Lesson Plan

Title: Printing Architecture 2

Length: 120 minutes

Note: Before you plan and write art experiences; pre-assess your students based on the
proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed art
work, consulting curriculum materials, etc., to get a better understanding of what content
students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will
use to determine the skill/knowledge level of your students based on the
concepts/enduring understandings/objectives of the lesson. (Hint: turn these into
questions.) Be specific in describing what you would recognize as proficient
skill/knowledge.
Looking back at previous work:
Seeing if they knew how to transfer their ideas into their work (is the house
generic or personal?)
Individual questions about what they are doing as they do it.
They explain why they have everything in their work and why its important
to them. The way of determining this is if it aligns with each other. I.E. I
like dogs but the house is a dolphin wouldnt accurately articulate their
thinking. I.E. I like dogs and the house is a dog then it aligns well.
Did they explore new material or stick to what they know?
Individual Process Critique: Are they able to describe their art and (artistic)
decision making process?
Group critique
Do you know what a monoprint is? Can you explain how to create one?
Do you know what revisions are?
Do you know what the parts of a house are? Can you describe them?
How do you put detail into your artwork?

Performance:
What will students accomplish as a result of this lesson? This can be presented to
students in the form of a story. In this narrative the students take on a role and create a
learning product about a specific topic for a certain audience. (RAFT Role / Audience /
Format / Topic)
Now that youve started thinking like a real architect, you must present your idea to your
firm (talk about what a firm is). In order to do this, you need to show that youve put a lot
of thought into this building. One way that artists and other jobs show that theyve
thought out their ideas is to show multiple ideas that they have, each building on the
previous one. With that being said, think about your favorite parts of your dream home
that youve made. What did you like? Did you see anything in other people's works that
you hadnt thought about before? Would you add anything? Would you take out
anything?

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal,
timeless and transferable. Examples of concepts used in art might include: Composition,

Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy,

Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape,
Improvisation, and Observation Look for concepts in the standards, content specific
curriculum, etc.
Artistic process, form, shape, planning, artist intention, ideation, refinement,
communication

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts;
connected with an active verb. The best enduring understandings not only link two or
more concepts; but demonstrate why this relationship is important. Like concepts, they
are timeless, transferable and universal. Align Standards, Prepared Graduate
Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring
Understandings.
The artistic process requires planning and revision in order to create the art you desire.
Form and style show the viewer what ideas you have visually.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior
(measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and,
when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective.
(Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy,
and/or Technology)
Using two different printmaking techniques, SWBAT demonstrate revision of their ideas by
creating different prints of their dream home.
(Blooms: Applying, Standard: Reflect, GLE: 2, Art Learning: Ideation)
Given printmaking materials, SWBAT demonstrate and define mono-prints correctly.
(Blooms: Applying, Standard: Create, GLE: 2, Art Learning: Technique, Literacy)
By participating in a group critique, SWBAT articulate their revisions and reasons for them,
aloud.
(Blooms: Evaluating, Standard: Comprehend, GLE: 1, Art Learning: Reflect and Assess,
Literacy)
Given the prompt, SWBAT describe and identify key architectural features (foundation,
roof and walls) accurately.
(Blooms: Remembering, Standard: Comprehend, GLE: 2, Art Learning: Art / Art History)
Using printmaking techniques, SWBAT create their future dream homes utilizing shape,
form and detail.
(Blooms: Create, Standard: Create, GLE: 1, Art Learning: Ideation and Inherent
Characteristics of Art and Design)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both
end of the skill and cognitive scale. Describe the strategies you will use for students who
are already proficient and need growth beyond what you have planned for the rest of the
class, as well as modifications for students with physical and/or cognitive challenges.
Students must still meet the objectives.
Differentiation:
(Multiple means for
students to access
content and multiple
modes for student to
express
understanding.)

Extensions for
depth and
complexity:

Access (Resources and/or

Process)
Different materials for those
who may need extra help or
have certain developmental
variations and may need a
simpler medium.
Individual process critique and
discovery board
Access (Resources and/or
Process)
Camera
Graphing paper
Additional printmaking
technique

Expression (Products and/or

Performance)
Choice of material

Students have choice is

individual verbal or written
expression of understanding
Expression (Products and/or
Performance)
Document process
Use graphing paper to create
3D home
Create another print using new
process

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the
lesson and describe how literacy is integrated into the lesson.
Vocab: 2-dimensional, 3-dimensional, artistic intent, planning, architecture,
representation, ideas, personal, style, form, communicate, architecture firm, company,
collaboration, architect, revised (revision), prints, printmaking
Literacy integration: Own example, architect example, preview, photos of buildings.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including
art supplies and tools. (These are the materials students will use.) List all materials in
a bulleted format.
- Plexiglas
- Styrofoam plates
- Paper
- Pencils
- Markers
- Erasers
- Sketchbooks
- Pen
- Water
- Water bin
- Newspaper

Ink
Brayer
Table cover

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include
title, artist, etc. Make reference to where the material can be found. (These are the
resources used by the teacher to support/develop the lesson.) List all resources in a
bulleted format.
PowerPoint Bibliography:
http://2.bp.blogspot.com/8izPjG3E5Ps/UexxSXMkB_I/AAAAAAABhkw/Rpn7RBCIRHU/s1600/unconvential+buildings+
0007.jpg
http://architecturephotobook.earthitecture.in/wp-content/uploads/2013/12/Architecturephoto-book-Weird-Fruit-House-Featured.jpg
http://www.doatrip.de/images/pictures/deutschland/bispingen_dasverruecktehausbispinge
n/005.jpg
http://www.isla-mujeres.net/shellhouse/style/images/2254.jpg
https://ldl100.files.wordpress.com/2014/01/crooked-house-poland-2.jpg
http://3.bp.blogspot.com/-xn9jr9_1Eg/VFqaElpjHzI/AAAAAAAABkI/F4eT6KNTaC0/s1600/multicolor-home.jpg
https://s-media-cacheak0.pinimg.com/736x/43/f7/e7/43f7e78c8c7e13c761e64e686617e206.jpg
https://lh3.googleusercontent.com/4aM6Y3ngIjzB2YBpyuzaSwBnd-9JZkm32a99K_92_pGl0bAZ80ZuyilteACsJocm87FHA=s128
https://lh3.googleusercontent.com/BJrJcQ4zNI7JwHAnXXTDHSyrs8DeI4Hix0X7G6e8vG5TiCo
_QAsFg5cN4ybG8uBLx8jQOA=s113

Preparation:
What do you need to prepare for this experience? List steps of preparation in a
bulleted format.
- Create own printmaking dream home
- Create PowerPoint presentation
- Gather and organize materials
- Organize and set up print stations

Safety:
Be specific about the safety procedures that need to be addressed with students. List all
safety issue in a bulleted format.
Review proper use of tools ex. Markers only draw on Plexiglas not tables
Review proper handling of materials - ex. Plexiglas and Styrofoam
Dont eat anything

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you
pique their curiosity and make them interested and excited about the lesson? What
inquiry questions will you pose? Be specific about what you will say and do to
motivate students and get them thinking and ready to participate. Be aware of the varying

range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.
We are continuing to role play as architects, we will review who an architect is and what
they do. After we will introduce and talk about an architectural firm (a group of architects
who create architecture) (includes talking about collaboration). (Do you know what are
architect firm is? Who works there? What do they do?) We will talk about doing multiple
drafts and trying out different ideas to make sure that our dream house is exactly what we
want. They should review their drawings, picking their favorite parts as well as anything
they saw in their peers drawing they would like to include (making connection to the way
a firm works).

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas,
where an idea is understood as a basic element of thought that can be visual, concrete or
abstract. List and describe inquiry questions and processes you will engage students in to
help them develop ideas and plans for their artwork.
PowerPoint:
Have we seen something like this before? What can we assume about the
person who lives here?
Is this even a house? Why would someone want their house to look like this?
How did the architect make this house unique? What do you think the inside
looks like?
What does this remind you of? Where might you find this house?
What does this house say about who lives there? What is interesting about
this?
Whats different about this house? How do all the colors make you feel?
How is this house different than the others? How many people might live
here? Why do you think that?
Where is this house? Whats interesting about this house?
Whats the first thing you notice about this house? Why is that important?

Additional:
What are some basic parts to a house?
What are ways you can make those basic parts more exciting?
How big is your door?
How many people live with you?
Who lives with you?
Do you have any pets?
Do you have a pool?
What colors of homes have you seen?
What colors would you want to see a house?
Have you ever seen a pattern in a home?
What shape are your windows?
Do you have curtains?
Is anyone standing in the window?
Do you have a doorbell?
Do you have a welcome mat?
Do you have a path leading to your door?
What is the path made of?

How long is the path?

Do you have a garage?
Is your garage open?
Is there a car inside?
What does your car look like?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include
approximate time for each activity and instructional methodology: skills,
lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate;
including what student will understand as a result of the art experience
D
a
y
1

Instruction - The teacher will...

(Be specific about what
concepts, information,
understandings, etc. will be
taught.) Identify instructional
methodology. KNOW
(Content) and DO (Skill)

Circle up in the center around the

rug as normal lined up boy-girlboy-girl. Hand out sketchbooks.
Ask the question for the morning,
What is your favorite part of the
dream home youve made?
Why?
Show our previous dream homes
and talk about how we found
inspiration in their art (i.e. We
saw that Niyah and Ella worked
together on their dream home, so
we REVISED our plans to connect
too!).
Does anyone know what the
word revised means?
(It means to make adjustments or
redo something to make it better)
Say, good, so today thats what
we will be doing. You will have
the opportunity to draw your
homes again and improve them.
Maybe someone had a great idea
and you would like to put
something like it in your dream

Learning - Students will... i.e.:

explore ideation by making
connections,
comparing, contrasting; synthesize
possibilities for each painting
technique; etc. (Be specific about
what will be the intended result of
the instruction as it relates to
learning.) UNDERSTAND

Time

5 min.

Developing ones perspective.

5 min.

Developing insight into artist

practice.
Clarifying and analyzing the
meanings of words or phrases.

home. Maybe there is some detail

you would like to add and some
way in which you can use all the
space.
Since revisions mean that there
are going to be more than one
idea for your project, that means
we make multiples. Another art
method of making multiples is
printmaking. Printmaking is
making multiple prints from the
same materials. We will learn
how to make 2 types of prints.
POWERPOINT:
Have we seen
something like this before?
What can we assume
about the person who lives
here?
Is this even a
house? How do we know
that this is a building?
What are some things you
see that all buildings
have?
How did the
architect make this house
unique? Does this house
have a roof, walls and
foundation?
What does this
remind you of? Where
might you find this house?
Do you see other things
that show you that this is a
building and not a real
conch shell? (example:
windows, doors)
What does this
house say about who lives
there? What is interesting
about this?
Whats different
about this house? How do
all the colors make you
feel?
How is this house
different than the others?

10 min.

How many people might

live here? Why do you
think that?
Where is this
house? Whats interesting
about this house?
Whats the first
thing you notice about this
house? Why is that
important?

10 min

Listening critically and exploring

insights into new context.

Explain that today we will be

doing printmaking. Ask if anyone
knows what that means. Explain
that printmaking is when you
make a design (draw a picture)
and then transfer that design to
paper. Explain that today we will
be doing one type of printmaking
called a monoprint. Explain that a
monoprint means one print.
Demonstrate how to make a
monoprint with Plexiglas.
Have the students pass around 2
Plexiglas squares and add one
shape to it. Then one teacher
writes a word on it (to
demonstrate how it will be
backwards)
- dip paper in water
- have a student dry
it off with newsprint
- have another
student place the paper
carefully on Plexiglas
design.
- Demonstrate how
to use brayer to press
down on the design
- Lift paper up and
reveal the collaborative
artwork.
- If they seem
confused - do it again with
other volunteers/students
you know are struggling
- Point out how when

30 min.

Analyzing and evaluating actions.

words are written (in case

they want to put their
name or a house address
on it) that it must be
written backwards.
*Note: provide students the
option of drawing on paper first
and then tracing on the plexiglas
if you want.

5 min.

Understanding other perspectives.

Have 2 designated areas to
create a Plexiglas print.

5 min.

Have the students explain in their

own words what is happening in
their new home theyve designed
before they create the print.
Then let them (help if needed)
make the print.

Clean up:
Classroom will be divided into
stations. Students will draw
monoprints at their desks
(plexiglas, markers and brayers
on desks). There will be 4 stations
with water trays where students
go to wet and dry their paper
before taking back to their desk.
Teachers will clean up water
stations, students will stack
plexiglas, markers and brayers on
their tables as they found them.
Once the prints are done, do
another gallery walk. The
students set their work on their
desk and talk amongst
themselves as they see their
peers work as well.
- Walk through
- Talk about what

Listening to other artists insights.

2 min.

cool things they noticed

about the other works
- What did you notice
that was different from last
week in peoples homes?
- What did you
change in your own home?
- Why did you make
those changes?

13 min

Have students who posted on the

Discovery Board share what they
discovered.
Analyzing and evaluating actions.
Circle up and have another
question prepared.
- Why do you think
its important for artists to
make changes to their first
idea?
- Where else do you
think its good know how
to make prints? (career?
art? advertisements?)

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview)
intended to promote deeper thinking, reflection and refined understandings precisely
related to the grade level expectations. How will students reflect on their learning? A
participatory activity that includes students in finding meaning, inquiring about materials
and techniques and reflecting about their experience as it relates to objectives, standards
and grade level expectations of the lesson.)
Gallery walk at the end of class. (All of the prints will be displayed on the
table and students will walk around for a few minutes to see what everyone else
has created.)
Why do you think its important for artists to make changes to their first
idea?
Where else do you think its good know how to make prints? (career? art?
advertisements?)
How did you add your own personal style and original ideas into your home?
How would someone else looking at your home know that its yours and not someone
elses?
Why did you choose to add __________ on your home?
What does this house mean to you?

What ideas from your first drawing did you keep?

What new ideas did you use in this work?
Did you use any ideas from your classmates?

Post-Assessment (teachercentered/objectives as questions):

Have students achieved the objectives and
grade level expectations specified in your
lesson plan?
Did students demonstrate revision of their
ideas (creating different prints of their
dream home) using printmaking
techniques?

Post-Assessment Instrument:
How well have students achieved the
objectives and grade level expectations
specified in your lesson plan? Include your
rubric, checklist, rating scale, etc.
Rubric included below

Are students able to demonstrate and

define mono-prints correctly?
Did students articulate their revisions and
reasons for them, aloud?
Did students describe and identify key
architectural features (foundation, roof and
walls) accurately?
Did students create their future dream
homes utilizing shape, form and detail in
their prints?

CRITERIA

EXCEEDS
PROFICIEN
CY
(4)

PROFICIE
NT
(3)

WORKING
TO
PROFICIEN
CY
(2)

NOT
PROFICIE
NT
(1)

Translating
2D to 3D

Student
translated 5
or more
details from
2D to 3D

Student
translated
most (4-5)
details
from 2D to
3D

Student
translated
some (2-3)
details from
2D to 3D

Student
did not
translate
any
aspects
into 3D
from 2D

Ability to
identify
and
explain the

Student can
identify by
name, all of
the tools

Student
can
identify by
name, 4 of

Student can
identify by
name, 2-3
of the tools

Student
can
identify by
name, 1

SELF
EVALUATI
ON

TEACHER
EVALUATI
ON

use of a rib
tool, pin
tool,
fettling
knife, loop
tool, and
extruder by
name

and explain
what they
do correctly

the tools
and
explain
what they
do
correctly

and explain
what they
do correctly

or none of
the tools
and
explain
what it
does
correctly

Identifying
color
schemes
correctly:
analogous,
primary,
secondary,
complimen
tary

Student can
identify all 4
color
schemes
correctly

Student
can
identify 3
of the 4
color
schemes
correctly

Student can
identify 2 of
the color
schemes
correctly

Student
can
identify 1
or none of
the color
schemes
correctly

Identifying
and
describing
architectur
al
language:
foundation,
roof, walls,
windows,
doors
correctly

Student can
identify and
describe all
5
architectural
features
correctly

Student
can
identify
and
describe 4
of the
architectur
al features
correctly

Student can
identify and
describe 23 of the
architectural
features
correctly

Student
can
identify
and
describe 1
or none of
the
architectur
al features
correctly

Finished
dream
home
diorama
uses
shape,
form, and
detail

Student
created a
dream
home
diorama
that
includes
deep
planning
and
purpose
and unique
qualities of
materials to
create
shape,
form, and
detail

Student
created a
dream
home
diorama
that
includes
planning
and
purpose
and
unique
qualities
of
materials
to create
shape,
form, and
detail

Student
created a
dream
home
diorama
that
includes
some
planning
and
purpose to
create
shape,
form, and
detail

Students
created a
dream
home
diorama
with little
to no
planning
and little
to no
purpose to
create
shape,
form, and
detail.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised
you, and what you would do differently. Specifically address: (1) To what extent were

lesson objectives achieved? (Utilize assessment data to justify your level of achievement.)
(2) What changes, omissions, or additions to the lesson would you make if you were to
teach again? (3)What do you envision for the next lesson? (Continued practice, reteach
content, etc.)
What worked well for this art experience? Why?
The students were very engaged. I think this had to do with the implementation of role
playing. We really sold it to them that they are now architects (provided with the
definition). They were excited to play into this role.
Another thing that went well was that the talent and interests of the students were well
displayed. We did a gallery walk and also worked in tight quarters. Even though they
worked closely (and in some cases with other students) in proximity to other students,
each work was the students own. They really showed us what they like in a home but also
as a person. They included things like their favorite colors, animal, type of living (outdoors,
in a tree, underwater, etc.).
What could be improved on:
We could more clearly divide up the teacher duties in the class: who talks, who
documents, who demonstrates and when. Keeping the discussion moving was difficult, as
every student wanted to answer each question it was difficult to move on to the next
point.
The cup stacking analogy fell short (I think) as far as understanding. I think they were
excited to help me build from the bottom up but may have missed the point of doing that
exercise.
In the next lesson I hope that the building from the bottom up stuck or if it didnt, then it
can become more apparent as we move ahead. They really got a good grasp of how art is
made and why its made. That was something that they were very vocal about speaking of
and during sharing time they even put a heavy emphasis on how artists make art about
what they like.
I also hope that more students explore what there is. A lot of students used multiple
mediums or went incredibly detailed, but there were also some other students who
struggled with the materials and coming up with new ideas .

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given
to students.