Date: October 14 Day of the Week and Class Period: 2b Time: 9:01-10:33

Content: Symbolism(part 2-review) & Songs as Paintings Project Total Number of Students: 34, 20 online with 14 F2F # of IEPs:
0

# of Children with Special Needs: 1 (online) # of Identified Language Learners: 16

Standards/Performance Indicators/Skills
Identify the state and national standards, performance indicators, and skills addressed by the lesson.
State Standards Students will relate artistic skills, ideas, and work with personal meaning and external context.

Students will shape an aspect of everyday life using traditional or contemporary practices of art or
design.
Skills Addressed in the Lesson Symbolism, abstraction, watercolor technique, planning and brainstorming, analyzing artwork,
connecting
Learning Objectives/Goals
Content Objectives Students will utilize skills in watercolor technique to demonstrate their understanding of
symbolism, visual metaphor, and abstraction.
Learning Outcomes Students will create a 5x7 painting using symbols and abstraction of the elements of art to create a
visual representation of a song of their choosing.
Language Objectives
Content language: symbolism, visual metaphor, abstraction
Academic Language: adjective, qualities, representation, descriptive
Assessment
ASSESSMENT BEFORE THE Symbolism & Visual Metaphor Pictionary Game
LESSON This group game will allow me to assess student learning of our new content vocabulary, while
giving them the opportunity to teach each other as well.
ASSESSMENT DURING THE Student songs as painting brainstorming
LESSON Observation of behavior and progress during painting
Student products
ASSESSMENT AFTER THE Student products
LESSON PBL rubric
Lesson Structure and Procedures
1(a) BEFORE THE LESSON Last class, we had a classroom PowerPoint where students learned symbolism and visual
metaphor. We then worked on the songs as paintings brainstorming worksheet (see appendix a)

2) DURING THE LESSON Review with Pictionary Game: (15-20 minutes)

1- Break students into groups of 3-4 students, give students 1 minute to Assign one “drawing
scribe”, ask them to assign a team name
2- Start with two prompt questions (think pair share)
What is a symbol?
What does an apple symbolize?
3- Play game using PowerPoint slideshow. Students given a slide with a word on it. In teams, they
must come up with a visual symbol for each word on the slide. Give one point if a team comes up
with a symbolic image. Give two points to any teams that have unique images not replicated by
other groups.

4- (BONUS ROUND) Give new prompt questions for bonus round: think pair share
How is a visual metaphor different from a symbol?
-metaphors rely on contextual clues
-take a viewer deeper than surface level
-informs a viewer about “inner world” vs. “outer world”

5- Same as above with the last few slides.

STUDIO TIME:
- Review songs as paintings expectations
- Open studio: students have the option to either a) complete any work they need to get caught up
on for quarter one or b) work on their songs as paintings project
o Students know open studio expectations based on classroom procedure scaffolding

3) Conclusion + Before students clean up, remind them of:

- Grades being posted Friday
 - Turning in their songs as paintings by October 30
- Log into canvas to start the worry project & complete the module. (pass out worry project
workbook)
Strategies
Describe the teacher’s approach to achieving the learning objectives and meeting the students’ needs.
-group work, think-pair-share, one on one coaching, repetition, scaffolding, game as review
Learning Activities
Describe the opportunities provided for the students to develop the skills of the objective.
- Game as review
- Studio painting time
- Brainstorming worksheet
Resources and Materials List
the materials used to plan and deliver the lesson.
- Watercolor paper
- Watercolor paint & supplies (students)
- Pictionary Google Slideshow
- Masking tape
- Brainstorming worksheet
- Examples from artist
Technology
Describe the instructional and/or assistive technology that you will incorporate into the lesson to enhance instruction and student
learning.
- Google slides powerpoint
- music
Differentiation/Accommodations/Modifications/Increases in Rigor

DIFFERENTIATION/INTEGR +Online learners are working through the powerpoint in two recorded sections each about 8 mins.
ATION They will then complete the brainstorming worksheet online.
+The open ended project explanation and scaffolding (we have been building up the ways learners
can access symbolism and visual metaphor through manipulating the elements of art, abstracting,
and looking at many different artists) give diverse learners a wide range to access this project
successfully.
ACCOMMODATION/MODIFI Online learners are given the online platform for the project
CATION (Keeping in mind your ESL learners are provided translated version of the google sheet where necessary
student with special needs, what
will you include as
accommodations/modifications for
this lesson?)

INCREASES IN RIGOR Using one to one coaching, I have personal conversations with students to increase the rigor
component of their personal work.
Classroom Management

Student led groups with assigned roles

One to one coaching
Observation and proximity
Classroom creative agreement
Extensions
Students who complete the project early will be asked to revisit specific symbols and metaphors in their work. Alternatively, they will
approach the song again with a completely different way of expressing the symbols.
Follow-Up Activity to the Lesson
Students will post their paintings to the canvas page. Next in person class, we will look at each other’s work in small groups to express
our project planning process and overall result of the projet.
Additional Information
Identify any area or lesson component that was not covered by this lesson plan format but that you feel is vital to include in a
description of the lesson.
This is a lesson that is coming after over three weeks building on the various ways that artists convey meaning in artwork. Students have
learned about non-representational, representational, abstract, and abstraction. Students have practiced skills in various watercolor
techniques that will give them a broad vocabulary of ways they can express ideas through the manipulation of watercolor media.
APPENDIX A)

DIRECTIONS:

1. Choose a song:

2. Write down a minimum of five QUALITIES of this song to represent in your painting:

You may want to use the following questions to think of the song’s qualities:
1. What emotions are present in this song: (ex. frustration, heartbreak, joy):

 What VISUAL symbols can represent the(se) emotion(s): (ex. Frustration could be red, jagged line, splatter
marks)

2. What adjective describes the singers voice?: (ex. buttery, warm, velvet)
  What VISUAL symbols can represent the singers voice (ex. Warm: fire? Sun? yellow?)

3. What adjectives describes the sound of this song?: (ex. Smooth, soft, hard, edgy, sharp)

 What VISUAL symbols can represent the sounds adjectives: (ex. Sharp could have jagged, pointed classic
lines. Excited songs could have flowing, organic lines or bright, saturated colors)

4. What doe this song make ME feel (not necessarily the same as what emotions are in the song) (ex. A song that is
supposed to be about heartbreak might make me feel hopeful):

 What VISUAL symbols can represent my feeling when listening to this song:
5. What symbols or metaphors are in the song (ex. Some songs will use METAPHORs like “baby, you’re a firework”,
or “Handsome, you’re a mansion with a view”; some songs will use the entire story in the song as symbols like
“Pompeii” in Bastille’s Pompeii song- which was a city in Rome that was destroyed by a volcano)