ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 1: Graffiti Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

What is GOOD art?

The students will be asked this at the beginning.

The goal of the lesson is to provide students with the ability to think about art on a deeper surface. What is good art? What is Graffiti? is it art or
vandalism and why?

To think based on personal opinion and individuality, the lesson is to have students create their own Graffiti work but most importantly have them think
about art more than the image and aesthetics.

Alberta Program of Study – Visual Art

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

ENCOUNTERS Students will:

- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?

Guiding Questions (for the lesson)


Learning Objectives
1. Students will be able to understand what Graffiti drawings are
2. Students will be able to think about the controversies between art and vandalism in terms of graffiti
3. students will be able to come up with their final opinions towards the art movement
 Assessment
Formative: Summative:
Observation- during work time and class discussion Final Products
Student/Teacher conferencing Sketchbooks
Gallery walk at the end

Learning Resources (Used in Lesson Delivery)

Resource #1: mini class activity (the class will take a sticky note and answer one of the given questions and stick it to the board with their names attached.- I can assess
the understanding and take attendance through this warm up into the topic technique.
Resource #3: photo examples and a video shown
• https://www.youtube.com/watch?v=4GNoUYZhrT0
• https://www.youtube.com/watch?v=t5zQVRuGXBM

Material and Equipment

List:
Paper
Pencils
sketchbooks
Lesson Procedures
Introduction ( 20 min.):
Hook/Attention Grabber:
- Agenda will be discussed
- Introduction to the topic – Graffiti
- Terminology will be discussed
Assessment of Prior Knowledge (Diagnostic)
- The class discussion will determine the prior knowledge towards the lesson topic
Expectations for Learning and Behavior:
- The teacher would have given the classroom expectations on day one. The teacher will also go through the expectation as the lesson progresses.
Advance Organizer/Agenda:
- Mini class activity
- Introduction to the topic
- Lesson explanation
- Then the students will be given time to work on their sketchbooks and or finish previous assignment work
Transition to Body:
- During this time the teacher will direct the students to grab their materials and sketchbooks and then have them start the sketchbook work
Body ( 1 hr 29 min.):

Agenda
Lesson presentation
Video – 1. 4.31 min is it art or is it vandalism? - pause and show the students an example of an anonymous famous
artist named Banksy
Banksy is an anonymous England-based street artist, vandal, political activist, and film director, active since the 1990s. His satirical street art and
subversive epigrams combine dark humor with graffiti executed in a distinctive stenciling technique.

Girl with Balloon

After the video ask the class- how would you challenge the boundaries of graffiti?

Video- 2.
Have the class grab their chairs and move close to the projector- tell the students to think about the different perspectives in the video and thank about
their own.
After the video Do a class discussion- who believes graffiti is art and who believes its vandalism (have them argue their point)
look at the different perspectives with the class and have them decide what they believe. Class debate is the goal then have the students go and decide
what type of graffiti do they want to produce? (the message.

The lesson slide will have the student’s assignment posted for them to copy down.
Sketchbook assignment:
Do this in order.
1. Answer the questions
- What is graffiti art?
- Is Graffiti art or vandalism? (your perspective what do you believe?)
- What problem does society have with this type of art?
- what do you think about this art?
2. Sketchbook draft
- Create2 Graffiti sketches and attach a meaning to them (1 sentence each- what does your piece mean?)
- The 2 sketches need to be colored or shaded fully
Closure ( 10min.):
Consolidation Learning:
Class discussion
Mini assignment
Sketchbook work and final products

Clean Up Procedure part of closure

- Students will be informed that they are responsible for the materials that they use and the area around them is their responsibility to clean up.
 ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique : Tessellation Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is meant to teach students about the tessellation technique and how to use it to create their own art works. The students will also learn
about MC Escher and how tessellation came about.
Alberta Program of Study – Visual Art
ENCOUNTERS Students will:
- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.
- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.
 DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)

Guiding Questions (for the lesson)

- What is tessellation
Learning Objectives
1. Students will learn about tessellation
2. Students will understand the key terms of the lesson
3. Students will be ale to use the tessellation technique and incorporate it into their art work.
4. Students will learn about MC Escher

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbook work
Critiques

Learning Resources (Used in Lesson Delivery)

- MC Escher -https://www.youtube.com/watch?v=Kcc56fRtrKU ( note taking time)

Resources :
https://www.youtube.com/watch?v=7GiKeeWSf4s
https://www.youtube.com/watch?v=oaY1_-TUqMs
https://www.youtube.com/watch?v=GtG4Jnbpomk – teacher reference

Material and Equipment

List:
Pencils
Paper
Sketchbooks
Rulers
Tape
Scissors

Lesson Procedures
Introduction ( 20min.):
Hook/Attention Grabber:
- Introduction to the topic
- What is tessellation ? / show examples

Assessment of Prior Knowledge (Diagnostic)

- The teacher will go through the topic with the students – the class discussion will determine this section
Expectations for Learning and Behavior:
- The teacher at this point would have already discussed with the class the classroom expectations and handed out the syllabus with the expectations attached.
Advance Organizer/Agenda:
- Introduction to the topic
- Terminology
- Teacher demo
- Sketchbook work
- Time to work on the assignment
Transition to Body:
- The teacher will direct the class to watch a video on MC Escher then have the students grab the materials needed to plan out their assignment in their sketchbooks.

Body ( 1hr 19min.):

- Escher -https://www.youtube.com/watch?v=Kcc56fRtrKU ( note taking time)
The teacher will have the students look at a video about MC
- Students will be given time to plan in their sketchbooks and then proceed to work on their assignments

Closure ( 10min.):
Consolidation Learning:
- Sketchbook work
- Assignment final product
- Class discussion
Clean Up Procedure ( 10 min)
Students will be responsible for keeping the area around them clean and the materials that they use in good shape.

ART EDUCATION LESSON PLAN

 Grade:10 Lesson Title: Exploring technique 3: Arcimboldo Style Self-Portraits Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is meant to encourage the students to look at self portraits beyond the image. This lesson is meant to have students conceptualize the
message of the image who the person is rather than what the person looks like. The goal is to learn about the “who” concept.

Alberta Program of Study – Visual Art

DRAWINGS Students will:
- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
A. Discussing the components of composition is part of learning to talk about art.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)

Guiding Questions (for the lesson)

- Who is Giuseppe Arcimboldo?
- What are Arcimboldo self-portraits?
Learning Objectives
1. Students will learn about Giuseppe Arcimboldo and the Arcimboldo style portraits
2. Students will be encouraged to think about identity and visual interpretation of ones self.
3. Students will understand the concept of the art pieces message

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbooks
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: http://web.archive.org/web/20121002161057/http://www.aiwaz.net/panopticon/arcimboldo-giuseppe/gc190

Material and Equipment

List:
- Materials: White Drawing Paper (or choice of colors)

- Choice of media:
markers, Colored Pencils , Oil Pastels , Crayons , Tempera Paint , Brushes , Watercolor Paint

Lesson Procedures
Introduction ( 20min.):
Hook/Attention Grabber:
- Introduction od the topic- what is Arcimboldo styled self portraits
- Who is Giuseppe Arcimboldo

Assessment of Prior Knowledge (Diagnostic)

- Class discussion on the topic of self portraits
Expectations for Learning and Behavior:
- Prior to the lesson the teacher would have already discussed the classroom expectations and the students would have be given a class syllabus with the expectations stated.
Advance Organizer/Agenda:
- Introduction to the topic
- Introduction to the topic- what is Arcimboldo styled self portraits
- Who is Giuseppe Arcimboldo
- Explanation of the art assignment
- Work time

Body ( 1hr 19 min.):

Terminology:
- Identity
- Self portraits
- Arcimboldo styled self portraits

Reference Example :

- The students will be given time to work on their rough planning in their sketchbooks
- The students will then be given time to proceed onto working on their assignments

Assignment- Assignment Create their own self portrait through imagery, symbolism - create self-identity
- Students will create rough sketch drafts in their sketch books ( this time of the lesson the students will brainstorm ideas and symbolism that best
represent them).
- Students will create a silhouette outline on their assignment paper
- Students will fill in the silhouette with images and symbolism that best represents their self identity
- Students will create an artist statement for the image ( this will be explained during the art critique
Closure ( 10min.):
Consolidation Learning:
- The sketchbook work
- Class discussion
- The final products
Clean Up Procedure ( 10min)
- Prior t this lesson the teacher would have already gone through the classroom expectations and clean up procedure.
- The students are responsible for cleaning the area around them and respecting and cleaning any materials used.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 4: Painting in the expanded field Lesson Duration (mins): (12:24-1:35) 1hr 59min
 Overview of lesson

This lesson is meant to have students paint outside the box. The goal is to have students build their creativity and expand how art is installed, displayed
and what its created on.
Alberta Program of Study – Visual Art
COMPOSITIONS Students will:

- Components 1 EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN
COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.

Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.

- Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.

Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

- Relationships 1 SOLVE TEACHER-DIRECTED SPATIAL PROBLEMS OF MOVEMENT AND DIRECTION IN THE CREATION OF COMPOSITIONS.
Concepts
A. Movement, rhythm and direction are used in recording humans and their activities.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.

- Organizations 1 EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.

Concepts
A. Various materials alter representational formats and processes used in achieving certain intended effects.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)
Guiding Questions (for the lesson)
- What is painting in the expanded field?
- What materials could you used beyond paper and canvas?
- What creative ways could you used to paint on, display and install your paintings?
Learning Objectives
1. Students will learn to look at painting beyond the boundaries of paper and canvas
2. Students will understand that display and material play a huge part towards message and meaning
3. Students will learn to use the space they have and tap into their artistic motivation ( what inspires them/ what material and message do they want to depict)

Assessment
Formative: Summative:
Observation/Anecdotal Final Products
Student/Teacher conferencing Rubric
Critiques Test/Quizzes

Learning Resources (Used in Lesson Delivery)

Resource #1: https://walkerart.org/magazine/5-artists-expanding-the-painting-field-from-the-midwest

Resource #2: https://www.simonleegallery.com/artists/eric-n-mack/
Resource #3: https://www.creativeboom.com/inspiration/cascade-a-huge-rainbow-waterfall-of-dripping-paint-by-british-artist-ian-davenport/

Material and Equipment

List:
Paint ( acrylic )
Watercolor paint
Other paint ( after discussing with the teacher)
Sketchbooks
Pencils
Material of choice ( student teacher discussion)
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- What is painting in the expanded field?
Assessment of Prior Knowledge (Diagnostic)
- Class discussion and examples will be shown
Expectations for Learning and Behavior:
- Previous to this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the
teacher would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
- Introduction to the topic
 - Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important
- Work time

Body (1hr 19min.):

- This assignment will be a lot of one on one student teacher discussion

- The teacher will show examples and
- Students will work on the rough planning stages of their assignment into their sketchbook ( their ideas, message, material that they want to use
etc)
Assignment :
- Students will create a painting used on material beyond canvas and paper
- The students will use their imagination to create paintings outside of the box.
- Students will display their works in creative ways ( the students will have one on one student teacher conferencing
- Material acrylic paint
- Students will create an artist statement

Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure (10min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 5: Art with a text Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is meant to have students contemplate words and sentences with relation to visuals. To have the students think about the words they choose
to use and the visuals that they connect to terminology is important when creating an art work. The students can learn to respect the audience and
environment that one has and the artwork that they create.

Alberta Program of Study – Visual Art

COMPOSITIONS Students will:

- Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.

Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.
Concepts
A. Describing and discussing media and techniques used in one’s own works will develop vocabulary.
B. Describing and discussing components of design are part of the process of analyzing one’s own work.

- Organizations 1 EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.

Concepts
B. Various materials alter representational formats and processes used in achieving certain intended effects.

- Organizations 2 BE CONSCIOUS OF THE EMOTIONAL IMPACT THAT IS CAUSED AND SHAPED BY A WORK OF ART.
Concepts
A. Image making is a personal experience created from ideas and fantasies.
B. Mood is created by tools like atmospheric perspective.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)

Guiding Questions (for the lesson)

Based off the previous lesson:
- What is painting in the expanded field?
- What materials could you used beyond paper and canvas?
What creative ways could you used to paint on, display and install your paintings?
 - What impact does words have on art?
- How can you use words and sentences to add meaning to an art piece?

Learning Objectives
1. Students will learn about the impact of words with regards to art
2. Students will understand that social context and environment plays a part to the art making process
3. Students will learn to collaborate and discuss ideas with others and present the art work to audiences

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbook work
Critique

Learning Resources (Used in Lesson Delivery)

Resource #1: *** https://izismile.com/2009/12/01/text_art_youve_never_seen_before_31_pics.html

Resource #2: https://fineartamerica.com/featured/3-text-map-of-the-world-michael-tompsett.html
Resource #3: https://mymodernmet.com/text-art-masters/

Example:

Material and Equipment

List:
Pencils
Sketchbooks
Paper
(other material after discussing with the teacher)

Lesson Procedures
Introduction ( 20min.):
Hook/Attention Grabber:
- The teacher will go through words and what meaning places on art
- What is art with a text?
Assessment of Prior Knowledge (Diagnostic)
- Class discussion
Expectations for Learning and Behavior:
- Previous to this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the
teacher would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
- Introduction to the topic
- Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important as well as discussion with the teacher***
- Work time
Body (1hr 19min.):

The teacher will discuss the concept of text and art and show examples
Then the teacher will explain the assignment:

Assignment:
- drawing with the use if one statement word or sentence (appropriate sentence/ word)
- Students will create a drawing based off the word or sentence of the student’s choice
- This is meant to make a statement or tell a story to the audience.
Students will be given time to work in their sketchbooks
Students will be given time to discuss with the teacher their ideas and collaborate

Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure ( 10min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 6: landscape Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is focused on teaching students’ what landscape artwork is and that placement of images and symbolism plays a huge part in the creation
process. Students will learn about focal point and direction of the audience eyes that artwork plays with.

Alberta Program of Study – Visual Art

DRAWINGS Students will:
- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.
- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.
Concepts
B. Discussing the components of composition is part of learning to talk about art.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

COMPOSITIONS Students will:

- Components 1 EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN
COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.

Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.

- Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.

Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? (the students will develop this through the term and come up with the final conclusion on the last final assignment)
Guiding Questions (for the lesson)
- What is your focal point?
- What landscape do you want to create?
 - Think about light and scale
- What is the direction of the eye?
Learning Objectives
1. Students will learn about landscape
2. Students will learn what focal point is
Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbook work
Critiques
Learning Resources (Used in Lesson Delivery)

Resource #1: https://learnodo-newtonic.com/famous-landscape-paintings

Material and Equipment
List:
- Sketchbooks
- Pencils
- Paper
- Or paint
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- The teacher will go through focal point and landscape art
Assessment of Prior Knowledge (Diagnostic)
- Class discussion
Expectations for Learning and Behavior:
- Previous to this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the
teacher would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
- Introduction to the topic
- Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important as well as discussion with the teacher***
- Work time
Body (1hr 19min.):
- The teacher will show examples and discuss what focal point means and how to create it in one’s own art works.
- The teacher will explain the assignment
- The teacher will have the students grab all the material that they need to plan out their ideas
Assignment:
- Students will create sketchbook rough drafts and notes (prof of thinking process and prep work)
 - Students will create landscape drawings/ paintings as the assignment for this lesson

Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure (10min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: landscape/ Remembrance Day reflection Lesson Duration (mins): (12:24-1:35)

Overview of lesson

Essential question:
What makes art GOOD?
The students will be asked this at the beginning.

The goal of the lesson is to provide students with the ability to think about landscape and message. The message will be provided by the teacher so that
all the students will have the same message to focus on. This way at the end of the lesson the class will be able to display and view each project in a
silent gallery walk.

The students are asked to take a significant event – Remembrance Day and reflect on the message and how they would incorporate it into a landscape
piece.
 - Remembrance Day is a Memorial Day regarding the end of the First World War to remember the members of their armed forces who
have died in the line of duty. The students will be asked to crate a piece to show respect for the day and will be given the task to
evoke emotion in the viewer in doing so.

Alberta Program of Study – Visual Art

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

ENCOUNTERS Students will:

- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.
 - Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?

Guiding Questions (for the lesson)

 How can an artist evoke emotion in their work? What ways could this be done?
 What is a landscape painting / drawing?
 With Remembrance Day approaching- why do we take the time to think about this event?
 How could you incorporate this even into a landscape artwork?
 What ways could you enforce emotion and respect into a piece of art?

Learning Objectives
1. Students will be able to understand what landscape art is
2. Students will be able to think about Remembrance Day and the significance in the day
3. students will be able to come up with their own landscape artwork that incorporates the Remembrance Day theme
Assessment
Formative: Summative:
Observation- during work time and class discussion Final Products
Teacher walk around Sketchbooks
Learning Resources (Used in Lesson Delivery)

Resource #1: Flanders field poem- to help the students think about the message and how to incorporate the visual
Resource #2: question prompt on the board for students to visually think about. (Q- what does peace look like? OR when you hear Remembrance Day what do you
see?)
Resource#4: https://www.ctvnews.ca/canada/what-s-special-about-this-remembrance-day-most-canadians-don-t-know-1.4167394
Material and Equipment
List:
Paper
pastel
Pencils
sketchbooks
Lesson Procedures
Introduction (20 min.):
Hook/Attention Grabber:
- Agenda will be discussed
- Introduction to the topic – landscape and Remembrance Day
- Theme will be discussed as well as the prompt questions
Assessment of Prior Knowledge (Diagnostic)
- The class discussion will determine the prior knowledge towards the lesson topic
Expectations for Learning and Behavior:
- The teacher would have given the classroom expectations on day one. The teacher will also go through the expectation as the lesson progresses.
Advance Organizer/Agenda:
 - Prompt questions discussed
- Introduction to the topic
- Video will be shown while the teacher hands out the Flanders field poem for students to refer to
- Lesson explanation- as well as the idea of RESPECT will be stated in terms of the topic
- Then the students will be given time to work on their sketchbooks and start planning – no sketchbook assignments will be given only the rough draft
Transition to Body:
- During this time the teacher will direct the students to grab their materials and sketchbooks and then have them start the sketchbook work
Body ( 1 hr 29 min.):

Agenda
Lesson presentation
Video – 4 min
After the video ask the class- how would you challenge the boundaries of graffiti?

Work time

Closure ( 10min.):
Consolidation Learning:
Class discussion (verbal communication)
Teacher walk around (verbal communication)
Rough drafts and thinking process in the sketchbooks
and final products

Clean Up Procedure part of closure

- Students will be informed that they are responsible for the materials that they use and the area around them is their responsibility to clean up.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 7: tough topics Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

This lesson s focused on the art of depicting a message or making a statement that relates to a strong/ tough topic.
This lesson is meant to have the students conceptualize the idea that art has multiple messages and depending on the artist, the message can be tough/
serious.
 Alberta Program of Study – Visual Art
DRAWINGS Students will:
- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
C. Discussing the components of composition is part of learning to talk about art.

COMPOSITIONS Students will:

- Components 1 EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN
COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.

Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.

- Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.

Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

- Relationships 1 SOLVE TEACHER-DIRECTED SPATIAL PROBLEMS OF MOVEMENT AND DIRECTION IN THE CREATION OF COMPOSITIONS.

Concepts
A. Movement, rhythm and direction are used in recording humans and their activities.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.
Concepts
A. Describing and discussing media and techniques used in one’s own works will develop vocabulary.
B. Describing and discussing components of design are part of the process of analyzing one’s own work.

- Organizations 2 BE CONSCIOUS OF THE EMOTIONAL IMPACT THAT IS CAUSED AND SHAPED BY A WORK OF ART.
Concepts
A. Image making is a personal experience created from ideas and fantasies.
B. Mood is created by tools like atmospheric perspective.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)
Guiding Questions (for the lesson)
- What tough topics do you feel strongly about ?
- How can you best depict your topic/message in your art wok ?
Learning Objectives
1. Students will learn to understand the message and topics that they feel strongly about and use it in their art work.
2.Students will learn to address art from the perspective of a tough or series stand point.
3. Students will learn to create an art work that best correlates to the message ( the goal is to encourage creativity).

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing sketchbooks
Critiques
Learning Resources (Used in Lesson Delivery)

Resource #1: teacher art work -Syrian refugee

Resource #2: example 2 – Kent Monkman

The Scream, on the cover, The Subjugation of Truth, by Kent Monkman

- History painting representation of the colonialism that happened in Canada and a scene of what it would have looked like during the time residential
schooling. This piece represents the artists views towards residential schooling and the relation it had to genocide.
- This piece and its message links towards the concept of reconciliation and awareness

Resource- https://canadianart.ca/features/kent-monkman-critiques-canada-150/ ( be careful- don’t show all the resources as some parents may not want
their children to view certain material. Just use it to look at the reasoning and the first photo on the cite)
Material and Equipment
List:
- Sketchbooks
- Pencils
- Paper
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- The teacher will go through message and topics (tough topics)
- Class discussion
Expectations for Learning and Behavior:
- Previous to this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the
teacher would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
 - Introduction to the topic
- Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important as well as discussion with the teacher***
Work time
Body (1hr 19min.):

- The teacher will talk about message and tough /hard topics
- The teacher will explain the assignment /explain the media choices need to talk through with the teacher
- The teacher will have the students grab all the material that they need to plan out their ideas
Assignment:
- Students will create sketchbook rough drafts and notes (prof of thinking process and prep work)
Students will decide what message they want to talk about in their artwork and how to depict it.
- The medium of the artwork is drawing but the students can also use color material and painting would need to be discussed with the teacher.

Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure (10min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 8: Series piece Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is meant to have the students understand the concept of series artwork. The goal is to have the students understand that an Art Series
Is a collection of artworks and art pieces which make up an art series. Almost all mediums of the arts can be developed into a series. This lesson has the
students create a drawing-based series art assignment.

Alberta Program of Study – Visual Art

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
D. Discussing the components of composition is part of learning to talk about art.

COMPOSITIONS Students will:

- Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.

Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? (the students will develop this through the term and come up with the final conclusion on the last final assignment)
Guiding Questions (for the lesson)
- What is series art?
- What is your series are based on?
Learning Objectives
1. Students will understand what series art is and how to create series works of their own
2. Students will learn to create a series artwork
3. Students will learn to install their series artwork in relation to the art piece that they created
Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing sketchbook
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: http://www.andreadashareich.com/editions

Resource #2: https://www.metmuseum.org/art/collection/search/437121
Resource #3: https://www.moma.org/collection/works/80220

Material and Equipment

List:
Sketch books
Pencils
Paper
paint
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- The teacher will go through
 - Class discussion
Expectations for Learning and Behavior:
- Previous to this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the
teacher would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
- Introduction to the topic
- Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important as well as discussion with the teacher***
Work time
Body (1hr 19min.):

- Teacher demo / teacher shows examples

- The teacher will explain the assignment
- The teacher will have the students grab all the material that they need to plan out their ideas
Assignment:
- Students will create rough draft sketches in their sketchbooks ( the students will need to show evidence of planning and thought process)
- The students will then create their own series assignment

Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure (10 min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 9: (play with the eye) 2 pieces- mirror effect and camouflage Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson

The students will learn to create art works that use the art of reflection and camouflage. This lesson is to help students learn to use art in a way that
plays with the audiences’ senses. The students will learn to practice with the use of line to create a variety of perceptions for the audience.

Alberta Program of Study – Visual Art

DRAWINGS Students will:
- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
E. Discussing the components of composition is part of learning to talk about art.

- Relationships 1 SOLVE TEACHER-DIRECTED SPATIAL PROBLEMS OF MOVEMENT AND DIRECTION IN THE CREATION OF COMPOSITIONS.

Concepts
B. Movement, rhythm and direction are used in recording humans and their activities.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.
Concepts
A. Describing and discussing media and techniques used in one’s own works will develop vocabulary.
B. Describing and discussing components of design are part of the process of analyzing one’s own work.

- Organizations 1 EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.

Concepts
C. Various materials alter representational formats and processes used in achieving certain intended effects.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? (the students will develop this through the term and come up with the final conclusion on the last final assignment)
Guiding Questions (for the lesson)
- How can you best display a reflection? What items give a reflection?
- What ways can you best create a camouflage technique?
Learning Objectives
1. Students will learn to create art works that include elements of play. To adhere and play with the audiences’ senses.
2. Students will practice using line and direction of the eye in line creation.
3. Students will understand that certain elements of line and shading can play with the audience’s perception of the piece.

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbook work
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.mcescher.com/gallery/back-in-holland/relativity/

Resource #2: https://www.youtube.com/watch?v=KUrGtXbg_6I
Resource #3: https://www.mcescher.com/gallery/recognition-success/bond-of-union/

Material and Equipment

List:
Pencil
Sketch books
Paper
( media other than pencil – the students would need to talk to the teacher and discuss the ideas before creating their works)

Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- The teacher will go through examples of mirror and camouflage art works them move into a Class discussion
Expectations for Learning and Behavior:
- Previous to this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the
teacher would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
- Introduction to the topic
- Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important as well as discussion with the teacher***
Work time
Body (1hr 19min.):

- The teacher will show examples and then explain the assignment
- The teacher will have the students grab all the material that they need to plan out their ideas
Assignment:
- The students will be asked to create rough sketches that show their planning process
- The students will be asked to create two medium pieces of a reflection and camouflage or one large piece that represents camouflauge, reflection
or both.
- Students will need to include their name, a title and an artist statement

Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure (10min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.
 ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 10: layered drawing Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson
For this lesson the students will be learning about photo layering, this is a popular process in photography, yet the students will learn how to layer
images with drawing techniques.

Alberta Program of Study – Visual Art

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
F. Discussing the components of composition is part of learning to talk about art.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
  What makes art successful?
 What is your chosen art practice? (the students will develop this through the term and come up with the final conclusion on the last final assignment)
Guiding Questions (for the lesson)
- What is image layering?
- How can you best display a message with multiple symbols combined?
Learning Objectives
1. Students will learn to alter a visual message with the use of layering images and symbols
2. Students will learn about the importance of symbolism

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbook work
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1:
Resource #2: https://www.emilygrenader.com/?p=1
Resource #3:https://www.artistrunwebsite.com/blog/1887/Densely+Layered+Drawings+by+Thea+Yabut
Resource #4: https://www.saatchiart.com/art-collection/Layered-Drawings/839125/123546/view
Resource #5: https://www.creativeboom.com/inspiration/layered-drawings-artist-creates-intriguing-layered-landscapes-using-hundreds-of-panels/
Resource #6: https://www.sacurrent.com/sanantonio/arts-watch-for-thorns/Content?oid=2275402
Material and Equipment
List:
Sketchbooks
Pencils and paper
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- The teacher will go through the topic of layered images and ask the students what they know about layered images in a Class discussion
Expectations for Learning and Behavior:
- Before this lesson the teacher would have already talked about and stated the class expectations with the students the expectations will also be in the syllabus that the teacher
would have given to the class at the beginning of the term.
Advance Organizer/Agenda:
- Introduction to the topic
- Class discussion
- Examples shown
- Assignment explanation
- Sketchbook planning *** very important as well as discussion with the teacher***
Work time
Body (1hr 19min.):

- The teacher will show examples and then explain the assignment to the class.
- The teacher will have the students grab all the material that they need to plan out their ideas
Assignment:
- The students will be asked to create rough sketches that show their planning process
- The students will be asked to create a large layered drawing influenced by the art of layering of images in photography.
- Students will need to include their name, a title and an artist statement
Closure ( 10min.):
Consolidation Learning:
Class discussion
Sketchbook work
Final product
Clean Up Procedure (10 min)
Students will be responsible for the area around them.
The students are also responsible to respect the school materials used and to clean them after use.

ART LESSON PLAN

Grade10 Lesson Title: creative colour wheel (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is based off of basic color elements. The goal is to have the students learn about primary and secondary color techniques and what to mix to
attain certain secondary colors.

This basic knowledge is essential to painting.

Alberta Program of Study – Visual Art
The goal is to have students contemplate and or incorporate these concepts into their art project.

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
G. Discussing the components of composition is part of learning to talk about art.

COMPOSITIONS Students will:

- Components 1 EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN
COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.

Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.
 - Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.
Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

- Relationships 1 SOLVE TEACHER-DIRECTED SPATIAL PROBLEMS OF MOVEMENT AND DIRECTION IN THE CREATION OF COMPOSITIONS.

Concepts
C. Movement, rhythm and direction are used in recording humans and their activities.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.
Concepts
A. Describing and discussing media and techniques used in one’s own works will develop vocabulary.
B. Describing and discussing components of design are part of the process of analyzing one’s own work.

- Organizations 1 EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.

Concepts
D. Various materials alter representational formats and processes used in achieving certain intended effects.

- Organizations 2 BE CONSCIOUS OF THE EMOTIONAL IMPACT THAT IS CAUSED AND SHAPED BY A WORK OF ART.
Concepts
A. Image making is a personal experience created from ideas and fantasies.
B. Mood is created by tools like atmospheric perspective.

ENCOUNTERS Students will:

- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Transformations Through Time COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.

Concepts
A. Works of art contain themes and images that reflect various personal and social conditions.
B. Technology has an effect on materials used in image making.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)

Guiding Questions (for the lesson)

 What is primary and secondary colours?
 What do you call black and white?
 What do you mix to make green, purple and orange?
Learning Objectives
1. Students will understand what primary colors and secondary colors are.
2. Students will create creative interpretations of the color wheel.
3. Students will learn to record their process and thought process into their sketchbooks
4. Students will learn what to classify black and white.

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing Sketchbooks
Critiques

Learning Resources (Used in Lesson Delivery)

Teacher will use personal example and demo to show the class the process.

Material and Equipment

List:
Sketchbooks
Notes
Pencils
Paper
Resources needed to complete their chosen medium
paint

Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- Introduction of the topic
- Review of terms- primary, secondary colours and what shades are
Assessment of Prior Knowledge (Diagnostic)
- Class collaboration and previous work
Expectations for Learning and Behavior:
- classroom expectations will be set with the students on this day ( this will be day one of lessons)
Advance Organizer/Agenda:
- Introduction to the lesson topic
- The teacher will have a class discussion on terminology
- Teacher demo
Transition to Body:
The students will be directed to start their rough sketches then proceed to start their final projects.
Body (1hr 19min.):

During this time the students will be given time to start the sketchbook work and then proceed to start their assignments.

Closure ( 10min.):
Consolidation Learning:
Final projects
Sketchbook rough notes
Class collaboration
Student teacher conferencing

Clean Up Procedure (10 min)

Students will be responsible to clean up the area around them and the materials that they use.
 ART LESSON PLAN
Grade10 Lesson Title: relief sculpting (12:24-1:35) 1hr 59min

Overview of lesson

This lesson is meant t teach students depth and perception in sculpture. Encouraging students to look at drawing from a multimedia perspective.
 Alberta Program of Study – Visual Art
The goal is to have students contemplate and or incorporate these concepts into their art project.

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
H. Discussing the components of composition is part of learning to talk about art.

COMPOSITIONS Students will:

- Components 1 EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN
COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.

Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.
 - Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.
Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

- Relationships 1 SOLVE TEACHER-DIRECTED SPATIAL PROBLEMS OF MOVEMENT AND DIRECTION IN THE CREATION OF COMPOSITIONS.

Concepts
D. Movement, rhythm and direction are used in recording humans and their activities.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.
Concepts
A. Describing and discussing media and techniques used in one’s own works will develop vocabulary.
B. Describing and discussing components of design are part of the process of analyzing one’s own work.

- Organizations 1 EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.

Concepts
E. Various materials alter representational formats and processes used in achieving certain intended effects.

- Organizations 2 BE CONSCIOUS OF THE EMOTIONAL IMPACT THAT IS CAUSED AND SHAPED BY A WORK OF ART.
Concepts
A. Image making is a personal experience created from ideas and fantasies.
B. Mood is created by tools like atmospheric perspective.

ENCOUNTERS Students will:

- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Transformations Through Time COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.

Concepts
A. Works of art contain themes and images that reflect various personal and social conditions.
B. Technology has an effect on materials used in image making.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? ( the students will develop this through the term and come up with the final conclusion on the last final assignment)

Guiding Questions (for the lesson)

 What ways can you create a relief sculpture?
 What is a relief sculpture?
Learning Objectives
1. Students will choose an individualized art practice for this activity
2. Students will collaborate, display and share their art pieces at the end of the term
3. Students will learn to record their process and thought process into their sketchbooks

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing sketchbooks
Critiques

Learning Resources (Used in Lesson Delivery)

The teacher will create a demo and go through the process.

https://museum.classics.cam.ac.uk/collections/casts/mourning-athena
Material and Equipment
List:
Sketchbooks
Notes
Pencils
Paper
Resources needed to complete their chosen medium
Clay wax
glaze
 Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- Introduction of the topic
- Review of relief sculpting and the basic aspects that come with creating and caring for clay material.
Assessment of Prior Knowledge (Diagnostic)
- Class collaboration and previous work
Expectations for Learning and Behavior:
- At this point of the school term, classroom expectations have already been set an the students would have received a class syllabus with the expectations included
Advance Organizer/Agenda:
- Introduction to the lesson topic
- The teacher will have a class discussion on main terminology
- Teacher demo
- Examples will be shown

- Teacher will go through creating the piece of art and how to work with and care for the material.
- The teacher will go through the final assignment
Transition to Body:
The students will be directed to start their rough sketches then proceed to start their final projects.
Body (1hr 19min.):

During this time the students will be given time to start the sketchbook work and then proceed to start their assignments.

Closure ( 10min.):
Consolidation Learning:
Final projects
Sketchbook rough notes
Class collaboration
Student teacher conferencing
Clean Up Procedure (10 min)
Students will be responsible to clean up the area around them and the materials that they use.

ART EDUCATION LESSON PLAN

Grade:10 Lesson Title: Exploring technique 1: Graffiti Lesson Duration (mins): (12:24-1:35) 1hr 59min

Overview of lesson
Essential question:
What is GOOD art?
The students will be asked this at the beginning.

The goal of the lesson is to provide students with the ability to think about art on a deeper surface. What is good art? What is Graffiti? is it art or
vandalism and why?

To think based on personal opinion and individuality, the lesson is to have students create their own Graffiti work but most importantly have them think
about art more than the image and aesthetics.

Guiding question:
Is graffiti art or vandalism?

Alberta Program of Study – Visual Art

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

ENCOUNTERS Students will:

- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.
 - Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?

Guiding Questions (for the lesson)

 Is graffiti art or vandalism?
 If art isn’t displayed in an art museum is it considered art?
 If its placed on other peoples property without permission is it art then?
 If graffiti is hindering the items purpose is it art? Example if graffiti is covering a stop sign is it a danger or is it fine art?

Learning Objectives
1. Students will be able to understand what Graffiti drawings are
2. Students will be able to think about the controversies between art and vandalism in terms of graffiti
3. students will be able to come up with their final opinions towards the art movement

Assessment
Formative: Summative:
Observation- during work time and class discussion Final Products
Student/Teacher conferencing Sketchbooks
Gallery walk at the end of the project

Learning Resources (Used in Lesson Delivery)

Resource #1: mini class activity (the class will take a sticky note and answer one of the given questions and stick it to the board with their names attached.- I can assess
the understanding and take attendance through this warm up into the topic technique.
Resource #3: photo examples and a video shown
• https://www.youtube.com/watch?v=4GNoUYZhrT0
• https://www.youtube.com/watch?v=t5zQVRuGXBM

Material and Equipment

List:
Paper
Pencils
Sketchbooks

Paint
Pastel
Indan ink – optional for students who want to try it out
Pencil crayon
Sharpie
Pencil

Any other material needs to be discussed with the teacher

Lesson Procedures
Introduction (20 min.):
Hook/Attention Grabber:
- Agenda will be discussed
- Introduction to the topic – Graffiti
- Terminology will be discussed
Assessment of Prior Knowledge (Diagnostic)
- The class discussion will determine the prior knowledge towards the lesson topic
Expectations for Learning and Behavior:
- The teacher would have given the classroom expectations on day one. The teacher will also go through the expectation as the lesson progresses.
Advance Organizer/Agenda:
- Mini class activity
- Introduction to the topic
- Lesson explanation
- Then the students will be given time to work on their sketchbooks and or finish previous assignment work
Transition to Body:
- During this time the teacher will direct the students to grab their materials and sketchbooks and then have them start the sketchbook work
Body ( 1 hr 24 min.):
Agenda
Lesson presentation
Video – 1. 4.31 min is it art or is it vandalism? - pause and show the students an example of an anonymous famous
artist named Banksy

Talk about the idea of an art gallery display- does art have to be in an art gallery to be considered art?

Banksy is an anonymous England-based street artist, vandal, political activist, and film director, active since the 1990s. His satirical street art and
subversive epigrams combine dark humor with graffiti executed in a distinctive stenciling technique.

Artist: Banksy
Girl with Balloon
After the video ask the class- how would you challenge the boundaries of graffiti?
Artist: Keith Haring
Tuttomondo

https://artclubblog.com/2016/01/29/graffiti-friday-38/#more-6531

Video- 2.
Have the class grab their chairs and move close to the projector- tell the students to think about the different perspectives in the video and thank about
their own.
After the video Do a class discussion- who believes graffiti is art and who believes its vandalism (have them argue their point)
look at the different perspectives with the class and have them decide what they believe. Class debate is the goal then have the students go and decide
what type of graffiti do they want to produce? (the message.

The lesson slide will have the student’s assignment posted for them to copy down.
Sketchbook assignment:
Do this in order.
2. Answer the questions
- What is graffiti art?
- Is Graffiti art or vandalism? (your perspective what do you believe?)
- What problem does society have with this type of art?
- what do you think about this art?
2. Sketchbook draft
- Create2 Graffiti sketches
- 1. Alphabet draft (working with and experimenting with font
- 2. Create your name in any font you chose

The board should look like this in class:

The sticky notes is the mini activity done at the beginning of class. Its an enter slip and way for the teacher to assess
the prior knowledge of the topic.

Closure ( 15min.):
Consolidation Learning:
Class discussion
Mini assignment
Sketchbook work and final products

Clean Up Procedure part of closure

- Students will be informed that they are responsible for the materials that they use and the area around them is their responsibility to clean up.
- You will have the option to choose to do this project in pairs, alone or in a group (you will need to talk with the teacher to be in a group).
- Each person will be responsible with coming up with a message statement that they feel the viewer should know.
- You will be asked to use letters, symbolism and color to depict your message.

What should be on the project:

- Name, date and title needed

- Artist statement (if you’re in a group of 2 or more people each student needs to write an artist statement).
- List the main symbols included in your work and give a brief explanation behind the meaning.
Example of symbol description:
1. Dove: used to represent purity and innocence
2. Circle used to represent: a never-ending story

Use the example as a guide.

 3. Create a rough plan in your sketchbooks and label your thoughts
4. Be creative!

FINAL ART LESSON PLAN

Grade10 Lesson Title: STUDENTS CHOICE final project time: (12:24-1:35) 1hr 59min

Overview of lesson

This final lesson consists of an assignment that encourages the students to think about the past lessons and the past assignments that led up to this
point of the semester.
The focus is to have the students develop their own art studio practice. The goal of the entire unit is to have the students conceptualize the vast majority
of art practices and learn about what art practice they’re drawn to.

The development of art practice through exploring a technique of choice towards assignment topics facilitated by the teacher.

Alberta Program of Study – Visual Art

The goal is to have students contemplate and or incorporate these concepts into their art project.

DRAWINGS Students will:

- Record COMBINE DESCRIPTION, EXPRESSION AND COGNITION IN THE DRAWING PROCESS.

Concepts
A. Subject matter and expressive intention can be depicted with a variety of notational marks.
B. The expressive content of drawings is affected by the drawing media selected.

- Investigate DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

Concepts
A change in drawing techniques can express a different point of view about the same subject matter.
B. Tactile qualities of surfaces can be rendered through controlled use of line.
C. Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space.
Natural forms can be used as sources of abstract images and designs.

- Communicate INVESTIGATE VARIETIES OF EXPRESSION IN MAKING IMAGES.

Concepts
A. Drawings can express the artist’s concern for social conditions.
B. A drawing can be a formal, analytical description of an object.

- Articulate and Evaluate USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE THEIR OWN WORKS.

Concepts
I. Discussing the components of composition is part of learning to talk about art.

COMPOSITIONS Students will:

- Components 1 EXTEND THEIR KNOWLEDGE OF AND FAMILIARITY WITH THE ELEMENTS AND PRINCIPLES OF DESIGN THROUGH PRACTISE IN
COMPOSING TWO- AND THREE-DIMENSIONAL IMAGES.

Concepts
A. Colour and value concepts are important components of an artist’s compositional skill.
B. Positive and negative space are essential to the description of two- and three-dimensional forms.

- Components 2 SOLVE TEACHER-DIRECTED PROBLEMS OF UNITY AND EMPHASIS IN CREATING COMPOSITIONS.

Concepts
A. Compositions use positioning and grouping of subjects for different meanings and emphasis.
B. Unity is achieved by controlling the elements of a composition within the picture plane.

- Relationships 1 SOLVE TEACHER-DIRECTED SPATIAL PROBLEMS OF MOVEMENT AND DIRECTION IN THE CREATION OF COMPOSITIONS.

Concepts
E. Movement, rhythm and direction are used in recording humans and their activities.

- Relationships 2 USE THE VOCABULARY OF ART CRITICISM TO DEVELOP AND ACCEPT ANALYSES OF THEIR OWN WORK.
Concepts
A. Describing and discussing media and techniques used in one’s own works will develop vocabulary.
B. Describing and discussing components of design are part of the process of analyzing one’s own work.
 - Organizations 1 EXPERIMENT WITH VARIOUS REPRESENTATIONAL FORMATS.
Concepts
F. Various materials alter representational formats and processes used in achieving certain intended effects.

- Organizations 2 BE CONSCIOUS OF THE EMOTIONAL IMPACT THAT IS CAUSED AND SHAPED BY A WORK OF ART.
Concepts
A. Image making is a personal experience created from ideas and fantasies.
B. Mood is created by tools like atmospheric perspective.

ENCOUNTERS Students will:

- Sources of Images INVESTIGATE THE PROCESS OF ABSTRACTING FORM FROM A SOURCE IN ORDER TO CREATE OBJECTS AND IMAGES.

Concepts
A. Artists simplify, exaggerate and rearrange parts of objects in their depictions of images.
B. Artists select from natural forms in order to develop decorative motifs.

- Transformations Through Time COMPARE THE IMAGE CONTENT OF CERTAIN PERIODS.

Concepts
A. Works of art contain themes and images that reflect various personal and social conditions.
B. Technology has an effect on materials used in image making.

- Impact of Images BECOME AWARE OF THE RELATIONSHIP BETWEEN FUNCTION AND FORM IN ARTISTIC PRODUCTIONS.
Concepts
A. Simplified form communicates the purpose and function of designed objects.
B. The function of an artwork can be emphasized by its decoration.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What makes art successful?
 What is your chosen art practice? (the students will develop this through the term and come up with the final conclusion on the last final assignment)

Guiding Questions (for the lesson)

 What art practice draws you in?
 What techniques and what qualities do you like / dislike about art
 Learning Objectives
1. Students will choose an individualized art practice for this activity
2. Students will collaborate, display and share their art pieces at the end of the term
3. Students will learn to record their process and thought process into their sketchbooks

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing sketchbooks
Critiques

Learning Resources (Used in Lesson Delivery)

All the resources used for this lesson will be from past lessons and assignments given up to this lesson.

Material and Equipment

List:
Sketchbooks
Notes
Pencils
Paper
Resources needed to complete their chosen medium

Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- Introduction of the topic
- Review of what medium and art practice draws students in
Assessment of Prior Knowledge (Diagnostic)
- Class collaboration and previous work
Expectations for Learning and Behavior:
- At this point of the school term, classroom expectations have already been set an the students would have received a class syllabus with the expectations included
Advance Organizer/Agenda:
- Introduction to the lesson topic
- The teacher will have a class discussion on what the students enjoyed about the previous assignments and what they didn’t like
- The teacher will go through the final assignment
Transition to Body:
The students will be directed to start their rough sketches then proceed to start their final projects.
Body (1hr 8min.):

During this time the students will be given time to start the sketchbook work and then proceed to start their assignments.
Closure ( 10min.):
Consolidation Learning:
Final projects
Sketchbook rough notes
Class collaboration
Student teacher conferencing

Clean Up Procedure (10 min)

Students will be responsible to clean up the area around them and the materials that they use.
 Assignment list
Extra assignments after the final project- if students get ahead:
The students will be asked to complete a list of sketchbook STUDIES required for the course as well- this will ensure that the students who move
quickly through the projects will have assignments that keep them interested. These students will also be able to move forward and prep for the
following assignments.

Assignments Assignment topics

1 Graffiti- is it art or vandalism?

2 Tessellation
3 Arcimboldo style self portraits
4 Painting in the expanded field
5 Art with a text
6 Landscape
7 Landscape- with a theme Remembrance Day ( reflecting on the emotion)
8 Tough topics - (in a respectful manner)
9 Series piece
10 2 assignments- reflection and camouflage
11 Layered drawings
12 Creative color wheel
13 Relief sculpting
Final project Optional section- the students will get to choose their topic and medium
 LCI school time schedule:
Monday – Thursday (12:24-1:35) 1hr 59min
Friday (10:50-11:38) 1 hr 48 min