2 Lesson Plans Group5

Lesson Plan Template 1
Visual Art Lesson Plan
Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: _Crystal Ruiz, Samantha Hughston, Elizabeth Lor_
Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The
instructor will design these pairings with students interests and experiences in mind. The audience for the Unit Plan will be
your future secondary school students (grades 7-12) with limited to moderate exposure to (1) painting/drawing, (2) new media,
(3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage.
The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices (Patterson, 2011, p.
6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and
creative inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).
Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also
by the due date, the completed Unit Plan and appendices should be emailed to peers in one document/attachment as a
resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on Course Tools > Send Email > All
Users.
Inspiration Artists, including those from underrepresented

Lesson Title: VTS Demo (Visual Teaching Strategies) populations:
Day 1 Based on a one hour class period. Valenti Angelo and Elizabeth Catlett
Lesson Overview (~3 complete sentences): In our lesson plan we will be teaching how to make a linocut print. The students
will learn new vocabulary words associated with lino printmaking. After a VTS, a couple of videos on the process of lino
printmaking the students will brainstorm ideas in order to create an image which will be a reflection of their own personal
identity.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning? We will begin by sharing the images we created to be inked and why we chose those images. After the students have
participated in watching the video and participating in the VTS the students will be given time to brainstorm ideas. Finally, the
students will do a group share where they can discuss ideas with their classmates.
Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
ended questions.
1. Lino Printmaking 1. How is lino printmaking done and why is it important

for the arts?
2. Procedures
2. What procedures are required for lino printing and
3. Vocabulary Terms what are some considerable steps?
3. Are any of the vocabulary terms relatable to your
4. Identity process? If so, why does is this significant for you?
4. What symbol will you appropriate for this project and

what does identity mean for you?
Visual art content and multicultural Lesson Objectives: Align Formative and Summative Assessments with Lesson
What you want the students to do. Objectives from left column. Please submit at least one
1. Students will be able to verbally communicate rubric per Lesson for a total of three or more per
what the visually see during VTS. Unit.
2. Students will be able to verbally communicate 1. Peer Discussion: Students will share brainstorming
the artist's process and evaluate if the artist ideas with peers and identify successful qualities and
work by applying the principle of design (Design, areas to improve.
Shape, Carve, and Print). 2. Class Discussion: After students had an opportunity
3. Students will be able to make connections to discuss with one another, teacher will lead a
between the artist learned and effectively gain discussion how ideas relate to the principle of design
skills through demonstrations provided by the and the big idea, identity.
instructor. 3. Class Discussion: Teacher will pose questions that
4. Students will be able to discuss the big idea address students backgrounds and influences for
(Identity) and discuss how VTS, artist and work. This will prepare them to further develop a
demonstrations related to beliefs, cultural statement for critique.
traditions, etc. 4. Peer Discussion: Allow students to encourage and
5. Students will be able to have time to brainstorm provide opinion of current standings of peers work.
and support their and peers opinion during Students can compare and contrast their progress,
discussion. medium or overall concept.
5. Class Discussion: Teachers will provide final
6. Students will be able to ask further questions demonstrations and will allow time for students to
before starting their lino prints. finish products. Will lead discussion on work.
National Core Art Standards: Visual Arts (3-4): Please California Visual and Performing Arts Standards (grades 7-
list number and description of Anchor Standard. 12 only) (2-5): Check all that apply and add number and
description of applicable content standard.
1. Creating: -HS Advanced VA:Cr.2.llla: Choose from a __x_1.0 Artistic Perception:
range of materials and methods of traditional and 1.2 Describe the principles of design as used in works of
contemporary artistic practices, following or breaking art, focusing on dominance and subordination.
established conventions, to plan the making of 1.5. Analyze the material used by a given artist and
multiple works of art and design based on a theme, describe how its use influences the meaning of the work.
idea, or concept. _x__2.0 Creative Expression:
2.1Solve a visual arts problem that involves the effective
-HS Advanced VA:Cr2.1.llla: Experiment, plan, and use of the elements of art and the principles of design.
make multiple works of art and design that explore a ___3.0 Historical & Cultural Context:
personally meaningful theme, idea, or concept.
2. Presenting: -HS Accomplished VA:Pr4.1.lla: Analyze, __x_4.0 Aesthetic Valuing:
select, and critique personal artwork for a collection or
portfolio presentation. 4.1Articulate how personal beliefs, cultural traditions, and
current social, economic, and political contexts influence
3. Responding: -HS Advanced VA:Re.7.1.llla: Analyze the interpretation of the meaning or message in a work of
how responses to art develop over time based on art.
knowledge of and experience with art and life.
4.5 Employ the conventions of art criticism in writing and
-HS Accomplished VA:Re.7.2.lla: Evaluate the speaking about works of art.
effectiveness of an image or images to influence ideas, ___5.0 Connections, Relationships, Applications:
feelings, and behaviors of specific audiences.
4. Connecting: -HS Advanced VA:Cn11.1.lla: Compare
uses of art in a variety of societal, cultural, and
historical contexts and make connections and make
connections to uses of art in contemporary and local
context.
Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s): Have Purchase
1. Identity: Condition or character that defines who you Print Blocks

are. Includes beliefs, culture, qualities, etc. Lino Cutting Tool Set None
Pencil
2. Design: Plan or convention of an object, image, Tracing paper
ideas, etc. Brayer
3. Carve: To cut as to form something. Paper
4. Shape: To give a form or work with material to Black Marker
create something. Block Printing Ink (water soluble)
5. Print: Transferring an image or information to a page
as to document.
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach
what you expect the students to learn. Procedures should be the longest section in the Lesson Plan, and should be
very specific and detailed, including time spent on each task. Describe directions you plan to give the students,
teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure
to include management issues such as transitions, room arrangements, and student groupings.
1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you
motivate the students to want to learn the new concepts (see Key Concepts) and strategies/skills (see Lesson
Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the students prior
knowledge? First, teacher will show an artwork done by Valenti Angelo and have students start VTS on it. The
students will have a group discussion with the class for 5 minutes on what they see in Valenti Angelos artwork. They
will be asked what they think about the artwork. How did the artwork make them feel? After sharing Valenti Angelos
artwork and artwork done by Elizabeth Catlett will be shared to the classroom. The students and teacher will repeat
the process by asking the same questions to Elizabeth Catletts artwork for another 5 minute. After the students are
done with sharing with the class as a group, students will pair up and have a peer discussion. Students will be given
5 minutes to share with each other on what they think is going on in the artworks, what mediums they believe is
used. After sharing with each other the students will report out to the class their findings. As a group, for 5 minutes
the teacher and students will discuss any prior knowledge of printmaking. The teacher will go into detail on who
Valenti Angelo and Elizabeth Catlett are and what they are known for. Afterward the teacher will start the lesson
where lino printmaking is introduced to the students. Tools will be exposed to the students, where teacher will
explain how to safely use tools and demonstrate the correct way of using tools. Teacher will show demo video of
how lino printmaking is done.
Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives)
that are the focus of the lesson. Explain and show their purpose. Use analogies or other concrete examples to
explain concepts (see Key Concepts). Teacher will allow students to share and collaborate with each other on
what they visually see during VTS. They will also collaborate on their compare and contrast chart to better
understand culture and identity. Student will be given the chance to further ask questions to better
understand the lesson and lino printmaking. The purpose in this is so that the students are able to learn from
peers and the teacher to further their understanding for different perspectives.
2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following
questions. What Essential Questions will you ask students to facilitate learning? How will you organize students?
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)?
The teacher will give out rubric of the assignment to the students and go through each of them as a whole class.
The teacher will ask the students if there is any questions they will like to ask and go more into details with. The
objectives and big ideas will be talked about with the students. The teacher will ask the students: What is culture is
to you? And What does identity means to you? The teacher will also do a demo on a quick piece to showcase how to
properly use the lino cutting tools.
3. Collaborative Learning (students do together): What activity will you include so that students have an
opportunity to negotiate understandings and engage in inquiry with peers?
Students will talk with a neighbor to express their belief of culture and identity. Students will make a chart and
compare and contrast each of their beliefs to each other for 7 minutes. The chart will be given to the teacher, who
will make a classroom chart for the class.
4. Independent Learning (students do alone): What activity will the students complete independently to apply
their newly formed understanding to novel situations? What will the students explore independently? Students will
independently work on a reflection writing that summarize their understanding of the days lesson and future
plans for the unit. Students will explore how independently think and reflect of the days lesson and using their
writing skills to express their own understanding.
Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts
and strategies/skills (see Key Concepts and Lesson Objectives) for the day? Towards the end of class, students
will be asked by the teacher to write a quick reflection on what they learn in class today about lino
printmaking, culture and identity. They will be asked to share ideas they have at the moment about a subject
they want to work on as their printmaking project.
Please respond to the following questions thoroughly and in complete sentences.
1. How will you adapt the various aspects of the lesson for students with disabilities? For the students that
have difficulty hearing the teacher will make sure to place them close to her/he when they are speaking and
for the classroom discussion. Also, the teacher will make sure there is as little as possible background noise.
Teacher will go around the classroom to check with the students if they need help or have extra questions.
2. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will
encourage students to solve problems in divergent ways by giving students a chance to share and
collaborating ideas with peers regarding culture and identity and improvising the different meaning students
have of the two. Through group sharing and peer sharing, students are able to explore different answers and
ideas from their own and respectfully come to a mutual understanding of each other.
3. How will you engage students in routinely reflecting on their learning? Students will be routinely reflecting
on their learning by peer sharing about the new artistes introduced to them, along with having a reflecting
paper to write at the end of class to sum up their learning of the day. This also gives the students a chance to
write out their ideas and plan for their future art projects.
4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE To address potential safety issues, we will make sure that the materials we are purchasing
do not contain any toxic substances. All materials will be stored in labeled areas/containers to make sure that
students can easily identify the supplies they will be using. All the products that are purchased will be
properly labeled and inform the users about potential chronic health hazards and safe use instructions. All the
students will be required to wash their hands when they are done working on their project for the day. Food
and drinks will not be allowed in work areas. Teacher will given demos on how to use tools in a safe manner
and teacher will also make sure students are aware of applicable safety precautions and are using materials
safely. All work areas will be wiped down with a damp cloth/sponge after done for the day with their project.
Lesson Resources/References (use APA): Gerber, B.L., & Guay, D. P. (Eds.) (2007). Reaching and teaching: Students
with special needs through art. Reston, VA: National Art Education Association.
A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html
Reference
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf

Print First and Last Names: ____Crystal Ruiz, Samantha Hughston, Elizabeth Lor_____
Users.
Lesson Title: Identity and Studio (Day 2) Based on a one Inspiration Artists, including those from underrepresented
hour class period. populations:
Valenti Angelo and Elizabeth Catlett
Lesson Overview (~3 complete sentences): Lesson 2 focuses on Identity and Studio (Day 2). Student will have further time to
brainstorm ideas in relationship to the big idea, being identity. Students will create a lino print that reflects their personal
identity and are expected to discuss the significance of the chosen image. We will do a demonstration for making a linocut
print and review students ideas for the projects. Allowing the rest of the class period for studio time and questions.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge
and learning? Considering students have had an overview of the required process for lino printing, demonstrations,
and VTS, we will have students approach the project with their desired ideas. Our hope is for students to be
enthusiastic of creating a print that relates to their personal identity and will encourage discussion with other
classmates. We would also like to encourage students to tap into artist they can relate to or approach their
technique.
ended questions.
1. Identify with an image that relates to their own
identity. 1. 1.What image do you associate your identity with and
why is the image important?
2. Manage and appropriate their time.
3. Using tools and follow printmaking procedures. 2. How will you manage/appropriate your time in class to
4. Vocabulary terms. complete your project?
3. Will you insure to use tools as demonstrated and are

there any further steps that need clarifications?
4. Are any of the vocabulary terms relatable to your process? If

so, why does is this significant for you?
1. Students will be able to identify their interest rubric per Lesson for a total of three or more per
through brainstorming ideas and verbally Unit.
communicating their ideas to peers. 1. Peer Discussion: Students will share brainstorming
2. Students will be able to verbally communicate ideas with peers and identify successful qualities and
their process and evaluate if their work has areas to improve.
effectively followed all procedures and the 2. Class Discussion: After students had an opportunity
application of principle of design (Design, Shape, to discuss with one another, teacher will lead a
Carve, and Print). discussion how ideas relate to the principle of design
3. Students will be able to make effective use of and the big idea, identity.
their time in class and verbally explain how the 3. Class Discussion: Teacher will pose questions that
print relates to beliefs, cultural traditions, etc, address students backgrounds and influences for
and if it is of influence to their work. work. This will prepare them to further develop a
4. Students will be able to support their and peers statement for critique.
opinion during discussion and overview of 4. Peer Discussion: Allow students to encourage and
current progress. provide opinion of current standings of peers work.
Students can compare and contrast their progress,
5. Students will be able to ask for help or medium or overall concept.
demonstrations if having trouble with their 5. Class Discussion: Teachers will provide final
demonstrations and will allow time for students to

project. finish products. Will lead discussion on work.
1. Creating: 1.
__x_1.0 Artistic Perception:
-HS Advanced VA:Cr.2.llla: Choose from a range of
materials and methods of traditional and 1.2 Describe the principles of design as used in works of
established conventions, to plan the making of 1.5. Analyze the material used by a given artist and
multiple works of art and design based on a theme, describe how its use influences the meaning of the work.
idea, or concept. _X__2.0 Creative Expression:
-HS Advanced VA:Cr2.1.llla: Experiment, plan, and 2.1Solve a visual arts problem that involves the effective
make multiple works of art and design that explore a use of the elements of art and the principles of design.
personally meaningful theme, idea, or concept. ___3.0 Historical & Cultural Context:
2. Presenting: __X_4.0 Aesthetic Valuing:
-HS Accomplished VA:Pr4.1.lla: Analyze, select, and 4.1Articulate how personal beliefs, cultural traditions, and
critique personal artwork for a collection or portfolio current social, economic, and political contexts influence
presentation. the interpretation of the meaning or message in a work of
3. Responding: art.
-HS Advanced VA:Re.7.1.llla: Analyze how responses to 4.5 Employ the conventions of art criticism in writing and
art develop over time based on knowledge of and speaking about works of art.
experience with art and life. ___5.0 Connections, Relationships, Applications:
-HS Accomplished VA:Re.7.2.lla: Evaluate the
effectiveness of an image or images to influence ideas,
4. Connecting:
-HS Advanced VA:Cn11.1.lla: Compare uses of art in a
variety of societal, cultural, and historical contexts and
make connections and make connections to uses of art
in contemporary and local context.

are. Includes beliefs, culture, qualities, etc. Lino Cutting Tool Set
Pencil None
ideas, etc. Brayer
as to document.
knowledge? For the first 15 minutes of the class, teacher will encourage students to brainstorm ideas for the Big
Idea being Identity. Teacher will allow time for peers to discuss with one another about their ideas and later approve
of their ideas. For 5 minutes, teacher will allow students to gather tools and set up their tables. Students will have
35 minutes for studio time to start on their projects and will engage in group discussion related to vocabulary words
and element of principles discussed by the teacher. The remaining 5 minutes will be for clean up and any final
questions that students will have for the teacher.
explain concepts (see Key Concepts). Teacher will provide students with time for brainstorming, class
discussion, studio time and demonstrations. The purpose of allowing students time to brainstorm provides for
a creative approach to the Big Idea. By having a class discussion, the teacher is able to see how the class
works together and share ideas with one another. The purpose of having studio time and demonstrations at
the same time will allow for student to as much out of creating and understanding steps that are unclear for
them. The goal for the teacher is to have students reach Key Concept and successfully achieve them.
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)? The teacher
will manage time for discussions and work time. Also, the teacher will lead the discussion by asking the essential
questions that are relevant to the Big Idea and the students own ideas. The student will engage in discussion and
appropriate their time for studio work.
3.Collaborative Learning (students do together): What activity will you include so that students have an
opportunity to negotiate understandings and engage in inquiry with peers? Students will participate in group
discussions and evaluate one another's work for possible suggestions. This will allow students to share ideas and to
connect with creative skills/knowledge.
their newly formed understanding to novel situations? What will the students explore independently? Students will
independently explore what identity means for them and have studio time to work on their own. They will plan,
explore artist and visually depict an identity image that can later be discussed during critique.
and strategies/skills (see Key Concepts and Lesson Objectives) for the day? Having a discussion with students
about their current standings and possibly demonstrate quick tips for students who are struggling.
have difficulty grasping the hand tools, pencils or other items needed to complete the project the teacher will
modify the tools for the student.
2. How will this lesson allow for/encourage students to solve problems in divergent ways? Through this
lesson, students will be able to successfully use tools for printmaking and appropriate identity.
3. How will you engage students in routinely reflecting on their learning? Teachers having discussions that will
reflect on the process and what they have learned through studio time. Also allow students to ask one another
questions and possibly discuss artist they are influenced on if there is time.
and drinks will not be allowed in work areas. Teacher will make sure students are aware of applicable safety
precautions and are using materials safely. All work areas will be wiped down with a damp cloth/sponge after
done for the day with their project.
Lesson Resources/References (use APA):
Gerber, B.L., & Guay, D. P. (Eds.) (2007). Reaching and teaching: Students with special needs through art. Reston,
VA: National Art Education Association.
Reference

%20Integration.pdf

Print First and Last Names: ____ Crystal Ruiz, Samantha Hughston, Elizabeth Lor___
Users.
Lesson Title: Studio Day 3 Based on a one hour class period. Inspiration Artists, including those from underrepresented
populations:
Valenti Angelo and Elizabeth Catlett
Lesson Overview (~3 complete sentences):

Lesson 3 focuses on Identity and Studio (Day 3). Student will have further time to brainstorm ideas in relationship to the big
idea, being identity. Students will create a lino print that reflect their personal identity and are expected to discuss the
significance of the chosen image. Students should be close to finishing their projects and finalizing the prints.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge
and learning? Considering students have had an overview of the required process for lino printing, demonstrations,
and VTS, we will have students approach the project with their desired ideas. Our hope is for students to be
enthusiastic of creating a print that relates to their personal identity and will encourage discussion with other
classmates. We would also like to encourage students to tap into artist they can relate to or approach their
technique.
ended questions.
1. Identify with an image that relates to their own
identity. 1. 1.What image do you associate your identity with and
why is the image important?
2. Manage and appropriate their time.
3. Using tools and follow printmaking procedures. 2. How will you manage/appropriate your time in class to
4. Vocabulary terms.
complete your project?
3. Will you insure to use tools as demonstrated and are there

any further steps that need clarifications?
1. Students will be able to identify their interest rubric per Lesson for a total of three or more per
through brainstorming ideas and verbally Unit.
communicating their ideas to peers.
2. Students will be able to verbally communicate 1. Peer Discussion: Students will share brainstorming
their process and evaluate if their work has ideas with peers and identify successful qualities and
effectively followed all procedures and the areas to improve.
application of principle of design (Design, Shape, 2. Class Discussion: After students had an opportunity
Carve, Print). to discuss with one another, teacher will lead a
3. Students will be able to make effective use of discussion how ideas relate to the principle of design
their time in class and verbally explain how the and the big idea, identity.
print relates to beliefs, cultural traditions, etc, 3. Class Discussion: Teacher will pose questions that
and if it is of influence to their work. address students backgrounds and influences for
4. Students will be able to support their and peers work. This will prepare them to further develop a
opinion during discussion and overview of statement for critique.
current progress. 4. Peer Discussion: Allow students to encourage and
provide opinion of current standings of peers work.
5. Students will be able to prepare their final prints Students can compare and contrast their progress,
and prepare for to display their work for critique medium or overall concept.
day. 5. Class Discussion: Teachers will provide students
with final material for students ink process and allow
students to finalize their work, Will lead discussion on
displaying and preparing for a critique.
1. Creating: 1.
__x_1.0 Artistic Perception:
-HS Advanced VA:Cr.2.llla: Choose from a range of
materials and methods of traditional and 1.2 Describe the principles of design as used in works of
established conventions, to plan the making of
multiple works of art and design based on a theme, 1.5. Analyze the material used by a given artist and
idea, or concept. describe how its use influences the meaning of the work.
-HS Advanced VA:Cr2.1.llla: Experiment, plan, and __x_2.0 Creative Expression:
make multiple works of art and design that explore a ___3.0 Historical & Cultural Context:
personally meaningful theme, idea, or concept.
2. Presenting: __x_4.0 Aesthetic Valuing:
-HS Accomplished VA:Pr4.1.lla: Analyze, select, and
critique personal artwork for a collection or portfolio 4.1Articulate how personal beliefs, cultural traditions, and
presentation. current social, economic, and political contexts influence
3. Responding: the interpretation of the meaning or message in a work of
-HS Advanced VA:Re.7.1.llla: Analyze how responses to art.
art develop over time based on knowledge of and
experience with art and life. 4.5 Employ the conventions of art criticism in writing and
-HS Accomplished VA:Re.7.2.lla: Evaluate the speaking about works of art.
effectiveness of an image or images to influence ideas, ___5.0 Connections, Relationships, Applications:
4. Connecting:
-HS Advanced VA:Cn11.1.lla: Compare uses of art in a
variety of societal, cultural, and historical contexts and
make connections and make connections to uses of art
in contemporary and local context.

are. Includes beliefs, culture, qualities, etc. Lino Cutting Tool Set
Pencil
ideas, etc. Brayer None
as to document.
knowledge? For the first 15 minutes of the class, teacher will encourage students to brainstorm ideas for the Big
Idea being Identity. Teacher will allow time for peers to discuss with one another about their ideas and later approve
of their ideas. For 5 minutes, teacher will allow students to gather tools and set up their tables. Students will have a
35 minutes for studio time to start on their projects and will engage in group discussion related to vocabulary words
and element of principles discussed by the teacher. The remaining 5 minutes will be fore clean up and any final
questions that students will have for the teacher.
explain concepts (see Key Concepts). Teacher will provide students with time for brainstorming, class
discussion, studio time and demonstrations. The purpose of allowing students time to brainstorm provides for
a creative approach to the Big Idea. By having a class discussion, the teacher is able to see how the class
works together and share ideas with one another. The purpose of having studio time and demonstrations at
the same time will allow for student to as much out of creating and understanding steps that are unclear for
them. The goal for the teacher is to have students reach Key Concept and successfully achieve them.
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)? The teacher
will manage time for discussions and work time. Also, the teacher will lead the discussion by asking the essential
questions that are relevant to the Big Idea and the students own ideas. The student will engage in discussion and
appropriate their time for studio work.
opportunity to negotiate understandings and engage in inquiry with peers? Students will talk with a neighbor
to express their belief of culture and identity. Students will make a chart and compare and contrast each of
their beliefs to each other for 7 minutes. The chart will be given to the teacher, who will make a classroom
chart for the class.
4. Independent Learning (students do alone): What activity will the students complete independently to
apply their newly formed understanding to novel situations? What will the students explore independently?
Students will independently explore what identity means for them and have studio time to work on their own.
They will plan, explore artist and visually depict an identity image that can later be discussed during critique.
and strategies/skills (see Key Concepts and Lesson Objectives) for the day? A quick write on what they learn in
class today about lino printmaking, culture and identity will refresh their memory on the days lesson. They
will be asked to share ideas they have at the moment about a subject they want to work on as their
printmaking project.

have difficulty hearing the teacher will make sure to place them close to her/he when they are speaking and
for the classroom discussion. Also, the teacher will make sure there is as little as possible background noise.
Teacher will go around the classroom to check with the students if they need help or have extra questions
2. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson will
encourage students to solve problems in divergent ways by giving students a chance to share and
collaborating ideas with peers regarding culture and identity and improvising the different meaning students
have of the two. Through group sharing and peer sharing, students are able to explore different answers and
ideas from their own and respectfully come to a mutual understanding of each other.
3. How will you engage students in routinely reflecting on their learning? Students will be routinely reflecting
on their learning by peer sharing about the new artistes introduced to them, along with having a reflecting
paper to write at the end of class to sum up their learning of the day. This also gives the students a chance to
write out their ideas and plan for their future art projects.
and drinks will not be allowed in work areas. Teacher will given demos on how to use tools in a safe manner
and teacher will also make sure students are aware of applicable safety precautions and are using materials
safely. All work areas will be wiped down with a damp cloth/sponge after done for the day with their project.

Reference

%20Integration.pdf

Print First and Last Names: ____ Crystal Ruiz, Samantha Hughston, Elizabeth Lor__
Users.
Inspiration Artists, including those from underrepresented

Lesson Title: Art Critique of final artwork Day 4 (1 populations:
day) Based on a one hour class period. Valenti Angelo and Elizabeth Catlett
Lesson Overview (~3 complete sentences): The main focus of this lesson is to teach the students what an art critique is and
how an art critique can improve their future artworks. For this project the critique will help the students to understand how the
image they selected to create influences their audience. After the students have completed their lino printmaking project, the
teacher will facilitate the critique, go over the vocabulary terms for their project, and encourage all the students to participate
in a verbal discussion.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning? After the students have completed lessons 1, 2 and 3 of this unit plan the students will be able to apply their own
personal experiences and the knowledge they gained from the new material provided for them. The students will also, be able
to use and understand the new vocabulary from all previous lesson plans. Finally, the students will be able to incorporate all of
this new information and be able to synthesize the artwork from all the students in an art critique.
ended questions.
1. Reflection and critique of visual cultures defines us 1. How does a critique of an artwork help us connect to the
and connect us to our worlds. society we live in?
2. The visual arts are about giving form to ideas and 2. What do you think could be done better?
expressions for the purpose of engaging and
interacting with self and others. 3. What have you gained through examining the images
3. How powerful images are culturally. created?
4. How powerful a single image can be to represent a
person. 4. What were your initial intentions when starting this work and
how did it change during the process of making it?
1. Visual Art: The students will be able to use art rubric per Lesson for a total of three or more per
vocabulary terms introduced in this project verbally Unit.
during the art critique. 1. Class Discussion: The teacher will ask the students
2. Visual Art: The students will be able to verbalize the definitions of the art vocabulary terms and explain
positive analysis of each others work. that their participation as well as their finished image
3. Multicultural: The students will be able to explore will be graded. When participating in the critique they
their own cultures when deciding what image to create must use the terms they have learned.
as a representation of themselves. 2. Peer Discussion: Students will be given the
opportunity to talk with each other about the terms and
ask any questions for clarity before the critique begins.
3. Class Discussion: Teacher will be looking for a clear
understanding of the terms and how they were applied
in their final image.
1. Creating: 1. C VA:Cr1.1.Ia, Anchor Standard 1:
Generate and conceptualize artistic ideas and work. __x_1.0 Artistic Perception: 1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory
2. Presenting: VA:Pr4.1.IIa, Anchor Standard 4: Select, Information Through the Language and Skills Unique to the
analyze, and interpret artistic work for presentation.

3. Responding: VA:Re.7.1.Ia, Anchor Standard 7: Visual Arts Students perceive and respond to works of art,
Perceive and analyze artistic work objects in nature, events, and the environment. They also
4. Connecting:VA:Cn10.1.IIIa, Anchor Standard 10: use the vocabulary of the visual arts to express their
Synthesize and relate knowledge and personal observations.
experiences to make art.
_x__2.0 Creative Expression: 2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety
of media to communicate meaning and intent in original
works of art.
__x_3.0 Historical & Cultural Context: 3.0 HISTORICAL AND

CULTURAL CONTEXT Understanding the Historical
Contributions and Cultural Dimensions of the Visual Arts
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and

discuss how the issues of time, place, and cultural
influence are reflected in selected works of art.
__x_4.0 Aesthetic Valuing: 4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About
Works in the Visual Arts Students analyze, assess, and
derive meaning from works of art, including their own,
according to the elements of art, the principles of design,
and aesthetic qualities.
Derive Meaning
4.1Articulate how personal beliefs, cultural traditions, and

current social, economic, and political contexts influence
the interpretation of the meaning or message in a work of
art.
___5.0 Connections, Relationships, Applications:
1. Identity: Condition or character that defines who you

are. Includes beliefs, culture, qualities, etc.
Finished lino printmaking image None
2. Design: Plan or convention of an object, image,
ideas, etc.
3. Carve: To cut as to form something.
4. Shape: To give a form or work with material to
create something.
as to document.
6. Art Critique- is an oral or written discussion strategy
used to analyze, describe, and interpret works of art.
knowledge? For the first 20 minutes of the class period the teacher will go over all the vocabulary words from all
previous lessons for this project, include one more word and show a video on how an art critique works. The teacher
will emphasize the value an art critique can have for inspiration in future art making projects. Then the students will
be given 10 minutes to display their finished artwork for everyone to see. Then the students will be given 10
minutes to look at everyone's work and formulate their comments. The last 20 minutes of the class will be the art
critique where the students are expected to participate in a verbal conversation.
explain concepts (see Key Concepts). An example of how the students will be graded will be discussed by the
teacher based upon the teacher's rubric will be explained to the students.
What will you do/say during each learning activity? What will the students do (see Lesson Objectives)? As the
teacher and the students examine the finished art works, the teacher will begin the art critique by asking the
students What do you see? followed by more questions such as: Why do you say that?, Is that a good
representation of that individual?, What feelings do you get from the artwork?, What do you think were the
intentions of the artist?, and How does that image reflect the culture of that individual?.
opportunity to negotiate understandings and engage in inquiry with peers?
The activity will be the art critique of the final prints where the students will have time to look at each other's work
and discuss the what they see in an open conversation.
their newly formed understanding to novel situations? What will the students explore independently? The
students will be given time to reflect on what they see in the finished artworks and be able to analyze what they
see from the vocabulary terms they have learned throughout this project.
and strategies/skills (see Key Concepts and Lesson Objectives) for the day? The teacher will congratulate the
students on their hard work they performed in making their images and for the constructive input during the
critique at the end of the class period. The teacher will give a brief summary of the terms used and discuss the
successes of the students finished artworks.

1. How will you adapt the various aspects of the lesson for students with disabilities?
For the students that have difficulty hearing the teacher will make sure to place them close to her/he when they are
speaking and for the classroom discussion. Also, the teacher will make sure there is as little as possible background
noise.
2. How will this lesson allow for/encourage students to solve problems in divergent ways? This lesson plan
will allow and encourage students to solve problems in divergent ways by understanding how a single image
can be a powerful statement of identity.
3. How will you engage students in routinely reflecting on their learning? To engage the students in routinely
reflecting on their learning the teacher will go over all the vocabulary learned over the course of this art
project and encourage the students to talk to one another about their artwork.
OEHHA, link HERE
To address potential safety issues, we will make sure that the materials we are purchasing do not contain any toxic
substances. All materials will be stored in labeled areas/containers to make sure that students can easily identify the
supplies they will be using. All the products that are purchased will be properly labeled and inform the users about
potential chronic health hazards and safe use instructions. All the students will be required to wash their hands
when they are done working on their project for the day. Food and drinks will not be allowed in work areas. Teacher
will make sure students are aware of applicable safety precautions and are using materials safely. All work areas will
be wiped down with a damp cloth/sponge after done for the day with their project.

Reference

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Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Inspiration Artists, including those from underrepresented

1. Lino Printmaking 1. How is lino printmaking done and why is it important

4. What symbol will you appropriate for this project and

to other concentration area(s) and/or medium(s): Have Purchase

1. Identity: Condition or character that defines who you Print Blocks

Please respond to the following questions thoroughly and in complete sentences.

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

3. Will you insure to use tools as demonstrated and are

4. Are any of the vocabulary terms relatable to your process? If

demonstrations and will allow time for students to

to other concentration area(s) and/or medium(s): Have Purchase

1. Identity: Condition or character that defines who you Print Blocks

Please respond to the following questions thoroughly and in complete sentences.

done for the day with their project.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Lesson Overview (~3 complete sentences):

complete your project?

3. Will you insure to use tools as demonstrated and are there

to other concentration area(s) and/or medium(s): Have Purchase

1. Identity: Condition or character that defines who you Print Blocks

Please respond to the following questions thoroughly and in complete sentences.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Inspiration Artists, including those from underrepresented

analyze, and interpret artistic work for presentation.

__x_3.0 Historical & Cultural Context: 3.0 HISTORICAL AND

3.3 Identify and describe trends in the visual arts and

__x_4.0 Aesthetic Valuing: 4.0 AESTHETIC VALUING

4.1Articulate how personal beliefs, cultural traditions, and

___5.0 Connections, Relationships, Applications:

1. Identity: Condition or character that defines who you

Please respond to the following questions thoroughly and in complete sentences.

Lesson Resources/References (use APA):

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

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