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Art Learning Segment Plan Template

TCNJ ART edTPA LEARNING SEGMENT PLAN

Overview
Teacher Name Marisal Finamore and Emily LaPersonne
Artwork
Example

Learning Gogh-ing to Add a bit of Sun: An Exploration of Relationships

Segment Title
Central Focus This lesson employs relationships in every aspect of the artmaking process. Students will analyze Vincent Van Goghs
(Visual Art famous Sunflower still-life, challenging yet also drawing upon his style in creating their own 2- and 3-dimensional still-life
Concepts) works. Students will utilize Van Goghs Impressionistic mark-making in the use of oil pastels juxtaposed with tempera
paint (as opposed to his use of oil). Students will be asked to question and explore relationships they are already familiar
with in everyday life, as seen in the transformation of coffee filters to art material. These juxtapositions of relationality
enable students to reflect and build upon what they already know in different contexts.
Focus of Create Visual Art Present Visual Art Respond to Visual Art
Learning
Segment
Component(s) Interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)
of Learning Developing works of art/design (using techniques, methods of experimentation, or investigation)
Segment: Relating art to context (personal, social, cultural, or historical perspectives)
Making personal choices (of content, methods, or styles)
Art Form 2-D: 3-D: 4-D: Other:
Grade Level 4
Class Name Art
Class Size 17 students
Time 40 Minutes, 1 Days/week, 2-3 Total Lessons (or Days)

Big Idea and Understandings

Big Idea Relationships
Essential What are relationships?
Questions Why are relationships important?
How do relationships impact our everyday lives?
What role do relationships play in art?
Enduring Relationships describe the way people, things, or ideas are connected. Relationships are important in our everyday lives
Understanding because they define how and with whom we interact. How we relate to something differs in each situation. For example, a
relationship one has with a friend is significantly different from a relationship one has with a pencil. Understanding each
relationship is important for appropriate interactions; treating each relationship as needed will allow for the most
successful experiences in everyday life. Relationships also provide and promote a healthy sense and awareness of
community and support. In art, relationships vary; the way two or more things are placed in a space create a relationship
and juxtaposition. A relationship of subject matter can also be explored in art, allowing for a variation of interaction.
Key Questions What are still-lifes and how do they relate to our everyday lives?
How does different mark-making impact an artwork?
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Art Learning Segment Plan Template

How would Van Goghs Sunflower painting be different if it was done entirely in pencil?

Learning Objectives
Objective Lesson # (when it will be
taught)
1. The student will demonstrate their understanding of relationships in the still-life 4
composition created. (Conceptual/Thematic)
2. The student will utilize color in the mixed media elements to exemplify juxtaposition. 1, 2, 3, 4
(Technical/Formal)
3. The student will employ an Impressionistic style in their mark-making. (Technical/Formal) 1, 2, 3, 4
4. The student will analyze Vincent Van Goghs Sunflower series in an in-class discussion. 1
(Contextual/Aesthetic)

Standards
Standards Objective
#
(aligned)
New Jersey 1.1.5.D.1: Identify elements of art and principles of design that are evident in everyday life. 1, 2
Visual Art By exposing students to the concepts of still-lifes, the evidence
of elements of art and principles of design become much more evident. This lesson
Standards allows for a cognizance of our environments that might be often overlooked
otherwise. 3, 4
1.2.5.A.3: Determine the impact of significant contributions of individual artists in dance, music,
theatre, and visual art from diverse cultures throughout history.
Van Goghs Impressionist style practically revolutionized the art
world. His work is something that is often immediately recognized and even
appropriated in our culture today. Phone cases, laptop sleeves, and even t-shirts can
be purchased with his work on it.
National Visual Anchor Standard 2: Organize and develop artistic ideas and work. 3, 4
Art Standards Enduring Understanding: Artists and designers experiment with forms, structures, materials,
concepts, media, and art-making approaches
Essential Question(s): How do artists work? How do artists and designers determine whether
a particular direction in their work is effective? How do artists and designers learn from trial
and error?
VA:Cr2.1.5a Experiment and develop skills in multiple art-making techniques and approaches
through practice.
After learning about Van Gogh and his artwork, students will
recontextualize Impressionistic mark-making in their own artwork as well as
experiment with coffee filters and tempera paint.
Interdisciplinar 5-LS1-1: From Molecules to Organisms: Structures and Processes: Support an argument that plants 1
y Connections get the materials they need for growth chiefly from air and water.
In teaching this lesson, students would be made aware of the concept of cycles and
(Non-Art NJ
the role relationships play within them. With the inclusion of the sunflowers, it would prove
Standards)
beneficial to mention the life stages they experience as well as how different factors can
influence them.
21st Century Social and Cross-Cultural Skills
Skills Interact Effectively with Others
Know when it is appropriate to listen and when to speak 4
This is a valuable aspect to learn and employ inside, as well as
outside, the art classroom. Establishing a sense of order within the classroom is
incredibly beneficial for the most successful learning experience.
Work Effectively in Diverse Teams
Respond open-mindedly to different ideas and values 4
It is important to stress that everyone is different and therefore,
may have different ideas and opinions. Emphasizing an acceptance of differences is
important within the art classroom as opinions and interpretations can easily vary
from one student to the next.

Materials and Artist

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Art Learning Segment Plan Template

Teacher
Instructional
Materials

Large poster of Van Goghs Sunflowers to be hung on the board and used in introducing the artist. Also displayed on
chalkboard throughout duration of lesson as a constant reminder of projects inspiration.

Small image of coloring book page for early finishers, Sunflowers, Vincent Van Gogh to be done in crayon as a way to
experiment with different mark-making and mediums.

Van Gogh Painting Sunflowers, 1888 by Paul Gauguin furthering the dynamic of relationships between Van Gogh,
Gauguin, painting, and sunflowers. Displayed on television set from computer to be referenced.
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Art Learning Segment Plan Template

Teacher
Artwork
Example

12 x 18 | oil pastel, tempera paint, tissue paper, coffee filters | February-March 2017
In creating these works, the concept of relationships was thoroughly considered and explored from the arrangement of
filter flowers in relation to the page to the juxtaposition of the varied mark-making and colors used. The elements utilized
added a dynamic that explored relationships between materials: physical (tissue paper and coffee filters) vs. 2D (tempera
paint and oil pastel). It was interesting to recontextualize the subject of Van Goghs Sunflower still-life into a more
accessible way, especially considering the exclusion of oil paint.
Student 12 x 18 white drawing paper
Materials Oil pastels
Tempera paint cakes
Water cups
Flat paintbrushes (about 1 wide)
Coffee filters
Tissue paper
Petal stencils
Scissors
Pencils/erasers
Gluesticks
Manilla paper (to paint on/keep wet flowers on)
12 x 18 construction paper (for matting)
Key Artist and Vincent Van Gogh
Artwork

Sunflowers, 1887
17 x 24, oil on canvas
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Art Learning Segment Plan Template

Sunflowers, 1888
36 x 29, oil on canvas

Van Gogh used sunflowers as the subject of two different series of still life paintings: the Paris sunflowers (1887) and
the Aries sunflowers (1888-1889). The Paris series depicts sunflowers laying on the ground, and the Aries series shows
sunflowers sitting in vases. The sunflowers are portrayed in every stage of life, from full bloom to withering. Van Gogh
valued friendships and sunflowers as he gave one painting to Paul Gauguin, whom also painted a portrait of Van Gogh
and his sunflowers.

Vocabulary and Language Acquisition

Vocabulary Relationships: a connection, association; the condition or fact of being related
o The way two or more things, people, or ideas are connected and dependent on each other
Example: relationship with friend, relationship between flowers and
bees
Impressionism: a style of painting developed in the last third of the 19th century, characterized chiefly by short brush
strokes of bright colors in immediate juxtaposition to represent the effect of light on objects
o An artistic period where colorful mark-making was expressed prominently
Example: Van Goghs Starry Night, Monets Water Lilies
Mixed media: a technique involving the use of two or more artistic media, such as ink and pastel or painting and collage,
that are combined in a single composition
o An artmaking process that uses multiple materials in one artwork
Example: a collage utilizing magazine clippings, construction paper,
etc.
Color: the quality of an object or substance with respect to light reflected by the object, usually determined visually by
measurement of hue, saturation, and brightness of the reflected light;saturation or chroma; hue
o A pigment or hue
Examples: the colors of the rainbow are red, orange, yellow, green,
blue, indigo, and violet
Juxtaposition: an act or instance of placing close together or side by side, especially for comparison or contrast
o Pairing things close together in order to make a statement about their relation
Example: Meret Oppenheims Luncheon in Fur juxtaposes fur and a
teacup to make a statement addressing form and function
Still-Life: a representation chiefly of inanimate objects, as a painting of a bowl of fruit.
o An artistic rendering of something inanimate in an artists immediate surroundings
Examples: a drawing of a pair of boots on the floor, painting of a vase
of flowers
Language Analyze- In introducing Van Gogh, students will examine and analyze some of his works, specifically
Function those of his Sunflower series. They will be asked questions to encourage deeper thinking and understanding
about the art as well as what comprises it.
RUBRIC
Objective/Criteria Exemplary (A) Good (B) Satisfactory (C) Needs Improvement
(4 points) (3 points) (2 points) (1 points)

Art Learning Segment Plan Template
1. The student will The student successfully
demonstrate their demonstrates the relationship
understanding of between the materials of oil
relationships in the pastel and tempera paint. Each
still-life composition material is layered on neatly
created. and appropriately; there is no
(Conceptual/Thematic) distracting overlap or
carelessness.
The student successfully
communicates the interaction
of 2- and 3-dimensionality
through their artworks. The
coffee filter sunflowers are
adhered to the paper in an
expressive but secure manner.
No glue is shown and edges are
neatly addressed.
The student creatively
juxtaposes the sunflowers in
their still-life to represent their
various stages of life. There are
at least two sunflowers present;
at least two flowers are folded
to represent wilting.
The student will The student creatively and
utilize color in the successfully used color in each
mixed media of the mixed media elements
elements (tissue employed. The variety of color
paper, coffee filters, in the different components
tempera paint, oil (tissue paper, coffee filters,
pastel) to exemplify tempera paint, oil pastel) allow
juxtaposition. for excellent juxtaposition. The
(Technical/Formal) color in each is applied fully
with thoughtfulness and
extreme care.
The student will The student showed extreme
employ an care, thoughtfulness, and
Impressionistic style comprehension of
in their mark- Impressionism in their mark-
making. making. The student made their
(Technical/Formal) marks very neatly and carefully
(i.e. no marks extended beyond
their designated area, there is
differentiation in the marks
made to show the different
areas/surfaces).
The student somewhat
successfully demonstrates the
relationship between the
materials of oil pastel and
tempera paint. Each material
is layered somewhat neatly
and appropriately; there is
little distracting overlap or
carelessness evident.
The student somewhat
successfully communicates
the interaction of 2- and 3-
dimensionality through their
artworks. The coffee filter
sunflowers are adhered to the
paper in a somewhat
expressive but secure manner.
Some glue is shown and
edges are somewhat neatly
addressed.
The student somewhat
creatively juxtaposes the
sunflowers in their still-life to
represent their various stages
of life. The student shows
little struggle to meet the
requirement of at least two
sunflowers present with at
least flowers two
folded/wilted.
The student somewhat
creatively and successfully
used color in each of the
mixed media elements
employed. The variety of
color in the different
components (tissue paper,
coffee filters, tempera paint,
oil pastel) allow for
juxtaposition. The color in
each is applied with some
thoughtfulness and some
care.
The student showed some
care, thoughtfulness, and
comprehension of
Impressionism in their mark-
making. The student made
their marks neatly and
carefully (i.e. some marks
extend beyond their
designated area, there is some
differentiation in the marks
made to show the different
areas/surfaces).
The student struggles to
demonstrate the
relationship between the
materials of oil pastel and
tempera paint. Each
material is not layered on
neatly or appropriately;
there is distracting overlap
and carelessness.
The student struggles to
communicate the
interaction of 2- and 3-
dimensionality through
their artworks. The coffee
filter sunflowers are hardly
adhered to the paper in an
expressive or secure
manner. Excess glue is
shown and edges are not
neatly addressed.
The student struggles to
creatively juxtapose the
sunflowers in their still-life
to represent their various
stages of life. The student
struggles to meet the
requirement of at least two
sunflowers present with at
least flowers two
folded/wilted.
The student struggled to
use color in each of the
mixed media elements
employed. The little
variety of color in the
different components
(tissue paper, coffee filters,
tempera paint, oil pastel)
allows for little
juxtaposition. The color in
each is applied with little
thoughtfulness and little
care.
The student showed little
care, thoughtfulness, and
comprehension of
Impressionism in their
mark-making. The student
did not make their marks
very neatly or carefully
(i.e. many marks extended
beyond their designated
area, there is little
differentiation in the marks
made to show the different
areas/surfaces).
6
The student does not
demonstrate the
relationship between the
materials of oil pastel and
tempera paint. Materials
are layered on
haphazardly and
inappropriately; there is
distracting overlap and
carelessness.
The student does not
communicate the
interaction of 2- and 3-
dimensionality through
their artworks. The coffee
filter sunflowers are not
adhered to the paper in an
expressive or secure
manner. Excess glue is
evident and aspects of the
work were not addressed
neatly.
The student creatively
juxtaposes the sunflowers
in their still-life to
represent their various
stages of life. The student
really struggles to meet
the requirement of at least
two sunflowers present
with at least two flowers
folded/wilted.
The student really
struggled to use color in
each of the mixed media
elements employed.
There was no variety of
color in the different
components (tissue paper,
coffee filters, tempera
paint, oil pastel) to allow
for juxtaposition. The
color in each is not
applied with
thoughtfulness or care.
The student showed no
care, thoughtfulness, or
comprehension of
Impressionism in their
mark-making. The
student did not make their
marks neatly or carefully
(i.e. majority of marks
extend beyond their
designated area, there is
no differentiation in the
marks made to show the
different areas/surfaces).

Art Learning Segment Plan Template
The student will The student actively
analyze Vincent Van participated in in-class
Goghs Sunflower discussions. The student
series in an in-class demonstrated firm knowledge
discussion. about the artist and
(Contextual/Aesthetic) concepts/vocabulary
surrounding his artwork as well surrounding his artwork as
as their own.
Effort The students artistic process
and final artwork illustrates an
exemplary amount of effort. The
student demonstrated proper
care and usage of art materials.
Craftsmanship The student showcases
exemplary craftsmanship. The
edges of the paper is free from
tears and bends. Filter flowers
are adhered neatly and
securely.
Total Points or Grade: _____ out of 32
Teacher Comments:
The student somewhat
actively participated in in-
class discussions. The student
demonstrated some
knowledge about the artist
and concepts/vocabulary
well as their own.
The students artistic process
and final artwork illustrates a
considerate amount of effort.
The student demonstrated
some proper care and usage of
art materials.
The student showcases some
craftsmanship. The edges of
the paper are somewhat free
from tears and bends. Filter
flowers are adhered
somewhat neatly and
securely.
The student barely
participated in in-class
discussions. The student
demonstrated little
knowledge about the artist
and concepts/vocabulary
surrounding his artwork as
well as their own.
The students artistic The students artistic
process and final artwork
illustrates little effort. The
student rarely demonstrated
proper care or usage of art
materials.
The student showcases
little craftsmanship. The
edges of the paper are not
free from tears and bends.
Filter flowers are not
adhered neatly or securely.
7
The student did not
participate in in-class
discussions. The student
demonstrated no
knowledge about the
artist and
concepts/vocabulary
surrounding his artwork
as well as their own.
process and final artwork
illustrates no effort. The
student did not
demonstrate proper care or
usage of art materials.
The student showcases no
craftsmanship. The edges
of the paper have tears
and bends. Filter flowers
are not adhered neatly or
securely.