LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title of Lesson, and Duration:

Lesson #1, 9th Grade, What is a Home?, 1 hr. 20 min., 2 class days

II. Lesson Rationale:

In this lesson, the students will think of objects, memories, people, or places that
they feel represent a home to them. It is important for the students to reflect on what
home means to them because it plays a large role in shaping them as individuals,
and what kind of people they become in society. It is essentially the foundation of
who we are, and finding ones self is a crucial part in growing up especially at the high
school level. Through out this lesson, students will also be building on composition
skills, and how to identify the difference between well-developed compositions and
poorly developed compositions. It is important to build on these skills because
composition is a key building block in creating a successful work of art, and it is a tool
the students can take with them in every project.

III. Key Concepts:

1. Objects, memories, people, or places can represent an idea of home.

2. Overlapping, rotating, croping, emphasizing, off-centering subjects, and following the Rule
of Thirds are skills that help to create a successful composition in a work of art.

IV. Essential Question:

1. How will students explore the idea of home through their own personal objects, memories,
people, or places.
2. How will students execute successful composition skills such as : overlapping, rotating,
croping, emphasizing, off centering subjects, and following the Rule of Thirds.

V. Lesson Objectives:

1. Students will be able to explore the idea of home by compiling a list of personal objects,
memories, people, or places that they believe represent what home is to them. The list will have
at least 10 things total, and it will be kept in their sketchbook.

2. The students will be able to execute successful composition skills by analyzing handouts
over composition tips, and demonstrating them on the practice handout through 4 different
compositions.

VI. Specific Art Content:

Concept of home, Do Ho Suh, Rachel Whiteread, overlapping, rotating, cropping, emphasizing,

off centering, Rule of Thirds, Composition
VII. Resources & Materials for Teacher:
Weebly Website https://homeiswheretheheartisdoran.weebly.com/
Pencils
Colored Pencils
Sharpie
Projector
Projector Screen
Computer/internet access
Composition Tips handout
Rule of Thirds handout
Composition Practice Worksheet

VIII. Resources & Materials for Students:

Sketchbooks
Pencils
Colored Pencils
Sharpie
Composition Tips handout
Rule of Thirds handout
Composition Practice Worksheet

IX. Instruction and Its Sequencing:

Day One:
1. Introduction/Motivation: Introduce the unit Home is Where the Heart Is by presenting the
weebly webpage linked in the Resources for Teacher. Play the video on the introduction page
of the webpage to get the students motivated.

2. Guided Practice: Have a short discussion on the concept of home. What comes to the students
minds when they think of home?
-Introduce the artists who work with this concept on the Famous Artists tab. Play the short
videos about each artist, with a few discussion questions: How did these artists communicate
this concept of home, and what did it mean to them? What is displacement? How did these
artists communicate displacement? Are we able to feel a feeling of displacement? How could
we communicate that in a work of art?
-Have students get out sketchbooks and pencils. (If they need pencils, pass some out). Ask the
students to compile a list of at least 10 things that they feel represent home. (This could be
people, places, objects, or even memories)
-Keep in mind that they will be rendering these subjects in a 2-dimensional drawing.

3. Independent Practice: Students will begin to come up with their list of at least 10 things that
they feel represent home to them. Once they have their list, have them bring it up to get list
 approved by teacher. After their list is approved, students will pick 2-3 that they will want to
focus on through out the entire unit.

4. Closure: Make sure most students if not all have gotten their lists approved. If not, they will
have time in the next class to discuss their ideas. Make sure that the 2-3 subjects you chose to
focus on for the entire unit has a strong connection to you and that it fits best into your idea of
home.

5. Formative Evaluation: Make sure students are participating in class discussions, and are
grasping the concept of home. Look at the students list they have compiled, make sure they
have at least 10 with 2-3 that they want to focus on. Approve/Disapprove of the list, and make
it clear that students will have to render this subject in a drawing.

6. Accommodations: Have students who have a hard time hearing/seeing move closer to the front
of the class. Make sure the videos are at a loud enough volume for those who are hearing
impaired, or even turn on subtitles if possible. Repeat things that are said in discussion and any
instructions.

7. Classroom Management Procedures: If discussion gets off topic or out of control, try and
gear students back to the initial discussion. Tell students to raise hands before speaking aloud.
Walk around the room make sure students are staying on tasks with their lists. Ask students to
clean up any materials they used at the end of class.

Day Two:
1. Introduction/Motivation: Pull up weebly website. We will be talking about composition, and
composition skills that go into a successful work of art. Play video on the tab titled
Composition.

2. Guided Practice: After video is played, have a short discussion, So what exactly is
composition? Pass out the handouts that are posted on the website. First introduce the sheet titled
Composition Tips, go over each individual technique (rotate, crop, emphasize, etc.), and as each
one is gone over draw examples of how this can be done poorly or successfully on the dry erase
board. Ask students, What differences do we see between the successful composition and the non-
successful composition? Then go over the sheet titled The Rule of Thirds. Show examples of
the rule of thirds on the dry erase board. Ask students if they have any further questions.

3. Independent Practice: Students will begin practicing the composition tips and rules that were
gone over as a class in the handout titled, Composition Practice Worksheet. They will create 4
different compositions using pencil, colored pencil, or sharpie in the empty boxes using the
techniques and rules from the previous handouts.

4. Closure: If some of the students have not finished the practice worksheet, allow them to
complete it for homework and bring it to the next class.
 5. Formative Evaluation: Walk around the room to see if anyone needs help, or needs further
explanation on the techniques or rules. Look at the students worksheets as they are working to see
if they are grasping the idea of a successful composition.

6. Accommodations: Play any videos at a good volume, make sure everyone can hear it okay. If
not, try to see if subtitles are possible. Repeat anything said in discussions, and any instructions
given. When drawing examples on the dry erase board, draw big enough for everyone to see.

7. Classroom Management: Make sure students raise hand whenever they want to add to the
discussion or ask a question. Walk around the room, make sure students are on task with their
worksheets, and are using materials properly. Ask students to clean up any materials used before
class is over.

X. Summative Assessment and Evaluation:

Summative Assessment for students based on an Analytic Scoring Rubric. A scoring
rubric is a formal scoring plan that defines levels of achievement (Beattie, 1997, 106).

What do I want to know?

-How students will explore their own idea of home through personal objects, people,
places, etc.
-How will students execute successful composition techniques?
How will I know it?
-By going over their list of 10 things that they feel represent home with the student
-By examining their completed composition practice worksheet, and seeing if they used
the techniques effectively.
How will I record it?
Through the rubric

1 (35 points each) 2 (40 points each) 3 (50 points each)

List of 10 chosen things Student only came up Student fell a few short Student effectively
that represent home, with 1 subject that on the list of 10, but completed the list of 10
with 2-3 they will focus represents home to gave at least 2-3 strong things that they think
on them, and they did not subjects that they want represent home to them.
choose 2-3 subjects to focus on. Student also came up
they want to focus on. with 2-3 strong subjects
that they want to focus
on for the unit.
Composition Practice Student did not fully Student completed the Student effectively
Worksheet complete the worksheet, but could completed the
worksheet, and the ones have paid more worksheet showing
completed were done attention to the effective use of
poorly and did not composition techniques techniques and rules,
show attention to the and rules within their and showed meticulous
techniques and rules practice compositions. planning within each
discussed in class. composition.
 Total________________

XI. Interdisciplinary Connections:

This lesson can connect to history with the discussion of displacement. Many people through
out history were forced to leave home because of wars, famines, etc. The artists chosen could easily be
connected to this idea throughout history.

XII. References & Resources:

Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications

Incorporated.

Composition tips worksheet: https://www.pinterest.com/pin/485614772306586672/

(down below)

Do Ho Suh biography, and information about his works https://art21.org/artist/do-ho-suh/

Rachel Whiteread biography, and information about her works http://www.tate.org.uk/whats-

on/tate-britain/exhibition/rachel-whiteread

Rule of Thirds worksheet: http://ncfeewancolenso.weebly.com/practical-development.html

(down below)

Teacher Weebly webpage https://homeiswheretheheartisdoran.weebly.com/

Composition Practice Worksheet
Name _________________________

On this worksheet, you will draw in each box showing good composition techniques by being aware of
the rule of thirds, overlapping, cropping, rotating, focal points and off centering.
XIII. Art TEKS

117.302. Art, Level I (One Credit), Adopted 2013.

(C) Knowledge and skills.

(1) Foundations
(A): consider concepts and ideas from direct observation,
original sources, experiences, and imagination for original
artwork

(2) Creative Expression

(B): communicate a variety of applications for design
solutions

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 7:Perceive and analyze artistic work