Lesson Plan Template 1

Visual Art Lesson Plan

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names: ________Amber Westmoreland________________________
________________________________ ________________________________

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons, spanning several
days. The instructor will design these pairings with students interests and experiences in mind. The audience for
the Unit Plan will be your future secondary school students (grades 7-12) with limited to moderate exposure to (1)
painting/drawing, (2) new media, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7)
photography, and (8) collage/assemblage. The Unit will be inspired by course content regarding the secondary
school learner: pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and
assessment (Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled) on the due
date. Also by the due date, the completed Unit Plan and appendices should be emailed to peers in one
document/attachment as a resource for future use: login to Blackboard/ My SacCT, click on ART 135, click on
Course Tools > Send Email > All Users.

Lesson Title: Post Edit Print/print Inspiration Artists, including those from underrepresented
populations:
Sarah Maple, Dorothea Lange
Lesson Overview (~3 complete sentences): Students will experiment on how to enhance or decrease attention to
aspects of the image they want to represent as dominant or subordinate. They will do this by learning to utilizing the
cropping, lasso, and paint brush tool in photoshop. Students will learn how to import to, export and print from
photoshop.
Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge
and learning?
They will use established measuring skills to cut mat boards. They will use their knowledge about value, color and
hue to adjust their color in photoshop. They will apply what they learned in the historical overview about narrative
 Lesson Plan Template 2

within art and and how to create stories within based on inspirational artist

Key Concepts (3-4): What you want the students to
know.
1. Students will know how to use basic tools in
photoshop
2. Students will know how to properly and export
images for print
3. Students will learn how to draw draw attention to
important subject matter within their photograph
Visual art content and multicultural Lesson Objectives:
What you want the students to do.
1. Visual Art:T1. Visual Art:The students will be able to Unit.
to explain why some objects within the image are more 1. How will you assess the Lesson Objective? What will you
or less important
2. Visual Art: The students will be identify how an
image is unsuccessful
3. Multicultural: The students will be able to refute
social confines that society has labeled them with.
Essential Questions (3-4): Restate Key Concepts using
open-ended questions.
1. what tools can you use to draw/decrease attention to
various parts of your image?
2. what are the steps you need to go through in order to
export a file for print?
3. What items in the image are distracting or contradicting
to your message?
Align Formative and Summative Assessments with Lesson
Objectives from left column. Please submit at least one
rubric per Lesson for a total of three or more per
be looking for? Why are you decreasing/increasing the
attention to that particular spot in your photograph
2. I will asses the Lesson Objective by having students
explain their purposes for altering the image in
photoshop and listen them to identify factors that make
the composition unsuccessful.
3. How will you assess the Lesson Objective? What will you
be looking for? I will ask questions students to tell me
about their piece and listen for a definition of themselves
in relation to their work
 Lesson Plan Template 3

National Core Art Standards: Visual Arts (3-4): Please California Visual and Performing Arts Standards (grades 7-
list number and description of Anchor Standard. 12 only) (2-5): Check all that apply and add number and
1. Creating: accomplished 2.3: Redesign an object, description of applicable content standard.
system, place, or design in response to contemporary 1.2__1.0 Artistic Perception:
issues. ___ 2.0 Creative Expression:
2. Presenting: 3.1__3.0 Historical & Cultural Context:
3. Responding: 4.2__4.0 Aesthetic Valuing:
4. Connecting: _ _5.0 Connections, Relationships, Applications:

Identify and define visual art vocabulary that connect Materials: List all materials needed in the columns below.
to other concentration area(s) and/or medium(s):
1. Unity- A principle of design that connects a variety of Class will take place in computer Purchase
elements of art and principles of design into a work of lab Nothing for this lesson
art with harmony and balance photo paper printer paper/ink
2. Mood -The state of mind or emotion communicated computer ink
in a work of art through color, composition, media,
scale, size, etc
3. Saturation- defines the intensity of a hue. Vivid primary
colours are highly saturated, while pastel colours ar
4. Content The representations, messages, ideas,
and/or feelings expressed in a work of art.
5.Opacity- the degree to which a substance is opaque;
capacity for being opaque
 Lesson Plan Template 4

Lesson Procedures: Based on class size of 28 and 90 min. class period

Outline the steps that will happen first, second, etc. in the Procedures that follow to teach what you expect the
students to learn. Procedures should be the longest section in the Lesson Plan, and should be very specific and
detailed, including time spent on each task. Describe directions you plan to give the students, teaching
models/strategies you plan to use during the lesson, different activities your students will do, etc. Be sure to include
management issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): (step 1)

Preparation: Teacher will will put a sign on the door to the classroom reminding students to meet in the computer
lab

4 min- Students are instructed to launch their best image in photoshop by going to file open, locate the image and
clicking open. Students will be instructed to follow along on their computers

19 min - Modeling (teacher does): (step 2)

Teacher uses the projector to display to the class what she is doing on the computer. Students will be instructed to
locate where the paintbrush and crop tool. Teacher will click on the brush tool and show how the brackets will make
the covered area larger or smaller, then and hits command J to create a copy of the original image and and locks
that layer. Next a mask will be created on the first layer. Teacher pauses for students to catch up.(step 3)Teacher
will click on mask. Teacher clicks x to demonstrate how to change the brush from white to black which will either
erase what you are working on or bring it back. Teacher adjust opacity to control opaqueness of what is being
painted away. Teacher paints on the mask over the background to demonstrate how to draw less attention to the
background. Teacher passes to let students catch up. (step 4) Teacher Instruct students on how to create an
additional layer and manipulate the saturation by adjusting the level and linking it to the desired layer. Teacher mask
out that layer so it only increases saturation to one object as a means of intensifying color. Teacher pauses allowing
student to catch up (step 5)Instructor zooms in and out of image telling students to do the same using command( +
-). Teacher uses hand too to move picture around with in the space until finding the desired frame and the crops
accordingly using crop tool. Next shows students how to save as a PSD so the file can always be gone back to for
editing. then exports it to a quick PNG for printing saving it to the desktop. Teacher then opens PNG and goes to file
print

5 min- (step 6) Students are given instructions to complete pick their three favorite images and pair share with the
person next to them.
 Lesson Plan Template 5

2. Collaborative Learning (students do together):

Students collaborate during pair share about the pictures and how they can be manipulated through use of
photoshop to strengthen the message of the art work

3. Guided Instruction (teacher and students do together): Occurs During Modeling

60 min- (step 7)Children are instructed to begin working on there post editing printing each piece as they finish as
to not back up the computers at the end of class. Work time: teacher walks around room assisting individual
students as needed. if a particular question is being asked multiple time the teacher will demonstrate how to
complete the desired effect on the projector. teacher ask key questions about their work. Teacher announces
students should be finishing up at at least one composition at 15 min intervals

1 Independent Learning (students do alone): Also occurs during work time

(step 7)Students make decisions on what changes need to be made in post editing in order to get their message
across. Students also explore how to use Photoshop without the aid of the teacher.

5. Closure: (step 8)
2 min-Students are told to gather their images put them in safe keeping until next class. Last they are asked to
logout of the computer and fill out a discussion rating form.
 Lesson Plan Template 6

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
I will supply printed instructions in needed languages for English learners. I will review IEP plans and make
adjustments accordingly
1 How will this lesson allow for/encourage students to solve problems in divergent ways?
This unit plan will help student become aware of what message they are sending with their selfies. It will allow
students to manipulate the image and focus on what message they want to send out allowing them creative
expression with there images rather than just vanity.
1 How will you engage students in routinely reflecting on their learning?
I will ask the key questions during class along with additional open ended questions that refer to the students and
peers art work, along with the inspirational artist.

1 How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See
OEHHA, link HERE
I will keep an eye out for cords with exposed wires
Lesson Resources/References (use APA):
https://a.s.kqed.net/pdf/arts/programs/spark/visartvocab.pdf
http://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20Glance%20-%20new
%20copyright%20info.pdf

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining
%20Arts%20Integration.pdf