LESSON PLAN FORMAT

University of North Texas

Art Education
I. Lesson Title and Rationale:
Finding a Solution
Within this lesson, students will be given an opportunity to use what theyve learned the past four
lessons and practice their power as artists to voice and promote change.
III. Lesson Key Concepts:
Students will be introduced to their power and voices as artists.
IV. Essential Question:
What can you do as an artists for current issues?
What kind of social/physical change or awareness can you bring?
How can you present your work in a way to bring awareness to these issues?
V. Lesson Objectives:
Students will connect the elements of design with the elements of nature
Students will make connections in order to provide solutions for the issues presented in
previous lessons
VI. Specific Art Content:
Principles of Design
-Balance
-Emphasis
-Movement
-Pattern
-Repetition
-Proportion
-Rhythm
-Variety
-Unity

Elements of Design
-Line
-Shape
-Direction
-Size
-Texture
-Color
-Value

-Background Knowledge
-Art Activism
VII. Instruction and Its Sequencing:
Day 1: Introduction/Motivation:
Teacher will present a powerpoint of art activists, demonstrating to the students the power that
they can achieve as artists. Included in the powerpoint will be an overview of the problems and
solutions already discussed in class on Earth, Fire, Air, and Water.
Purpose:
Students will create a detailed sketch of their project.
Instruction:
Teacher will go over 15 minute minute powerpoint, introducing art activism, environmental
issues, and project.
Resources & Materials for Teacher:
-Powerpoint presentation.
-Projector
Resources & Materials for Students:

-Sketchbooks
-Pencils
Guided Practice.
Making sure the students are considering the problems and solutions discussed in class and
keeping them on task and focused on their projects.
Independent Practice:
Students will demonstrate their knowledge through their final project.
Closure:
Teacher will close lesson with telling students to come to class the next day with needed
materials for their project to utilize the given two work days.
Formative Evaluation:
Evaluation will be based on students sketches along with class participation in that they are
utilizing their time well and working hard.
Day 2/3: Introduction/Motivation:
Teacher will begin class with reminding students to be diligent and focused while working on
their individual projects.
Purpose:
Students will work on their individual project.
Instruction:
Teacher will walk around class, checking in with each students to see if they have any questions
or need any guidance.
Guided Practice:
Teacher provide a list of questions on the board to continue to guide the students in their
thinking and project.
Are you considering one of the four elements discussed in class, earth, fire, air, and water?
Does your project provide a solution for your selected elements problem?
Are you considering the core design elements and principles?
Are you showing good craftsmanship in your project?
How will you display or advertise your project to provide awareness to this issue?
Closure:
Teacher will remind students of project deadline and remind them to come prepared to critique
with project and artist statement. Teacher will also remind students the importance of good
craftsmanship in their final pieces, statements and their presentation and participation in critiques.
Formative Evaluation:
During the workdays, students will be graded on their diligence and effective use of class time.
Day 4: Introduction/Motivation:
Teacher will begin by collecting artist statements from students and then give students five
minutes to hang or display their project for critique.
Purpose:
Engage in a constructive and respectful critique where students can receive positive
constructive critiques on their final project.
Instruction:
No further instruction will be given.
Guided Practice:
Teacher will aid in the constructive critique by calling on students for their opinion on pieces
and asking the artists and viewer particular questions to contribute to the conversation.
Closure:

Students will be asked to take their pieces down and place them on the cart to be graded.
Before leaving the classroom must be clean from the weeks activities.
Formative Evaluation:
Poor

Average

Excellent

Formal
Project do not display any
Aesthetics consideration of the basic
design principles and
elements, along with not
being aesthetically
pleasing.

Project displays a moderate

amount of consideration of
the basic design principles
and elements, along with
being aesthetically
pleasing.

Projects displays great

amount of consideration of
the basic design principles
and elements, along with
being aesthetically
pleasing.

Solution

Project provides somewhat

of a solution to one of the
environmental issues
discussed in class.

Project provides a great

and well thought out
solution to one of the
environmental issues
discussed in class.

Project do not address a

solution to one of the
environmental issues
discussed in class.

Artist
Student did not provide an Student provides their artist Student provides a well
Statement artist statement.
statement.
thought out and fluid artist
statement.
Students Work:

Deforestation to Reforestation.
For this project, I wanted to focus on the solution to deforestation, there are many steps that
need to be taken to solve the damages and problems that have occurred due to deforestation, one of
them is reforestation which involved planting for trees. The first image represents a picture of a once
forest that has been burnt down due to deforestation, and the second image represents planting new life
or new trees on top of those areas to create an oasis again.

Coexisting and Creating Better Air:

This piece is presenting a solution, rather than becoming a dominating force against nature, we should
coexist with nature, living side by side with trees. This also show that trees should grow larger than
buildings if we want CO2 that has been created by fossil fuels to diminish.
Classroom Management Procedures: Students will be constantly engaged with the task at hand.
Throughout our previous lessons structure on how the lesson is presented will provide a stable
environment for the students to explore with the interactions of mediums.
The first day along with the information being provided, students will have an opportunity to sketch
details about their solution piece.
The second and third days will be in class time for creating the piece, and if they are finished early,
they will continue on to write a short reflection on their final piece and how it fits in a series with the
previous works created.
Adaptations for Students with Special Needs:
Provide with individual power points
As well as provide extra time
X. Interdisciplinary Connections:
111.7. Math, Grade 5,Adopted 2012.

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to
solve problems;
112.16. Science, Grade 5, Beginning with School Year 2010-2011.
(b) Knowledge and skills.
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles
within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and
non-living elements;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such
as the overpopulation of grazers or the building of highways;
XI. References & Resources:
(n.d.). Retrieved May 7, 2016, from http://science.howstuffworks.com/environmental/greenscience/baking-soda-save-environment.htm
(n.d.). Retrieved May 07, 2016, from http://www.telegraph.co.uk/financial-services/utilities/gaselectricity/green-energy-tariffs-help-environment-provide-cheap-energy/
Competency 050: Relationships Between Organisms and the Environment. (n.d.). Retrieved May 07,
2016, from http://www.bioedonline.org/online-courses/educator-certification/generalist-48/competency-050-relationships-between-organisms-and-the-environment/
Epson & the Environment. (n.d.). Retrieved May 07, 2016, from http://www.epson.com/cgibin/Store/jsp/Landing/about_us_environment.do?ref=van_environment
Fisher, R. (n.d.). An Invitation To DO SOMETHING About the Environment. Retrieved May 07, 2016,
from http://www.huffingtonpost.com/renee-fisher/an-invitation-to-do-something-about-theenvironment_b_7474822.html
From Many Angles To Look At The Environment By Brett Buchanan - Breaking News Time | Live
News | Current News | Fast News - US, UK & World. (2016). Retrieved May 7, 2016, from
http://www.breakingnewstime.com/from-many-angles-to-look-at-the-environment-by-brett-buchanan/
HA Schult. (n.d.). Retrieved May 07, 2016, from http://www.haschult.de/action/trashpeople#content
Meg's Pause - ArtBee. (n.d.). Retrieved May 07, 2016, from
http://www.photoblog.com/ArtBee/2010/08/20/
Presentation Name. (n.d.). Retrieved May 07, 2016, from
https://www.emaze.com/@AIFOFZFQ/Presentation-Name

Print media and the environment. (n.d.). Retrieved May 07, 2016, from
http://www.printpower.eu/Print-media-and-the-environment
Protecting The Environment - Ecclesiastical Insurance Office plc. (2012). Retrieved May 07, 2016,
from http://www.ecclesiastical.ca/about-us/protecting-the-environment/
Sylvain Meyer Transforms Elements of Nature into Beautiful Environmental Art. (n.d.). Retrieved May
07, 2016, from http://inhabitat.com/sylvain-meyer-transforms-elements-of-nature-into-beautifulenvironmental-art/b-2/
Tobacco and the Environment. (2015). Retrieved May 7, 2016, from http://world-portal.org/tobaccoand-the-environment/
Forest, fire, elks. (n.d.). Retrieved May 07, 2016, from http://www.wallpapers-fordesktop.eu/wallpaper,fire-forest-elks
2001 - 2013 John Dahlsen. All rights reserved. No part of this website may be reproduced or
transmitted in any form or by any means without prior permission by the artist. Privacy PolicyDesign
by Clean Lines Website Development. (n.d.). Retrieved May 07, 2016, from
http://www.johndahlsen.com/detail_commission/absolut_dahlsen.html

XII. Art TEKS

117.117. Art, Grade 5, Adopted 2013.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such
as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of
materials.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and others,
contributing to the development of lifelong skills of making informed judgments and reasoned
evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, general intent, media and techniques, or
expressive qualities in artworks of self, peers, or historical and contemporary artists;
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such as
physical artworks, electronic images, sketchbooks, or portfolios.
XIII. National Art Standards
Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Enduring Understanding: Creativity and innovative thinking are essential life skills that can be
developed. Essential Question(s): What conditions, attitudes, and behaviors support creativity and
innovative thinking? What factors prevent or encourage people to take creative risks? How does
collaboration expand the creative process?
-Combine ideas to generate an innovative idea for art-making.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts
histories, and traditions of art forms help us create works of art and design? Why do artists follow or
break from established traditions? How do artists determine what resources and criteria are needed to
formulate artistic investigations?
-Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.
Responding
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Individual aesthetic and empathetic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the natural world, and
constructed environments. Essential Question(s): How do life experiences influence the way you relate
to art? How does learning about art impact how we perceive the world? What can we learn from our
responses to art?
-Compare one's own interpretation of a work of art with the interpretation of others.
Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Through art-making, people make meaning by investigating and developing
awareness of perceptions, knowledge, and experiences. Essential Question(s): How does engaging in
creating art enrich people's lives? How does making art attune people to their surroundings? How do
people contribute to awareness and understanding of their lives and the lives of their communities
through art-making?
-Apply formal and conceptual vocabularies of art and design to view surroundings in
new ways through artmaking.