AD350 Detailed Instructional Plan

Lesson Three: Collage Impressionistic Landscapes

Teacher: Enduring Idea/Theme: Time Allowance:

Miss. Hendrickson Explore -2 weeks
-10 fifty-minute class periods
Grade Level: Lesson Number:
9th Grade Three: Collage Impressionistic
Landscapes

CONCEPTS AND OBJECTIVES

KEY CONCEPTS addressed in this lesson:

- Exploring is about discovery.
- Exploring is about understanding other cultures.
- Exploring is about becoming aware of your surroundings.
- Exploring is about finding yourself and others.
- Exploring is about recognizing the beauty within places.

LESSON SUMMARY:
Students will create work that embodies traditional impressionistic styles found within France, but explore
new ways to achieve a similar outcome. The impressionism movement within France was lifechanging in
that it rebelled against the classical subject matter and embraced modern art. Students will be able to work
in a similar. Given the opportunity to create landscapes with a focus on color and texture in a whole new
way.

Artists/artwork examples used:

- Impressionistic Artistic Influences (Page: 31)
- Online Examples of Collaged Landscapes (Page: 32 - 33)

Rubrics/readings/handouts used:
- Collage Impressionistic Landscape: Rubric (Page: 30)
- Explore Unit Plan: Objectives Sheet (Page: 30)

Art materials needed:

- Magazines
- Scissors
- Glue
- Paper
- Markers
LESSON OBJECTIVES:
1. Students will: Learn about art from places around the world, and create work of their own.
2. Students will: Explore connection between their own art and art from other cultures.
3. Students will: Develop an understanding about history of art.
4. Students will: Explore new materials and techniques that correlate to regions of the world.

NATIONAL STANDARDS FOR VISUAL ARTS

List of standards addressed in this lesson

1. ARTISTIC PROCESS: Creating

Anchor Standard X:
- Generate and conceptualize artistic ideas and work.
Enduring Understanding:
- Creativity and innovative thinking are essential life skills that can be developed.
Essential Question:
- What conditions, attitudes, and behaviors support creativity and innovative thinking?
Grade Level:
- HS Proficient
Performance Standard:
- VA: Cr1.1.la: Use multiple approaches to begin creative endeavors.

2. ARTISTIC PROCESS: Creating

Anchor Standard X:
- Generate and conceptualize artistic ideas and work.
Enduring Understanding:
- People create and interact with objects, places, and design that define, shape, enhance, and
empower their lives.
Essential Question:
- How do objects, places, and design shape lives and communities?
Grade Level:
- HS Advanced
Performance Standard:
- VA: Cr2.3. IIIa: Demonstrate in works of art or design how visual and material culture defines,
shapes, enhances, inhibits, and/or empowers people’s lives.

REQUIRED KNOWLEDGE, SKILLS, AND DISPOSITIONS

Knowledge: Students will hopefully have some background knowledge about famous historical artwork
that falls under impressionistic styles, even if they only have knowledge on artworks such as ‘Starry Night’
by Van Gogh.

Skills: Students will have had experience with working with collage, and other outside materials if they
decide to use this within their own work.

Dispositions: Students will be able to use this project as a time to reflect, and relax. Working with collaging
elements can be therapeutic and I am hoping working in a style that is all about overlapping, and textures
will be something students can experiment with.

INSTRUCTIONAL STRATEGIES/ACTIVITIES

Day 1 of Week One: (50-minute class period)

- Students will be refreshed on discussion about Impressionistic landscapes. (10 minutes)
- Students will participate in a group discussion about collage, and how it has similarities/differences
to impressionistic paintings. (15 minutes)
- Students will work to build a descriptive layout for how they imagine their landscapes to look;
considering colors, environment, is this a place they have seen, or is it made up. (10 minutes)
- Student will began sketching their layouts. (10 minutes)
- Cleanup (5 minutes)

Day 2 of Week One: (50-minute class period)

- Students will use the class period to go outside and act in the art of looking, taking in the textures,
colors and lighting they see before going back inside to continue sketching. (15 minutes)
- Students will continue their sketches. (30 minutes)
- Cleanup (5 minutes)

Day 3 of Week One: (50-minute class period)

- Final day of sketching (20 minutes)
- Students can begin to outline onto final sheet (25 minutes)
- Cleanup (5 minutes)

Day 4 of Week One: (50-minute class period)

- Students finish outlines if needed. (10 minutes)
- Students will begin cutting out collage paper, using holepunches to cut out circles/other shapes. (35
minutes)
- Cleanup (5 minutes)

Day 5 of Week One: (50-minute class period)

- Students will continue cutting out paper, and hopefully start to adhere to final work. (45 minutes)
- Cleanup (5 minutes)
Day 1 of Week Two: (50-minute class period)
- Work day (45 minutes)
- Cleanup (5 minutes)

Day 2 of Week Two: (50-minute class period)

- Work day (45 minutes)
- Cleanup (5 minutes)

Day 3 of Week Two: (50-minute class period)

- Workday (45 minutes)
- Cleanup (5 minutes)

Day 4 of Week Two: (50-minute class period)

- Final Workday, another element added to the work. (45 minutes)
o Students all get a bonus material to add to their work (glitter, sequins, beads, newspaper,
etc.)
- Cleanup (5 minutes)

Day 5 of Week Two: (50-minute class period)

- Students will display their creations up within the classroom. (15 minutes)
o Critique on their finished collages. (35 minutes)

ASSESSEMENT

Objective #1: Students will be assessed through observation, judged based on performance working within
groups and independently. While they work, I will pay close attention to which students are using the most
of their work time, and effectively contributing to the final outcome of the project.

Objective #2: Students will partake in many group and classroom discussions, where they will be assessed
based on their participation within small group conversations. Along with conversations among the entire
class. This can also be based on students independently coming to myself as the teacher to ask questions
and get help when necessary.

Objective #3: Students will have grading rubrics to help them follow the necessary criteria they need to
succeed when working through their lesson plan. They will be assessed on how successful they were able to
complete each lesson within the given category.

Objective #4: Students will be assessed based on the final outcome of their work on the final day of each
lesson, where they will be critiqued about the work itself, how they achieved the outcome them reached,
and the presentation of the overall work.