Unitofstudysecondarylesson 5

LESSON PLAN FORMAT
University of North Texas
Art Education
I. Lesson Number, Grade Levels, Title, and Duration:

Mounds
Grade: 9th-10th
Lesson 5 of 5
Class period: 1 hour
Big Idea: Storytelling
II. Lesson Rationale:
This lesson continues to address how contemporary artists incorporate visual
narratives into their artwork. This lesson will focus on how Lesley Dill incorporates
titles of her artworks into the pieces themselves to enhance them. Students will
learn another way to incorporate narrative and text into their artworks. Students
will think of a concept that is one or two words and tell the narrative visually
through the combination of image and title in a collage and mixed media piece.
III. Key Concepts:
Storytelling can be told in many ways
Storytelling can be told from anyone
Storytelling can be uses to communicate ideas
IV. Essential Question:
Why are stories told in different ways?
Who can tell stories?
How can stories communicate ideas?
.
V. Lesson Objectives:
The student will be able to:
As a result of this lesson, students will/should be able to:
Learn about and verbally describe how the artist Lesley Dill incorporates the
text of the titles of concepts into her artworks.
Describe and articulate what they see and what they think the artworks
mean.
Explore narrative through a collage and mixed media piece that visually
represents a concept and incorporates the text of the concept into their
piece.
Talk about their own and others artwork thoughtfully.
VI. Specific Art Content:
Lesley Dill including reproductions of her artworks that use title enhancement
including the images, Light and It is the Return.Good
VII. Resources & Materials for Teacher:
Computer and projector
PowerPoint presentation of the artist Lesley Dill including reproductions of her

artworks that use title enhancement including the images, Light and It is the
Return.
VIII. Resources & Materials for Students:
Pens or pencils
Sketchbook
Collage materials
Found images/objects
Mate medium
Gel medium
Collage paper
Cardboard
IX. Instruction and Its Sequencing:
Day of the Lesson 1
1. Introduction/Motivation:
Today we will look at how title enhancement is another way to visually
represent narratives.
2. Guided Practice
Show PowerPoint presentation of Lesley Dill and her artworks and
specifically her images that incorporate title enhancement.
Present students with title enhancement task and allow students to
work individually and be available for questions.
Present students with collage/mixed media task and allow students to
work individually and be available for questions
Facilitate discussion of critique of pieces
3. Independent Practice
Students will look and listen to the presentation of Trenton Doyle
Hancock and remain in their seats.
Students will brainstorm in their sketchbooks and think of a concept
that is one or two words (such as unraveled light) and think of ways
to tell the narrative
Students will choose a concept and create a collage and mixed media
piece that visually represents the concept and title in their piece
Students will share and discuss their pieces with the class
4. Closure
What concluding event can I design that allows students to reflect on the
essential question and how the lesson helps to investigate the big idea?
5. Formative Evaluation
Have student write down an explanation of what they understand
Check the progress of a students artwork
Oral Questioning about Lesley Dill and how she uses text in her artwork
6. Classroom Management Procedures
Have materials read for students
Remind students about critique strategies

Student will remained working on project
Day of the Lesson 2

3. Introduction/Motivation:
Critiquing final project and turning in
4. Guided Practice
Due to time, students will be broken up in to group to critique their
project to their classmates
I will inform student what to critiquing ad what to ask the artist
3. Independent Practice
Students will inform their classmates what their story was and read
off their poem to the group
Student will talk about the step brainstorming their concepts
Audience in the group will ask any addition information
7. Closure
Everyone has a story can be told in many ways, whether that be with words
or pictures. They are many ways to tell a story and what we learn in class
are only a few ways of doing so
8. Formative Evaluation
Walking around the classroom making sure students are participating
Audience in group are engaged and reply back to artist
Using Element of Principal of design word choice
9. Classroom Management Procedures
Students will be broken up into group
Student will take 5-10 to present and ask question
A warming mark of time will be give
Student will turn in their final project
X. Summative Assessment and Evaluation:
What do I want to know?
Students will learn another way to incorporate narrative and text into their
artworks
Critiquing if own projects
How will I know it?
They will brainstorm in their sketchbooks and/or work on final project
Discussed in groups
How will I record it?
Full Credit
Half Credit
No Credit
Participation in
Active and
Poor participation
No participation in
Discussion
thoughtful
Discussion
participation
Creation of a
Created a
Created a collage
Did not create a
Collage and
thoughtful
and mixed media
collage and mixed
Mixed
collage and mixed piece that did not
media piece
Media Piece that

Visually
Represents a
Concept with
Title
Enhancement
Participation in
Critique
media piece that

visually
represented
a concept and
included the text
of
the title of the
concept i
Active and
thoughtful
participation
visually represent
a
concept or did not
include the text of
the title of the
concept into the
piece
Poor participation
No participation in
critique
XI. Interdisciplinary Connections:

English- Students develop critical and creative thinking by seeking new pathways
or solutions when they evaluate knowledge, ideas and possibilities. These skills
are integral to activities that require reason, logic, imagination and innovation. In
learning to think broadly and deeply students use reason and imagination to
direct their thinking for different purposes.
XII. References & Resources:
Landfall Press http://www.landfallpress.com/dill.htm
XIII. Art TEKS
Foundations: observation and perception:
A. explores and communicates ideas drawn from life experiences about self,
peers, family, school, or community and from the imagination as sources for
original works of art
Creative expression:
B. create compositions using the elements of art and principles of design
Critical evaluation and response:
B. use methods such as written or oral response or artist statements to
identify emotions found in collections of artworks created by self, peers, and
major historical or contemporary artists in real or virtual portfolios, galleries, or
art museums
XIV. National Art Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
Explore and invent art-making techniques and approaches
Anchor Standard 3: Refine and complete artistic work:
Revise artwork in progress on the basis of insights gained through peer
discussion.
Anchor Standard 7: Perceive and analyze artistic work
Analyze components in visual imagery that convey messages.

Unitofstudysecondarylesson 5

Uploaded by

Copyright:

Available Formats

Unitofstudysecondarylesson 5

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unitofstudysecondarylesson 5

Uploaded by

Copyright:

Available Formats

LESSON PLAN FORMAT

University of North Texas

I. Lesson Number, Grade Levels, Title, and Duration:

PowerPoint presentation of the artist Lesley Dill including reproductions of her

Remind students about critique strategies

Day of the Lesson 2

Media Piece that

media piece that

XI. Interdisciplinary Connections:

You might also like