Sample Lessons
Model of Teaching: Direct Instruction
Grade Level(s): 11-12
Subject Area(s): Art 1
Duration: 55 minutes
Content Standard(s): Prof.VA:Cr3 Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
Learning Objective: Students will apply elements of art to design a work of art that symbolizes aspects of their culture and community. They will develop and modify their work after group critique.
Materials: Sketch paper
Pencils
Sharpeners and erasers
Bristol Paper
Acrylic paint
Paint brushes
Water cups and paper towels
Chromebooks for researching subjects
Graphic organizer for symbolism, context, and meaning.
Chromebook
Student Readiness Levels and Prior Learning: Students have learned the elements of art and are being introduced to the principles of design. Students have learned about the use of symbolism and interpreting art by understanding context and history.
Student Interests and Assets: All students come from a community and culture so they all have a wealth of material to draw from. They can use the prompts from the graphic organizer to help them develop their painting's meaning and design.
LESSON PLAN SYNTAX
Teacher/Student Script
Anticipatory Set
Teacher has an image of several different colored squares on a Google slide, and students are asked to put a dot on the color they feel they are today.
The teacher points out the color with the most dots first and asks students to raise their hands if they chose that color. The teacher asks why they feel that color and what it represents to them. Then the teacher pulls out the visual color symbolism chart that has the different meanings for colors from cultures around the world and explains the differences.
SEL - Students put their dots on their color.
Students are called on to describe why they feel the color they selected.
Students from other countries share what their color represents in their home (if different).
Perceived Objective and Rationale
Teacher passes out a graphic organizer and explains the community/culture painting assignment. Students are going to create a painting that represents aspects of their community/culture through a design with symbolism with the intent to evoke a feeling or emotion.
Students look over the worksheet.
Explicit Language Instruction - There is a worksheet in Spanish for those who need it.
Input and Modeling
The teacher shows the class the worksheet that the teacher filled in with her answers and thumbnail sketches. The prompts ask: where they live, what their community is like, what things are important in their community and culture, and what issues or problems are prevalent within their community. Next they fill in what sort of mood they want their piece to have and what symbols and color they plan to use to create that feeling and meaning. The teacher explains why her symbols have meaning and why she made certain color choices to express her mood.
Students look at the example and listen to the teacher’s explanation.
Checking for Understanding
The teacher asks if everyone understands why the teacher made the choices she did and if they got the same meaning as she was intending for them to take away. The teacher walks around the room to watch what answers the students are filling in.
Students ask their questions to clarify what they are confused by. Students are researching subjects for symbols and ideas. They answer the prompts in the worksheet as they figure out their plan.
Guided Practice
The teacher asks the students to draw two first draft thumbnail sketches representing a meaning they want to create from their worksheet prompts. The teacher has students share their ideas with each other at their tables for critique. Teacher walks around and listens to students critiquing each other. The teacher gives suggestions, points out strengths, and guides students who are having confusion.
First the students create a sketch that represents what they wrote down. Students offer each other suggestions for things that aren’t making sense and compliments on what is working well during the group critiques.
Independent Practice
The teacher instructs students to make revisions to their first thumbnail sketches based on suggestions.Whe they finish they are to select the final design plan.
Students are sketching and making revisions.
Closure
Students turn in the worksheet, and the teacher lets them know that in the next class, they will begin the actual painting.
Students circle the thumbnail they plan to use and turn in the worksheet.
Assessment
Formative Assessment - Graphic organizer with two thumbnail sketches with final selection circled.
Summative Assessment - (Future Class) Presentation of final piece in group exhibition.
Model of Teaching: Direct Instruction
Grade Level(s): 11-12
Subject Area(s): Art 1
Duration: 55 minutes
Content Standard(s): Acc.VA:Pr5 Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
Learning Objective: Students will learn how to write an artist statement and mat and frame their cultural/community paintings. After they are framed, students will learn proper packing and shipping methods so they can ship their art to the Wende Museum for display.
Materials: Matboard
Mat Cutter
Premade frames
Artist tape
Rulers
Pencils
White gloves
Screwdrivers and hanging hardware
Exacto Knives
Cardboard
Bubblewrap
Shipping tape
Brown paper
Double-sided tape
Chrome book and printer
Graphic Organizer from the previous lesson
Student Readiness Levels and Prior Learning: Students have painted their community/culture paintings and are ready to prepare them for display and shipping. They will use the graphic organizer they used to develop their piece to help write their artist statements.
Student Interests and Assets: Students are excited to have their work on display for public view in a real museum. The paintings they are submitting represent things that are meaningful and important to them on a deeply personal level.
LESSON PLAN SYNTAX
Teacher/Student Script
Anticipatory Set
Teacher passes back their graphic organizers from the community/culture paintings.
The teacher announces a game of MadLib and goes around the room calling on students for answers.
After filling in all the blanks the teacher reads aloud their funny statement. Next the teacher shows the original statement which is an actual artist statement. The teacher points out key elements of the statement (who, what, why, how) and writes them on the board for students to follow when they are wrting theirs.
Students think of verbs, adjectives, and nouns to fill in the MadLib. They get a laugh at the silly statement they create.
Grouping - Multilingual students and emerging students are grouped together to help each other with translation if needed.
Perceived Objective and Rationale
The teacher explains that today they are going to use their answers from their graphic organizer to write an artist statement that will go with their community/culture painting that they are going to frame and pack for shipping to go into the exhibition at the Wende Museum. The statement will describe the artist, artist medium, the inspiration, and the meaning/symbolism.
While students are working on their writing they will take turns measuring and cutting their mats.
Students look over their graphic organizers from the past class.
Explicit Language Instruction - The teacher provides an outline for the artist statement in Spanish for those who need it.
Input and Modeling
The teacher puts on a pair of white gloves and pulls out a sheet of matboard and demonstrates for the class how to measure the inside hole for the art and how to measure the appropriate outside dimensions for the precut frames. She draws the diagram for the measurements on the board to show how to leave an extra quarter inch of overlap so the edges of the painting don’t peak out.
The teacher demonstrates how to make the adjustments for sizing on the mat cutter and cuts the matboard. The teacher demonstrates how to mount the painting to the mat with artist tape.
Students watch the process of measuring and cutting the mat.
Checking for Understanding
The teacher asks the students to measure their paintings and write down the inside hole dimensions and the outer dimensions for the frame.
The teacher walks around to make sure students have the correct measurements and asks if there are any questions.
Students measure their paintings and write down inner and outer dimensions for the cuts.
Guided Practice
The teacher hands out the mats to the students and has them lightly draw with rulers and pencil the cut lines on the back. Before allowing the students to make the cuts the teacher double checks their measurements and makes sure the cuts are successful by coaching them through it. Students who are waiting their turn to cut their matboard are working on their artist statements. Students who have finished help the others.
Students take turns making their mat cuts.
Students are writing their artist statements.
Independent Practice
Students are writing and editing their artist statements.
Students who have cut their mats mount their paintings to them with artist tape. *For students who are finished, the teacher assigns them the task of coming up with design ideas for the show postcard. They will vote on the design later.
As students finish they bring their artist statements to the teacher for approval. Students show the teacher their properly mounted paintings before putting them away. As the students finish they start coming up with ideas for postcard designs.
Closure
The teacher asks the students to submit their artist statements for feedback before they send them to the museum.
The teacher announces that in the next class students will finish framing and packing their paintings for shipping.
The teacher announces the exhibition dates and reminds students to invite their families to the opening reception. Teacher reminds students to come up with ideas for the exhibition postcard.
Students put their pieces in their cubbies.
Students clean up.
Assessment
Formative Assessment - Teacher checks for accuracy of measurements and neatness of mat cuts. Teacher collects the artist statements.
Summative Assessment - The opening reception at the Wende Museum.
Grade Level(s): 11-12
Subject Area(s): Art 1
Duration: 55 minutes
Content Standard(s): Prof.VA:Cr3 Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
Learning Objective: Students will apply elements of art to design a work of art that symbolizes aspects of their culture and community. They will develop and modify their work after group critique.
Materials: Sketch paper
Pencils
Sharpeners and erasers
Bristol Paper
Acrylic paint
Paint brushes
Water cups and paper towels
Chromebooks for researching subjects
Graphic organizer for symbolism, context, and meaning.
Chromebook
Student Readiness Levels and Prior Learning: Students have learned the elements of art and are being introduced to the principles of design. Students have learned about the use of symbolism and interpreting art by understanding context and history.
Student Interests and Assets: All students come from a community and culture so they all have a wealth of material to draw from. They can use the prompts from the graphic organizer to help them develop their painting's meaning and design.
LESSON PLAN SYNTAX
Teacher/Student Script
Anticipatory Set
Teacher has an image of several different colored squares on a Google slide, and students are asked to put a dot on the color they feel they are today.
The teacher points out the color with the most dots first and asks students to raise their hands if they chose that color. The teacher asks why they feel that color and what it represents to them. Then the teacher pulls out the visual color symbolism chart that has the different meanings for colors from cultures around the world and explains the differences.
SEL - Students put their dots on their color.
Students are called on to describe why they feel the color they selected.
Students from other countries share what their color represents in their home (if different).
Perceived Objective and Rationale
Teacher passes out a graphic organizer and explains the community/culture painting assignment. Students are going to create a painting that represents aspects of their community/culture through a design with symbolism with the intent to evoke a feeling or emotion.
Students look over the worksheet.
Explicit Language Instruction - There is a worksheet in Spanish for those who need it.
Input and Modeling
The teacher shows the class the worksheet that the teacher filled in with her answers and thumbnail sketches. The prompts ask: where they live, what their community is like, what things are important in their community and culture, and what issues or problems are prevalent within their community. Next they fill in what sort of mood they want their piece to have and what symbols and color they plan to use to create that feeling and meaning. The teacher explains why her symbols have meaning and why she made certain color choices to express her mood.
Students look at the example and listen to the teacher’s explanation.
Checking for Understanding
The teacher asks if everyone understands why the teacher made the choices she did and if they got the same meaning as she was intending for them to take away. The teacher walks around the room to watch what answers the students are filling in.
Students ask their questions to clarify what they are confused by. Students are researching subjects for symbols and ideas. They answer the prompts in the worksheet as they figure out their plan.
Guided Practice
The teacher asks the students to draw two first draft thumbnail sketches representing a meaning they want to create from their worksheet prompts. The teacher has students share their ideas with each other at their tables for critique. Teacher walks around and listens to students critiquing each other. The teacher gives suggestions, points out strengths, and guides students who are having confusion.
First the students create a sketch that represents what they wrote down. Students offer each other suggestions for things that aren’t making sense and compliments on what is working well during the group critiques.
Independent Practice
The teacher instructs students to make revisions to their first thumbnail sketches based on suggestions.Whe they finish they are to select the final design plan.
Students are sketching and making revisions.
Closure
Students turn in the worksheet, and the teacher lets them know that in the next class, they will begin the actual painting.
Students circle the thumbnail they plan to use and turn in the worksheet.
Assessment
Formative Assessment - Graphic organizer with two thumbnail sketches with final selection circled.
Summative Assessment - (Future Class) Presentation of final piece in group exhibition.
Model of Teaching: Direct Instruction
Grade Level(s): 11-12
Subject Area(s): Art 1
Duration: 55 minutes
Content Standard(s): Acc.VA:Pr5 Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place.
Learning Objective: Students will learn how to write an artist statement and mat and frame their cultural/community paintings. After they are framed, students will learn proper packing and shipping methods so they can ship their art to the Wende Museum for display.
Materials: Matboard
Mat Cutter
Premade frames
Artist tape
Rulers
Pencils
White gloves
Screwdrivers and hanging hardware
Exacto Knives
Cardboard
Bubblewrap
Shipping tape
Brown paper
Double-sided tape
Chrome book and printer
Graphic Organizer from the previous lesson
Student Readiness Levels and Prior Learning: Students have painted their community/culture paintings and are ready to prepare them for display and shipping. They will use the graphic organizer they used to develop their piece to help write their artist statements.
Student Interests and Assets: Students are excited to have their work on display for public view in a real museum. The paintings they are submitting represent things that are meaningful and important to them on a deeply personal level.
LESSON PLAN SYNTAX
Teacher/Student Script
Anticipatory Set
Teacher passes back their graphic organizers from the community/culture paintings.
The teacher announces a game of MadLib and goes around the room calling on students for answers.
After filling in all the blanks the teacher reads aloud their funny statement. Next the teacher shows the original statement which is an actual artist statement. The teacher points out key elements of the statement (who, what, why, how) and writes them on the board for students to follow when they are wrting theirs.
Students think of verbs, adjectives, and nouns to fill in the MadLib. They get a laugh at the silly statement they create.
Grouping - Multilingual students and emerging students are grouped together to help each other with translation if needed.
Perceived Objective and Rationale
The teacher explains that today they are going to use their answers from their graphic organizer to write an artist statement that will go with their community/culture painting that they are going to frame and pack for shipping to go into the exhibition at the Wende Museum. The statement will describe the artist, artist medium, the inspiration, and the meaning/symbolism.
While students are working on their writing they will take turns measuring and cutting their mats.
Students look over their graphic organizers from the past class.
Explicit Language Instruction - The teacher provides an outline for the artist statement in Spanish for those who need it.
Input and Modeling
The teacher puts on a pair of white gloves and pulls out a sheet of matboard and demonstrates for the class how to measure the inside hole for the art and how to measure the appropriate outside dimensions for the precut frames. She draws the diagram for the measurements on the board to show how to leave an extra quarter inch of overlap so the edges of the painting don’t peak out.
The teacher demonstrates how to make the adjustments for sizing on the mat cutter and cuts the matboard. The teacher demonstrates how to mount the painting to the mat with artist tape.
Students watch the process of measuring and cutting the mat.
Checking for Understanding
The teacher asks the students to measure their paintings and write down the inside hole dimensions and the outer dimensions for the frame.
The teacher walks around to make sure students have the correct measurements and asks if there are any questions.
Students measure their paintings and write down inner and outer dimensions for the cuts.
Guided Practice
The teacher hands out the mats to the students and has them lightly draw with rulers and pencil the cut lines on the back. Before allowing the students to make the cuts the teacher double checks their measurements and makes sure the cuts are successful by coaching them through it. Students who are waiting their turn to cut their matboard are working on their artist statements. Students who have finished help the others.
Students take turns making their mat cuts.
Students are writing their artist statements.
Independent Practice
Students are writing and editing their artist statements.
Students who have cut their mats mount their paintings to them with artist tape. *For students who are finished, the teacher assigns them the task of coming up with design ideas for the show postcard. They will vote on the design later.
As students finish they bring their artist statements to the teacher for approval. Students show the teacher their properly mounted paintings before putting them away. As the students finish they start coming up with ideas for postcard designs.
Closure
The teacher asks the students to submit their artist statements for feedback before they send them to the museum.
The teacher announces that in the next class students will finish framing and packing their paintings for shipping.
The teacher announces the exhibition dates and reminds students to invite their families to the opening reception. Teacher reminds students to come up with ideas for the exhibition postcard.
Students put their pieces in their cubbies.
Students clean up.
Assessment
Formative Assessment - Teacher checks for accuracy of measurements and neatness of mat cuts. Teacher collects the artist statements.
Summative Assessment - The opening reception at the Wende Museum.