Spring 2018 ARTE Lesson Plan Format 1.19.

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Title of Learning Segment: Grade: 9-12

Artist Statement/Critique

Prior Knowledge include relevant content knowledge, media use, and skill development):
• Elements and Principles of art and design
• Ceramics Vocabulary
• TAG critiques
o T-Tell something
o A-Ask something
o G-Give suggestion
Central Focus
• Understanding the importance of artist statements and peer observations through
critique

Learning Segment Overview Four lessons (45 minute)

e.g. Lesson 1 (Day 1)
• Introduce artist’s statements/how to properly write one
• Introduce critique definition
• Explain importance of critique
• Provide examples of what to say/what not to say
• Allot time to start writing rough draft of artist statement
Lesson 2 (Day 2)
• Organize critique and revise artist statement

Lesson 1 of 2
Standard, Objective, & Assessment use similar language
Standard Learning Objective Assessment

NVAS: SWBAT establish knowledge on

VA:Re9.1.Ia how to constructively criticize each
Establish relevant other’s face mugs.
criteria in order to Formative: TW observe, support,
evaluate a work and ask periodic questions during
of art or collection the Learning Segment.
of works.
Summative: SW take notes and
SCVAS: VA.PIH.4.2 finish rough draft of artist statement
Anchor Standard I can develop an artist’s statement in sketchbook.
4 that describes criteria, influences,
I can organize and intent of my artwork.
work for
presentation and
documentation to
reflect specific
content, ideas,
skills, and or
media.
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Lesson 2 of 2
Standard Objective Assessment
NVAS: SWBAT interpret each other’s
VA.Re8.1.8a as well as their own artwork by Formative: TW initiate critique
I can interpret an artwork using proper critique participation and record student
or collection of works, techniques and ceramics engagement.
supported by relevant and vocabulary.
sufficient evidence found in
the work and its various
contexts.
SCVAS: VA.RIH.5.2 Summative: TW assess finalized
Anchor Standard 5 I can interpret the artist’s intent artist statements that consider
I can interpret and evaluate in the organization of an comments made in critique.
the meaning of an artwork. artwork using the elements and
principles of art.
Academic Language
1. Language Function—
• SW develop and practice analyzing and interpreting the meaning and effectiveness of
each other’s work through engagement in critique.

2. Vocabulary–
• Effective- successful in producing a desired or intended result
• Principles of art- Balance, emphasis, movement, proportion, rhythm, unity, and variety
• Elements of design- line, shape, texture, space, form, unity, balance

3. Discourse OR Syntax:
• TW initiate conversation and provide appropriate examples of comments that are
needed in critique and written artist statements.

4. Practice:
• TW allow time for each student to have full participation and engagement in
conversation during critique to practice using vocabulary and how to make appropriate
comments in a formal critique.
• TW ask questions such as… “How does the shape of the nose help the overall
effectiveness of the piece?” “Is it important for the facial features on the mug to be
proportionate? Why or why not?” “What could be added to provide a better sense of
unity for the piece?”

Key Materials
• Google Chrome books
• Artist Statement PowerPoint
• (Spanish) Artist Statement handouts for ESL students

Instructional Strategies and Learning Tasks (Procedures & Timelines)

DAY ONE (1 HOUR/30 MIN)

• Introduce yourself for those who may have forgotten, why you are there, what you will be
working on with them (artist statements/formal critique) 3 Minutes
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• Gather consensus on who has written an artist statement before (What is an artist
statement? What makes a good artist statement?) 5 Minutes
• Go over prepared PowerPoint 15 Minutes
• Have students begin brainstorming in sketchbooks to write their own artist statement
30 Minutes
• Review TAG critique (Why does Mrs. Bentley have you do this? Do you think it is
important? Why?) 5 Minutes
• Demonstrate the basis of a critique using VTS session (What is going on in this face mug?
What do you see that makes you say that? What more can you find?)  bring in your own
face mug to analyze 15 Minutes
• Go over what an appropriate critique consists of/what it does not consist of 10 Minutes
o Incorporate the elements and principles of design
• Explain what the next class will be (formal critique/finishing artist statements)
o Begin thinking of questions you want to know about your piece/what you want to
know about another student’s work 7 Minutes
o Include on last slide of PowerPoint

DAY TWO (1 HOUR/30 MIN)

• Students will pick up Google Chrome books from cart at beginning of class
• Review Day One Lesson
o Ask questions (“What is an artist statement? Why is it good practice to write them?
Who can tell me what a good artist statement consists of? What is a critique? How
can they be helpful? What are some appropriate questions to ask in a critique?”
o Explain further if the class cannot answer 10 Minutes
• Critique!
1 Hour/ 5 Minutes
o I will take groups of 6-8 students out into the hallway to perform the critique
• Now that they have feedback from peers, go back to artist statement and finalize any gray
areas 15 Minutes
o Students will use Google Chrome books to type up their finalized artist statements
and send to me via Google Docs
o If a student does not finish in class, they will need to finish it for homework and
send it to me by 5 PM on Friday

Accommodations Universal Design for Learning used in this art lesson.

• Representation: I will have instruction on PowerPoint.
• Engagement: I will lead critique to maximize everyone’s engagement and comment-making.
• Expression: I will allow students to convey and speak their thoughts in an appropriate way
as much as they are comfortable with.
• Individual student with special needs: I will make an artist statement guide accessible to
Spanish-speaking students.

Resources Books, articles, websites cited correctly using APA

• “The 7 Key Components of Powerful Artist Statements.” The Art of Ed, 14 Nov. 2016.
• “Use This Flowchart to Help Your Students Write Authentic Artist Statements.” The Art of
Ed, 13 Jan. 2017.

Artifacts Images, handouts, PowerPoints, etc.

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• My Artist Statement PowerPoint

Reflection What went well? Not so well? Next time I will do this differently…
• TBA