Lesson Plan Template

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Visual Art Unit Plan: Overview of Lessons

Big Idea: Identity within Social Practice Medium(s): Photography Grade Level: 9th

Essential Visual Art NCAS & VAPA Standards Procedures Modifications for
Questions & Summary IEPs & English
Multicultur Language
al Learners
Objectives
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Lesson 1 How has Visual art- NCASStandards Teacher will The teacher will sit
Title: photography Generate 4.0AESTHETICVALUING facilitate a VTS students who
Introducti impacted art learning AnchorStandard7:Perceiveandanalyze with students require
on to making and objectives for artisticwork into recognizing modifications close
Social visual students to VA:Cr1.2.Ia Shape an artistic social practice to the front of the
Practice culture? understand investigation of an aspect of present within a work by classroom to ensure
within social change day life using a contemporary recognized learning and
Photograp depicted practice of art or design. photographer, engagement.
hy within art and decipher Teacher will pair
through Multicultural- meaning within, students with
VTS, Identify and introduce others for better
Think diversity essential understanding if
Sheet within artwork questions, and necessary.
relating it to big idea.
their own Students will-
experiences, Engage within
and being assigned group
able to over meaning in
translate that VTS, and then
into art. share out with
the class in an
organized
manner utilizing
the card
system.
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How has Visual art- VAPAStandards: Teacher will-
PowerPoin photography Students will 5.0CONNECTIONS,RELATIONSHIPS, Cover Historical
t about shaped our explore APPLICATIONS Precedents of
Historical perspective various AnchorStandard8:Interpretintentand established
Precedent of the world appropriate meaninginartisticwork. photographers
s and around us? In imagery from and discuss
objectives what ways influential definition of
for lesson does this artists to gain Social Practice,
plan contribute to better insight and how it
Martin our own self- into their own contributes to
Parr image? How work the big idea for
does it affect Multicultural- studio project.
the Students will Student will-
perceptions experience make
others have differing connections to
on us? viewpoints on their big idea
social and how they
practice, and will execute
global their projects.
perceptions
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Lesson 2 How do you Visual Art: The Creating: VA:Cr2.1.Ia Teacher will show Visual images and
Title: bring a students will Engage in making a work of art or design a video to demonstrations will
Demonstr photograph to (TSW) be able without having a preconceived plan. students about be given to aid
ation life through to . . . Responding: Responding: 7.1 Hypothesize pointers on how English learners. I wil
the tips shown recognize ways in which art influences perception and to create a supply reading
in the video? successful understanding of human experience successful materials for those
compositions in Connecting: 11.1 Describe how knowledge composition. with impaired
photography of culture, traditions, and history may Teacher will lead hearing. Will be sure
Multicultural: influence personal responses to art. students through to frequently check
The students will demo, and have for understanding.
(TSW) be able to 1.0 Artistic Perception: 1.6 Describe the students practice Seating
. . . realize that use of the elements of art to express taking pictures arrangements will be
everyone has mood in one or more of their works of
using supplied made when
the own art.
electronics, or necessary.
narrative to 4.0 Aesthetic Valuing: 4.3 Analyze and
personal cell
tell. articulate how society influences the
phones. Teacher
interpretation and message of a work
will have students
of art.
complete a think
sheet to prepare
them for their big
idea, and how
they will answer
essential
questions in their
upcoming
projects.
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Lesson 3 What roles Multicultural VAPA Standards Students will I will supply reading
Stereotyp does society Students will Connecting: 2 take materials for those
e Self- place on experiment 4. AESTHETIC VALUING photographs with impaired
Portrait you? How differing Derive Meaning 4.1 Articulate how that represent hearing, I will
are those viewpoints on personal beliefs, cultural traditions, stereotypes and ensure we only stop
role correct social and current social, economic, and social role at locations on
and practice, and political contexts influence the society has put campus that have
inaccurate? global interpretation of the meaning or on them. easy accessibility
How perceptions message in a work of art. 4.2 for students with
has/does Aesthetic Compare the ways in which the physical disabilities
your cultural Value: meaning of a specific work of art has Visual images and
experiences The students been affected over time because of demonstrations will
define you? will be able to changes in interpretation and be given to aid
What understand context. English learners.
positive/nega strategies 2 Creative Expression
tive do you used in Communication and Expression
play in photography, Through Original Works of Art
society? to create 2.5 Create an expressive
successful composition, focusing on dominance
compositions. and subordination. 2.6 Create a two-
or three-dimensional work of art that
addresses a social issue.
NCAS proficient Creating 1.2: Shape
an artistic investigation of an aspect
of present- day life using a
contemporary practice of art or
design. Responding: 7.1
Hypothesize ways in which art
influences perception and
understanding of human experience
7.2 Connecting: 11.1
Describe how knowledge of culture,
traditions, and history may influence
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Lesson 4 How have Multicultural- Repeat VAPA: , 4.2,2.5, 2.6 & NCAS: Students will The teacher will sit
Individual you Students will 1.2, 7.1, 7.2, 11.1 take portraits students who
Essence challenge experiment (see lesson 3 for details) that represent require
Portrait the social with differing the true modifications close
norm? how viewpoints on essence of their to the front of the
can you social character in classroom to ensure
create practice, and ways that learning and
change in global challenge the engagement.
the way perceptions identity of the Teacher will pair
others Aesthetic previous students with
perceive Value: photos. others for better
you? How The students understanding if
does will be able to necessary.
Photograph understand
y challenge strategies
and used in
enhance photography,
society's, such as the
view on golden rule
matters of etc, The
race, age students will
and be able to
gender? recognize
successful
compositions
in
photography
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Lesson 5 In what ways Multicultural NACA Students will I will supply

Post Edit & does the size Students will Creating: accomplished 2.3: learn how to students with visua
exhibition and color of a experience Redesign an object, system, measure cut disabilities with
prep frame effect a differing place, or design in response to matt board to large devices to
piece of art? viewpoints on contemporary issues. frame works of work on. I will Find
When arranging social VAPA art. an app with the
your artwork for practice, and Aesthetic Valuing: advanced 4.2 option to read
display where is global Identify the intentions of artists prompts in a variety
your eye drawn perceptions creating contemporary works of of languages to
first, how does it Aesthetic art and explore the implications read for english
over throughout Value: of those intentions. learners and those
the piece and The students Historicalandculturalcontext:3.1 hard of hearing. All
why? What is the will be able to Identifysimilaritiesanddifferencesinthe of these student
underlying understand purposesofartcreatedinselected will be invited to
message of this strategies cultures. stand in the front
artist work? used in Artisticperception:1.2Describethe row for the demos
photography, principlesofdesignasusedinworksof so they can have a
such as the art,focusingondominanceand clearer view.
golden rule subordination.
etc, The
students will
be able to
recognize
successful
compositions
in
photography
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Lesson 6 How is this Multicultural VAPA Standards Students will I will encourage
exhibit/ image Students will aesthetic valuing: 4.2Identifythe learn how to commentary from
critique challenging experience intentionsofartistscreatingcontemporary look for these students and
social roles? differing worksofartandexploretheimplications traditional maintain an
How is the viewpoints on ofthoseintentions. composition environment of
composition of social Historicalandculturalcontext:3.1 techniques that respect so they fee
this image make practice, and Identifysimilaritiesanddifferencesinthe make an image comfortable
it successful or global purposesofartcreatedinselected sucessful in speaking out and
unsuccessful? perceptions cultures.Artisticperception:1.2 addition to use expressing
How does your Aesthetic Describetheprinciplesofdesignasused critical thinking themselves even if
eye move Value: inworksofart,focusingondominance to asses they are lacking in
throughout the The students andsubordination. meanings of art vocabulary to do so
photograph and will be able to work.
the exhibition? understand NCASAnchorStandard
strategies Presenting5.1:Analyze and evaluate
used in the reasons and ways an
photography, exhibition is presented.
such as the Responding8.1:Interpret an artwork
golden rule or collection of works, supported
etc, The by relevant and sufficient
students will evidence found in the work and
be able to its various contexts.
recognize Connecting 11.1: Appraise the
successful impact of an artist or a group of
compositions artists on the beliefs, values, and
in behaviors of a society.
photography
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