Lesson plan C

(Oil Paint Demonstration)

Teacher candidate: Wilson Do
Grade level: 6th Subject: Art
Date: Mar 25th, 2020
Unit topic: Gesture Drawing

Part I: Define goal for the lesson

What is the focus of this
lesson?
Texas Essential Knowledge
and Skills for Fine Arts (TEKS)
 Knowledge, using appropriate skills, and create
expression through practice and making the
artwork.
§117.202. Art, Middle School 1, Adopted 2013.
(a)  General requirements. Students in Grades 6, 7,
or 8 enrolled in the first year of art may select Art,
Middle School 1.

(b)  Introduction.

(1)  The fine arts incorporate the study of the

visual arts to offer unique experiences and
empower students to explore realities,
relationships, and ideas. These disciplines
engage and motivate all students through
active learning, critical thinking, and
innovative problem solving. Creativity,
encouraged through the study of the fine
arts, is essential to nurture and develop the
whole child.

(c)  Knowledge and skills.

(1)  Foundations: observation and perception.

The student develops and expands visual
literacy skills using critical thinking,
imagination, and the senses to observe,
understanding, and applying the elements of
art, principles of design, and expressive
qualities. The student uses what the student
sees, knows, and has experienced as sources
for examining, understanding, and creating
original artworks. The student is expected to:

(B)  understand and apply the elements

of art, including line, shape, form,
space, and value, as the fundamentals
of art in personal artworks using art
vocabulary appropriately.

(C)  understand and apply the

principles of design, including
emphasis, movement/rhythm,
contrast/variety, balance, proportion, in
personal artworks using art vocabulary
appropriately.

(D)  discuss the expressive properties

of artworks such as appropriation,
meaning, narrative, message, and
symbol using art vocabulary accurately.

(2)  Creative expression. The student

communicates ideas through original
artworks using a variety of media with
appropriate skills. The student expresses
thoughts and ideas creatively while
challenging the imagination, fostering
reflective thinking, and developing disciplined
effort and progressive problem-solving skills.
The student is expected to:

(A)  create original artworks based on

direct observations, original sources,
personal experiences, and the
community.

(B)  apply the art-making process to

solve problems and generate design
solutions; and

(C)  produce artworks, including

drawings, paintings, prints,
sculptures/modeled forms, ceramics,
fiber art, photographic imagery, and
digital art and media, using a variety of
 materials.

(4)  Critical evaluation and response. The

student responds to and analyzes artworks of
self and others, contributing to the
development of the lifelong skills of making
informed judgments and reasoned
evaluations. The student is expected to:

(A)  create written or oral responses to

artwork using appropriate art
vocabulary.

(B)  analyze original artworks using a

method of critique such as describing
the artwork, analyzing the way it is
organized, evaluating the success of
the artwork.

(C)  develop a portfolio.

(E)  understand and demonstrate

proper exhibition etiquette.

http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117b.html

State learning standard(s): §117.204. Art, Middle School 3, Adopted 2013.

(a)  Introduction.

(1)  The fine arts incorporate the study of

dance, music, theatre, and the visual arts to
offer unique experiences and empower
students to explore realities, relationships,
and ideas. These disciplines engage and
motivate all students through active learning,
critical thinking, and innovative problem
solving. The fine arts develop cognitive
functioning and increase student academic
achievement, higher-order thinking,
communication, and collaboration skills,
making the fine arts applicable to college
readiness, career opportunities, workplace
environments, social skills, and everyday life.
 Students develop aesthetic and cultural
awareness through exploration, leading to
creative expression. Creativity, encouraged
through the study of the fine arts, is essential
to nurture and develop the whole child.

(2)  Four basic strands--foundations:

observation and perception; creative
expression; historical and cultural relevance;
and critical evaluation and response--provide
broad, unifying structures for organizing the
knowledge and skills students are expected
to acquire. Each strand is of equal value and
may be presented in any order throughout
the year.

http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117b.htm
l

Goal(s) of the lesson: 

Part 2: Write the objective for the lesson

Specific learning targets/
objectives:

Part 3: Teaching the lesson

Title of the lesson: Body of the lesson

Gesture Drawing
Art material:
 Sketch pad/ drawing papers
 Pencils
 Charcoal stick
 Vine charcoal
  Compressed charcoal
 Kneaded Eraser

Procedure:

Day 1

Teacher introduce the gesture drawing and the

purpose of using it in art/ everyday life.
Teacher do the Demo on gesture drawing.
Students practice gesture drawing on different
objects setting.
Clean up.

Vocabulary Day 2:

Gesture drawing: is an artistic Students warm up 10 min of gestures.

technique use for drawing that Starting the contour drawing project. Students will
describe the action or movement draw 10 actions of the model (students expected to
of a subject through flowing lines finish 50 percent of their project.)
to the end. It often used of curve Take photos of the work and upload it on G-
lines. classroom for grade.
Clean up.
Q & A:
Day 3 - 7:
Draw a few lines on the board
to demo the gesture lines. Workday. (10 minutes warm up at the beginning)
On the day 6th all students expected to complete
Ask: their work 95% – 100%.
a. Guess what technique did Day 7th critique for student’s works and then
I used for the drawing? students turn the work into the teacher for grade.
b. By looking at the drawings Cleanup.
on the board, can
someone describe it?
c. What materials is best
use for gesture drawing?
d. What is the purpose use
of gesture drawing?
e. What is the different
between gesture and
contour? (you can
remind them again on this
Q gain on their next
project on contour
drawing).
Goal:
To encourage students with
using range of art materials to
produce art.
Be sure all students do not fall
behind on the project.
Keep students motivative on
their works.
To keep students, follow the
class routine, and be success
in learning and making art.
Assessment:
Summary:
 Student learn about the gesture drawings
through observing and practicing the
techniques used by teacher demonstration.
Student will have 5 minutes to warm up
before working on their actual project. The
project will take up to 7 days until students
get used to the technique. Student will also
learn so much after their art through the
critique in class.
 Use discussion and ask questions to
confirm students’ knowledge.
 Walk around classroom to check on the
student’s progression.
 Take photos of the work and upload it to
Goggle classroom every day at the end of
class.