ART EDUCATION LESSON PLAN - Table Format (requires landscape set-up)

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Teacher name(s): Abrielle Medcalf Grade level: 5th Theme/Big Idea: How we can use nature to
create art

Time Frame: one class period Other information:

Lesson Title Sienna Type Prints

Lesson Overview: Tell the story of what you’ll be
doing in your lesson/unit. Think of this as a brief
and concise description you could give to parents
to describe what your students are doing in class.
Remember, this is not your procedure, this is the
overall story of the lesson. (1 paragraph)
Students will learn about how and why real artists use nature in their art by seeing and
talking about many examples. We will talk about some vocabulary words, organic shapes,
and organic materials and how they relate to our nature project. Introducing the cyanotype
project and how it works. Then we will go out and forage materials to use on the
cyanotype paper

Essential Questions: What are the 3-4 guiding 1.) What does organic shapes mean and why is it significant in making art?
questions for your lesson? This should cover more 2.) What kind of messages are conveyed through nature infused artwork?
than just the “art part”, but also address the theme. 3.) How can you use nature in your own artwork?
These should be broad enough to encourage
deeper level thinking and invite discussion from
students.

Objectives: What will the students know and be Students will be able to experiment with various ideas and visual art media to solve a
able to do as a result of this lesson? Objectives problem that addresses a contemporary issue.
usually begin with phrases such as, “students will Students will be able to define and understand organic material, and organic shapes
be able to.” Use Bloom’s Taxonomy as a guide Students will understand the importance of nature and how to express that through art.
with active verbs that are concrete actions that can
be assessed (examples below). Objectives should
match the rest of the lesson plan well. 3-5
objectives is enough.
Standards (3-5 Ohio Visual Arts Standards, NCAS 3PR Experiment with various ideas and visual art media to solve a problem that
for Pre-K): Remember that each standard listed will addresses a contemporary social issue.
need to be addressed in the objectives and the
assessment.

Materials: Are there safety issues related to any of - Cyanotype paper

these materials? Are they grade level appropriate? - Transparent binders or folders to hold the organic materials
Is special training needed for the safe use of these - A large tub for water
materials? If sharp tools (Xacto knives, etc.) are - A timer
being used, how will they be accounted for at the
end of the class period?

Lesson Vocabulary (include definitions): What

vocabulary words related to art, artists, media, Organic materials- the large source of carbon-based compounds found within natural and
engineered, terrestrial, and aquatic environments.
technique, history or culture will the students learn
Organic shape- shapes, often curvilinear in appearance, that are similar to those found in
or need to know to participate in the lesson? The
nature, such as plants, animals, and rocks.
vocabulary should be reflected in the objectives Cyanotype- a photographic blueprint.
and the assessments. Make sure that definitions
are written in language that matches the
developmental level of the students.

Historical/Multicultural Artwork: What
background knowledge of artists, art history, styles,
cultures, or media is used to teach this lesson? List
the important information and images needed to
present the lesson to the class. Include
low-resolution thumbnails and citations/links of
digital images in the body of the lesson plan. Hint:
Use artists that are contemporary, of any gender, of
any culture... (avoid dead white male artists)
Andy Goldsdworthy: English sculptor, photographer, and environmentalist who produces
site-specific sculptures and land art situated in natural and urban settings.
Bryan Nash Gill: was an American artist who worked primarily with wood, in the form of
relief prints and sculptures.
Lorenzo Manuel Durán: an artist from Cáceres, Spain. It wasn't until 2005, at the age of 36,
that Durán would fully pursue his passion for art and nature. Starting with more traditional
oil paintings, he found himself inspired one day by a caterpillar eating a leaf.

Question strategies for images: What questions How are these artists using their surroundings to create their work?
and method of inquiry will you use for the images In what ways is our activity related to Bryan Nash Gill’s work?
you chose? Remember to avoid yes/no questions
as well as leading questions. Use your questions
as guides into the images and the concepts you
want them to explore.

Visual Culture Component (this is often used as

the hook for the lesson): How will the students
engage visual culture in the lesson? Visual culture
can be the focus of the entire lesson, or present
only in a portion of the lesson, such as the
motivation, presentation, art making or in the
discussion. Include thumbnails and citations/links.

Procedure (Modeling, Guided Practice,
Independent Practice): Provide specific details for
what the teachers need to do for each step of the
lesson as well as what the students are expected
to do. Write the steps detailed enough so that a
substitute teacher could walk into your room and
teach the lesson. Procedures should be written
beginning with the lesson introduction all the way
through the evaluation. Do not forget to allow time
for cleanup and include a detailed procedure for
clean up. Include a meaningful closure to the
lesson.
We will talk about real artists using nature to create their art and how they can relate to
environmental issues. Then introduce the cyanotype project: students will all receive a
binder and put their cyanotype paper in. We will go outside but keep our binders in the
shade while students take five minutes to find leaves or flowers to put in the binder. I will
have prepared five tubs of water to wheel out on a wagon to bring outside. Once everyone
is happy with their arrangements everyone will put their binder in the sun for 2 minutes,
then let the paper soak for one minute. We will all go back inside and let the papers dry on
the drying rack.
 Example images of completed activity/project:
Include how-to process images to help others
understand how the work is created

Resources: What resources are required to teach

this lesson? List the websites, books, magazines,
etc., where images or information can be found.
Make it clear what the resources are for. Include
the URL’s for any videos you create with this
lesson.

Verb examples for objectives (Bloom’s Taxonomy):

Knowledge: define, draw, list, locate, outline, record, repeat, select, state, write
Comprehension: confirm, defend, describe, distinguish, document, match, predict
Application: apply, build, construct, make, perform, produce, show, sketch, use
Analysis: analyze, categorize, debate, contrast, investigate, research, take apart
Synthesis: create, compose, construct, design, develop, invent, originate, revise
Evaluation: critique, appraise, conclude, justify, recommend, solve