Name: Graeme Garland

Lesson Plan
Lesson Title: Silk Painting Scarf or suncatcher preliminaries Grade: 12 Date: 11/30/2018

Subject: The Arts Strand: Visual Arts Location: Rm 130 Time: (number of classes): 1 class

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Learning what the expectations for the preliminaries of silk painting are.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining,
interpreting, evaluating, and reflecting on various art works;
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 both social and personal values;
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements,
principles, and other components related to visual arts;
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation
of visual art works;
Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment

B1.1 demonstrate the ability to support their initial responses to a variety of art works with informed understanding of
the works’ artistic form and function
B1.2 deconstruct with increasing skill and insight the visual content and the use of elements and principles of design in
their own art work and the work of others
B2.1 analyse, on the basis of research, the function and social impact of different kinds of art works in both past and
present societies
B2.2 assess the impact of socio-economic, political, cultural, and/or spiritual factors on the production of art works
B2.3 assess the impact that the creation and analysis of art works has had on their personal identity and values and
their perceptions of society
C1.1 extend their understanding of the elements and principles of design, and use terminology related to these
elements and principles correctly and appropriately when creating or analysing a variety of art works
C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…

● What is expected in my Preliminaries
● How water colour is like the paint we will be using on the scarfs
●
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: create a silk painting

I can: identify where silk painting Is done in the real world
I can:
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool

Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Do Thumbs up, thumbs down observation

At the end of the lesson to
make sure information was
communicated clearly
Assessment As Learning
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Elements and principles of design unit
* What is expected in preliminaries
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications

Attending to all learners, with audio, visual, written, kinesthetic.

Assessments and accommodations will be assessed on a student by student basis some examples include:
A repetition of instructions/ personalized instruction
Use of visuals
One on one help, and guidance towards an idea/ getting them on task
Chunking of information
Checklists to follow

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Art Nouveau
Silk
Silk Painting

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Smartboard, Projector, computer
● Internet
● Classroom
Learning Environment (grouping; transitions; physical set up)
Students are comfortable in their surroundings
Make material accessible
They know what they are working on, so they get right to a productive period
Self-efficient learners
Cross Curricular Links
Science = the mixing of colours / How paint reacts to different materials

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Time: 0 mins – 5 mins (Indicate time breakdown of instructional elements) Students will be working on their assignment

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 6 mins – 35 mins (Indicate time breakdown of
instructional elements)
Throughout the PWP presentation we will be stopping to
review the artwork on the slides.
Slide 1
• Art Nouveau is an international movement and style
of art, architecture and applied art—especially the
decorative arts (arts and crafts for the making of
ornamental and functional works in a great range of
materials including ceramic, wood, glass, metal,
textiles and many others) —that peaked in popularity
at the turn of the 20th century (1890–1905).
• The name 'Art nouveau' is French for 'new art'.
• Art Nouveau is a reaction to academic art (is a style of
painting and sculpture produced under the influence
of European academies or universities) of the 19th
century.
• It is characterized by organic, especially floral and
other plant-inspired motifs, as well as highly-stylized,
flowing curvilinear forms.
• Art Nouveau is an approach to design according to
which artists should work on everything from
architecture to furniture, making art part of everyday
life.
Slide 2
• The movement was strongly influenced by Czech artist
Alphonse Mucha.
Slide 3
- The Mucha window in Prague's St. Vitus Cathedral was
designed in the early 1930s
Slide 4
Talk about the colour and differentiated type of art (not on
canvas in a museum)
Slide 5
Four seasons. This links to the assignment because it tells a
story through four separate banners
Slide 6
Andrew Beardsley
• He was an English illustrator and author.
• His drawings are characterized as erotic in nature
• Beardsley later converted to Catholicism and wanted
all of his “bad drawings” to be destroyed.
• Beardsley was active till his death at the age of 25 of
tuberculosis.
Slide 7
Examples of Beardsley
Slide 8
Examples of Beardsley
Slide 9
Examples of Beardsley
Slide 10
• Silk painting is creating art on fabric with silk as the

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 canvas. It is a direct “paint-on” method with specific
dyes and paints applied to the silk fabric.
Slide 11
• According to Chinese tradition, the history of silk
begins in the 27th century BCE. Its use was confined to
China until the Silk Road opened at some point during
the latter half of the first millennium BCE. China
maintained its virtual monopoly over silk for another
thousand years.
Slide 12
• Silk painting can be traced back to the 2nd century AD
in India when the ‘wax resist’ technique for
embellishing silk was used. Portraits and painting in
silk for wall hangings and articles of décor became
popular.
• In countries like Java, the silk industry flourished
about 200 years later.
Slide 13
• The ‘gutta resist’ technique in silk painting can be
traced to the Indonesian islands.
• Silk painting spread to France and Europe from Russia
• After the American Revolution, the tariffs on silk were
averted. This allowed silk trade to flourish setting a
new trend in colonial American arts.
• It wasn’t until the 1970’s that silk painting became
really popular in the U.S.

Slide 14
Examples of silk painting in process
Slide 15
• Today, silk painting is seen on scarves, sarongs and
bandanas, jackets, clothing and sleep wear. Portraits,
wall hangings, tapestries, curtains, sheets and home
décor furnishings on silk canvas are gaining in
popularity.

Slide 16
More Examples
Slide 17
Examples

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 56 mins - 70 mins_ (Indicate time breakdown of instructional elements) Students will be working on their assignment
Give the students the time to experiment with the resist
on scrap pieces of scarfs
Extension Activities/Next Steps (where will this lesson lead to next)

Seeing the different kind art and how it can be used in fashion as well as home decour. Leading into the assignment
on Monday that will be given out.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013