Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Joseph Kern

School Hilliard Darby High School
Grade Level 10

UNIT TITLE Colors of the wind

Length of Class Period 48 minutes
Approximate Number of Students in Each class
Beginning Date for this Unit
Ending Date for this Unit

ENDURING UNDERSTANDINGS

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine,
create, realize and refine artworks in conventional and innovative ways.

PROGRESS POINTS
Explore a range of art concepts and artworks and construct meaning about the works.

Connect making art with individual choice and understanding personal cultural identity.

CRITICAL ISSUE / BIG IDEA

Anticipatory Set (what do the students already know, why is this lesson relevant?)
Coming into this lesson students will know and have a grasp of the elements of design and
elements of art. They will have also just recently worked with graphite, chalk, and charcoal in
various forms (on black, on white, and on neutral paper with black and white pencil, chalk, and
charcoal). Because of this they will have an idea about how to use dry media like this in terms of
black and white, but not yet how to deal with incorporating color. This lesson is relevant in the
terms of their prior knowledge because they will have just learned these media. In terms of how
it is relevant to themselves, during this time students will both be interested in depicting their
subjects in as realistic a way as possible but also be stuck in the rut that this same need brings.
Because I will be focusing on having them draw their objects/scenarios in a color scheme that is
unnatural, but still allow them to draw it as realistically (or as stylistically) as they want, they can
have the midground between realistic and experimental. They will also have a chance to delve
into meaning with their colors, allowing them to express themselves and think deeply over their
artistic choices.
Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
During this lesson students will be experimenting with chalk pastels in order to create an object
or scene of their choice in unnatural colors using a color scheme. They will be asked to depict
their object however they want as far as realism goes but they must choose colors that they
would not typically be. They will be coming from working in a medium like this in black and
white, however now they will have a chance to take those skills and add color, tints, and tones.
Essential Questions (provocative, engaging, critical)

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How can color change how an object is seen/interpreted?
Does an object need to be a certain color in order to be recognizable?
Do certain colors have connotations that are set and cannot be changed?
Possible Integration
This lesson has points of integration within English, as English teachers may talk about how
character motivations may change or be depicted in different lights. Although it isn’t direct
correlation one can discuss how the different ways characters can be shown/described can
mimic how different objects can be shown in different lights, how they can transform an objects’
image and associations just like how telling a story from a different point of view can change
what the reader thinks of the character’s roles.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title True colors?
Lesson Description Students will be introduced to the idea of working with chalk pastels and
color theories in order to depict a wide range of values and tints via a
PowerPoint presentation. They will follow this up by drawing 3-4 different
objects/scenes. The teacher will provide prompts for these object that will
start to get the students’ minds working to think about how a color scheme
can change the meaning of an object depicted. Some examples include a
warm snow scene, a flower in cool colors, someone smiling in cool colors,
a water bottle in warm colors, et cetera. Students will be allowed to do
more objects/scenes of their own ideas if they choose to do so. Students
are to use label the color schemes that they use to show an understanding
of those schemes. After they have finished these and had them checked
by the teacher they are introduced to the final piece via a worksheet and
told to sketch out thumbnails for their final piece. Their final is to pick one
color scheme (it doesn’t need to be one they have used in their warmups)
and create a piece with colors that conflict with how the object is usually
seen. Students will then be asked to make at 3-4 thumbnails to work out
their ideas: composition, concept, and colors. It is to be stressed to the
students that these are not final pieces, but ways to work out their ideas.
After this student are allowed to start on their final piece.
Lesson Two
Title Colored emotions
Lesson Description Students are to work on their final piece on a sheet of 8.5x11 paper that is
the color of their choice. They are to use the thumbnails that they worked
on before along with notes from their teacher to approach the final piece.
Students are allowed to deviate slightly from their thumbnail, but the
general idea, concept, and layout should be similar. During this time the
teacher will be walking around, making sure that students are both on task
and understanding the prompt. The teacher will make themselves
available for questions on technique and clarification on the prompt. As
students finish they will write out their color scheme as well as 3-4
sentences about their piece.
Lesson Three
Title Dreaming in color
Lesson Description After all of the pieces have been gathered they will be laid out on the
tables in the classroom and discussion will move from table to table. Every

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 piece will be discussed in the following way: students will first spend a
minute or two discussing what they see from the piece: colors, objects,
and what they feel from it: any mood invoked, assumed
purposes/meanings. If students hesitate the teacher will offer comments to
model proper discussion. After conversation has ended the teacher will
ask the student to talk about their own piece using proper visual art
vocabulary. After they have finished discussing their piece conversation
will open up to the class as a whole to continue making comments now
that they have heard from the artist themselves. This cycle will continue
until each piece has been discussed.

Explain how technology has been used in this unit

Technology will be used in this unit by having a projection of the steps expected of the students
as well as visual examples of the steps (samples) so that students have something to reference.

LESSON PLAN

Teacher Candidate Joseph Kern

School Hilliard Darby High school
Grade Level Various

LESSON NUMBER 1
Lesson Title True colors?
Length of Class Period 48 minutes
Approximate Number of Students in Each class
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Connect processes and decisions made in the design of everyday objects, environments,
and communications
CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Demonstrate proficient technical skills and craftsmanship with various art media when
creating images from observation, memory, or imagination.
CONTENT STATEMENT – RESPONDING/REFLECTING

3RE Expand the use of arts-specific vocabulary to define and describe techniques and materials
used to create works of art.

Performance-based Assessment Objectives

Students will connect the decisions that they make in their artwork in the practice/planning and
thumbnail stages to the design of their final pieces. Students will demonstrate proficient
technical skill and use arts-specific vocabulary to define and create works of art from their
imagination and observation of reference.
Performance-based Assessment Strategies
(attach assessment documents if applicable)

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Students will practice drawing 4 objects labeled with the appropriate color scheme that they
have used in their drawings. After clearing this with the teacher they will create at least 5
thumbnails to get an idea of their final piece, again labeled with the proper color schemes used.
Students will be given notes on how to refine their thumbnails moving to the final.

Academic Language
Vocabulary
Color wheel – A way of sorting colors in a circle that shows the relation between those various
colors.

Color scheme – A specific arrangement of color combinations.

Monochromatic – a color scheme utilizing tints and shades of a single color.

Analogous - A color scheme utilizing 3-5 colors that are next to each other on the color wheel.

Complimentary – A color scheme utilizing colors that are across from each other on the color
wheel.

Split-complementary – A color scheme utilizing complimentary colors as well as two adjacent

colors to one of the primary compliments.

Triadic – A color scheme utilizing three colors that are equally spaced around the color wheel.

Tetradic – a color scheme utilizing four colors that are arranged in two complimentary pairs.

Cool colors – Colors that are grouped together for having a calming, soothing feeling. Although
these colors tend to be blues, violets, and greens they can be any color on the color wheel as
long as they are mixed properly.

Warm colors - Colors that are grouped together for having a vivid, bold feeling. Although these
colors tend to be reds, yellows, and oranges they can be any color on the color wheel as long as
they are mixed properly.
Additional Language Demands (specific speaking or writing activity)
Students will be asked to properly label and comprehend what color schemes they are using in
their practice sketches and their thumbnails. They will also be allowed to look up reference
photos on any device that they may have.

Accommodations for Special Populations

Students A and B will be expected to model proper critiquing etiquette and procedures for the
other students. If the students are not contributing they will be the students picked first to offer
their thoughts. This will help them get used to this idea as they make their way onto art school.
Student C will be allowed to take extra time expressing their project and will be allowed to read
from pre-written statements as opposed to the other students who will speak freely about their
pieces.
Art/Visual Culture Examples
N/A (see future revision)

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Preparations
Materials/Resources for Teacher
PowerPoint presentation on color theory
Materials for Students
Sketchbook/notebook
Chalk pastels
8.5x11 construction paper
Electronic devices for photo reference (optional)
Safety Procedures
Students will be reminded of cleanup procedures with chalk pastel.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Day Duration Application Resources
1- N/A The teacher is to make sure that they have Chalk pastel
enough pastels for the students that are 8.5 x 11 construction
stationed at each table. There should be a paper
wide range of colors, and there should be
enough to refill/meet students’ needs if they
should require more. The teacher should also
make sure that there is enough paper and
that is properly sized for their works.

Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
1 Approximately The teacher will open up discussion about PowerPoint
15 minutes the project with a PowerPoint presentation presentation
both on chalk pastels and on color theory.
The PowerPoint will go over utilizing chalk
pastels, linking it back to their prior usage of
charcoal, graphite, and chalk. The
PowerPoint will go over various color
schemes including: monochromatic,
analogous, complimentary, split-
complementary, triadic, tetradic and the use
of cool and warm colors. The teacher will
pause on each slide to check for
understanding of the color theory among
students. Students will be asked to talk about
what may make a certain color scheme
appropriate for a certain subject matter/style.
Students will be encouraged to take notes.
1 Approximately Students will be asked to, on their 8.5x11 8.5x11 construction
34 minutes sheet of paper, draw 3-4 different paper
objects/scenes. The teacher will provide Chalk pastel
prompts for these object that will start to get
the students’ minds working to think about
how a color scheme can change the meaning
of an object depicted. Some examples

5
 include a warm snow scene, a flower in cool
colors, someone smiling in cool colors, a
water bottle in warm colors, et cetera.
Students will be allowed to do more
objects/scenes of their own ideas if they
choose to do so. After these have been
checked by the teacher students are to move
onto 3-4 different thumbnails for their final
project: they are to create an illustration of an
object or landscape in a color scheme that is
opposite of how it would usually be depicted,
as they did in the example/warmup sketches
earlier. After they bring in their thumbnails for
approval to the teacher, who will give them
written feedback for refining their idea, they
are allowed to start on their final project. If
students need extra time, they will be allowed
to work on this part of the project the next
day as well. Throughout this period of time
the teacher will make themselves available
by walking around and discussing sketches
with students in order to check in.
2 Approximately During this time students will be allowed to 8.5x11 construction
43 minutes continue working on thumbnails for their final paper
project so that they may refine their idea. Chalk pastel
Students who are still on this step of their
project will also be reminded of the steps that
they should be taking, as well as the time
frame in which they have to do it. Although
they should not take the entire class period
they will be allowed to use it. After they have
had their thumbnails and final idea approved
by the teacher, who will also provide written
feedback for refining their idea, they will be
allowed to start on their final project. Towards
the end of the class students will be asked to
bring up whatever thumbnails they have to be
reviewed by the teacher so that they may
move to their final by the end of the
class/beginning of the next class. Throughout
this period of time the teacher will make
themselves available by walking around and
discussing sketches with students in order to
check in.

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

Day Duration Application Resources
1-2 Approximately Students will be asked to return their chalk 8.5x11 construction
3 minutes pastels to their containers and put their paper
thumbnails/practice sketches on their Chalk pastel

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 shelves.

Closure, Review & Anticipation (what’s next?)

Day Duration Application Resources
1-2 Approximately Students will be told that when they come N/A
2 minutes into class next they will either be working on
their final piece or continuing their
thumbnails. If students are still working on
their thumbnails, they will be reminded that
the next class period will be their final class
period to work on them.

Supplemental Activity
Day Duration Application Resources
1-2 N/A If students are finished early they will be 8.5x11 construction
allowed to start on their final project. Students paper
who show a deeper understanding of the Chalk pastel
mediums and concepts presented will also be
encouraged at the thumbnail approval stage to
over-achieve in their final piece.

Teacher reflection focused on the lesson after it has been taught

LESSON PLAN

Teacher Candidate Joseph Kern

School Hilliard Darby HS
Grade Level Various

LESSON NUMBER 2
Lesson Title Colored emotions
Length of Class Period 48 minutes
Approximate Number of Students in Each class
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

2PE Describe sources visual artists use to generate ideas for artworks.
CONTENT STATEMENT – PRODUCING/PERFORMING

2PR Make informed choices in the selection of materials and techniques as they relate to
solving a visual problem.
CONTENT STATEMENT – RESPONDING/REFLECTING

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5RE Compare and contrast various theories of aesthetics and visual culture.

Performance-based Assessment Objectives

Students will work through their thumbnails as visual sources to generate their final piece: a
landscape or object on an 8.5x11 sheet of construction paper using chalk pastel, making
informed choices for their color to solve the visual problem of utilizing a color scheme in a way
that goes against the landscape/object being depicted. Students will compare and contrast the
color theory that they used and discuss the aesthetics that have gone into their piece.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will create an illustration of an object or landscape on an 8.5x11 piece in chalk pastel
that fills their page and utilizes a color scheme which they will identify on the rubric that is
handed to them. They will discuss their aesthetic choices and talk about how their color scheme
used goes against to the object or landscape that they have illustrated, using 4-5 sentences.

Academic Language
Vocabulary
Color wheel – A way of sorting colors in a circle that shows the relation between those various
colors.

Color scheme – A specific arrangement of color combinations.

Monochromatic – a color scheme utilizing tints and shades of a single color.

Analogous - A color scheme utilizing 3-5 colors that are next to each other on the color wheel.

Complimentary – A color scheme utilizing colors that are across from each other on the color
wheel.

Split-complementary – A color scheme utilizing complimentary colors as well as two adjacent

colors to one of the primary compliments.

Triadic – A color scheme utilizing three colors that are equally spaced around the color wheel.

Tetradic – a color scheme utilizing four colors that are arranged in two complimentary pairs.

Cool colors – Colors that are grouped together for having a calming, soothing feeling. Although
these colors tend to be blues, violets, and greens they can be any color on the color wheel as
long as they are mixed properly.

Warm colors - Colors that are grouped together for having a vivid, bold feeling. Although these
colors tend to be reds, yellows, and oranges they can be any color on the color wheel as long as
they are mixed properly.
Additional Language Demands (specific speaking or writing activity)
Students will write down sentences describing their piece as using proper visual arts vocabulary
and will identify their color scheme.

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Accommodations for Special Populations
Students A and B will be expected to show greater understanding in their thumbnail stages.
Students will also be given instruction on their thumbnails specific to their future paths (an
illustration major and a fashion design major).
There will be visual reminders of how color schemes are to be used to change the meaning of
the object. This will help Student C as they are an English Language Learner and so visual
examples will help supplement their understanding.
Art/ Examples
Mo Harry and Curly – Patti Mollica
Umbrella Man – Peter Max
Blue Nude – Pablo Picasso

Preparations
Materials/Resources for Teacher
Rubrics for students
Materials for Students
Construction paper
Chalk Pastel
Safety Procedures
N/A

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Day Duration Application Resource
1 N/A The teacher will make sure that there are Construction paper
enough sheets of construction paper in various Chalk pastel
colors for students to work with, as well as rubrics
enough chalk pastels for the students. The
teacher will also make sure that there are
enough rubrics for students.
2 -3 N/A The teacher will make sure that the students’ Students’ projects
projects are available to students and that there Chalk pastel
are enough chalk pastels for students. rubrics
Students’ rubrics are to be grouped along with
their projects.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
1 Approximately Students will be told to review their Construction paper
43 minutes thumbnails and work on their final project: a Chalk pastel
landscape or object that fills an 8.5x11 sheet rubrics
of paper in chalk pastel. The piece is to be
done following a color scheme that goes
against the nature/typical color scheme of
what they are illustrating. As students work
the teacher will make themselves available
by walking around the classroom, checking in
on students’ projects (which they will be
familiar with as they have been through the

9
 project with the student from the planning
stages) and asking questions on technique
as well as execution of concept. When a
student finishes their project they are to get it
approved by the teacher before filling out on
the backside of their rubric 4-5 sentences
describing their piece: the color scheme used
and how that color scheme goes against the
object or landscape that they have depicted.
If students are still working on their project by
the end of this class they are to be told that
they will be given time next class to work on
their projects.
2 Approximately Students will gather their pieces and continue Students’ projects
43 minutes to work on their projects, finishing or refining Chalk pastel
their pieces if they choose to do so. As rubrics
students work the teacher will make
themselves available by walking around the
classroom, checking in on students’ projects
(which they will be familiar with as they have
been through the project with the student
from the planning stages) and asking
questions on technique as well as execution
of concept. When a student finishes their
project they are to get it approved by the
teacher before filling out on the backside of
their rubric 4-5 sentences describing their
piece: the color scheme used and how that
color scheme goes against the object or
landscape that they have depicted. If
students are still working on their project by
the end of this class they are to be told that
they will be given time next class to work on
their projects, but that the next class period
would be the last period that they will have.
3 Approximately Students will gather their pieces and continue Students’ projects
43 minutes to work on their projects, finishing or refining Chalk pastel
their pieces if they choose to do so. As rubrics
students work the teacher will make
themselves available by walking around the
classroom, checking in on students’ projects
(which they will be familiar with as they have
been through the project with the student
from the planning stages) and asking
questions on technique as well as execution
of concept. Students are reminded during the
last half of this class period that they are to
finish the project by the end of this period.
When a student finishes their project they are
to get it approved by the teacher before filling

10
 out on the backside of their rubric 4-5
sentences describing their piece: the color
scheme used and how that color scheme
goes against the object or landscape that
they have depicted.

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

Day Duration Application Resources
1 Approximately Students are to return their projects along Students’ projects
3 minutes with their rubrics to their storage shelves and Chalk pastels
return the pastels to their proper containers.

Closure, Review & Anticipation (what’s next?)

Day Duration Application Resources
1 Approximately Students are told that they will be given extra N/A
2 minutes time to continue working on their project next
class period, and if they are already finished
with their project that they will be allowed to
work on their own personal art projects.
2 Approximately Students are told that they will be given extra N/A
2 minutes time to continue working on their project next
class period, but they will be reminded that it
is going to be their last day to work on it. If
they are already finished with their project
that they will be allowed to work on their own
personal art projects.
3 Approximately Students are told that when they come into N/A
2 minutes the next class that they will be participating in
a critique of all of their pieces, and they will
be doing so in a specific way that will be
described at the beginning of the next class.

Supplemental Activity
Day Duration Application Resources
1-3 N/A Students will be allowed to work on their own Students’ projects
personal projects if they complete their projects
early. They will be allowed to refine their pieces
as well, if they wish, which the teacher’s input
for what they can improve upon.

Teacher reflection focused on the lesson after it has been taught

LESSON PLAN

Teacher Candidate Joseph Kern

11
 School Hilliard Darby HS
Grade Level High School (various grades)

LESSON NUMBER 3
Lesson Title Dreaming in color
Length of Class Period 48 minutes
Approximate Number of Students in Each class
Beginning Date for this Lesson
Ending Date for this Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

2PE Describe sources visual artists use to generate ideas for artworks.
CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Establish and apply appropriate levels of craftsmanship to complete artworks.

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Apply methods of art criticism when discussing selected works of art.

Performance-based Assessment Objectives

Students will gather their various pieces and describe the various students’ sources and
inspirations, discussing how they used these sources to create their artworks. Students will all
make sure that their work has the appropriate level of craftsmanship to consider their works
completed and will all apply proper and respectful methods of art criticism when discussing their
peers’ works.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will refer to a rubric to make sure that their works have achieved the appropriate level
of craftsmanship and have met all of the requirements to consider their work completed.
Students will then be lead in a proper and respectful critique to discuss student’s sources,
inspirations, and final pieces. Students will follow the format for the class’ art criticism and
remain respectful but helpful while doing so.

Academic Language
Vocabulary
Color wheel – A way of sorting colors in a circle that shows the relation between those various
colors.

Color scheme – A specific arrangement of color combinations.

Monochromatic – a color scheme utilizing tints and shades of a single color.

Analogous - A color scheme utilizing 3-5 colors that are next to each other on the color wheel.

Complimentary – A color scheme utilizing colors that are across from each other on the color
wheel.

12
Split-complementary – A color scheme utilizing complimentary colors as well as two adjacent
colors to one of the primary compliments.

Triadic – A color scheme utilizing three colors that are equally spaced around the color wheel.

Tetradic – a color scheme utilizing four colors that are arranged in two complimentary pairs.

Cool colors – Colors that are grouped together for having a calming, soothing feeling. Although
these colors tend to be blues, violets, and greens they can be any color on the color wheel as
long as they are mixed properly.

Warm colors - Colors that are grouped together for having a vivid, bold feeling. Although these
colors tend to be reds, yellows, and oranges they can be any color on the color wheel as long as
they are mixed properly.
Additional Language Demands (specific speaking or writing activity)
Students are asked to take notes on suggestions and comments brought up by their classmates
so that they may use them on future art projects.

Accommodations for Special Populations

Students A and B will be expected to show greater understanding in their thumbnail stages.
Students will also be given instruction on their thumbnails specific to their future paths (an
illustration major and a fashion design major).
There will be visual reminders of how color schemes are to be used to change the meaning of
the object. This will help Student C as they are an English Language Learner and so visual
examples will help supplement their understanding.
Art/Visual Culture Examples
N/A

Preparations
Materials/Resources for Teacher
Students’ projects
Questions to prompt/continue conversation.
Materials for Students
Rubrics
Notebook/binders/sketchbooks.
Safety Procedures
Students will be reminded to traverse the classroom in a safe way (the teacher will make sure
that there is ample room for students to do this). Students will also be reminded that we are
critiquing the artwork and not the artist, and to make constructive criticisms and not criticisms
with malicious intent or with a meaning of making fun of the artist.

LEARNING ACTIVITY
Getting the Classroom Environment Ready

Day Duration Application Resource

1 N/A Teacher is to make sure that all of the students’ Students’ projects
projects are ready to be displayed. If a Rubrics

13
 students’ work is not finished or not present,
they are to make note and discuss it with the
student prior to the final critique. Otherwise the
pieces are to be laid out among the tables for
easy navigation. The teacher should also have
extra copies of the rubric for students who have
lost them or have not gotten them.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Day Duration Application Resources
1 Approximately Students will be asked to gather around Students’ projects
44 minutes tables where the students’ work has been
displayed. Students will then be scaffolded
into proper art critique for the class. Students
will first discuss the piece being presented by
saying what they see from an initial viewing.
They are to use proper art vocabulary when
discussing things like color scheme, elements
of art, and principles of design. However,
students are also encouraged to discuss their
initial reactions regarding their feelings as
well: emotions they get off of the piece and
assumptions about the mood/purpose of the
piece. If conversation does not start on a
particular piece the teacher is to lead
discussion as well as ask leading questions
to students in order to stir some conversation,
such as “What color scheme are they
using?”, “What do you see depicted?”, and
“Why do you think they used those colors?”.
After this has gone for a few minutes the
artist is then prompted to discuss their own
piece: the process, decisions, and final
outcome of the piece. Afterwards
conversation is opened up again to the class
as a whole to, with this new knowledge,
discuss their piece again. Again, if no
conversation is brought up the teacher is to
ask leading questions such as “Now that
they’ve talked about their piece, does that
change your views of it?” and “Would you
have approached their subject matter in a
different way now that you know why they
depicted it the way they did?”. Students are
also encouraged to take notes on what is
discussed about their piece so that they may
take criticisms and ideas forward to future
projects. After conversation has wrapped up,
the class moves to the next piece and
continues the process. If there are pieces
remaining by the end of the class, instead of

14
 rushing conversation students are told that
their pieces will be discussed next class.
2 Approximately Students will be asked to gather around Students’ projects
44 minutes tables where the remaining students’ work
has been displayed. Students will then be
scaffolded into proper art critique for the
class. Students will first discuss the piece
being presented by saying what they see
from an initial viewing. They are to use proper
art vocabulary when discussing things like
color scheme, elements of art, and principles
of design. However, students are also
encouraged to discuss their initial reactions
regarding their feelings as well: emotions
they get off of the piece and assumptions
about the mood/purpose of the piece. If
conversation does not start on a particular
piece the teacher is to lead discussion as well
as ask leading questions to students in order
to stir some conversation, such as “What
color scheme are they using?”, “What do you
see depicted?”, and “Why do you think they
used those colors?”. After this has gone for a
few minutes the artist is then prompted to
discuss their own piece: the process,
decisions, and final outcome of the piece.
Afterwards conversation is opened up again
to the class as a whole to, with this new
knowledge, discuss their piece again. Again,
if no conversation is brought up the teacher is
to ask leading questions such as “Now that
they’ve talked about their piece, does that
change your views of it?” and “Would you
have approached their subject matter in a
different way now that you know why they
depicted it the way they did?”. Students are
also encouraged to take notes on what is
discussed about their piece so that they may
take criticisms and ideas forward to future
projects. After conversation has wrapped up,
the class moves to the next piece and
continues the process.
Clean-up Procedures (Room, Materials & Work Storage)
Day Duration Application Resources
1 2 minutes Students are told to hand in their projects along Students’ projects
with their rubrics to the teacher if they have Rubrics
been discussed, and if they have not been
discussed they are told to put their projects on
their shelves to be discussed next class period.
2 The remaining students are told to hand in their Students’ projects

15
 projects along with their rubrics to the teacher. Rubrics

Closure, Review & Anticipation (what’s next?)

Day Duration Application Resources
1 2 minutes Students are either told to be prepared to N/A
discuss the remaining students’ projects or
given a briefing of the next project that they will
start on at the beginning of their next class.
2 2 minutes Students are to be given a briefing on the N/A
project that they will be starting at the
beginning of their next class.
Supplemental Activity
Day Duration Application Resources
1-2 N/A As this is a guided critique there should be no N/A
need for supplementary activities. Students will
all be working and discussing their peers’
works at the same pace and time.

Teacher reflection focused on the lesson after it has been taught

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

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