Art Education Lesson Planning Template

Name: Practicum Teacher

Unit: Mixed Media Robots

Grade level/Course: 2nd Grade

Time Frame: 3 class periods/45 minutes each

INFORMATION ABOUT THE UNIT

Central Focus/Enduring Understanding and/or Essential Questions

The central focus of this lesson segment is for the students to learn about the planning
process through making their own robots and placing them on a cityscape scene. This will be
a mixed media project. The students will sketch two robots and then pair up with another
student about what parts they like the best and combine them into a final robot. They will
make this new robot from construction paper that they will cut, or use pre-made shapes, to
match the shapes that they drew in their original sketches. The robots will be pasted on top of
a cityscape that will be made by stamping large building blocks and Legos into paint and then
onto their paper. The last step will be to add small details with sharpie markers. The students
will get to see their sketches go from pencil to construction paper and use toy blocks in a non-
traditional way. The purpose of this central focus is for students to learn about the planning
process and turning their ideas into one completed piece of art. The purpose of using blocks
to stamp a cityscape in the background is to show how you can non-traditional tools to create
art.

Essential Question:
How does making preliminary sketches help me develop a successful piece of artwork?

How can I apply my knowledge of color theory and perspective to create aesthetically
pleasing mixed media artwork ?

How can I use non-traditional tools in my art making?

National Art and Design Standards

VA:Cr1.2.2a Make art or design with various materials and tools to explore personal interests,
questions, and curiosity

VA:Re9.1.2a Use learned art vocabulary to express preferences about artwork.

VA:Cr2.2.2a Demonstrate safe procedures for using and cleaning art tools, equipment, and
studio spaces

VA:Cr1.1.2a Brainstorm collaboratively multiple approaches to an art or design problem.

Objectives

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Interpreting Art (analyzing art-making approaches, theories, art forms, genres, etc.,
used to convey meaning)

 I can apply my knowledge of color theory in my paper choices for my robot.

(VA:Re9.1.2a)
 I can apply my knowledge of perspective to make a successful mixed media piece of
art work . (VA:Re9.1.2a)
 I can use geometric shapes when designing my robot. (VA:Re9.1.2a)

Developing works of art/design (using techniques, methods of experimentation, or

investigation

 I can explore non-traditional tools and practice craftsmanship. (VA:Cr1.2.2a)

 I can implement safe practices when cutting my paper shapes. (VA:Cr2.2.2a)

Relating art to context (personal, social, cultural, or historical perspectives)

 I can understand how making preliminary sketches is helpful in the planning process
in my project and in everyday life. (VA:Cr1.1.2a)
 I can analyze my artwork with a partner. (VA:Cr1.1.2a)

Academic Language Objectives

1. I can compare the terms geometric shapes and organic shapes.

2. I can know the different color schemes.
3. I can critique my preliminary sketches as well as my peers’.
4. I can recognize different steps in the planning process.

Criteria for the Project

 At least two preliminary sketches: the students will sketch two different robots on a
piece of paper with pencil.
 Craftsmanship: the students will use various tools and materials proficiently to create
a well-crafted piece of art.
 Use of color scheme: the students will choose a color scheme and successfully
apply it in their paper choices for their robot.
 Use of geometric shapes: The student’s will use geometric shapes to create their
robot

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ASSESSMENT
Before the Unit

Gathering information about student knowledge

 Observe the students during multiple art classes, including what they choose to do
during free time.
 Pay close attention to their art making skills and practice.
 Ask the cooperating teacher what they have previously learned and her goals for
them.
 Ask the cooperating teacher what kinds of materials and tools they have previously
used and liked in past lessons.
 Talk with the students about their interests.

Pre-assessment that may be used

 To start my lesson, I will talk to the student’s about practicing things to gauge how
they think about the process and how well they grasp it.
 I will ask the students’ if they know what geometric shapes are.
 I will talk to the students about their knowledge of foreground and background to see if
they need a refresher on the concept.
 I will play Thumbs Up Thumbs Down to see if they need a reminder on color schemes.
I will ask them thumbs up or thumbs down for their knowledge of warm, cool, primary,
and secondary color schemes.

During the Unit (List assessments in each lesson)

Informal Formative Assessment

For the first informal formative assessment, I will walk around the room while the students are
discussing and critiquing each other’s robots and listen to their conversations. During work
time, I will be walking around the room and observing the students as well. I will be looking at
their craftsmanship and color choices.

For lesson one, I will be going over geometric shapes to refresh them on this and make sure
they are using them in their sketches. During the student’s collaboration time, I will be walking
around the room listening to their conversations about each other’s robot sketches. I might
need to step in and guide them by asking them why they like the parts they do and what
shapes they are using. I will be listening for non-art related conversations and get those
students back on task. If I notice that the students aren’t being productive, I will address the
class as a whole and give them more direction.
At the end of lesson one I will ask the class why people make sketches. I will be looking for
answers that apply to planning or practicing. I will also ask them to give examples of
something you might sketch before making. I will be looking for answers that refer to anything
man made. I will also ask them if they think working with someone helped them and what they
liked about it. This will let me know if they enjoyed that process.

For lesson two, I will review with the students what we talked about the last time we saw
each other. Including, how we made sketches and then worked with a partner to collaborate. I

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will then move into the next step of the lesson, the stamping with toy blocks. I want to get a
gauge on how the students think they can make art, specifically with what tools. I will ask
them what tools and materials they have used and then ask them if we can make art without
these things. This will give me an idea of how many students can think outside of the box on
art making. I will also review foreground and background with them during demo. I will ask
them to explain to me what those terms mean. This will let me know if I will need to refresh
their memory on this information. I will then demonstrate how we are going to stamp our
cities. During their worktime, I will be looking for neatness and carefully placed stamps in
order to create the cityscape. If I notice that many students are putting too much paint on their
paper, I will address the class and remind them to dip their blocks carefully.
At the end of day two I will ask the students what they did with the blocks. I will wait for
someone to answer “stamp”. I will also ask them what other objects they could’ve used to
stamp their cityscape to get them thinking more about non-traditional tools for art making. I
will ask them where in their picture the city is located, foreground, middle ground, or
background.

For lesson three, we will be reviewing color schemes. I will ask the students to play Thumbs
Up Thumbs Down with me. I will ask them if a certain color is part of certain color scheme and
they will give me a thumbs up for yes and thumbs down for no. They will be sitting forward to
keep their answers somewhat hidden from each other so no one has to feel bad if they don’t
know. I will also be going over how to use the scissors effectively to make their shapes for
their robots. During work time, I will be double checking to see if the students’ colors they
have chosen are part of a color scheme we talked about. If someone has an out of place
piece of paper, I will ask them what color scheme they have chosen and which paper doesn’t
belong and then have them pick out a new color. When they are cutting and gluing their
construction paper shapes, I will be looking for neatness.

Formal Formative Assessment

At the end of class periods I will ask the students what they learned that day.
For lesson one, I will ask what them what we did to plan our robots (sketch). I will ask them
what kinds of shapes they used to make their sketches (geometric).
For lesson two, I will ask them what technique they learned that day (stamping).
For lesson three, I will ask them what we have been doing this whole unit (planning, I may
also get problem solve).

Before lesson two, I will ask them what we did the previous day (sketch).
Before lesson three, I will review color schemes.

My formal formative assessment at the end of lesson one will be the robot sketches. I will be
looking for two different robots and if they students circled different parts from them. I will
know that the students were listening to me and understood the instruction. Their robots
should have different looking parts to them so the students are able to choose which they like
best.

My formal formative assessment at the end of lesson three will be an exit ticket. Students will
write down what they did throughout this lesson, which is “plan”. I may get “solve problems”
as an answer as well. I will also ask them if sketching helped them and the new color scheme
they learned that day.

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At the end of the Unit

By the end of the unit I will know if the students have understood the lesson if by the end they
can tell me why it’s important to sketch and plan their ideas and how that can be applied to
everyday life. Also, if their pieces of artwork are well crafted and their robots have colors used
in a particular color scheme, I will know that they were careful in their stamping and cutting
and, they know their color schemes. I will know if they understand perspective if their robots
are placed in the correct spot relative to their cityscape. My assessments will give me an
understanding of how well the students implement the knowledge they already have and the
new information I give them.
For differentiation, I will provide tracing tools and pre-cut geometric shapes. Any student can
use these, but it is not a requirement. I will be able to tell if the student challenged themselves
and cut their own shapes. For the students who finish their project before the rest of the class,
I will challenge them to add more details or another robot.
The assessments are aligned with the objectives because I am looking at the things listed in
the objective section. I will not be grading anything I did not discuss with the students.

Summative Assessment
My summative assessment will be the project as a whole. I will look at how the students
incorporated their two different robot sketches into their final design and how well they cut
their paper to match their design. I will also look at the sizing of their buildings in comparison
to their robots. It should be in the background and appear smaller than the robot since it is in
the background. I will also be looking at their color choices for their robot. It should be part of
the neutral, warm, cool, primary, or secondary color scheme. If not all of the students
understood something from this unit, I will review the information in the next unit and change
how I explain it so that more are able to understand.

UNIT TITLE: Mixed Media Robots

ENDURING UNDERSTANDING/ESSENTIAL QUESTION:
How does making preliminary sketches help me develop a successful piece of artwork?
LESSON ONE: Introduction and sketching of robots

Time Frame: 1 class period/45 minutes

Art materials needed: Paper, pencils, plastic lids and cut

cardstock for tracing

Instructional resources: Overhead projector, geometric/organic

shapes poster

Objectives for this lesson (referencing standard codes)

 I can understand how making preliminary sketches is helpful in the planning process in
my project and in everyday life. (VA:Cr1.1.2a)
 I can analyze my artwork with a partner. (VA:Cr1.1.2a)

Anticipatory Set/Elicit Prior Knowledge

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To start my lesson, I will ask the class to raise their hands if they know how to ride a bike. Some
of them have expressed how they like to ride bikes at home or have recently gotten a bike so I
know that this is something that interests them. I will then ask them what they had to do to be
able to ride a bike to get them thinking about why practicing is important. We will have a short
discussion about how artists practice by sketching and how other jobs require
practicing/sketching as well. I will be getting the students involved by asking them questions
throughout the discussion. I will then introduce the first part of the project, sketching two robots.
I will have the overhead projector on so that I can draw some examples for them and talk about
expectations of their work.

Focus/Purpose Statement
Today we will learn about why it’s important to practice and plan and how artists practice. We
will sketch two robots and then work with a partner to pick out the best parts of the two. These
parts will be used in your final robot.

Procedure
Time Purpose
DAY ONE:
5 min 1. Anticipatory Set: Once the students are seated, I will Formal
greet the class and have a short discussion on formative:
sketching and practicing, who does it, and why they Talking with the
students and
do it. To get them engaged I will ask them open
asking them
ended questions instead of yes and no questions. questions about
practicing will let
me know if they
understand why
8 min 2. Introduction of Assignment/ Demonstration: I will people practice.
tell the students that they will sketching two robots.
This will be there first time sketching before making a
final piece of work. Before the student’s start Differentiated
sketching, we will go over geometric shapes. I will instruction:
Pointing out the
stand by the shapes poster and ask them to tell me
shapes while
the names of the shapes I point too. I won’t be having students call them
then raise their hands for this. I will remind them that out instead of just
they should be using these kinds of shapes rather telling them they
than organic ones (which are also listed on the need squares,
poster). To demonstrate what they should do next, I circles, etc. This
will show them on the overhead projector. I will pairs an image
with a word.
already have one robot drawn on my paper. Next to
that robot, I will sketch another one. To get the
student’s involved I will ask them what my robot
should look like. I will tell them that it should be
different looking than their first one. Then, with a
partner they will pick the best parts and we will
combine them on a different day.
26 min

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3. Student practice:
9 min for drawing robot 1 I can analyze my
9 min for drawing robot 2 artwork with a
partner.
6 min for partner pairing and picking out the best parts
(VA:Cr1.1.2a)
of the two robots.
I will facilitate the timing so everyone is on the same I can use
step at the same time. I will let them know when they geometric shapes
have a couple minutes left to finish up and then when when designing
they need to start the new task. If someone finishes my robot.
early, I will ask them to add some details, like buttons. (VA:Re9.1.2a)
I will walk around and make sure the students are
Theory: Dewey-
using geometric shapes. If they are drawing organic Learning by
shapes I will help them draw a similar shape but doing: according
geometric. I will leave my robots on the projector in to John Dewey,
case some students need a starting point. I will also students learn
have tracing tools they can use to make drawing best by doing and
shapes easier for those who choose to utilize them. by practicing.
They will spend
Students have full choice on what their robot will look
time practicing
like as long as they are using geometric shapes. drawing/tracing
Partners will be whoever is sitting across from each geometric shapes.
other at their table pods.
Differentiation:
providing tracing
tools for those
who may need
assistance in
drawing straight
lines or circles
because their fine
motor skills aren’t
fully developed
yet.

Informal
Formative:
I will be looking for
students drawing
geometric shapes.
I will ask them
2 min what shapes they
are using
specifically.
4. Clean Up: The students will put their pencils in the
buckets on their tables and make a pile of their
3 min sketches on the designated table. I will remind them
to put their names on them before handing them in.

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5. Closure: Once the students are back in their seats I

will ask them what word we learned today (looking for Syntax: Students
“sketch”). I will ask them to raise their hands to will use the terms
they learned and
answer why we practice things and who has to
got refreshed on
practice in their jobs. I will also ask what kind of at the beginning of
shapes they drew today. Then I will show them the class.
final project to get them excited about next time we Formal
have class. Formative: I will
call on students
who haven’t
gotten called on
yet so everyone
feels included and
I can get a better
gauge on student
understanding.
I will also be
looking at the
sketches to see
the use of
geometric shapes.

UNIT TITLE: Mixed Media Robots

ENDURING UNDERSTANDING/ESSENTIAL QUESTION:
How can I use non-traditional tools in my art making?
LESSON TWO: Using nontraditional tools to stamp a cityscape

Time Frame: 1 class periods/45 minutes

Art materials needed: construction paper, large toy blocks, Legos,

paint, paper plates

Objectives for this Lesson (referencing standard codes)

 I can apply my knowledge of perspective to make a successful cityscape scene that

includes a robot. (VA:Re9.1.2a)
 I can explore non-traditional tools and practice craftsmanship. (VA:Cr1.2.2a)

Anticipatory Set/Elicit Prior Knowledge

I will have the large toy blocks and Legos on their table that will peak their interest. Once
everyone is seated, I will ask them to raise their hands to answer what word they learned last
time we met and why it’s important. I will also ask them what kinds of shapes they used in their

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own robots. Then, I will ask them what kinds of tools they use to make art. After a few answers,
I will ask them “What if I don’t have any of those tools, can I still make art?” Their
responses/facial expressions will let me know how to proceed. I may need to give them
examples of non-traditional art tools and ask them if they can use them. I want them to know
that yes, we can use many different things in art making. After this I will have them come to the
demo table
Focus/Purpose Statement

Procedure
Time Instructional Strategies/Learning Tasks Purpose
1. Anticipatory Set: We will talk about what we did last Formal
5 min time we met. Highlighting sketching and using formative: I will
geometric shapes. Then, we will talk about non- know if the term
“sketch” stuck with
traditional art making.
them since the last
time we met.
2. Introduction of Assignment: Tell them that today
1 min we are making a cityscape for their robot to visit with
some fun tools. Have them meet me at the demo
table.
7 min
Theory: Bandura-
3. Demonstration: Once everyone is at a spot where
Learning by
they can see, I will tell them we are going to make our observing:
cityscape. First, I will put my name on the back of the Students will be
paper and remind them to do this before stamping. I able to see how I
will ask them if they know what stamping is and to am dipping the
explain what it is. They have not previously stamped blocks into the
in art class. I will ask them about foreground and paint and then
stamping them
background. Then I will demonstrate stamping with
onto my paper. I
the toy blocks. Explain that it should be done neatly will demonstrate
and pay attention to placement on paper. I will guide how to problem
them in problem solving as I stamp because there are solve and make a
not enough 3 sectioned large blocks (what I am using completed
for demo) for everyone to use. Some will have 1 or 2 cityscape so they
are clear on what
sectioned blocks. If they want four squares for a
to do when it is
building they may have to use their 3 sectioned block time to work.
twice with overlapping. Once I have my buildings
stamped, I will use the little Legos for the windows. Formal
They can use both sides to add visual interest. They formative:
must fill all of the sections made by the large blocks By asking them
so that they have a full background. At the end of what color scheme
they are thinking
demo, explain that they will get in a line to get a piece
of I will know that
of construction paper (black or blue) and choose their they are planning
neon paint color (orange, pink, green, or yellow). ahead, like we
I will be at the counter ready to hand out those things have talked about,
as the students come up. Before the students may and thinking about

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take their plate with the paint I have put on it for them, what will look best
they will have to tell me what color scheme they are with their paper
thinking of using. Then, they can go to their spot and and paint choices.
start stamping.
22 min

4. Student practice: Students will then start stamping I can explore non-
their cityscapes. I will be walking around to see how traditional tools
they are doing, making sure they are not starting at and practice
craftsmanship.
the very bottom of their page, and looking for
(VA:Cr1.2.2a)
neatness. If a student is getting very messy I can
direct them to slow down or use less paint. I can apply my
knowledge of
perspective to
make a successful
cityscape scene
that includes a
robot.
(VA:Re9.1.2a)

Informal
Formative:
I will be looking at
7 min 5. Clean Up: Let the students know that if they aren’t craftsman ship
done stamping it’s ok but we need to clean up. They and where they
can put their blocks and Legos in the sink and wash start to stamp their
their hands. They can leave their plates and pictures cityscape. I
at their table spot. (They may still be wet and there anticapte some
isn’t a class after them. Some may have paint left on starting at the
bottom of their
their plate that can be put back in the bottle.) Once
page. We can
they are done, they can line up. rotate their page
upside down if this
happens. So the
buildings are
toward the top.

3 min
6. Closure: When they are in line I will students who Formal
haven’t answered yet that day what technique they Formative:
used to make their cityscape and then ask what other I will see if they
remember the
everyday things we could have used to stamp it.
term “stamping”.

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UNIT TITLE: Mixed Media Robots

ENDURING UNDERSTANDING/ESSENTIAL QUESTION:
How can I apply my knowledge of color theory and perspective to create an aesthetically
pleasing cityscape that includes a robot?

LESSON THREE: Robot construction

Time Frame: 1 class periods/45 minutes

Art materials needed: Previously sketched robots, paper with

cityscapes on them that they made last art class, construction
paper, pencils, scissors, glue sticks, Sharpies, tracing tools

Instructional resources: Color wheel

Objectives for this lesson (referencing standards/codes)

 I can implement safe practices when cutting my paper shapes. (VA:Cr2.2.2a)

 I can apply my knowledge of color theory in my paper choices for my robot.
(VA:Re9.1.2a)
 I can use geometric shapes when constructing my robot. (VA:Re9.1.2a)
 I can understand how making preliminary sketches is helpful in the design process in my
project and in everyday life. (VA:Cr1.1.2a)

Anticipatory Set/Elicit Prior Knowledge

In order to engage the students in class right away I will be handing them someone’s sketches
from the previous lesson as they walk in the classroom. I will repeat that they need to find the
owner of the sketches and once they do, they can sit at their seat. This will also give them a
chance to see yet another person’s work. Once they are all seated and have their own
sketches, I will explain how we are going to play a game called Thumbs Up thumbs Down. I will
ask them if a certain color is part of certain color scheme and they will give me a thumbs up for
yes and thumbs down for no. I will explain that they need to keep their thumbs close to their
chest and not to worry if they aren’t sure about an answer. I will also write the color and scheme
I am saying on the board in case they need to see the words as well as hear them. Once I have
done a few I will introduce the term neutral. I will ask them to think about what colors they don’t
see on the color wheel. After this I will announce they finally get to make their robots today
using a color scheme of their choice.

Focus/Purpose Statement
Today you finally get to make your own robots and use a color scheme to pick out it’s colors. I
will hand back your cityscape and once your robot is cut and glued together you may glue it in
the foreground of your picture. Then we will add details with sharpies.

Procedure
Time Instructional Strategies/Learning Tasks Purpose
Day 1 Formal
5 min 1. Anticipatory Set: After the students have gotten their formative:
own sketches back and seated at their spot, we will Playing Thumbs
play Thumbs Up Thumbs Down so I know where they Up Thumbs Down

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are at with color scheme knowledge and talk about will let me know if
the term neutral. I will announce that they get to make the students
their robots today. I will draw attention to my finished remember their
color schemes.
robot artwork to get them excited about the final
outcome. Differentiation:
Writing the words I
am saying on the
board will aid
those who need a
visual to be able to
answer. I am not
just writing the
words on the
board and pointing
so that students
who have trouble
reading, like my
1 min focus student 1
2. Introduction of Assignment: I will go over the with reading
process that they will be doing today. disabilities, will be
1. Cut robot’s shape out able to fully
2. Glue robot together understand.
3. Glue robot to your background
4. Add details with Sharpies
Differentiation:
These assignment
steps will also be
7 min written on the
3. Demonstration part 1: I will ask the students to join board and I will
me at the demo table. Once everyone can see I will point to them as I
show them how to cut shapes out of the construction talk about the for
paper to match the shapes they drew in their visual learners or
for those who like
sketches. I will have my two sketches right there with
to have a list.
my favorite parts circled. I will demonstrate how to
use the tracing tools if they choose to. I will say that if Theory: Bandura-
they think another shape will work better than what Learning by
they picked then its ok to use that shape. Everybody observing:
changes their mind along the way when making art or Students will
watch me
building, etc. I will ask the students to name the color
assemble part of
scheme I am using. I will only demo the head, neck, my robot to see
and body of my robot to let the students have more how they should
work time. I will show them how I am gluing the neck go about it.
to the back of the head and the back of the body
because I don’t want it to overlap those pieces in
front. I will demo how they can put Xs on the spot
where they want to glue so they don’t glue something
to the wrong side. This could help them in the

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planning part of this project if they choose to use this

method. I will also add some details in Sharpie to my
robot and explain that they don’t have to cut out tiny
parts of their robot, Sharpies will work better.
I can use
4. Student practice: Students will begin to look in the geometric shapes
22 min plastic tubs for the colors that they want and begin when constructing
cutting and gluing their shapes. Once they have their my robot.
robot glued onto their background they may use (VA:Re9.1.2a)
Sharpies for details. I might encourage them to add
I can implement
some more or make another small robot with a
safe practices
different color scheme if they finish early. when cutting my
paper shapes.
(VA:Cr2.2.2a)

I can apply my
knowledge of color
theory in my paper
choices for my
robot.
(VA:Re9.1.2a)

Informal
Formative:
I will be walking
5. Clean Up: students will put scissors/pencils/glue around the room
5 min sticks back in the buckets and construction paper in looking at how
the designated scrap paper tubs where they got them. they are cutting
Projects will go on the designated table and Sharpies their shapes. If
will go in the bucket next to their projects. I will put a they are finished
with adding details
sticky note on everyone’s spot.
I will also be
looking for correct
use of color
6. Closure: When the students are back at their spots I schemes. If a
5 min will ask them to write down in one work what we did student doesn’t
throughout this lesson. (I am looking for “plan”. I will have one then I
also ask them to write yes or no to if sketching helped will ask them
questions about it
them create their robot and the name of the color
so that they can
scheme they learned earlier. Once they write their come to the
answers, they can hand the note to me and line up. realization without
When the students are in line waiting for their teacher me telling them
to pick them up, I will have them raise their hands to straight out what
show me who needs more time to work. If there are color they should
students who need some time we will fit in some more have used. When
students start
time next class period.

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gluing their robot

to the background,
I will look them
doing this in the
correct spot.
Below the bottom
edge of the city (I
mention this in the
demo). This way,
the robot is not
floating inside of
city.

I can understand
how making
preliminary
sketches is helpful
in the planning
process in my
project and in
everyday life.
(VA:Cr1.1.2a)

Formal
Formative:
By having the
students write
down their
answers I will
know every
student’s answers
Day 2 and opinion.
Student practice: Students may work on their robot scenes
if necessary for an allotted amount of time. Differentiation: I
will have the
questions written
on the board in
case students
would like to read
them as well as
hear them.

Summative Assessment
For the summative assessment I will be looking at the students’ final projects. They will know
that I am looking for craftmanship, correct use of a color scheme in their robot, geometric
shapes, and correct placement of their robot in the foreground of their artwork.

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