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Report
FINAL UNIT PLAN
PRESENTATION
11/16/2011
MICHELLE GARAY
ARE4351 Teaching Art In Elementary
Painting
Carmen Lomas Garza
Para la Cena
Carmen Lomas Garza
Making Tamales
Carmen Lomas Garza
Faith Healer
Objective
In this lesson, students will use symbolism to
depict a tradition or practice of their
culture in a painting. They will explore
their heritage and the cultures of their
classmates.
Students will study how the artist uses
perspective and color in her works to
inspire how they will use those elements
in their own piece.
Next Generation Sunshine
State Standards
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VA.3.C.1.2: Reflect on and interpret works of art, using observation skills,
prior knowledge, and experience.
VA.3.S.1.3: Incorporate ideas from art exemplars for specified time perio
ds and cultures.
VA.3.S.2.1: Integrate the structural elements of art and organizational pri
nciples of design with sequential procedures and techniques to achieve an
artistic goal.
VA.3.O.1.1: Demonstrate how the organizational principles of design are u
sed to arrange the structural elements of art in personal work.
VA.3.O.3.1: Use symbols, visual language, and/or written language to doc
ument self or others.
VA.3.H.1.1: Describe cultural similarities and differences in works of art.
VA.3.H.1.3: Identify and be respectful of ideas important to individuals, gr
oups, or cultures that are reflected in their artworks.
Statement of Origin
This lesson plan was based on analysis of the
artist’s work and developed to provide students
with an opportunity to execute intention in
producing their art works. The content of this
lesson plan was inspired by the idea of
“investigating community themes,” discussed in
the article, Principles of Possibility:
Considerations for a 21st Century Art & Culture
Curriculum by Olivia Gude.
(Gude, 2007, p.8)
Procedures
1.
2.
3.
4.
Present artwork of Camen Lomas Garza and discuss the meaning of her works, focusing on the
symbols she uses to express her subject matter.
Begin discussion on the different cultures of students in the class. Explore the purposes of different
cultural practices.
As a class, brainstorm different traditions of each culture that could be used as subject matter for the
paintings (if around the holidays, holiday traditions).
Make first sketch of the painting using pencil. Re-look at the exemplar works, emphasizing her use
of perspective and detail.
5.
Sketch final idea onto illustration board.
6.
Explain proper use of painting materials and clean up of materials.
7.
Demonstrate color mixing, repeatedly referring back to how to use the color wheel.
8.
Paint final idea onto illustration board using acrylic paints.
Assessment
A peer critique will be conducted,
asking students to explain the
symbolism in their piece.
A rubric will be used by the
student and teacher to determine
the grade for the art work.
Drawing
Ben Heine
You’ve Got a Choice
Ben Heine
Money Rules Man
Ben Heine
ICT Overload
Objective
This lesson plan will focus on social
criticism. The students will form an opinion
about a current social issue and create a
drawing to convey their position.
Students will learn new drawing techniques,
reviewing the principles of design. They
will develop art criticism skills by looking
at the artists works and interpreting the
iconography.
Next Generation Sunshine
State Standards




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VA.3.C.1.1: Use the artmaking process to develop ideas for self-expression.
VA.3.C.1.2: Reflect on and interpret works of art, using o
bservation skills, prior knowledge, and experience.
VA.3.S.2.1: Integrate the structural elements of art and o
rganizational principles of design with sequential proced
ures and techniques to achieve an artistic goal.
VA.3.S.3.1: Use materials, tools, and processes to achiev
e an intended result in two- and/or threedimensional artworks.
VA.3.O.1.1: Demonstrate how the organizational principl
es of design are used to arrange the structural elements
of art in personal work.
Statement of Origin
This lesson was inspired by Art Production: Ideas
and Techniques by Linderman. He discusses the
process of art creation: deciding what to express,
finding how you understand the subject, and
deciding on an approach to convey it.
(Linderman, 1997, p.108)
Procedures
1.
2.
3.
4.
5.
6.
Introduce students to the work of Ben Heine. Ask students what they believe
each drawing may be trying to convey.
Discuss the topics he uses and form new topics of inspiration.
Look at current events to gather ideas. Emphasize the importance of the issue
directly impacting the personal lives of the students.
Do drawing exercises to learn new shading techniques, practice creating tonal
variations, and varying line quality.
Make 4 thumbnail sketches of ideas.
Create final drawings, utilizing at least 2 techniques from the exercises, with
various graphite pencils.
Assessment
Students will write a brief artist
statement explaining their social
issue and how their drawings
express their position.
A rubric will be used by the
student and teacher to determine
the grade for the art work.
Ceramics
Dorothy Collective
Casualties of War
Dorothy Collective
Casualties of War
Objective
Students will learn about our country’s
military and the effect of war in our
society. They will reflect on the
information learned and create a narrative
piece inspired by their response.
The students will learn hand building
techniques in ceramics, such as, using
tools to attach pieces of clay properly and
how to make pieces more durable for
firing.
Next Generation Sunshine
State Standards
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VA.3.S.1.1: Manipulate tools and media to enhanc
e communication in personal artworks.
VA.3.S.2.1: Integrate the structural elements of a
rt and organizational principles of design with seq
uential procedures and techniques to achieve an a
rtistic goal.
VA.3.S.3.1: Use materials, tools, and processes to
achieve an intended result in two- and/or threedimensional artworks.
VA.3.O.3.1: Use symbols, visual language, and/or
written language to document self or others.
Statement of Origin
Principles of Possibility: Considerations for a 21st
Century Art & Culture Curriculum by Olivia Gude
inspired the following lesson plan. Students take
part in cultural conversations and have
“empowered experiences” through visual art.
(Gude, 2007, p.11)
Procedures
1.
2.
3.
4.
5.
6.
Begin discussion on branches of the military, who serves in the military, and purpose in our country.
Explain how this affects our citizens.
Discuss ways it has affected the personal lives of the students (family in the military, family friends,
etc..).
Form a list of words that describe people in the military.
Show images of Dorothy Collective army men and discuss the reasons they chose to depict soldiers
in this way. Define what an artist collective is.
Students: establish the manner in which the army man will be represented and consider the story
that it might tell.
Present clay medium. Demonstrate hand building techniques for creating a stand, attaching pieces
of clay, and making objects stable (but able to be fired).
7.
Do 1 day of building form, 1 day of adding detail by carving.
8.
Fire pieces, glaze in army green, and re-fire.
Assessment
Each class will work as an artist
collective by combining our army men.
They will be displayed together and
we will decipher what message we are
collectively portraying.
A rubric will be used by the student
and teacher to determine the grade for
the art work.
Sculpture
Re-imagined Art History
Re-imagined Art History
Re-imagined Art History
Objective
This lesson plan will introduce students to
famous works in art history. They will
learn art criticism skills to analyze the
works and find the focus or what makes it
“great.”
They will then work together in groups to
transform the 2-D work of art into a three
dimensional sculpture. The students will
use new mediums.
Next Generation Sunshine
State Standards







VA.3.C.1.2: Reflect on and interpret works of art, using
observation skills, prior knowledge, and experience.
VA.3.S.1.1: Manipulate tools and media to enhance com
munication in personal artworks.
VA.3.S.1.3: Incorporate ideas from art exemplars for spe
cified time periods and cultures.
VA.3.O.2.1: Use creative and innovative ideas to comple
te personal artworks.
VA.3.H.3.1: Discuss how knowledge gained in the visual
art classroom can serve as prior knowledge in other clas
srooms.
VA.3.F.1.2: Explore the effects and merits of different s
olutions to solve an artistic problem.
VA.3.F.3.2: Collaborate to complete a task in art.
Statement of Origin
Art Analysis Looking at and Responding to Art, by
Linderman breaks down the art criticism into
steps to teach skills to students. Using this
information, the lesson can introduce art critique.
(Linderman, 1997, p.216-217)
Procedures
1.
Show presentation on 5 famous art works. Distribute pre-test on the meaning of the works and why they are
famous.
2.
Cover brief biography of the artist and the time period it was created in.
3.
Use modified version of the Feldman method to critique the works:
1)
Analyze (what does it look like, using knowledge of E’s and P’s)
2)
Interpret (what do you think it means)
3)
Judge (what does it mean to society and is it successful)
4.
Present re-imagined versions of other famous works.
5.
Form groups of 4-5 students.
6.
7.
8.
9.
Imagine what the unseen elements of the 2-D version may look like. Work collaboratively to design how it will
be represented.
Decide what elements to incorporate or exclude. Consider spatial relationships.
Accumulate materials that can be used to create the basic form of the sculpture (newspaper, balloons, tape
etc..). Explain how to use paper mache to unify it.
Once form is built and paper mache is dry, paint to complete the sculpture, ensuring all areas of newsprint are
covered.
Assessment
Students will complete a post-test
on the art history works to find
what they learned.
A rubric will be used by the student
and teacher to determine the
grade for the art work.
Media Criticism
TOMS Shoes
Objective
For this lesson, students will learn about the
TOMS Shoes mission. They will express their
understanding of how poverty affects children
their age in other countries by creating pieces
that raise awareness, taking into
consideration the principles of good design.
Students will be asked to participate (with
parental permission) in the One Day Without
Shoes challenge to show their support for the
cause.
Next Generation Sunshine
State Standards



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VA.3.S.1.2: Use diverse resources to inspire artisti
c expression and achieve varied results.
VA.3.O.2.1: Use creative and innovative ideas to co
mplete personal artworks.
VA.3.H.1.1: Describe cultural similarities and differ
ences in works of art.
VA.3.F.2.1: Identify places where artists or design
ers have made an impact on the community. VA.3.
F.3.1: Create artwork that communicates an aware
ness of events within the community.
VA.3.F.3.2: Collaborate to complete a task in art.
Statement of Origin
In Principles of Possibility: Considerations for a
21st Century Art & Culture Curriculum , Olivia
Gude explains how art allows children
“investigate and represent one’s own
experience- generating personal and shared
meaning.” This idea was the inspiration for this
lesson plan.
(Gude, 2007, p.6)
Procedures
1.
Watch first video on TOMS shoes. Questions for discussion:
1)
What is the message they are trying to reach to the public?
2)
Why might children in other countries not have shoes?
Why do you think shoes are so important to every day life?
3)
2.
Compile a list of reasons why students are personally grateful to be able to wear shoes.
3.
Watch second video and explain the purpose of One Day Without Shoes.
4.
5.
Invite students to participate in One Day Without Shoes challenge, given that they receive
parental permission in the form of a permission slip.
Create mixed media awareness art works about the importance of all children having shoes
to wear and/or the reason you will be going one day without shoes.
6.
Incorporate text with iconography to create a bold, clear statement.
7.
Once complete, post out of the classroom to encourage others to become informed.
Assessment
Present what aspect of this issue is
being portrayed with the art piece.
A rubric will be used by the student
and teacher to determine the grade for
the art work.
Student’s Grade
Student’s Comments
Teacher’s Grade
Participation and Cooperation
I followed directions for the project,
followed the classroom rules and
used the materials safely.
Assignment Completion
I completed my work on time and
applied what I learned in class to
my project.
Planning
I planned out the idea behind my
artwork based on the available
materials.
Skills and Techniques
I used the elements and principles
of art and techniques learned in
class to create my project.
Creativity
My project was created by me and
expresses my ideas.
 +
Exceptional
20
Rubric
Satisfactory
10
 –
Needs Improvement
0
Teacher’s Comments
References
Gude, O. (2007). Principles and possibilities: considerations for 21st century art and culture
curriculum, Art Education, 60(1), 6-17.
Huffman, E. (1998). Authentic rubrics, Art Education, 51(1), 64-68.
Linderman, M. (1997). Art analysis looking at and responding to art. Art in the Elementary
School (pp.215-228).
Linderman, M. (1997). Art production ideas and techniques. Art in the Elementary School
(pp.108-118).
Rudner, L. M. and Boston, C. (1994, December). “A look at performance assessment for art
education,” National Art Education Association.
Tomsshoes. (2010). Tom’s-Thank You! [video]. Retrieved from:
http://www.youtube.com/watch?v=owTiwnNly_4
Tomsshoes. (2010). One Day Without Shoes [video]. Retrieved from:
http://www.youtube.com/watch?v=Vlz3QKHJBac

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