Student Teacher Name: Emmanuel Hernandez

Teaching Dates: 10/8, 10/22, 10/29, 11/5, 11/15, and 11/17

Lesson Title: Peer Pressure Silhouette Posters

Grade Level: 7th

Number of Students: 8

Time available for this lesson: six 40-minute sessions

Central Focus (Big Idea): Students will learn that art can be used to explore the negative
topics of peer pressure through creating a poster that explores and supports the positivity in
being themselves as individuals.

i) interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to
convey meaning)
For my lesson plan students will be exploring the concepts and complexities of peer pressure
and how it relates to them and their lives, according to Yardstick, students in the 7 th grade tend
to be very knowledgeable but can come off as uninterested and quiet, this is derived from
feelings of insecurity and fear.

ii) developing works of art/design (using techniques, methods of experimentation, or

investigation)
From a technical point of view, this project will focus on using acrylic paint, the various ways to
create a composition and students will create artist statements to describe their work. I wanted
to leave the style up to the student, although they will investigate and find images that relate to
them on a personal level, how they choose to develop the final piece is up to them.

iii) relating art to context (personal, social, cultural, or historical perspectives) while providing
opportunities for student choice (of content, methods, or styles).
My lesson plan will have students looking inward towards their own sense of peer pressure and
display it with a positive twist, this is achieved by the student visually identifying things that
cause them to feel pressured/stressed, as well as what brings them joy or helps them de-stress.
Social Issues / Concepts of the Lesson
Essential Questions: (5Ws: What? Where? When? Who? and How?) Questions should be
listed in order from general to more specific. (For Bound Lesson Only)
• What: (What is the theme of the assignment?)
o Identify your “Peer Pressure”, think about what you feel pressured about on a
regular basis and how it causes you stress. Then Identify what you do to help
you to de-stress (hobbies, favorite food, music, video games, etc.)
• Where: (Where are we getting our images from?)
o Once you know your peer pressure and de-stressor, you will look for images to
use as visual representations and reference “via internet, magazines,
drawings, photos, photos of items”. These images should relate to the
students and should come up in their artist statement.
• When: (When is the theme of peer pressure taking place?)
o The assignment is ultimately about the students experience with peer pressure
during this point in their lives and the composition and imagery should represent
that. (exceptions: Peer pressure from future situations or anxiety felt from
past situations are acceptable).
• Who: (Who is the focus of this assignment?)
o The focused of the assignment is the student, as such they will have to use an
image of themselves as instructed by the first day activity, ( students will take
pictures with the help of a classmate, in a pose that they are going to use
to represent positivity, poses should be fun and energetic.)
• How: (How are we creating this artwork?)
o Students will use tracing paper to place the outlines of their images onto the
paper they will be using throughout the duration of the assignment, once a
composition is decided and the outlines are placed, students will be given basic
instructions on how to properly use acrylic paint to develop the rest of their art
piece.

Illinois Arts Learning Standards:

• VA: Cr1.1.7, a. Apply methods to overcome creative blocks.
o In this lesson, Students will overcome creative blocks by exploring the themes
associated with peer pressure and find images that will be used in their collage.
This requires critical and/or out-of-the-box thinking to create a coherent narrative
that will represent their associated peer pressure theme.
• VA: Cr1.2.7, a. Develop criteria to guide making a work of art or design to meet an
identified goal.
o In this lesson, I will discuss the goals and objectives with the class at the
beginning of each class session. Students will see examples of what work quality
 is to be expected of them in an example that will be shown in class or in an
email.
• VA: Cr2.1.7, a. Demonstrate persistence in developing skills with various materials,
methods, and approaches in creating works of art or design.
o In this lesson, the students will exercise their ability to trace using tracing paper
to highlight the fine details of their chosen images with the purpose of collage.
Once the image is traced and transferred, the students will build on top of these
images to further develop the images using acrylic paint and their own creativity.
• VA: Cr2.3.7, a. Apply visual organizational strategies to design and produce a work of
art, design, or media that clearly communicates information or ideas.
o In this lesson, students will be encouraged to use critical thinking to enhance
their narrative with thoughtful composition and use of color theory.
• VA: Cr3.1.7, a. Reflect on and explain important information about personal artwork in
an artist statement or another format.
o In this lesson, students will provide an artist statement along with their finished
peer pressure poster that will inform their peers on the themes and contexts
within their finished work. This will allow the students to further explain their
thought process to their peers.

1. Objectives: IALS Goal Code

Conceptual Objectives:
OBJECTIVE I: Given a PowerPoint presentation on peer pressure VA: Cr1.1.7, a
and its associated themes, students will successfully have an in-class
discussion where they will create a list of different types of peer
pressures.

OBJECTIVE II: Given a discussion on how positive aspects in our VA: Cr1.1.7, a.
lives can help combat the stresses of peer pressure, students will
constructively create a list of positive ideas that connect to them
personally.

OBJECTIVE III: Given a class discussion on the importance of artist VA: Cr3.1.7, a.
statements and their ability to enhance the perspective and
understanding of artwork, students will accurately develop an artist
statement associated with their artwork.

Skill Objectives:
 OBJECTIVE IV: Given a PowerPoint presentation and a brief
demonstration on how to use tracing paper, students will efficiently VA: Cr2.1.7, a.
trace and transfer their chosen images onto their posters.

OBJECTIVE V: Given a presentation on how to create a narrative VA: Cr1.2.7, a.

through composition, students will effectively create a thoughtful VA: Cr2.3.7, a.
composition with the images they have acquired for their collage.

OBJECTIVE VI: Given a PowerPoint presentation as well as an in- VA: Cr2.1.7, a.

class demonstration on acrylic paint and paint brushes, students will
successfully demonstrate their ability to handle and apply acrylic paint
to their artworks.

2. Assessment Criteria:
OBJECTIVE I: Student successfully had an in-class discussion where they helped create a list
of different types of peer pressures.
OBJECTIVE II: Student constructively created a list of positive ideas that connect to them
personally.
OBJECTIVE III: Student accurately developed an artist statement associated with their artwork.
OBJECTIVE IV: Student efficiently traced and transferred their chosen images onto their poster.
OBJECTIVE V: Student effectively created a thoughtful composition with the images that they
acquired for their collage.
OBJECTIVE VI: Student successfully demonstrated their ability to handle and apply acrylic paint
to their artwork.

3. Learner Characteristics:
3.1 Developmental Rationale
Students in the seventh grade will range from ages twelve to thirteen years old, during this time
students tend to come off as moody, reclusive, and tend to answer questions in short one
worded response. My goal as an art educator is going to prioritize helping the quieter students
come out of their shells and keep everyone engaged during in class activity. The theme of my
lesson plan comes from the social issue of peer pressure, a common dilemma of the teenage
condition, but contrary to popular belief peer pressure is not exclusive to one’s friends or
classmates, it can extend to social communities, family dynamics, and societal expatiations. As
Brown (2016) notes, “Measuring perceptions of peer pressure in five areas: involvement with
peers, school involvement, family involvement, conformity to peer norms, and misconduct”
(p.65). With this understanding in mind, the lesson is designed to help students identify their
peer pressures while celebrating their individuality.

Students between the ages of 12 and 13 tend to experience pressures and insecurities that
come with self-expression, as teachers we need to create class environments where students
feel they can open up. To achieve this, I have my lesson set so students are encouraged to
explore personal aspects of their individuality that they will express in their project. George
(1992), expresses the importance of developing a relationship between teachers and their
students, “Overwhelmingly, they cite their teachers… our students are aware and deeply
appreciative on how much their teachers have meant to them” (p. 16). The last thing that any
teacher, especially an art teacher wants is to spew out information without laying down the
foundations for connection, without these influences the class becomes a chore in the eyes of a
student rather than a valued experience.

One of the things I feel most excited for, is the enjoyment I anticipate students to experience
with this assignment. According to Wood (1994) “…students who are around 12-13 anticipate
longer assignments that promote challenge with the added benefit of producing physical
results.” (p.136). Throughout the duration of this lesson plan students will create a poster that
expresses individuality and the peer pressures around them. The creation process will be done
over the course of five class periods where students will gather reference images, explore the
uses and application of transfer paper, the manipulation of acrylic paint, and design concepts of
layout, composition, and color theory. The bulk of work that is required in-class should keep the
students interested and engaged.

3.2 Students with special needs

Students who have special needs will have the support of the teacher with adjustments made to
the student’s project as needed to correspond with their individual needs while remaining as
close to the assignment as possible. For students who have a physical disability, I would try to
find different tools that are more suited for the individual’s disability. Otherwise, I would provide
them slight alternatives to the assignment that would better suite their needs. Students who
have developmental disabilities would receive extra one-on-one time with me to go over the
assignment and assist them with their creative process. I would also allow them to have more
time to complete their assignment if needed. Students who have behavioral/emotional
disabilities would be given more one-on-one time with me as well. I would make sure that they
are following along and are understanding every step as it is intended. With students who are
sensory impaired, I would adjust the class setting as needed to accommodate their
requirements. For example, students who are visually impaired can be moved closer to the front
of the class for better view.

4. Literature and References (in this section, follow APA style)

• Attach a research result related to your teaching topic. Go into more detail about
artist/culture, and include at least THREE resources you used to find information on this
artist/culture, art making procedure, follow-up activities.
• Include all textbooks we use in this course as your research references; no Wikipedia or
answers.com type of resources are acceptable.
• Include color examples of the artwork you will share with students, such as overhead
transparencies or PowerPoint examples of artwork you will use. How will you introduce this
artist in an age-appropriate way? Exactly which visuals will you be using? Include color
transparencies or PowerPoint slides of each visual.
• Include the following:
(For Bound Lesson Only- 4.1 and 4.2)
4.1 Rationale of this lesson in this section you argue for your topic not why it is
developmentally appropriate for kids
• Students in 7th grade will mostly be between the ages of 12-14, from what we know in
Yardsticks this tends to be the age where adolescent teens-teens become more self-
aware, and at the same time withdrawn, they are sensitive to the ever changing nature
of their place in the world, live in a time where they are capable of having more
complex and intelligent thoughts on topics but simultaneously remain in a place where
they worry about the judgment of their peers. As an Educator, I feel that in order to
promote the development rational and comfort of students they need to identify and
address what personal stresses and peer pressures they are facing on a regular basis.
One of the benefits of this assignment, is that it requires the student to open and
expressively articulate their concerns without peer pressure with visual representation.

4.2 Background of the topic Note why this topic is important to teach in schools
• Students are plagued by peer pressure daily, students in the middle school level care
not only about the thoughts of their peers, but the pressures felt from the expatiations
of those around them. Peer pressure is not limited to a student’s friends or classmates,
it can originate from family, culture, societal influences, school, and even from the
expectations imposed by the student. Schools should implement more subjects on how
to identify peer pressure and the causes that can lead to extreme stress. By
implementing assignments like mine that use peer pressure as the focus we give
 students the ability to express their concerns and worries in a safe environment, that
promotes communication.

4.3 Information about related artists, styles, movement or cultures

• Leon Zernitsky: Graduated from the Moscow Fine Art and Design University, and
although he is well versed in traditional painting, Leon enjoys painting in diverse
imagery and experimental abstract.

• Edvard Munch: Norwegian artist who lived between 1863-1944, he studied at the
Royal School of Art and Design in Kristianiahis (what is now known as Oslo). His art
consists of Expressionism paintings and drawings with use of symbolism to create
fantastical and emotional images.

• Antonio Mora: A Spanish artist who creates surreal imagery through digital
photography. In his work, volunteers submit a headshot of themselves along with a
short description of their personality and dreams, Mora then finds a location that he
feels best compliments each person based on his interpretation.

4.4 Description of visual examples

Kids and drugs is an acrylic painting
created by Canadian artist Leon Zernitsky,
the image depicts the illustration of two
overlapping faces being surrounded by
various narcotics.
The piece is inspired by the peer
pressures facing todays youth to
experiment in substance abuse, this is
further described by the color scheme of
green hues and black outlined figures that
creates an almost nauseated feeling. The
expression on the two faces, or lack
thereof, could be interpreted two ways in
my opinion, the first being the unsettled
feeling one gets when they are pressured
into partaking in an activity they would
rather not, or the numbness one would
feel from partaking in narcotics.
The Scream of nature is an abstract
representation of the sudden wave of
anxiety and dread felt by Munch during a
walk with his companions. Munch uses
hyper exaggerated brush strokes that
gives the objects in his painting a wavy
feel and sense of movement, the image
appears to be of a man (presumably
Munch) on a bridge in Oslo, with the
scenery of a river, hills, and a bloody red
and orange sky. In his diary he wrote “… I
sensed an infinite scream passing through
nature” (Munch, Jan 22, 1892).

The image in the example is from a

subseries entitled, “Women in Nature”.
Created by Antonio Mora, The photo
shows what appears to be the lower face
and neck of a woman which then fades
into the scenery of a mountain peak,
composed in black and white. A common
theme in his work is how the portrait and
landscapes in his photos seamlessly
overlap to create a sense of emotion.
4.5 List of references
Retrieved August 31, 2020, from https://www.leonzernitsky.com/about

Retrieved September 07, 2020, from https://www.edvardmunch.org/

Retrieved September 14, 2020, from https://www.citizenatelier.com/artists-antonio-mora

5. Integration/Connecting Links
5.1 Idea Mapping (For Bound Lesson Only)

5.2 Instructional Resources and Materials:

• Yardsticks, Wood (1994) For the in-depth analyzation on 12-13-year old’s in the
middle school lifestyle
• Walker Ch. 1, Big Ideas and Artmaking, the utilization of a “big idea” helped me
further along the earlier parts of my lesson.
• Leon Zernitsky, Drugs and kids, was one of the inspirational pieces that helped be
find the “big Idea” for this lesson plan
• Antonio Mora, for his inspirational work on capturing emotional depth in his digital
collages
• Edvard Munch, His classic painting “The Scream of Nature” serves as an excellent
 example on hyperaerated emotion through the control and flow of brush strokes.
• Tracing paper
• Acrylic paint
• Mixed media Paper
• Collage, a piece of art created by using multiple images and/or media to create an
art piece.
• Montage, very similar to collage but with the incorporation of a narrative.

5.3 Art Materials for the Lesson:

(1) 14”x17” (or larger) sheet of mixed media paper,
(1) roll of blue painters’ tape
(3) sheet minimum of tracing paper,
(1) set of graded graphite pencils, (or) a single 6B graphite pencil
(1) set of acrylic paint (blue, red, yellow, black, white)
(1) set of assorted paint brushes
Plastic cups for paint brushes
Paper towels or a handcloth for paint
Paper plates

6. Management and Safety Issues:

Although I cannot think of any dangerous materials, that would be required for this
project (I.e. sharp or toxic), I will still stress the importance of proper storage, washing
hands after the use of materials, and the handling of said materials during class.
Materials and tools used during class should be handled with care and maturity, as well
as attitudes and behaviors.

6.1 Organization of Supplies

Day 1: On the first day, students will not be expected to have their art materials on hand,
however the in-class activity will require accessibility and usage of a printer for the next portion
of the project. By the end of class, students should have all their printouts handed in to me for
safe keeping, their images will be sorted in a folder that will be organized, kept, and brought for
use on day 2.

Day 2: Students should have clear desks with only the following supplies, 1 sheet of “14x”17
multimedia paper, tracing paper, a set of graphite pencils (or a regular pencil and a 6B pencil).
Once the opening PowerPoint is completed, I will hand students back their printed images and
they will start the in-class activity.
Before clean-up, students will turn in their finished traced images to me for safe storage.
Student work will be placed in a portfolio case and separated by sheets to avoid smudging.
Students should then carefully store their art materials in their basket (bin or other containment
unit) that I will collect at the end of class.

Day 3: Students should have clear desks with only the following supplies, a clear sheet of
plastic (or another form of protection in the event of a paint spillage) a cup of water, assorted
paint brushes, one set of acrylic paint, paper towels, and a paper plate. Once the opening
PowerPoint is completed, I will hand students back their “14x”17 sheet of paper they handed in
on day 2 and they will begin the in-class activity. Before clean-up, students will place their work
on a drying rack, once their work is dried it will be placed in a portfolio case and separated by
sheets to avoid smudging and damage. Students should then carefully store their art materials
in their basket (bin or other containment unit) that I will collect at the end of class

Day 4: Students should have clear desks with only the following supplies, a clear sheet of
plastic (or another form of protection in the event of a paint spillage) a cup of water, assorted
paint brushes, one set of acrylic paint, paper towels, and a paper plate. Once the opening
PowerPoint is completed, I will hand students back their “14x”17 sheet of paper they handed in
on day 3 and they will begin the in-class activity. Before clean-up, students will place their work
on a drying rack, once their work is dried it will be placed in a portfolio case and separated by
sheets to avoid smudging and damage. Students should then carefully store their art materials
in their basket (bin or other containment unit) that I will collect at the end of class

Day 5: Students should have clear desks with only the following supplies, a clear sheet of
plastic (or another form of protection in the event of a paint spillage) a cup of water, assorted
paint brushes, one set of acrylic paint, paper towels, and a paper plate. Once the opening
PowerPoint is completed, I will hand students back their “14x”17 sheet of paper they handed in
on day 4 and they will begin the in-class activity. Before clean-up, students will place their work
on a drying rack, once their work is dried it will be placed in a portfolio case and separated by
sheets to avoid smudging and damage. Students should then carefully store their art materials
in their basket (bin or other containment unit) that I will collect at the end of class

Day 6: Todays class period will be focused on open critique where students will present their
finished artwork accompanied with an artist statement. There should be no need for cleanup at
the end of this session and students will take their work home with them along with any supplies
they may have provided for this class.

6.2 Clean-Up of Supplies

Day 1: No clean up necessary for this day.
Day 2: After students turn their work, I will place it safely into a portfolio case and they will be
instructed to wash off any graphite they will have on their hands, wrists, or forearms. Students
should then carefully store their art materials in their basket (bin or other containment unit) that I
will collect at the end of class.

Day 3: After students turn their work to the drying rack, I will place it safely into a portfolio case
and they will be instructed to wash off any paint they may have on their hands, wrists, or
forearms. Students should then carefully store their art materials in their basket (bin or other
containment unit) that I will collect at the end of class

Day 4: After students turn their work to the drying rack, I will place it safely into a portfolio case
and they will be instructed to wash off any paint they may have on their hands, wrists, or
forearms. Students should then carefully store their art materials in their basket (bin or other
containment unit) that I will collect at the end of class

Day 5: After students turn their work to the drying rack, I will place it safely into a portfolio case
and they will be instructed to wash off any paint they may have on their hands, wrists, or
forearms. Students should then carefully store their art materials in their basket (bin or other
containment unit) that I will collect at the end of class

Day 6: Todays class period will be focused on open critique where students will present their
finished artwork accompanied with an artist statement. There should be no need for cleanup at
the end of this session. However, students will leave with their work and any supplies they have
provided for this class.

7. Vocabulary: Art Terms/Vocabulary/Higher Level Thinking Verbs

• Narrative- a story or report of connected events, real or imaginary, presented in a
sequence of written or spoken words, and/or still or moving images
• Interpret- convey a meaning or impression.
• Culture- the customary beliefs, social forms, and material traits of a racial, religious, or
social group.
• Expressive- effectively conveying thought, feeling, or a specified quality or idea.
• Visual qualities- Essential elements that an artist uses in their artwork (color, shape,
texture, form, etc.).
• Poster- a large printed picture used for decoration.
• Peer Pressure- influence from members of one's peer group
• Composition- the artistic arrangement of the parts of a picture.
• Color Theory- the collection of rules and guidelines which designers use to
communicate with users through appealing color schemes in visual interfaces.
 • Tracing Paper- transparent paper used for tracing maps, drawings, or designs.
• Analyze- examine methodically and in detail the constitution or structure of
• Acrylic Paint- water-based fast-drying paint widely used by artists since the 1960s. It
can be used thickly or thinly depending how much water is added to it.
• Graphite Pencils- a writing or drawing tool in which a thin graphite core is embedded in
a shell of other material
• Paint Brushes- a brush for applying paint.
• Posing- assume a particular attitude or position in order to be photographed, painted, or
drawn
• Silhouette- the dark shape and outline of someone or something visible against a lighter
background, especially in dim light.
• Expression- the process of making known one's thoughts or feelings
• Individual- a single human being as distinct from a group, class, or family.
• Collage- a piece of art made by sticking various different materials such as photographs
and pieces of paper or fabric on to a backing

8. In-Class Activities:
Time Learning Activities
10-minutes Day 1
Orientation/Engagement/Motivation:
It should be noted that I will have a power
point displayed throughout the duration of
the class as a teaching aid.
[first slide]
On the first day of class I will introduce
myself to the class and ask for the
Preferred names of each student
“Good morning class, my name is Mr.
Hernandez and welcome to 7th Grade art!”
“I hope you are all as excited as I am to
be here, Before we get into today’s
activity I want to get each of your names
Purpose
The first day of class is a different
experience for each student, for
some it can be exciting, and they
may already have an interest in
the subject. But for others it could
be a time of anxiety and their first
day will determine how the class
is seen throughout the rest of the
schoolyear.
As a teacher I serve the position
as a role model, my disposition is
going to reflect how my students
respond. Therefore, I should
reflect a healthy and positive
disposition, while also remaining
firm as an instructor.
for attendance, we will start from the left
Please Introduce yourself and tell us if
you have a preferred name or nickname
you like to go by followed by a little about
yourself.”
There are Eight students assigned for 7 th
grade so ideally each student will take
less than a minute to introduce
themselves.
(Hello, My name Is ___.)
(I prefer to go by ___.)
(One of my favorite hobbies is ___.)
(I really like art because ___.)
(My favorite show is ___.)
After introductions, I plan to show the
students a short clip 0:35 to give an
example on the in-class activity we will be
doing.
“Okay good, now I’m going to play a short
clip that will relate to what we will be doing
as an in-class activity”
[second slide]
• Looking at and talking about ART
After some anticipated laughter I would
ask.
“Why do you think the people seen in the
video saying a phrase followed by a
pose?”
“What do you think was the purpose of the
phrase?”
“What are some thoughts you had on the
body language seen in the video?”
According to yardstick, adolescent
teens tend to be reclusive and not
as talkative due to either fears,
mood, or pressure. My lesson
plan will be exploring these very
themes for use in our class
assignment, the self-introduction
serves two purposes.
1. It gives students a chance
to express and open to the
class a little information
about themselves.
2. It gives me the opportunity
to gauge where a
student’s level of comfort
is with the class.
The short clip is a popular internet
meme where people audition with
a phrase and strike a pose, not
only does this relate to the class
activity but it should provide the
students with enough
entertainment to energize them to
Engauge in the next steps.
Through the video I want the
students to start thinking early on
about body language and think of
different ways they can express
an emotion through it.
 “How would you interpret their acting?”
“What could have been done better?”

Response Examples
(They looked like they were auditioning for
a role)
(I think the phrase showed the type of role
they were looking for)
(Their body language looked like it was
trying to match what they said)
(They did not seem like good actors)
(They could have been better in their body
language)
5-minutes Presentation/Explicit Instruction: These definitions will be included
[slide 3]& [slide 4] in the handout and serve as
My next slides will show the definition of examples of the concept and
Pose and body language purpose of what students will be
“In the video we saw actors posing with doing
body language”

“Pose is a stance or position one puts

their body in to assume an attitude, this is
done for the purpose of photography,
filmography, panting, drawing, or another
example of visual representation”

“Body language is the process of

communication through involuntary
voluntary nonverbal expression.”
I would then move to the next slide and
tell them what our first activity will be.
[slide 5] with example

“Today you are each going to be striking a IMPORTAINT:

pose! Each of you are going to be
photographed in a pose that represents
Joy, Excitement, fun, or happiness.”
We are then going to Print these pictures
out as big as we can on a sheet of regular
Get parent or guardians consent:
I want the parents to know prior to
class that the activity will involve
their students being photographed
for the sake of the assignment.
 printer paper” After photos are printed out any
digital copies that were made for
“are there any questions” the sake of print are to be deleted.

(can I use my own phone?)

“yes, but we will not be using selfies, if
you want to use your own phone I ask that
you pair up with a classmate to take the
photo for you”
(what if I am not feeling very happy right
now?)
“I am sorry to hear that, would you like to
talk after class?”
(yes/no)
“for the sake of the assignment we need a
pose that represents positivity so even if
you do not feel the best right now I want
you to give it your best”
(can I say a catchphrase like in the
video?)
“I encourage it! Let’s have fun with this,
but nothing vulgar, I will not tolerate foul
or rude language”
20-minutes Structured Practice/Exploration:

At this point each student will strike their
pose and have their photo taken
Photos should be of full body poses
head to toe, no selfies or headshots.
If a student decides to use their phone
with another student, they need to take
the photo with the phone in its regular up-
right position rather than landscape.
The photos will be outlined in the
next class session and placed on
mixed media paper, the students
outline should be big enough to fill
the majority of the printed paper
for the best results.
because we are using the outline
body language is a key
component of this activity.

Photos should be taken in an area of the Because these photos will be

classroom where students will not blend printed in black and white contrast
into their background or in an area with is necessary.
poor lighting.

After the photos are taken students will

return to their desks and we will move on
with the PowerPoint.

“That was wonderful class, now I’m sure

you are all wondering what any of this
was for, over the next 5 class periods we
will be creating a poster that deals with
the concepts of peer pressure and
personal positivity”
[slide 6]

“Now when we hear the phrase peer

pressure, what are some of the things that Asking the class what their
comes to mind?” thoughts of peer pressure are will
allow me to create an idea map
(Drugs) while also getting ideas on a
(Friends who want you to do things you board that will aid the class in idea
don’t want to do?) solving.
(Vaping)
(Cigarettes)
(When people want you to act a certain
way)

“Peer pressure is what happens when an

individual is feeling pressured by a group
to act or behave in a specific way that
causes the person to feel stressed or
anxious.”
“contrary to its name, peer presure is not
limited to peers. We can feel it from
family, society, government, sometimes
we can even cause our own peer
pressure with ideals we think we are
supposed to follow.”
“a A-student may feel pressure to always
achieve, or at this time in your lives you
may be feeling pressured to grow up.”
These images will be used in the
“For the next 10-minutes I want each of major project and should provide
you to use the schools computers to find the students with enough material
at least 5 images that represent any of the to create an interesting narrative.
peer pressures we have here on the
board or if you have a subject you think
works do not hesitate to ask and I will let
you know if you can use it.” I also want
you to find a minimum of 3 images that
represent the things you like, such as
hobbies, outdoors activities, favorite
foods, or really anything that you can say
helps you relax”

“Are there any questions?”

(can we use images of video games or
movies?)
“yes but nothing violent or bloody”
(can we use images of pets from our
phones?)
“yes if you would like to use personal
images that is okay so long as it remains
appropriate”

Once the students have their images they

will print them out for use in the next class
5-minutes Guided Practice/Feedback: The power point is laid out to
If there’s • If there is enough time I will go cover the most prevalent
enough through the rest of the PowerPoint information first.
time • This includes a preview into the next If there is enough time, I have
Otherwise class and what vocabulary the more information to give students,
skip students will expect so they are not bored in class.
• Tracing This also gives them the
• Outline opportunity to have a head start at
• Silhouette the beginning of the the next class
• [slide 7,8, and 9] activity in day 2

5-minutes Closure
• In the last 5 min of class I will go to
the end of the PowerPoint where class
norms will be discussed
• [slide 10]

“Well class, we are nearing the end of our

first class, but before you are dismissed,
we need to cover class norms.”
“each class period you are expected to
come to class ready for to begin on the
next step of our project.
“I will create print outs of the PowerPoint
for each of you to have as a handout.”
“The handout contains vocabulary as well
as a preview of the techniques we will be
discussing in the next class.”
“Disposition, I understand that many of
you may be tired by the time class starts
and I don’t expect you to put on a fake
cheery face. However, that is still no
excuse for a poor mood, when I am
speaking to you there will be no tolerance
for rudeness, you should address me and
your peers with manners and respect.”
“This is an art class, we should have fun
within reasonable means, however when
fun is done, we have a responsibility to
ourselves and this classroom to clean up
our messes, and there will be messes.”
When we get into creating our projects
next class, you will turn your work into me
and then clean up your workstations, put
away your supplies in your art bins, and
then clean your hands and wrists.”

“I will keep your work safe and return it to

you in our next class, but I highly
recommend you take pictures of your
work so you can review it between class
periods.”

“Are there any questions?”

(Where do we keep our supplies?)

‘I have bins for each of you to store your

supplies in and at the end of each Class I
will take them for safe keeping.”

(Where will our work be kept?)

“I have a portfolio case that will keep your

work safe from damage, at the end of
each class period I’ll take your work and
place it between a sheet and return it to
you at the start of each class.”

“if you have any questions do not hesitate

to ask and if you are experiencing any
difficulty please feel free to reach out.
 Class dismissed
Time Learning Activities
10-minutes Day 2
Orientation/Engagement/Motivation:
It should be noted that I will have a
PowerPoint displayed throughout the
duration of the class as a teaching aid.
“Good morning class, I hope everyone’s
week has been going smoothly so far!”
” Show of hands, thumbs up means you
are ready to go, wavy hands means you
are so-so, and thumbs down means you
still need to wake up.”
Students who need to wake up will then
be directed to stand up and stretch or get
a quick drink of water before we get
started
“Now that everybody is awake let’s get
started on today’s topic.”
“Today I am going to teach you about
Collages and Montages”
Show an example of collages
Show an example of montages
• Looking at and talking about ART
After viewing some examples of montage
and collage I would ask the following.
“What are some of the similarities
between montage and collage?”
Purpose
On the second day of class
students will be getting started on
their projects and utilize the
resource images they had printed
out on day 1.
As a teacher I serve the position
as a role model, my disposition is
going to reflect how my students
respond. Therefore, I should
reflect a healthy and positive
disposition, while also remaining
firm as an instructor.
It is important to know where your
students are at, the class may be
held early or at the end of a long
day.
.
The poster project is set up
similarly to a collage or montage
assignment, learning the
 difference and seeing examples
“Did anyone notice any differences will give students the opportunity
between the montage and collage to visually grasp the concept.
examples?”

“What makes this type of art different from

others?”

Response Examples

(They look like they are made of other

images to create a bigger picture)
(I think a montage was more directed? It
feels different than the collages but I’m
not sure why.)
(I think it is different from other art
because it uses other images to look a
certain way)

5-minutes Presentation/Explicit Instruction: These definitions will be included

Next, I will show the class the definition of in the handout and serve as
collage and montage examples of the concept and
purpose of what students will be
Collage doing
“A collage is a type of art style where the
artist takes different images to create a
new composition. A collage can also be
made by using different materials that are
then stuck together”

Montage
“Montages are very similar to collages but
are selectively composed to create a
story.

Composition
“The selective arrangement of items with
the intent to be visually compelling”
Composed
 “past tense of composition” .

“Today we are going to use tracing paper,

so we can create a composition with the
Images we printed out”

“Are there any questions?”

(do we have to do a collage or a

montage?)

“That is for you to decide, both will require

the same amount of effort, but it will
depend on if you want your images to tell
a story or if you would rather just go along
with the assignment. “

(Could I select a different image?) You always want to work with

your students, I would rather they
“Wait until after I give the demo, and we print out the images they want
can try to print out some last-minute then to stifle their creativity, within
images” reason.

20-minutes Structured Practice/Exploration:

At this point I will give them a brief demo
on how I want them to trace and how to
transfer their images
“First I take the image I want to trace, and
place the tracing paper over my image”
This will tell the students how to
use tracing paper and give them
an example of what the finished
activity will be.

“Next we take tape and tape the transfer

paper to the paper, like so”

“Now we take a 6B pencil, and trace the

outline of our image”
While tracing explain, or recap what an
outline is.
 “Outline, a line that creates the form
of an image.”

“Now we carefully peel up the tape,

flip the tracing paper over and tape it to
our sheet of 14”x17” mixed media paper”

“Now, using a regular 2B pencil we are

going to go over our lines again.”
“This will press the outline onto our paper”

“Take off the tracing paper, and there you

have it!”

“Are there any questions?”

(could you repeat a step)
“Yes”
(do we need to get all the details, one of
my images has a lot on it)
“You are only required to create the
outline of the main focus for each image.”

“Everyone take your seats” .

At this point I hand the students back their
folders with their images, as well as the
art supplies they will need
“For the next 10-15 minutes, you are
going to trace your images, I will be
walking around in case anyone needs
help, and don’t be afraid to ask me for
help.”
“And begin”
During this time, I will walk around the
room, observing, helping, offering advice,
giving input, and answering any questions
that may occur.
This will cause less chaos, as
opposed to the students running
up to collect their supplies all at
once.
Not only is it good practice to walk
around and help students when
needed, this will also open
opportunities to get to know the
students better.
 Near the end of the time slot I will
periodically remind students how much
time they have left.

5-minutes Guided Practice/Feedback: The power point is laid out to

If there’s • If there is enough time I will go cover the most prevalent
enough through the rest of the PowerPoint information first.
time • This includes a preview into the next If there is enough time, I have
Otherwise class and what vocabulary the more information to give students,
skip students will expect so they are not bored in class.
• Blocking This also gives them the
• Brushstroke opportunity to have a head start at
• Blending the beginning of the next class
• Color theory activity in day 3

5-minutes Closure
• In the last 5 min of class I will direct
students to finish up and put away
their art materials
• Students will turn in their 14”x17”
sheet of paper with outlined images.
And then be directed to wash their
hands.
• Projects will be placed in a portfolio
case for storage

“Well class, we are nearing the end of our

class, but before you are dismissed, put
your supplies in your bins, and turn in
your work to me.”

(hands in work)
 “Thank you, you may wash your hands,
be quick”

“You all did very well today”

“What did everyone think about using

tracing paper?”
(I thought it was neat, especially since
tracing is usually frowned on)
“I would not say it is frowned on, there are
many uses for tracing paper, you could
create a design and make patterns,
Test images before making a final image,
or use it for collage like we just did”

“If there are no more questions please

take a handout on your way out, class
dismissed.”

Time Learning Activities Purpose

10-minutes Day 3
Orientation/Engagement/Motivation:
It should be noted that I will have a
PowerPoint displayed throughout the
duration of the class as a teaching aid.
“Good morning class, I hope everyone’s
week has been going smoothly so far!”
” Show of hands, thumbs up means you
are ready to go, wavy hands means you
are so-so, and thumbs down means you
still need to wake up.”
On the third day of class students
will be start adding color with
acrylic paint.
As a teacher I serve the position
as a role model, my disposition is
going to reflect how my students
respond. Therefore, I should
reflect a healthy and positive
disposition, while also remaining
firm as an instructor.

Students who need to wake up will then
be directed to stand up and stretch or get
a quick drink of water before we get
started
It is important to know where your
students are at, the class may be
held early or at the end of a long
day.

“Now that everybody is awake let’s get

started on today’s topic.”
.
“Today I am going to teach you about
Color Theory”

Show an example image related to color

theory and a color wheel

Examples, images, and scenes where Students will be adding color to

color theory is used.
“In the world of art and design, color
theory is used to deliver messages based
on the colors importance, or relevance
towards the viewer.”
their projects and I want them to
know the importance of color and
how it can be used to heighten the
product.

“For example, statistically you are more

likely to see red in products and
establishments that relate to the food
industry, this is because red is associated
with food and meat.”

• Looking at and talking about ART

After viewing some examples of images
with color theory I would ask the following

“What colors are most prominent in this

image? Image of a scenery in fall” Students will probably know more
about the concept of color theory
(I see a lot of oranges, yellows, and red.) than they realize. This will allow
 me to gauge their knowledge and
“Correct! What would the colors for winter give examples.
be?”
(white, blue, grey)

“Yes, these are just some examples in

how color theory could be used.”

“5-minutes Presentation/Explicit Instruction: These definitions will be included

Next, I will show the class the definition of in the handout and serve as
color theory and blending. examples of the concept and
purpose of what students will be
Color theory doing
“An arrangement of colors to fit a theme
or emotion that relates to the viewers
association”

Blending
“Taking a primary or secondary color and
mixing them, resulting in another or more
enhanced color”

“Today we are going to use acrylic paint

on our projects, I would like all of you to
think of color theory, but it is not a
requirement.”
“Are there any questions?”
(do we have to use color theory?)
I don’t want students to feel
trapped into using one theme of
color, these projects are meant to
represent individuality so some
students may wish to express
differently.

“No, but if you would like to, I would highly .

encourage it,

20-minutes Structured Practice/Exploration:

At this point I will give them a brief demo This will tell the students how to
on how I want them to blend their paint
and how to block their images
“First you take a sheet of protective plastic
to cover your workspace”
use blend acrylic paint and give
them an example of how to block
their images.

“Next we take our project and tape it to

the table”
Use example made in last week’s demo

“Now we take our paint and pour in on our

plates” “Now personally I am a believer
that you should not pour paint unless you
plan to use it, if I have no reason to use
blue, I do not need to have it out,
otherwise it will dry and waste.”

“I want to use orange, so I will take out my

yellow and red paint, mix them on the
plate, and now I have orange”

“Next I am going to take my brush and

block out my outline.”

“When you paint, blocking refers to filling

out the space of an outline or space with
one solid color”

“For today’s goal, we are going to block

out all of our outlines”

“Now that I have blocked out my outline, I

need to pick a different color for my
background.”

“First I am going to take my paint brush .

and dip it in my cup of water, then I stir it,
kind of like you are shaking the paint off in
the water.”
“Lastly I will take some of my paper towel
and wipe off any excess paint”

“And those are all the steps you need to

get started”

“Are there any questions?”

(could you repeat a step)

“Yes”

(do we need to use a different color for

our background?)

“Yes, otherwise you may lose your

outlines.”

(do we start with our backgrounds?)

“No, you are going to block out your

outlines that you did last week first.”

“Everyone take your seats”

This will cause less chaos, as
At this point I hand the students back their opposed to the students running
projects from my portfolio case, as well as up to collect their supplies all at
the art supplies they will need once.

“For the next 10-15 minutes, you are

going to block out your outlines and
backgrounds, I will be walking around in
case anyone needs help, and don’t be
afraid to ask me for help.”
“And begin” Not only is it good practice to walk
During this time, I will walk around the around and help students when
room, observing, helping, offering advice, needed, this will also open
giving input, and answering any questions opportunities to get to know the
 that may occur. students better.

Near the end of the time slot I will

periodically remind students how much
time they have left.

5-minutes Guided Practice/Feedback: The power point is laid out to

If there’s • If there is enough time I will go cover the most prevalent
enough through the rest of the PowerPoint information first.
time • This includes a preview into the next If there is enough time, I have
Otherwise class and what vocabulary the more information to give students,
skip students will expect so they are not bored in class.
• Shading This also gives them the
• Highlight opportunity to have a head start at
• Shadow the beginning of the next class
activity in day 4

5-minutes Closure
• In the last 5 min of class I will direct
students to place their work on the
drying rack or designated drying area
and to put away their art materials
• Afterwards they may wash their hands
• I will pick up their 14”x17” sheet of
paper with dried paint.
• Projects will be placed in a portfolio
case for storage

“Well class, we are nearing the end of our

class, but before you are dismissed place
your work on the drying rack and put your
supplies in your bins.”
 (places work on rack)

“Thank you, you may wash your hands,

be quick”

“You all did very good today”

“What did everyone think about blending

paint?”
(I thought it was cool, what should I do if I
am running low on paint and have a
specific color?)
“I have two tips for that, keep track of
what colors, and the amount you blend,
and if you are nearing the end of your
paint, you can add a little bit of water to
stretch out that last bit of paint”
”

“if there are no more questions please

take a handout on your way out, class
dismissed.”

Time Learning Activities Purpose

10-minutes Day 4
Orientation/Engagement/Motivation:
It should be noted that I will have a
PowerPoint displayed throughout the
duration of the class as a teaching aid.
“Good morning class, I hope everyone’s
week has been going smoothly so far!”
” Show of hands, thumbs up means you
are ready to go, wavy hands means you
are so-so, and thumbs down means you
still need to wake up.”
On the fourth day of class
students will be start adding color
with acrylic paint.
As a teacher I serve the position
as a role model, my disposition is
going to reflect how my students
respond. Therefore, I should
reflect a healthy and positive
disposition, while also remaining
firm as an instructor.

Students who need to wake up will then
be directed to stand up and stretch or get
a quick drink of water before we get
started
It is important to know where your
students are at, the class may be
held early or at the end of a long
day.

“Now that everybody is awake let’s get

started on today’s topic.”
.
“Today I am going to teach you about
Shading

Examples, images and scenes where

shading is prominent.

“Shading helps to give your images more
depth.”
“For example, in this image the shadowy
parts of the face help to create the illusion
of form.”
Students will be adding color to
their projects and I want them to
know the importance of depth,
shading and how it can be used to
heighten the product.

• Looking at and talking about ART

After viewing some examples of images
with color theory I would ask the following

“What other information does shading tell

us?”
(does it tell us where the light is coming
from?)

“Very good what else?”

(the distance between objects?)

“Another good observation”

“5-minutes Presentation/Explicit Instruction: These definitions will be included
Next, I will show the class the definition of in the handout and serve as
depth shading and highlights examples of the concept and
purpose of what students will be
Shading doing
“The use of marking made within outlines
to suggest three-dimensionality, shadow,
or degrees of light and dark in a picture or
drawing.”

Depth
“The actual dimension of depth within a
work of art or the illusion of showing
distance in a work of art.”

Highlights
“An area or a spot in a drawing, painting,
or photograph that gives the feeling of
illumination.” This will help the students to
create details
.
“Today we are going to use acrylic paint
to add shading and highlights to our
images.

“Are there any questions?”

20-minutes Structured Practice/Exploration:

At this point I will give them a brief demo This will tell the students how to
on how I want them to blend their paint use blend acrylic paint to create
and how to block their images shadow and highlights

“First you take a sheet of protective plastic

to cover your workspace”

“Next we take our project and tape it to

the table”
Use example made in last week’s demo
“Now we take our paint and pour in on our
plates” “Now personally I am a believer
that you should not pour paint unless you
plan to use it, if I have no reason to use
blue, I do not need to have it out,
otherwise it will dry and waste.”

“Last time I used orange, I am going to

show you two ways to create shadow”

“The first method seems the most

obvious, I create orange and a little bit of
black to my mixture.

“After I apply my paint, I add a little more

black because I want it to go darker, I
continue this until I’m satisfied.”

“Alternatively, I could add more red to my

orange, this doesn’t create a darker
orange, but it does create a redder
orange”

“I can also combine both methods for finer

detail” .

“Now if I want to create highlights I do the

same thing, but instead of black I will use
white.

“And those are all the steps you need to

get started”

“Are there any questions?”

(do we need to use both methods?)

“No, you can use any method you would
like, but you need to add shadow and
highlights.

(could we use a different color to create

the illusion of shadow?)

(yes, if you are going to do that I

recommend using a “cool” color)

“Everyone take your seats”

At this point I hand the students back their This will cause less chaos, as
projects from my portfolio case, as well as opposed to the students running
the art supplies they will need up to collect their supplies all at
once.
“For the next 10-15 minutes, you are
going to add shadows and highlights, to
your work I will be walking around in case
anyone needs help, and don’t be afraid to
ask me for help.”
“And begin”
During this time, I will walk around the Not only is it good practice to walk
room, observing, helping, offering advice, around and help students when
giving input, and answering any questions needed, this will also open
that may occur. opportunities to get to know the
students better.
Near the end of the time slot I will
periodically remind students how much
time they have left.
5-minutes Guided Practice/Feedback: The power point is laid out to
If there’s • If there is enough time I will go cover the most prevalent
enough through the rest of the PowerPoint information first.
time • This includes a preview into the next If there is enough time, I have
Otherwise class and what vocabulary the more information to give students,
skip students will expect so they are not bored in class.
• Detail This also gives them the
• Texture opportunity to have a head start at
the beginning of the next class
activity in day 4

5-minutes Closure
• In the last 5 min of class I will direct
students to place their work on the
drying rack or designated drying area
and to put away their art materials
• Afterwards they may wash their hands
• I will pick up their 14”x17” sheet of
paper with dried paint.
• Projects will be placed in a portfolio
case for storage

“Well class, we are nearing the end of our

class, but before you are dismissed place
your work on the drying rack and put your
supplies in your bins.”

(places work on rack)

“Thank you, you may wash your hands,

be quick”
 “You all did very well today”

“What did everyone think about adding

shadows and highlights?”
(I feel like it gave my picture more depth
and made it pop out more.)

“Does an art piece need highlights and

shadows to be considered good?”

(I think it depends on the art style, but

without them things seem flatter)
“I agree, there are many art styles that
contain little to no evidence of depth, and
that’s fine.”

“If there are no more questions please

take a handout on your way out, class
dismissed.”

Time Learning Activities Purpose

10-minutes Day 5
Orientation/Engagement/Motivation:
It should be noted that I will have a
PowerPoint displayed throughout the
duration of the class as a teaching aid.
“Good morning class, I hope everyone’s
week has been going smoothly so far!”
” Show of hands, thumbs up means you
are ready to go, wavy hands means you
are so-so, and thumbs down means you
still need to wake up.”
Students who need to wake up will then
be directed to stand up and stretch or get
On the 5th day of class students
will be focusing on adding their
finishing touches to their projects
As a teacher I serve the position
as a role model, my disposition is
going to reflect how my students
respond. Therefore, I should
reflect a healthy and positive
disposition, while also remaining
firm as an instructor.
It is important to know where your
students are at, the class may be
held early or at the end of a long
day.
 a quick drink of water before we get
started

“Now that everybody is awake let’s get .

started on today’s topic.”

“Today I am going to teach you about

texture”

Show an example textures, and how they

are captured in painting Students will be adding texture to
bring out the smaller details of
Examples, images, and scenes where their work
texture is used.

“Texture is used to give views an idea of

what an object would possibly feel like, it
can also be used to give more clarity on
the object in a scene.”

“For example, if I want to make an object

appear like it’s glass, I would use white to
represent the reflective quality of glass.”

• Looking at and talking about ART

After viewing some examples of images
with texture I would ask the following

“What textures can you find in this

image?”
( the bark of the tree looks rough)

“Good, how are they achieving this?”

( I can see there are multiple colors used
to show the color of bark)

“5-minutes Presentation/Explicit Instruction: These definitions will be included

 Next, I will show the class the definition of in the handout and serve as
color theory and blending. examples of the concept and
purpose of what students will be
Texture doing
Texture is the perceived surface quality of
a work of art. It is an element of two-
dimensional and three-dimensional
designs and is distinguished by its
perceived visual and physical properties

Detail
The information held within a body of work
that gives the viewer direction.

“Today is the last time we are going to be

working on our projects, so rather than
give you a demo on texture I want each of
you to work on your paintings
independently until the end of class”
20-minutes Structured Practice/Exploration:

At this point I hand the students back their This will cause less chaos, as
projects from my portfolio case, as well as opposed to the students running
the art supplies they will need up to collect their supplies all at
once.
“For the next 20 minutes, you are going to
work independently on your work, I will be
walking around in case anyone needs
help, and don’t be afraid to ask me for
help.”
“And begin”
During this time, I will walk around the Not only is it good practice to walk
room, observing, helping, offering advice, around and help students when
giving input, and answering any questions needed, this will also open
that may occur. opportunities to get to know the
students better.
Near the end of the time slot I will
periodically remind students how much
time they have left.
5-minutes Guided Practice/Feedback: The PowerPoint is laid out to
If there’s • If there is enough time I will go cover the most prevalent
enough through the rest of the PowerPoint information first.
time • This includes a preview into the next If there is enough time, I have
Otherwise class and what vocabulary the more information to give students,
skip students will expect so they are not bored in class.
• Artist statement This also gives them the
opportunity to have a head start at
the beginning of the next class
activity in day 4

5-minutes Closure
• In the last 5 min of class I will direct
students to place their work on the
drying rack or designated drying area
and to put away their art materials
• Afterwards they may wash their hands
• I will pick up their 14”x17” sheet of
paper with dried paint.
• Projects will be placed in a portfolio
case for storage

“Well class, we are nearing the end of our

class, but before you are dismissed place
your work on the drying rack and put your
supplies in your bins.”

(places work on rack)

“Thank you, you may wash your hands,

be quick”
 “You all did very well today”

“In today’s final handout, I have included a

blank page for an artist statement,
For our last class we will be presenting
our work and talking about the meaning
and influences behind them.”

“I understand this is the first time many of

you may be creating an artist statement
so I’m only requiring one paragraph. You
do not need to write it out now, but I
encourage you to give it some thought”

“If there are no more questions please

take a handout on your way out, class
dismissed.”

Time Learning Activities Purpose

5-minutes Day 6
Orientation/Engagement/Motivation:
It should be noted that I will have a
PowerPoint displayed throughout the
duration of the class as a teaching aid.
“Good morning class, I hope everyone’s
week has been going smoothly so far!”
”Show of hands, thumbs up means you
are ready to go, wavy hands means you
are so-so, and thumbs down means you
still need to wake up.”
Students who need to wake up will then
be directed to stand up and stretch or get
a quick drink of water before we get
started
On the last day of class students
will be presenting their work to the
class with an artist statement
As a teacher I serve the position
as a role model, my disposition is
going to reflect how my students
respond. Therefore, I should
reflect a healthy and positive
disposition, while also remaining
firm as an instructor.
It is important to know where your
students are at, the class may be
held early or at the end of a long
day.
 “Now that everybody is awake let’s get
started on today’s topic.”
.
“Today we are going to present our work
with an artist statement”

Show an example of an artist statement

“In the world of art, an artist statement is
used to inform the viewer of the influences
and reasons behind their art, it allows
others to learn more about the piece and
the artist.”
Students will use an artist
statement to document the
propose behind their design
choices

• Looking at and talking about ART

After viewing some examples of artist
statements I will ask which students still
need to fill out an artist statement.

“5-minutes Presentation/Explicit Instruction: These definitions will be included

Artist statement
“An artist's written description of their
work. The brief verbal representation is
for, and in support of, his or her own work
to give the viewer understanding.”
in the handout and serve as
examples of the concept and
purpose of what students will be
doing

“For the next 5 minutes I want each of you

to work on an artist statement and then
we will present our work”

25-minutes Structured Practice/Exploration:

This will cause less chaos, as
I will hand students back their work and opposed to the students running
 they will each present their work with their up to collect their artworks all at
artist statement for 3 min once.

“Now students, you are each going to

present your work”
“When you present your work, tell us the
peer pressure you chose
and read your artist statement.”

“For the rest of us who are viewing, you

are going to pay attention and listen to the
presenter then you are going to give your
thoughts on the work.
Critiques are not mean, they are
constructive, always mention what you
like and what you would have done
instead”
Begin
5-minutes Closure
• In the last 5 min of class I will direct
students to place their work off to the
side and take them home.

“Well class today was our last class; I

enjoyed our time together and I hope you
had fun with this assignment”

“You all did very well today”

“Please turn in your artist statement and

take a seat.”

“Before we end today’s class, I would like

to hear from each of you what your
favorite part of class has been.”

“If there are no more questions you are

dismissed.”
 Take care

9. Critical Comments and Reflections: (For Bound Lesson Only)

1. Overall Teaching Surprises

During the Fall 2020 term, Northern Illinois University faced the dilemma of providing
clinical hours to students working towards a licensure. Starting the middle school clinical for art
education, I knew I was not going to be working with students as I normally would. Instead of
instructing students directly, my classmates and I created flipped classroom-style teaching
videos and observed other teaching examples through utilizing ATLAS.
I was surprised by the effectiveness of the course, as my initial worry about the course
was the fact that I would not be working with students face to face. In a clinical setting, it is seen
as one of the most valuable assets of the program, but due to the pandemic, face to face
classes
would not have been a practical choice.

2. Best in each of the following sections:

A. Student responses
I feel as if my teaching videos would provide students with a sense of comfort.
Something I try to reassure students of, is that their work does not need to be of masterful
quality on their first attempt. Everyone starts an art class at a different skill level, and as an
educator, my goals are going to be most focused on personal growth and development of skill. I
feel that if students are approached with a firm but calming demeanor, they are more likely to
be open and will begin building an open dialogue.
B. Questions/Dialogue
I think the best questions I asked of students was to consider the differences in art styles
and how interpretation and expression can go a long way. In my day 5 teaching video, I
presented three portraits painted in distinct styles. I asked students to consider how color, brush
strokes, and composition can change the feelings and interpretation of an art piece. Because
my topic was on peer pressure, I would have hopes that it would help students find that final
direction needed to complete their assignments.
C. Problem & Solving
I found that I felt discomfort recording myself and this feeling would cause me to stutter
or pause in moments where I lost my train of thought. The pressure I personally felt to ensure
my students were receiving all the information I wanted to explain without recording errors
pushed me to edit my videos and cut and paste them properly.
D. Organization
The formula I follow for my teaching videos starts with a greeting, as in an asynchronous
setting, class could still be held at a relatively early time of day, so I tend to start with a “good
morning class”. As I recorded more videos, I found it was useful to present students with a
vocabulary word for the day and present them with an artist example, as this helps students
conceptualize the ideas and themes I would then cover in my demo. After the demo is
completed,
I attempt to quickly cover the assignment and expectations before signing off.
E. Quality of Student Work
I think my example turned out well as I followed along with my own instruction. The
assignment was designed around the social issue of peer pressure, and students would identify
a type of peer pressure and compliment it with stress relivers relevant to themselves.
My hopes are that students would use this assignment to explore personal qualities and express
the stresses of everyday life in their own art styles. On a side note, I feel that because of the
potential variation of art quality, I believe students should be graded on the objectives set in the
assignment, and not on the quality of the finished artwork.
3. Ideas for Improvement in each of the following sections:
A. Student Responses
I feel that my questions were a little lackluster. In the future, I would want my students
to consider concepts earlier into the assignment and then Engauge I would engage them on
why they think “this” is important, or why artists think of concepts in a certain way. For
example, I feel I asked them to think of composition after they had found their images for the
assignment., If I were to change this, I would ask them to consider composition when searching
for their images and teach them how to scale the images for the proper size of the paper.
B. Questions/Dialogue
In ARTE 544, we created a six-day lesson plan that would be written for an in-class
environment, and then we took that initial plan and created teaching videos that expressed the
type of dialog and vocabulary expected of a teacher. I will admit that I found this practically
difficult. Without a classroom or actual student interaction, I was placed in a situation where I
had to assume and fabricate the dialog I would think a student would use. I personally had
trouble finding my comfort zone in front of a camera, as in a natural setting, the dialog between
teacher and student would flow in a natural manner, but in front of a camera, I felt nervous and
felt the need for my video editing to be perfect. I will say, however, that days 4-6 felt easier to
record. In comparison to the first clinical teaching video, it seemed easier to record and perform
as I became more familiar with the camera recording.
C. Problem & Solving
Throughout the term, there were three situations where I had to utilize problem solving.
My first issue occurred when I overestimated the size of the materials I was asking of students,
and I underestimated the amount of time needed to fill the required space for the assignment.
To overcome this, I changed the dimensions required from a sheet of 18” x 32” to 14” x 17”
paper as this would allow students to complete the task within the allotted timespan for the
assignment.

My second issue occurred when I realized I needed to record myself performing the
assignment. This became an issue because I lacked both the space and equipment that would
normally be used. Using popsicle sticks and yarn. I was able to create a suspended platform
that hung from my ceiling that would allow me to record my process with my phone.
The most tasking issue occurred when my laptop malfunctioned due to poor design, and
this issue cost me the picture quality I preferred. Unfortunately, I had to fall back on a more
dated webcam. However, I will say that the general understanding of the situation made it easier
to record as at the end of the day, the information was more important than the quality of the
picture. Ironically, this is probably the reason my comfort level with recording felt better towards
the end of the course.
D. Organization
Because there was no actual classroom, my organization section can only be filled in
hypothetically for a 7th grade class of eight students.
I would provide students with the necessary materials needed for the assignment that
would be stored in containers for the students to draw from as needed. After the day’s
demonstration, students would take materials from their bins and begin work. Prior to the end of
class, students would store their materials in the containers and either hand in their work to me
or place it on a drying rack or designated table. I would then take their work and place it in a
portfolio case for storage.
E. Quality of Student Work
In the future, I would change the assignment slightly by incorporating the use of photo
manipulation. In the assignment I gave, I asked that students find images and then print
them out for a more traditional assignment. If I were to rework this assignment, I would still
have students take pictures of themselves and create a composition with images that represent
peer pressure, but I would have them compose their images in Photoshop or an image
manipulator, and then using the grid method, I would teach them how to scale and paint a larger
version of their collage. I feel I underestimated the capability of 7th grade students and this
more advanced version would ultimately lead to an easier artwork production.
4. Differentiated Teaching
I feel that my assignment is flexible; the nice thing about collage is that the images are
already made, and they merely need to be rearranged and worked on to create a compelling
image. If I were to encounter a student with special needs, I would first want to see what they
are capable of doing, and if they need more assistance, I would work with them or their aid to
complete the assignment., If needed, I would change their requirements while ensuring the
 student still receives the same information, or as much as possible. For example, if a student
has an issue in motor skills, I would aid them or give them a smaller dimension to work on.
Alternatively, if the student has cognitive issues, I would focus on the information aspect and
make sure they were still included with the class assignment.

5. Conclusion
My overall take away from this experience is that in situations where students are unable
to meet face to face with their teachers, art educators can properly utilize flipped classroom
teaching and educational videos to ensure students are receiving a proper art education. I think
there is always room for improvement, but as I became more comfortable with the camera and
recording aspect, I found that I was able to be more consist in my instruction. The class also
went
better than I could have hoped for considering the limitations of the class during a pandemic. I
felt that along with the readings on sexism, equality, and race, the class structure and research
ensured I received the proper knowledge needed to handle the middle school curriculum.

Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools
Name:
Points: ___/18
Does Not Meet Standard Meets Standards Exceeds Standards
1 2 3
OBJECTIVE I: Student did not participate Student participated in the Student was fully engaged
Student successfully had in discussion. discussion and offered at in discussion and offered
an in-class discussion least one idea of a type of more than one idea of a
where they helped create peer pressure. type of peer pressure.
a list of different types of
peer pressures.
3 points
OBJECTIVE II: Student’s list contained Student’s list contained Student’s list contained
Student constructively only one to two positive between three to four five or more positive ideas
created a list of positive ideas that connect to them positive ideas that that connect to them
ideas that connect to them personally. connect to them personally.
personally. personally.

3 points

OBJECTIVE III: Student’s artist statement Student’s artist statement Student’s artist statement
Student accurately failed to fully express their entailed their thought contained an in-depth
developed an artist thought process with little process contained within thought process
statement associated with to no detail. a detailed paragraph. consisting of more than
their artwork. one paragraph.

3 points

OBJECTIVE IV: Student included little to Student successfully Student included fine
Student efficiently traced no detail when tracing and traced and transferred details when tracing and
and transferred their transferring their chosen their chosen images onto transferring their chosen
chosen images onto their images onto the poster. their poster. images onto their poster.
poster.

3 points

OBJECTIVE V: Student showed little to no Student showed evidence Student showed a clear
Student effectively evidence that composition that composition was and direct narrative when
created a thoughtful was prioritized when prioritized when placing placing images that they
composition with the placing images that they images that they acquired acquired for their collage.
images that they acquired acquired for their collage. for their collage.
for their collage.

3 points

OBJECTIVE VI: Student failed to apply Student applied their Student skillfully applied
Student successfully their acrylic paint in a acrylic paint in a clean acrylic paint with attention
demonstrated their ability clean and controlled and controlled manner. to detail.
to handle and apply manner.
acrylic paint to their
artwork.

3 points
2. Handouts are printed sheets of the PowerPoint
3. Visual examples for instruction
 4. Students’ artwork examples (For Bound Lesson Only)
Put various examples of students’ works from your currently taught lesson here.

4. Class Photos and St. Mary exhibition photos (For Bound Lesson Only)
Add good photos here.