Sample 3-Part Lesson Plan

Topic/Big Idea: Principles of Design
Grade:8 Subject: Visual Arts Time: 60 minutes

Curriculum Expectations and Learning Goals

Curriculum Expectations  Learning Goals 
 
Visual Arts: I can:
D1.2 ​demonstrate an understanding of composition, using multiple principles of
design and other layout considerations such as compositional triangles to create ● create compelling
narrative art works or art works on a theme or topic
linocut artwork that
D1.4 ​use a variety of materials, tools, techniques, and technologies to determine adheres to the
solutions to increasingly complex design challenges principles of design
D2.2 ​analyse ways in which elements and principles of design are used in a (contrast, repetition
variety of art works to communicate a theme or message, and evaluate the and rhythm, variety,
effectiveness of their use on the basis of criteria generated by the class emphasis, proportion,
balance, unity and
harmony, and
movement)

Part 1: Minds On​     Estimated time: 15 

The teacher explains today we will be creating linocut artwork that Materials and Set up:
depicts the wonder and beauty of the natural world, and adheres to the
principles of design. A few examples of linocut artwork are presented -projector
via slideshow. With the artworks still displayed, the teachers hands
out a glossary sheet to every student in the class describing the -teacher’s laptop
principles of design with text and small visual examples. The class -5x5” linocut sheet
then has a brief discussion on how the principles of design apply to -pin tool
the images that have been presented.

The slideshow ends, and the teacher presents a brief demonstration

(likely no more than 6 minutes) of how to illustrate forms with
linocut. Emphasis is made on mentioning how the lines created

1
 

represent the lightest values of the image created, and the importance
of recalling hatching techniques to describe form.

Part 2: Action ​Estimated time: 35

Students will then head outside of the school and have 10 minutes to
take a nature photograph with either their phone or a borrowed school Materials and Set up:
camera (if available), to use as reference for their artwork. They are
encouraged to be creative with their choices, and even consider taking
photos from varied angles to create interesting imagery. -school cameras (if available)
-5x5” linocut sheets
-pin tools
Students then work on their linocut illustrations using a pin tool and
5”x5” linocut sheets. As this takes place, the teacher circulates the
class and assists students as necessary. Assessment Strategies:

- Observations

Part 3: Consolidation Estimated Time: 10 min.

​ tudents are instructed to place their completed linocut artwork on
S Reflection strategies:
their desk with a blank sheet of paper below it. Students walk around
the class gallery, observe their peer’s artwork, and write what they -Checks for understanding
feel are the strongest aspects of the work of a minimum of 2 people in
the class on the paper underneath their artworks. They are reminded to -Connect back to learning goals
use appropriate principles of design terminology for these comments.

Considerations

2
 

Multiple Intelligences: Accommodations:  Assessment as Learning:  

- verbal linguistic Who:   - self-assessment 
How  - peer assessment 
- logical/mathematical - kind of assignment 
- musical/rhythmic  - breadth 
bodily/kinesthetic - depth  Assessment of Learning:
- pace - Teacher observations and
- visual/spatial recording of anecdotal notes
- interpersonal - grouping - Conversations and
- intrapersonal - time conferences with students
- naturalist - place  - Collection and analysis of
- other products: assignments,
- existential
quiz/test, learning journal, art
work, etc.
Equity/Diversity
Inclusion
Documentation tools: checklists,
Culturally Responsive Pedagogy
rubrics, anecdotal notes, video,
photography