10 The student will use
observational and expressive
drawing techniques to
demonstrate multiple viewpoints
(e.g., above, below, front, back).
8.11 The student will create
three-dimensional works of art by
combining a variety of techniques
and processes.

Art History and Cultural

Context
8.12 The student will describe
how works of art are influenced
by social, political, and economic
factors.
8.13 The student will compare
and contrast works of art
according to medium, period,
style, and artist.
8.14 The student will identify the
roles of artists in society.

Analysis, Evaluation, and

Critique
8.15 The student will analyze
how visual organization in works
of art affects the communication
of ideas.
8.16 The student will analyze the
uses and impact of persuasive
techniques (e.g., selection of
images, design, type, media) in
print and contemporary media.
8.17 The student will
communicate how personal
experiences influence critical
interpretations and evaluations of
works of art.
8.18 The student will critique
personal work and the work of
others.

Aesthetics
8.19 The student will formulate a
working definition of art.
8.20 The student will analyze
purposes, values, and meanings
of works of art.
8.21 The student will describe
and justify personal responses to
visual qualities in works of art.
8.22 The student will formulate a
definition of aesthetics as related
to art.

Day Big Idea Objectives/Cond Do Now Lesson Activities

itions/Behaviors
/The student
will:

1 Who were the TSW be able to A portrait of 1. Watch a brief introductory

artists that identify the work Ansel Adams video posted to the blog.
helped bring of Thomas Moran, Emphasis on introducing
the beauty of Ansel Adams and students to the area and
the West to William Henry the artists that made a
the greater Jackson. name for themselves.
US 2. Begin PowerPoint with
population? students on the artists
commonly associated with
YNP and the Grand Tetons.
Explain the geological and
artistic significance of the
parks.
3. Have students follow along
in their notes packet.
4. Have students watch to
quick videos. One on the
highlights of YNP and one
 on the Grand Tetons.

2 How did TSW be able to Portrait of 1. Watch the latest blog

Thomas use their Thomas video. Focus on the
Moran sketch sketchbooks to Moran different geological
out the record notes and aspects of YNP and the
beauty of the help them greater artist Thomas Moran.
parks? understand the Emphasis on Painters Point
artistic processes in the Grand Canyon of
of Thomas Moran. YNP.
2. Brief PowerPoint on
Thomas Moran and how he
would use his sketchbook
to save details of an
image.
3. On the blog a link will be
posted to several 360
views of certain areas in the park.
Students will take time to sketch
different views of these areas as
the camera is moved around.
Students should also take notes
on the colors of the area

3 How did TSW be able to A painting 1. Students will watch

Thomas use notes from by Thomas another short video posted
Moran use his the previous class Moran of the to the blog. Emphasis on
sketchbook to to create color Grand Thomas Morans sketching
complete his and life in their Canyon of and painting.
paintings? sketches from the YNP. 2. Students will complete a
previous class. brief activity sheet on
water color pencils.
3. Students will use the
sketches they did the
previous class in
coordination with their
notes to finish their works
of art.

4 How did TSW learn about Ansel Adams 1. Before class teacher will
Ansel Adams the processes of Snake River load up pinhole cameras
and William photography as photo with photo paper.
Henry they relate to 2. Brief PowerPoint on the
Jackson use pinhole cameras. work of Ansel Adams and
photography William Henry Jackson and
to sapture photography as a medium.
the spirit of 3. Students will then take
the West? their pinholes outside and
expose the photo paper
inside.
4. Once all students have
exposed their paper
teacher will lead them
back inside to show them
how to process the paper
into a photograph.
5 How did TSW learn about William 1. Students will reload their
Ansel Adams the processes of Henry pinhole cameras and take
and William photography as Jackson one or two more photos
Henry they relate to Paint Pots outside.
Jackson use pinhole cameras. photograph 2. Once students have used
photography up their photo paper they
to sapture will be walked through how
the spirit of to turn a negative pinhole
the West? photo into a positive
image.
3. Students will alternate
shooting photos outside
and turning them into
positive images inside.
4. All students should have
three negative photos,
three positive photos and
three sketches done with
watercolor pencil at this
point.

6 How can TSW learn how to Painting by 1. Students will learn how to
artists use create a Thomas bind books and create
available sketchbook using Moran their own sketchbook
resources to classroom using their sketches,
create their material. photos and a few sheets of
own blank paper.
sketchbooks?

7 How does the TSW learn how to Painting by 1. Students will work to finish
use of a create a William their bound sketchbook.
sketchbook sketchbook using Henry 2. As students finish they will
create better classroom Jackson use the last page to write
quality work? material. about a place they would
like to visit someday.
3. If there is enough time
students will walk around
and explore each others
sketchbooks.

Differentiation of Instruction