Task 1 Part B: Lesson Plans for Learning Segment

Student Teacher: Kristiana M. Vasil

Date / Week: _Thursday, 2/20, 2/27, 3/5, 3/19, 3/31, & 4/2 ___

Lesson Title: Childhood Memories

Grade Level: __8_

Number of Students:_10_

Time available for this lesson:__x6 40 minute sessions____

Central Focus (Big Idea):

Students will understand the importance of cherishing their childhood memories
through a still life drawing of their most valued toy/stuffed animal.

Given the central focus, describe how the standards and objectives within your
learning segment support the development of students’ abilities to create, present, or
respond to visual art by incorporating at least one of the following components:
i) interpreting art (analyzing art-making approaches, theories, art forms, genres, etc.,
used to convey meaning)
ii) developing works of art/design (using techniques, methods of experimentation, or
investigation)
iii) relating art to context (personal, social, cultural, or historical perspectives) while
providing opportunities for student choice (of content, methods, or styles).

Social Issues / Concepts of the Lesson:

• Culture
• Identity
Essential Questions:
• What are some of your most important childhood memories?
• How does your culture help shape your identity?
• What objects from your childhood are the most important to you?
• How have they helped shape who you are today?
Illinois Arts Learning Standards:

Standard # VA:Cr1.1.8
a. Document early stages of the creative process visually or verbally in traditional or
new media.
In this lesson: Students will keep a folder full of their creative process. It will contain
sketches, lists, and ideas from the very beginning of our project, until
the end.

Standard #VA:Cr2.1.8
a. Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art making or designing.
In this lesson: Students will be asked to take risks, and pursue their own ideas in the
creation of their drawing.

Standard # VA:Cn11.1.8
b. Distinguish different ways art is used to represent, establish, reinforce, and reflect
group identity.
In this lesson: Students will compare contemporary art with traditional art pieces and
explain their similarities and differences. They will also reflect on how
the pieces represent, establish reinforce, and or reflect group identity.
1. Objectives: IALS Goal Codes

1.1 Conceptual/Cognitive Objectives:

OBJECTIVE I: Given sketch paper to draw on, drawing tools, VA:Cr1.1.8
and a folder, students will prepare and develop a documentation
of their creative thinking process for later reference.

OBJECTIVE II: Given a prompt of what matters to you, students VA:Cn11.1.8

will list a detailed description of the toy/stuffed animal that was
most important to them during their childhood.

OBJECTIVE III: Given an PowerPoint of what contemporary art VA:Re8.1.8

is, students will identify and recognize the differences between VA:Re9.2.8
contemporary art using art vocabulary. VA:Re7.2.8

OBJECTIVE IV: Given a reflection sheet, students will identify VA:Re7.1.8

different items/memories that are most meaningful to them. VA:Cr3.1.8

OBJECTIVE V: Given a class discussion on individual ideas, VA:Cr1.2.8

personal identity, and community, students will apply their own
thoughts to an detailed drawing.

1.2 Artistic Skill Objectives:

OBJECTIVE VI: Given a multitude of different art mediums VA:Cr3.1.8
(black & white charcoal, black & white charcoal pencils, colored
NuPastels, colored chalks, oil pastels, and colored Sharpie),
students will choose a minimum of 3 to work with.

OBJECTIVE VII: Given 18” x 24” Reeves paper, students will VA:Cr2.3.8
create a drawing that express their ideas. VA:Cr2.1.8
VA:Cr1.2.8

OBJECTIVE VIII: Given mediums to choose from, students will VA:Cr2.2.8

manipulate them in a way that shows depth, light, and darkness.
 2. Assessment Criteria:

OBJECTIVE I- Student successfully documented their creative thinking process.

OBJECTIVE II- Student described what reflects their identity, community, and
ideas.

OBJECTIVE III- Student successfully identified the differences between

contemporary art using key art vocabulary.

OBJECTIVE IV- Student identified and described multiple items/memories that

were meaningful to them.

OBJECTIVE V- Student applied their individual ideas, identity, and thoughts of

community to their drawing.

OBJECTIVE VI- Student determined a minimum of 3 mediums that would work

best with their drawing.

OBJECTIVE VII- Student created a drawing that expresses what is important to

them on 18” x 24” Reeves paper.

OBJECTIVE VIII- Student manipulated mediums chosen in a way that expresses

depth, light, and darkness.

3. Learner Characteristics:
3.1 Developmental Rationale

Students across all age levels are interact with their surroundings. They use
objects, tools, books, etc. daily and can naturally fall under habit of not showing
respect or appreciation for them. The Montessori method not only pushes for
collaborative life long learners, but for individuals that respect their surroundings.
“This school [School of Educative Art] had its origin along with the society for
young people, called Giovinezza Gentile, both school and society having the
object of educating youth in gentleness towards their surrounds— that is in
respect for objects, buildings, monuments...” (Montessori, p.2615).
For students to be able to look at an everyday object, and truly appreciate its
meaning is huge. When students show their appreciation towards something, they
generally take care of it. Assuring that it is always being used properly, not damaged,
and put away when not in use are just some of the ways students show their
gentleness towards their surroundings.
“....the society of Giovinezza Gentile could not be based upon sterile
theoretical preachings of the principles of citizenship, or upon moral pledges
taken by the children; but that it must proceed from an artistic education
which should lead the youth to appreciate and love, and consequently
respect, objects and especially monuments and historic
buildings” (Montessori, p.2615).
The arts is something that has always fostered love and kindness. The Montessori
method backs that theory, and strongly pushes for a continuous practice in art.
Through art, students reconnect with their surroundings, the objects that once filled
their day, and truly appreciate the interactions and memories developed.
When students care about an object they tend to show more of an interest in its
purpose, history and how it came into their possession. “...the history and pre-history
 of their production, and the illustration of the principal civic monuments which, in
Rome, are in large measure composed of archaeological monuments (Montessori, p.
2615). Dr. Montessori refers to civic monuments, particularly in Rome, however
students can make the same connections with objects they grew up with. Students
that are interested and invested in their work tend to work much harder and under
self discipline. “The children work by themselves, and, in doing so, make a conquest
of active discipline, and independence in all the acts of daily life, just as through daily
conquests they progress in intellectual development” (Montessori, p.5260). Students
who work under study circumstances critically think about the development of
creative art.

3.2 Students with special needs

This lesson could easily be adapted for any student with special needs:

Cognitive:
If the student had any cognitive disabilities, I would work with them to help
decipher what is important to them. We would then work together in a way
where I would guide them towards a successful drawing. We would also have
more check points to assure that the student is staying on track.

Physical:
If the student were to have any physical disabilities, I would push them to use
drawing tools that would fit their needs. I would also, allow them to sit in an
area where they would be able to work comfortably, and safely in.

4. Literature and References

Montessori, M. (1915). Montessori Method: Scientific Pedagogy...New York:
W.Heinemann

4.3 Information about related artists, styles, movement or cultures

Contemporary Art- Art of today! It was done by artists during the second half of the
20th century or in the 21st century.

Claes Oldenburg- An artist who takes ordinary things and makes the interesting.

Janet Fish- An American oil painter whose work focuses on still lives that look
extremely realistic. She enjoys doing her work of reflective surfaces as well.

Jeff Koons- An American sculpting artist who enjoys sculpting everyday objects.

Iris Scott- An American painter who has perfected finger paint!

Pete Cromer- An Australian collage artist who typically does his work of animals. His
work is typically very bright and playful.

Kehinde Wiley- An American realist painter who focuses on portraits with exquisite
backgrounds.

Frank Stella- An American painter, printmaker, and sculptor who enjoys doing work of
abstract, geometric forms.
Damien Hirst- An English artist who focuses on the theme of death.

David Hockney- An English painter, printmaker, and photographer.

Rafael Lopez- A Mexican artist and illustrator who illustrated the book, Maybe
Something Beautiful.

4.4 Art Terms/Vocabulary/Higher Level Thinking Verbs

Language Function. Using information about your students’ language assets and
needs, identify one language function essential for students to learn to create,
present, or respond to visual art by incorporating the component(s) within your
central focus. Listed below are some sample language functions. You may choose
one of these or another more appropriate for your learning segment: Analyze,
Compare/contrast, Critique, Describe, Interpret, Question.

Alter- To change the original state.

Analyze- To examine to the best of your ability.

Arrange- To move things around in an order.

Balance- An even distribution of (color, weight, shape, size, etc.)

Compare- To take note of the similarities or differences between 2 or more items.

Conclude- To bring an idea to an end.

Construct- To build upon physically or conceptually.

Define- To give meaning.

Demonstrate- To physically show an example of.

Describe- To put into your own words.

Develop- To push your idea further.

Evaluate- To analyze and judge.

Examine- To analyze with specifically and carefully.

Explain- To back up your reasoning.

Express- To convey a thought or feeling.

Form- A visible shape or configuration.

Gather- To pull together multiple.. (ideas, items, etc.)

Hue- A color or shade.

Identity- The fact of who or what someone or something might be.

Imagine- To have a mental concept of.

Illustrate- To explain via drawing/painting.

Interpret- To explain the meaning of.

Line- A long narrow mark.

Movement- The creation and look of action within artwork.

Observe- To pay attention to.

Pattern- AA BB AA BB AA BB or ABABABABAB or ABA AA BAB BB ABA AA BAB

BB

Proportion- The relationship between one thing to another.

Shape- The external form or appearance of something.

Space- A continuous area.

Symbolize- A representation of an idea/ item.

Rhythm- A strong regular, repeated pattern or movement.

Texture- The feel or appearance of a surface.

Variety- To have difference upon.

4.5 Description of visual examples

Image Description

AVANT GARDENER
Eddie Love
48 x 52 x 2
Acrylic, ink, oil, spray paint, oil
stick

I am showing my students this

image because I want them to
see what an example of
contemporary art is.

https://www.saatchiart.com/art/
! Painting-AVANT-GARDENER/
351018/2411832/view

What lies beneath, no. 28

Lies Goemans
39.4x 39.4x 1.6
Acrylic, oil, pastel

I want my students to try and

decide whether or not this
image is contemporary art or
not, and try to give their best
reasoning as to why.

https://www.saatchiart.com/art/
Painting-What-lies-Beneath-
no-28/1101127/6967311/view

!
 The bedroom
Vincent Van Gogh
73.6x 93.2 cm
Oil on Canvas

I want my students to try and

decide whether or not this
image is contemporary art or
not, and try to give their best
! reasoning as to why.

https://www.artic.edu/artworks/
28560/the-bedroom

Juan de Pareja
Diego Velazquez
1650
Oil on Canvas

Anderson Romualdo Cordero

Kehinde Wiley
2008
Oil on Canvas

I want my students to decide

! which one is contemporary,
what the differences between
the two images are, and what
the similarities are. Also, I want
them to consider what kinds of
mediums were used.
 Painted Finch
James John Audubon

Gouldian Finch
Pete Cromer
Pigment inks, Cotton rag
paper

I want my students to decide

which one is contemporary,
! what the differences between
the two images are, and what
the similarities are. Also, I want
them to consider what kinds of
mediums were used.

I want my students to decide

which one is contemporary,
what the differences between
the two images are, and what
the similarities are. Also, I want
them to consider what kinds of
mediums were used.

Tulips
Jeff Koons
1995-2004
Sculpture
High-chromium stainless steel

I am showing this piece by Jeff

Koons to the students because I
want them to see the playfulness
of his art.

!
 Balloon Dog (yellow)
Jeff Koons
Sculpture
High-chromium stainless steel

I am showing the students this

piece because I want them to
recognize it as something that
they would get when they were
children. I also want to see if they
can make a connection to the
movie “Toy Story” with it. It is
playful, alive, and fun.

The Spoonbridge and cherry

Claes Oldenburg
Sculpture

I am showing the students this

because I want them to see how
Claes incorporates a sense of
play into his work. Also, I want
them to recognize the size that
the piece is in relation to its
surroundings.
!
 Free Rubber Stamp
Claes Oldenburg
Sculpture

I am showing the students this

because I want them to see how
Claes incorporates a sense of
play into his work. Also, I want
them to recognize the size that
the piece is in relation to its
surroundings.
!

Corridor pin
Claes Oldenburg
Sculpture

I am showing the students this

because I want them to see how
Claes incorporates a sense of
play into his work. Also, i want
them to recognize the size that
the piece is in relation to its
surroundings.

4.6 List of references

Contemporary Artists Bundle. (n.d.). Retrieved January 4, 2020, from https://

www.deepspacesparkle.com/tmc/2019/09/01/contemporary-artists-bundle/

Gouldian Finch. (n.d.). Retrieved from https://www.petecromer.com/product/

gouldian-finch/

(n.d.). Retrieved February 14, 2020 from https://www.metmuseum.org/art/collection/

search/437869

Kehinde Wiley: Randerson Romualdo Cordeiro (2008). (n.d.). Retrieved from https://
www.artsy.net/artwork/kehinde-Wiley-randerson-Romualdo-cordeiro

Painted Finch. (2019, October 17). Retrieved from https://www.audubon.org/birds-

of-America/painted-finch
5. Integration/Connecting Links
5.1 Idea Mapping (For Bound Lesson Only)



5.2 Instructional Resources and Materials:

Deep Space Sparkle- Contemporary Art bundle- The Deep Space Sparkle
Contemporary Art Bundle is a great resource for introducing contemporary art and
artists. It has resources pages that I will be pulling from for this lesson, along with
inspirational ideas for student work. The artist talked about in this bundle are the
following:

Claes Oldenburg
Janet Fish
Jeff Koons
Iris Scott
Pete Cromer
Kehinde Wiley
Frank Stella
Damien Hirst
David Hockney
Rafael Lopez

Ipad
Projector
Samples
Sample papers
Scholastic Art magazine
Scholastic Art poster
Art book of contemporary art

PowerPoint Day 1
Examples of contemporary art
Compare contemporary artists vs. historical.

PowerPoint Day 2
Compare an contemporary artist vs. historical

PowerPoint Day 3
Compare an contemporary artist vs. historical

PowerPoint Day 4
Compare an contemporary artist vs. historical
5.3 Art Materials for the Lesson:

Kneaded eraser
Work folder (full of preliminary sketches)

Sketchbook/ paper

Pencil & erasers

Pastels & pastel pencils

Chalks

Black Charcoal

White Charcoal

Colored Pencil

Sharpies

Reeves Paper (18x 24” black and white)

6. Management and Safety Issues:

6.1 Organization of Supplies

● Day 1: Work folder, Sketchbook/ paper, Pencil & Eraser, Pastels & Pastel pencils,
Chalks, Black & White Charcoal, Colored Pencils, Sharpies, Reeves Paper (black
and white) samples
○ Supplies will be in work bin.
○ Supplies will be placed at the front of the classroom for the students to
come and use on their own time.
○ Individual work will be placed at the students given seat via teacher.

● Day 2: Work folder, Sketchbook/ paper, Pencil & Eraser, Pastels & Pastel pencils,
Chalks, Black & White Charcoal, Colored Pencils, Sharpies, Reeves Paper 18” x
24” (black and white)
○ Supplies will be in work bin
○ Supplies will be placed at the front of the classroom for the students to
come and use on their own time.
○ Individual work will be placed at the students given seat via teacher.

● Day 3: Work folder, Sketchbook/ paper, Pencil & Eraser, Pastels & Pastel pencils,
Chalks, Black & White Charcoal, Colored Pencils, Sharpies, Reeves Paper 18” x
24” (black and white)
○ Supplies will be in work bin
○ Supplies will be placed at the front of the classroom for the students to
come and use on their own time.
○ Individual work will be placed at the students given seat via teacher.
 ● Day 4: Work folder, Sketchbook/ paper, Pencil & Eraser, Pastels & Pastel pencils,
Chalks, Black & White Charcoal, Colored Pencils, Sharpies, Reeves Paper 18” x
24” (black and white)
○ Supplies will be in work bin
○ Supplies will be placed at the front of the classroom for the students to
come and use on their own time.
○ Individual work will be placed at the students given seat via teacher.

● Day 5: Work folder, Sketchbook/ paper, Pencil & Eraser, Pastels & Pastel pencils,
Chalks, Black & White Charcoal, Colored Pencils, Sharpies, Reeves Paper 18” x
24” (black and white)
○ Supplies will be in work bin
○ Supplies will be placed at the front of the classroom for the students to
come and use on their own time.
○ Individual work will be placed at the students given seat via teacher.

● Day 6: Completed drawing, Paper, Pencil & Eraser

○ Supplies will be in work bin
○ Supplies will be placed at the front of the classroom for the students to
come and use on their own time.
○ Individual work will be placed at the students given seat via teacher.
6.2 Clean-Up of Supplies
• Cleanup will take place approximately 10 minutes before class time ends.

• Each student is responsible for his/her workspace

• All materials must be put away where they were found, in their bins on the work
“tools” table.
• In-progress work will go in the students folder, and final 18 x 24” drawings will
go in a pile on my desk.
• Student desks should be completely clear.

• Each week 2 students will assure that the classroom is put back in its original state
• Week 1: Alex & Matthew
• Week 2: J.T. & Madyson
• Week 3: Jamie & Tom
• Week 4: Ayden & Amanda
• Week 5: Azalea & Evangeline
• Week 6: Tom & Madyson
7. Vocabulary:

Alter- To change the original state.

Analyze- To examine to the best of your ability.

Arrange- To move things around in an order.

Balance- An even distribution of (color, weight, shape, size, etc.)

Compare- To take note of the similarities or differences between 2 or more items.

Conclude- To bring an idea to an end.

Construct- To build upon physically or conceptually.

Define- To give meaning.

Demonstrate- To physically show an example of.

Describe- To put into your own words.

Develop- To push your idea further.

Evaluate- To analyze and judge.

Examine- To analyze with specifically and carefully.

Explain- To back up your reasoning.

Express- To convey a thought or feeling.

Form- A visible shape or configuration.

Gather- To pull together multiple.. (ideas, items, etc.)

Hue- A color or shade.

Identity- The fact of who or what someone or something might be.

Imagine- To have a mental concept of.

Illustrate- To explain via drawing/painting.

Interpret- To explain the meaning of.

Line- A long narrow mark.

Movement- The creation and look of action within artwork.

Observe- To pay attention to.

Pattern- AA BB AA BB AA BB or ABABABABAB or ABA AA BAB BB ABA AA BAB

Proportion- The relationship between one thing to another.

Shape- The external form or appearance of something.

Space- A continuous area.

Symbolize- A representation of an idea/ item.

Rhythm- A strong regular, repeated pattern or movement.

Texture- The feel or appearance of a surface.

Variety- To have difference upon.

8. In-Class Activities:

Day  1
Time Learning Activities Purpose

10 Orientation/Engagement/Motivation:
minutes Students will be
Hello... engaged in
Intro to class, who I am as their teacher, and what I expect learning about
from them. who I am as their
● Hello my name is Ms. Vasil. I am a teacher at educator. This will
Bridges Academy in St. Charles, and taught 2nd help them to
grade last semester here at St. Mary’s. I have been make connections
teaching for about 5 years now, however this is my with me.
first time actually teaching 8th graders outside of
art club.
● Outside of art, I enjoy spending time in my garden,
4 wheeling, playing with my pups, Rosie and Daisy,
and cooking/baking.
● I am very excited to work with all of you for the next
6 weeks, as I have a fun lesson planned out for us!
● In order to create successful art, we need to work Telling them my
together to make our work sessions run smoothly. expectations as
○ When you arrive to class, I expect you to sit soon as possible
in your assigned seats and get straight to will assure that the
work. students know
○ Every day I will have what I want you do what exactly they
written on the front board. should and should
○ Typically when you walk in, I will have two not be doing.
art piece on the board, and I will ask you to
write down on a sheet of paper what you
see. (I will explain more at a later time)

Tell me your name, and one interesting fact you think I This will help me
should know about you? to learn more
(Favorite foods, sports, activity to do outside of class) about my
students! I want
them to know I
care about them!
Day  1
5 Presentation/Explicit Instruction:
minutes
Open the PowerPoint Day 1 What do they
Contemporary art... know? Do they
● What is contemporary art? (Art made today. Art know this word?
made by young people) What do they think
● Contemporary art examples it means?
● Now that you have a better understanding of what
contemporary art is, can you decipher which pieces Can they pick out
of work are contemporary or not? which ones are
○ Pick between the two.... contemporary
■ Can you tell me why this is based on our
contemporary art? (The year is after definition?
1970, and the colors are more
vibrant). Now that they
should have a
better
understanding of
contemporary art,
can they tell me
the similarities and
or differences
between two?
Day  1
5 Structured Practice/Exploration:
minutes
Begin project. Continue Power Point Day 1 What is important
● What is are some toy/ stuffed animal that is to 8th graders?
important to you? Try to come up with at least 15 What do they care
things. (Dolls, Xbox, iPhone, Puzzles, Stuffed about?
Animal, Basketball/ Soccer ball/ Baseball). Do they know why
● Next really try to define why each of these are they these things are
important to you? important to
○ Did you spend a lot of time using them? them?
Maybe you used to bring this everywhere
with you, maybe this character had a huge Can they tell me a
impact on you, etc. (A family member gifted story that might go
it, best friend gifted it, there is a special along with these
memory tied to it). drawings?
● Show the example of what the project is.
○ Stuffed animal or toy still life drawing. Do they
● Explain to the students the expectations of the understand their
project: project?
○ 18” x 24”
○ 3 mediums
○ high and low lights I want to make
○ tells a story sure the students
● Show students a general demo. This demo will be know how to
short and sweet, just to get the students minds sketch out ideas.
rolling. They should also
○ Students should sketch out at least 3 of the understand that
items from their list into their journal. Each sketch’s do not
one of their objects should have at least 3 have to be perfect!
different drawings/ angles/ views.
○ This demo should illustrate how to sketch
out ideas onto a notebook, how to mix a list
with drawings, and how to mix all your ideas
into one drawing.
Day  1
15 Guided Practice/Feedback:
minutes
Allow students to work in their sketchbooks or on paper. This is time to
The students should be drawing at least 3 of the things brainstorm and get
from their list, with at least 3 different views/angles/sides. their minds rolling.
● I will be walking around and meeting with each of
you to ensure you are on the right track.
● At the end of class I will be collecting your sketches
so that I can look over what you accomplished.
Day  1
5 Closure
minutes
We will be ending class a little early today so that I can Did the students
explain to you how we clean up the art room. Every understand what
class YOU are responsible for cleaning YOUR space. was taught to
You must put every material you took out where you them today? Do
got it. Your files, with your work will go right here next they know my
me. Once the room is clean, two people will walk expectations?
around the room ensuring everything is put away. If Can they clean
they see anything out they will tell you to put it where it their space
belongs. The two people who are in charge of clean up
will have their names written on the front board. Having the
students choose
Before we pack up I want you to circle the sketch that one compelling
you think would be the most compelling for your drawing will help
drawing. One important note is that whatever toy/ them for next
animal you choose to draw, you must still have at weeks art class.
home!! Next class you will need to bring it to class! They will have less
to think about, and
Closing Q’s can dive right into
● Who can tell me what Contemporary art is? drawing.

Line up Can they tell me 1

● Each student will tell me what they are going new contemporary
artist they learned
about, and define
contemporary art?
Day  2
Time Learning Activities

10 Orientation/Engagement/Motivation:
minute Students will
s Open PowerPoint Day 2 quickly review in
their heads what
Hello! I have two pieces of art up here on the board. Let’s they learned from
take about 2 minutes to look at them and right what last week, and
differences and similarities you see. apply their
● Who can tell me similarities? (Both images of birds knowledge to
and contain a lot of color.) determine the
● Who can tell me some differences? (One image has similarities and
one bird, and the other has three. One is more differences to the
detailed while the other is a collage. One is a pieces on the
portrait of a bird while the other is not.) board.
● Which one is contemporary art? And Why? (Pete
Cromer’s image of the bird is contemporary. You can Students should
tell by the style of art he chose to use. have brought their
toy/stuffed animal
Everyone should have brought their toy/stuffed animal with to analyze for their
them to class today. Is there anyone who does not have it? still life drawings.
(If they do great, if not, just tell them that they will have to
come talk with you after the demo). This will help
students when it
Please fill out this piece of paper pertaining the item you comes to writing
brought in. their artist
● Questions on the sheet statements at the
○ What is your item physically? end of the quarter.
○ Why is it important to you?
○ What significance has/does it have on your
life?
○ Who got it for you?
○ Where does it come from?
(Only if there is time)
Now turn to the person sitting next to you and quickly share
what you brought.
Day  2
5 Presentation/Explicit Instruction:
minute I want to make sure
s Explain to the students what a still life drawing is. students
Show example of still life drawings. understand what a
● My work still life drawing is.

For today’s studio time you will begin by referring back to

last weeks sketches. The sketch you circled should be the
sketch you are going to stick with. The difference is that this
week you will be using the actual item to look at instead of
referring to your memory.

Show the students what the actual project is. (Show them
my demo) Students should
● Each of you will choose to use either black or white use their previous
Reeves paper. This paper is thick and has a toothy sketches as a
texture. This paper is VERY large. YOU MUST FILL references as to
THE ENTIRE PIECE!! what to do going
● Today we will just be sketching out our drawings forward.
onto the Reeves paper in pencil. (**you must show
me the sketch of what you want your final to be in Sketching the
your notebook before you get your final paper) drawings on final
● Set up your toy/stuffed animal in a way that is most paper will help the
compelling. Really take time to observe what you students so they
see. The position it is sitting in, how it is know where to
proportioned, etc. apply their final
● Show student work. mediums. Sketches
are not final and
can be erased.

5 Structured Practice/Exploration:
minute Students will
s Each of your sketches should be started on the final Reeves undertand that
paper by the end of class!! their drawings are
on a 18 x 24” piece
Allow the students to have a working studio time: of paper.
● Each of the students should either be working in
their journals, meeting with me (getting the work
checked) or starting their sketch in pencil on their
final Reeves paper.
Day  2
15 Guided Practice/Feedback:
minute
Students will meet with me before they can move onto their I want to ensure
final Reeves paper. students are on the
right track!
Each student should have met with me at least 1 time
before the end of the art day.

Give the students a 5 minute warning!!

5 Closure
minute
It is time to clean up! Please put all your materials away, Make sure the
where they belong. Your folders should go right here on clean up group is
the front desk, and your final drawing papers should go doing their job!
here. Please make sure your name is on your work!! Everything needs
to be put away!
Closing Q’s
● Who can tell me the name of the contemporary Were they able to
artist that was talked about at the beginning of remember the
class? differences
● (Pete Cromer) between the first
drawings shown?
Line up
● What is one thing you would like to work on for next Thinking about
class? (As they exit the door) (Adding color, more what they want to
details, filling the space). do during the next
art period will help
them so that they
know where they
left off.
Day  3
Time Learning Activities Purpose

5 minutes Orientation/Engagement/Motivation: Students will quickly review in their

heads what they learned from last
Open PowerPoint Day 3 week, and apply their knowledge
to determine the similarities and
Hello! I have two pieces of art up here on differences to the pieces on the
the board. Let’s take about 2 minutes to board.
look at them and right what differences
and similarities you see.
● Who can tell me similarities?
● Who can tell me some
differences?
● Which one is contemporary art?
And Why?
Day  3
10 Presentation/Explicit Instruction:
minutes
At your seats you will find your folders, Their folders are essentially a mini
final drawing sketches, and your toy/ portfolio that contains any of their
stuffed animal. sketches, drawings, notes, etc.
Is anyone missing anything? These are set up to help them with
their creative learning process.
Before we get started today, I want to go
over some of these different mediums Some of the students may have
that you will have the opportunity to use. never heard of some of these
mediums. I want to make sure they
Colored pencil- I’m sure many of you know the different ways that they
have used these before. I would not can be used. These mediums do
recommend using these for your entire not have one way they can be
drawings, however they would be great applied.
for small details.
Chalk- These are a very soft material. By sharing my ideas with them, the
They will leave a dust on pretty much students can either use them, or
anything they touch, and look great on interpret them in their own way,
either black or white paper. Their colors creating their own personal ideas.
are extremely vibrant, and when used
correctly can achieve a lot.
NuPastel- This is similar to chalks,
however they are not quite as soft. They
have a little bit of oil to them, but not
much. I only have one box of these, but I
thought you might want to try and
experiment with them a little.
Black/white charcoal- These are great
for covering large spaces. I usually start
out with something like this, and then
use either by pencil or chalks to do the
finer details.
Black/ white charcoal pencil- These are
great for smaller details.
Day  3
5 minutes Structured Practice/Exploration:

I realize that you may be unsure of which The students were able to see my
mediums you would like to use, an are ideas and watch me use the
curious as to how each of these work medium, however they need to be
with the paper you have. able to try it for themselves to
Over at the this table, I have placed each determine what would be best for
of the mediums, along with smaller test them, and their drawing.
sheets of Reeves paper, for you to test
thins out.
● Try to take a couple minutes to
do so. Once you have chosen 3
different mediums, write them
down on a sticky note, and place
it on the inside of your folder.

Please continue working on the final

draft. Your final sketch should be
complete on your Reeves paper today,
and you should start using your 3
mediums.

15 Guided Practice/Feedback:
minutes
While you are working on your sketches, This time is dedicated for a studio
I will be walking around the room work period
meeting with each of you.
● Walk around to each student,
ensuring that they are on the
right track.
Day  3
5 minutes Closure

It is time to clean up! Please put all
your materials away, where they
belong. Your folders should go right
here on the front desk, and your final
drawing papers should go here.
Please make sure your name is on
your work!!
Did the students understand what
was taught to them today? Can
they tell me 1 new contemporary
artist they learned about, and any
similarities/ differences.

Closing Q’s
● What was one medium you
learned about today?
● Turn to someone sitting next to
you and tell them which mediums
you are going to use.
I want to know about what they
either liked or disliked. What was
easy or hard about the mediums
given?

Line up- 1 table at a time.

Day  4
Time Learning Activities Purpose

5 minutes Orientation/Engagement/Motivation:

Open PowerPoint Day 4

Hello! I have two pieces of art up here on Students will quickly review in their
the board. Let’s take about 2 minutes to heads what they learned from last
look at them and right what differences week, and apply their knowledge
and similarities you see. to determine the similarities and
● Who can tell me similarities? differences to the pieces on the
(They are both of a flowers. The board.
flowers are colorful in each
image. Both images have a green
vase in them. Both images appear
to have been painted.
● Who can tell me some
differences? (One is a close up
while the other is more of a “set”
still life. The tone of colors chosen
is different.)
● Which one is contemporary art?
And Why? (The painting by Janet
Fish. Not only can you tell by the
style of her work, but also the
year is a give away.)
Day  4
10 Presentation/Explicit Instruction: I want them to be on the opposite
minutes side of the table so that everyone
Can I have everyone stand around the can see.
opposite side of this table, and watch Make sure they are NOT leaning
how I use my mediums to manipulate my on the table, and their hands stay
drawing? away from the mediums/drawing.
● Each of your mediums should be
used in one way or another. You I want the students to watch how I
can have one medium that you use the medium to create my
use the most. drawing. Last week I showed them
● Watch how I hold my mediums, different ways the medium could
and how I manipulate my be used, and know we are applying
drawing. that knowledge to their drawings.

5 minutes Structured Practice/Exploration:

Please go back to your seats, and begin This time is going to be used as a
working on your project. After today, we studio work period for the
only have one more work studio before students.
the art show! If anyone has any
questions, please raise your hand and
ask.
Day  4
15 Guided Practice/Feedback:
minutes
While you are working on your projects, I Students will have the opportunity
will be walking around, assuring each of to ask any questions about
you don’t have any questions. technique or application for their
drawings.
5 minute warning.
Day  4
5 minutes Closure

It is time to clean up! Please put all

your materials away, where they
belong. Your folders should go right
here on the front desk, and your final
drawing papers should go here.
Please make sure your name is on
your work!!

Closing Q’s
● Does everyone feel as though Are they prepared to be finished
they are on the right track for next week? How much time do
completion? they need?

Line up
● What is one thing you would like
to work on for next class? (As they
exit the door) (Completing my
drawing. Adding more color,
shadows and definition.)
This will help them so that they are
on the right track for next weeks
class. By thinking about the future,
the students will be able to jump in
where they left off.
Day
 5
Time Learning Activities Purpose

5 minutes Orientation/Engagement/Motivation:

Open PowerPoint Day 5 Students will quickly review in their

heads what they learned from last
Hello! I have two pieces of art up here on week, and apply their knowledge
the board. Let’s take about 2 minutes to to determine the similarities and
look at them and right what differences differences to the pieces on the
and similarities you see. board.
● Who can tell me similarities?
● Who can tell me some
differences?
● Which one is contemporary art?
And Why?

2 minutes Presentation/Explicit Instruction:

Last week we went over how to use the This time is dedicated for
different mediums, what they can/can’t questions. Do they know exactly
achieve, and you began your drawings in what to do to get started today?
color. Take a minute or two to look over
your drawing.
● Does anyone have any questions
about their work, how to use the
mediums, or maybe color
choices?
I will leave the examples of student work
up here on the powerpoint for you to
see. They will be on a loop throughout
the rest of class.
Day  5
13 Structured Practice/Exploration:
minutes For the remaining part of class, you will The rest of the class period is
be working on your drawings. Today is dedicated to studio time. Today is
your last full day to work on these. the last day to work on their
Please, if you have any questions, now is drawings.
the time to ask.

Your drawings should be done by the

end of class.

15 Guided Practice/Feedback:
minutes
Allow students to work on their drawings Students are able to work on their
independently. drawings. This is a studio work
● Walk around to each student. period. If they have any questions
Make sure they are on the right they can ask them at any point.
track to a completed drawing by
the end of the day.

5 minute warning
Day  5
5 minutes Closure

It is time to clean up! Please put all

your materials away, where they
belong. Your folders should go right
here on the front desk, and your final/
completed drawings should go here.
Please make sure your name is on
your work!! Are the students done with their
drawings?
Closing Q’s
● What is one thing you want your Did they achieve what they wanted
viewers to take away from looking to achieve within their work?
at your drawing?(written on a
piece of paper) Are they satisfied with the way their
When you have finished answering work turned out?
the question, please line up at the
door. Your written answer, is your
ticket out the door!

Line up
Dismissal (once everyone has lined
up)
Day  6
Time Learning Activities Purpose

3 minutes Orientation/Engagement/Motivation:
The powerpoint example of an
Open PowerPoint Day 6 artist statement is to show them
Have an artist statement example what a decent one looks like.
on the PowerPoint.
I want them to be able to compare
theirs to something.

3 minutes Presentation/Explicit Instruction:

Compile your artist statement. If they kept all of their notes, they
Look through your exit ticket should be able to write their artist
slips, and put them into a written statement fairly quickly.
paragraph.

Show the students an example of an

artist statement, and what it should have
in it.

12 Structured Practice/Exploration:
minutes
Compile your artist statement. Write an artist statement using
Look through your exit ticket previous notes.
slips, and put them into a written
paragraph.

Once you have written your statement, Having a peer review their work will
trade with a peer, and have them do a help to ensure there are no
review. grammar or punctuation mistakes.
Day  6
20 Guided Practice/Feedback:
minutes
We are going to quickly stand at the This is to share what we did this
front of the room and share each of our quarter. It is important that the
drawings. You have exactly 2 minutes students get to tell each other
each. If you want to read your artist about what they did so that they
statement, you can. Try to explain your can grow as artists.
piece, talk about what it is of, and what
mediums you chose to use. If there is
time, we can ask questions at the end.
Day  6
2 minutes Closure

Clean up!
It is time to clean up! Please leave
your drawings, notes, and folders at
your spots.

Everyone did a really great job. I am

really proud of each and every one of
you. This was a challenging project,
and you pushed through it.
I am really excited to show all of your
work in the art show next week, and
am eager for your friends and family
to see how hard you worked.
Next year you guys will be at a new
school, with new friends, and new
classes. I am going to encourage you
to try some of the art courses. The
high school offers some really great
classes that the middle school
doesn’t. There are drawing classes,
painting, sculpting, 3D, ceramics,
photography, photoshop, art history,
etc. The classes are great, and I think
can help in your other classes.

I had a great time working with you,

and hope to see you in the art room
in the future!

Closing Q’s
Exit ticket.
● What is one thing you took away I want to know what they learned
from this course? from my course. This will help me
● What is one think you wished you grow as an educator. I will use what
had learned? they said to help create stronger
lesson plans, and projects.
Line up
● When you have completed the
exit ticket, please quietly line up.