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LESSON PLAN FORMAT

University of North Texas Art Education

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


Lesson #5, 9th grade, This is Home, 1 hr. 20 mins. (4 class days)

II. Lesson Rationale:


Identifying or recognizing ones idea of home plays a large part in shaping an individual. It is
something, somewhere, or someone we have grown up with, and whatever it may be it helps to reveal
what we value in life and what is truly important to us as individuals. In this lesson, students will be
able to explain their idea of home through a mixed media representation using watercolor tissue paper,
drawing with sharpie, and different forms of typography. The use of mixed media is important
to this lesson because there a lot of different factors that play a role in what a
home is. There are certain colors that come to mind, certain words, and the
physical thing itself. Through the use of mixed media, students will be able to
communicate their idea of home, and it will teach them about a variety of
processes. This lesson also teaches students how to execute a successful artist
statement when talking about their own work.

III. Key Concepts:


1. Mixed Media using watercolor tissue paper, text, and drawing can explain ones idea of home.
2. Artist statements reveal the artists intent and meaning behind a work of art.
3. Composition is the visual placement or arrangement of visual elements in a work of art.

IV. Essential Question:


1. How will students explain their idea of home through mixed media using watercolor tissue
paper, text, and drawing?
2. How will students reveal their intent and meaning behind a work of art through an artist
statement?
3. How will students show a successful composition through the visual placement or arrangement
of visual elements in a work of art?

V. Lesson Objectives:
1. Students will be able to explain their idea of home through mixed media using watercolor
tissue paper to reveal the feelings or connections of color to their notion of home, text to reveal
the words that help to describe their idea of home, and drawing to render the physical subject
that comes to mind when they think of home. They will demonstrate the watercolor tissue paper
for the background, while overlaying the drawing and text as the main subject of the work.
2. Students will be able to reveal their intent and meaning behind a work of art through a
minimum 5 sentence artist statement explaining their idea of home, the choice of colors, and
the text behind their notion of what home is to them.
3. Students will be able to show a successful composition through the visual placement or
arrangement of visual elements by cropping, rotating, emphasizing, and by following the Rule
of Thirds in their final work of art.

VI. Specific Art Content:


Concept of home, Watercolor tissue paper, drawing, shading techniques, scumble, hatch, cross-hatch,
stipple, typography, modge podge, composition, artist statement.
VII. Resources & Materials for Teacher:
Teacher weebly website https://homeiswheretheheartisdoran.weebly.com/
Final project example
Computer
Projector/Screen
12x12 Watercolor paper
Watercolor tissue paper
Brushes
Water/Water cups
Newspaper
Pencils
Fine tip sharpie
Computers for the class
Microsoft word
Scissors
Modge Podge
Old paint brushes
Drying Racks

VIII. Resources & Materials for Students:


Sketchbook
List of ideas of home, colors, 25 words
Examples from previous lessons
Pictures of their subject
Pencil
Computers
Flash drive/email access
12x12 Water color paper
Scissors
Modge Podge
Old paint brushes
Fine tip sharpie
Watercolor tissue paper
Newspaper
Brushes

IX. Instruction and Its Sequencing:

1st Day of Lesson:


1. Introduction/Motivation:
This is the last and final lesson in this unit! You will be combining all the activities taught in
the previous lessons to explain what your idea of home is to you.
2. Guided Practice
I want you guys to look through all the lessons and activities we have done previously. From
the 2-3 subjects you decided to focus on in lesson 1, you can either narrow it down to 1, or you
can do 2-3 as long as it is cohesively represented in a drawing. The goal for today is to start
sketching your ideas in your sketchbook of how you want your subject to be drawn and the lay
out of yours composition. Keep in mind that you will also need to use at least 2 different
shading techniques in the drawing portion. Use your images you took of your subjects from the
end of the last lesson. If your subject is a place or a room, be sure to reflect on our perspective
activities we did in lesson 2. If your subject is a person, be sure to reflect on the facial
proportion formula from lesson 2 as well.

3. Independent Practice
Students will begin to sketch their ideas in their sketchbooks. They can reflect on the images
they took of their subjects from the previous lesson. Once they feel like they have a good idea
of what they want to do, have them bring it up to teacher to get approved. After it is approved,
students can begin lightly sketching their drawing onto their 12x12 sheet of watercolor paper.

4. Closure
If you havent gotten your sketches approved, make sure you come to class tomorrow with a
completed sketch so you can start the final project. The goal for tomorrow is to finish sketching
on your 12x12 sheet so that you can start the watercolor background.

5. Formative Evaluation
Approve sketches before students start on the final project. Make sure they have an idea of a
successful composition, and know which shading techniques they are going to use as well as
the subject they want to focus on.

6. Accommodations
Repeat instructions more than once, and use hand gestures while pointing to materials or props.
If students are ELLs and have a hard time telling you what they want to do for their project,
then allow them to point to certain images or materials to help them further communicate what
they want to do.

7. Classroom Management Procedures


Have students raise hands when they have questions, make sure students are using time wisely
and staying on task. For those who started working on final project, make sure they clean
brushes put away any scraps, and put their projects with their name on the back in their folder.
Room must be clean before anyone leaves.

2nd Day of Lesson


1. Introduction/Motivation
Today our goal is to finish up sketching on our 12x12 sheet and to start our tissue paper
watercolor backgrounds using the colors you used in lesson 3. Once that is completed, you can
check out a laptop to start transferring your words and manipulating them in Microsoft Word.

2. Guided Practice
Play the tissue paper demo as students work, so that students can refresh what they did in
lesson 3. If you have already moved onto the word portion of the project, you will only begin
manipulating, printing, and possibly cutting today. We will not modge podge them on until the
backgrounds are completely dry and your drawing is shaded with sharpie.

3. Independent Practice
Students will begin to do their backgrounds on their watercolor paper. Once they finish, they
will put it on the drying rack and begin to do the text on Microsoft Word.

4. Closure
You should all be done with your watercolor backgrounds at this point. We only have two
more class days to work on this so make sure you are using your time wisely. We will begin to
hopefully start modge podging our text tomorrow.

5. Formative Evaluation
Walk around room, make sure students are working on background using their colors from
lesson 3, and have begun manipulating their words from lesson 4.

6. Accommodations
Put pictures where materials are if student is ELL, or has a difficult time reading. Repeat
instructions more than once.

7. Classroom Management Procedures


Have students pick up any trash or scraps after they are finished using them. Before students
get out laptops make sure they have cleaned up their area and dont have water cups close by.
Room must be clean before everyone leaves. Make sure students put back laptops before they
leave.

3rd Day of Lesson


1. Introduction/Motivation
Today is mainly just another work day, for the first 5 minutes I will go over artist statements.

2. Guided Practice
For your artist statements, you will need to turn into me by the end of class tomorrow a
minimum of 5 sentences explaining what home is to you, and why you chose the subject you
did, the colors, and the text in your final project. This is due at the end of class tomorrow as
well as the final project.

3. Independent Practice
Students will begin to shade their sketched image using sharpie and at least 2 shading
techniques. After they finish that, they can begin to modge podge their text.

4. Closure
Tomorrow is the last work day on this project, and the project as well as your artist statement
is due at the end of class. If you realize you still need more time, please take these home and
work on them some for homework so that you arent rushing to finish in class tomorrow.

5. Formative Evaluation
Walk around the room make sure students have started to shade with sharpie, and are using at
least 2 shading techniques.

6. Accommodations
Repeat instructions more than once. Put pictures where materials are in the classroom, with
other languages underneath.

7. Classroom Management Procedures


Have students raise hand if they have any questions. Make sure students pick up any trash, and
have them put away any materials use. Brushes must be clean, and room must be clean before
they leave.

4th Day of Lesson


1. Introduction/Motivation
This is the last work day! Your projects and artist statements need to be turned into me by the
end of class.

2. Guided Practice
Whenever you are finished with your project, put your name, the title of the work, and date
on the back, and tape your artist statement to the back as well. Keep them on the drying rack
so they dont stick together. You should be finishing up with modge podging your text or any
other final details.

3. Independent Practice
Students will finish up their projects, working on finishing touches and modge podging. They
need to turn it in once completed.

4. Closure
Thank you guys for working hard on these projects. I hope you have finished this unit
realizing what the idea of home really means to you, and how it is important in shaping you as
an individual. If you did not finish today, you need to take it home and turn it in for a late
grade.

5. Formative Evaluation
Make sure students are finishing up their projects, and are turning them in with the proper
requirements.

6. Accommodations
Repeat instructions, have images where materials are in the classroom.

7. Classroom Management Procedures


Make sure students put away any materials used, clean up their table, and turn their projects in
on the drying rack. Make sure students talk at a low volume and arent shouting.

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 be able to explain their idea of home through mixed media using
watercolor tissue paper, text, and drawing.
-How students will be able to reveal their intent and meaning of their work through an
artist statement.
-How students will be able to show a successful composition through the visual
placement or arrangement of visual elements in a work of art?

How will I know it?


-By looking at the finished project and seeing if the student used drawing, color choices,
and text to convey their idea of home.
- By reading their artist statements and seeing if they were able to describe the intent in
at least 5 sentences.
-By looking at their final piece and seeing if they rotated, cropped, emphasized, or used
Rule of thirds to make an interesting composition.

How will I record it?


Through the rubric

1 (23.3 points each) 2 (26.6 points each) 3 (33.3 points each)


Mixed Media showing Student did not Student completed their Student effectively
their idea of home complete their mixed mixed media completed their mixed
through drawing, color, media concept of home. representation of home, media representation of
and text Didnt use 2 different and used 2 different home, and used 2
shading techniques shading techniques. different shading
Could have spent more techniques. The
time on the drawing, drawing portion, text,
text, or colored and color were all
background. meticulously planned
and completed
effectively.

Artist Statement Student did not fully Student completed Student effectively
complete the artist artist statement with at completed the 5-
statement, and did not least 5 sentences. Could sentence artist
meet the 5-sentence have explained a little statement, and clearly
requirement. more about the intent or articulated the intent
meaning. and meaning behind the
work.

Composition Student had poor Student showed Student showed


composition choice. successful composition, successful composition,
The placement of text but could have spent a and showed meticulous
and drawing seemed to little more time with the planning in the
be a little confused and layout of text. placement of text and
randomly placed drawing.
without planning.

TOTAL_______________

XI. Interdisciplinary Connections:


This project could be linked to psychology with the meaning of colors, and it also could be
linked with English through the writing of an artist statement and how to write about the students
work.

XII. References & Resources:

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


Incorporated.

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

XIII. Art TEKS

http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html

(c) Knowledge and skills

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

(B) identify and understand the elements of art, including line, shape, color, texture,
form, space, and value, as the fundamentals of art in personal artwork

(2) Creative expression


(A) use visual solutions to create original artwork by problem solving through direct
observation, original sources, experiences, narrations, and imagination

(B) communicate a variety of applications for design solutions

(D) create original artwork to communicate thoughts, feelings, ideas, or impressions

(F) demonstrate effective use of art media and tools in drawing, painting, printmaking,
sculpture, ceramics, fiber art, design, and digital art and media

(4) Critical evaluation and response


(B) evaluate and analyze artwork using a verbal or written method of critique such as
describing the artwork, analyzing the way it is organized, interpreting the artist's
intention, and evaluating the success of the artwork

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 3: Refine and complete artistic work.

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.