Unit Plan
Unit Overview: 3 Lesson Plans
Theme: Working with Negative/Positive space and, line/patterns
Lesson #1
Description/Rationale of Lesson:
Collage of shapes to create your Animal
Totem.
In a P.P. Students will be informed about
the Origins of Totem animals and given a
research assignment to begin
brainstorming and ultimately choose a
totem animal. Students will also be given
a blank sheet with vocab words and fill in
as P.P. continues. Students will write a
short paragraph to explain why they
identify with that creature, and two
things they found interesting about it in
their research. Students will then draw 3
sketches in their art journal to formulate
an idea of how they will create their
work.
Students will create an animal by cutting
out various shapes and arranging them to
create a relief on a 10X10 sheet of poster
board. Students will learn in this lesson
the basics of shape (geometric/organic)
how to use it in space. Students will also
add texture to their animal by
manipulating the paper physically or
visually. Students will also be responsible
of creating an environment in which their
totem animal resides in. This lesson is
meant to not only teach the basic
elements of art, but as a reflection on
themselves. Students will be given a
chance to be introspective and learn
Subject: ART
Grade level: 9
Lesson #2
Description/Rationale of Lesson:
Create your Own Notan!
In a P.P students will be informed what
Notan is. Which is a Japanese term which
literally means "light dark harmony".
Students will be given a brief history of
Notan and the use of symbols/symbolism.
They will also be given a blank sheet with
vocabulary words to be filled in.
Using the prompt “symbols that identify
me” They will then use their sketch books
to create 4 Notan concept sketches of
Elements of art that are explained in the
vocabulary, using their chosen symbol.
They will write a short paragraph
explaining what their symbols mean and
how they feel it describes them. Before
working with materials the sketches will
be approved of by the teacher.
students will create 4 5X5 Notans on an
8X8 white background paper, using cut
outs of black and white paper.
Students work will be placed on a wall in
a quilt like manner and we will have a
critique afterwards.
Students will read their artist statement
out loud, their artist statement will be the
same paragraph used to explain their
chosen symbols, and It must also include
at least 5 vocabulary words learned in
prior two lessons
Lesson #3
Description/Rationale of Lesson:
Creating Zendalas, In a P.P Students will
be informed about meditation and it’s
many benefits. We will be discussing
Zentangles, Mandalas, and vocabulary
words in the Powerpoint. Students will
research artists that create pattern art
independently and write a short
paragraph about their favorite artist and
how they were inspired by them. Using
their favorite artist as inspiration and/or
using google to research other patterns
they will creatively brainstorm, develop,
and draw 10 basic design pattern strips as
inspiration to work from. Students will
then sketch 5 thumbnail Zentangle
pattern possibilities in their journal, while
keeping the vocabulary in mind. They will
also design 3 Zendala sketches to be used
in class. They will transfer two of their
best Zendala works to their Large scale
Circular 8” Diameter Cardstock paper
using a pencil to lightly draw and then
draw over it using a pen. Students will
then hand their work on the wall with all
the other students work and talk about
the meditative process they achieved
while creating their zentagles.
VAPA Standards:
Prof.VA:Cr2.2
about the origins of a loosely used term
“spirit animal” and what it’s importance
signifies to many people. Students will
also be taught that they can be respectful
of other cultures while learning about
them.
VAPA Standards:
Prof.VA:Cr1.1
Use multiple approaches to begin
creative endeavors.
Prof.VA:Cr1.2
Shape an artistic investigation of an
aspect of present-day life using a
contemporary practice of art or design.
Prof.VA:Cn11
Describe how knowledge of culture,
traditions, and history may influence
personal responses to art.
Common Core Standards:
W.9-10.2a
Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic or thesis statement;
organize complex ideas, concepts, and
information to make important connections
and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding
comprehension.
W.9-10.8
8. Gather relevant information from multiple
authoritative print and digital 8. Gather relevant
information from multiple authoritative print and
digital sources,
Led sources, using advanced searches effectively; assess
the usefulness of using advanced searches effectively;
assess the strengths and limitations. integrate
information source in terms of the task, purpose, and
audience; and following a standard format for citation
including footnotes and on any one source and
following a standard
VAPA Standards:
Prof.VA:Cr3
Apply relevant criteria from traditional
and contemporary cultural contexts to
examine, reflect on, and plan revisions for
works of art and design in progress.
Prof.VA:Pr6
Analyze and describe the impact that an
exhibition or collection has on personal
awareness of social, cultural, or political
beliefs and understandings.
Common Core Standards:
W.9-10.2d
Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective
selection, organization, and analysis of
content.
W.9-10.4
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
Historical Cultural Context/Mentor/Art
Movement:
The Historic and cultural meaning of Notan and
how it is used by artists now. Samurai movies and
spaghetti western, imitation is flattery.
Henri Matisse created some of his best-known art
in the final decade of his life, and he made it from
the simplest materials: shapes cut from colorful
sheets of paper.
Opportunity for Analysis; Aesthetics and
Meaning:
Students will have a final critique of their work,
they will arrange their Notans in any given
Explain how traditional and
nontraditional materials may impact
human health and the environment and
demonstrate safe handling of materials,
tools, and equipment.
Prof.VA:Cr2.1
Engage in making a work of art or design
without having a preconceived plan.
Common Core Standards:
W.9-10.7
Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or
solve a problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the
subject under investigation
RI.9-10.1
Cite strong and thorough textual evidence to
support analysis of what the text
says explicitly as well as inferences drawn
from the text.
Historical Cultural Context/Mentor/Art
Movement:
Discussing Mandalas and sand mandalas
that are created by Tibetan Budhist.
Losang Samten Sand Mandala Monk and
artist
Yayoi Kusama Contemporary abstract

Historical Cultural Context/Mentor/Art
Movement:
The ancient concept of animal guides,
particularly prominent in some
indigenous, especially Native American,
religions and cultures, was adopted in
Pagan and Wiccan spirituality in the
1990s
Fantastical Paper Illustrations
Artist: Elsa Mora
Paper Animal Bust
Artist: Mlle Hipolyte
These mentors work with paper and
create amazing imagery, students will be
able to use these artists as reference for
example contemporary work.
Opportunity for Analysis;
Aesthetics and
Meaning:
The opportunity for Analysis will be given - Plan out a design
when they complete 3 sketches of what
they intend to do. Meaning will be a
connection they find through research of scissors, pencils, erasers, Xacto knife,
the totem they identify with.
Vocabulary: Shape (geometric, Organic),
Space, Texture, foreground, middle
ground, background
Key Concepts: totems, Research skill, Use Presentation and Power Point,
and understanding of Art Elements.
sequence on the wall. During the critique student
will read their artist statement, “students will have
a sheet of possible questions they can ask” to get
the conversation started. Students must include
some vocabulary words during discourse.
Vocabulary: Notan, conceptual work,
Balance, Movement, Pattern, Rhythm,
Unity
Key Concepts: Use of Principles of design,
Public Speaking and participation in
discourse, Symbolism and light/dark
harmony.
Essential Question: What does Harmony
and Balance mean to you and your life?
How can you apply it to become a better
version of yourself?
How do Symbols effect you?
Target Technical Development:
- Applied understanding of positive
and negative space
-Ability to form ideas and speak in public
regarding ideas.
- Applying art elements
Media Used; Cardstock paper,
cutting mat, poster board, glue, glue
sticks.
Time Needed for each step of
lesson:
Sketch book assignment (as HW) = 1
Day
artist
Opportunity for Analysis; Aesthetics
and
Meaning:
The opportunity will be given after the
power point when they breakout in groups
and research/develop their own patterns
- Students will have multiple
opportunities to reflect and analyze
independently and collaboratively.
- Orally and written
Vocabulary: Line, Value, Variety,
Emphasis, Meditation
Key Concepts:
Working in groups. Research skills.
Following prompt and directions to
successfully complete assignment.
Essential Question: Why is it a good idea
to sometimes take a step back to
meditate and breathe? How can art help
you do this?
Target Technical Development:
-Show ability to work in groups
-Show ability to research a topic
-Show creative ingenuity when adding an
additional element to work.
-Building up craftmanship
Media Used: Pencil, Eraser, Pen,
Cardstock paper, markers
Time Needed for each step of
lesson:

Essential Question: To your
understanding what is The difference
between cultural appropriation and
appreciation of another group?
Target Technical Development:
-Create a concept
-Designing a paper collage in support of
your thematic concept
- Ability to navigate a typed
assignment on a computer
Media Used: Scrap paper, News
paper, Color Paper, magazine paper,
card stock, colored butcher paper,
Poster board, Scissors, Xacto knife,
Matt for Xacto knife cutting, glue, glue
sticks, hot glue,
Time Needed for each step of
lesson:
Intro to assignment and P.P
presentation will be = 1 Day Research
and sketch (to be approved) will be =
1 Day
Project work will be = 3 Days
Assessment Description/ (formative: 3
sketches that they will show the
teacher for approval on one will be
formative. The teacher will also walk
around and check in with students
progress individually once the
assignment begins.
Summative: The paragraph they will be
turning in will be graded and considered
as summative. Turning in completed work -Student will be handed one sheet of
and having a gallery walk. Then choosing paper to work with at a time
Writing portion of assignment and
approval on Notan (students that are
approved begin working) = 1 Day
Creating 2 Notan tiles and critique = 3
Days
Assessment Description/ (formative:
- Teacher will conduct informal
assessment through active
feedback and checking for
understanding with everyone
during their creative process
Summative:
Students will be graded on the paragraph
they turned in and the final critique.
ELL Considerations:
-Student can write their paragraph in
their own language and email to
teacher.
-Student can opt out of verbally
participating in critique. Student can
choose another to read their artist
statement of work.
SPED Considerations:
-Student will be allowed to work in
smaller groups or individually, student
will only have to write 1-2 sentences,
or verbally give explanation.
-Student will be assigned seating In
the front nearest to teacher during
demos and power point presentations.
Presentation of new artists/discussion
and group assignment/ PPT – 1 day
Kahoot of vocab and Zendala
activity/3- days.
Critique activity – 1 Day
Assessment Description/ (formative?
Summative?):
Formative: Students will choose one
person from group work to read what
they discovered.
Summative: Turning in the paragraph will
be the formative assessment. The
students will research artists and their
pattern styles and write a sentence about
something interesting they discovered.
ELL Considerations:
- When addressing the student of their
work using repetitive usage of high
frequency
words and relatable words. Using
art relatable terms and describing
them within various visual contexts.
-You tube video of the process will be
played on a continuous loop.
SPED Considerations:
-Student will be given larger work
space area
-Student will be able to work in smaller
group for group assignment.
-Student will be close to teacher
a partner and given a 2 stars and a wish
method of assessment.
ELL Considerations:
- Handouts of P.P and directions to
project in the students language.
Student will also be grouped with
other bilingual students that speak the
same language and can help
translate.
-Student will work only with scissors
during demos and P.P presentations
-All P.P presentations will be printed
and given to student.
-Video will be playing on a loop in the
background for student to observe if
he/she gets lost in the process.
-Step by step visual handout will be
given to student.

- Essential question, objective, and

purpose will be discussed and
referred to multiple times through the
time span of this lesson in an oral
manner. It will also be written on the
board at all times.

SPED Considerations:
-Student will be given P.P. hand out.
-Student will be given extra time on
vocab sheet
-Student will be assigned a partner
-Student will be allowed to use tracing
paper for creation of totem animal.
-Student can verbally tell teacher what
he/she will be doing for the
assignment.
-Student can make 1-2 sketches
-Student will be given scissors and
butcher paper.