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University of North Texas

Art Education

I. Lesson Number: 3
Grade Level: 3rd Grade
Title of Lesson: Surrounding Patterns
Duration: 1 class period, 50 minutes
II. Lesson Rationale:
It is important for students to discover and discuss their memories. Memories allow for students to
explore their past, while seeing how memories exist and influence their everyday lives.
III. Key Concepts:
- Homes contain memories.
- Home is a state of mind.
IV. Essential Question:
- What memories do homes contain?
- Why is home a state of mind?
V. Lesson Objectives:
- The student will be able to identify patterns and their significance.
- The student will be able to discuss memories that are connected to objects/patterns.
VI. Summative Assessment and Evaluation:
Points out and
Discusses patterns
Pattern Tour
discusses patterns
within the school.
within the school.
Brainstorm of 5 or Brainstorm of 3 or
more patterns
more patterns
within their homes, within their homes,
including sketches. including sketches.

Points out patterns
within the school.
_____ /5pts
Brainstorm of 2 or
less patterns within
their homes,
including sketches.

_____ /5pts

Total: _____ /10pts

VII. Specific Art Content:
- Pattern
- Design
- Concept
117.111. Art, Grade 3, Adopted 2013.
(1) Foundations: observation and perception. The student is expected to:

(A) explore ideas from life experiences about self, peers, family, school, or community
and from the imagination as sources for original works of art.
(B) use appropriate vocabulary when discussing the elements of art, including line,
shape, color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance,
proportion, and unity.
(2) Creative expression. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art.
(B) create compositions using the elements of art and principles of design.
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other
art forms such as ceramics, fiber art, constructions, mixed media, installation art,
digital art and media, and photographic imagery using a variety of materials.
(4) Critical evaluation and response. The student is expected to:
(A) evaluate the elements of art, principles of design, or expressive qualities in
artworks of self, peers, and historical and contemporary artists.

IX. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Elaborate on an imaginative idea.
Apply knowledge of available resources, tools, and technologies to investigate
personal ideas through the art-making process.
Anchor Standard 3: Refine and complete artistic work.
Elaborate visual information by adding details in an artwork to enhance
emerging meaning.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Investigate and discuss possibilities and limitations of spaces, including
electronic, for exhibiting artwork.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Identify exhibit space and prepare works of art including artists statements,
for presentation.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.3a Develop a work of art based on observations of surroundings.
X. Interdisciplinary Connections:
110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010.
(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience and generating ideas through a range of strategies (e.g.,
brainstorming, graphic organizers, logs, journals).
XI. Resources, Materials and Technology for Teacher:
- Computer
- Projector with sound and screen
- Internet access
- Image of The Den
- Art:21 website

School grounds

XII. Resources, Materials and Technology for Students:

- Sketchbooks/paper
- Pencils
XIII. Instruction and Its Sequencing:
Day 1:
1. Introduction/Motivation:
- Short video clip of Trenton Doyle Hancock discussing his painting The Den.
- Discussion of the days activities.
2. Guided Practice:
- The class will take a tour of the school looking for and discussing the various patterns that they
3. Independent Practice:
- The students will individually think about and brainstorm/sketch the various patterns that exist
within their homes.
4. Closure:
- We will discuss the upcoming project.
- Remind the students to bring in an image of a pattern within their home that they would like to
5. Formative Assessment:
- Discussion participation and brainstorming/sketches of patterns.
6. Accommodations for Student Differences:
- Students can discuss only or write only for their brainstorming.
- Students can work together.
7. Classroom Management Procedures:
- Individually discuss brainstorming ideas with students.
- Encourage discussion and discovery on the school tour.
XIV. References & Resources:
- Trenton Doyle Hancock video clip -
- Trenton Doyle Hancock information -