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Problem-Based Lesson Plan ARTE 301

Title of Lesson: A Unique Drawing Experience


Teacher: Amal Ghanimah
School: PVO South
Grade Level[s]: 5th and 6th
Date to be Taught: 4/19/18

Big Idea that drives Lesson/Unit:


When it comes to artmaking, divergent thinking is a necessity. Divergent thinking is not a
synonym for creativity, but an essential capacity for creativity. It’s the ability to be able to see a lot of
answers to a possible question and many interpretations of that question. 98% of kindergarteners were
scored at a genius level of divergent thinking and when tested again 5 years later, which is the grades I am
teaching, and 50% scored at a high level. As high schoolers, even a smaller percentage performed at a
high level. Everyone has the ability to divergently think, but as we get older that ability deteriorates, and
something needs to be done to give students a creative outlet to work on their lateral thinking skills.

Key concepts about Big Idea:


 Finding many solutions to one problem
 Interpreting the question or problem given
 Learning through collaboration

Fine Arts Goals Met by the Objectives:


 VA:Cr1.2.Ka Engage collaboratively in creative art-making in response to an artistic problem.
 VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in
making works of art and design.
 VA:Cr1.1.IIa Individually or collaboratively formulate new creative problems based on student’s
existing artwork.

3-4 Essential Questions:


 - How can creativity and innovative thinking skills be developed?
 - How is art used to express thoughts, ideas, and emotions?
 - How can collaboration improve art?
 - What conditions, attitudes, and behaviors support creativity and innovative
thinking?
Vocabulary Acquisition:
 Divergent Thinking: is a thought process or method used to generate creative ideas by exploring
many possible solutions.
 Visualize: form a mental image of; imagine.
 Collaboration: the action of working with someone to produce or create something.
Key Artistic Concepts:
 - Creativity and innovative thinking are essential life skills that can be developed.
 - Art is used to express thoughts, ideas, and emotions.
 - Art thoughts come from those actively searching for them.
 - Many conditions, attitudes, and behaviors support creativity and innovative thinking.
 - Many factors can prevent or encourage people to take creative risks.
Artmaking Materials Needed:
 Drawing paper
 Color pencils
 Markers
Contemporary/Historical/Multicultural exemplars:

1
Problem-Based Lesson Plan ARTE 301

https://www.youtube.com/watch?v=coSbBsTGs_A

Procedures:
 DISCUSSION: (5 minutes)
o While you read, you make pictures in your head to match the words. I want us to practice
doing that today and working as a class to make some story pictures.
o Show YouTube video on drawing descriptions.
DEMONSTRATIONS: (10 minutes)
o Pre-project individual practice: pass out papers and markers and color pencils by row
o “do not look at your neighbors paper”
o Directives: Draw four straight lines from one edge of your paper to the other.
o Draw two more straight lines from one edge of you paper to the other and make the lines
cross over the lines you have already drawn.
o Draw five circles – any size – anywhere on your paper.
o Draw two curved lines beginning at the edge of the paper and ending up somewhere in
the middle of the paper.
o Fill in three of the five circles.
o Fill in four areas of your paper however you would like.
 DESIGN/WORK SESSION: (20 minutes)
o We will be doing this again but after each instruction, pass your paper to the right and
continue on the next paper you get.
 Directives:
1. Draw the ground during your favorite season on the bottom of the page.
2. Draw an animal to live on the ground.
3. Draw a funny or cool hat on the animal.
4. Draw somewhere for the animal to live.
5. Draw 2 or 3 things that would be in your sky.
6. Color in everything that isn’t already colored in already and give it a title.
o If we have time: at the end, get up and go around looking at everyone’s drawings.
 CLEAN UP: (2 minutes)
o Turn in color pencils and markers by row.
o Put names on papers and pass them in.
 CLOSURE: (3minutes)
o How is your paper different from your neighbor’s?
o What was difficult about interpreting my instructions into a drawing?
 ASSESSMENT: [separate from class time]
o Did students participate?
o Did students follow directives given to them while drawing?