Course: Painting

New Vocabulary:
Poem

Topic Paint a Poem

Learning Styles
___AR ___CR
___AS ___CS
___ Visual
___ Auditory
___ Kinesthetic
Diversity
___ Gender
___ Multicultural
___ Disengaged
___ Special Needs
Multiple
Intelligences
___ Verbal/Linguist
___ Logical/Math
___ Naturalist
___ Intrapersonal
___ Interpersonal
___ Musical
___ Kinesthetic
Instructional
Techniques
___ Inquiry
___ Direct Instruct
___ Coop Learning
___Concept
___Discussion
___Laboratory work
___Demonstration
___Other

___

Instructional Goal/Rationale/Essential Questions

Performance: You are an up and coming poet and you want to draw in more readers
using art to attract their attention. You decide to display your writing in a new creative
way and pairing your written phrases with vivid paintings.
Performance Objectives (consider multiple levels of Blooms):

Reflection about and

or teaching to:

Teacher __Ms. Smoot_

Given a page of an old book, students will be able to pick out words that they want to
become their new expressive phrase of a poem that will be the topic of their painting to
demonstrate the importance of descriptive wording as inspiration. (Blooms:
understanding, Standard: Reflect, GLE: Reflective strategies are used to understand the
creative process, Art Learning: conceptual/ideation/personal grounding, Literacy: poem)
Given concept map, students will be able to plan out 3 different ways they could visually
represent the chosen phrase in a painting. (Blooms: apply, Standard: Transfer, GLE:
Communication through advanced visual methods is a necessary skill in everyday life,
Art Learning: expressive features and characteristics of art, Literacy: list)
Given acrylic paint, students will be able to create a painting representing the phrase
using dry brush, washes, and color blending techniques. (Blooms: Creating, Standard:
Create, GLE: Assess and produce art with various materials and methods, Art Learning:
Materials/Techniques, Literacy: use poem as subject)
Shown a variety of images, students will be able to identify artwork that uses text such as
Rene Magritte. (Blooms: Understanding, Standard: Transfer, GLE: The work of art
scholars impacts how art is viewed today, Art Learning: Historical/Multicultural Content)
Using completed artwork, students will be able to interpret their peers artwork and
discuss the artistic decisions used to express the phrase in a creative way. (Blooms:
Evaluate, Standard: Reflect, GLE: Interpretation is a means for understanding and
evaluating works of art, Art Learning: critical reflection/aesthetics/transfer, Literacy:
discussion)

Standards:
Comprehend:
Visual art has inherent characteristics and expressive features
Historical and cultural context are found in visual art
Art and design have purpose and function
Reflect:
Interpretation is a means for understanding and evaluating works of art
Create:
Assess and produce art with various materials and methods
Transfer:
The work of art scholars impacts how art is viewed today

Resources/Preparation/Material Needed:
Old book pages
Acrylic paint
Paint brushes
Technology Utilized
Water cups
Mixing palette
Palette knives
Paper taped to board
A book of expressive poems to read

Time
Estimate

Introduction/Set/Focus/Attention Getter/Pre-assessment:
Read expressive poetry from A Book of Poems
Ask students draw quick sketches of what they see as they hear the poems being
read. Have them do a pair share.
Ask: What certain parts helped them create the visual?
Did seeing the image add to the experience of hearing the poem?
Discuss as a class

Instructional Input/Body of Lesson

Teacher Actions

Day 2

Day 3

Day 4

Day 5

Intro/attention getting activity

Ask: Why would a poet want to
include imagery with their written
words?
Why would an artist want to include
words with their artwork?
How can poems be more expressive
than others to help us see an image?
Introduce assignment
Pass out many old book pages for
students to begin reading through to
find the words they are going to circle
to create their poem phrase.
Demonstrate how to block out the rest
of the words using a thin layer of
gesso covering all but the circle
around the words or suggest finding a
different way to block out the words to
add to the visual message they want.
Work time to block out words and
begin brainstorming imagery for
painting
Give students the concept map to
begin brainstorming 3 different ways
they could visually represent the
chosen phrase in a painting
Clean up
Painting demo
Students practice painting techniques
demonstrated
Work day
Clean up

Student Actions/Expectations

Students will begin thinking of the

importance of descriptive words in
poetry that helps them to visualize
an image
Students will articulate the
relationship between text and image.
Media can be manipulated for
artistic purposes.

Generate ideas

Students will demonstrate new

painting techniques and how to
incorporate them into their painting

Work day
Clean up
Work day
In process critique:
Have students get with a different
partner and say 3 things they think are
working well so far, 2 things that need
to be improved and one guess of what
the poem phrase might say.
Have students write down what their
partner said in order to look back on to
help them improve their painting next
class.
Clean up
Finish up paintings
Clean up
Gallery walk

Students will interpret their peers artwork

and discuss the artistic decisions used to
express the phrase in a creative way and the
importance of the text.

Review/Closure/CSU:
Gallery walk
Part one:
Students will place their artwork around the room with a paper covering the words to the poem
phrase they created. Students will walk around the room looking at everyones artwork and
write down what they think the poem could be about.
Part two:
Students will remove the paper covering the words and students will walk around again looking
at all the artwork and now experiencing it with the written text as a part of it.
Conclusion:
Have students get into small groups of 3 and discuss these questions:
Compare what you thought the work was about in part 1 and 2 of the gallery walk. Similarities?
Differences?
Did having the words as a part of the artwork make it more successful? Why or why not?
Were the different painting techniques used successfully?

How are Objective/Standards Assessed in this lesson?

Rubric:

Were students able to pick out words that they want to become their new expressive phrase of a
poem that will be the topic of their painting?
Were students able to plan out 3 different ways they could visually represent the chosen phrase in
a painting on a concept map?
Were students able to create a painting representing the phrase using dry brush, washes, and color
blending techniques with acrylic paint?
Were students able to identify artwork that uses text such as Rene Magritte?
Were students able to interpret their peers artwork and discuss the artistic decisions used to
express the phrase in a creative way?

Modification/Accommodation/Adaptations
Concept map to organize ideas, group discussion, work in groups to develop phrase for painting. Mixed
media, can create mixed media piece

Reflection