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Croftlessonplan

This 4-day high school art lesson focuses on how identity changes with age. Over the course of the lessons, students will brainstorm how their identity has changed from 8th grade to present. They will create self-portraits from each time period and write reflections on their evolving identity. On the final day, students will present their artwork and writings in a classroom art show, discussing how their identity has changed over time through their artistic works.

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100 views

Croftlessonplan

This 4-day high school art lesson focuses on how identity changes with age. Over the course of the lessons, students will brainstorm how their identity has changed from 8th grade to present. They will create self-portraits from each time period and write reflections on their evolving identity. On the final day, students will present their artwork and writings in a classroom art show, discussing how their identity has changed over time through their artistic works.

Uploaded by

api-271286726
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CONTEMPORARY ART LESSON PLAN

Lesson Title: Ever-changing Identity


Lesson Number: 1
Grade Level: High School 11-12
Time Frame: 4 classes, 50 min. each
Enduring Idea: Identity
Key Concept about Big Idea addressed in this lesson: Identity changes with age.
Key Concept about Art/Visual Culture addressed in this lesson: Artistic styles change with
age.
Essential Question: What does identity change with age?
Lesson Objective(s):
1. After the lesson, stds. will recognize identity changing with age.
2. After the lesson, stds. will observe artistic styles changing with age.
Assessment
Evidence: Completeness of sketchbook, drawings, and writings
Levels & Criteria for each piece of evidence
Exemplary: Sketchbooks are thoroughly developed in brainstorming. Drawings
are fully developed and complete. Writings are thoughtful and make meaningful
connections to their own identities.
Essential: Sketchbooks have adequate development in brainstorming. Drawings
are under developed. Writings make little connection to student and their personal
identity.
Partial: Sketchbooks lack in developmental brainstorming. Drawings are under
developed/incomplete. Writings make no meaningful connections to the identity
of student.
INSTRUCTIONAL SEQUENCE/TEACHING PROCEDURE DAY ONE
Purpose: Define identity
Discuss identity
Brainstorm identity definers
Resources & Materials for Teacher/Students
Cultural exemplar/Visual: PowerPoint of definition, discussion questions, and activity.
Supplies and Equipment: Computer
Sketchbooks
Projector
Pencils
Introduction (approximate timings 10 min.):
Show PowerPoint
o Discuss Louise Bourgeois, The Nest
Discuss PowerPoint
o Answer std. questions
Explain project
o Answer std. questions
o Give timeline for project
Instructional Strategies/Activities ( 35 min.):
Stds. break into groups
o Discuss identity
o Define other stds. in group with identifiers in sketchbook

Walk around to check in on stds.


o Brainstorm various identities in sketchbook
Keep stds. on task
o Discuss group answers with class
Answer std. questions
Stds. go back to seats
o Begin personal brainstorm for project in sketchbook
Check with each std. for progress
Closure ( 5 min.):
Have stds. share questions, thoughts, concerns
o Remind stds. of project timeline
Stay in seat until teacher dismissal
Setup Procedures/Management/Cleanup:
Have PowerPoint ready to show when stds. enter classroom
Walk around, check on stds. during class
Have stds. take all brainstorm work in sketchbook
o Stds. take sketchbook home to continue work
o
INSTRUCTIONAL SEQUENCE/TEACHING PROCEDURE DAY TWO
Purpose: Begin writing portion of assignment
Resources & Materials for Teacher/Students
Cultural exemplar/Visual: Discussion of self identity
Supplies and Equipment: Computer Lab
Microsoft Word Program
Introduction (approximate timings 10 min.):
Stds. brainstorm in sketchbook
o Identify self now
o Identify self in 8th grade
Class will go to comp. lab
o Stds. bring sketchbooks to comp. lab
Instructional Strategies/Activities (40 min.):
Stds. work on writing portion
o Double spaced
o 12 pt. font, Times New Roman
o 1 in. margins
o page identifying self now
o page identifying self in grade 8
Walk around to help stds.
Discuss questions as class
Print out writing assignment
o Keep writing assignment in sketchbook
Go back to classroom from comp. lab
Closure ( 5 min.):
Have stds. share thoughts, questions, concerns
o Remind stds. of project timeline

Projector
Sketchbook

Pencils

o Remind stds. to bring photos for next class


Stay in seat until teacher dismissal
Setup Procedures/Management/Cleanup:
Have class discussion of activity when stds. enter classroom
Walk around, check on stds. during class period
Have stds. brainstorm in sketchbook during class
o Have stds. keep print outs in sketchbook
Stds. turn sketchbooks in to designated area for grading

INSTRUCTIONAL SEQUENCE/TEACHING PROCEDURE DAY THREE


Purpose: Work on self-portraits and use self identifies in work
Current self-portrait
Past self-portrait, grade 8
Resources & Materials for Teacher/Students
Cultural exemplar/Visual: Discussion of artistic techniques of drawing
Supplies and Equipment:
Sketchbooks
Pencils (4B-6H)
Writing Assignments
Erasers
Drawing Paper 8 x11 in. Reference Photos
Introduction (approximate timings 5 min.):
Discuss timeline of events
Hand back stds. sketchbooks
Instructional Strategies/Activities (40 min.):
Stds. begin working of self portraits
o Must incorporate self identifies from brainstorm list
o 1 self-portrait identifying current self
o 1 self-portrait identifying past self, grade 8
Walk around and help stds.
Answer stds. questions
Discuss stds. progress as class
Closure ( 5 min.):
Have stds. share thoughts, questions, concerns
o Remind stds. of project timeline
o Remind stds. to finish work before next class
Stay in seat until teacher dismissal
Setup Procedures/Management/Cleanup:
Have class discussion of activity when stds. enter classroom
Walk around, check on stds. during class period
Stds. return pencils to designated area
Stds. take drawings home to finish work
Stds. leave sketchbooks in designated area

INSTRUCTIONAL SEQUENCE/TEACHING PROCEDURE DAY FOUR


Purpose: Present Work

Discuss Work
Class Art Show
Resources & Materials for Teacher/Students
Cultural exemplar/Visual: Discussion of gallery style hanging
Supplies and Equipment: Student Drawings
Student Writings
Thumb Tacks
Open Wall Space
Introduction (approximate timings 5 min.):
Stds. hang work with corresponding writings
Instructional Strategies/Activities ( 35 min.):
Stds. walk around std. gallery
Stds. will individually present their works to the class
Closure ( 10 min.):
Stds. will discuss work as class
Stds. will take work off walls
Stds. will return thumb tacks to designated areas
Stds. will turn work in to designated areas
Setup Procedures/Management/Cleanup:
Have class discussion of activity when stds. enter classroom
Help stds. hang up work for class art show
Stds. will discuss work individually/as class
Stds. return thumb tacks to designated area
Stds.will turn in work to designated area
Lesson References & Resources:
Louise Bourgeois, The Nest

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