Lesson plan 1: Ancestry

University of North Texas Art Education

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

9-12 Create Your Own Environment. 7 days 1hour 30minutes class periods.
II. Lesson Rationale:
This lesson is to explore a historical tradition in the medieval era. Its important to explore
where people came from and the traditions they partake in making them who they were. It also will
look the own students family characteristics and identify what makes up their home and what makes
them who they are today.
III. Key Concepts:
Family environments can impact our individuality. Family environments can make connections
with other individuals
IV. Essential Question:
How can family environments impact our individuality?
V. Lesson Objectives:
The students will be able to identify symbols that were used to represent different
characteristics of a person family by the worksheet that will be presented to the students and the
website research. Using at least one of three websites, www.familytreesandcrests.com/heraldry-
symbols.htm https://www.fleurdelis.com/meanings.htm http://tinyton.org/hersymbols.htm

The students will be able to describe iconography that illustrates the traditions of a students
own family by the work sheet presented to students where it will tell them to create their own symbols.
Using at least one of three websites, www.familytreesandcrests.com/heraldry-symbols.htm
https://www.fleurdelis.com/meanings.htm http://tinyton.org/hersymbols.htm

VI. Specific Art Content:

List the specific art content to be taught, such as concepts about art, the nature of art, skills,
elements and principles, processes, and techniques used to communicate ideas. Space, Color, Texture.
3D, Varity and Harmony and bas relief.
VII. Resources & Materials for Teacher:
Computer. Projector.
www.familytreesandcrests.com/heraldry-symbols.htm
https://www.fleurdelis.com/meanings.htm
http://tinyton.org/hersymbols.htm

VIII. Resources & Materials for Students:

Computers, paper, Color Pencils, sketchbooks, Vocabulary Crest, coat of arms, Generation,
Medieval, relief, bas relief

IX. Instruction and Its Sequencing:

Day 1

1.Introduction/Motivation:
Take the students back in time to the medieval era where there was honor in their family.
Traditions, war, feast and festivals partake during this time. Family was a big thing, and bloodline
grew and importance. Sons were given an honorable Coat of arms to past down from generation to
generation. So this is what were are going to do for our family line. Describe the main project and
explain how we will lead up to it.
2.Guided Practice:
How will I help students practice the new knowledge to make it their own? List any reflective
questions here.
I will guide the students in learning the symbolism of the coat of arms and family crest, Might have a
mini quiz to make sure they are paying attention.

3. Independent Practice
Students will be brain storming ideas for their own family crest which they can freely express
activities, tradition, culture and even personalities of their family. They will be able to research online
to look for any other symbols that pertain to them.

4.Closure
Have a class discussion of what symbols they found the most interesting and why. Also discussing
what ones they might use for their own.

5.Formative Evaluation
I will ask questions during the brainstorming process or the community. I will ask how they come up
with ideas. If there is a struggle to agreement, I might see how there might be a compromise that the
students can learn about.
Classroom Management Procedures Cooperative Assessment (Beattie Pg 100)
Keeping students safe will be easy since we will just be using their sketchbooks and pencils to create
ideas

Day 2 repeat if necessary

1.Introduction/Motivation:
a. Present in the class examples of family crest and show the elegant designs that went into them.
Explain that they will get to make their very own honorable family crest that they will get to show to
their family.
2.Guided Practice
a. This project will help identify how the family environment makes certain parts of the students life
who they are as an individual. So guiding students into thinking how certain attributes relate to
themselves and even other classmates in the class will help them with the essential questions and
getting better ideas for the family crest.
3.Independent Practice
a. They have their sketchbooks for anything they want to try out before putting on their family crest.
They will also have the freedom to pick what medium they want to use for the project.

4. Closure
a. Have a discussion at the end to discuss what the students picked and why and how they might
connected with others with those similarities.

5.Formative Evaluation

a. Walking around the class and asking students why they are deciding to use the symbols or
colors they are choosing. Relate back to the website for guidance and clarity for the student.
6. Classroom Management Procedure
a. Keeping students safe will be easy since we will just be using their sketchbooks and pencils to
create ideas. Scanning the room and walking around and engaging in the students will help to
make sure they are doing what they are supposed to.

X. Summative Assessment and Evaluation:

Name__________ Date______
Family Crest Activity
List 5 symbols and their meanings that you find.
1.
2.
3.
4.
5.
List find 5 colors of the shield and their meanings.
1.
2.
3.
4.
5.

Describe 3 ideas you might have for your own family crest.
1.
2.
3.
Now come up with 4-5 symbols that could represent something about yourself, or your family.
1.
2.
3.
4.
(5.)

___/18 ___%

XI. Interdisciplinary Connections:

History Medieval era.

XII. References & Resources:

Lovelace, Brea (2016). Family crest.
XIII. Art TEKS
(c) Knowledge and skills.
(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;

(C) identify and understand the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and

(D) make judgments about the expressive properties such as content, meaning, message, and
metaphor of artwork using art vocabulary accurately.
(2) Creative Expression
(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.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures.
(A) compare and contrast historical and contemporary styles while identifying general themes
and trends;
(4) Critical evaluation and response.
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists
such as that in museums, local galleries, art exhibits, and websites;

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work

Anchor Standard 2: Organize and develop artistic ideas and work.