Abstract Alphabet 

Lesson Plan for Grades 10, 11, & 12, Visual Arts 
Prepared by Alison Wilcox 

OVERVIEW & PURPOSE 

Abstract photography allows photographers to purely focus on the principals and 
elements of art. Students will need to draw upon what they’ve learned about taking 
photographs so far, as well as perform independent research as needed for new ideas; 
problem solving and creative thinking will need to be utilized as well.  

EDUCATION STANDARDS 
Standard 2​: Envision and Critique to Reflect 
GLE 1​: Use criteria and personal discernment to evaluate works of art and design, 
taking into consideration the variables that influence how the work is perceived 
EO b​: Communicate interpretive and evaluative conclusions that justify 
intention and purpose 

ENDURING UNDERSTANDINGS 

1. There are a variety of ways to view the world around us 

ESSENTIAL QUESTIONS 

1. How do I need to utilize my time in order to finish this project on time? 

2. What feedback can I provide based on what I’ve learned over the course of this 
unit? 

DAILY LESSON OBJECTIVES 

1. The artist will reflect on their finished work and identify areas of strengths and 
weaknesses 
2. The artist will participate in critique in an honest and helpful manner 

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ACTIVITY 

Student work will be shared with the class and students will participate in a written 
critique activity. 

PRE-ASSESSMENT 

The teacher will check to see how many student portfolios have been turned in to google 
classroom in order to determine the length of the critique, as well as overall class 
completion of the project and effective use of time during the unit.  

SUCCESS CRITERIA 

Students will actively participate in the critique activity. Students should have submitted 
their portfolio regardless of how complete their project is.  

POST ASSESSMENT 

The teacher will check student’s portfolios after class to grade for completion, direction, 
and problem-solving skills. Critique and reflection will be graded after the next class 
once students have inputted their full responses into google classroom.  

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RUBRIC 

1 2 3 4 5

Completion Student did not Student may Student Student Student fully
complete their not have completed at completed at completed their
project and it completed least 50% of least 75% of project and it is
may be their project, their project their project submitted on
missing from but it is and it is and it is google
google submitted on submitted on submitted on classroom;
classroom google google google turned in on
classroom; it classroom; it classroom; it time
may be late may be late may be late

Direction Student did not Student may Student Student Student

follow any of have followed followed most followed all of followed all of
the parameters some of the of the the the parameters
of the project parameters of parameters of parameters of of the project
the project the project the project, and utilized
but may not class time
have utilized effectively
class time
effectively

Problem Student did not Student’s work Student’s work Student was Student’s work
Solving show any shows minimal shows some able to solve shows a high
problem problem problem problems in degree of
solving abilities solving skills in solving skill in their project in problem solving
in relation to response to response to a unique way and every
their project project project photograph
shows a unique
idea or
perspective

Reflection Student did not Student wrote Student wrote Student wrote Student wrote
write any a short, a short but both both reflections
reflection unclear insightful reflections and they are
reflection reflection and they in-depth and
provide some insightful
insight

Critique Student did not Student Student Student Student

participate in participated participated participated in participated in
critique minimally in somewhat in critique and critique and
critique critique, but provided short their responses
their but helpful show a deep
responses responses understanding
may be
unhelpful or
unclear

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ACCOMMODATIONS and MODIFICATIONS 

Students may type their critique responses rather than write them during the activity.  

TEACHING PROCEDURE 

Beginning 

The teacher will give students a few minutes to add finishing touches and turn in any 
missing work before the critique. While students are working, the teacher will give each 
student a number. The teacher will have a separate set of numbers in a container to mix 
up and choose from in order to randomize the order of the critique. Students will set up 
page 30 in their notebooks for the critique activity. 

Middle 

The teacher will begin the critique by calling out a number. The student with that 
matching number will have their work shown on the projector screen. Students will 
write down the name of the presenting student in their notebooks. The teacher will show 
the student’s alphabet photo collage, and the students will spend time looking and then 
writing down what they believe the strongest and weakest of the photos are, as well as 
why they believe that. The teacher will then show the student’s word photo collage and 
ask the student about why they chose to create that word.  

End 

During the final minutes of class, students should begin inputting their critique 
responses onto the form on google classroom. The teacher will remind students of any 
upcoming due dates, as well as what will be covered in the next class.  

Reflection 

How do you feel about this project? How did you use your time, both in class and outside 
of class? What is something you struggled with? Why? What is something you would 
change if you could? What do you believe to be the strongest and weakest photos in your 
set? Why? Why did you choose to create your word? 

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