Brock University

Lauren Thurner

Intermediate/Senior Lesson Plan

Consecutive and Concurrent

Lesson Topic/Title: 21st Century Self-Portraits Date: 10/25/2018

4  75 minutes (300
Subject: The Arts Course Code: AVI2O Duration: minutes)

Overall Expectations Math English Science Technology Health & PhysEd Canadian&World Studies The Arts FSL Other

A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the
purpose of self-expression and to communicate ideas, information, and/or messages;

A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or
emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting
their works and the works of others.

B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were
created, and of how they can affect personal values;

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts;

Specific Expectations

A2.1 use various elements and principles of design to create art works that express personal feelings and/or
communicate emotions to an audience

A3.1 explore and experiment with a variety of materials/media, including alternative media, and traditional and/or
emerging technologies, tools, and techniques, and apply them to create art works

B2.2 identify and describe ways in which various art works reflect the society in which they were created

C1.3 identify and describe the stages of the creative process and the critical analysis process

Lesson Learning Goals

Knowledge & Understanding, Thinking, Communication, Application
Describe in student-friendly language the curriculum expectations where applicable.
  Identify and describe various techniques used in photography and define self-portraiture (K/U)
 Examine the works of Vivian Maier and consider how to use digital photography in today’s modern society to
create an image that is a personal representation or self-portrait (T/I)
 Communicate visually a personal theme/emotion that allows the viewer to better understand the artist as well
as describe the creative process that lead to the finished product (COMM)
 Apply their understandings of photography, self-portraiture and the elements and principles of design by
experimenting with the technology Photoshop and creating a digital image that is a representation of
themselves (APP)

Learning Skills and Work Habits

Responsibility, Independent Work, Organization, Collaboration, Initiative, Self-Regulation
Describe in student-friendly language the learning skills and work habits where applicable. Growing Success, p 10 & 11

Responsibility
The student:
-Completes and submits class work, homework, and assignments according to agreed-upon timelines;
-Takes responsibility for and manages own behaviour.

Organization
The student:
-Devises and follows a plan and process for completing work and tasks;
-Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.

Independent Work
The student:
-Independently monitors, assesses, and revises plans to complete tasks and meet goals;
-Uses class time appropriately to complete tasks;
-Follows instructions with minimal supervision.

Collaboration
The student:
-Responds positively to the ideas, opinions, values, and traditions of others;
-Builds healthy peer-to-peer relationships through personal and media-assisted interactions;
-Shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.

Assessment and Evaluation

How will I know when my students are successful?
Assessment Task/Strategy: What evidence (observation, 
product, conversations) will I collect to know my students
are successful?
Identify and describe what students will be doing to
address the learning goals for this lesson.
Assessment For Learning Assessment tools:
o Diagnostic Identify and describe the tool that will be used to
o Formative
record the information for the assessment task,
 Assessment As Learning
o Formative and use to help analyze what students are able to
 Assessment Of Learning do against the established success criteria.
o Summative (Anecdotal Record, Rating Scale, Checklist, Rubric, etc)
1. Observation  Assessment For Anecdotal Record
-I will be observing students throughout the Learning Anecdotal notes will be kept throughout
course of this lesson. However, more specifically -As students enter the the lesson in order to record students’
I will be observing them when they are classroom, I will participation (contribution to class and
brainstorming, practicing photography welcome them and ask group discussion, involvement in class
techniques, working in small groups for peer them how they are activities, and engagement when learning
feedback and while they are working individually doing. This will new information) and behaviour (on-task
in the computer lab. provide me with working, responsibility, and the
diagnostic information appropriate completion of tasks).
2. Conversation regarding their mood
-I will engage in conversation at the beginning of and their preparedness Checklist
the lesson when I am greeting students and for learning. I will then A checklist will be used as a formative
discussing the works of Maier. I will also begin review images of assessment tool in order to document the
the action portion of the lesson by talking to Maier’s work and talk completion of class work and will not be
students about self-portraits. I will conduct one- to them about what they used to assign a grade. For instance, a
on-one conversations when I am checking in on saw and what they checklist will be used to monitor if
their progress during the first work period and enjoyed or did not like students participated in the brainstorming
providing them with “two stars and a wish” as well as how the activity and developed a rough copy or
feedback. Finally, I will engage in conversation images can be plan for their final self-portrait. Criteria
throughout the lesson in order to check in on understood as a self- will include the following:
student learning. portrait and reflect the -Did the student use class time wisely in
society in which they order to brainstorm ideas? ____
3. Product were made. This will -Did the student come up with at least 3
-Students will demonstrate their learning through provide me with different ideas or ways they can represent
the product of their brainstorming activity, the diagnostic information them self? ___
photographs they produce while practicing regarding what they -Did the student create a rough draft or
techniques, the progress of their self-portraits remembered from the plan for their final copy? ____
during the work period as well as their finished field trip and how -Did the student complete any unfinished
copy. engaged they were as class work at home? ___
well as what they
already know about Rubric
Success criteria: photography, A rubric will be used in order to grade the
-Did I use the elements and principles of design in portraiture, and their students’ final self-portrait and their
my self-portrait to help communicate a message? ability to analyze description of the creative process.
-Did I explore digital photography techniques and images. Students will be assigned a level grade.
experiment with Photoshop to create a 21st
century self-portrait?  Assessment As
-Did I identify and describe ways that Vivian Learning
Maier’s artworks reflected the society they were -Assessment as learning
created in? Did I consider the ways that my self- will take place
portrait reflects the society I created it in? throughout the lesson
-Did I explain the stages of my creative process as I continually check
when presenting my self-portrait to the class? in and ask students if
they are understanding
or if they need
something repeated,
reviewed, etcetera.
This will allow me to
generate an
understanding of where
students are in their
 learning process and if
they are prepared to
continue. Assessment
as learning will also
take place as I observe
their independent work
(brainstorming activity,
and computer work),
consider the answers
students provide both in
class discussions and in
discussions in their
group as well as the
products they produce
such as their
brainstorming work and
the images they take
when practicing
photography
techniques.

 Assessment Of
Learning
-The students’ self-
portraits as well as their
ability to describe their
creative process when
presenting their work
will be assessed a
summative graded
using a rubric.
Prior Learning
Prior to this lesson, students will be able to…

Prior to this lesson, students will be able to:

-Upload photos into the program Photoshop
-Effectively navigate and utilize Photoshop
-Discuss the works of Maier at a basic level
-Identify, define, and describe the principles and elements of design as well understand how to apply them in works
of their own
*note: students attended the Art Gallery of Hamilton the day before and examined Maier’s art works in person.

Differentiated Instruction Responses

What will I do to assist and/or differentiate instruction for individual learners? Differentiation: Geography - Differentiation: Mathematics
Learning Materials (Content)
-PowerPoint
-Photographs and images (for example, photos taken at the art gallery and images of various photography techniques)
-Videos (for example, Learn Photoshop in 5 Minutes! Beginners Tutorial)
-Handouts
-Hands-on activities such as ‘Practicing Techniques’
Ways of Learning (Process)
-Students are able to learn collaboratively through class discussion and are welcome to collaborate when practicing
their photography techniques. Students are also asked to work collaboratively during their second work period.
Students can offer each other supportive advice and suggest ways that their group members can carry out and
complete their project.
-Students are able to learn individually when brainstorming and creating a rough draft of their self-portraits as well as
during the individual work periods.
-Auditory learners will likely be most engaged during class discussion and the description of various photography
techniques.
-Visual learners will likely be most engaged when shown pictures such as the photos from the art gallery, images
when discussing self-portraits, examples of photography techniques, and the video that reviews the various tools that
may be used in Photoshop.
-Kinetic/tactile learners will likely be most engaged when given the opportunity to practice photography techniques
as well as work in the computer lab on creating their self-portraits.

Ways of Demonstrating Learning (Product)

Students are able to demonstrate learning through a variety of methods which include the following:
-The answers they provided through group discussion
-The brainstorming activity that will be written/drawn in their sketchbooks
-Their ability to represent photography techniques when given the opportunity to practice them
-Their progress and idea development exhibited digitally when I meet with them to conduct “two stars and a wish”
feedback
-Group discussion with their peers
-Their completed (and digitally altered) self-portrait photograph

Accommodations: Modifications:
-I will make any accommodation necessary based on the individual need -I will modify the curriculum based on the
of each child. individual requirements of each student as
outlined in their IEP.
Materials/Preparation/Safety Consideration(s) for Teaching
What do I need to prepare before I begin the lesson?

-SMART Board with LCD projector and speakers

-Homeroom computer with the appropriate cables to connect to the SMART Board
-Internet connection
-YouTube
-Google
-Photoshop
-USB with the PowerPoints saved on it
-PowerPoint
-Class set of handouts explaining the self-portrait activity they will be completing
-Class set of rubrics used to grade the self-portrait activity
-Class set of handouts describing photography techniques
-Additional digital cameras that the students can use if they do not have a phone to use during the ‘Practicing
Techniques’ portion of the lesson
-Sketch books
-Additional pencils

Instructional Sequence
MINDS ON 20 minutes Assessment Opportunities
 Establishing a positive learning environment Guiding Questions:
  Connection to prior learning and/or experiences  What are you collecting?
 Setting the context for learning (Observations/Conversations/Products)
 How are you collecting student data?
(Assessment tool)

DAY 1

Greeting and Welcoming the Students (5 minutes) Conversation

-As the students arrive, I will talk to them in order to determine their -As students are entering the classroom, I
general mood and get a sense of their readiness for learning. Talking to the will start conversations with them in order
students and asking them questions about their day will also help me to to learn more about them and develop
build relationships with them and will foster an encouraging/safe learning positive relationships as well as get a sense
environment. of their preparedness for the lesson to
come.
Artist of the Day: Vivian Maier (10 minutes) Conversation
-I will then open my prepared PowerPoint of images taken from our trip to -I will discuss with students the field trip
the Art Gallery of Hamilton which will showcase some of Maier’s we went on the day before and will ask
photographs. them their opinions on the works of Maier.
-As a class we will debrief the trip and discuss what students enjoyed or I will also use this as an opportunity to
did not like about Maier’s artworks. The facilitated group discussion, determine their ability to analyze her
using images as a support, should remind students of what they saw and/or photographs with the creative process in
felt when looking at the photographs. They will have the opportunity to mind as well as reflect and question.
ask questions, build off each other’s knowledge and develop a more -This activity should begin to get the
complex understanding of Maier’s work and the message that the images students thinking and prepare them for the
are conveying. Furthermore, I will ask students how the images reflect action portion of the lesson.
Maier in terms of a self-portrait (even if she is missing from the image) as
well as the society she was living in. Once the students have a general Anecdotal Record
understanding of Maier’s photographs, I can begin to ask them why certain -I will use anecdotal notes to record
messages were conveyed and what aspects of the image lead them to their students’ participation and behaviour as
conclusions. Students will have to think deeper and consider the well as their ideas and thought
components or clues in the image that helped them construct a certain development.
understanding. Deconstructing Maier’s images may help students in
creating their own photos when considering what should be included in
their self-portraits as well as breaking it down when describing their
creative process.
-This facilitated class discussion will both give students an opportunity to
reflect, ask questions and clear up any misunderstandings they might have
as well as prepare students for the lesson to come by getting them thinking
in the correct context.

Schedule, Learning Goals, and Introduction to Activity (5 minutes) Observation

-I will then go over the schedule for the day and explain the lesson -As I am explaining the lesson learning
learning goals. I will also introduce the project they will be working on goals and going over the self-portrait
over the next few days so that they understand what is expected of them. activity the students will be completing, I
At this time, I will hand out the activity instructions as well as the rubric will be observing the class in order to
so that students have a goal in mind and are learning with intent. Students make sure they are listening, engaged, and
will be asked to create a digital self-portrait using Maier’s works as on-task.
inspiration. It may be a single image or a composite and they must alter,
edit, remove, add, etcetera to their image using the modern technology,
Photoshop. Therefore, their images will not only be a reflection of
themselves but also of the 21st century in which they were created.
Students should utilize at least one of the photography techniques they
will be learning in class as well the elements and principles of design.
Students do not need access to a DSLR camera and can take the photos on
their phone if they wish. Cameras will be rented by the school if any
student does not have access to a camera phone.
ACTION 205 minutes Assessment Opportunities
 Introducing new learning or extending/reinforcing prior learning
 Providing opportunities for practice and application of learning (guided vs
independent)

Self-Portrait (20 minutes) Conversation

Discussion -Through conversation with the students I
-I will introduce the lesson by asking students questions regarding what will begin to develop an understanding of
they already know about self-portraits. For example, what makes a self- the students’ pre-existing knowledge
portrait? What do you think of when hear the word self-portrait? Students regarding self-portraiture. Through
may provide answers such as, a picture of yourself. I will then Google facilitation I hope to broaden their
image the word “self-portrait” in front of the class and demonstrate all the definition of what a self-portrait can be.
images of people displayed from approximately their shoulders up. I will
then ask, does a self-portrait have to be an image of your face or can it be Anecdotal Record
more? What does it mean to represent yourself? By asking these -I will record students’ participation and
questions I want to get students thinking outside of the box. I want them behaviour during this activity using
to understand self-portraiture as something beyond an image of yourself anecdotal notes. As the conversation
while in a seated position. Self-portraits do not even need to include your progresses I hope to see the anecdotal
face! I will introduce ideas such as collage and the layering of images. record becoming more sophisticated.
Brainstorming Observation
-I will ask students to take out their sketch-books and brainstorm ideas -As the students are individually
regarding what makes them who they are today. For example, I may completing the brainstorming activity I
prompt them by asking them about the people in their lives that helped will be observing their behaviour and
shape them or the places they commonly visit or pass by. determining if students are on-task or
-I will leave Maier’s artworks on the board for reference and will refer to getting distracted by things like personal
them if necessary. For instance, I might mention that Maier often electronic devices.
photographed what she saw around her and usually only took photos of
herself in reflections. This puts an emphasis on her surroundings. She Product
may have seen herself as part of a larger functioning society. She is -The brainstorming and rough draft the
letting us get to know her better by allowing us to see the world through students complete in their sketchbooks
her eyes and the ways in which she interacted with it. Resultantly, I may will be products of their learning regarding
ask what images the students will include to help us understand them self-portraits.
better or see the world through their perspective.
-Students may write, sketch or do a combination of both in order to get Checklist
their ideas across on paper. -I will use a checklist as a formative
-Once students have developed their ideas, they should begin drawing up assessment tool to record not only their
or describing a rough idea of how their final project will look. behaviour during class but also the results
-Preliminary rough sketches/descriptions for their final project should be
of this activity which will be checked the
completed at home if they did not finish them during class. following day, allowing students to finish
anything that did not get done in class.
Techniques for Representing their Self-Portrait through a Digital Lens Observation
(35 minutes) -As I am describing photography
PowerPoint on Techniques techniques using PowerPoint I will
-I will review techniques that students may want to use when capturing observe student behaviour in order to
images and will describe things they may want to consider determine if they are paying attention,
compositionally; for example, colour versus black and white images. reading over the hand-out, making notes,
-Techniques will include: perspective, the rule of three, zoom/cropping, etcetera.
depth, panoramic images, colour/black and white photography, and
reflections. Anecdotal Record
-Using PowerPoint, I will demonstrate examples of photos reflecting each -I will record any off-task behaviour using
of the aforementioned techniques and will describe ways/benefits each anecdotal notes.
may be used. I will continually check in on student learning by pausing
and asking the students if they have any questions or need any concepts
reviewed.
-I will also provide students with a handout that has descriptions and an
example of each technique so that they may continually refer to it.
Students will also be encouraged to add any new information they learned
throughout the lesson to the hand-out that may not already be included.
Practicing Techniques Observation
-In groups of two or three, students will then be given the opportunity to -As students are practicing the techniques
practice these techniques. They will be allowed to take out their phones they just learned, I will move around the
and capture images using each of the techniques. This will allow them to classroom observing their behaviour and
put their learning into action while I am there to assist them in getting looking at their results
their desired results. I will ensure that I rent any digital cameras from the Product
school for this class in case any number of students do not have access to -The photos the students are able to
a camera phone. capture during this quick activity stand as
-I will use the interior-loop strategy to move through the classroom and products of their learning regarding
check in with the students. photography techniques.
-Students will be encouraged to print out the photos they took and keep Anecdotal Record
them in their sketchbook for reference; however, this is not a requirement. -I will make anecdotal notes regarding
-In preparation for the next day, I will ask students to start taking student participation and behaviour while
photographs for their final self-portrait project, complete their practicing the photography techniques as
brainstorming activity if they were unable to do so in class and remember well as the products they come up with.
to bring their sketchbook with them to the next class.

DAY 2

Two Stars and a Wish Work Period (75 minutes) Conversation

-This class will take place in the computer lab so that students can begin -This portion of the lesson will consist
uploading and editing the photos they have taken thus far. Students will be mainly of one-on-one conversations
using the program Photoshop to change/adjust/edit their images. between me and the students in which we
Therefore, I will begin by briefly reviewing the program as students will discuss the progress and plan for their
should already be confident in utilizing it and I will play this short video self-portrait.
Learn Photoshop in 5 Minutes! Beginners Tutorial in order to repeat and
summarize everything I just described. Product
https://www.youtube.com/watch?v=KAmSB5MQxOo -Students will demonstrate products of
their learning on the computer as they will
-This tutorial should remind students of the tools that can be used to edit be beginning to edit the photos they took
images in Photoshop and may even provide some inspiration. I will also the evening before.
provide the following websites to the students in case they need a more in-
depth review. Anecdotal Record
-Anecdotal notes will be kept to record the
https://blog.hubspot.com/marketing/how-to-use-photoshop conversations I have with the students as
well as mark down how far they have
https://helpx.adobe.com/ca/photoshop/tutorials.html progressed and what methods they plan on
using in order to complete their self-
-While students are working independently, I will circulate the room and portrait.
briefly meet with each of them in order to look over what they
brainstormed the day before, talk about their ideas for the project, and see
what they have already photographed.
-Students will be asked to bring in their sketchbooks so that I can check
the completion of their brainstorm/rough draft activity and so that they are
better able to describe their plans to me.
-In order to keep the discussion brief, I will provide feedback in the form
of “two stars and wish.” That is, I will tell students two positive things
that are good about their project so far and one thing I would suggest to
help them improve. This method will also allow me to check in on each
student’s development, answer any questions they may have and/or help
them if they are having trouble with the program.
-I will continually be monitoring the students’ screens throughout the class
to ensure they stay on task.
DAY 3
Final Work Period (75 minutes)
-This is the final day students have to work on their self-portraits and the
class will take place in the computer lab.
-Students should have a clear idea of what their self-portrait will look like
and should be completing the final steps in order to finish their work.
-Students will be given 15-20 minutes at the beginning of class to do a
peer review with their classmates in order to get some feedback from their
colleagues. Students will be divided into groups of 3-4 in which they will
each talk a little bit about their work and their group members can offer
advice and even some constructive criticism.
-I will use the interior-loop strategy during this portion of the lesson in
order to ensure students are being respectful regarding each other’s work
and are handling the discussions responsibly.
-Once students are finished with their group discussions they can proceed
with individual time to finish creating their images.
-I will circulate the class to ensure that students stay on track with their
learning and will also be available to any student that needs assistance as
this is their last opportunity to ask any questions they may have.
CONSOLIDATION AND CONNECTION 75 minutes
 Helping students demonstrate what they have learned
 Providing opportunities for consolidation and reflection
DAY 4
Presentation (75 minutes)
-Students will bring in a saved copy of their self-portrait. Although, it is
always nice to have students print their work, this costs money and
requires a means to get to a photography shop. Therefore, in the interest
of an inclusive learning environment, students will present their work
digitally using the classroom computer and projector.
-Each student will describe to the class why they chose the images they
used to represent themselves. They will also describe their creative
process with special attention paid to the techniques they used when
taking their photographs, the elements and principles of design that were
incorporated, and the tools they used to edit their photograph in
Observation
-This is the final work period for the
students and so they should be finalizing
their self-portraits. I have already met
with each of them to discuss their project
and so I will be observing for this portion
of the lesson paying special attention to
their activity on the computers. I will also
be walking throughout the classroom
while the students are discussing their
work in groups in order to make sure their
conversations are task related and that they
are being respectful to one another.
Anecdotal Record
-I will make anecdotal notes describing the
students’ participation and conversations
within their groups as well as behaviour
when they are working individually.
Assessment Opportunities
Anecdotal Record
-I will take anecdotal notes recording the
students’ description of their work as well
as the behaviours of their peers. For
instance, are the other students listening,
participating and being respectful when
their classmates are talking?
Product
-The students final copy of their self-
portrait will be a product of their learning
Photoshop. and should demonstrate the concepts and
techniques reviewed over the past three
days.

Rubric
-I will grade the students’ self-portraits
and their oral descriptions of their creative
process using a rubric. Students will be
assigned a level grade.

REFLECTION
Questions to determine the success of your lesson:
 Were my students successful in meeting the learning goals and success criteria? How do I know?
 Did my instructional decisions meet the needs of all students? If not, what are my next steps?
 What worked well? Why?
 What will I do differently in the future…
o …when teaching this lesson?
o …for the subsequent lesson?
 What are the next steps for my professional learning?