ARTE PRACTICE Learning Segment Worksheet

Title of Learning Segment: Image of

Example/Sample
Automatic Drawing

Grade or Class:

3-6th grade

Prior Knowledge:

How to sharpen and use a pencil to make marks

Central Focus/Big Idea:

To start a drawing with subconscious mark-making and resolve the marks into a more
resolved composition.

Learning Segment Overview: Briefly describe each

Intro/ Motivation/Engage/Research:
Time needed: 10-15 minutes

Give an age appropriate (simple) general overview of what the subconscious is by

defining it as in between conscious and unconscious. I hesitate to say use surrealist art
as an example because dreams happen while your are unconscious. What happens
when we sleep is an area of science that has more questions than answers. Furthermore
there is not a consensus among Psychologists about the purpose of dreams. The point of
this is to explore mark-marking and composition as design elements without a
narrative.

Instruction process/Procedure/Explore/Guided Practice:

Time needed: Intro day – 20-25 minutes. Work day 30 minutes

Intro day: Ask the students to begin filling their page with marks. There is no directive
just that marks be made for remainder of work time. Emphasize that at this time the
should not be a clear subject or narrative or objects present just subconscious drawing.

Work day: Now have the students consciously resolve the composition for the work day.

Present/ Respond and/or connect/present:

Time needed: 40 minutes

Students will take turns bringing their work to the front of the class to share. They will
describe how they began, what choices they made in process, what difficulties they had
and the significance of the elements displayed in their work.
ARTE PRACTICE Learning Segment Worksheet

Summative Assessment/ Evaluation/Closure:

Time needed:

The artwork and participation in group critique will be the summative assessment for
this assignment

Standard Learning Objective (Summative) Assessment

NVAS: # &text
Students will present their
SCVAS: # & text artwork to the class. They will
I can resolve source material describe how they began, what
VA.CR.IM.1.2 generated from automatic choices they made in process,
I can work drawing using additive and/or what difficulties they had and
through the subtractive drawing processes the significance of the elements
artistic process into a resolved composition. displayed in their work. They
to improve my will discuss the classes
artwork through observations.
experimentation
.

Academic Language Demands, as applicable:

1. Language Function
One LF essential for students to develop & practice. Use Standard and Objective
action verbs, e.g. analyze, compare/contrast, interpret.

The students will present their work in front of the class, explaining how they
understood the topic, how that informed how they began, what choices they made in
process, what difficulties they had, what moments of inspiration did they have, and the
significance or origin story of the elements displayed in their work.

2. Vocabulary
No more than 5 terms w/definitions using age-appropriate language. Cite source

Process – A complex operation involving a number of steps to complete any method or

technique of art-making, such as the addition and subtraction processes in sculpture,
the etching and intaglio processes in printmaking, constructing processes, or drawing
(erasure) and painting processes (layering).

Techniques- The use of tools and materials in unique ways that are specific to the artist,
the medium, or the art form. Abstract expressionist painters, for example, often use
palette knives or tools intended for the application of cement or putty to apply thick
layers of paint.

Mark-making - the different lines, dots, marks, patterns, and textures we create in an
artwork. When we talk about a works mark-making we are talking about their
expressive qualities.

Composition – An artist’s arrangement or organization of the objects within a work of

visual art.
ARTE PRACTICE Learning Segment Worksheet

Intent – Purpose behind making a visual artwork whether personal or analyzed through
the work made by others. Purposes include storytelling, advocacy or activism
(propaganda), expression through symbol, decoration, beauty, investigation of a theme,
and function (such as in design fields).

Source: South Carolina College and Career Ready Standards for Visual Arts Proficiency,
2017.

Google.

3. Discourse
How will you develop students’ academic discourse (putting the words to
work/responding) and/or syntax (symbols, etc.)?

Students will participate in a critique, a class group activity beginning with a students
explanatory show and tell presentation of their work followed by Q&A free response time with
the class.

4. Practice
How you will you help students practice using the language function? What
specific opportunities: e.g. reflective writing, exit tickets, critique, small group
discussion, presenting?

The teacher’s role in critique is one of facilitation rather than direction. There are no
right answers but descriptions, questions, responses can be improved by use of
vocabulary or relation to aesthetics (acceptation or rejection) or art history (or art
present). The objective is to learn how to engage in and practice dialogue rather than
produce a conclusion.

Key Materials Include appropriate technology that you will use in each activity as well
as a complete list of the materials you will use (manipulatives, worksheets, word lists,
game directions, art supplies, book titles, PowerPoint etc.).

Surrealist art examples of automatic drawing. Steer away from “dreamscapes” as

developing clear narrative or highly representational objects is not the objective of this
lesson.

Student option on drawing materials preferably monochromatic: graphite, charcoal,

colored pencil, soft pastel, oil pastel, chalk, wax crayon, etc.
 ARTE PRACTICE Learning Segment Worksheet

Lesson I of 4 (2 of 4 etc.) Each lesson is a step to teaching the Big Idea of L. Segment
Standard Objective Formative Assessment
The focus of this lesson Same as overview Formative for this lesson is…

Instructional Strategies and Learning Tasks (Procedures & Timelines)

 Instructional Strategies and Learning Tasks should match Objectives & Standards.
This is the heart of the plan. It is your script. Write so it is a clear, concise, yet
thorough sequence.
 Include enough detail so that anyone who is well-educated could follow your plan.
 Include Introduction, reflective questions, & enough activities to adequately address
your objectives. They must be developmentally appropriate for grade level.
 Add at least 2 references from theory to practice
 Be very specific in this section, particularly with transitions. E.g. Can vary based on
lesson:
o Focus/review OR INTRO
o Share objectives
o Teacher instructions Or I DO
o Guided practice We do
o Independent practice YOU DO
o Connecting/sharing/presenting
o Closure/ review

Theory/Theorists/Research Connections: State the theory/theorists whose thinking

influenced yours for this learning segment. E.g. Piaget, Vygotsky, Lowenfeld. Cite
sources. These are the two that you referenced in your Instructional Strategies and
Learning Tasks

Accommodations Universal Design for Learning used in this art lesson.

 Representation: Students can choose a drawing medium. I would instruct to keep
it monochromatic but accept deviations.

 Engagement: Students can choose a drawing medium. I would instruct to keep it

monochromatic but accept deviations.

 Expression: Students can choose a drawing medium. I would instruct to keep it

monochromatic but accept deviations.

 Individual student with special needs: I would be happy to review a students

IEP with their special education teacher or assistant to review the individual’s
requirements and collaborate to develop personalized accommodations to meet
those needs.

Resources/ Books, dictionary, articles, websites cited correctly using APA

Artifacts/teacher or student made Images, handouts, PowerPoints, etc.

Reflection (Internship I only) What went well? Not so well? Next time I will do this
differently…
ARTE PRACTICE Learning Segment Worksheet