SETON HILL UNIVERSITY

Lesson Plan Template

Name Ms. Rylee Gatto

Subject Mixed Media

Grade Level Eleventh Grade

Date/Duration 30 minutes

RATIONALE Big Idea Statement

Artists represent their identities and cultures within their art.

Essential Question Statement

How can artists express their identity within their artwork?

What is a collage?

What is mixed media?

Standards (SAS and PA Keys)

Standard - 9.1.12.C
Integrate and apply advanced vocabulary to the arts forms.

Standard - 9.1.12.E
Delineate a unifying theme through the production of a work of art that reflects
skills in media processes and techniques.

Standard - 9.2.12.D
Analyze a work of art from its historical and cultural perspective.

Standard - 9.3.12.F
Analyze the processes of criticism used to compare the meanings of a work in the
arts in both its own and present time.

Objective Statement (Audience, Behavior, Condition, Degree)

Students will be able to create collages out of magazines and found objects to
understand their identity as artists and to help them think about themes within
their art.
 Vocabulary

Collage: a piece of art made by sticking various different materials such as

photographs and pieces of paper or fabric on to a backing.
Mixed Media: In visual art, mixed media describes artwork in which more than
one medium or material has been employed.
Contemporary Art: Strictly speaking, the term "contemporary art" refers to art
made and produced by artists living today. Today's artists work in and respond to
a global environment that is culturally diverse, technologically advancing, and
multifaceted.
Oil Pastels: a painting and drawing medium formed into a stick which consists of
pigment mixed with a binder mixture of non-drying oil and wax.
Theme: the message that the artist wishes to convey through the artwork. Theme
is not simply the subject matter of the piece of art; rather, it is the abstract idea
being portrayed by both the artist's design and the subject matter that is created.
Hispanic/ Latin American: relating to Spain or to Spanish-speaking countries,
especially those of Latin America.

LESSON PROCEDURE Pre-Assessment of Students

The teacher will begin class by asking students for a thumbs up or thumbs down
on how they are doing. The teacher will ask a few students to share. Then the
teacher will ask students a few questions to which they will respond with thumbs
up or thumbs down.

“Do you know what a collage is?”

“Do you know any contemporary Hispanic artists?”

Activating Prior Knowledge (Hook/Lead-In/Anticipatory Set)

The teacher will go through a kid’s book written in Spanish. The book is about
sounds that farm animals make. Without looking at the animal, students will
guess what sound that each animal makes. Students will work with their neighbor
and draw the image of the animal they think made the noise. While working with
their neighbor to create an image students cannot speak. They can write out
words and pictures to one another but cannot speak.

Modeling the Concept

Through a Canva presentation, the teacher will explain to students the process of
reading works of art. The teacher will explain the importance of artist identity
within their artworks. Just because a work of art is from other places around the
world doesn’t mean they can’t read it. The teacher will present a few images on
the board and ask students to turn and talk about them. Students will use their
own experiences and relate the work of art that they see to things they know.
Color associations, symbol associations, historical associations. Once students
 have been given a few minutes each group will share an idea.

Guiding the Practice

Students will be split up into groups of two by when the last time they created a
piece of art was. Then they will be counted off by twos, this will be students’
groups. Each group will get one piece of paper. Students will have to cut out
shapes and photographs from magazines to build a collage. This collage will be
collaborative. Students will cut pieces of the magazine out with a pair of scissors
and glue them to the piece of paper provided. The prompt is ‘identity’, students
will combine their identities into one large artwork. Students will brainstorm
ideas for their piece, they will talk with one another about their traditions and
cultures and combine who they are together.

Closure/Summary/Review of Learning

Students will place their papers on the front table face down, so the teacher and
other groups don’t see each other’s artworks. The teacher is going to mix up the
collages and flip them over. Students will decide as a group whose pieces are
whose. The teacher will write each groups names on the board and place
whichever piece was voted into that group. Again, these pieces are based on
artist identity. As a class we will try to figure out whose piece belongs to which
group based on how well we know one another. If there is time each group can
discuss why they chose each piece.

TRANSITIONS
Call and response: the teacher will shout out the first name of artists we’ve been
learning about, and students will respond with their last name.

Montserrat- Ayala
Oscar- Varona
Guillermo- Flores

READING
MATERIALS, Glue, Scissors, Magazines, Paper, six images of Spanish paintings, online timer,
TECHNOLOGY, AND Mixed Media (paint swatches, designed paper, oil pastel), book.
SUPPLIES
Canva Presentation:
https://www.canva.com/design/DAF0pnjrAiQ/kMv95jtRDLSqZVg1Gczj7A/edit?
utm_content=DAF0pnjrAiQ&utm_campaign=designshare&utm_medium=link2&u
tm_source=sharebutton

Collage Timer: https://www.youtube.com/watch?v=NCc6Q2gvQgU

EVALUATION OF THE Formative Assessment
LEARNING/MASTERY
OF THE CONCEPT The teacher will walk around the room and ask students about their identities
and what they think they are going to put on their artworks to see if students
grasp the idea of identity within art to establish theme.

Summative Assessment

There will be a rubric based on completion of the collage and completion of the
in-class activities.

INDIVIDUALIZED Accommodations
STUDENT SUPPORTS
Some students might need tools that are easily accessible to them such as
ergonomic scissors, and pencils. Some students might also need printed out
materials (such as a list of tasks they are to complete during the assignment).

Modifications

Some students may need more help from their partner with cutting and adhering
things to their artworks.

Enrichment

Advanced learners can experiment with different types of mediums other than
what was provided. Students may use whatever materials there are around the
art classroom.

REFLECTION Overall, I felt that the lesson was successful. A few things I would do differently
when presenting this lesson in the future is to prioritize my time differently as
well as including some form of worksheet as a guide for the artists we analyzed
during the analysis portion. I struggle with creating lessons that fit timeslots. As
an art educator we get a little more leeway because some of the projects are
more involved and could span a few days. However, when a lesson is finished, the
teacher should not keep trying to progress any further. I am a big fan of including
prior lesson projects into future projects but at a certain point an art project is
done. Artists tend to have the problem of continuously revising artworks and not
allowing them to be done which is something I want to get better at. A worksheet
included with the analysis portion could help students start conversations, I could
do a Say Something Log and include art statements. During the lesson my
activities were generally around the same time limit but if I were to do this again,
I would shorten the book reading portion, maybe doing less animals; this part of
the lesson was probably my favorite because I liked how fun it was (for me at
least). Also, I will be keeping the project assignment a secret throughout the
lesson prior to making it; this is such a neat idea, and it will gain more excitement
from students!