(UN.2L.

3) 1 of 3 Name: Georgi Beck

DAILY PLAN
Lesson Title: Song Collage Grade Level: 9th-12th

Lesson S & S Concept Statements:

- Artists use knowledge of principles, elements, and science of art to create art that is
motivated by their interests
-Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning
Daily Formal Qualities (Elements & Principles of Design):
-line -shape -texture -rhythm -movement -color

Overall Lesson Objective: Given a PowerPoint Presentation on collage and lyrics in

music, students will use magazines, scissors, and glue to create a collage that highlights
appropriate and meaningful lyrics of their choice that send a bigger message to viewers
Daily Objectives:
-Given magazines, scissors, glue, and tagboard, students will create a collage that
incorporates text of a song lyric in a collage
-Given prompt of creating a collage that includes song lyrics, students will thoughtfully
apply meaningful song lyrics and create the collage that sends a meaningful message to
the viewer and connects to the student’s life
-Given visual art examples, students reflect knowledge of strong v. weak design by
creating a dynamic composition in their collage

Assessment Criteria:
-Students will create a collage that incorporates text of a song lyric using magazines,
scissors, tagboard, and glue
-Students will thoughtfully apply meaningful song lyrics and create the collage that sends
a meaningful message to the viewer and connects to the students life
-Student reflects knowledge of strong v. weak design by creating a dynamic composition
in their collage

Teaching Resources Needed to Support the Lesson:.

-Computer -PowerPoint presentation -Projector
Artists: Hannah Hoch, Barbara Kruger, Bri Lamkin
Art Materials Necessary for the Lesson:
-Old magazines, newspapers, paper products -Scissors -gluesticks -workbooks -pencils
-tagboard
 Teacher Directed Activities Student Directed Activities
Introduction: (25 minutes) Introduction:
Teacher will start with a PowerPoint Students will take notes in their workbook
presentation that discusses and engage in description, interpretation,
I. Definition of collage/photomontage and application of visual art examples.
II. Examples of Collage from artists Students will theorize what music they
III. Psychology and Power of Music like and why. Students will begin to think
IV. Teacher collage examples about lyrics they could incorporate into a
Students will take notes throughout the found image collage.
presentation on key points and start thinking
about what music is important to them.
Teacher will review Hannah Hoch, Bri
Lamkin, and Barbara Kruger and talk what
collage is and how it can be considered an
art form. Students will also engage with
talking about how to compose images by
using found images in a cohesive design.
Students will be theorizing what music they
like and why and discuss with their
classmates. Students will be challenged to
think about music that is meaningful to them
and question why it means something to
them. Students will then be shown an
example collage in which text from a song
lyric is incorporated into an overall collage
design.

Development: (15 minutes) Development:

Students will start brainstorming what lyric Students work independently during
they would like to use in a collage and begin studio time and start to gather images
to start gathering images from magazines. and resources for their collage.
Students will all be instructed to get a piece
of tagboard from designated location and put
their name on it.

Conclusion: (5 minutes) Conclusion:

Students will be asked to clean up their areas Students will put away they materials and
and return materials to assigned locations. clean up their areas.
(UN.2L.3) 2 of 3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Song Collage Grade Level: 9th-12th

Lesson S & S Concept Statements:

- Artists use knowledge of principles, elements, and science of art to create art that is
motivated by their interests
-Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning
Daily Formal Qualities (Elements & Principles of Design):
-line -shape -texture -rhythm -movement -color

Overall Lesson Objective: Given a PowerPoint Presentation on collage and lyrics in

music, students will use magazines, scissors, and glue to create a collage that highlights
appropriate and meaningful lyrics of their choice that send a bigger message to the
audience.
Daily Objectives:
--Given magazines, scissors, glue, and tagboard, students will create a collage that
incorporates text of a song lyric in a collage
-Given prompt of creating a collage that includes song lyrics, students will thoughtfully
apply meaningful song lyrics and create the collage that sends a meaningful message to
the viewer
-Given visual art examples, students reflect knowledge of strong v. weak design by
creating a dynamic composition in their collage

Assessment Criteria:
-Students will create a collage that incorporates text of a song lyric using magazines,
scissors, tagboard, and glue
- students will thoughtfully apply meaningful song lyrics and create the collage that sends
a meaningful message to the viewer
-Students reflect knowledge of strong v. weak design by creating a dynamic composition
in their collage
Teaching Resources Needed to Support the Lesson:
-Computer -PowerPoint presentation -Projector
-Youtube (https://youtu.be/SWZy3zRbBHI)

Art Materials Necessary for the Lesson:-Old magazines, newspapers, paper products
-Scissors -gluesticks -workbooks -pencils -tagboard
 Teacher Directed Activities Student Directed Activities
Introduction: (7 minutes) Introduction:
Students will watch daily video (Hamilton: Students answer daily artist questions in
Yorktown) and answer response question in their workbooks as a warm-up
their workbooks:
1.Would you rather learn about history if it
was in rap form? Why?
2.Is music an art form? Is theater an art
form?
3.Pick one of these lines and tell me about
what you think of them:
-”Immigrants, we get the job done”
-”We’ll never be free until we end slavery”
-”The world turned upside down!”

Development: (33 minutes) Development:

Students will engage in independent studio Students engage in independent studio
time. Teacher will remind students to choose time.
lyrics that are school appropriate, send a
bigger message to the viewer, and is
incorporated thoughtfully into the collage.

Conclusion: (5 minutes) Conclusion:

Students are instructed to clean up their area Students are instructed to clean up their
and return materials to designated areas area and return materials to designated
areas
(UN.2L.3) 3 of 3 Name: Georgi Beck
DAILY PLAN
Lesson Title: Song Collage Grade Level: 9th-12th

Lesson S & S Concept Statements:

- Artists use knowledge of principles, elements, and science of art to create art that is
motivated by their interests
-Artists create and engage in work to make a statement that is relevant to their
ideals/values/morals/concerns
- Art is produced based on the motivations of the artist, and the artist is either implicitly
informed by societal motivations or intentionally disrupts societal motivations
- Artist motivations for creating art have changed throughout history and continue to
change based on real-life events
-The elements of art can be manipulated by artists to create an intentional and purposeful
meaning
Daily Formal Qualities (Elements & Principles of Design):
-line -shape -texture -rhythm -movement -color

Overall Lesson Objective: Given a PowerPoint Presentation on collage and lyrics in

music, students will use magazines, scissors, and glue to create a collage that highlights
appropriate and meaningful lyrics of their choice that send a bigger message to the
audience.
Daily Objectives:
-Given magazines, scissors, glue, and tagboard, students will create a collage that
incorporates text of a song lyric in a collage
-Given prompt of creating a collage that includes song lyrics, students will thoughtfully
apply meaningful song lyrics and create the collage that sends a meaningful message to
the viewer
-Given visual art examples, students reflect knowledge of strong v. weak design by
creating a dynamic composition in their collage

Assessment Criteria:
-Students will create a collage that incorporates text of a song lyric using magazines,
scissors, tagboard, and glue
- students will thoughtfully apply meaningful song lyrics and create the collage that sends
a meaningful message to the viewer
-Students reflect knowledge of strong v. weak design by creating a dynamic composition
in their collage
Teaching Resources Needed to Support the Lesson:
-Computer -PowerPoint presentation -Projector
-Youtube: Run and Tell That (https://youtu.be/H0Dxsmk-EZ8)
Art Materials Necessary for the Lesson:
-Old magazines, newspapers, paper products -Scissors -gluesticks -workbooks -pencils
-tagboard
 Teacher Directed Activities Student Directed Activities
Introduction: (7 minutes) Introduction:
Students will watch daily video (Hairspray: Student answers warm-up questions in
Run and Tell That) and answer response their workbooks
question in their workbooks:
1.What time period do you think Hairspray is
based on?
2.Tell me what you think about this line:
”I can't see the reason it can't be the kinda
world that where we all get our chance”
Does everyone today “get their chance”?
3.Do you like/dislike Yorktown and Run and
Tell That? Why? How does the music choice
engage listeners?

Development: (36 minutes) Development:

Students will engage in independent studio Students engage in independent studio
time. Students will be reminded that they time for the first 20 minutes of class
only have 20 minutes to complete their
collages.

After 20 minutes, students will get 2 minutes

to clean up their materials and bring their Students engage in short critique for 15
completed tattoo flash sheets and collages minutes
to designated area for a short critique.
Students will be asked to share:
1.What they depicted in both projects
2.Why they chose the images for the flash
sheet and lyrics for collage
3.Which project they liked more and why
4.If they were to do it again would they
change anything
5.What they wouldn’t have known about their
peers if they didn’t have these projects

Conclusion: (2 minutes) Conclusion:

Students are instructed to clean up their area Students are instructed to clean up their
and return materials to designated areas area and return materials to designated
areas