Paretti-Spring 2023

COLLEGE OF EDUCATION Department of Teaching & Learning

Secondary Lesson Plan Template

Name: Novia Perkins

Cooperating Teacher: Kevin Chung

Subject & Grade Level: Drawing One, 9-12

Lesson Topic: Elements and Principles of Art Drawings

Date: 8/18-8/25 Estimated Time: 1 week

1. Standards: VA:Re7.HS.2I Analyze how one’s understanding of the world is affected by

experiencing visual imagery.
VA:Cr2.HS.1I Develop art making skills and techniques while making/designing works of art
comparing methods of spontaneous and deliberate design.

2. Teaching Model: Direct instruction-students will be told instructions with a provided format and
examples. Self-Directed Learning- students will do the entire creation process (sketching, drawing,
coloring) on their own, with help available if they have questions or need assistance.

3. Lemov Strategy: Double Plan, Every Minute Matters, Check for Understanding, What To Do

4.Objective(s): I am learning about what mark making means and the different ways that it’s seen
within art, as well as how it’s been historically used by humans to tell stories and communicate with
others.

5. Materials/Resources

● Pencils, pens and erasers

● Powerpoint
● Charcoal sticks
● Paper
● Canvas assignment
● Google drive images

6. Instructional Procedures

a. Introduction
 ● I’ll welcome the kids to the class and then tell them that we will be starting their
next project and briefly going over the elements/principles of art. The objective
for each class is written on the board right by the door and later again on the
canvas assignment that I go through with them.
b. Activities or Learning Experiences
● Students will be shown a short powerpoint (~15-20 minutes), outlined below:
○ What are the elements/principles of art? Can students name any of
them?
○ 7 elements of art: Line, shape, color, texture, value, form, space
(students are asked if they remember what each are from past classes
and if they could give any examples)
○ How are the elements of art used together to create, and why are they
important?
○ 7 Principles of art and design: balance, contrast, pattern, movement,
rhythm, contrast, emphasis (students are asked if they remember what
each are from past classes and if they could give any examples)
○ How are the principles of art used together to create, and why are they
important?
○ Digital collages and their significance (with examples)
○ Explanation of the project
○ Rubric walkthrough and rules/requirements; this is where I am going
step by step through the two canvas assignments and talking about it in
depth. I make sure to reiterate what the requirements are and what their
two options are, as well as when different parts of the project will be
due.
● After the presentation, students will begin working on their design ideas. The
students will have that first class period to plan out what they want to include for
each element. They are given two different project options to choose from;
either a more straightforward project explicitly stating each element, or a
zentangle project. Since this is a more advanced class, students will work on this
for only a week.
● First, students should think about how they want to use the principles in their
work; they will need to organize their final piece in a way that incorporates 5/7
of the principles of art.
c. Closure
● On the first day, I will restate the timeline and what they need to do and by
when.
● At the end of each class period, I’ll tell the students when it’s time to start
cleaning up, and review anything we may have talked about in class that day.
d. Extension/ Contingency Plan
● Students are free to work on this outside of class, and are allowed to come in
during ATech time if they feel they need more time in school to finish it.
Students will be allowed to turn in their finished drawing up to 10 days late in
accordance with new CCSD policies.
● There was a fire drill during period 4 mid presentation, so students from that
class will get half of their next period on class to finish their sketches before
they start on the finals.

7.Accommodations/Modifications

● Students who are absent on the introduction day will be brought up to speed by the
student teacher, and have the chance to either complete it in class on the following days,
or work on it at home if they feel the need to do so.
● In compliance with the new CCSD policy, students will be able to turn in their projects
late up to 5 days with no penalty to their grade.
 ● Detailed instructions are available on Canvas along with the Powerpoint and the rubric. If
any student has difficulty reading the materials, the Student Teacher will go over the
project personally, and there will be additional videos for students to watch if they need
visual help.

8. Assessment/Evaluation of Learning

● Student participation will be tracked by them turning in their sketch ideas for the final
project (which will be worth 10 points).
● Grading of the final product will be worth a total of 100 points and will be determined by
the following criteria:
○ Student’s use of all 7 elements in the final image
○ The student’s ability to incorporate the principles into their final image (at least
5/7 have to be used)
○ Neatness and Craftsmanship
○ If they answer the questions attached in canvas.

9.Homework Assignment

● Students were instructed to bring in items from home that they could use for the abstract
art supply activity.
● No other homework assignments will be given, as all work will be completed in class. If
students need to, they will be permitted to take their work home in order to finish it on
time.

9. Post-Lesson Reflection:

This lesson was a fun one to create and teach, but there were some struggles with it. The lesson itself
wasn’t fully planned out until about the day before I began teaching it. This was a bit of a joint effort between me
and Mr. Chung, with most of the brainstorming and all of the lesson creation coming from me. Neither of us really
knew how to go about teaching mark making, which is now being required by the CCSD pacing guides. I had come
up with and suggested lots of different ideas, and he kept flip-flopping between them all trying to decide what we
should do with the kids.It was pretty frustrating, honestly. Finally, we decided to combine some ideas together and
make this lesson pretty broad. I planned a total of three different activities and one final assignment, all going hand
in hand with the idea of symbols used for communication and how symbols have been historically used within art
creation.

The first activity was simple and fun, and it really got the kids thinking about what qualifies as mark
making. After a short presentation showing different types of and uses for mark making and symbol communication,
we took them all outside to do some exploration. I told them to look for marks that had been made; carvings in trees,
drawings in the dirt, graffiti in the parking lot. While outside, I also instructed them to collect materials that they
could use as art supplies. I told them to collect sticks, rocks, flowers, anything that could possibly be used as an art
supply. I also told them to bring in stuff from home that they didn’t mind getting dirty, just in case they didn’t grab
enough “art supplies” from outside (this was more so the case with 8th period vs 4th because it became too hot to be
outside, so we were out for a much shorter time period than we were during 4th period). Then, the next class period,
I gave each table a little try of ink and each student a blank worksheet. When they came in, I told them to take the
materials they had collected (they left them in a box in the room) and to dip them in the ink and use them like pens
or brushes. It was real fun getting to see what the students decided to use and how. One kid brought in a whole bag
of items, including a whole jar of bottle caps he had previously collected, and another student brought his phone
charger to paint with. Some students got really good results with their items – one girl had found a raggedy piece of
wood that turned out to be perfect for getting smooth, cohesive lines. Other students, however, didn’t get great
results– one student was getting frustrated because his item let too much ink out at once and he was getting a lot of
blobs rather than any form of line, and those who used rocks had issues with the tool not being able to hold and
distribute ink very well. With these students, I told them that it was ok because the activity was less about getting
perfect lines and neatly completed worksheets, and more about how different tools can and have been historically
used to create art. It was more about discovering the challenges and advantages of these abstract supplies and
working with/around those challenges/advantages rather than using them perfectly.

The next activity was more heavily focused on symbol usage. With this, I wanted students to analyze and
repurpose symbols that have been used for communication throughout human history. Me and Mr. Chung put
together a google folder with tons of symbols and their meanings for the students to look at, such as hieroglyphics
and nordic runes. Then, after looking through these symbols, students were to write out a message with charcoal
using symbols from a singular source. Then, I had the students submit images of their messages to a different google
folder. The next class period, we started with guessing each other's messages. I displayed them on the board one at a
time and students looked through the original drive in order to guess what was written. There were some fun ones;
one student had written his name in hieroglyphics, while another student wrote both the current date and the next
day’s date in Mayan numerals. The students seemed to enjoy this activity because it made them think critically about
what they were drawing and why.

The final assignment took these concepts of mark making and symbolism and further cemented them into
the students’ brains. Students were tasked with creating a name tag scratchboard, and each one had to have 7 or
more symbols on it that they felt described themselves. Each one also had to incorporate texture into their name
designs somehow. The idea of this was to 1. Communicate things about themselves to other people in a simple-to-
understand format and 2. Get comfortable with the idea of permanent mark making. Just like the abstract tool
worksheets with the ink, there is no erasing when it comes to a scratchboard. Students either have to push forward
with their mistakes or completely start over. The additional inclusion of texture on their tags helps redefine the
importance of the 7 elements of art, as well as pushing them to create visible feeling in their works of art when they
can’t use things like color or form to help them.

This lesson all in all was a fun one, but very stressful. I think now that I have it all written down and
planned out, I will be doing it in the future because I think it’s useful for kids to know within the realm of art
making. However, it was really annoying trying to get it all planned out exactly. I had to not only plan each activity,
I had to actively plan out each minute. I think I already threw away my minute-by-minute plan for each activity and
each day, so my timeline written above might not be the most accurate, but I was very meticulous with it. I needed
to plan each day out and set timers during each class so we didn’t spend too much time on one activity to another.
Now I know that this isn’t necessarily a bad thing because planning ahead is important, but it quickly becomes
stressful when you’re doing so many things at once that are new to you and you don’t have much guidance from
your mentor teacher because it’s new to them too. Also, period 8 was a little more resistant to the idea of collecting
items and using them than 4th period was, for whatever reason. Most of the class had to actually reuse the materials
collected by 4th period because nobody had really grabbed anything and nobody had brought in their own supplies
from home. I’m not really sure how to encourage them to collect more in the future, because I did tell them ahead of
time that they would be using these materials in an actual assignment, and I did grade them based on their
participation and completion of the worksheet. Either way, I’m looking forward to doing this again and tweaking the
lesson in the future.
Objective: "I am learning about what mark making means and the different ways that
it’s seen within art, as well as how it’s been historically used by humans to tell stories
and communicate with others."
SWBAT discuss their works in a meaningful way using the different elements/principles
of art to describe them.
SWABAT identify historical symbols used around the world as a form of communication
and means of expression.
Mark Making: Student teacher will display a Google Slide presentation. ST will explain
the activities and eventual project, as well as the requirements for grading.
Materials/Resources
a. Materials:
Google slides
Paper
India Ink
A variety of non art-specific items (at least 4 per student)
Vine charcoal
Google drive of symbols and meanings (https://drive.google.com/drive/folders/1723_9E-
Sly5fG89KDlYEFxnHPMSMPA9s?usp=sharing)
Resources
a. Video tutorials:
i. Drawabox Lesson 1: The Principles of Markmaking - YouTube
ii. Mark Making - YouTube
iii. How to Use Mark Making to Create Tone- Art Demonstration- Pen
and Pencil - YouTube
b. Articles about mark making:
i. Mark Making Made Easy
i. What is mark-making and how is it important to your artwork? —
ANGELA TERRIS

Activity 1: After the initial powerpoint presentation, the class will go outside. Students
will look at their surroundings and try to identify different marks that have been made
(marks in trees, graffiti, etc). Students will then be given the chance to create their own
NON DESTRUCTIVE marks (drawing in dirt, etc). They will also be allowed to gather
tools for the next activity (only loose objects such as sticks or rocks, students will not be
permitted to damage property in any way, such as breaking sticks off of trees).

Activity 2: Students will have 30-40 minutes to use their collected tools to create a
variety of marks. Students should pay attention to how the tool has been used in order
to create certain marks, and should attempt to use various shading techniques
(stippling, hatching, cross-hatching).
● Students will need 4 non-art supply “tools,” whether they collected them from
outside, brought them from home, or borrowed from a friend.
● They will be given 3 minutes for each tool to get used to it and create their marks.
● After that initial 12 minutes, students will then be given 15-20 minutes and a new
sheet of paper to make a final drawing using all of their tools. The drawings don’t
need to be perfect or even ”good,” they just need to demonstrate use of each of
the different tools.
Activity 3: Right after the end of activity 2, students will learn
● Students will be shown a quick presentation about the history of art and
symbolism from around the world. They will then be given brown construction
paper and vine charcoal.
● Students will be given the rest of class to create a message using the symbols
found from around the world. Choosing just one set of cultural symbols, they will
create a message of survival, such as “food found here” or “strong warrior.”
● All students will then share images of their messages to a folder within the mark
making google drive titled “student symbols.” students should rename their
images to their names so we can tell whose is whose.
● The next day in class, we will take 20-30 minutes to look at all the symbol
images. During this time, students will have to try and guess what the message in
the picture is.
Grades for this assignment are participation based. As long as you participate in
the activities with the rest of the class, then you will get points.

Name Scratchboards

Objective: "I am learning about reductive processes within art making, and using
various mark making techniques to create meaningful texture within a work of art."
SWBAT use scratchboards to create personalized name tags using the mark making
skills they have learned.
Materials/Resources
Materials:
A. Gold or silver scratchboard
B. Scratching tools (sticks, exacto knife, coins)
C. Google drive of symbols and meanings
(https://drive.google.com/drive/folders/1723_9E-
Sly5fG89KDlYEFxnHPMSMPA9s?usp=sharing)
Resources:
c. Video tutorials:
i. Drawabox Lesson 1: The Principles of Markmaking - YouTube
ii. Mark Making - YouTube
iii. How to Use Mark Making to Create Tone- Art Demonstration- Pen
and Pencil - YouTube
d. Articles about mark making:
i. Mark Making Made Easy
ii. What is mark-making and how is it important to your artwork? —
ANGELA TERRIS
b. Videos about Scratchboards:
i. https://www.youtube.com/shorts/gigLQQ3Wcm8
ii. How to Scratch board - ‫ آموزش نقاشی آسان‬#Shorts
iii. Scratchboard Drawing for Beginners: Step by Step Techniques

Questions:
1. What are some of the symbols you chose and why? What do they mean and how do
you relate to them?
2. Describe how you incorporated texture.
3. What are some problems you ran into with this project? What are some things you
enjoyed?
4. Using the rubric, how would you assess your work for this assignment?
Assignment:
1. Students will be walked through their assignment on canvas and shown the
criteria for grading.
2. Students will be given about a day and a half to start their sketches. They should
focus on incorporating texture through the use of hatching, cross hatching,
stippling and scumbling/scribbling. Students will also have to choose symbols
from the drive that they resonate with or feel resemble them. Use these chosen
symbols to decorate around your name.
3. When ready, students will be given a strip of gold or silver scratchboard, their
choice. Copy your sketches onto the scratchboard and begin removing your
design.
4. Answer the questions above and turn in the assignment.
Activity 2: Students will have 30-40 minutes to use their collected tools to create a
variety of marks. Students should pay attention to how the tool has been used in order
to create certain marks, and should attempt to use various shading techniques
(stippling, hatching, cross-hatching).
● Students will need 4 non-art supply “tools,” whether they collected them from
outside, brought them from home, or borrowed from a friend.
● They will be given 3 minutes for each tool to get used to it and create their marks.
● After that initial 12 minutes, students will then be given 15-20 minutes and a new
sheet of paper to make a final drawing using all of their tools. The drawings don’t
need to be perfect or even ”good,” they just need to demonstrate use of each of
the different tools.
Activity 3: Right after the end of activity 2, students will learn
● Students will be shown a quick presentation about the history of art and
symbolism from around the world. They will then be given brown construction
paper and vine charcoal.
● Students will be given the rest of class to create a message using the symbols
found from around the world. Choosing just one set of cultural symbols, they will
create a message of survival, such as “food found here” or “strong warrior.”
● All students will then share images of their messages to a folder within the mark
making google drive titled “student symbols.” students should rename their
images to their names so we can tell whose is whose.
● The next day in class, we will take 20-30 minutes to look at all the symbol
images. During this time, students will have to try and guess what the message in
the picture is.
Grades for this assignment are participation based. As long as you participate in
the activities with the rest of the class, then you will get points.

Criteria Points
Fully
25 Points 0 Points
Completed
Application All required parts None of the
PDF have been filled application has
out and turned in been filled out
or turned in.

Collaborative
work is fully 25 Points 10 Points 0 Points
finished The art piece is The art piece The art piece
finished and was finished was never
ready to be late and was finished
 submitted unable to be
turned in

Neatness and
Craftsmanshi 25 Points 20 Points 10 Points 0 Points
p Finished artwork There are little There are a Finished work is
is clean and to no mistakes few mistakes messy and
concise (no color and/or works and/or works there was no
outside the lines, are mostly are messy or thought or
no scratchy thought out unplanned intention put
linework, etc.) into the final
and works are image
well thought out

Peer Review
25 Points 20 Points 10 Points 0 Points
Student Student Student did not Student did not
completed their struggled to work well with finish their work
section of work work with others, and at all and did
and worked well others, but their finished their not work well
with their work was project too late with their
classmates completed on to be turned in classmates
time and is able
to be submitted.