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Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: _____Breannah Gammon______ ______Tamara Duran______ ________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several days. The instructor will design these
pairings with students interests and experiences in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative
inspiration (Parks, 2015, p. 4); and assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due date. Also by the due date, the
completed Unit Plan and appendices should be emailed to peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT,
click on ART 135, click on Course Tools > Send Email > All Users.

Lesson Title: Inspiration Artists, including those from underrepresented populations:

Wire Portrait
Alexander Calder
Lesson Overview (~3 complete sentences):
This lesson will have students analyze the relationships in their lives. They will use that analysis to choose which relationship with a person they wish to use in
the wire portrait. They will need a full page printed picture of that person that they will trace over on another sheet to make the wire portrait.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Asking students to make wire portraits of people they care about relates back to the big idea of relationships. The students will look to linear planes, lines, and
shape to create the wire portraits. Having them use these elements will show their knowledge on some of the basics of art.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. Different kinds of relationships 1.What kind of relationships do people have/form?
2.Why relationships are important 2.What is the significance of having relationships?
3.The relationships that are important to them 3.What relationships are important to you?
Lesson Plan Template 2

Visual art content and multicultural Lesson Objectives: What you want the Align Formative and Summative Assessments with Lesson Objectives from left
students to do. column. Please submit at least one rubric per Lesson for a total of three or
Helpful resources: more per Unit.
Objectives tutorial: 1. How will you assess the Lesson Objective? What will you be looking for? The students will use Art-Making Process Questionnaire assessment
8345.html?for_printing=1&detoured=1): strategy on page 54 of Beatties Assessment in Art Education. They will
Five Approaches to Multicultural Education: be using this assessment after they work on their project. It will show the students thinking process and the problem solving skills they used
#C throughout the project
1. Visual Art: The students will (TSW) be able to create wire portraits of
those that are important to them
2. Visual Art: The students will (TSW) be able to distinguish line, shape and
3. Multicultural: The students will (TSW) be able to show what relationships
are important to them

National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard. all that apply and add number and description of applicable content standard.
1. Creating: VA:Cr1.2.lla-Shape an artistic investigation of an aspect of _X_1.0 Artistic Perception: 1.1 Identify and use the principles of design to
present day life using a contemporary practice of art or design. discuss, analyze, and write about visual aspects in the environment and in works
2. Presenting:, select, and curate artifacts and/or of art, including their own.
artworks for presentations and preservation. _X_2.0 Creative Expression: 2.1 Solve a visual arts problem that involves the
3. Responding: how ones understanding of the world effective use of the elements of art and the principles of design.
is affected by experiencing visual imagery. ___3.0 Historical & Cultural Context:
4. Connecting: how knowledge of culture, traditions, ___4.0 Aesthetic Valuing:
and history may influence personal response to art. __5.0 Connections, Relationships, Applications:

Identify and define visual art vocabulary that connect to other Materials: List all materials needed in the columns below.
concentration area(s) and/or medium(s):
1. Line- a long, narrow mark or band; a length of cord, rope, wire, or other
material serving a particular purpose
3. Linear Planes-of or relating to the characteristics of a work of art in which
Lesson Plan Template 3

forms and rhythms are defined chiefly in terms of line Have Purchase
4. Pattern-a distinctive style, model, or form; anything fashioned or
designed to serve as a model or guide for something to be made Wire
5. Shape-an enclosed space limited to two dimensions: length and width; Paper
defined by other elements of art: lines, colors, values, textures, etc. Pencil
Printed Image

Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the students to learn.
Procedures should be the longest section in the Lesson Plan, and should be very specific and detailed, including time spent on each task. Describe directions you
plan to give the students, teaching models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the new
concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the
students prior knowledge?
We will ask students to think about what a relationship, why it is important, and what relationships they have. After thinking about these they will break into
small groups to discuss them. After students will be asked to think about one relationship they have (with one person) and will be asked to use a photo of that
person that they will need to print out for the wire portrait.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain and
show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
Teachers will give a short demonstration on how to do the activity with a picture already printed out, a blank piece of paper, pencil, and wire. The printed
image will be traced over on the blank piece of paper. After the outline that was traced will be used to start making the wire portrait.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will you
ask students to facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Lesson
Lesson Plan Template 4

Students will gather materials needed. The printed image would be mentioned the previous class so that they are prepared and if not they will be asked to
print the picture from school. They will follow the same procedures as demonstrated. They will start from the outline and work their way into the details of
the face.

3. Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate understandings and engage
in inquiry with peers?
Once students are done with their wire portrait they will be asked to do a walk around to look at each others work and talk about the works that they thought
were done fairly well.

4. Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding to novel
situations? What will the students explore independently?
Students will look back the the picture, the outline tracing of the picture and their wire portrait . They will look at how they were able to portray the
person with the materials they had.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts and
Lesson Objectives) for the day?
Students will take the questionnaire to reflect back at their work and wrap up the lesson.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
We may use different types of wire for the students. A thinner and more easily to handle wire to use.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
We will go to students and look at how their work is progressing . W will then ask them what changes they feel they need to make and what they can do to
make those changes.

3. How will you engage students in routinely reflecting on their learning?

We will ask students to take a step back from their work and see how far they have come from when they first started.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
Lesson Plan Template 5

We will make sure to show the students the proper and safe way of using materials and monitor them to make sure they do not hurt themselves.

Lesson Resources/References (use APA):

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis

A helpful link to get you started:


Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from