Lesson Plans: Secondary Placement
Brainzzz
In this lesson students, built an art process journal to collect all their artistic thinking, the brainzzz part was to design a cover for it that told viewer's a little about themselves using symbolsim. Students used a planning page and quizzes to determine words that best describe them and come up with symbols for those words, then they transferred those symbols into an abstract brain!
Knowing is Growing Unit Plan
Introduction Lesson
Students will complete a pretest involving drawing a fruit with any material with no instruction. Students will receive their unit packets, which include learning target pages, vocabulary, enduring understandings, reflection pages, and list of materials to be covered. Students will also complete an activity to learn vocabulary.
Line Lesson
Students will review vocabulary terms contour line, blind contour line, and modified contour line, and watch a demonstration of the different types. Students will the have time to practice each type with fruit still life subjects.
Shadow and Value Lesson
Using their knowledge of contour line as a basis for their drawings, students will practice adding shading and value to their fruit drawings after watching a demonstration of fine tip shading. Students will complete one final value drawing in charcoal and one in pencil, and complete a compare and contrast reflection on the two drawings.
Color Lesson
Students transfer their knowledge of value into color, starting with chalk pastel and then oil pastel, and then moving into combining materials. After spending one day on chalk pastel and then working with oil the next day, students will complete a reflection about how the different types of pastels are different or more challenging.
Wrap Up Lesson
Students have a little bit of work time to touch up pieces and select work for their portfolio. Students are handed back their pretest fruits, answer reflection questions about the techniques they learned and compare their pretest drawing to their best piece in their portfolio. Students then transfer their new drawing skills onto their choice of large paper or black paper
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Street Art
In this lesson students chose a word they thought was powerful, and that had meaning to them. Through this word and the design of the word students would send a message to their viewers. Students transformed their word into graffiti style to help express their message in the way of street art. Within class discussions and research, students explored the concepts of vandalism, property, messages, meaning, and expression. At the end of the lesson students gave a presentation about their word and its intended meaning.