Content Group Lesson Plan Project

Old Dominion University College of Education

Lesson Plan Overview
Lesson Title: Who are you?
Subject Area: Art
Grade Level: 6th
Overall Description of Lesson: This lesson will provide an understanding of the artists style and
their respective movements. This lesson includes utilizing multiple resources to help the
students identify artists characteristics and select an artists piece for reference material.
Students will have activities centered around the 6.9 Art SOL, 6.3 Theatre SOL, and 6.7 (A)
Technology SOL. Vocabulary and literacy activities are integrated to help differentiate
instruction for all types of learners. There will be group and individual activities to be completed
by the end of class activities during class are used to enhance the students engagement and
understanding of art movements.

SOL & Instructional Objectives

Content & Literacy Standards:
ART
ART 6.9 The student will identify the components of an artists style, including materials, design,
technique, subject matter, and purpose.
ART 6.12 The student will explain various types of collaborative art careers.
Technology
C/T 6.7 Plan and apply strategies for gathering information using a variety of tools and sources,
and reflect on alternate strategies that might lead to greater successes in future projects.
a) Use various technology and digital resources to collect information.

Theatre
THEA 6.3
The student will use a problem-solving process to create solo and
collaborative presentations, using body, voice, and imagination.
THEA 6.22
The student will make connections between personal experience and
dramatizations.
English

ENG 6.1 The student will participate in and contribute to small-group activities.
a)

Communicate as leader and contributor.

ENG 6.4 The student will read and learn the meanings of unfamiliar words and phrases within
authentic texts.

Instructional Objectives.
Students will be able to identify key characteristics of different time periods/art movements.
Students will be able to identify varying artists throughout history
Students will be able to provide a working definition of the words Art Movement, Surrealism,
Impressionism, Post-Impressionism, Cubism, Autobiography, Biography, Color, Line, Texture,
Expressive Line.
The student will view and analyze information from internet and text sources on artists and art
movements.
Students will perform an organized, educational group skit based on an artists life.
Techniques and Activities
Lesson Plan Activities:

At start of class
Hook: The instructor will have a prepared slide on the projector that contains one famously
known work from each artist that we are covering:
Monet (Study of a Figure Outdoors: Woman with a Parasol)
Van Gogh (Starry Night)
Dali (The persistence of Memory)
Picasso (Girl before a Mirror)
The instructor will ask the students to attempt to identify the artist, title, and write a paragraph
about the piece in their learning journal.
(See Hook Activity Sheet)
Vocabulary Activity (In-class Presentation): The instructor will then present a slideshow with
key vocabulary words and their definitions that will be used throughout the lesson: Surrealism,
Impressionism, Post-Impressionism, Cubism, Autobiography, Biography, Color, Line, Texture,
Expressive Line. During this presentation the students will complete column notes of key
vocabulary. During this presentation the instructor will identify the pieces that were used in the
hook activity and written in the students learning journal.

KWL- Pass out a pre-made KWL chart. Have the students fill out what they know about the
artists and movements weve discussed. Also have the student fill out anything they are
wondering or want to know about the artists weve discussed. Mention to students that anything
that they add to their W column should be answered or addressed by the end of the unit and
that the last column will be filled out at the end of the class period.

Explain assignment to students: Students will be broken up into groups of four and assigned an
artist from the hook activity slide. Students will be responsible for finding specific information
on each artist through group research. During research, students will also be individually
responsible for choosing a painting by the assigned artist in which they will recreate on a white
mask provided by the teacher. Each student must choose a different artwork. Teacher models
exemplary presentation.

After hook, vocabulary activities, and explanation with modeled performance are
completed:
I.

Break students up into pre-assigned groups of four. Groups will be assembled with

consideration given to diverse learner needs. Groups will facilitate support of learners strengths
and weaknesses. Students below grade level will be paired with students that can provide them
with support.
II.

Each group will be assigned an artist that was previously presented in the slideshow.

Distribute one guided research worksheet to each group with questions regarding their assigned
artist (See Making a Connection activity for questions).
III.

Together, groups will use various resources in order to research answers for listed

questions.
IV.

During research, each student will identify a piece of art from their assigned artist that

they want to recreate for their hand-painted mask. Teacher will print a copy of that art piece for
reference. Get teacher approval on art (the teacher ensures it is appropriate and correct artist).

V.

Distribute painting materials to groups. Ensure students are reproducing chosen paintings

on their masks and staying on task. Teacher will continuously monitor students progress and
provide assistance when needed.
VI. When everyone has finished their masks, students will begin discussing how they want to act
out their performance. Each student is responsible for presenting two of the found facts from
their guided reading sheet to the class.
VII. Individual groups will go to the front of the class with their painted masks on and perform a
bibliographical skit on their chosen artist. The students will use the guided research questions as
their lines for the skit. i.e. I am Pablo Picasso, I am a founder of the cubism movement. etc)
While each group is still at the front of the class, ask each group member questions regarding
their connection to the artist and artists work (See Making a Connection Activity for
questions). Do this for each group.

Once the last group is finished, lead a class discussion. During this discussion, students will have
the opportunity to explain how the artists presented compare and contrast as well as how the
artists and their artwork connect to the world around us (See Making a Connection Activity for
questions).
Preactive Phase:
Hook: Slideshow on artists, learning journal activity
Vocabulary Activity: In-class Presentation
KWL- About various artists and movements being discussed.
Interactive Phase:
Use trade books/picture book/internet to research
Column notes during the vocabulary presentation
Guided research worksheet

Reflective Phase:
Making a connection: text to self/text to text/text to world.
Group Discussion

Assessments/Evaluations:
The teacher will assess the class through the students performance, participation, and
information presented. The class will be evaluated by their finished products (mask) and their
bibliographical performance. All students should have a completed learning journal, KWL chart,
Guided research activity, and Mask by the end of class.

Resources
Materials
Pens/Pencils
White facemasks with paintable surface
Paintbrushes
Acrylic paint
Trade books
Picture books
Computers
Additional Text Choices
Picture books with varying reading levels
Trade books with varying reading levels
Online resources (websites, games, images)
Hume, H. D. (2008). The art teachers survival guide for elementary and middle schools (2nd
ed.). San Francisco, CA: Wiley, John & Sons
McGraw-Hill, Prince, N., Jackson, J., McGraw-Hill, G., & McGraw-Hill, J. J. (2004). Exploring
theatre, student edition (2nd ed.). New York, NY: Glencoe/McGraw-Hill.
Patterson, J. A. (2011). BraveART and teens: A primer for the new high school art teacher.
Harpers Ferry, WV: High St.
Zimmerman, S. (2004). Introduction to theatre arts: A 36-Week action handbook. United States:
Meriwether Publishing,U.S.

HOOK ACTIVITY ART PIECES (This will be projected on the smart board as students enter the
classroom.) Students are expected to attempt to guess the artist, name of the piece, and a oneparagraph analysis of each piece in their learning journal.

(Premade KWL chart to be handed out)

What I already know...

What I want or need to know .

What I learned ..

Making a Connection Activity

Text to Text (Guided Research Sheet)
1. Name of artist?
2. Art Movement?
3. When and where were they born?
4. What schools if any did they go to?
5. Who influenced them?
6. What is their artistic style?
7. What medium did the artist use?
8. When did they die?
Text to Self
1.
2.
3.
4.
5.
6.
7.

What painting did you choose to reproduce?

What do you like/dislike about your artists style?
Why did you pick the piece of work you did?
What did you connect with in the work you chose?
What about your artists life can you relate to your own life?
If you were to become an artist would you want your works to be in a similar style?
What additional questions/thoughts do you have, if any?

1.
2.
3.
4.
5.

Text to World
What connections can you make between the artists discussed (compare/contrast)?
After hearing other groups performances, which artist is your favorite and why?
Have you seen this kind of artwork anywhere else?
What message is each artist trying to get across?
How does the artwork connect to todays world?