LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 1, 7th and 8th grade, Cubist Homes, 3 days (50 minute classes)
II. Lesson Rationale:
Home is something that can have different meanings, it can be the place where you live or it can be a
feeling of comfort or belonging. While exploring this concept of home, the students will be learning
about Cubism. They will learn when it was, who was a part of it, where it originated, what it looked
like, and why it came about. By combining Cubism with the aspect of home, students will learn that
home isnt necessarily as simple as we make it seem and they will gain a better understanding of
Cubism.
III. Key Concepts:
Home is different for different people
Home is not necessarily a place
Home doesnt have to be the place you live in
IV. Essential Question:
How can home be different for different people?
If not a place, what else can home be?
Where else can home be?
V. Lesson Objectives:
The student will be able to, through exploring with Cubism, determine how home can be different for
different people.
The student will be able to, through exploring with Cubism, determine what else can home be.
The student will be able to, through exploring with Cubism, determine where else can home be.
VI. Specific Art Content:
Cubism (what it is, when it happened, what it looked like, who took part in it, etc.)
How to create collages on photoshop
How to find content they are legally able to use (copyright)
VII. Resources & Materials for Teacher:
Computers
Photoshop
Internet access
http://ruizwebquest.weebly.com/
VIII. Resources & Materials for Students:
List all materials needed for students art making, discussions, and/or other activities, and vocabulary
list.
Images to use in collage or search for images online
Cords for cameras or phones (to upload photos if students brought their own)
Computer
Photoshop
Internet access

http://ruizwebquest.weebly.com/
Ideas about home
Paper
Writing utensils

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation:
When the students walk in, I will have them pull out a sheet of paper and write down
things that remind them of home. They will have 5 minutes.
We will have a discussion on the aspect of home and how the students would define it.
I will give an introduction on Cubism (explain what it was, what it looked like, who was a
part of it, what it was about, etc.)
I will introduce the activity and tie both aspects together.
2. Guided Practice
I will do a tutorial on how to make collages on photoshop.
I will make an example while Im doing the tutorial.
Explain how to search for images without copyright.
3. Independent Practice
Students will use the things they wrote down in the beginning of class as ideas for things to
use in their collages.
Students will begin their collages.
I will be walking around so that the students are able to ask any questions.
4. Closure
Students can share what some of the objects that they chose for their collages were.
Students can give each other ideas during this small discussion
5. Formative Evaluation
Formative Checklist
o Has the student made progress in class?
o Is the student on task?
o Is the student following the instructions?
o Does the student understand what was asked of them?
6. Classroom Management Procedures
Students cannot have food or drinks near the computers.
Students need to shut down the computers when they are done.
Day 2
1. Introduction/Motivation:
I will show the students some of Pablo Picassos art
Ask them what aspects of his painting are what makes it Cubism

2. Guided Practice
Have the students thought of more things to include in their Cubist home?
I will ask if the students have any questions on what they are doing.
3. Independent Practice
Students will continue to work on their collages
I will be walking around to help anyone who needs it.
This will be their last full working day
4. Closure
All of the students will walk around and look at the progress their classmates have made.
They are allowed to make appropriate suggestions or critiques
5. Formative Evaluation
Formative Checklist
o Has the student made progress in class?
o Is the student on task?
o Is the student following the instructions?
o Does the student understand what was asked of them?
6. Classroom Management Procedures
Students cannot have food or drinks near the computers.
Students need to shut down the computers when they are done.

Day 3
1. Introduction/Motivation:
I will show the students Georges Braques art
Ask them what aspects of the painting are what makes it Cubism
2. Guided Practice
Have the students thought of more things to include in their Cubist home?
I will ask if the students have any questions on what they are doing.
3. Independent Practice
Students will work on their home for 10-15 minutes
Students will upload their work to the website
4. Closure
We will look at all of the homes on the screen
Each student can pick one object that they chose to be in their home and say why they
chose it
Students will be allowed to comment and make suggestions
5. Formative Evaluation
Formative Checklist
o Has the student made progress in class?
o Is the student on task?
o Is the student following the instructions?

o Does the student understand what was asked of them?

6. Classroom Management Procedures
Students cannot have food or drinks near the computers.
Students need to shut down the computers when they are done.

X. Summative Assessment and Evaluation:

NEEDS WORK
Collage was not made
using geometric and
simplified shapes

SATISFACTORY
EXEMPLARY
Made collage elements
Some or most of the
Entire collage was
geometric and
collage was made using made using geometric
simplified
geometric and
and simplified shapes
simplified shapes
Creatively created a
Did not creatively
Somewhat creatively
Creatively created a
space incorporating
create a space
created a space
great space
objects and aspects that
incorporating objects
incorporating objects
incorporating objects
reminded them of home
and aspects that
and aspects that
and aspects that
reminded them of home reminded them of home reminded them of home
(had 2-3 objects)
(had 4-5 objects)
(6 or more)
Collage was well put
Collage was not well
Collage was somewhat Collage was very well
together and created a
put together nor did it
well put together and put together and created
coherent composition
create a coherent
somewhat created a
a very coherent
composition
coherent composition
composition.
XI. Interdisciplinary Connections:
Briefly list and describe any meaningful connections or extensions of the lesson into other subject
areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the
interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum.
History (the time period for cubism)
English (these projects can essentially be telling a story or narrative about the student who
made it)
XII. References & Resources:
http://www.metmuseum.org/toah/hd/cube/hd_cube.htm
XIII. Art TEKS
117.35. Art, Grade 7.
(c) Knowledge and skills.
(2) Creative expression/performance. The student expresses ideas through original artworks,
using a variety of media with appropriate skill. The student is expected to:
(A) create artworks based on direct observations, personal experience, and imagination;
(B) incorporate design into artworks for use in everyday life; and

(C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic

imagery, and electronic media-generated art, using a variety of art materials and tools in
traditional and experimental ways.
XIV. National Art Standards
VA:Cr2.1.7
Demonstrate persistence in developing skills with various materials, methods, and approaches in
creating works of art or design.
VA:Cr2.3.8
Select, organize, and design images and words to make visually clear and compelling presentations.
VA:Pr4.1.7
Compare and contrast how technologies have changed the way artwork is preserved, presented, and
experienced.
VA:Re9.1.8
Create a convincing and logical argument to support an evaluation of art.
VA:Cn11.1.8
Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.