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Unit Title: Discovering the Many Layers of Ourselves

Big Idea: Identity

Lesson 4: Identity: Artist
Suggested Time: 3-4 50 min. class periods
Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by the lesson.
VA:Cr1.1.4a Brainstorm multiple approaches to a creative art or design problem.
VA:Cr2.1.4a Explore and invent art-making techniques and approaches.
VA:Re7.2.4a Analyze components in visual imagery that convey messages.
VA:Re9.1.3a Apply one set of criteria to evaluate more than one work of art.
VA:PR6.1.4a Compare and contrast purposes of art museums, art galleries, and other venues, as well
as the types of personal experiences they provide.

Learning Objectives/Goals
The lessons objectives and intended learning outcomes appropriate for meeting curricular and student
TSW learn that there are many ways to represent self.

They will learn how they are seen by the world and more importantly that they have blindspots;
they have beautiful pieces that others notice yet they themselves do not.

They will discover the importance and purpose of an art gallery.

Assessment (the type[s] of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson.
Pre-assessment: Teacher will conduct a formative assessment in the form of a discussion about what
the students learned during their artist journal assignment. The teacher will also use the VTS discussion
as a piece of assessment seeing if students are understanding how the artists are dealing with identity.
For the summative assessment, the student will create a written reflection to accompany their artwork.
The teacher will know what they learned by looking at their final artwork to see if it tells about the
students identity. The teacher will read the written reflection to see if it explains student understanding
and process.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)
Set up
1. Have all materials out and ready.
2. Have PowerPoint up and ready.
Day 1
1. Have students participate in artist journal activity. Have them write their name in the middle of a
page. Then instruct them to walk around the room and write an affirmation or bucket filler on
each person in their classs page.
2. Discuss and reflect on the artist journal activity. What did you learn about yourself? What
surprised you?
3. Using PowerPoint, introduce students to a few more artists working with identity. Have them VTS
the Martin ONeil image. Show them more student artwork and have them discuss.
4. Introduce assignment: Step 1: Students will create a collage out of their images from the computer lab
making sure to overlap images leaving no negative space. Step 2: Students will draw on the back
silhouettes of themselves and cut them out. Step 3: Students will design a background
answering the following question: What would I like people to know about me that typically isnt
seen on the outside? Step 4: Student will paint and/or write on papers to create backgrounds for
their silhouettes. Step 5: Students will glue the silhouettes on their backgrounds.
5. Teacher will do a demonstration discussing her thinking while working.
6. Remind students of all of the works they have looked at (flip back through ppt).
Day 2
1. Teacher reminds students of images they have seen and reminds them to use their plan.
2. Teacher instructs how to properly use and take care of materials.
3. Students spend the rest of the time independently working.
Day 3
1. Studio day
Day 4
1. Studio day
1. Reflective discussion about what students learned about identity.
2. Students write artist statement (mad lib style).
3. Students participate in a gallery walk with artist statements hanging by artworks.
4. Exit slip about what stuck with them and what confused them.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs.
The teacher will provide many opportunities to respond to ensure student engagement. The teacher will
use technology to present the lesson to reach the iKid generation. The teacher will use visual thinking
strategies as a means of enabling students to share their thinking and provide evidence for the reasoning
behind their thoughts. Teacher will get student feedback to ensure that students needs will be met if they
have not been after the lesson. Students will share anything that they did not understand.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives.
Students will use bucket fillers or affirmations to write in each others sketchbooks looking at how
the world around us perceives us.
Visual Thinking Strategies: Students will discuss a piece of artwork and respond to the following
questions: What is going on in this picture? What do you see that makes you say that? What
more can we find?
Students will create artworks about their own identities.
Students will fill out an exit slip describing what stuck with them and what confused them during
this lesson.
Resources and Materials
List of tools, personnel, and materials used in the planning of and during the instruction of the lesson.
9x12 paper (and any other paper they request)
Tempera Cakes
Artist Jounals
Images from previous trip to computer lab
PowerPoint Presentation
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and student

Teacher will use a projector and PowerPoint presentation during instruction. Students will have the
opportunity to use images they have recently printed in the computer lab.

Differentiation/Accommodations/Modifications/Increases in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
If students are struggling, the teacher will assign a student helper to those students in need of extra
assistance. If further help is needed, the teacher will work with the students in need one-on-one.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep the students on task and actively engaged.

Teacher has the students enter while using TUMS to set a positive environment for the classroom (Touch
them, Use their name, Make eye contact, Smile). Teacher has taught behavior expectations at the
beginning of the year so students know what is expected. Classroom expectations are also posted on
the wall as a reminder. There are seats placed away from other students in case the student needs to be
separated from class for behavioral reasons. Teacher will use a 4 to 1 ratio for positives versus
negatives. Teacher provides many opportunities to respond to keep students engaged.

Activities for early finishers that extend the students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way.

Students will collaborate on a class portrait to learn about and understand group identities.

Follow-Up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit).

Teacher will require students to fill out a mad lib style artist statement allowing them to reflect on their
artmaking process. This will be displayed with the students artworks.