Lesson Plan: 3 Main Teacher’s Name: Molly Hanson Title: Composite Project in-progress Critique Length: 90 minutes

Enduring Understanding - Big Ideas

What are the big ideas you would like students to explore during this lesson? What are lasting values you would like students to learn beyond the classroom?
Throughout this lesson, students will be exploring the ways that messages, ideas, and concepts are communicated through art. They have been
exposed to both large scale and small scale mark-making techniques to convey messages, and the impacts of each. Through this lesson, we have
combined both large and small mark making techniques to create an art piece that can be viewed differently when looking at it from up close and
far away. After this lesson, students will develop the ability to think critically about the choices artists make to communicate their ideas, begin to
think creatively and find innovative ways to express their intended message, and gain an understanding of how perspective influences the
interpretation of an artwork. Additionally, students will understand how even the smallest marks can contribute to the overall impact of their
artwork.

Art Concepts
Mediums, Forms, Art Genres/Styles/Movements/Disciplines, Techniques/Methods/Practices, Terms
Composite, Theme, Abstraction, Phil Hansen, Sagaki Keita, Chuck Close, Ink, Multimedia, Collage, Communication, Perspective

Art Education Approach(es):

e.g. Choice Based (TAB), Arts Integration/STEAM, Media/Skill Based, Studio Habits of Mind, Visual Culture, Environmentalism, Social Justice, Community Based, Contemporary Art Practice, Socially Engaged Art,
Museum Education, Historical, Technology/Media Arts/Maker Space, Design, DBAE, Art History
Visual Culture, Contemporary Art Practice

Objectives/Outcomes/Learning Targets: (TCQS 1a)

What do you hope the students will learn/What do you want the students to get out of this lesson?
(Use verbs from Blooms Taxonomy)
By the end of this lesson, students will be able to describe the drawing that they created and explain how their image communicates large- and small-scale messages through
large- and small-scale drawings. Students will be able to evaluate other students’ artworks and formulate suggestions, constructive criticism, and commendations regarding the
technique, composition, and concepts of the art.

Identify and Define Mark-Making Techniques

Identify Principles of Artistic Perspective
Present and Discuss Artistic Choices
Reflect on Learning and Artistic Growth

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Standards/Studio Habits of Mind
How do your objectives align with the Colorado (Visual Art) Academic Standards (use Grade Level Expectations) (TCQS 1a)
Which Studio Habits of Mind do your objectives connect with?
Objective Standard Studio Habits of Mind
Identify and Define Mark-Making S1.6GLE1 Develop Craft
Techniques S1.10GLE3 Engage & Persist

Identify Principles of Artistic Perspective S4.8GLE3 Understand Art Worlds

S4.10GLE2 Envision

Present and Discuss Artistic Choices S4.4GLE1 Express

S3.1GLE3 Observe

Reflect on Learning and Artistic Growth S3.9GLE2 Stretch & Explore

S2.1GLE2 Reflect

What do my students already know/don’t know?

Encourages and provides opportunities for students to make connections to prior learning (TCQS 1c)
Anticipates student misconceptions related to learning and addresses those misconceptions during instruction (TCQS 1c)
My students already know the basics of critique and critique etiquette. They have learned how to speak and present in a critique.
My students will learn about the impact of messages and ideas conveyed in artworks. They understand abstract vs. realistic on some level but will
get a better understanding of how these can be used to communicate.

Assessment (General)
Use formal and informal methods to assess student learning, provide feedback and use results to inform planning and instruction. (TCQS 3b)
What strategies and methods will you use to determine what students have learned? How does your assessment connect to objectives and standards?
e.g.: pre/post assessment, rubrics, student reflections/journaling, documentation, quiz, portfolio review, art critique, etc.
The assessment will be evaluated by the critique that will be done in class. Students will be expected to present their art piece to the class and
explain the technique, concept, and composition. They will then be expected to provide at least two pieces of critique/constructive criticism to a
classmate. Finally, they will complete a self assessment regarding the success of their artwork through personal reflection and by self assessing
with a rubric.

Student reflective/inquiry activity (This is a specific method of assessment that should generally be used)
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Post-class discussion, students will spend time reflecting on their piece, critique, and the responses they received to complete a self reflection sheet
to submit to google classroom.

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Interdisciplinarity (Arts Integration)
Connect to a variety of content areas/disciplines and emphasize literacy and mathematical practices. (TCQS 1b)

Literacies – Visual, Oral, Written

Please describe how students are being engaged in practices of literacy through art production, art criticism, visual culture, art history, visual culture.
Visual Literacy: Students learn how to read and interpret visual information, understanding the meaning and messages conveyed through different mark-making techniques.
Artistic Literacy: They develop a deeper understanding of artistic principles, techniques, and vocabulary, enabling them to communicate and discuss their own work and the
work of others in a more informed manner.
Written/Oral Literacy: Students practice articulating their artistic choices and intentions, improving their ability to communicate about art both verbally and in writing.

Inquiry and Ideation (Connecting students to the big idea)

How will this lesson use questioning strategies to develop students’ critical thinking skills and problem-solving skills (TCQS 3d)
Inquiry – What essential questions will you ask to facilitate student’s critical thinking and problem solving about the Big Idea (be specific)?
Ideation – What strategies will you use to help students develop ideas for their work?
Inquiry: Ideation:
How do images communicate? We will watch a video on critiquing and talking about art to gain a new or extended
How do you communicate by combining smaller marks to create a recognizable perspective on why critiquing is important and how to talk about artwork in the
image? classroom. We will talk about effective ways of communicating in a critique and how
to make a meaningful statement. We will practice talking about art.

Student Abilities:
Engage students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting teaching for the benefit of all students. (TCQS 2c)

Explain specifically how you attend to the range of student abilities. Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as
well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for students to express
understanding.)
Choose at least one strategy from Chapter 6 of
Differentiated Instruction
Oral, written, and visual aids will be used to communicate
instruction.
Reflective activity will be provided both in written responses
and rubric form for ease of understanding. It will also be
accessible physically and digitally.
Students were given open-medium access to convey their
message in any way they prefer. Critique will be open ended
and discussion based to provide each student the opportunity to
speak. Critique will also be held in both large group and small
group format.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Examples of large-scale and more complex artworks are Materials are open ended. Students are prompted to express
provided to prompt higher achieving ideas. verbally and through writing their motives and concepts behind
their artworks.

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Diversity, Equity & Inclusion:
How does the lesson exhibit an awareness of, a commitment to, and a respect for multiple aspects of diversity (TCQS 2b)
By allowing students to choose their own messages or concepts, the lesson provides an opportunity for diverse voices, perspectives, and
experiences to be represented in the artwork. The lesson acknowledges that there are countless ways to communicate through art, honoring the
diversity of artistic styles, techniques, and approaches.

Lesson Pragmatics/Logistics:

Resources (These are the resources used by the teacher to support/develop the lesson.)
Artists/Artworks (include images!), Designers/Creators, Books, Videos,

Phil Hansen, Sagaki Keita, Chuck Close

Materials and Technologies

Integrates available technology to enhance creativity, use of information, and collaboration (TCQS 3c)
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.
For critique: in-progress artworks, pencils, laptops (optional)
For work time: in-progress artworks, drawing materials, scissors, glue, paper, printed images

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
Checklist/To Do list
Teacher Example

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Write lesson plan
Make slides
Write reflective activity
Commence first part of lesson
Prepare students for critique

Safety: (TCQS 2a)

Be specific about the safety procedures that need to be addressed with students. List all safety issues in a bulleted format.
Address utilizing drawing and cutting materials safely

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day/Date Instruction (Process) - The teacher will... (Be specific about what Learning (Product)- Students will... i.e.: explore ideation by making Time
concepts, information, understandings, etc. will be taught.) connections, How long will
Identify instructional methodology. KNOW (Content) and DO comparing, contrasting; synthesize possibilities for each painting technique; you spend on
(Skill) etc. (Be specific about what will be the intended result of the instruction facilitating this
List your steps clearly: as it relates to learning.) UNDERSTAND activity
🡪How you will start the lesson?
🡪How will guide students to appreciate, research, experiment,
explore, and/or make art?
🡪How will you lead the students to appreciate and conclude their
learning? Students will…

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Date I will welcome the class in and wait for students to retrieve their 2
artwork and settle in

I will start class at the tall tables, so I’ll instruct students to make 3
sure there are enough stools at the tables and circle up

I will start with Question of the Day: “what is your most useless Students will answer prompted questions to engage with classroom 5
talent” then ask class to share a thumb-o-meter on how they are community and provide formative assessment results on lesson
feeling about the Composite project

Using my slides, I will reiterate the Big Ideas and concepts of the Students will review big ideas and concepts of the lesson 10
Composite project- How do images communicate, how to blend
abstract imagery with realistic, etc.

We will revisit the artist examples we were introduced to at the Students will recall previous discussion about artist examples and provide 10
beginning of the project. their thoughts on the concepts of the artworks

We will review the rubric criteria laid out for this project (MYP Students will recognize and review rubric and grading criteria 5
Rubric) & specifically go over “Composition” “Communication” &
“Decision Making”

We will watch a video on how to critique art to extend our critique Students will understand the layout and methods of a successful critique 5
effectiveness and success

After the video, I will pair students up to discuss the 3 criteria Students will apply knowledge about successful critique in small groups 5
mentioned above.

We will return to the larger group and I will instruct each student to Students will evaluate others’ artwork and provide constructive feedback to 30
share their piece and receive feedback for 3 minutes each. their peers

When the in-progress critique is complete, students will have the Students will have the remainder of class time to reflect, synthesize their 15
remainder of class to work on their pieces. If they are already experience, and continue to work on their artworks.
finished, they will receive their self reflection and assessment
sheets to fill out and return to me. Then, they may free-draw.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
Self Assessment: https://docs.google.com/document/d/1u9AtCWa8ll0H-cGdMvGBJBj972b1rjAOW_ZA5sYlbR4/edit?usp=sharing
Composite Project Intro: https://docs.google.com/document/d/1JUWWuwcmuiQ5tgd-ulpMkvUdu-k4c6EcdtsZE0p2tow/edit?usp=sharing
Critique Video: https://www.youtube.com/watch?v=9neybpOvjaQ
MYP Grading Criteria
Advanced Drawing: Composite Project Slides