Lesson Plan Template 1

Visual Art Lesson Plan

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

Print First and Last Names: _____Breannah Gammon______ _____Tamara Duran_____ ________________________________

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: Inspiration Artists, including those from underrepresented populations:

Collaborative weaving sculpture Toshiko Horiuchi MacAdam

Lesson Overview (~3 complete sentences):

Students will work collaboratively to create a sculpture with woven fibers. Students will look at their relationships with each other as examples of the
significance of relationships in the community.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and prior knowledge and learning?
Students will use their knowledge of geometry to build shapes to support their weaving.

Key Concepts (3-4): What you want the students to know. Essential Questions (3-4): Restate Key Concepts using open-ended questions.
1. Building relationships is a process 1. How do we build relationships?
2. Relationships shape our life experiences 2. How do our relationships affect our lives?
3. Relationships can change over time 3. How do relationships change over time?
4 4.

Visual art content and multicultural Lesson Objectives: What you want the
students to do.
Helpful resources:
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-planning/new-teacher/
48345.html?for_printing=1&detoured=1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/multicultural-education
/#C
1. Visual Art: The students will (TSW) be able to . . . work with a partner or
small group to construct a form to weave through.
2. Visual Art: The students will (TSW) be able to . . . work with the class to
combine each groups piece into a larger class curated piece that employs
elements like form, shape, texture.
3. Multicultural: The students will (TSW) be able to . . .understand the
importance of building relationships within a community
National Core Art Standards: Visual Arts (3-4): Please list number and California Visual and Performing Arts Standards (grades 7-12 only) (2-5): Check
description of Anchor Standard.
1. Creating: VA:Cr1.2.8a - Collaboratively shape an artistic investigation of
an aspect of present day life using a contemporary practice of art and
design.
2. Presenting: VA:Pr4.1.Ia - Analyze, select, and curate artifacts and/or
artworks for presentation and preservation.
3. Responding: VA:Re.7.1.Ia - Hypothesize ways in which art influences
perception and understanding of human experiences.
4. Connecting: VA:Cn10.1.8a - Make art collaboratively to reflect on and
reinforce positive aspects of group identity.
Identify and define visual art vocabulary that connect to other
concentration area(s) and/or medium(s):
Lesson Plan Template 2
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 Unit.
1. How will you assess the Lesson Objective? What will you be looking
for?
During the class discussion, the instructor can evaluate how students
worked together to create the sculpture.
all that apply and add number and description of applicable content standard.
_X_1.0 Artistic Perception: 1.1 Identify and use the principles of design to
discuss, analyze, and write about visual aspects in the environment and in
works of art, including their own.
_X_2.0 Creative Expression: 2.1 Solve a visual arts problem that involves the
effective use of the elements of art and the principles of design
___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the columns below.
 Lesson Plan Template 3

1. Shape - an enclosed space, the boundaries of which are defined by other Have Purchase
elements of art (i.e.: lines, colors, values, textures, etc.)
2. form- the whole of a piece's visible elements and the way those Wire
elements are united. Pipe Cleaner
3. texture- used to describe either the way a three-dimensional work Yarn
actually feels when touched, or the visual "feel" of a two-dimensional work. Thread
4. Tissue Paper
5.

Lesson Procedures: 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): Detail opening activities by exploring the following questions. How will you motivate the students to want to learn the new
concepts (see Key Concepts) and strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will you link this lesson to the
students prior knowledge?
First, instructors will explain the project with the big idea, essential questions, and directions displayed both on the screen and with available handouts. This
will take roughly ten to fifteen minutes. Next, the instructor will go over what materials are available to them, which will already be set out ahead of time. The
class should be split into groups of two or three. Once the class is into their groups, they will gather the wire they will need.

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson. Explain
and show their purpose. Use analogies or other concrete examples to explain concepts (see Key Concepts).
While explaining the steps of this project, the instructor will demonstrate how to create shapes out of wire, how to connect pieces, and how to create the
base for the weaving.
 Lesson Plan Template 4

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the following questions. What Essential Questions will you ask
students to facilitate learning? How will you organize students? What will you do/say during each learning activity? What will the students do (see Lesson
Objectives)?
Students will be asked to consider how working with groups, and eventually the whole class, to create a sculpture can relate to how we function in
relationships within our community. As they work in small groups instructors will be walking around, giving suggestions, and checking in on progress.

3. Collaborative Learning (students do together): What activity will you include so that students have an opportunity to negotiate
understandings and engage in inquiry with peers?
Students will work collaboratively with their peers to create a sculpture with weaving, encouraging them to work and discuss with each other regarding the
artwork.

4. Independent Learning (students do alone): What activity will the students complete independently to apply their newly formed understanding
to novel situations? What will the students explore independently?

Once students in the small groups have created a wire shape, which should be about one foot in size, they will attach rows of wire in order to
weave the fibers through. Next they will weave various fabrics of their choice and attach a personal item, like a charm or picture, and cover the
sides of the wire piece with woven fibers. This may take two to three class periods to complete. Once each groups piece is complete the whole
class will be tasked with combining their sculptures and displaying them the newly formed class sculpture in the classroom. This task will likely
take one whole class period.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize concepts and strategies/skills (see Key Concepts and
Lesson Objectives) for the day?

In a class discussion, students will discuss why they chose to display the artwork as they did as well as how this project relates to our big idea of relationships.

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?
By pairing students in groups there will always be someone to help another student if they need assistance. Students can also be mindful to work in a space
which would be accessible to students in wheelchairs or with any other mobility issues.
 Lesson Plan Template 5

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will need to problem solve as they work together as small groups and as a class to complete the project.

3. How will you engage students in routinely reflecting on their learning?

Each day the instructor could ask the students for updates on their projects as well as how they may see connections to the big idea.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed? See OEHHA, link HERE
We will have a first aid kit in site in case anyone hurts themselves with the wire or the tools.

Lesson Resources/References (use APA):

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