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    Unit Plan Overview: Grade 5

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    api-279164741
    This document provides an overview of a 5th grade art unit on self-portraits. The unit includes 3 lessons that examine Rococo portraits, have students create outline self-portraits including words describing their identity, and allow time in the studio to color their portraits with oil pastels. The goals are for students to learn about portraiture history and create a personalized self-portrait incorporating narrative about themselves. Technology such as SMART boards will be used for lectures. Detailed lesson plans describe the objectives, vocabulary, examples, materials, procedures and assessments for each of the three 60-minute lessons.

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    Unit Plan Overview: Grade 5

    Uploaded by

    api-279164741
    107 views12 pages
    This document provides an overview of a 5th grade art unit on self-portraits. The unit includes 3 lessons that examine Rococo portraits, have students create outline self-portraits including words describing their identity, and allow time in the studio to color their portraits with oil pastels. The goals are for students to learn about portraiture history and create a personalized self-portrait incorporating narrative about themselves. Technology such as SMART boards will be used for lectures. Detailed lesson plans describe the objectives, vocabulary, examples, materials, procedures and assessments for each of the three 60-minute lessons.

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    self portraits

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    This document provides an overview of a 5th grade art unit on self-portraits. The unit includes 3 lessons that examine Rococo portraits, have students create outline self-portraits including words describing their identity, and allow time in the studio to color their portraits with oil pastels. The goals are for students to learn about portraiture history and create a personalized self-portrait incorporating narrative about themselves. Technology such as SMART boards will be used for lectures. Detailed lesson plans describe the objectives, vocabulary, examples, materials, procedures and assessments for each of the three 60-minute lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    107 views12 pages

    Unit Plan Overview: Grade 5

    Uploaded by

    api-279164741
    This document provides an overview of a 5th grade art unit on self-portraits. The unit includes 3 lessons that examine Rococo portraits, have students create outline self-portraits including words describing their identity, and allow time in the studio to color their portraits with oil pastels. The goals are for students to learn about portraiture history and create a personalized self-portrait incorporating narrative about themselves. Technology such as SMART boards will be used for lectures. Detailed lesson plans describe the objectives, vocabulary, examples, materials, procedures and assessments for each of the three 60-minute lessons.

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    © All Rights Reserved
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    You are on page 1of 12

    The Ohio State University

    Department of Arts Administration, Education and Policy

    UNIT PLAN OVERVIEW


    GRADE 5
    (Revised 2012)

    Teacher Candidate
    School
    UNIT TITLE
    Grade Level of Unit
    Length of Class Period
    Approximate Number of Students in Each class

    Miss Leonti
    St. Brendan School
    Self Portraits
    5
    60 minutes
    26

    Beginning Date for this Unit


    Ending Date for this Unit

    ENDURING UNDERSTANDINGS

    Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselve

    Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artwo

    PROGRESS POINTS
    A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities.

    B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborati

    CRITICAL ISSUE or BIG IDEA


    My focus is for students to create art based on portraiture from the Rococo period. We will begin
    by examining the self-portrait and other portraits of Elisabeth Vigee-Lebrun. Students will be
    using pencil, marker, and oil pastels to create an identity self-portrait. They will outline and fill
    in their hair with words that describe their identity, using my questions to guide their responses
    about themselves. Their finished portraits should show thoughtful narrative, realistic proportions,
    and vibrant colors.
    Possible Integration
    Rationale
    In this unit, we are interested in exploring the more positively expressive self-portraits from the
    Rococo period. To create an even more personalized portrait, the students will also be
    instructed to incorporate a short narrative about their identities into their piece. It is important for
    1|Page

    the students to learn about the history of portraiture and its significance, because as they are in
    the era of the selfie, it is beneficial for students to know the true origin of cultural trends. It is
    also important that the students find ways to create pieces with deeper, more personal
    meanings so that they develop different ways to personally express themselves through visual
    art.
    Essential Questions (provocative, engaging, critical)
    What are the differences between a Baroque portrait and a Rococo portrait?
    How can we tell that the Rococo painting portrays a more pleasant expression?
    What do we know about Elisabeth from her self-portrait?
    DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT
    Lesson One
    Title Identities
    Lesson Students will learn about the history of portraits, emphasizing the Rococo
    Description era. They will fill out a worksheet answering questions about their interests
    and lives.
    Lesson Two
    Title Portrait
    Lesson Students will have pictures taken of themselves, and use tracing paper to
    Description outline main features.
    Lesson Three
    Title Studio
    Lesson Students will outline and fill in hair with the words they have responded to
    Description the questions with. They will then color in the rest with oil pastels
    Explain how technology has been used in this unit
    SMART technology for lecture-discussions

    2|Page

    LESSON PLAN
    Teacher Candidate
    School
    LESSON NUMBER
    Lesson Title
    Grade Level of Unit
    Length of Class Period
    Approximate Number of Students in Each class

    Miss Leonti
    St. Brendan School
    1
    Identities
    5
    60 minutes
    26

    Beginning Date for this Lesson


    Ending Date for this Lesson
    CONTENT STATEMENTS PERCEIVING/KNOWING
    2PE Identify and communicate how historical and cultural contexts influence

    ideas that inform artists.

    CONTENT STATEMENTS PRODUCING/PERFORMING


    1PR Integrate observational and technical skills to strengthen artmaking.

    CONTENT STATEMENTS RESPONDING/REFLECTING


    4RE Communicate how personal artistic decisions are influenced by social, environmental and political views.

    (Stage One) Performance-based Assessment Objectives


    Students will correctly identify key words when called upon
    (Stage Two) Performance-based Assessment Strategies
    (attach assessment documents if applicable)
    Students will complete a questionnaire using complete sentences and thoughtful answers.
    Age-appropriate Vocabulary
    Rococo: movement after Baroque, displays lighter more playful designs
    Portrait: picture or artwork of a person
    Identity: Things that make each person unique
    Accommodations for Special Populations
    For the students who have reading needs, the teacher will read aloud questions on the
    worksheet to those who need assistance. For the students possessing sensory needs, the
    teacher will provide and allow small fidgets.
    Art/Visual Culture Examples
    Elisabeth Vigee-Lebrun
    Pompeo Batoni

    3|Page

    Preparations
    Materials/Resources for Teacher
    Power point
    Worksheets done
    IPad ready for pictures in front of white wall
    Materials for Students
    Pencils
    Safety Procedures
    (Stage Three) LEARNING ACTIVITY
    Getting the Classroom Environment Ready
    Power point
    Worksheets ready
    Photo wall
    Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
    Greetings/Intro (5 minutes)
    Brief greetings
    Take seats
    Self intro
    Portrait history (20 minutes)
    What is a portrait?
    What is realism
    Baroque-what do you notice?
    Rococo- what is similar, what is different
    Elisabeth Vigee-Lebrun- what can you tell about her from looking at the picture?
    Identity?
    Worksheet/ photos (30 minutes)
    Identity worksheet
    Volunteers to share some answers
    Will be periodically asking students to pose for their self portrait
    Clean up (5 minutes)
    Stack papers
    Return borrowed materials
    Next we will be tracing our pictures!
    Clean-up Procedures (Room, Materials & Work Storage)
    Stack papers
    Return borrowed materials
    Next we will be tracing our pictures!
    Closure, Review & Anticipation (whats next?)
    4|Page

    Tracing pictures
    Supplemental Activity
    Practice drawing a face and its proportions
    Teacher reflection focused on the lesson after it has been taught
    (enter text here)
    Be sure to attach to the full instructional unit
    Teacher Example
    Bibliography in APA format
    Any printed material that relates to the unit and/or the lessons

    5|Page

    LESSON PLAN
    Teacher Candidate
    School
    LESSON NUMBER
    Lesson Title
    Grade Level of Unit
    Length of Class Period
    Approximate Number of Students in Each class

    Miss Leonti
    St. Brendan School
    2
    Portrait
    5
    60 minutes
    26

    Beginning Date for this Lesson


    Ending Date for this Lesson
    CONTENT STATEMENTS PERCEIVING/KNOWING

    5PE Focus attention on selected artworks to identify and pose questions about aesthetic qualities (e.g., sensory, organizational, emoti

    CONTENT STATEMENTS PRODUCING/PERFORMING


    1PR Integrate observational and technical skills to strengthen artmaking.

    CONTENT STATEMENTS RESPONDING/REFLECTING


    2RE Describe how personal experiences can influence artistic preferences.

    (Stage One) Performance-based Assessment Objectives


    Students will trace the outline of their picture onto tracing paper and cut it out
    (Stage Two) Performance-based Assessment Strategies
    (attach assessment documents if applicable)
    Students will write their identity responses in place of their hair
    Age-appropriate Vocabulary
    Portrait
    Identity
    Rococo
    Baroque
    Accommodations for Special Populations
    For the students who have reading needs, the teacher will read aloud questions on the
    worksheet to those who need assistance. For the students possessing sensory needs, the
    teacher will provide and allow small fidgets. For students with writing needs, the teacher will
    allow another student to be a scribe to record their verbal answers.
    Art/Visual Culture Examples
    Elisabeth Vigee-Lebrun
    Rococo Portraits

    6|Page

    Preparations
    Materials/Resources for Teacher
    Power point
    Printed pictures
    Tracing paper
    White paper
    Pencils
    Tape
    Materials for Students
    Pencils
    Safety Procedures
    (Stage Three) LEARNING ACTIVITY
    Getting the Classroom Environment Ready
    Pictures printed
    Power point
    Tracing paper ready
    White paper ready
    Tape out
    Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
    Greetings/review (5 minutes)
    Brief greetings
    Take seats
    What is a portrait?
    What is the difference between Baroque portraits and Rococo?
    What can you tell about Elisabeths identity from her portrait?
    Tracing (10 minutes)
    Demo how to trace on tracing paper
    Cut out/glue
    Demo how to write words in
    Studio (40 minutes)
    Students will trace their picture
    Cut out/glue
    Write responses to identity questions in hair
    Clean up (5 minutes)
    Projects to drying racks
    Stack worksheets for later use

    Clean-up Procedures (Room, Materials & Work Storage)


    Projects to drying racks
    7|Page

    Stack worksheets for later use

    Closure, Review & Anticipation (whats next?)


    We will be outlining/coloring
    Supplemental Activity
    Outline picture
    Teacher reflection focused on the lesson after it has been taught
    (enter text here)
    Be sure to attach to the full instructional unit
    Teacher Example
    Bibliography in APA format
    Any printed material that relates to the unit and/or the lessons

    8|Page

    LESSON PLAN
    Teacher Candidate
    School
    LESSON NUMBER
    Lesson Title
    Grade Level of Unit
    Length of Class Period
    Approximate Number of Students in Each class

    Miss Leonti
    St. Brendan School
    3
    Studio
    5
    60 minutes
    26

    Beginning Date for this Lesson


    Ending Date for this Lesson
    CONTENT STATEMENTS PERCEIVING/KNOWING
    1PE Understand that the context of an art object has an effect on how that object is perceived.

    CONTENT STATEMENTS PRODUCING/PERFORMING


    1PR Integrate observational and technical skills to strengthen artmaking.

    CONTENT STATEMENTS RESPONDING/REFLECTING


    2RE Describe how personal experiences can influence artistic preferences.

    (Stage One) Performance-based Assessment Objectives


    Students will show experimentation to find a skin tone with oil pastels
    (Stage Two) Performance-based Assessment Strategies
    (attach assessment documents if applicable)
    Students will turn in a completed portrait
    Age-appropriate Vocabulary
    Baroque
    Rococo
    Identity
    Portrait
    Accommodations for Special Populations
    For the students who have reading needs, the teacher will read aloud questions on the
    worksheet to those who need assistance. For the students possessing sensory needs, the
    teacher will provide and allow small fidgets. For students with writing needs, the teacher will
    allow another student to be a scribe to record their verbal answers.
    Art/Visual Culture Examples
    Elisabeth Vigee-Lebrun
    Rococo portraits

    9|Page

    Preparations
    Materials/Resources for Teacher
    Power point
    Teacher example
    Black makers
    Oil pastels
    Materials for Students
    Markers
    pencils
    Safety Procedures
    (Stage Three) LEARNING ACTIVITY
    Getting the Classroom Environment Ready
    Have pastels ready
    Markers ready
    Teacher example
    Power point
    Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
    Greetings/review (5 minutes)
    Brief greetings
    What is a portrait
    What is the difference between Baroque and Rococo
    Skin (10 minutes)
    All of us have skin, but no skin tone is the same
    Tutorial about how to mix skin tones in art
    Teacher demo
    Studio (40 minutes)
    Students will outline portraits and letters
    Students will color portraits with oil pastels
    Clean up (5 minutes)
    Stack projects on table
    Return oil pastels
    Return borrowed items
    Clean-up Procedures (Room, Materials & Work Storage)
    Stack projects on table
    Return oil pastels
    Return borrowed items
    Closure, Review & Anticipation (whats next?)
    Supplemental Activity
    10 | P a g e

    Draw and color items or a background in the empty space to show identity
    Teacher reflection focused on the lesson after it has been taught
    (enter text here)
    Be sure to attach to the full instructional unit
    Teacher Example
    Bibliography in APA format
    Any printed material that relates to the unit and/or the lessons

    11 | P a g e

    Like this one, but I like the idea of just filling in the hair with words so that the facial
    features can be more distinct.

    12 | P a g e

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