Lesson Plan Template 1

Visual Art Lesson Plan

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

Print First and Last Names: ________Kallista Toconis________________________ ________________________________
________________________________

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: VTS, Identity and Social Practice through Inspiration Artists, including those from underrepresented
Photography Powerpoint, Think Sheet populations:
Sarah Maple, Dorothea Lange
Lesson Overview (~3 complete sentences): This lesson will allow the class to study an image by an inspiration artist for two
quiet minutes. Afterwards students will discuss in their table groups, what they see, if there is deeper meaning and if so what
is it? Students who are most comfortable speaking in front of the class will share out their findings from their group.
Afterwards, students will transition into a powerpoint led by teacher that includes modern and contemporary
photographers whose content is driven by social practice.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and
learning?
I will tap into students experiences and prior knowledge through engaging in a VTS. This will allow students to openly interpret
their own meanings from the work shown. They will use their critical thinking skills acquired from the semester, and their
knowledge of what makes a piece engaging. Insp irational artist will reinforce the big idea, and give further
understanding
 Lesson Plan Template 2

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-
1. Students will know why a work is powerful ended questions.
2. Students will know how to interpret deeper meaning 1. In what ways does (inspirational work) incite an emotional
3. Students will know what social practice means response?
4. Students will know how to express their identity 2. How does this work apply to the theme of identity and social
practice?
3. How is social practice shown in the works presented in class?
4. In what ways can you express who you are through your
artwork?

Visual art content and multicultural Lesson Objectives:
What you want the students to do.
Helpful resources:
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-
planning/new-teacher/48345.html?
for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultura
l-education/#C
1. Visual Art: The students will (TSW) be able to . . . to
recognize successful compositions in photography
2. Visual Art: The students will (TSW) be able to . . . be
able to understand strategies used in photography,
such as the golden rule etc
3. Multicultural: The students will (TSW) be able to . . .
realize that everyone has the own narrative to tell.
Align Formative and Summative Assessments with Lesson
Objectives from left column. Please submit at least one
rubric per Lesson for a total of three or more per
Unit.
1. How will you assess the Lesson Objective? What will
you be looking for?
I will asses the Lesson Objective by having students
complete a Discussion Rating Scale after class is
complete, and turn into instructor.
2. How will you assess the Lesson Objective? What will
you be looking for?
3. How will you assess the Lesson Objective? What will
you be looking for?
 Lesson Plan Template 3

National Core Art Standards: Visual Arts (3-4): Please
list number and description of Anchor Standard.
1. Creating: Cr1.2.Ia Shape an artistic investigation of
an aspect of present day life using a contemporary
practice of art or design.
2. Presenting:
3. Responding: 7.1 Hypothesize ways in which art influences
perception and understanding of human experience
4. Connecting: 11.1 Describe how knowledge of culture,
traditions, and history may influence personal responses to art.
California Visual and Performing Arts Standards (grades 7-
12 only) (2-5): Check all that apply and add number and
description of applicable content standard.
_x__1.0 Artistic Perception: 1.6 Describe the use of
the elements of art to express mood in one or more of their
works of
art.
___2.0 Creative Expression:
___3.0 Historical & Cultural Context:
__x_4.0 Aesthetic Valuing: 4.3 Analyze and articulate how
society influences the interpretation and message of a
work
of art.
___5.0 Connections, Relationships, Applications:

Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s): Have Purchase
1. Unity- A principle of design that connects a variety Projector N/A
of elements of art and principles of design into a work White Screen/Board
of art with harmony and balance Pencil
Paper
2. Mood -The state of mind or emotion communicated Think Sheet
in a work of art through color, composition, media, Visual Journal
scale, size, etc

3. Theme- A subject or topic of discourse or of artistic

representation.

4. Content The representations, messages, ideas,

and/or feelings expressed in a work of art.
5.Composition The overall placement and organization
of elements in a work of art, as well as the
interrelationships between individual elements.
 Lesson Plan Template 4

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?
Teacher will greet students as they enter into classroom and go to their group tables for the week assigned by card
suits. (2 minutes)
Teacher will introduce students to a VTS by Sarah Maple , and ask students to observe quietly for a few moments (5
minutes)

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).

Teacher will introduce big idea through powerpoint and inspirational artist that tie in, along with visual art
 Lesson Plan Template 5

vocabulary, teacher will ask students to make notes in their visual journals as teacher presents, this should include
concepts about big idea, and vocabulary (40 minutes)
Teacher will lead VTS with students, and direct them through group and class discussion, this will lead students to
start gathering ideas of how they interpret art, and the social constructs depicted within.
Teacher will strengthen concepts through powerpoint, and use of contemporary and modern photographers. Teacher
will have relevant vocabulary shown in powerpoint to further student understanding.

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 Objectives)? Teacher will
ask students to consider the following questions amongst their group, What do you see? Why do you say that? What
more can we find? and allow students to discuss themselves (5 minutes)
Teacher will make sure students what group is ready to share and engage in class discussion (10 minutes)
Teacher will ask students for thumbs up, thumbs down,or middle of what they thought of the image, and to explain
why from volunteers (2-3 minutes)
Teacher will ask what students think the overarching theme of this project will be (1 minute)
Teacher will ask students what social practice means to them, how they think the world sees them, and in what
ways can they challenge or reinforce this.
Students will be organized at their unit table according to their card suits
Teacher will lead students through Powerpoint and tell them to take notes in their visual journals.
Students will engage in group and class conversation, and take notes on the big idea, essential questions, and
vocabulary during the powerpoint.

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?
Students will speak amongst their groups about the VTS, and share with the class afterwards.

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 be taking notes throughout the powerpoint in their visual journal to prepare for the project
 Lesson Plan Template 6

Students will be asked to start thinking about stereotypes and social interpretations, and how they will challenge
them in their project.
Students will complete think sheet that revolves around the essential questions and big idea (15 minutes)
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 complete a discussion rating scale based upon the VTS and powerpoint
Teacher will ask students what stuck out to them during the VTS, and powerpoint.
Teacher will ask students how students to consider the vocabulary introduced, essential questions, and big idea into
their upcoming projects which will be detailed the following class session.
Teacher will conclude class, and tell students what they need for the following class session, which would be pencils
and visual journals, and start thinking of stereotypes and societal perceptions they would like to interpret in their
projects (3 minutes)

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?
I will review students IEPS and be sure to make proper modifications. I will sit those closer to the teacher to be sure
they are fully engaged. I will stop and ask if clarifications need to be made.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow students to solve the problem of social constructs, and how students will break those or
reinforce through photography.

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

Will ask probing open ended questions after each major segment of lesson, to check for understanding, as well as
inciting self reflection.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
None needed for this lesson.
 Lesson Plan Template 7

Lesson Resources/References (use APA):

https://a.s.kqed.net/pdf/arts/programs/spark/visartvocab.pdf

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

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

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf