LESSON PLAN # 1 Date / Week: August 29th, 2019/September 3rd & 4th, 2019

Student Teacher: Georgi Beck

Lesson Title: Disrupted Landscapes
Grade Level: 9th – 12th
Central Focus: The central focus of this lesson is to teach students the foundational skills,
vocabulary, and techniques of how to create an acrylic landscape painting while supporting and
developing skills of an artistic mindset. Students will develop a landscape painting by learning
and practicing skills of landscape design, color theory and mixing, and acrylic techniques and
process. Students will explore the theme of disruption and relate their landscape to disruption
in their personal lives or bigger world and thoughtfully incorporating a disruption by: (1)
changing color pallet to something unexpected, (2) altering something in the existing landscape,
(3) incorporating something new, or (4) proposing a disruption of their choice.
National State Standards:
CREATING
Anchor Standard I: Generate and conceptualize artistic ideas and work
VA: Cr1.1. Ia: Use multiple approaches to begin creative endeavors
• In this lesson, students will be producing multiple reference photos and experimenting with
various techniques so they can choose from multiple choices to develop into a landscape
painting
Anchor Standard II: Organize and develop artistic ideas and work
VA: Cr2.1. IIa: Through experimentation, practice, and persistence, demonstrate acquisition of
skills and knowledge in a chosen art form
• In this lesson, students will be experimenting with multiple design techniques to produce
their reference photos and practice developing space/depth by considering foreground,
middle ground, background, scale, and overlap
• In this lesson, students will be experimenting and then practicing color mixing to produce
specific colors on the painting challenge to provide a base of color theory knowledge
Objectives: State Goal Codes
Objective I: Given teacher presentation on landscape design,
students will go out into their local environment and produce 6 images VA: Cr1.1. Ia
that develop a sense of space/depth through consideration of VA: Cr2.1. IIa
foreground, middle ground, background, scale, and overlap and
explore and experiment with design techniques of Point of View, Rule
of Thirds, and Leading Lines and choose an image from that set to
develop into a landscape painting
Objective II: Given painting challenge pretest, teacher demonstration,
and group review with real landscape examples, students will be able VA: Cr2.1. IIa
to identify and apply with intent color mixing of their choice in their own
landscape paintings
Assessment Questions and Criteria:
Objective I:
Question: Did students produce photos of landscape that experimented with concepts and

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techniques learned in class and to what degree did they successfully use them?
Criteria: Production of 6 photos that successfully develop space/depth by inclusion or
consideration of foreground, middle ground, and background and try different design
techniques
Objective II:
Question: Are students able to mix colors on their own, accurately identify terms
of color theory in landscape examples, and use color mixing of their choice
in their own landscape painting?
Criteria: Students successfully mix colors of their choice in their final landscape painting and
can clearly identify what concepts they used in final summative assessment
Instructional Resources and Materials: Computer, Projector, PowerPoint presentation, Shot
list, Painting Challenge
Art Materials for the Lesson: Sketchbook, pencils, water cups, paint brushes, palette knives,
sta-wet palettes, paper towels, acrylic paint in red, blue, yellow, black, and white, student
Chromebook
Management and Safety Issues: Ensure that students take care of painting materials by
establishing a care expectation and explanation and set up and clean up procedure
Vocabulary:
• Landscape: Artwork of scenery of the artist’s environment
• Foreground: Part of an artwork closest to the viewer
• Middle Ground: Part of an artwork that is in the middle part of an image
• Background: Part of an artwork that is farthest from the viewer
• Point of View: place or physical position where artist/viewer looks at subject
• Leading Lines: Viewer eye is led by lines through an image to the main subject
• Rule of Thirds: Dividing your image mentally and positioning the important elements of your
work to line up with the lines that divide an image by thirds
• Scale: Size of an object in relationship to another object or whole
• Overlap: Placement of objects over one another in order to create an illusion of depth
• Depth: Apparent distance from front to back or near too far in artwork, to create an illusion
of space
• Primary Color: group of colors from which all other colors can be mixed
• Secondary Color: colors made by mixing two primary colors together
• Tertiary color: These are the colors formed by mixing a primary and a secondary color.
• Complementary colors: two colors which are directly opposite each other on the color
wheel
• Tint: mix of any color and white
• Tone: mix of any color and gray
• Shade: mix of any color and black
• Warm color: color vivid/bold in nature such as red, orange, yellow

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• Cool Color: colors calm/soothing in nature such as blue, purple, green
In-Class Activities:
Time Learning Activities Purpose
3 Day 1: Since all students have a wide
minutes Orientation/Engagement/Motivation: range of experience in art,
Students will be asked to fill out a pretest in teacher is using this activity to
their sketchbook. gauge where students are at.
Students will fill out on a scale from 1 to 3, 1 This will serve as a pretest for
don’t know, 2 kind of know, 3 definitely know the landscape design
(Instructional Materials, Lesson #1, pg.1) vocabulary.
18 Presentation/Explicit Instruction: Reorienting the students help
minutes Teacher will start by introducing students to the the transition into a different
next unit in class. Talking points include: medium. Students will be
(1)Move from ceramics to landscape,(2) producing their own images.
purpose of artists developing their own
reference photos including copyright issues This photo assignment is
and choosing location that matters/you see designed for students to
every day, (3)this assignment is preparatory to practice and experiment with
the landscape unit, and (4)there are general concepts and techniques
techniques that artists use to develop strong taught in class by asking for
composition in landscape them to develop multiple
Teacher will use examples in PowerPoint that images. It’s an amount that
teacher took and have students analyze to allows for them to see that
find: Foreground, Middle ground, Background, producing multiple photos allow
Leading Lines, Rule of Thirds, Point of View for more choice in their final
(Lesson #1, Instructional Materials, pg. 1-2) landscape photo. It is also not
Teacher will recap and ask students to identify too large an amount that could
terms in photos be interpreted as busywork.
Assignment will then be given to go out and
capture 6 good quality photos that they will use
as a reference photo for their landscape.
1 Closure: Recapping the assignment
minutes Teacher will recap assignment requirements helps students recall the main
and final photo count. Teacher will hand out goals of the assignment.
Shot List supports sheets for them to take Students will be given shot list
home (Lesson #1, Instructional Materials, pg.2) to take home.
50 Day 2: This will serve as a preparatory
minutes Students will be uploading photos to google day for the lessons to come.
drive and share with teacher and loading paint Students will fill out two truths
palettes. This will serve as a workday with no and a lie card.
direct instruction to prepare students.
2 Day 3: Although this activity is not art
minutes Orientation/Engagement/Motivation: related, I chose this activity
Since we are all still getting to know each because it is known by most
other, we will have a game of two truths and a students and it’s something to
lie and teacher has randomly picked three-four look forward to everyday as we
notecards. all get to know one another
5 Orientation/Engagement/Motivation: Teacher will verbally explain
minutes Daily tasks and goals will be projected on the goals of the day to get them
screen oriented. Having daily tasks

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 Teacher will explain projected goals and
objectives of the day:
(1)Today’s goal is to practice mixing your own
paints (2)Painters mix their own paints instead
of using color right out of the bottle to give it a
personal touch and it’s also cheaper overall (3)
Students will be given assignment of filling out
a “painting challenge” (4) This pretest is not
graded and is meant for me as a teacher to
see what skills you need to learn (5) Ask
students to treat this as an individual activity so
teacher can gain a clearer picture of what
terms need to be taught
Teacher will overview good practice/care of
acrylic including: Brush care, mixing with
palette knife/swatch on paper with clean brush,
amount of water to use, locations of all
materials
15 Structured Practice/Exploration:
minutes Students will be given 15 minutes to start filling
out painting challenge. Teacher will walk
around and monitor. Once students are
reaching an impasse in what they don’t know
teacher will pull all students into a mini
demonstration around one table
10 Presentation/Explicit Instruction:
minutes Teacher will review any and all terms that
students might be missing on their painting
challenge sheet. Teacher will have palette,
palette knife, brush, and extra paper to
demonstrate to class
Painting challenge is listed in (Lesson #1,
Instructional Materials, pg.2)
10 Independent Practice/Application:
minutes Students will be given remaining time to check
their painting challenge. Students will be told
that they could try again in their sketchbook for
terms they missed or practice mixing a color of
their choice
10 Closure:
minutes Teacher will explain cleaning procedure.
Students will be released to clean by table
teacher will monitor cleaning process
and goals being projected
allows for visual and verbal
learners to get oriented for
class as well as see what’s
coming.
By telling students why they
are doing an activity, they are
more likely to participate and
put in effort. Explaining to
students that this activity is not
being counted as a grade
removes the stress of the
practice.
Teacher reviewing basics of
acrylic is vital to good practice.
Students need to have care
and routine for materials in a
big class to be taken care of.
Students will be given time to
try and practice the tasks given
in the challenge. Teacher will
assess in real time knowledge
that is missing and then
demonstrate
Teacher will demonstrate
whatever terms students
seemed to be missing
(indicated as either leaving
blank or incorrect)
Students will be asked to leave
pretests alone for accurate
information but can still try
again in their sketchbook.
Ample time for cleaning is key
to starting a good practice for
the rest of the unit
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LESSON PLAN # 2 Date / Week: September 5th, 2019/September 6th, 2019
Student Teacher: Georgi Beck
Lesson Title: Disrupted Landscapes
Grade Level: 9th – 12th
Central Focus: The central focus of this lesson is to teach students the foundational skills,
vocabulary, and techniques of how to create an acrylic landscape painting while supporting and
developing skills of an artistic mindset. Students will develop a landscape painting by learning
and practicing skills of landscape design, color theory and mixing, and acrylic techniques and
process. Students will explore the theme of disruption and relate their landscape to disruption
in their personal lives or bigger world and thoughtfully incorporating a disruption by: (1)
changing color pallet to something unexpected, (2) altering something in the existing landscape,
(3) incorporating something new, or (4) proposing a disruption of their choice.
National State Standards
CREATING
Anchor Standard I: Generate and conceptualize artistic ideas and work
VA: Cr1.1. Ia Use multiple approaches to begin creative endeavors
• In this lesson, students will be laying a foundation for their landscape painting through
breaking down their reference image into basic elements and applying a line sketch and/or
underpainting
Anchor Standard II: Organize and develop artistic ideas and work
VA: Cr2.1. IIa: Through experimentation, practice, and persistence, demonstrate acquisition of
skills and knowledge in a chosen art form
• In this lesson, students will be showing acquisition of skills through accurately identifying
terms in group review and using color mixing with intent in their final landscape painting
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art
VA: Cn10.1. IIa: Utilize inquiry methods of observation, research, and experimentation to
explore unfamiliar subjects through artmaking
• In this lesson, students will be participating in a group review analyzing real art landscape
paintings and will be utilizing methods of observation and experimentation to practice
identifying various concepts previously taught in class
Objectives: State Goal Codes
Objective I: Given teacher demonstration and example, printed
reference photo, sketching techniques, underpainting time lapse, and VA: Cr1.1. Ia
group review activity identifying shadows, mid tones, and highlights,
students will be able to prepare for their final painting through building
a foundation of their image using line sketch and/or underpainting
Objective II: Given painting challenge pretest, teacher demonstration,
and group review with real landscape examples, students will be able
VA: Cr2.1. IIa

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 to identify and apply with intent color mixing of their choice in their own
landscape paintings
Objective III: Given landscape art examples in color and black and VA: Cn10.1. IIa
white, plastic sleeves, and dry erase markers, students will participate
in small group review and show acquisition of terms learned in
previous lessons by clearly identifying them through marking their
plastic sleeves accurately
Assessment Questions and Criteria:
Objective I:
Question: Did students successfully break down their image into the most basic lines without
details, and were students able to apply an underpainting that broke down their images into
shadows, mid tones, and highlights?
Criteria: Students work shows a basic line sketch of the biggest and most important lines in
their image and lay a foundation of shadows, mid tones, and highlights in paintings with
accuracy to their image
Objective II:
Question: Are students able to mix colors of their own choice in their final landscape paintings
and correctly identify what they used in summative self-assessment?
Criteria: Students accurately identify what they used and are able to a variety of colors of their
choice
Objective III:
Question: Did students participate in group review and accurately identify terms on plastic
sleeves?
Criteria: Students accurately identify terms and participate in group review
Instructional Resources and Materials: Computer, Projector, Teacher example underpainting
and line drawing, Underpainting slip, Visual Board, Landscape Examples: Garden by David
Hockney, Estuary by Jack Stuppin, Fashionable Bridge by Vladimir Kush, Irises by Vincent Van
Gogh, Early Evening in San Francisco by Fabio Coruzzi, and Lilies at Dawn by Erin Hansen
Art Materials for the Lesson: clear plastic sleeves, dry erase markers, landscape examples in
color and greyscale, color wheel printout, pencils, acrylic board, various paintbrushes,
water cups, sta-wet acrylic palette, acrylic paint in red, yellow, blue, white, and black,
tablecloths, student reference photos, student sketchbooks
Management and Safety Issues: Ensure that students take care of painting materials.
Ensure that students are all participating in group review activity by using proximity to listen on
student conversation and redirect if needed.
Vocabulary:
• Landscape: Artwork of scenery of the artist’s environment
• Foreground: Part of an artwork closest to the viewer
• Middle Ground: Part of an artwork that is in the middle part of an image
• Background: Part of an artwork that is farthest from the viewer
• Primary Color: group of colors from which all other colors can be mixed

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• Secondary Color: colors made by mixing two primary colors together
• Tertiary color: These are the colors formed by mixing a primary and a secondary color.
• Complementary colors: wo colors which are directly opposite each other on the color
wheel
• Tint: mix of any color and white
• Tone: mix of any color and gray
• Shade: mix of any color and black
• Warm color: color vivid/bold in nature such as red, orange, yellow
• Cool Color: colors calm/soothing in nature such as blue, purple, green
• Opaque: not able to see through, not transparent
• Transparent: can be seen through, in this case layers of paint or board underneath
• Underpainting: first layer of paint applied to canvas or board and functions as base for
other layers of paints
• Grid: drawing a grid over photo and drawing grid of equal ratio on canvas and then draw the
image to match squares on reference photo
In-Class Activities:
Time Learning Activities Purpose
2 Day 1: Orientation/Engagement/ Positive activity helps orient
minutes Motivation: Since we are all still getting to students to positive mindset for
know each other, we will continue with our class.
game of two truths and a lie and teacher Having daily tasks and goals
has randomly picked two notecards that being projected allows for visual
have been filled out earlier in the week. and verbal learners to get
Daily tasks and goals will be projected on oriented for class as well as see
the screen what’s coming.
15 Presentation/Explicit Instruction: Teacher orientation to tasks help
minutes Teacher will move on to introduce the students start focusing on the
concept of underpainting. This goals of the day. Explaining
demonstration will include: purpose of each activity allows for
Purpose of underpainting students to see ultimate purpose
(1) Practice/foundation for your painting and are more likely to participate
(2) Break down one image into smaller since it has a direct purpose to
parts their final project.
Process/Teacher Example (Lesson #2,
Instructional Materials, pg.4-5) Students will be given multiple
(1) Line drawing: Grid, practice on photo, techniques on how to break down
measuring image so all learners can use
(2) Shadows, mid tones, highlights techniques that fits their current
(3) Time-lapse of Underpainting (Lesson experience level.
#2, Instructional Materials, pg.4)
(4) Review of Underpainting Process with Having visual, verbal, and written
underpainting slip (Instructional Materials, supports helps all types of
Lesson #2, pg.5). learners.
25 Independent Practice/Application: Teacher can assess student
minutes Students will be released to gather progress by walking around and
materials and work on underpainting. assistance will be necessary for

7
 Teacher will walk around and assist as
needed to help visualize breaking down
their image
8 Closure: Teacher will remind students of
minutes cleaning process and be given plenty of
time to clean up and show where
paintings should be put while drying
2 Day 2: Orientation/Engagement/
minutes Motivation: We will continue with our
game of two truths and a lie and teacher
has randomly picked two notecards.
Daily tasks and goals will be projected on
the screen
10 Guided Practice/Feedback:
minutes Teacher hands out landscape examples
in plastic sleeves with attached color
wheel with 2 dry erase markers at each
table. Each landscape has a color copy
on one side and a black and gray copy on
the other. Teacher will explain that
purpose of exercise is to practice terms
and establish shared language
Teacher will instruct students to work as a
table group to identify various concepts by
analyzing real landscape works by
various artists. Teacher will walk around
and assess as students answer so
teacher can allow for recall of terms and
then step in to clarify. Terms will be
clumped in groups and erased in sets.
Vocabulary groups on color side include:
(1) Primary color, secondary color, tertiary
color (2) Tint, Tone, Shade (3) Warm
color, Cool color, Complementary colors
Vocabulary on grayscale side include:
(1) Shadows, highlights, and mid tones
(Lesson #2, Instructional Materials, pg.6-
7)
32 Independent Practice/Application:
minutes Teacher will explain daily tasks being
projected: (1) Work on basic line drawing
(2) then work on your underpainting on
acrylic board using reference photo
Make sure all students at this point have
an image shared and printed
6 Closure: Students will clean up their
minutes tables and put away tablecloths, brushes,
water cups, palettes, reference photos,
and acrylic boards.
students who need explanations
multiple times.
Reminders of cleaning process
are necessary until routine is set.
Plenty of time is necessary to help
direct all students.
Positive activity helps orient
students to positive mindset for
class. Having daily tasks and
goals being projected allows for
visual and verbal learners to get
oriented for class
This exercise allows for a review
of color theory, color mixing, and
identification of shadows, mid
tones, and highlights that will allow
for them to create their
underpainting in this lesson
segment. This review is done in a
group because the goal is to have
students recall and apply
previously learned knowledge and
use peer’s knowledge allowing for
them to describe the meaning to
one another. It is also meant to
be informal but informational,
allowing for students. This support
also helps for visual application of
the terms instead of just learning
about it verbally
They will be describing and
analyzing real landscape
paintings allows for students to
see that the skills they are learning
are used in the real art world.
Tasks will be projected and
spoken to address the various
needs of students in the class.
Students will clean up, at this point
students should begin to
understand cleaning expectations
but still need teacher guidance.
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LESSON PLAN # 3 Date / Week: September 9th, 2019
Student Teacher: Georgi Beck
Lesson Title: Disrupted Landscapes
Grade Level: 9th – 12th
Central Focus: The central focus of this lesson is to teach students the foundational skills,
vocabulary, and techniques of how to create an acrylic landscape painting while supporting and
developing skills of an artistic mindset. Students will develop a landscape painting by learning
and practicing skills of landscape design, color theory and mixing, and acrylic techniques and
process. Students will explore the theme of disruption and relate their landscape to disruption
in their personal lives or bigger world and thoughtfully incorporating a disruption by: (1)
changing color pallet to something unexpected, (2) altering something in the existing landscape,
(3) incorporating something new, or (4) proposing a disruption of their choice.
National State Standards:
CREATING
Anchor Standard I: Generate and conceptualize artistic ideas and work
VA: Cr1.1. Ia Use multiple approaches to begin creative endeavors
• In this lesson, students will have a choice between various ways to disrupt their landscape
and will be asked to brainstorm at least 3 ideas for their landscape to choose from
• In this lesson, students will be introduced to multiple methods of brainstorming and will be
using two of their choice to plan for their disruption
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art
VA: Cn10.1. Ia: Document the process of developing ideas from early stages to fully elaborated
ideas
• In this lesson, students will be brainstorming and practicing their disruption in their
sketchbook, and will be required to show evidence of coming up with multiple solutions and
show development of their idea from start to finish
Objectives: State Goal Codes
Objective I: Given group mind mapping activity of the word VA: Cr1.1. Ia
“disruption” in their personal lives, community, world, and history, VA: Cn10.1. Ia
analysis of art examples exploring the theme of disruption in
landscape art as a contemporary theme/artmaking practice in the art
world today, students will choose one of the four ways to disrupt their
painting: (1) change color palette to something unexpected, (2) Alter
something that already exists in the painting, (3) incorporate
something into the existing space, or (4) propose an idea of their own
and relate it to their personal experience.

Objective II: Given demonstration on various ways to brainstorm

including mind mapping, thumbnail sketches, practice sketches, list VA: Cr1.1. Ia
ideas, color swatches, or printing copies of reference photo and VA: Cn10.1. Ia
collaging/practicing on top, and teacher examples, students will create

9
 a disruption in their landscape that has a personal connection to the
student and is thoughtfully incorporated into the landscape
Assessment Questions and Criteria:
Objective 1:
Question: Did students participate in group discussion for the word mind map and choose a
disruption that has personal relevance and significance to their landscape?
Criteria: Students will participate in group discussion and apply their knowledge of the word
disruption by purposefully choosing a disruption that had personal relevance to themselves and
makes sense with the landscape they are painting
Objective II:
Question: Did students use various techniques to brainstorm for their disruption in their
sketchbook and connect it to personal experience?
Criteria: Students sketchbook shows evidence of brainstorming in their sketchbook and can
explain how the disruption has a personal connection to their lives in final self-assessment
Instructional Resources and Materials: Computer, Projector, Blackboard, chalk, Disrupted
Landscape PowerPoint (Instructional Materials, Lesson #3, pg.8-10)
Art Materials for the Lesson: pencils, acrylic board, various paintbrushes, water cups, sta-wet
acrylic palette, acrylic paint in red, yellow, blue, white, and black, tablecloths, student reference
photos, student sketchbooks
Management and Safety Issues: Ensure that students take care of painting materials by
establishing a care expectation and explanation and set up and clean up procedure. Ensure
that students are all participating in mind mapping activity by redirecting as needed and
monitoring students farthest away from the blackboard
Vocabulary:
• Disruption: disturbance or problem that interrupts an event, activity, or process
• Brainstorming: problem-solving technique in which multiple ideas are produced in order to
solve a problem
• Mind mapping: a brainstorming technique in which a diagram is used to visually organize
information. Each idea can be connected to other ideas in the map
• Thumbnail Sketches: small quick, abbreviated drawings that are used to practice
composition and subject
• Color Swatches: sample of a material or color, in this case to create a color palette/story
• Collage: sticking various materials on top of other materials, in this case to visualize
placement of disruption on reference photo
In-Class Activities:
2 Day 1: Having two truths and a lie helps
minutes Orientation/Engagement/Motivation: start the class on a positive note.
Since we are all still getting to know each Having daily tasks and goals
other, we will continue with our game of being projected allows for visual
two truths and a lie and teacher has and verbal learners to get
randomly picked two notecards that have

10
 been filled out earlier in the week.
Daily tasks and goals will be projected on
the screen
10 Structured Practice/Exploration:
minutes Students will mind map the word disrupt.
Teacher will map it visually for all students
to see. Students will be guided by teacher
to consider:
• What is disruption? What is its
definition?
• Where does it happen in your
personal life?
• Where does it happen in your
community?
• Where does it happen globally?
• Has it happened historically?
• Is it always negative? Positive?
• What does disruption lead to?
• How does it feel to be disrupted?
• Have you been a disrupter in your life?
(Lesson #3, Instructional Materials, p.8)
10 Presentation/Explicit Instruction:
minutes Teacher will lead into how disruption is
positive and crucial to art. (Instructional
Materials, Lesson #3, pg.8-10)
Teacher will outline the final assignment
of the landscape painting. Students will
have to explore ways on how they can
disrupt the landscape they are working on
and choose to either
1. Changed color palette to something
unexpected
2. Alter something that already exists in
the landscape to something
unexpected
3. Incorporate something into the
landscape that is unexpected
4. Propose an idea of your own!
Students will be given clear examples of
each prompt from real artists and will
analyze them with prompting questions.
Students will have prompt given to them
as well as explicit instruction on how this
process should go as expected by the
teacher by practicing the artistic mindset
already being developed in class
(observation, envision, stretch and
explore) Students will also be given a
small sheet of paper outlining
oriented for class as well as see
what’s coming.
Students will mind map the word
disrupt. This practice will have
them describing and
interpreting the theme in the real
world and they will then be
applying this theme in their
landscape.
This course is designed to
introduce students to a range of
materials while supporting and
developing an artistic mindset.
Students are using the skill of
landscape and painting but are
now being given artistic choices
and decisions to be applied to
their landscape. This choice will
have examples given so students
will be brainstorming multiple
solutions to one problem.
Student choice on how they
disrupt their painting allows for
various skills of students in class
to be considered. Some students
have very little experience with art,
and some have considerable
experience. These choices will
allow for students to explore at the
level they feel comfortable with
while also providing a challenge.
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 expectations as written instruction seems
to help this group alongside the verbal.

Teacher will introduce students to various

ways to brainstorm for their disruption and Being introduced to multiple ways
reiterate to students that the first idea they to brainstorm allows for every type
have should not be the only one they of learner to brainstorm in the
present in their sketchbook. Artists think method that they see fit/works for
of many ways to solve a problem and the their needs. Brainstorming
first choice isn’t always the best and can methods include mind mapping,
lead to even better ideas. Students will be thumbnail sketches, practice
reminded that artists work to develop sketches, list ideas, color
their works through practice and swatches, or printing copies of
persistence. Teacher will work through an reference photo and
example with them of teacher painting and collaging/practicing on top
show various thumbnails and brainstorms
that led to final choice
20 Independent Practice/Application:
minutes Teacher will project learning goals of the Students will work on their
day: landscapes and begin
• 80% of underpainting should be brainstorming for their disruption if
completed by the end of class (this will chosen.
allow for us to move forward in the
painting process, the underpainting
does not need to be perfect but is Teacher will be available for
intended to be a basic plan for your questions and assistance as
landscape) needed.
• If you have completed underpainting,
begin brainstorming for your disruption
Students will be given rest of the time to
work on their landscapes and brainstorm
for the disruption. Teacher will walk
around and support and answer any
questions
6 minutes Closure
Students will be asked to clean up their
areas and put away materials.

12
LESSON PLAN # 4 Date / Week: September 10th, 2019 & September 11th, 2019/
September 12th – September 23rd, 2019
Student Teacher: Georgi Beck
Lesson Title: Disrupted Landscapes
Grade Level: 9th – 12th
Central Focus: The central focus of this lesson is to teach students the foundational skills,
vocabulary, and techniques of how to create an acrylic landscape painting while supporting and
developing skills of an artistic mindset. Students will develop a landscape painting by learning
and practicing skills of landscape design, color theory and mixing, and acrylic techniques and
process. Students will explore the theme of disruption and relate their landscape to disruption
in their personal lives or bigger world and thoughtfully incorporating a disruption by: (1)
changing color pallet to something unexpected, (2) altering something in the existing landscape,
(3) incorporating something new, or (4) proposing a disruption of their choice.
National State Standards:
CREATING
Anchor Standard II: Organize and develop artistic ideas and work
VA: Cr2.1. IIa: Through experimentation, practice, and persistence, demonstrate acquisition of
skills and knowledge in a chosen art form
• In this lesson, students will be developing skills necessary for their final painting and will
show their knowledge through application and identification of what they used in their final
painting
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work
VA: Re7.1. Ia: Hypothesize ways in which art influences perception and understanding of
human experiences
• In this lesson, students will be analyzing and describing style in art and we will discuss the
relevance of personal taste in style and how their peers’ preferences may be different to
their own
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art
VA: Cn10.1. IIa: Utilize inquiry methods of observation, research, and experimentation to
explore unfamiliar subjects through artmaking
• In this lesson, students will be led through interpretation of a contemporary landscape
example and will be guided through this interpretation through personal observation to
describe what they see, guiding questions, and application of previous knowledge
Objectives: State Goal Codes
Objective I: Given previous lessons on color mixing, compiled video VA: Cr2.1. IIa
of brush techniques and guided practice, and teacher presentation and
discussion on various style in contemporary landscapes, students will

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 be able to apply, use, and identify these techniques and concepts they
choose to use in their own landscape painting
Objective II: Given presentation and group analysis of real landscape
examples analyzing style through use of color, brush techniques, and VA: Re7.1. Ia
design, students will be able to use various vocabulary learned in all VA: Cn10.1. IIa
previous lessons to describe what they see and analyze how style is
personally informed by the artist preferences
Objective III: Given final painting and self-assessment rubric, students
will analyze their final painting and score themselves based on criteria
of My Learning, Disruption, Painting, Composition, and Craftsmanship
VA: Cr2.1. IIa
Assessment Questions and Criteria:
Objective I:
Question: Did students participate in brush technique demonstration by practicing in their
sketchbook and can identify the terms they used in final summative rubric?
Criteria: Students show acquisition of their knowledge through practicing in their sketchbook
and clearly identifying terms used in their summative rubric.
Objective II:
Question: Did students participate in discussion about style and use various terms learned
throughout previous lessons to describe what they see, analyze how style is personally
relevant, and work in a consistent style in their final landscape painting?
Criteria: Students participate in discussion about style, accurately use terms to describe what
they see and identify and use a consistent style of their choice in their final landscape painting.
Objective III:
Question: Did students participate in their own self-assessment and clearly describe what
they used and why they used various techniques and concepts in their final painting
Criteria: Students participate in summative assessment by completely filling out rubric and
Describing their process and choices in their final landscape painting
Instructional Resources and Materials: Computer, Projector, PowerPoint Presentation Style,
Compiled Brush Technique Time-lapse (Instructional Materials, Lesson #4, pg.11)
Art Materials for the Lesson: pencils, acrylic board, various paintbrushes, water cups, sta-wet
acrylic palette, acrylic paint in red, yellow, blue, white, and black, tablecloths, student reference
photos, student sketchbooks
Management and Safety Issues: Ensure students are taking care of materials
Vocabulary:
• Wet on Wet: applying fresh (wet) paint onto a wet surface or onto paint that is still wet rather
than onto paint that has dried
• Wet on Dry: applying fresh (wet) paint onto a dry surface or paint that has dried
• Blending: a wet on wet technique where two wet surfaces are
• Dry Brush: a wet on dry technique where brush that has not been dipped into water and
has minimal paint on the brush is applied to a dry surface to create scratchy, textured, and
uneven stroke

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• Blended Edge: a wet on dry technique where wet paint is applied to a dry surface and
water is used to blend out the paint into transparent layer
• Crosshatching: a wet on wet technique where brush blends two wet surfaces using x
motion with brush
• Detailing: a painting technique where a thin brush with long bristles is used to apply fine
lines and smaller details to painting
• Style: How an artwork looks. How artists form, technique, color, elements of design and
subject matter
In-Class Activities:
1 minute Day 1: (Half Day) Orientation/
Engagement/Motivation: Daily goals and Daily goals and tasks being
materials needed will be displayed on projected are good to orient visual
projector. Students will be told that today and verbal learners in class
is a technique day, and that due to the
space restrictions of the room and time Video for demonstration is ideal
limit for half day, teacher has compiled a for this large class so everyone
video of YouTube clips going over each can see
technique they could apply in their
landscape (Instructional Materials, Lesson
#4, pg.11)
19 Presentation/Explicit Students will practice in their
minutes Instruction/Guided Practice: Students sketchbook in order to have a
will watch compiled video and Teacher will safe space to develop skills
stop after each technique and have
students practice in their sketchbook or
prepared dried paint squares: blending,
dry brush, blended edge, crosshatching,
detailing
5 Closure: Students will clean up materials Open sketchbooks are necessary
minutes and store open sketchbooks to dry in bins to make sure pages don’t stick
together
2 Day 2: Orientation/
minutes Engagement/Motivation: Since the Reviewing the happened the
previous day was only 25 minutes, previous day is ideal for a day
students will start with reorienting where we had a short lesson time
themselves with the brush techniques and helps remind them of all the
they tried the previous day. Students will work they did during that period.
answer questions in sketchbook:
1.Which techniques were easy?
2.Which techniques were difficult?
3.What helped when you didn’t succeed
the first time you tried a technique?
10 Presentation/Explicit Instruction:
minutes Teacher will introduce and review the Students at this level think that
concept of style. Since students have a landscape painting has only one
range of abilities and preconceptions style, typically hyper-realism with
about art, teacher will introduce the idea smooth and blended brush
that artists aren’t restricted to one style strokes. Guiding students with

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 when painting a landscape. (Instructional
Materials, Lesson #4, pg.12)
(1) Style definition (2) Guided partner
description of landscape examples
(3) Group discussion
Teacher will reiterate that there is not one
expected way they should be painting,
that the end goal is to produce something
they like but also has a personal
connection
Teacher will instruct students to write their
working idea of their disruption in their
sketchbook. Teacher will let students
know that they will be having one-on-one
check-ins for their disruption over the next
couple days and this written disruption
isn’t final just to cement their thoughts.
3 Guided Practice:
minutes At this point students should look over the
rubric and have any questions clarified
31 Independent Practice/Application:
minutes Students will be released to work on their
landscape painting. Teacher will begin
check-ins
5 Closure:
minutes Students will clean up materials
Day 3-10 Workdays:
With all the tools, students will continue to
develop their landscape painting with
teacher supervision and direction. These
many workdays are necessary to allow for
students to complete a painting.
During this time there will be six days of
50-minute lesson blocks and two late start
days of 40 minutes.
After these workdays’ students have a
week outside of class to complete work as
part of their curriculum.
As students’ complete paintings, they will
be handed a self-assessment rubric to
complete.
this practice helps broaden their
understanding of what painting
can be.
This practice also allows students
to practice using previously
learned vocabulary
Teacher needs to check in on
student disruption idea and help
develop the strongest plan for
their landscape
Having students review the rubric
reminds them of their goals and
gives them a democratic say in
their learning
This process of checking in will
take time away from teacher but
is necessary to develop stronger
landscapes with beginner
students who may not know how
to develop a strong plan
Painting will take at least 7 days
in class to complete. Each day
will have informal check ins with
each student but with no direct
student instruction.
As students finish, they will fill out
a rubric. Students will be
completing at different times so
having students fill out the rubric
as they complete it is ideal, so
they don’t forget what they did.
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LESSON PLAN # 5 Date / Week: September 30th, 2019
Student Teacher: Georgi Beck
Lesson Title: Disrupted Landscapes
Grade Level: 9th – 12th
Central Focus: The central focus of this lesson is to teach students the foundational skills,
vocabulary, and techniques of how to create an acrylic landscape painting while supporting and
developing skills of an artistic mindset. Students will develop a landscape painting by learning
and practicing skills of landscape design, color theory and mixing, and acrylic techniques and
process. Students will explore the theme of disruption and relate their landscape to disruption
in their personal lives or bigger world and thoughtfully incorporating a disruption by: (1)
changing color pallet to something unexpected, (2) altering something in the existing landscape,
(3) incorporating something new, or (4) proposing a disruption of their choice.
National State Standards:
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work
VA: Re7.1. Ia: Hypothesize ways in which art influences perception and understanding of
human experiences
• In this lesson, students will be analyzing their peers work and see how their peers
interpreted the prompt differently, give credit where it is due to students who did well,
and recognize the progress they have made
Objectives: State Goal Codes
Objective I: Given tokens and final paintings, students will participate VA: Re7.1. Ia
in token critique and view all peers work and place tokens at various
paintings of their choice
Assessment Questions and Criteria:
Objective I:
Question: Did students participate in token critique, look at all peers’ work, and place tokens at
other peers’ work?
Criteria: Students are observed during token critique and teacher sees them looking at peers
work and placing tokens at peers work instead of their own
Instructional Resources and Materials:
Token critique handouts printed and cut
Art Materials for the Lesson: completed landscape paintings
Management and Safety Issues: Since this is a large class, managing the space for critique so
all students are able to view all peers work
Vocabulary:
• Landscape: Artwork of scenery of the artist’s environment
• Foreground: Part of an artwork closest to the viewer
• Middle Ground: Part of an artwork that is in the middle part of an image
• Background: Part of an artwork that is farthest from the viewer

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• Depth: Apparent distance from front to back or near too far in artwork, to create an illusion
of space
• Color Palette: arrangement and combination of colors
• Brushstrokes: mark made by paintbrush on surface
• Texture: feel, appearance, or consistency of surface
• Disruption: disturbance or problem that interrupts an event, activity, or process
In-Class Activities:
Time Day 16:
5 Orientation/Engagement/Motivation: Explaining purpose of this type of
minutes Today we are doing what’s called a token critique helps orient students and
critique! What you will do is read the understand purpose of activity for
statement on each of your tokens and their learning. Students need
place them at the paintings that you think explicit instruction since they
best represent that statement. You will haven’t done an activity like this.
walk around the room, I will give you
about a minute or two, and then you will Students will be asked to match
place tokens. You should walk around painting that they think best
and be able to see everyone’s paintings matches the quality on the token
before making a decision. and asked not to place tokens at
Tokens include: their friends’ paintings at first.
• Most supportive studio artist This type of activity allows for
• Best development of space/depth students to see the work of other
using foreground, middle ground, students in the class and receive
background confirmation of their hard work
• Most interesting color palette anonymously. Most students are
• Best use of brushstrokes/texture supportive of each other in this
• My favorite class so all students should have
• Best original idea for disruption at least a few tokens at their
(Lesson #5, Instructional Materials, pg.13) painting.

Students will be asked to stand up and

walk around for 1-2 minutes. Then
teacher will ask students to place tokens
at the paintings they think best represent
the statements on their tokens. Students
will be allowed to talk during this time.
Paintings will be displayed in corner of the
room across the counters, wall, and
middle table. Instead of having them
spread around at desks, this almost
becomes a mini gallery.
1 minute Guided Practice/Application: Since students had a week
Teacher will ask students to return to their outside of class to complete
desks. Teacher will then reorient to painting, the critique will take
classroom tasks since they are working place when they are working on
through next project. the next project. This type of
As students are working teacher will call critique is ideal for students to see
up by table for them to go get their tokens. other student’s work and be

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 reminded of their hard work, but
they are not an ideal group for a
critique on application of
techniques and concepts.

This type of critique is ideal for a

large group of beginner students.
1 Closure:
minutes Students will be asked to place tokens in
recycling if they do not wish to keep them.

The rest of the lesson will be spent

continuing with current project that has
already been introduced to them in
previous week

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