Final Lesson Plan Presentation Mercedes Scarlett ARE 4351

Drawing Lesson Plan 2 Unit: Visual Narration Laura Callaghan Lesson: Interpersonal Stories

Laura Callaghan “Three’s a Crowd”

Laura Callaghan "Moody Girls 1"

Laura Callaghan “The Wall,”

Art Goals Practices art production of line, shape, value, space, color, pattern, texture, and composition. Develops a keener aesthetic awareness of the art elements and design principles. Has increased knowledge of artists and their artwork. Improves ability to communicate ideas, feelings, emotions - what to say and how to say it. Demonstrates spontaneity, intuition, sub consciousness, automaticity, discovery, inquiry, and reflection (calls upon previous experiences). NGSSS CRITICAL THINKING and REFLECTION: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Assessing our own and others’ artistic work, through critical thinking, problem solving, and decision-making, is central to artistic growth. The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. SKILLS, TECHNIQUES, and PROCESSES: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. STRUCTURAL ORGANIZATION: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

Statement of Origin The idea for this lesson came from viewing the work of artist Laura Callaghan. Her style inspired the idea to incorporate collaging techniques in the lesson. As well, the need for students to exercise identifying visual facts was a factor in creating this plan. Objectives 1.Students will be able to talk about the work of Laura Callaghan using art terms. 2.Students will be able to infer what is happening in the artwork they view by using visual facts. 3.Students will be able to create their own visual narrations using collage and patterns as a primary technique.

Procedures Introduce the lesson vocabulary: Color, Pattern, Narrative, Visual facts, Detail, Symbols Introduce the artist Laura Callaghan and her work. Spend a few minutes discussing the presented work. Lead the discussion with the following points/ideas: What do you notice about the work? What does the work remind you of? What do you think the work is about? How do you think the work was created? What would you do differently if it was your work? Encourage the use of art terms discussed in class. Explain to the students the narrative qualities of the artist’s work. Explain how Callaghan’s pictures demonstrate relationship and interactions between figures as well as storytelling using symbols and object. Demonstrate how the viewer can infer those relationships and interactions using visual facts. Make note of the artist’s use of color, pattern, and detail. Ask the students what stories they can create from these works and what they can tell about the people in the pictures. Encourage them to use visual facts to defend their response. Instruct the students of their assignment. On your own paper your own image that tells a story. Use color and pattern as a primary technique in your image. Include at least two symbols and objects in your picture. On the back of your paper include a brief summary of the story your picture tells. Instruct students to brainstorm as you distribute materials. Assist students as needed while they work. Instruct students to title their work. When all work is completed the class will have a “Gallery Walk.” Hang up all finished work. Have students visit each artwork and fill out a page in their “Artist Passport.” At the end of the lesson, if time permits, have the students present their work. Focus on these questions when critiquing: Did the student follow the assignment? Is the student’s message clear? Do we know what he/she is trying to say? Did the student put effort into his/her work? What do you enjoy about the work? What can be improved? Encourage students to elaborate on their response. Have students complete their self evaluation to conclude the lesson.

Painting Lesson Plan 1 Unit: Imagination Lamar Peterson Lesson: Out of Place

Lamar Peterson “Picture Perfect,” 2003

Lamar Peterson “Reflection,” 2005

Art Goals Practices art production of line, shape, value, space, color, pattern, texture, and composition. Improves performance in drawing the human figure, portraits, still lifes, designs, landscapes, self- portraits, and imaginative compositions. Increases awareness of the self within the environment through experiences related to the senses and involving seeing, touching, feeling, hearing, tasting, moving, creating, inventing, and organizing. NGSSS CRITICAL THINKING and REFLECTION: 1.Cognition and reflection are required to appreciate, interpret, and create with artistic intent. 2.Assessing our own and others’ artistic work, through critical thinking, problem solving, and decision-making, is central to artistic growth. 3.The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. SKILLS, TECHNIQUES, and PROCESSES: 1.The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. INNOVATION, TECHNOLOGY, and the FUTURE: 1.Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Statement of Origin The inspiration for this lesson came in part fro the work of Lamar Peterson and from the work of Ben Heine’s “Pencil vs Camera” series. The content of Peterson’s work gave me the idea to center the lesson around contradiction and the style of both Peterson’s and Heine’s work encouraged me to incorporate that in the lesson as well. Objectives 1.Students will be able to talk about the work of Lamar Peterson using art terms. 2.Students will be able to create images that demonstrate contradiction, juxtaposition, and/or conflict. 3.Students will be able to mix colors.

Procedures Introduce the lesson vocabulary: Juxtaposition, Conflict Introduce the artist Lamar Peterson and his work. Spend a few minutes discussing the presented work. Lead the discussion with the following points/ideas: What do you notice about the work? What does the work remind you of? What do you think the work is about? How do you think the work was created? What would you do differently if it was your work? Encourage the use of art terms discussed in class. Point out to the student how the works demonstrate juxtaposition and conflict. Explain how the title of the painting “Picture Perfect” and what it shows demonstrates juxtaposition. Explain how the painting of the reversed reflection shows conflict. Instruct students of their assignment: Using existing image, such as a print out, a photograph, or a picture from a magazine, paste another painted image on top. The second picture must fit seamlessly into the first. Alternatively, you may paint your own background picture that includes a subject and a background. The pictures must show juxtaposition and/or conflict. Instruct students to brainstorm as you distribute materials. Have the students write ideas on the back of their paper, pick one idea, and fill out a summary sheet. Review ideas and approve them before students begin work. Assist students as needed while they work. Instruct students to title their work. When all work is completed the class will have a “Gallery Walk.” Hang up all finished work. Have students visit each artwork and fill out a page in their “Artist Passport.” At the end of the lesson, if time permits, have the students present their work. Focus on these questions when critiquing: Did the student follow the assignment? Is the student’s message clear? Do we know what he/she is trying to say? Did the student put effort into his/her work? What do you enjoy about the work? What can be improved? Encourage students to elaborate on their response. 11. Have students complete their self evaluation to conclude the lesson.

Sculpture Lesson Plan 1 Unit: Mediums and Materials Dan Webb Lesson: Defying Mediums

Dan Webb “Sleeper,” 2010

Dan Webb “Drop,” 2008

Dan Webb “I Love You,” 2006

Art Goals Develops a keener aesthetic awareness of the art elements and design principles. Has increased knowledge of artists and their artworks. Has increased understanding of art terms and art language. Improves ability to know likes and dislikes. Deals with concepts that involve greater observation and understanding, such as the human body (its functions and how it moves), nature, still lives, landscapes,and the workings of machinery. NGSSS CRITICAL THINKING and REFLECTION: 1.Cognition and reflection are required to appreciate, interpret, and create with artistic intent. 2.Assessing our own and others’ artistic work, through critical thinking, problem solving, and decision-making, is central to artistic growth. 3.The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. STRUCTURAL ORGANIZATION: 1.Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. INNOVATION, TECHNOLOGY, and the FUTURE: 1.Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Statement of Origin The inspiration for this lesson came from viewing the work of Dan Webb. Dan Webb works in a single medium and creates works of art that would not be characteristics of that medium. This gave me the idea to challenge my students to defy the confines of their mediums. Objectives 1.Students will be able to talk about the work of Dan Webb using art terms. 2.Students will be able to demonstrate understanding of mediums and their characteristics. 3.Students will be able to create a design plan for an original work of art that defies the nature of its medium.

Procedures Introduce the lesson vocabulary: Mediums, Characteristics, Nature Introduce the artist Dan Webb and his work. Spend a few minutes discussing the presented work. Lead the discussion with the following points/ideas: What do you notice about the work? What does the work remind you of? What do you think the work is about? How do you think the work was created? What would you do differently if it was your work? Encourage the use of art terms discussed in class. Explain how Dan Webb defies the characteristics of his medium with the work that he creates. Explain how some mediums, like wood, are hard and making something that looks soft out of wood defies the nature of the medium. You could also use the example of clay which is soft and making something that looks hard out of clay defies the nature of the medium. Use other examples if necessary. Instruct the students of their assignment. Using the worksheet provided, fill out the details of your art design. On your own paper, create a design that defies the nature of its medium. Your designs should be detailed and in color. Instruct students to brainstorm as you distribute materials. Have students write there ideas on the back of their paper. Approve ideas before students begin their work. Assist students as needed while they work. Instruct students to title their work. At the end of the lesson, if time permits, have the students present their work. Focus on these questions when critiquing: Did the student follow the assignment? Is the student’s message clear? Do we know what he/she is trying to say? Did the student put effort into his/her work? What do you enjoy about the work? What can be improved? Encourage students to elaborate on their response. 11. Have students complete their self evaluation to conclude the lesson.

Ceramic Lesson Plan 1 Unit: Form, Function, and Design James Ward Lesson: Connections

James Ward “Mr. Dear,” 2010

James Ward “Hungry Bear,” 2010

James Ward “The Sandwich Defender,” 2010

Art Goals Develops greater awareness of object and situation detail. Develops a keener aesthetic awareness of the art elements and design principles. Has increased knowledge of artists and their artworks. Has increased understanding of art terms and art language. Improves ability to know likes and dislikes. Deals with concepts that involve greater observation and understanding, such as the human body (its functions and how it moves), nature, still lives, landscapes, and the workings of machinery. NGSSS CRITICAL THINKING and REFLECTION: 1.Cognition and reflection are required to appreciate, interpret, and create with artistic intent. 2.Assessing our own and others’ artistic work, through critical thinking, problem solving, and decision-making, is central to artistic growth. 3.The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. SKILLS, TECHNIQUES, and PROCESSES: 1.Through purposeful practice, artists learn to manage, master, and refine simple, then complex skills and techniques. STRUCTURAL ORGANIZATION: 1.Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. 2.The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.

Statement of Origin The inspiration for this lesson comes from viewing the work of James Ward. His designs are strongly connected to what he crafts. I thought this would be a good opportunity to challenge students to link design with form and function, much like James Ward. Objectives 1.Students will be able to talk about the work of James Ward using art terms. 2.Students will be able to demonstrate understanding of how form, function, and design can be connected. 3.Students will be able to create a piece of artwork that demonstrates a strong connection between the form, function, and design.

Procedures Introduce the lesson vocabulary: Form, Function, Design Introduce the artist James Ward and his work. Spend a few minutes discussing the presented work. Lead the discussion with the following points/ideas: What do you notice about the work? What does the work remind you of? What do you think the work is about? How do you think the work was created? What would you do differently if it was your work? Encourage the use of art terms discussed in class. Explain how James Ward’s work connects form, function, and design. Point out how, in some instances, the pictures reflect the object that they are on and how, in other instances, the form of the object completes the design. Instruct the students of their assignment: Using your own paper, design an image to put on a plate or cup. This image must show a strong connection between form, function, and design. Once the design is approved you will receive a paper plate or cup to work upon. Draw or paint your picture onto the paper plate or cup. Instruct students to brainstorm as you distribute materials. Assist students as needed while they work. Instruct students to title their work. When all work is completed the class will have a “Gallery Walk.” Set up all finished work. Have students visit each artwork and fill out a page in their “Artist Passport.” At the end of the lesson, if time permits, have the students present their work. Focus on these questions when critiquing:: Did the student follow the assignment? Is the student’s message clear? Do we know what he/she is trying to say? Did the student put effort into his/her work? What do you enjoy about the work? What can be improved? Encourage students to elaborate on their response. 11. Have students complete their self evaluation to conclude the lesson.

Media Lesson Plan 1 Unit: Media Criticism Gender Marketing

Art Goals Develops a keener aesthetic awareness of the art elements and design principles. Improves ability to make art judgements and decisions. Develops art values and attitudes. Has increased understanding of art terms and art language. Improves ability to know likes and dislikes. Is involved with various types of thinking, such as convergent (the right answer), intuitive, divergent (multiple solutions). Expands cognitive ability to think about such ideas as drugs, pollution, war, food, health, growth, living spaces, community spaces, and transportation. NGSSS CRITICAL THINKING and REFLECTION: 1.Cognition and reflection are required to appreciate, interpret, and create with artistic intent. 2.Assessing our own and others’ artistic work, through critical thinking, problem solving, and decision-making, is central to artistic growth. 3.The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. HISTORICAL and GLOBAL CONNECTIONS: 1.The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. INNOVATION, TECHNOLOGY, and the FUTURE: 1.Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

Statement of Origin My idea for this lesson came from the youtube video “Riley on Marketing.” The fact that a child so young could realize and comprehend such a subtle and complex issue gave me the idea that students at the elementary level could also participate in this discussion. Objectives 1.Students will be able to talk about the media advertisements. 2.Students will be able to identify the intentions of an advertisement. 3.Students will be able to discuss the issue of gender marketing. 4.Students will be able to create an alternative advertisement that appeals equally to both genders.

Procedures Introduce the lesson vocabulary: Stereotypes, Gender Specific, Gender Marketing Introduce the YouTube video “Riley on Marketing.” Spend a few minutes discussing this issue. Lead the discussion with the following points/ideas: Is this type of advertising fair? Can you think of any other advertisements like this? Are the two advertisements accurate? Do they show what boys and girls really want or enjoy? Encourage the use of art terms discussed in class. Elaborate and clarify this issue in media if necessary. Divide the class into groups of 3 or 4, making sure that there is at least one boy and one girl in each group. Instruct the students of their assignment. As a group, choose one of the examples of gender marketing from the provided list. Dove Bic Pens Barbie and G.I. Joe Nerf LEGO Create an alternative advertisement that appeals to both genders or avoids gender stereotypes in its design. Instruct students to brainstorm as you distribute materials. Assist students as needed while they work. Instruct students to title their work. At the end of the lesson have the students present their work. Focus on these questions when critiquing:: Did the student follow the assignment? Did the student put effort into his/her work? Is the advertisement fair? What do you enjoy about the work? What can be improved? Encourage students to elaborate on their response. 11. Have students complete their self evaluation to conclude the lesson.

Assessment Rubric

References Frade, C.M. (2012, June 15). Charlo M. Frade. Retrieved from Frade, C.M. (2012, June 15). Charlo M. Frade. Retrieved from Frade, C.M. (n.d.). Charlo M. Frade. Retrieved from The multitalrnted Charlo Frade. (2014, September 24). Retrieved from Callaghan, L. (n.d.). Laura Callaghan illustration. Retrieved from Callaghan, L. (n.d.). Laura Callaghan illustration. Retrieved from Laura Callaghan illustration. (2013, February 27). Retrieved from Skidmore, M. (2013, August 29). Illustration: Laura Callaghan draws girls you’ll want to befriend and run away from. Retrieved from Lamar Peterson. (2014). Retrieved from Lamar Peterson: Suburbia Sublime. (2014). Retrieved from Lamar Peterson: Suburbia Sublime. (2014). Retrieved from Webb, D. (2012). Dan Webb: sculpture and drawings. Retrieved from

References 10 astonishing wood sculptures by Dan Webb. (2012, October 4). Retrieved from Dan Webb. (n.d.). Retrieved from (n.d.). Retrieved November 17, 2014, from (n.d.). Retrieved November 17, 2014, from SFMOMA | The Trial of Tilted Arc. (n.d.). Retrieved November 17, 2014, from Jimbob art online shop. (2014). Retrieved from James Ward. (2010, February 18). Retrieved from art. (2014). Retrieved from Jimbob art. (2014). Retrieved from Jimbob art. (2014). Retrieved from Riley on Marketing. (n.d.). Retrieved November 17, 2014, from

References GENDERED MARKETING | The Checkout | ABC1. (n.d.). Retrieved November 17, 2014, from Bic Pens for Women. (n.d.). Retrieved November 17, 2014, from Feldman, E. (1994). Practical art criticism. Englewood Cliffs, N.J.: Prentice Hall. Linderman, M. (1996). Lesson Planning and Assessments. In Art in the elementary school (5 th ed., pp ). Madison, WI: Brown & Benchmark