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Art Learning Segment Plan Template

TCNJ ART edTPA LEARNING SEGMENT PLAN

Overview
Teacher Name Meg Itoh and Scott Morrison Melman
Artwork
Example

Spaghetti Tempera Paint, construction paper. 6 x

4.5

Learning Hand-Printed Post Cards!

Segment Title
Central Focus The lesson begins with students learning about the importance of communication and how we can
(Visual Art communicate visually. Students will be introduced to Andy Warhol and to the Pop Art movement. Students
Concepts) will create their own postcards to learn how art can be used as a form of communication. They will use
tempera paints and styrofoam sheets to create relief prints to produce multiples using a single design. They
will take inspiration from Warhols Campbells Soup Can prints as they design postcard images that say
something about their own day-to-day existence. Next, they will learn a brief history of printmaking and print
their designs using styrofoam sheets, in three different color schemes. Through critique and peer discussion,
students will identify how they are communicating something visually about themselves.
Art Form X 2-D: 3-D: 4-D: Other:
Grade Level 3rd Grade
Class Name 3H
Class Size 22
Time _57__Minutes _1 Day a Week__Days/week _3__# Total Lessons (or Days)
Class 12 Boys 10 Girls
Demographics
The class has 22 third graders. Students who have been at Stony Brook, have had Art class every year since
first grade. Art is required by the school and every student enrolled takes it. In this class, there are more boys
than girls. The class is very diverse. There is a majority of Caucasian students. The rest are of Indian or
Eastern Asian Descent and a few students that are of two or more races. None of these students are considered
ESL. One student has a 504; she has a lot of home issues and has a history of emotional breakdowns in the
classroom.

Big Idea and Understandings

Big Idea Communication
Essential What is communication?
Questions What is the importance of communication?
How do we communicate in our daily lives?
How do we communicate with art?
Enduring Communication is how we express ideas and convey messages to each other. It is essential for living
Understanding harmoniously within a community, which, to some extent, we all must do. We communicate constantly in the
form of words, expressions, body language, music, codes, images, etc. Visual art can be an effective
communicator. It can illustrate a scene, capture a complex idea with using symbols and visual metaphor,

Art Learning Segment Plan Template

inspire emotions using color, and generate humor through a visual pun or absurd imagery
Key Questions How can a postcard be used for communication?
What properties are unique to printmaking, as opposed to other forms of art production?
What makes printmaking so revolutionary?
Who was Andy Warhol? How did the technique of printmaking relate to his goals as an artist?

Learning Objectives
Objective Lesson # (when it
will be taught)
1. The student will (be able to) advance their visual communication skills by creating a personal #1-3
postcard.
2. The student will (be able to)develop drawing skills by sketching their design and indenting it into a #1-2
styrofoam plate.
3. The student will (be able to)...develop printmaking ability by printing their design in three colors. #2-3
4. The student will (be able to)...build knowledge about Andy Warhol, Pop Art, and printmaking
through class discussion. #1-3

Standards
Standards Objective
#
(aligned)
New Jersey 1.3.8.D.6 #1-3
Visual Art The visual possibilities and inherent qualities of traditional and contemporary art
Standards materials (including digital media) may inform choices about visual
communication and artmaking techniques.
Synthesize the physical properties, processes, and techniques for visual
communication in multiple art media (including digital media), and
apply this knowledge to the creation of original artworks.
Students are learning and applying their skills of printing making by
making 3 multiples of their design, created on the contemporary
material of a foam board.
1.2.8.A.3
The arts reflect cultural mores and personal aesthetics throughout the ages.
Analyze the social, historical, and political impact of artists on culture
and the impact of culture on the arts.
The students will create an artwork that reflect their personal interest
and their personal culture. Through discussion and critique of the #1-3
history of printmaking and, Pop Art, students will identify how art
represented culture of that time period.
1.4.12.B.2
The cohesiveness of a work of art and its ability to communicate a theme or
narrative can be directly affected by the artists technical proficiency as well
as by the manner and physical context in which it is performed or shown.
Evaluate how an artists technical proficiency may affect the
creation or presentation of a work of art, as well as how the context
in which a work is performed or shown may impact perceptions of
its significance/meaning.
Inspired by why Andy Warhol did the cans, the students are
creating an artwork with a subject of something important to #1
them/they see in their daily lives.

1.1.2.D.2
Recognizing the elements of art and principles of design in artworks of
known and emerging artists, as well as peers, is an initial step toward visual
literacy

Art Learning Segment Plan Template

Indicator: Identify elements of art and principles of design in
specific works of art and explain how they are used
We will be basing off our lesson on Andy Warhol and focusing on
repetition, color, and texture. #1-2
National Visual VA:Cr2.1.6a
Art Standards Demonstrate openness in trying new ideas, materials, methods, and approaches in making #2-3
works of art and design.
-Students are working with foamboard in printmaking, instead of traditional printmaking
materials.
Interdisciplinary 6.1.P.B.1 Social Studies: Everyone is part of a larger neighborhood and community. Develop
Connections an awareness of the physical features of the neighborhood/community. #1-3
(Non-Art NJ
Standards) 6.2.12.D.2.e Social Studies: Ideas developed during the Renaissance, Scientific Revolution,
Reformation, and Enlightenment led to political, economic, and cultural changes that have had
a lasting impact. #2
-D. History, Culture, and Perspectives
E: Assess the impact of the printing press and other technologies developed on the
dissemination of ideas.
21st Century Creativity and Innovation #1-2
Skills Demonstrating originality and inventiveness in work.

Global Awareness #1-3

Learning from and working collaboratively with individuals representing diverse cultures,
religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and
community contexts.

Materials and Artist

Teacher Teacher examples (both poor and exemplary).
Instructional Extra foam sheets and scratch paper for demonstrations.
Materials Powerpoint introducing each days lesson.
Andy Warhol novelty soup cans, for passing around the class.
Paper cutter for prepping paper.
Drying rack for wet student work
Table folders for storing student work
Teacher Artwork
Example

Spaghetti 6 x 4.5 with tempera paint on construction paper, printed from foam board.
Andy Warhol created multiples of tomato soup cans because he had Campbells soup every day for lunch for
20 years. I do not eat spaghetti every day, but I do love it and decided that would be my subject for my
postcard. Postcards are meant to be sent, and tell something about the person who sends it, people will know
I love spaghetti.

Art Learning Segment Plan Template

Good vs. Bad Examples Tempera Paint, construction paper. 6 x 4.5 We used these to illustrate the dos
and donts of designing/indenting. On the left, I pushed too lightly on the river, too hard on the house, I left
out the grass detail and border, I made the details in the flowers too dense, and I included text, which
reversed. On the bottom of right is my good teacher example.

Student Materials Sharp pencils

Manilla paper for sketches
Dull pencils for indenting
Styrofoam sheets
Smocks
Liquid Tempera Paint
Paint-rolling plates
Sponge paint rollers
Newspaper for covering printmaking stations
Construction paper
Elmers glue
Lunch trays for printmaking stations
Scrap paper for printmaking stations
White paper for backing postcards
Key Artist and Andy Warhol.
Artwork

Soup Cans, 1962. Synthetic polymer paint on thirty-two canvases, Each canvas 20 x 16"
Deliberately shows a subject matter and illustration style atypical of the fine art world. Meant it to be
accessible to everyone.

Art Learning Segment Plan Template

Colored Soup Cans, 1965. Synthetic polymer paint on twenty canvases, Each canvas 24 x 36"
Shows his iconic soup cans in different colors. Further blurs the line between fine art and consumer
images.

Vocabulary and Language Acquisition

Vocabulary Pop Art: Art based on modern popular culture and the mass media, especially as a critical or ironic
comment on traditional fine art values
Wow, Andy Warhol sure was a large contributor to Pop Art!

Communication: connection between people or places, in particular

I really need to communicate with my mom that I am not feeling very well, so she can pick me up from
school.

Border (in art): an ornamental design along the outer edge of a composition
This border really keeps my art and composition from getting too crazy.

Multiples (in art): a series of identical art objects produced by an artist

I think it is cool how I have the same image in different colors!

Color: Color is the element of art that is produced when light, striking an object, is reflected back to the
eye. There are three properties to color. First is hue, which simply means the name we give to a color (red,
yellow, blue, etc.)
This color really makes my art pop, and makes it come off as happy

Charging (in printmaking): Evenly coating a brayer or roller with paint/ink before applying it to printing
surface
Make sure your roller is well charged with ink before you roll it on your foam board!

Postcard: a card for sending a message by mail without an envelope, typically having a photograph or other
illustration on one side.
Cant wait for my grandma to get my postcard! She can tell by the picture that I went to the zoo!
Language X Analyzing
Function
Analyzing: Students will be able to look at previous artworks that involved printmaking and then some of
Andy Warhols art in the Pop Art movement. They will be able to analyze Warhols life while investigating
why he painted the cans. Then, they will analyze their own lives to figure out what subject they will draw.
Language We will show an image of Andy Warhols soup cans. We will ask them if they recognize it, and if someone
Learning Task does, we will ask them to say what they know about it for the class. We will tell them that was significant
about the work was that it featured an everyday object that was not a typical subject matter for fine arts.
We will ask them why Andy Warhol might have done this (to critique and break down the exclusivity of fine
art). We will then show them some student art inspired by his soup cans. They show multiples prints of
Converse sneakers, McDonalds fries, and Coke bottles. We will ask them how these subject matters are
similar to Warhols soup cans (they show things from the students everyday lives, just as Campbells soup

Art Learning Segment Plan Template

was part of Warhols). They will apply these ideas to their own image choice for their postcard. During their
artmaking activity, they will have to get approval from the teacher to move on from sketch to foamboard.
Then, from foamboard to printmaking. This involves lots of communication between the students and the
teachers. They will all most likely raise their hand for questions/assistance at some point of the learning
segment. They will be expected to talk whenever the teacher is asking questions during instruction,
demonstration, and review.
Language Language Demands are specific ways that academic language (vocab, functions, discourse, syntax) is used
Demands by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate
their art understanding.
Given the language function and learning task identified above, describe the following associated language
demands (written or oral) students need to understand and/or use:
1. Vocabulary (or Key Phrases)- We will ask them what movement Warhol was associated with. If no one
knows we will tell them it is Pop Art, and explain how Pop Art sought to break down and critique the
exclusivity of the fine art world by featuring imagery and styles from popular/consumer culture, as
exemplified by Soup Cans. We will explain how printmaking was used to further this goal because the
creation of cheap multiples allowed a wider audience to actually purchase art, in addition to appreciating it.
We will ask them to review these terms/ideas before they leave class on the first day, while they are standing
in line to go. We will introduce all vocabulary words on the first day, and always use them until the third day
of the lesson.
2. Discourse - During the powerpoint, we will ask students to answer questions and respond to each others
answers. We will also speak with each student about why they chose their design (what it communicates
about their day-to-day lives). We anticipate them discussing this with their tablemates as well.
Language The powerpoint will feature the words and images we are discussing as a visual aid. While the students are
Supports working, they will have the front board and powerpoint as a reference to redirect them. Since we are focusing
so much on communicating visually, we both made visual aids to help them learn. For example, to show
them what to do and not to do, there is a game based off two teacher examples: one bad and one good.
Students get to observe and analyze the differences between the two. These are also handy for them to
reference during the first day of the lesson. The student can raise hand if they ever need assistance and the
teacher will provide any support they need.

Considerations (for Effective Instruction)

Students Prior Students will be expected to have prior knowledge of drawing sketches and tracing.
Knowledge and Students will be expected to be familiar with liquid tempera paint.
Conceptions Students will be expected to have fine motor skills enough to carefully line up Manilla paper to
foam board.
Students will be expected to have respect for all art materials, such as pencils, pencil sharpeners and
erasers.
Students will be expected to know how to properly clean up all varying materials.
Students are expected to know not to touch each others work.
Students will be expected to store their artwork in a safe place to dry.

Building on Personal Assets:

Student Assets The artwork they are making is very personal, for the are capturing something of their personal interest.
Students are focusing on something they see every everyday or something that is important to them. They are
capturing their daily experience and interest. Each subject they chose to draw may reflects something about
traditions, privilege, family backgrounds and practices that students bring to the learning environment.

Cultural Assets:
Culture has a huge effect on what people have access to. Students can pick something to draw that reflect
something from their culture, tradition, and worldviews. They also get to see about other cultures and
backgrounds in the class by seeing what their peers created. Government, geography, and culture all play a
role in what makes a student unique.

Community Assets:
Students have the option to pick something that represents their community. For example, they are told they
can pick a local animal or a local landmark. They can draw their school, since that is a piece of architecture

Art Learning Segment Plan Template

that contributes and makes the community while also being very important to the childs life. Since these
students come from the same town and state, there is bound to be students that have decided to draw the
same/similar subject. This can show them that they are even more so a part of a community because of their
shared interest. This also reflects the community itself because each community offers different sports,
events, practices, and resources that may be very crucial to certain students lives. For example, if that
community is well known for having a successful soccer team, it may be in a students daily schedule to
practice soccer with his/her team.
Common Errors If we see certain objects every day, it can become something we do not really pay attention too. When
or drawing a subject that we do see every day, it reminds us of its importance and how it does identify who we
Misconceptions are. There are also many misunderstandings about Pop Art and why Andy Warhols art was significant. With
this lesson, students get to retain why Andy Warhol was so revolutionary. They get to learn how art went
from only the elite and being time consuming, to being faster to make and more accessible to everybody.
Students get to take a step back and realize why printing making is so important. For example, because of the
printing press, they have the books, posters,information...etc they have today.
Student Choice Students are given the choice of what subject from their lives they would like to draw. They are also given
the choice to pick what color paper they would like their prints to be on, and what color paints. They can
evaluate how the certain subject they chose represents them and how certain colors promote different
emotions of their chosen subject.
Higher Order 1) Where did we first see printmaking?
Thinking 2) Who had access to books before the printmaking press?
Questions 3) Why is Pop Art so revolutionary?
4) How can you communicate something visually, while not writing or saying anything?
Grouping Students are given assigned seats based on how well they work together. If a problem arises despite assigned
Strategies seating, they will be moved. They will be moved to either another table, or to work on the floor, or even a
secluded desk space so they can work alone. There are several secluded desks prepared for multiple students
to work individually. Also, students are usually separated from their best friends in this class, so they can
focus more on art making. If two close friends are able to work hard together, and still be next to each other,
they have the chance to show the teacher they are able to do so.
Learning Tasks X Lecture
X Critique
X Discussion
X Demonstration
X Sketch
X Artmaking
X Game
Experiment
Worksheet
Quiz/Test
Modeling
Reflection
Activity
Collaboration
X Individual Instruction
Other (describe):
Appropriateness Game: students in elementary are much more engaged in more playful ways. Gwen Dewar explains the
of Learning Tasks cognitive benefits of play. He says it benefits learning and also dramatically increases engagement when play
(Cite theory or is in any way slightly involved. When we are showing them the Dos and Donts of printmaking, we let them
research-based best play a find the difference game. This gets them all to analyze and pulls everyone's attention.
practices)
Discussion: Students would prefer having interaction over simply a lecture. Biologist Scott Freeman states
that lectures are not just boring, they are ineffective. When students are being asked what to do, they are
more involved and feel they are part of the conversation. So, whenever the teacher is sharing information
about the lesson, (whether it be instruction, history background, or demonstration), it is very discussion
based.

Art Learning Segment Plan Template

Accommodations (to support learners)

Students with IEP We have one IEP Student still in the process of being diagnosed. She has multiple disabilities. She is
or 504s visually impaired and cognitively impaired.

Multiple Disabilities: Teachers must study IEPs exceptionally well. This particular student always has a
one-to-one paraprofessional. She needs help down stairs, she needs books carried for her. She also receives
additional time on exams/projects. She also gets preferential seating. She is enrolled in periodic disabled
classes for math, technology, and reading. In the art classroom, her aide will always be there to give her
assistance. We try to not do too much for her. She works very effectively when she is requeued and
carefully directed. She needs to be carefully directed because when she is given a direction, she may take it
too far. For example, when she is told to go over the graphite lines with sharpie, she will go over every
single mark of graphite she sees. This includes areas and marks that she did not fully erase all the way. The
teacher has to talk softly to her. She is also hard to interrupt during a task. When she is doing something,
she gets very in the zone, so the teacher must find a line between being patient and interrupting her
concentration for her own sake and art. Some projects may be too difficult for her, so she does not always
have to do a certain project. She can have accommodations that require creating an art piece that are
unrelated to the lesson. For example, there are some large markers that she can use to color. The teacher can
give her something to color or quickly draw something in sharpie for her. She will also sit in the front of the
room, in a corner, near the door. This is so she is part of the class, yet not too distracting to other students,
and her aide can have lots of room to walk around and help her.

Cerebral Palsy: There is another student in the school who has Cerebral Palsy and uses a wheelchair. His
fine motor skills are extremely limited. We do not teach the first grade class. To meet his needs in the
artroom, a modification are made to regular drawing pencils. Adapt to a fatter pencil with Model Magic
around it, so it is easier to hold. Give the Model Magic and have the student make the grip. Another
accommodation is to use fatter markers and fatter crayons. This must be supplied and ready in the art
classroom. Besides Model Magic, they can even use a pipe foam insulator from a hardware store to create a
grip. Use loopy scissors or double handed scissors where the teacher or aide can assist. Lastly, another
accommodation is to execute the lesson, but on a much larger and less detailed scale. A large paper than for
the other students is often easier to manage.

Adaptations and There will be steps located on the board and powerpoint to help students recall infomation, e.g. directions.
Accommodations Students with a shorter attention space will go through requeuing, where they will be reminded of what
to do next.
For ESL students prepare large and more visual based instruction sheets.
For more hands-on learning, students will get paper where they can experiment with the material, their
idea, and for practice. For example, they get to chose 3 of the 4 prints they made, because the first one
was practice.
Students who require more assistance will be checked on to see if they are on task and doing well more
frequently than the rest of the class.
For students that are more advanced, the teacher will highly recommend or require that they should not
just meet the needs and requirements they are being graded on, but meet their higher potential. This can
mean even a more advanced rubric if a student shows higher skill.
Enrichment and There will be a demonstration of the techniques necessary, to help visual learners.
Extensions There will be drawing books or books of reference, that can help young students refer to something
when they draw since they do not have cell phones.
The teacher's example will be on display for them, if they need inspiration.
The teacher will go around the room to help students achieve to the best of their abilities.
The teacher will ask thought provoking questions, such as how does this show me something about
you?
The teacher will start and each class with a class discussion. This helps student by reminding them of
what they learned. This is extra helpful because the class only comes to art once a week.
Activity for Early Students who finish early will catch up on any other unfinished artwork. Artwork is easily accessible; it is

Art Learning Segment Plan Template

Finishers in the colored folder on their group table. If they are done, they may free draw. There are many reference
books and drawing books located throughout the art classroom that they may use. There is also a poster of
things I can draw, to give the students some inspiration. We will also give students the option to plan out
what they would like to write on one or more of their postcards, if they already have an idea of who they
want to send them to.

Assessment (Objective Driven)

Lesson # Objectiv Title and Description of Assessment
e#
Pre-Assess #1 #1 Discussion: On the first day of lesson,
ment teacher will begin by asking about
students previous knowledge on
communication, post cards, and how
we can communicate visually.
Formative #1-2 #2 Experimentation: Before students get
to draw directly onto their foamboard,
they are given Manilla paper to
brainstorm and sketch out their ideas.
Formative #2 #3 Demonstration: After they have
designed their foamboard, they are
able to making 3 copies based on
teacher's demonstration. There will be
listed steps on the powerpoint/board
for them to reference.
Summative #3 #4 Rubric for Artwork: The rubric will
evaluate how well students
demonstrated an understanding of
each objective. See appendix. They
are aware of what they are being
graded on.
Evaluation Criteria: Describe how this
assessment strategy provides evidence of student
understanding of the objectives/concepts being
taught. Describe how you will provide feedback
to students on this assessment.
Since the teacher is not giving the students the
answers, the students are forced to answer and
show what they know previously. The teacher
can go forward based on this and teach them
what they need to know and why they are doing
this lesson.
While the teacher is walking around the class and
assisting/approving of sketches, he/she can see
where the student lies on the drawing skills scale
and assist them accordingly.
During the demonstration, the teacher can ask
many questions on what the students think the
next step should be. The teacher can act it out
and see if they were right or incorrect. How well
they achieve the printmaking pieces shows how
well they understand printmaking.
The teacher and the student now have set
objectives that are clear for assessment. This
demonstrates and helps distinguish if a student
has met all the objectives well.

References and Sources

http://info.shiftelearning.com/blog/bid/350326/Studies-Confirm-the-Power-of-Visuals-in-eLearning
dictionary.com
https://www.thoughtco.com/definition-of-color-in-art-182429
http://www.parentingscience.com/benefits-of-play.html
http://www.sciencemag.org/news/2014/05/lectures-arent-just-boring-theyre-ineffective-too-study-finds
http://www.warhol.org/
https://www.britannica.com/art/printmaking/History-of-printmaking
http://www.metmuseum.org/toah/hd/prnt/hd_prnt.htm
http://www.theartstory.org/movement-pop-art.htm

Lesson #1: First Day (Introduction)

Instructional Strategies and Learning Tasks
Lesson 1 Summary Introduction to lesson: Discussion about communication, Andy Warhol, and Pop Art. There will be an
emphasis on why Warhol drew what he did. Then, there will be demonstration about what to draw and
how to trace design onto styrofoam.
Focus of Lesson 1 X Create Visual Art Present Visual Art X Respond to Visual Art
(choose one)
Create Visual Art: Students are creating their own Andy Warhol inspired post cards of their own chosen

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Art Learning Segment Plan Template

subject.

Respond to Visual Art: Students are learning about the significance of Pop Art and Andy Warhols
significance. The class, through discussion, will critique selected works.
Component(s) of X Interpreting art Students are analyzing printmaking artworks throughout history. They are also
Lesson 1 (choose looking at works from Pop Art.
1-2) Developing works of art/design
Relating art to context
X Making personal choices: They are choosing a subject to print that is important to them/they see
everyday. They get to choose what color ink they want to work with and on what colored paper.
Lesson 1 Beginning/Introduction (_10__ minutes) Instructional
Methods
Students will come in and sit down. Greeting
Before the demonstration, students will be asked to go to their assigned seats as they walk in.
We will begin the powerpoint presentation. Immediate Instruction
We will introduce ourselves as teachers.
We will have our hook video about postcard/communication importance. Hook
We will introduce our big idea, communication, by assessing their previous knowledge on the subject.
We will ask them to define communication and lead the discussion towards how we can communicate Question
with art.
To connect this with postcards, a visual on it usually represents something about the person who sends Critique
it
We will look at the artist Andy Warhol, who took print silk screening to a different level.
We will have them critique some of their artwork and ask if they recognize any of his famous works.
We are then going to say We are going to make our own postcards in a fast way through foam
boards!
Instruction (__10_ minutes)
For the demonstration, students will come around a selected table. For example, the Orange table.
All the materials will be ready and placed onto the table. Demonstration
To not overwhelm the students, we are only going to focus on what is being done today, not the actual
print making process. Game
We are going to focus on the emphasis in the powerpoint about how the students need to pick
something important to them and something they see everyday (which is why Warhol chose the cans)
Before the teacher does the actual demonstration, a side by side teacher's example will be shown in Discussion
front of them. There is a good and a bad example. The students will play the game what is different?
and find the differences. They will have to figure out what the artist did right/wrong to achieve that Review
effect.
Then, they will draw this sketch out on their foam board with a DULL pencil. If the teacher thinks it Experimentation
will not distract the students, they can ask the students what subject they should draw.
There will be an emphasis that what the students draw will be much better than what is shown in a
quick demonstration. Reference
There will be step by step instructions that will be displayed on the powerpoint at all times.
They have to do a border on their foam board.
The following requirements will be emphasized and reviewed:
-NO text
-Not too much detail
-Dont press too hard and dont press to lightly
-Have kids remember everything will be reflected
-Not to focus on representational color Begin Art Making

We will ask if students have any questions and keep the demonstration as discussion based and
enthusiastic as possible.
Students will be told to go back to their assigned seat.
Structured Practice and Application (_30__ minutes)

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Art Learning Segment Plan Template

Before they leave the demonstration table, they will be told they have to pick something important to Instruction
them, represents them, and something they see daily (this can be food they eat often, their pet, a
landmark of their town, a building like their house or school etc)
They will be instructed to sketch out 3 different ideas across 2 pieces of scrap paper. Once they are Experimentation
done and one of the teachers approves, they can get their foam board.
We will have students go back to their assigned seats. As their usual routine, one student from each
table will get the container of the dull pencils and erasers. Another student will grab scrap paper for Reference
their group.
They will be told they can begin working and can reference the steps on the powerpoint and look at Teacher check-ins
the teachers examples.
The teachers will go around the room to see how they are getting started and asking them what
subjects they are drawing for their foam board. Observation
After around 15 minutes, students should be finished with their sketches. The teacher will go around
approving their ideas and giving a foam board. Teacher must look for border, not too much texture, Reminder
NO TEXT, and large enough subject. Teacher can make recommendations as seen fit to each student. Instruction
The teacher will also be on top of classroom management during this time and making sure all the
students are behaving accordingly and respecting materials.
If the teacher needs to make an announcement, they will go to the front of the room and turn off the
lights until the teacher has all of the students attention.
The teacher will do this if there needs to be advice given about the art making activity and when there
is 10 minutes left to clean up, 5 minutes, (maybe 2 minutes as well), and then clean up time.
Clean-up and Closure (_5__ minutes)
Clean up instruction should be very simple for this day; the instructions are listed on the last slide of Clean up
Day 1 powerpoint.
Students will put their sketches and foam boards in the folder of their colored table. The teacher will Instruction
collect the folders at the end of class and put it with grade level 3.
The pencils and erasers should go back in the container, which can be left in the middle of the table. Instruction
All leftover sketches can go in the recycling bin or the take home box.
When all the students are done, they are to sit at their seats until they are dismissed. Questions
When they are all ready, the teacher will congratulate them for the accomplishments of that day as Review
seen fit. The teacher will praise them for what was done right, such as how no pencils were left on the
floor.
The teacher will also add that they saw great ideas and can not wait for them to turn their foam boards
into large stamps for print making.
Students will be told to line up once their homeroom teacher arrives to pick them up.

Lesson #2: Second Day (Artmaking)

Instructional Strategies and Learning Tasks
Lesson 2 Summary Students will finish their foam board and begin their print making process. They will have a recap
discussion at the beginning of class, and then instruction and demonstration. At the end of class, will be
a presentation/discussion on the history of printmaking.
Focus of Lesson 2 X Create Visual Art Present Visual Art X Respond to Visual Art
(choose one)

Creating Visual Art: Students are finishing their foam boards with their chosen design/subject. They are
creating multiples of their design with the printmaking process.

Respond to Visual Art: They are having a very quick recap of the history of printmaking at the end of
class. They get to respond to visual art by stating their favorites at the end of the presentation.
Component(s) of X Interpreting art: The students are looking at different forms of printmaking all throughout history
Lesson 2 (choose and analyzing it.
1-2) X Developing works of art/design: They are finishing up their experimentation on sketch paper,
transferring design onto foam board and then creating multiples of prints with various colors.
Relating art to context
X Making personal choices: They are choosing what subject they want to do that represents
something about themselves, what they see everyday, or what is important to them. They also get to

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Art Learning Segment Plan Template

pick what color paper they want to do their post card on, and what color paints.
Lesson 2 Beginning/Introduction (_10__ minutes) Instructional
Methods
Students will be greeted at the door and told to sit on the rug. Greeting
They will be asked how their week was, due to the large gap in between each art class (1 week).
The first slide of Day 2 will be already up and will have a few review questions
1) What is the importance of communication?
2) What is a postcard? Review
3) Who made the campbell soup can painting?
Then they will be asked what movement Andy Warhol was apart of. Then they will be ask to define
the importance of Pop Art. Questions
Then, they will be asked to go around the purple table. There will be a quick recap demonstration to
show them how deep their lines should be in their foam board. They are reminded that they need to be Demonstration
approved before they can go to the printmaking process.
Then, they will be asked to crowd around the middle island of the classroom. This has the pre-cut
colored paper, extra scrap paper, and smocks. Once the teacher has everyones attention, students will
be told to pick 3 colors of construction paper. Direction
They will be asked something along the lines of what is the one rule to picking out colors? A student
will answer it can not be the same color as your ink.
They are told that they can pick the same colored paper, or all different, as far as it is not the same as Question
the ink. They also are not recommended to do it on black paper, since it will not show up very well.
Then, they are told that after they pick, they must write their name and class on it. This will be told in
a fill in the blank format, so students are more engaged. They will not be able to print if their names
are not on it. Instruction
Next, they are told they HAVE to put on a smock. The teacher will demonstrate how to do so. Which
is, to roll up sleeves and then put on shirt backwards. Then, have a classmate or buddy button one
button on the back so it stays on.
Before going to the back, the teacher will say it can get pretty crowded so only 3 students are allowed Demonstration
in a line.
Then, the teacher will grab the foam board and colored paper to do the actual printmaking instructions.
The students will be asked to go around the back sinks.
Instruction

Instruction (__10_ minutes)

Once the students are quiet and paying attention at the back sinks, the teacher will begin the Demonstration
printmaking demonstration.
First, the teacher will address the 5 stations and state the colors. Which are: black, purple, red, green,
and blue. Question
The teacher will ask the class if they can imagine how cramped it can get back there. Then, ask how
many students are allowed in line at each station? The answer is 3. Demonstration
The teacher will pick red, since it is in the middle station and ask if everyone is able to see.
Before beginning, the teacher will address all the materials laid out. There is a tray, scrap paper, and
then a clear smaller tray. The tray is for the foam board, and the clear tray is for the ink. The scrap
paper is for the stamping process. Vocal Emphasis
The teacher will grab the paint bottle, and tell the class not to shake it, because it is already pre
shaken up by the teachers.
They will need a generous amount of paint. With printmaking, it is not just rolling up and down. It is
about lifting the roller once it is at the top. The teacher will share the fun name of what loading up the
sponge is called, which is charging. The teacher will reference it to cell phones. Visual Example
When the sponge is fully charged, the teacher will ask the class to carefully listen. It will make this
sticking noise. The sponge will also feel significantly heavier. It can be hard to tell, but the key is to
have the sponge evenly coated, because even if the artist is rolling the sponge onto the foamboard Instruction
well, it will not work well unless the sponge is evenly covered.
Two things can happen with printmaking: Not enough paint or too much paint. The teacher will have
visual aides to show what it will look like with not enough paint and too much.
The teacher will then roll the paint onto the actual foam board. There will be an emphasis on lifting Direction

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Art Learning Segment Plan Template

the roller and then coming back, instead of going backwards.
The teacher will state it is okay to get messy, which is why the students are wearing smocks. The
teacher will state the paint comes off skin very easily, so the students should not worry at all. Demonstration
The teacher will make sure the whole foamboard is evenly covered, with not too much paint or too
little.
Then, the teacher will lift and place on practice paper. Then, the teacher will pick a piece of Clean-Up
construction paper and carefully align it with the foam board. There will be an example of what it Demonstration
looks like when it is not perfectly aligned.
Then, teacher will say to take your time when rubbing paper into the foam board. The teacher will Recap
suggest to make concentric circles and not to miss any areas.
Then, they can carefully lift their print and carefully take it to the drying rack. If they want to do the
same colored paint, they can just stay at that station. If not, the person behind them can clean up a bit
for them, which means getting a new piece of scrap paper if it is messy.
The next step is to rinse off foam board. This is important because how the student cleans it can
affect the next print.
They must carefully and gently rinse it off. The next more important step is that they dry off their
foamboard. If their foamboard is not dry, the water can drastically ruin their next print. The teacher
will emphasize this during the demonstration.
The students will ask if they have any questions.
Then, there will be a quick recap where the students have to give the steps of what they need to do
BEFORE printmaking and during the actual printmaking process.
Structured Practice and Application (_35__ minutes)
Students will go back to their seats and get their sketches/foam boards out of their folders. Each Art Making
student is on a different area of how finished they are for their foam boards. Some students are ready
at the beginning of class. Before getting their smocks and paper, they must check in with the teacher Teacher Approval
before given the OK to print.
The teacher must make sure all lines are deep enough, that there is a border, and not too much detail or
negative space. Once given the OK, they can get ready and go to a station.
The students will be working. There will be one teacher helping students finish foam boards and
approving, while another is supervising the back sinks with printmaking. Supervising
The students are told they can make 4 prints in total and pick their favorite 3, because usually one of
them comes out bad due to the difficulty of printmaking. Their worst one is usually their first one, and
that can be their experimentation postcard. Recommendation
The teacher will be walking around, and making sure all students are behaving and respecting each
other and the materials.
Students must stay in their seats and raise their hands if they need assistance. Warning
The trashcan will be moved closer to the sink so students have better access. Clean Up
When there are 25 minutes left in class, they will be told they need to begin cleaning up. The students
that did not get to printmaking will clean up quicker. The teacher can keep the students who cleaned Lecture
up faster with review questions and what they like/dislike about the lesson.
The students that are still at the printmaking station will be told to stop, finish up that last print, and
just focus on cleaning foam boards. The foam boards, if done, can go back into the folders.
When there are 20 minutes left in class, the students will be asked to sit on the carpet for a
lecture/discussion based on the history of art making.
The lights will be shut off and one teacher will lead while the other chimes in while controlling the
powerpoint.
The lecture will be very discussion based, such as asking students to read off slides. Asking questions,
such as who recognizes this art piece? What can you tell me about this piece? What do you think
about this artwork?
Clean-up and Closure (_5__ minutes)
Clean up was done in the middle of class after printmaking, and before the lecture. Clean Up
However, most of the cleaning is to be done by the teachers after class.
The students are expected to clean up after themselves. This includes putting sharpies and Teacher Reminder and
pencils/erasers away. If at printmaking stations, they were asked to clean their foam boards, lay their Supervising
prints on the drying rack, and then take off their smocks. It is then a part of their routine to go back to
their assigned seats and wait quietly for further instructions.

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Art Learning Segment Plan Template

Then, at the end of class, students are told to line up at the line. The art teacher will escort them to Compliment
homeroom or the homeroom teacher will come to pick them up. It depends on who is ready first.
While they are in line, they are asked further review and recap questions.
The teacher will thank them for what they did correctly and what they need to work on for the next art
class.

Lesson #3: Last Day

Instructional Strategies and Learning Tasks
Lesson 3 Summary After a brief recap, students will start, continue, and finish printing. They will mount their prints on
heavier white paper and draw the space for a stamp to complete their postcards. We will end with a
short discussion going over some of the concepts and vocabulary we learned.
Focus of Lesson 3 x Create Visual Art Present Visual Art Respond to Visual Art

(choose one) Write 1-2 sentences how your lesson either focuses on the creation, presentation, or response to art (if not
included in the lesson summary above).
Create visual art- Students are continuing to print their designs in different colors. They are completing
their postcards with an assembly step in which they mount their prints onto rectangles of heavier white
paper.
Component(s) of Interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey
Lesson 3 (choose meaning)
1-2) x Developing works of art/design- Students will take their designs to a higher level of art object by
mounting them and turning them into postcards. (using techniques, methods of experimentation, or
investigation)
x Relating art to context - Students who finish early will be given the option to write personal messages
on the backs of their postcards. This will require them to relate their image to specific words. It ties the
artwork into their personal lives and builds upon the idea of postcards as a form of visual and written
communication.

Lesson 3 Beginning/Introduction (10 minutes) Instructional

Methods
We will greet students at the door and ask them to sit in their seats. Aided by a powerpoint slide, we Lecture/Directions
will ask them a few questions to refresh their memory on the history of printmaking. This should take
only 3 minutes or so. Q&A
o How old are the earliest prints we know of?
o What country did the woodblock come from? Object sharing
o Why was the printing press so important?
To get them excited to continue printing, I will share a woodblock carving from my printmaking
class, and explain that it is basically the same technique they have just learned.
We will go over the dos and donts of printing by question and answer, from their seats, and write
them in large letters on the board as we go, for reference for the rest of class. This will include a
review of the vocab word charging.
We will tell them that they should finish (three good, mounted prints) by the end of the day.
Instruction (5-15 minutes)
As students continue to print, one of us will remain at the printing stations to ensure students are Directions
printing properly. If we catch someone making a mistake, we will point it out to them first as a
question, to see if they can catch themselves. If a mistake is common, we will quickly grab the Demonstration
students attention and remind them to avoid it. We will encourage students to aid each other at the
stations, with students who have printed successfully scaffolding students who are just starting. Diagram
Once students begin to finish their three good prints, we will get the classs attention (Clap once if
you hear me) and call them over to a table for a quick mounting demo. We will show them how to Teacher Supervision
use one small dot of glue in each corner of the white paper before pressing their printed construction
paper on top. This should be review for them- third graders typically know how to glue. We will Student scaffolding
show them where to indicate the space for a stamp on the back, and where to write their name and
class. This will be reinforced by a diagram drawn on the board.
Students will be dismissed from demo and told how long they have left before cleanup to complete

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Art Learning Segment Plan Template

their projects. Students who finish early will be asked to catch up on any other projects in the class
that they are behind on. If they have none, they may free draw on scrap paper. We will also give
students the option to plan out what they would like to write on one or more of their postcards, if they
already have an idea of who they want to send them to.
Structured Practice and Application (25-35 minutes)
Students continue to print, as they have been instructed. One of us will remain at the printing Teacher Supervision
stations to ensure students are printing properly. If we catch someone making a mistake, we will
point it out to them first as a question, to see if they can catch themselves. If a mistake is Student scaffolding
common, we will quickly grab the students attention and remind them to avoid it. We will
encourage students to aid each other at the stations, with students who have printed successfully
scaffolding students who are just starting.
As most students finish printing, the teacher at the printing station will be able to give more
attention to slower students who remain behind there. We will work closely with them to print
quickly and successfully. If some students do not get to mounting, we will mount them for them
and leave them in their folders. This will be reasonable because it will be very fast, and we will
not see the class again.

Clean-up and Closure (8 minutes)
Students will be reminded to wash and dry their printing plate before leaving the printing Directions
station for good.
If all students are done printing, we will ask for volunteers from the students who are done mounting Clean Up
to help clean up printing stations.
With 8 minutes left, we will ask anyone still at the printing station to stop and clean their plates. Q&A
With 5 minutes left, we will ask everyone to clean up: put their projects in their table folders, glue on
the island counter where they got it from, and pencils/markers back where they belong. Student
We will send tables to stand in line in the order that they are all cleaned up. sharing/reflecting
Once in line, we will ask them a few questions to review the lesson:
o How can art be used to communicate? Positive
o What was the Pop Art movement? Reinforcement
o Where was the woodblock invented?
o What is the meaning of artists multiples? Thanks and goodbyes
o What does it mean to charge your roller during printing?
o Does anyone know who they want to send one of their postcards to?
Thanks so much for your hard work! Printmaking is very difficult, even for adults. You guys did
great for your first time! It was wonderful to meet all of you- we hope you enjoyed this lesson!
We will walk them into the hallways where they will be met by their teacher.

Post-Teaching Reflection and Assessment

Reflection Each author/teacher should write his/her own critical and honest self-reflection.
Please refer to the following online document for information on the professional standards for teachers
(subject matter, human growth and development, diverse learners, instructional planning and strategies,
assessment, learning environment, special needs, communication, collaboration & partnerships, & professional
development (http://www.state.nj.us/education/profdev/profstand/standards.pdf)
Write additional reflective comments that address the following questions:
What surprised you when you wrote and/or taught the learning segment/lesson?
What was the most challenging part of writing and/or teaching the learning segment/lesson?
How would you change, improve upon or expand this learning segment/lesson? Further discussions?
What did you enjoy the most about writing/teaching the learning segment/lesson?
Describe the developmental characteristics for the age group you taught and explain how your learning
segment/lesson specifically accommodated these concerns.
Was the motivation and instruction successful in terms of your stated objectives? If so, how? If not, why?
Would you say your students accomplished/learned what you intended (did they meet the objectives)?
How will you use the assessment data for next steps?
Explain how your assessment strategies gave you the information needed to evaluate your students artistic
progress and learning?

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Art Learning Segment Plan Template

Assessment Pre-Assessment (Learning Segment #1 - Evaluate how well the students demonstrated an understanding of the
learning objective. Based on your analysis of student learning, summarize student learning (i.e., patterns of
learning) for the whole class. Consider what students understand and do well, and where they continue to
struggle (e.g., common errors, confusions, need for greater challenge). How does this information impact your
teaching/planning?
Formative Assessment (Learning Segment #2)- Evaluate how well the students demonstrated an understanding
of the learning objective. Based on your analysis of student learning, summarize student learning (i.e., patterns
of learning) for the whole class. Consider what students understand and do well, and where they continue to
struggle (e.g., common errors, confusions, need for greater challenge). How did you re-teach or address any
areas of needed improvement?
Formative Assessment (Learning Segment #3)- Evaluate how well the students demonstrated an understanding
of the learning objective. Based on your analysis of student learning, summarize student learning (i.e., patterns
of learning) for the whole class. Consider what students understand and do well, and where they continue to
struggle (e.g., common errors, confusions, need for greater challenge). How did you re-teach or address any
areas of needed improvement?
Summative Assessment (Learning Segment #4)- Evaluate how well the students demonstrated an
understanding of the learning objective(s). Based on your analysis of student learning, summarize student
learning (i.e., patterns of learning) for the whole class. Consider what students understand and do well, and
where they continue to struggle (e.g., common errors, confusions, need for greater challenge). What do these
results suggest? What changes might you make if teaching this learning segment/lesson again?
Artwork Examples (Artifacts)- If you taught the learning segment, include 3-6 small digital images of student
artwork that show how well the student(s) understood the objectives. Please include 1-2 examples of exemplary
or A work, 1-2 examples of good or B work, and 1-2 examples of satisfactory or C (or unsatisfactory)
works. Briefly explain why the student received the grade and what s/he could improve upon. Comment on
how you could improve your teaching to target her/his needs. Refer to the assessment rubric (i.e., the
objectives). Remember that the artwork should show an understanding of the objectives- their learning and
ability should be visible through the artwork.
Or, if you did not teach the learning segment, please create 3 teacher examples: one that is exemplary, one that
is good, and one that needs improvement. Please briefly explain why the artwork is assessed as such (and
include a small digital image of the artwork). Refer to the assessment rubric (i.e., the objectives). Note: Theses
examples could be used in your Learning Experience section so students can visually see and understand what
is expected and how they can improve their artmaking/work.
A. Exemplary (strongest) example: B. Great/Good (average) C. Satisfactory or Unsatisfactory
example: (weakest) example:


Art Learning Segment Plan Template
Objective/Criteria Exemplary (A)
The student will (be The postcard creatively
able to) advance communicates something
their visual about their day-to-day
communication experience.
skills by creating a
personal postcard.
The student will (be The student sketches at least
able to)develop two different designs.
drawing skills by
sketching their
design and The students final design is
indenting it into a neatly and carefully drawn
styrofoam plate. into the foam board.
The designs include a border
that complements and
integrates with the rest of the
image.
The student does not include
any small detail, which will
not transfer well into print.
The student makes perfectly
deep, consistent impressions
in the styrofoam without
tearing through.
The student will (be The student completed three
able to)...develop separate prints. None have
printmaking ability the color of the paint
by printing their matching the color of the
design in three paper.
colors. Paint saturation is consistent
within each print. There are
no roller marks. The print is
aligned with the paper.
The student will (be The students was actively
able to)...build involved in the discussion.
knowledge about They raised their hand and
Andy Warhol, Pop gave thoughtful answers
Art, and when called upon.
printmaking through
class discussion.
Appendix
RUBRIC
Good (B)
The postcard successfully
communicates something
about their day-to-day
experience.
The student sketches two
different designs . two similar designs.
The students final design The students final
is well drawn into the
foam board.
The designs include a
border that somewhat
integrates with the rest of
the image.
The student includes very
few small details, which
will not transfer well into
print.
The student makes deep,
consistent impressions in
the styrofoam without
tearing through.
The student completed
three separate prints. None
have the color of the paint
matching the color of the
paper.
Paint saturation is
relatively consistent
within each print. There
are few roller marks. The
print is mostly aligned
with the paper.
The students was involved
in the discussion. They
occasionally raised their
hand and gave thoughtful
answers when called
upon.
17
Satisfactory (C) Needs Improvement
The postcard attempts The postcard does not
to communicate relate to their
something about their day-to-day
day-to-day experience. experience.
The student sketches The student sketches
only one design.
The students final
design is adequately design is poorly drawn
drawn into the foam into the foam board.
board.
The designs include a The designs lacks a
border of some kind. border.
The student includes The student includes
some small details, lots of small detail,
which will not transfer which will not transfer
well into print. well into print.
The student makes The student makes
somewhat deep, shallow or
consistent impressions inconsistent
in the styrofoam with impressions in the
very little tearing styrofoam, or tears
through. through it in several
places.
The student completed The student completed
two separate prints. only one print whose
Neither have the color paint color does not
of the paint matching match the paper color.
the color of the paper.
Paint saturation is Paint saturation is
slightly splotchy very splotchy within
within each print. each print. There are
There are some roller obvious roller marks.
marks. The print is The print is poorly
somewhat aligned with aligned with the
the paper. paper.
The students was The student did not
involved in the attempt to participate
discussion. They raised in the discussion.
their hand a few times
and attempted answers
when called upon.
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Art Learning Segment Plan Template

The student was respectfully
quiet and attentive when they
were not speaking.
Total Points or Grade:
The student was The student was The student was
reasonably quiet and distracted when they distracting others
attentive when they were were not speaking. during the discussion.
not speaking.

Teacher Comments:

SUPPLEMENTAL MATERIAL
You may combine the supplemental material (e.g., handouts, PowerPoint Slides (with 6-9 on a page) and handouts) as an attached
pdf file.

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Art Learning Segment Plan Template

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Art Learning Segment Plan Template

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Art Learning Segment Plan Template