Art 305 Lesson Plan

Group Members: Ash Seraphin, Chrystal Manzo, Grace Ahn, Kevin Mao, Sky Na

Lesson Title: Disability Awareness Infographic

Grade Level: 9-12 Length of 3 classes
Lesson:
Brief Description: Students will create an infographic poster with Procreate that would be used
to raise awareness about a certain disability. Through this they will be
exposed to disabilities and gain knowledge about them.

State Standards: CREATING:

Anchor Standard 3:
Prof.MA:Cr3: A. Implement production processes, making artistically
deliberate choices in content, technique, and style in media arts productions,
demonstrating understanding of associated aesthetic principles, such as
emphasis and tone.
B. Refine media artworks, honing aesthetic quality and
stylistic elements towards intentional expression and purpose.
Process Component: Construct

RESPONDING:
Anchor Standard 7:
Prof.MA:Re7: A. Analyze and describe the qualities of and
relationships between the components, content, and intentions of various
media artworks.
B. Analyze how a variety of media artworks manage
audience experience and create intention through multimodal perception.
Process Component: Perceive

RESPONDING:
Anchor Standard 8:
Adv.MA:Re8: Analyze the intent, meanings and impacts of diverse
media artworks, considering complex factors of context and bias.
Process Component: Interpret

CONNECTING:
Anchor Standard 10:
Acc.MA:Cn10: A. Synthesize internal and external resources, such as
cultural connections, introspection, independent research, and exemplary
works, to enhance the creation of compelling media artworks.
B. Explain and demonstrate the use of media artworks
to synthesize new meaning and knowledge in addition to reflecting and
forming cultural experiences, such as new connections between themes and
ideas and personal influence.
Process Component: Synthesize
Common Core Common Core Standard -
Standard: CCSS.ELA-LITERACY.RST.11-12.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., quantitative data, video, multimedia) in order to
address a question or solve a problem.
Big Question: How can art play a role in promoting social justice and community
knowledge? How are art and images seen in daily life?

Objectives Students will learn the foundation skills of Procreate and working with
digital programs. Students will understand how to craft infographics using
proper color theory techniques. Students will carefully pay attention to both
the composition of the infographic and the relevance of the information.

At the beginning, the teacher will check students rough sketches at the
beginning to see if they understand design and balance
At the midpoint, the teacher will have students share their work with each
other in small groups so that they can see how others are doing and discuss
what is going well and what is challenging so far. The teacher will then bring
them all back together and see if there are any common questions or positive
comments about the students’ works so far.
At the end, the teacher will collect everyone’s digital files of their respective
finished projects and put them together in a presentable pdf file. The teacher
will present everyone’s projects one by one using a projector so that
everyone can see. Everyone will be able to make comments and talk about
the process of the project and how they feel about it. The essential questions
will be brought into discussion for a final critique.

Art History: Claude Monet, Vincent van Gogh, Frida Khalo, Judith Scott, Henri de
Toulouse-Lautrec

Major Themes: History, Culture, Disabilities, Social Justice

Elements/ Unity, Balance, Space, Color theory, Infographic,

Principles: Contrast Vocabulary: Typography, Illustration

Materials needed: Procreate application, iPad, Apple pencil

Anticipatory Set The teacher will begin class by showing a video about artists living with
disabilities and a presentation (https://www.youtube.com/watch?
v=89SsP3M-ITc&ab_channel=Attitude). The students will view an
animation introducing what disability is and what it means. The students will
also be shown the art history powerpoint regarding important historical
artists with disabilities. After this they will be able to choose which disability
they want to research and use to create their project.

Teaching Strategies Student Activities

Day 1: Day 1:
Class will begin with the teacher showing
students a video on disability in the arts as an
anticipatory set
(https://www.youtube.com/watch?v=89SsP3M-
ITc&ab_channel=Attitude). The teacher will
also show the animation what disability is.
After the video is done, the teacher will show a
presentation on artists with disabilities to give
the students an idea of what disability can
mean.
The teacher will then show examples of
infographic posters and have a discussion with
the class about what is visually appealing and
interesting. The teacher will focus on the
composition of the posters and proper color
techniquest to make the infographic cohesive.
The teacher will then introduce the project and
provide a list of disabilities that students can
choose from as the topic of their project. Once
they have chosen their topic, the teacher will
hand out a worksheet where students can write
the information and research on their disability
that they will include in their infographic.
Day 2:
The teacher will briefly revisit what they went
over on Day 1. They will follow up by showing
different examples of illustrations/editorial
work. The teacher will then have students hang
up their thumbnail sketches and use the “two
stars, one wish” method to have students
discuss with each other about what is working
and one thing they can see improved so far in
their sketches.
Afterwards, the teacher will begin a demo on
the basics of Procreate like creating a canvas,
changing brushes and color, and the different
tools on there.
Day 3:
Class will begin with a recap of the
demonstration from the previous class, and the
teacher will check on students individually
while they do independent work on their
infographics.
The teacher will set aside time for a break in
which students may get up and walk around the
After this presentation, students will be able to
understand the importance of learning about
disabilities and artists with disabilities. Students
will then think about what topic they would like to
pick for this project. They will be given class time
to choose and research which disability they
would like to work with. If there is one topic in
particular that they would like to use for their
project that is not on the list they may ask the
teacher for their approval.
They will view examples of other works in order
to give them inspiration for their own
infographics. They will be versed in both
composition and color theory to integrate into
their projects. They students will then begin their
worksheet on their research in order to have a
clear idea of what information they want to
include on their poster.
Students will come back next class with their topic
and different thumbnail sketches of their ideas.
Day 2:
Students will discuss their thumbnail sketches.
They will receive student and teacher feedback
regarding their sketches and will also practice
constructive criticism. They will participate in a
class discussion regarding their first sketches, and
then move on to working with Procreate.
Students will view the teacher’s demonstration
and begin to understand the fundamentals of the
application and how to work digitally. They will
then use any available time left in class to test out
Procreate for themselves.
Day 3:
Students will get the chance to see more of the
teacher demonstration in case they are confused or
missed anything in the previous class. They will
be able to ask the teacher any questions they may
have and request to work one-on-one with the
teacher if there is time.
They will also get a chance to see other students’
room to see everyone else’s work. If students work during a break where everyone will lay out
need any help the teacher will work one-on-one their work. The students will be able to see where
with them to explain what they are confused their peers are at in the assignment and possibly
about. gain some inspiration for their own work.
Students will have the rest of the class period as
The teacher will give the rest of the class studio time and will complete their infographics.
period for the students to finish their projects.
Assessment plan: Students will do a blind gallery walk, leaving all works anonymous during the
critique. Students will walk around and write down one thing they liked about
the work and one piece of constructive criticism. This will take up the entire
class period and will give all students the chance to read each infographic and
learn about each disability that was chosen. This will broaden their learning
experience and give them knowledge of a wide variety of disabilities. After
this gallery walk, the students will go to their drawings and read the
comments left behind. They should have a wide array of comments from
every student in the class. If students wish to do so, for extra credit they may
explain their poster or why they chose their specific disability. Students will
also have the chance to have a verbal discussion about either the works or
project as a whole if they would like.
Closure: After the blind gallery walk and discussion, the teacher will ask the class the
essential questions again (How can art play a role in promoting social justice
and community knowledge? How are art and images seen in daily life?).

Criteria 4 3
Composition The infographic is
extremely well thought
out and composed. It uses
up a majority of the
canvas space leaving no
unnecessary negative
space.
Information The information in the
work is clear and concise,
completely accurate and
factual, and is relevant to
the student’s subject
matter.
Contrast There is high contrast in
the infographic that makes
the drawings/information
extremely accessible and
easy to read.
Balance The infographic has
excellent color and spatial
balance and does not
distract from the text.
Assessment/Scoring Rubric
2 1
The infographic is well The infographic The infographic has no
composed but leaves has little regard for regard for composition
space that negatively composition or or has large portions of
impacts the looks unfinished. negative space that
composition of the makes the work look
work. unfinished.
The information is There is very little There is no proper or
somewhat clear, uses information useful information
too much text or is not included in the included or is
completely factual or infographic and unfinished.
backed up by reputable lacks
sources. understanding.
There is some contrast The infographic The information is
but the information is has very poor almost impossible to
somewhat difficult to contrast and is very read and pays no
read. difficult to read. attention to contrast.
The infographic has Has little regard for No regard for balance,
good spatial and color balance between extremely distracting
balance but it slightly objects and text, from the text.
distracts from the looks
information/text. unintentionally
chaotic.