The

College of New Rochelle

Graduate Art Education Lesson Plan Format
(Santiago, 2014; modified Spring 2016)

Unit Concept Title

Lesson Plan #
Lesson Title

Name

Grade

Date

Time Frame

Lesson Plan Title

Central
Focus/Concept

Pop Art
Two
Introduction to Adobe Illustrator
Jackie DArco
9th/10th Grade
July 2016
1, 40 minutes
Introduction to Adobe Illustrator
Examine various techniques of Pop Art using technology

(1 2 sentences)

Common Core
Learning Standards
(CCSS) (list 1)


Subject-Related
Standards (NYS;
Blueprint)
(list 2)

Learning Objectives
(associated with CCSS
and NYS Standards)
(list 3)

Academic Language
(list 3)

CC.ELA: RH.9/10.2
Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of how key events or ideas develop over the
course of the text.

NYS Standards #1 Creating, Performing and Participating in the Arts
Students will actively engage in the processes that constitute creation and
performance in the arts (dance, music, theatre, and visual arts) and participate in
various roles in the arts.
- Create art works in which they use and evaluate different kinds of
mediums, subjects, themes, symbols, metaphors, and images (b)
NYS Standard #2 Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and
resources available for participation in the arts in various roles.
- Use the computer and electronic media to express their
visual ideas and demonstrate a variety of approaches to
artistic creation (b)

Students will:
!
Create different symbols in Adobe Illustrator (1.b)
!
Manipulate tools in Adobe Illustrator to create different symbols (2.b)
!
Determine the central ideas/concepts that are show in Pop Art images
(CC.ELA: RH.9/10.2)

Adobe Illustrator, workspace, application bar, tools panel, control panel,
document window, panels, application frame, pen tool (p), selection tool (v),
direct selection tool (a), rectangle/ellipse tool (m/L), fill color, stroke color,


Instructional
Materials/Resource
s

!
!
!
!

Computer
Adobe Illustrator
Smart/Eno Board
Visual Handout

(list technology, art tools

and materials)

Instructional
Strategies/Learning
Tasks (procedures)

Initial Phase
Activating Prior Knowledge
!
Lets review some visual characteristics that we learned yesterday about
Pop Art [As students list characteristics, write down on Smart/Eno Board]
!
Today, we are going to prepare for our next few projects that use Adobe
Illustrator. Has anyone used Adobe Illustrator before? What is it used for?

Guided Instruction/Demonstration
!
Lets start by opening up Adobe Illustrator on your computers. It may
take a while to load so be patient.
!
We are going to go over the parts of Illustrator to get us warmed up to
the software. Please follow along with each instruction. When Illustrator first
opens up, it has a large window on the screen; this is where your artwork you are
currently working on will be shown, which is called a workspace. Above your
workspace, on the top of your screen, is the application bar where there are
more application controls: copy and paste, arranging objects on your workspace,
other window panels. To the left of the workspace is the tools panel that
contains the tools to create, edit, and manipulate your images/artwork. Now to
the above your workspace is your control panel, which displays options for the
currently selected tool. To the right of the workspace are your panels that help
you monitor and modify your work with other options: colors, stroke, layers, art
boards.
!
Direct students to the pre-made folder of reference photographs for this
activity that the students download to their desktop. The reference photographs
!
Now that we reviewed the parts of Adobe Illustrator, we are going to
review the tools we are going to be using for the next projects and see what each
tool does. We will mostly be using the pen tool (p), selection tool (v), direct
selection tool (a), rectangle/ellipse tool (m/L). On your tools panel, there are
two boxes, one is filled with a color, and one is outlined with a color. These are
you fill and stroke colors. The fill color is what color is inside the shape and the
stroke color is the outline of the shape. [Teacher creates a shape, showing the
difference in the fill and stroke color]. By double clicking on either of these boxes
allow you to change the color in the color picker.

Middle Phase
Independent Practice
!
Now that we have reviewed the different tools and what they how they
can be used to create and manipulate objects in Illustrator, for the remaining
time in this class, you can experiment with each of these tools to get comfortable

Assessment
(corresponds exactly to
each Standard and
Learning Objective)

Product

using Illustrator.
!
Demonstrate the different tools in Illustrator by making simple shapes to
start then increasing the difficulty by using the reference photographs in a folder
on their desktop to trace the difficult shapes.
!
As students experiment, the teacher circulates the room to assist
students that are having difficulty manipulating the tools. If the class seems to be
in distress about a certain tool, the art teacher demonstrates how to use the tool
again.

Concluding Phase/Collaborative Learning
Clean Up Process & Procedures
At the end of the class, students save their workspace if desired. They will log of
their computers and proceed to their next class.

Review
While students log off their computers, they are reminded that tomorrow we will
be starting their first project pertaining to Pop Art. The first artist we will study
will be Keith Haring.
Students are asked: Does anyone know the artist Keith Haring? Has anyone
studied his artwork before? How does he pertain to the Pop Art movement?

Follow-up (includes enrichment/extension activities)
Students are encouraged to research Keith Haring and his artwork.

Differentiated Instruction (corresponds to students identified in prior Task)
!
Students with and IEP or ELL students receive extra support. The art
teacher will review the discussion questions with support teachers. Discussion
questions may be truncated based on each childs level.
!
Students are given verbal and visual instructions for the project.
!
Special needs children will be given the preparation ahead of time and to
be reviewed with the special education teacher.
!
Blind students will have an audio recording of any written resources. The
art teacher or teachers aide will scribe for the student. The student will be
seated at a computer close to the art teacher.

NYS Standard #1
Create different symbols in Adobe Illustrator
Graded based on visual evaluation

NYS Standard #2
Manipulate tools in Adobe Illustrator to create different symbols
Graded based on visual evaluation

(CC.ELA: RH.9/10.2)
Determine the central ideas/concepts that are show in Pop Art images.
Graded based on visual evaluation
Attachments

Visual Handout: