UNIT PLAN TEMPLATE Art ED 3601 1

Art Education Unit

Title of Unit Finding a Means Through Expression Grade Level Grade 9

Teacher Bailey Clarkin and Mckayla Manz Number of Lessons and 4

Classes Sequenced
Lessons,
10-12 (60
min.)
Classes
Overview of Unit & Rationale
500 words Give a clear and concise description of the Unit. State the learning objectives – what you intend students to
learn/experience. Provide a rationale that connects your unit with your developing art education philosophy. What is the
value of this learning experience for students? How does it support and challenge their knowledge, skills and attitudes?
How does it support your developing philosophy of art education?

This unit challenges students to look deeper at the idea of how color can depict emotions and feelings within art. By
looking at expressionism and fauvism, students can get an idea about how other artists in these movements use
techniques, color, and space to create a sense of different emotions. Students will learn and apply that knowledge to their
own creations within the class as well as continuously work to develop their vocabulary through a word wall activity.
Students will be introduced to critiques and get the opportunity to experience a few different types within this unit. This
will allow them to make comparisons about pictorial styles between their own works and the works of their peers. Starting
critiques out simply will get students used to talking about art with a critical lens. This unit will explore how students can
find a means through expression. They will understand how to use these techniques in their own art and start to create
their own styles that they can continue to build upon. In addition, we will go through many different artists involved in
expressionism and fauvism as a way to see how art can change through time.

Statement of Inquiry/Unit Question

A question that students take up throughout the unit, through the various activities. At the end of the unit students have
explored and considered this inquiry and can respond to this question.

How can the use of colour depict various moods or feelings in art? To what extent can the formal characteristics of
expressionism create a significant meaning in the artwork? What value does being expressive in art have on finding
connections to the larger context of the world? (self-identity?)

Alberta Program of Study

For this unit assignment you are expected to draw on all three GLE’s (Drawing, Composition & Encounters) over the unit.
What SLE’s are you selecting to work with? Don’t overdo it, choose carefully. You might fill out this section after you do
your Unit Mapping.

GLE Drawing:
SLE:
Communicate, Concept B:
Mood and feeling as perceived by the individual student can be expressed in colour drawings.
UNIT PLAN TEMPLATE Art ED 3601 2

Record, Concept B:
Concepts of positive and negative space can be employed when drawing people in groups.
Articulate and Evaluate, Concept A:
Making comparisons about mood and feeling between one’s own works and works made by other students is part of
learning to talk about art.
Articulate and Evaluate, Concept B:
Knowing the terms of design, media and techniques used in one’s own drawings helps in description and analysis of one’s
own and other’s works.

GLE: Composition:
SLE:
Component 1 (A):
Manipulation of colour emphasis can help express mood in two-dimensional compositions.

Relationships, Concept A:
Making comparisons about pictorial styles between one’s own works and the work of other students is part of learning to
talk about art.
Component 3 (A):
Variation of form: natural objects exhibit wide variation of form within a single type.
Component 3 (B):
Control of colour and space: certain colours advance and recede, according to the colours around them.

GLE: Encounters:
SLE: Impact of Images
Concept A:
The ways people use art changes through time.

Summary of Lessons
Approximately 75-100 words each summary. Clear and Concise; a synopsis of the lesson, connection with POS, the
lesson's purpose in and of itself, and the lessons’ purpose within the unit. Make clear the scaffolding - meaning how each
lesson supports the next...Indicate what DBAE areas are being covered in the lessons in one or two brief sentences.

Class Profile A:
Class size 32, Mixed cultures (70% European Canadians, 20% New Immigrants-ESL, 10% Indigenous)
5 students are 3 grade levels below for reading and writing, 3 students with diagnosed attention deficit learning disorder
(1 EA support), 2 students with (undiagnosed) defiance behavioral challenges, 10 students are budding artists, and 5
students with no artistic experience and are not interested in art at all.

Lesson 1: Lesson one is an introduction. This lesson will involve the art history portion of expressionism and fauvism. This
lesson will include looking at the formal characteristics of the movements, some artists from each movement with
examples of their work, and a more in-depth discussion about the meanings and backgrounds in these specific time
periods. Students will learn what each movement is and how it can change throughout time. They will create a Venn
diagram of the differences and similarities between the two movements, be introduced to a word wall to improve on their
art vocabulary, and they will get introduced into how expressionism and fauvism can depict emotions and feelings.

Lesson 2: Lesson 2 will involve a more in depth look at how expressionism and fauvism can depict emotions and feelings in
art. Students will get a chance to explore their own experimentations and create a piece individually that shows emotion
by the use of colour. This lesson will also include an artist study where students can pick an artist from one of these
UNIT PLAN TEMPLATE Art ED 3601 3

movements and research them more in depth. Students will research that particular artist's work and then they will use
that to influence their own art piece that depicts the same emotion that their artist does. The act of critique will also be
introduced in lesson 2. We would like to use this lesson to incorporate critique in a way which allows students to get the
chance to see what it is like. We will start out by having a discussion to examine what previous knowledge student obtain
on critique. After this discussion we will start critiques off simple with a gallery walk and a slip of paper with questions.
Students will have a chance to experience a critique without any stress or anxiety.

Lesson 3: Lesson three is focused on space and form within expressionist and fauvist works. We will introduce this idea to
the students by showing a video including the terms and techniques that will be expected to be used. The students will
get a chance to experiment with positioning, scale, depth, and organization on their own to learn how to control color and
space. In addition, they will try an activity with an eraser to help get used to the idea of positive and negative space within
a work. In summary, this lesson is for students to get used to the idea of shapes and forms within expressionist and fauvist
art as well as to start to think about how they could use this in their own creations.

Lesson 4: Lesson four is intended to foster the development of student-oriented creativity to reveal the student’s own self-
expression in art. Through various video resources, teacher examples, group discussions, and scaffolding the students will
work on the completion of their final project. The final project asks the students to create a mythical creature that
represents parts of their own identities. Before the making of the final project, students will pre-plan in their sketchbook
and have various discussions with the teacher and class about what inspires them, and the meaning and importance of
self-expression. This component of the unit ties together all previous learning for the way that it emphasizes how meaning
through self-expression can be partnered with various techniques, knowledge of formal characteristics such as colour, and
how the representation of a mood or feeling can all be shown in an artwork as a form of expression.

Unit Mapping
Lesson 1: POS Lesson 2 POS Lesson 3 POS Lesson 4 POS
4 Classes Connection 2-3 Classes Connection 2 Classes Connection 2-3 Classes Connection

GLE: GLE: GLE: GLE: Drawing

Introduction to Colour Exploring Space, Find Meaning
Compositio Drawing Compositio SLE:
Unit on Exploration and Form, and Self- Through
n SLE: ns Articulate and
Expression SLE:  Analysis Communica Expression SLE: Expression Evaluate
Component te Component Concept A
A: Fauvism 1 (a):   Lesson Concept B: Lesson s 3: B. Resource: Making
Study of the Manipulatio Procedures: Mood and Procedure: Control of Video about comparisons
movement and n of colour feeling as colour and why it is about mood
artists: emphasis Introduction perceived Introduction to space: important to be and feeling
The focus here is can help Activity: by the Form and Space certain self-expressive between
to allow the express Free Form individual colours https:// one’s own
mood in student can advance works and
students to grow Drawing Resource: www.youtube.c
two- be and recede, works by
in understanding dimensional Growing out of expressed in according to om/watch? other
of the formal composition the colour Fist to Five the colours v=LGKpuZdoUD students is
characteristics s. perfectionist drawings. [Formative around w part of
within the mindset by Assessment] them. https:// learning to
Fauvism drawing blindly GLE: www.youtube.c talk about art.
movement and GLE: what the Compositio Direct GLE: om/watch? Concept B
learn about Encounters students n Instruction: Compositio v=3lSjIBuKeEo Knowing the
Henri Matisse and SLE: Impact observe. Either SLE:  As a class we will n terms of
of Images Component SLE:  design, media
André Derain. draw another discuss how to Lesson
Concept A: 1 (a):   Component and
https:// student, object, Manipulatio use space in a 1 (a):   Procedures: techniques
The ways
www.theartstory. people use or the space n of colour composition.  Manipulatio used in one’s
UNIT PLAN TEMPLATE Art ED 3601 4

org/artist/ art changes around them. emphasis -Sight n of colour *Reminder of own drawings
matisse-henri/ through [warm-up can help -Organization emphasis Inquiry helps in
https:// time. activity, express -Negative space  can help Question: description
mood in express and analysis
www.theartstory. individual] -Positive space How can the
two- mood in of one’s own
org/artist/derain- -Perspective use of colour
dimensional two- and others’
andre/ Materials: composition -Contained dimensional depict various works.
Sketchbook s. -2D, 3D composition moods or
Connections to Pencil (illusion) s. feelings in art?
Colour & Marker [teacher provides To what extent
Expression: examples from can the formal
Fauvism was a *reminder of Fauvist and GLE: characteristics
period of art that inquiry Expressionist art Drawing of
was highly question movements] SLE: expressionism
Communica
characterized by create a
GLE: te
the use of strong Review of Word Compositio Direct Instruction significant
Concept B:
colours. This Wall: ns and Big/Small Mood and meaning in the
movement is also SLE: group Discussion feeling as artwork? What
a form of Review terms Relationshi [Think-Pair- perceived value does
expressionism on ps Share] by the being
with its use of the word wall as Concept A: Discuss and share individual expressive in art
bold, a brief overview Making thoughts on how student can have on finding
unnaturalistic of what we did comparison these artworks be connections to
s about expressed in
colours and fierce in the previous depicted form the larger
pictorial colour
brushwork. classes. More styles and space. context of the
drawings
terms added. between world? (self-
Resources: one’s own How does this identity?)
https:// Review of works and relate to
www.tate.org.uk/ Colour Poster the works of expressionism
art/art-terms/f/ other and the creation Exit Slip-Based
fauvism Activity 1: students is of our own art? on inquiry
Colour as part of [Sketchbook question
learning to
https:// Emotion entry-drawing or related to the
talk about
www.tate.org.uk/ art.
written learning from
art/art-terms/e/ Students will component, previous classes
expressionism design their formative [Formative
own assessment] Assessment]
Formal expressionist
Characteristics: composition in Return to Word Reflection on
The students will their Wall: Inspiration:
learn about sketchbook to Add terms related Small group
various represent a to form and space discussion with
techniques, chosen mood. [previous table peers to
compositional They will pick a discussion DBAE talk about what DBAE
DBAE DBAE Connection Connections
choices, and piece of paper emphasizes this inspires the
Connection Connection s Art
individual out of a jar/box vocabulary] students, both
s: s: Art Production
expression with a mood or production in terms of art Art Criticism
-Art History Art
throughout the -Aesthetics feeling written Production *Literacy and outside of Art Aesthetics
study on Fauvism. -Art on it and then Art Criticism Development the art world.
The use of colour Production develop their Art History [teacher will
to represent a own piece of art Exploration of discuss what it
mood or a feeling to represent Self: means to be
will be of *Literacy that feeling with *Literacy Journal Entry, inspired before
particular focus. developmen the developmen Sketchbook students share
t characteristics t
exploration for with one
B: Expressionism and techniques students to grow another,
UNIT PLAN TEMPLATE Art ED 3601 5

Study of the discussed closer with their teacher will

movement and previously in own self-identity share examples
artists: class. and forms of of what inspires
[Formative expression. her]
Expressionism assignment- [guided questions
teaches students access student’s prompt, reminder Self-Identity
the value of understandings of inquiry Concept Map:
colour choice of previous question and Why is it
when material] connection to important to be
representing a identity, able to use your
mood, feeling, or Materials: formative own self-
individualistic assessment] expression?
meaning to a Cut-out paper [guided
work of art. with moods on Activity 1: questions, video
Students will it Sketchbook resource]
grow in Jar/box for activity to start https://
appreciation for students to pick thinking about www.youtube.c
this movement from shape and space.  om/watch?
and how colour Student (figures in space) v=ati3O3-iZls
holds a significant sketchbooks [demonstration
influence on a Pencil crayons or an exemplar Students will
work of art Markers will be shown]  create a
through the study Wax crayons Students will concept map
of Edvard Munch watch a demo of that relates to
and Wassily Activity 2: how to position their own
Kandinsky. Sticky Note objects or figures identities/perso
https:// Critique in space.  nalities. This will
www.theartstory. They will then get be a guideline
org/artist/munch- *Introduce the an opportunity to for their final
edvard/ meaning of explore it on their project.
https:// critique* own for about 10-
www.theartstory. 15 minutes.  Teacher
org/artist/ Students will Experiment with provides an
kandinsky- write 2 things position, scale, 2d example of a
wassily/ they appreciate or 3d. mythical
about another creature that
Connections to student’s work Resource: expresses her
Colour & and one https:// self-identity
Expression: suggestion. www.youtube.co
The movement of They will do one m/watch? Activity 1:
expressionism for themselves v=qPpqXgKUVmw Brainstorm/
aimed to depict and then one Collaboration
an artist’s inner for two other Materials: work time with
feeling and ideas. students. Sketchbook a partner.
Similar to that of [Formative Pencil Students will
the Fauvist assessment] Eraser have a
movement, designated time
Expressionism Artist Study Positive and to discuss and
uses [DI]: Negative Space think about the
unnaturalistic Exploration: organization,
colour and strong Explore the Experimentation media, and
brushwork to different artists' with charcoal as a techniques for
depict a distorted uses of colour medium. final project.
reality. and techniques [Demonstration Encourage
Expressionism is in various done using phone students to plan
UNIT PLAN TEMPLATE Art ED 3601 6

identified with art artist’s work.  and gooseneck on a pre-drawing

of the 20th Pablo Picasso, screen] of their
century and The Old Demonstration of character in
extended into Guitarist, 1903- positive and pencil first
Abstract 04 negative space. [Student notes
Expressionism Franz Marc, and plan
after the Second Large Blue Materials: drawn/written
World War. Horses, 1911 Sketchbook in sketchbooks]
Franz Marc, Charcoal
Fighting Forms, Eraser Activity 2:
Resources: 1914 Fantasy Project
https:// Ilmari Aalto, Group Students will
www.tate.org.uk/ Storm, 1915 Discussion: combine what
art/art-terms/e/ Franz Marc, The Highlight the they have
expressionism Yellow significance of learned about
Cow,1911 process in art. Fauvism,
Formal Pablo Picasso, Expression,
Characteristics: Portrait of Differentiation: form, colour,
Expressionism Madame -Allow for a emotion, and
and colour work Matisse. The physical copy of space to create
together to Green Line, word wall their own
create art that 1905 vocabulary drawings of a
speaks of Andre Derain, -Allow extra time mythical
meaning and The Turning - Movement creature that
intention. Road, L´Estaque breaks relates to their
Students will -Step by step own
focus on colour as [Small Group introduction personalities
a compositional discussion, table (scaffolded, low- and identities.
choice and learn talk about what stakes) [set of
though these they notice -Fidgets (Support guidelines: what
artists and their about the for students with parts of your
works how to use artist’s work, ADD) personality/
their own how the work -Time warnings (5 identity will be
expression in art. makes them min. cues) present in your
feel, reminder character (what
of inquiry is the most
Lesson question, dominant part
Procedures: guided of your
questions] personality),
how will you
Whole Group Activity 3: Artist express these in
Discussion on Analysis your drawing of
what it means to the mythical
be expressive: Students will creature? [Final
A guided explore various drawing
discussion of artists and their summative
what the students techniques, assessment]
already know choose one of
about expression, the artists and Materials:
what it means to create their Open-ended:
be expressive, own unique Sketchbook
and how can you drawings using Acrylic Paint
express yourself? similar styles Markers
[Students will do and colour Pencil crayons
a think-pair-share palettes. Watercolour
UNIT PLAN TEMPLATE Art ED 3601 7

with a table [research based, Paint

partner then join identify formal Crayons
for a whole group characteristics, Charcoal
discussion] and find the Etc.
The discussion meaning behind
will wrap up with the work]
a conversation on 4-3-2-1 Self-
what it means to [Research will Reflection
use expression in be submitted in [Summative
art and what this sketchbook as Assessment]
may look like. summative Students will
[Formative assessment] write about 4
assessment on things they
Padlet] Activity 4: Art learned by
Critique making this
Direct artwork, 3
Instruction: Gallery walk things they
What is Fauvism [guided prompt want to share
and questions] about this
Expressionism? Students will artwork, 2
This will be an respond to things they
overview of the questions would change
movements, how provided for 3 about this
they used colour other student’s artwork, and 1
to depict meaning work. thing they will
in the work, never forget
examples of Whole Group about this
influential artists Discussion on process.
of the time and Critique
examples of their Final critique:
work. [Guiding How did you see Students will
questions emotion share their
throughout the depicted in works 2 at a
presentation] others' work? time. The
Do you notice students will
Activity 1: Venn how their work lead their
Diagram was influenced discussions
Students will by another based on their
explore the artist? If so, In 4-3-2-1 self-
formal what ways? reflections.
characteristics of How did the Classmates will
Fauvism and colour palette then follow up
Expressionism. portray mood with a
[Controlled or feeling? discussion on
groups of 2 or 3 By looking at what they
students to the objects or observe about
compare and symbols the artwork.
contrast the two present, what How shapes are
movements on do you believe organized in
their stylistic is the intended space and how
qualities] meaning behind colours depict
the work? emotion, what
*Inquiry their thoughts
Question: Revisit Word are on the
How can the use Wall process and
UNIT PLAN TEMPLATE Art ED 3601 8

of colour depict Add any new what the

various moods or terms from meaning behind
feelings in art? To discussion the creation
what extent can *Literacy was.
we as artists use Development
our own Differentiation:
individualized
expression to Differentiation: -Incorporate
create a their own
significant -Allow for extra interests (open
meaning in our time ended
art? What value assignment)
does being -Variety in -Media choice
expressive in art options for for final project
have on finding summative is up to the
connections to assessment student’s
the larger context done in discretion
of the world? sketchbook [teacher will
(self-identity?) (insert visuals, support
text, drawings, students with
concept maps) their choice and
Activity 2: demonstrate
Introduction to -Text-to-voice how to use
Word Wall tool on various medias]
Students will computer for -Prep time for
share their ideas research students to
from the Venn brainstorm and
Diagram to help -Movement ask questions
contribute to the break with other
word wall. peers
[Whole Group -Fidgets -Movement
Discussion] (support for breaks
students with -Scaffolded
Activity 3: A Look ADD) instruction
Through Time -Pre-planning of
Looking at the -Time warnings final work done
artists within (5 min. cues) in pencil first
Fauvism and
Expressionism, -Include
students will interests of
demonstrate their students
understanding of (explore an
the changes of art artist they are
through time by intrigued by)
exploring further
examples of the -Allow for the
symbolic meaning students who
behind the work. struggle with
Students will reading and
analyze these and writing to work
have a discussion in pairs
with small groups
(3-4) [Guided -Start critic with
discussion low-stakes
prompts on (beginner),
UNIT PLAN TEMPLATE Art ED 3601 9

board] scaffolded to
Students will increase
document their difficulty
work in their throughout
sketchbooks as unit.
formative
assessment.

Reference to
Colour Poster
[displayed on
classroom wall]
Connect colour to
emotion and
feeling

Activity 4: Colour
and Emotion
Analysis
Thumbnail
sketches using
colour and
various brush/pen
techniques to
depict expression.
[Individual,
teacher provides
examples and
demonstrations
on how to use
different
brush/pen
techniques]

Differentiation:
-Strategic
grouping of
students so
reading levels are
not an obstacle.
-Group rehearsals
before
individually
calling on
students (think-
pair-share)
-Fidgets (support
ADD students)
-Time warnings
(5-minute call
outs)
-Extra time if
needed
-Movement
breaks
UNIT PLAN TEMPLATE Art ED 3601 10

-Teacher provides
exemplars and
demonstrations,
vocabulary lists
-Simple grading
system
(exceeding
expectations,
meeting
expectations, not
meeting
expectations)

Notes
Resource: Colour as Emotion Poster
https://theartofeducation.edu/flex/collections/exploring-abstract-expressionism-ca/
 UNIT PLAN TEMPLATE Art ED 3601 11

LESSON PLAN
Grade: Grade 9 Lesson Title: Relationship Between Colour and Emotion Lesson Duration: 60 minutes

Overview of lesson. Write a clear and concise overview that indicates the following: What the lesson is, the purpose/goal of the lesson what
students will do/learn and how the lesson will conclude. *Instructional video in January 14th class give an example of a strong overview and in
contrast an overview that is incomplete.

 This lesson will explore the ideas on how colour can depict emotions and feelings within an artwork. Students
will be encouraged to step outside their comfort zones and stay open minded in an introduction activity that
challenges students to stay process focused rather than with a perfectionist, final product focused lens. Students
will explore their feelings and process in this activity and discuss with the group as a whole. Students will be
introduced to the idea that different colours can influence moods and feelings by being shown a poster about
how colours and emotions are linked. They will then get to experiment and create an artwork individually that
represents a given emotion. Students will get the opportunity to discuss and explore between peers about what
they notice in others works in addition to their own. An informal sticky note critique will be included to allow for
the expansion of these ideas leading into a final discussion about what they have learned.

Alberta Program of Study: Goals and Objectives. Carefully select GLE and SLE that pertain to your lesson. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson. Importantly this is connected clearly with the information in your
Unit Map.

GLE: SLE:
Composition Component 1 (a):
Drawing Manipulation of colour emphasis can help express mood in two-
dimensional compositions.

Relationships, Concept A:
Making comparisons about pictorial styles between one’s own
works and the work of other students is part of learning to talk
about art.

Communicate, Concept B:
Mood and feeling as perceived by the individual student can be
expressed in colour drawings.

DBAE
Give an overview (50 words) of the learning taking place in the select DBAE areas. (The unit as a whole must cover all 4 areas of DBAE framework). For
your individual lessons, choose the DBAE area(s) that your lesson will address and explain how it will address it. Often you will find overlaps of several
areas...but focus on the more predominate areas(s)

1. Art History/Culture: N/A

2. Creative Production (Studio): The students will participate in their own creative production by making emotion as colour sketchbook
drawings. This is an introduction to how colour can be used to emphasize expression in art. The students will be given 15 minutes to
complete their drawings and are encouraged by the teacher to think of the importance of this activity through guided questions.
3. Art Criticism: Students will get a chance to think critically about the art that other make in this lesson in addition to their own. They
will learn to look at art with a critical lens by starting to ask questions and evaluate the visual properties and qualities in the work.
4. Aesthetics: Students will start to think about what some of the meanings and purposes of art may be. We will look at what the value
of art is as well as the elements that make it unique.
 UNIT PLAN TEMPLATE Art ED 3601 12

Learning Objectives. Translate the SLE's into learning objectives. Using Stem, directing verb and what is to be learned language. Use Blooms
Taxonomy directing words. *Instructional video in January 14th Class folder reviews this clearly

Composition Component 1(a)- Students will experiment with color to learn how they depict different moods and feelings.
Relationships, Concept (a)- Students will compare and contrast their works to peers
Relationships, Concept (a)- Students will examine others works to be able to explain compositional choices
Communicate, Concept (b)- Students will explore how mood and feelings can be represented through colour drawings.

Lesson Guiding Questions: Use Bloom's Taxonomy, directing verbs in the areas of: knowledge, skills and attitudes. Be clear on what type of
knowledge/skill/attitudes students are developing and expected to do. This informs the types of questions you develop. Guiding questions must
support this and provoke student thinking and help them understand what they are learning, why they are learning, what they have already learned,
what they still need to learn etc..

How did this process feel for you? Did you feel overwhelmed, anxious, was this an easy task? Share your thoughts with the
class.
Were there any temptations to look at your paper during the drawing?
Do you have any other experiences that you want to share or any insights that you may have learned from doing this
activity?
Who wants to share what their thoughts on what colour they believe best represents the emotion of sadness?
How are each of the colours represented and connected to each emotion?
How does this activity of using colour to represent an emotion or feeling relate to our own self-identities and the ways in
which we express ourselves?
Did the process of connecting colour to an emotion/feeling help you to think about other ways you can express a mood or
feeling in art? If so, can you explain?
In what ways can an emphasis of colour influence how emotion is seen throughout an art piece?

Annotated Learning Resources List These must be relevant and age appropriate and from a reliable source. If it is on online resource provide
an active link. If it a book, cite the book and author. Provide 1-2 sentences (annotated) to indicate what the resource is and how it support your
lesson/ student learning? *you may have more or less than three resources. It depends on your lesson. If you are providing material on First Nations,
Métis or Inuit, it must be an authorized source, from an Indigenous author or Indigenous community. Beth Cormier in the Curriculum Lab has many
resources to help you. If you are not sure connect with her.
Resource #1: Colour poster
Resource #2: Google Jamboard https://jamboard.google.com/d/1J4ZTa3TXPT1aXr3iPV6P3C3iXnwhNWQ6zLOzkH00M-8/viewer?f=0
Resource #3:

Material and Equipment: List: Art supplies, manipulatives, smartboard, online white board etc…What you will use AND, therefore what you will
organize ahead of time prior to your lesson

Sketchbooks
Pencil crayons, markers, wax crayons
Erasers
PowerPoint (created in preparation)
Teacher copy example of activities
Google Jamboard (created in preparation and link copied ready for class)

Lesson Procedures
Introduction (7 min.): Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body.
Indicate the timing for each section. This can be written in point form

Free Form Drawing:

 UNIT PLAN TEMPLATE Art ED 3601 13

Student’s will grow out of the perfectionist mindset by drawing blindly what the students observe. Either by drawing an
object or the space around them. This is a warm-up activity, done individually by each student. The purpose here is to
highlight the process of making art and move away from the concerns for what the end product will look like. Students will
be given 5 minutes to draw and then we will join together as a group and have a 5-minute brief discussion on how they felt
doing this kind of activity.

Instructions before students start drawing: Each of you will have 5 minutes to work on a free form drawing. You have the
option to either draw an object Infront of you or the space around you. The purpose of this activity is to get you out of the
perfectionist mindset. Please refrain from looking at your paper during this activity. Remind the students that the goal of
this activity is not for their final products to look perfect but for them to use their observation skills and trust in the
process. Encourage the students to be open minded and participate. It is important to use this time wisely and to keep
their cameras on so that we can watch how they work during the process.

Expectations for students: Students are expected to participate in this activity and have an open mind to this new
approach. The way the teacher will emphasize this is by informing the students about the importance of process and
learning to trust in their own abilities without being so concerned about what the art appears like before the activity
begins.

Expectations of student behavior: The students are expected to use this time wisely and focus on their own individual
work. When we move into the discussion portion of this activity, students will be expected to raise their hands before
calling out responses and respecting their peers by not over talking over one another. These expectations will be shared
with the students before the discussion begins as a brief reminder of what it means to be a part of a respectful,
collaborative environment.

Transition to Body: Give the students incremental time warnings throughout their quick sketchbook exercise (there is one-
minute left, 20 seconds remaining, okay please wrap up the last thing you are working on before we start our group
discussion on this activity). Since we are facilitating this activity through zoom, the students will be in their seats in which
there is no need for further directions.

Body (41 min.): This is the largest part of your lesson. Write clearly and concisely. Writing must be descriptive and clearly organized. Specify activities and
transitions in lesson. Indicate timing of each section. Identify teaching strategies, include any questions that you will use, organization of class etc. How and when are
you using formative assessment in your lesson? Indicate differentiation within the body of your lesson.

Steps and Procedures: Lessons are divided into portions. In the lesson body there Identify Teaching Strategies/Rational
should be a least two activities and one transition. You may have 3 activities and 2 transitions. An Example: Direct instructions, pair/share, jigsaw,
activity can be reading - transition - partner dialogue (as an example). * Style of writing in the
lesson plan is descriptive and concise (NOT POINT FORM). As well, you are not narrating, rather whole group discussion etc. When will you use
you are describing the activity, the learning, critical information to carry out the lesson. Any these and why? You will list in your body, but you
questions you have developed to use during the learning, to facilitate discussion for instance, are
to be written directly into the lesson plan in the area where it occurs.
will explain your choice here.

Activity #1: Whole group discussion based off the hook (8 minutes) Direct Instruction: The direct instruction occurs
during the beginning of a lesson when the
This activity will involve a discussion about how being expressive is teacher will explain an activity and provide an
much more gestural. As well as how in this case it is important to get example of the work. Direct instruction also
rid of those “perfect” ideas. It does not matter what the final product occurs when the teacher goes of the colour as
is. We are currently just thinking about process. This activity will be emotion poster with the students. This is an
used as an opening into our lesson. [Teaching strategy: Brief Direct appropriate teaching strategy because it gives the
Instruction] students the required information, they need in
order to be successful during the lesson. The
 UNIT PLAN TEMPLATE
The teacher will begin the activity by asking students to share their
creations with the class. (2 minutes to share on camera)
The teacher will ask the students their thoughts on various guided
questions. Students are expected to raise their hand (zoom) before
answering questions and not talking over one another during
discussions. [Teaching strategy: Whole Group Discussion]
Guiding Questions:
How did this process feel for you? Did you feel overwhelmed,
anxious, was this an easy task? Share your thoughts with the class.
Were there any temptations to look at your paper during the
drawing?
Do you have any other experiences that you want to share or any
insights that you may have learned from doing this activity?
*When students talk about their process and experience during this
activity it will be useful to ask them to show their work again to the
class so we can get a visual reminder of what they created. *
Transition: The teacher will thank the students for sharing their work
and participating in the group discussion. The teacher will then inform
the students that we will be moving onto the next part of the lesson
which is exploring how colour can be used to represent various
emotions. The teacher will transition into this segment by asking the
students what they know about colour and emotion. (3 min.)
[Teaching strategy: Brief Whole group discussion]
Pre-knowledge questions:
Who wants to share what their thoughts on what colour they believe
best represents the emotion of sadness? What about frustration and
peace? [Teaching strategy: Whole Group Discussion]
Art ED 3601 14
teacher will also share her expectations with the
students during this instruction time.
Whole Group Discussion: Much of this lesson
facilitates whole group discussions in which all
students are encouraged to listen and participate.
The whole group discussions occur after direct
instruction from the teacher, after the colour as
emotion activity, and during the critique. It is
most appropriate to have conversations as an
entire class because the class size is small and this
way even those who may not have an answer
every time can learn from their peers’ answers to
certain questions guided by the teacher.
Teacher Exemplar: A teacher exemplar is used to
demonstrate the expectation for the students
during the colour as emotion activity. As well this
exemplar can be used as inspiration and help give
the students a greater understanding of what
they need to do for this task.
Hands-On Exploration: The hands-on exploration
is a fundamental piece of this lesson because it is
one of the best ways for the students to truly
grasp their understanding of how colour can be
used to depict emotions/feelings in art. This way
students can explore their own thoughts and
processes by making their own creative artworks.
 UNIT PLAN TEMPLATE Art ED 3601 15

Formative Assessments Type/Name:

Activity #2: Colour as emotion (25 min.)
The teacher will introduce the colour poster to the students, so they
have a visual reminder of what various colours represent. This will
help the students to engage with colours as they are working on their
own art. (5 min.)
Introduce students to a teacher exemplar for this activity. The
students will be able to observe how the teacher used various colours
to represent a certain mood or feeling. In this case the mood or
feeling will be that of frustration and excitement. The teacher will not
tell the students what mood/feeling the drawing represents but
instead the teacher will ask the students to make guesses based on
their observations of colour of what the mood/feeling is. [Teaching
Strategy: Provide exemplar, Whole Group Discussion]
*each student will be pre-assigned a specific emotion to represent in
their drawings. This will be revealed to the students after the teacher
shows the exemplars*
Transition to artistic production:
The teacher will tell the students that they now have around 10-15
minutes to create their own colour as emotion drawings using pencil
crayons, markers, or wax crayons in their sketchbooks. The teacher
will also tell the students that these drawings do not need to take up
the entire space of their page and they are free to use lines, shapes,
figurative representations, however, the main focus should be on
colour.
Where Assessment Occurs/Purpose of assessment
Whole group discussion during the quick
sketchbook exercise. This will gage the teachers
understanding of where the students are at and if
the class is ready to move on to the rest of the
lesson.
Exit Slip: This assessment occurs during the
consolidation period of the lesson as a wrap up
activity. The students are asked to answer a
question that relates to the material covered in
the lesson. The teacher will use this information
to guide whether or not they need to come back
to using colour as emotion or if they can move on
to the next lesson for the unit.
Differentiation: Indicate in brief sentences areas of
differentiation.
-Allow for extra time (when needed)
-Verbal time warning (one-minute left, 20
seconds left)
-Options with media choice for activity (pencil
crayon, marker, wax crayons)
-Providing students with options for
questions/responses during critique.

Artistic Production: 10-15 minutes

The students will work individually on the creation of their own
colour as emotion pieces during this time. The teacher will casually
check in every so often asking the students

The teacher will check in to see if any students are struggling. Remind
students to focus on colour and that it may be appropriate to use
more than one colour in their drawings. Also, the teacher will remind
the students to think about how they felt in the moments when they
were feeling these types of emotions. What was going on in the
students mind during this time?

Transition: Give the students time warnings (1-minute left, 20

seconds) Once the 15 minutes has completed the teacher will tell the
students to wrap up the last thing, they were working on and focus
their attention onto the screen again. The teacher will tell the
students that we are going to take a moment to do a quick movement
break before we move onto doing a critique based on this activity. The
teacher will ask the students to stand up, stretch their arms, their legs
 UNIT PLAN TEMPLATE Art ED 3601 16

and after about a minute, the teacher will ask the students to find
their way back to their seats.

Sticky Note Critique (Google Jamboard): 10 minutes

This critique is an introduction on the importance of critique in art.

The teacher will tell the students that critique is the process of
observing an artwork and making notes of the qualities within it, what
was successful with the art, what could be changed, what is significant
about the art?

Before the students begin the critique, each student will be asked to
share their drawings with the class (hold them up to the camera for
about one minute) The students will be asked to pay attention to their
peers work and what they notice about how the colours influenced
the given emotions, what is striking about some of their peers work,
and to think about how the colours influenced their own decision
making process during the activity.
*Quick clean up time* The teacher will tell students to clean up their
workspaces so that they only have their computers present.

The teacher will then explain to the students that we will be doing an
informal critique on Google Jamboard. The link will be shared to the
students in the chat during this time. The teacher will tell the students
to open the link at the same time once it is sent and she will explain
further directions once everyone is on the platform. The teacher will
direct the students on how to use the sticky note function to apply
their critiques. The teacher will tell the students that they can choose
to write a sticky note on a particular work that they found interesting
and why, on what colours stood out to them the most and why, they
can write a sticky note on their own process and how they felt the
colours either helped them to create their work or if this was a
struggle. Remind the students to not write that they like a specific
work but to get into detail about what they liked about it.

The teacher will tell the students to add one or two critiques to the
board and after a few minutes as the teacher gages how many of the
students are responding she will make the decision when to start the
discussion on the critique. (approximately after a few minutes).

Transition to discussion/consolidation period:

The teacher will announce to finish working on your last sticky note
and then to rejoin together for a discussion. The teacher will casually
start discussing various points made from the sticky notes which will
be a part of the consolidation period for this lesson.

Consolidating (7 min.) In this part of your planning you are providing time for ensuring that students learned and understood what was intended in the
lesson. If they haven't you will need to revisit your lesson plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole
group and/or small group discussion. This part of the lesson can act also as a transition from lesson body into cleanup and getting ready for the next class. Don't
 UNIT PLAN TEMPLATE Art ED 3601 17

forget to time this and to indicate very clearly how you will facilitate consolidation and closure. Provide clear steps and indicate process.

As the teacher begins pointing out certain points made form the sticky notes the teacher will guide the class
discussion by asking students perhaps why they wrote what they did and further the discussion on colour as emotion
by asking the students these guided questions:

How are each of the colours represented and connected to each emotion?
How does this activity of using colour to represent an emotion or feeling relate to our own self-identities and the
ways in which we express ourselves?
Did the process of connecting colour to an emotion/feeling help you to think about other ways you can express a
mood or feeling in art? If so, can you explain?

The students will then be asked to write a brief comment in the chat (zoom exit slip) answering the question:
In what ways can an emphasis of colour influence how emotion is seen throughout an art piece?

[Teaching Strategies: Whole Group Discussion]

Clean up (2 min.) *Remember, particularly in studio processes, clean up must be well orchestrated. It is not a matter of saying "time for clean-up" and expect that
your students will know what to do. You may assign students to certain tasks to accomplish clean up in a timely and efficient manner. Outline your detailed plans here:
Be very clear of your timing. Typically student move slower than you'd like them during clean up.

The students will be asked to clean up their workspaces before we do the critique. The teacher will ask the students to
clean off their workspaces after they have shared their drawings to the class. This will include moving their sketchbooks
out of the way and putting away any drawing materials.

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and
conversation in post conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes