1

UNIT PLAN Art ED 3601

Art Education Unit

Title of Unit Expressionism: How the Expressionist movement Grade Level 9
created expressive artworks with the use of colour
and mark making
Teacher Kendra Berg Number of Lessons 4 Lessons
and Classes 7-8 Classes
Overview of Unit & Rationale
Learning Objectives:
Through this unit students will learn about the expressionist movement (1905-1920). An introduction to the movement and
artists will support students through a research inquiry that aims to help students gain historical knowledge and insight into
the profound impact expressionism had on the art world.

Students will gain knowledge and practice expressing themselves through mark making, colour and digging deeper into
themselves. Students will attempt to portray their feelings and observe how artwork can affect their emotions. Looking into
themselves will encourage their relationship building with themselves and getting to know who they are as artists and a
human being.

This can be done through the exploration of intuitive mark making, exploring how colour can reflect mood, and feelings
and creating expressionist inspired artworks. Expressionism can allow students to take risks and create artworks based on
their inner feelings without pressure for their piece to look realistic. This is valuable for student growth and learning about
their own practice as artist. The process of creating and how they felt during the progression of their piece is of equal
importance. The process of a painting and how students come to an end result can help students gain knowledge about
themselves and learning to persevere through challenges they may be having with the composition.

The art practice of mark making, and colour exploration will allow students to explore their feelings in a safe environment
and learn how to use their feelings and emotion to create meaningful compositions.

They will challenge themselves to think about the deeper meaning held within artwork, and how looking within themselves
can create phenomenal artworks.

The students will engage in an art appreciation with critique cards to help them translate their thoughts into words using
appropriate art-based vocabulary (vocabulary list as seen below).

Rationale:
The art room should be a safe and supportive environment for all students to grow as individuals; this includes socially,
emotionally, and intellectually. Students engaging in tangible and visual activities allows them to take risks and learn
without any judgement. The ability to tap into one's own emotions is a valued skill in many aspects of life.

The attention to details and intentions this unit focuses on will help students to realize the importance of planning and
meanings within their own artworks. These ideas will be reinforced when students move through a critique using “Critique
cards” that prompt them to look for details and intentions through the artworks as well as analyzing the effect they have on
the overall interpretation (mood, emotion, effect). This unit will help students develop their ability to portray emotion and
their perceptiveness when it comes to observing content as well as increasing their knowledge of art history, allows
students to explore new mediums and learn how different objects can be used to make marks.

Historical/cultural connections:
 2
UNIT PLAN Art ED 3601

At the beginning of the Expressionist movement in 1905 there was a massive Russian Revolution (1905-1907) and had a
significant impact on the artists' views. The government censored and controlled the art that was made and highly realistic
art that had political agendas were believed to be the only acceptable art. During this time Sigmund Freud was releasing a
number of essays regarding psychoanalytic behaviour (the analysis of conscious and unconscious behaviours). In Germany
where the expressionist movement began, a group called Die Brϋcke emerged, both the war and influences from Freud
influenced the change in the art community. The art shifted from highly realistic pieces to emotionally driven artworks
based on portraying the feeling rather than the image. Expressionism was a huge change to traditional art. The viewers
were intrigued by the expression of experience over physical reality. This knowledge will give the students a new insight
into expressionist art.
Statement of Inquiry/Unit Question
Throughout the 20th century how has Expressionism changed the way we as artists view, interpret and create
art?

Alberta Program of Study

Gr. 6/7
P5. Creates an original composition, object or space on supplied motivation
C6. Represents surface qualities of objects and form

Gr. 7/ 8
C5. Experiments with value, light, atmosphere and colour selection to reflect mood in composition
D3. Uses expressiveness in their use of elements in the making of images
C3. Uses the basic vocabulary of art criticism in descriptions of their work

Gr. 8/9
C3. Investigates the use of pattern and emphasis in the creation of compositions
D3. Uses expressiveness in their use of elements in the making of images
C5. Students will use the techniques for art criticism for analysis and comparison of art works
Summary of Lessons
Lesson 1:
Expressionism and Explanation (1 Class)
With the use of creating marks (lines, symbols, shapes) artworks can reflect what one is feeling and experiencing. Expressionism is a
modernist movement in the 20th century that presents the world in a subjective representation, which creates artworks to evoke an
emotional response. This is where we will explain Expressionism, the impressionable artists in this era and how they used their voice.
The artists we will explore are Franz Marc, Ernst Kirchner, Erich Heckel and Max Pechstein

This movement used mark making as a form of emotional expression and a way for artists to change how art was created; from rigid
and censored to free and emotional. This is where we will discuss the historical aspects of Expressionism and its influences (The Russian
Revolution and Freudian theories of the conscious and subconscious). The art community was moving towards sharing their inner
thoughts and feelings with the world and away from traditional/political artworks.

Students will learn the importance of the expressionist movement and the artists who gave momentum to the era. Students will also
gain important art vocabulary to describe the paintings they are viewing and appreciating.
Some key vocabulary is:
- shadows
- light
- dark
- movement
- distorted
- clear
 3
UNIT PLAN Art ED 3601

- subdued
- lively
- colourful
- expression
Activity: After the presentation, there are 5 artworks from Expressionism artist. We will view these together and students will use art
vocabulary to describe a painting using Jamboard. Students will use a sticky note and add two key works they think describe the
artwork. We will go over this as a class once everyone is finished.

Lesson 2:
Grade 6-9
Studio #2:
Part 1 Experimentation/ Mark Making (1 class)
During this class students will be an introduction to mark making and exploration on what mark making is, and how they can create
marks. Students will use different materials to explore how these items make different marks. For example, they can use their pencils,
charcoal, black pastels, black markers and the end of a paintbrush dipped in ink. The colour selection will be black so the students can
concentrate on the mark that they are making, and the next class will be a colour exploration. The point of the activity is to explain what
a mark is and how we can portray meaning through intuitive marks.

Part 2
Mark Making with Music (1 Class)
In this activity students will practice their ability to visualize feelings. The different songs will be used to evoke feelings which the
students then identify and attempt to portray with the use of mark making. The students will be able to choose a medium and colours
that reflect their feelings when hearing a certain song. The purpose of this activity is so students realize that outer elements can affect
our inner feelings.
Students will be listening to 1 classical song as a group and another 3 songs of their own choosing. These must be recorded on the sheet
provided. While the music is playing, students are tasked with making marks and using different mediums (that they have explored
before in the previous activity) that reflect their feelings, this can also include colour. A two minute period will be given to listen to the
song before they can stop and find a new song, and pick new materials. Some students may just pick colours and mediums they like and
feel like using, this is okay. They are still engaged in the activity and producing art. While they are working the teacher will allow
students to just experience the song. At the start of the activity students are tasked to pause and listen for 15 seconds and then start
their composition, so the teacher will prompt them after 15 seconds to allow the students to concentrate on what they are creating..
Question prompts: What did they learn from the activity, and were they able to convey their feelings how they intended?

Lesson 3:
Grade 6-9
Studio #3 Creating a Full Artwork (2-3 classes)
*brainstorming themes – what were the types of things drawn in the expressionist presentation
Students will get the chance to create their own expressionism inspired artwork. Students will be tasked to make informed choices
regarding planning, choosing their colour scheme and rationalize their decisions for their artworks. The teacher will quickly check in with
each student’s before they can move on to their good copy (more time can be allotted as needed). This can be changed to small group
written reflections which the teacher can hand back with notes and address any students who are struggling (if the class size is bigger
than 12-15 students). The conferencing or written reflection will give a chance for the teacher to gauge where each student is at, what
their thinking is regarding their composition choice and see if they are meeting all requirements. Once students have had a conference,
they may start their work.
Students will be working with acrylic paint on paper or any other medium that has been used during the exploration. Students are
encouraged to layer mediums to create dimension and texture. Students do not need a demo of materials during this class as they have
all painted before and used other materials. A reiteration of how to clean brushes will be discussed.
Students will also be advised to big a shirt to wear over their clothes, so they do not get dirty.

Lesson 4: *If time is permitted

Grade 6-9
Appreciation and Small Group Critique (1 Class)
 4
UNIT PLAN Art ED 3601

Students will be guided through a basic, introductory art “appreciation” of artworks, in small groups of 2-3 students (or a large group to
ensure understanding). To avoid any harsh or harmful remarks the word appreciation is used rather than critique with students. It will
be stressed to students how we talk about student’s artwork, and appropriate positive words.
Students will be given “critique cards,” which are flashcards with prompts on them that they can use as reminders during group
discussion. For example, “What colours do you see? Why might the artist have chosen those colours'' or “Does this artwork have visible
brush marks? Why or why not? Where? How does that affect you as the viewer?”
These cards should be directly connected to their prior knowledge and vocabulary activity. They will all take turns pointing out
connections they see in each other's work. These connections can be personal or related to the art history they’ve learned. Each
student will be given an opportunity to speak briefly about the choices they made and why.
Unit Mapping
Lesson 1: POS Connection Lesson 2 POS Lesson 3 POS Connection Lesson 4 POS Connection
1 Class 2 Classes Connection 2-3 Class 1 Class Gr. 6
Gr. 6/7 Gr. 6/7 GLE Reflection
A: Expressionism P5. Creates an Studio 2 Gr. 6/7 Studio 3 P5. Creates an Appreciation: SLE:
1 Class original Experimentatio P5. Creates an Final Artwork original Critiques: Component 3:
Artist Study: composition, n original Expressionist composition, Appreciation
Ernst Kirchner object or space Part 1 composition, style object or space Critique cards Concept B: An
(Die Brucke) on supplied 1 Class object or composition on supplied with prompts artwork can be
and early motivation Mark Making space on 3- 4 Classes motivation connected to analyzed for the
expressionism C6. Represents Resource supplied C6. Represents the meaning of its
explained surface qualities motivation Expressionist surface qualities knowledge visible
Connections: of objects and Introduction to C6. Represents artwork of objects and gained in prior components and
The form mark making surface examples form classes their inter-
Expressionism and studio time qualities of -google slides Brief relationships
movement Gr. 7/ 8 for exploration objects and Gr. 7/ 8 discussion on Concept C:
emerged in 1905. C5. Experiments form Guided group C5. Experiments art vocabulary Artworks contain
This was during with value, light, Students will brainstorm with value, light, words, symbolic
the Russian atmosphere and experiment Gr. 7/ 8 atmosphere and creating a representations
Revolution and colour selection with different C5. colour selection quick list with of a subject or
when Freud to reflect mood mediums Experiments Sketchbook to reflect mood students. theme
introduced in composition with value, pre-planning in composition
essays on D3. Uses Share their light, -theme and D3. Uses Guiding
consciousness. expressiveness findings with 2- atmosphere colour scheme expressiveness questions Gr. 7
The first artists to in their use of 3 peers and colour in their use of should be GLE:
start the elements in the selection to Student elements in the posted Composition
movement and making of Part 3 reflect mood teacher making of somewhere SLE:
who formed a images 1 class in composition conferencing images visible to all Relationships:
group named Die C3. Uses the Mark Making D3. Uses or written C3. Uses the students Concept A:
Brucke (The basic vocabulary with music expressiveness reflection basic vocabulary - What does Terms describing
Bridge) will be of art criticism in in their use of (depending on of art criticism in the art make materials,
discussed. descriptions of Selected music elements in time) descriptions of you feel? techniques,
Artworks from their work is playing in the making of their work Why? subject matter
the group will be short 1-minute images Individual -How does and design
shown to the Gr. 8/9 clips. C3. Uses the artistic Gr. 8/9 this artwork elements
students as well C3. Investigates basic creations C3. Investigates relate to comprise the
as the resources the use of The last song vocabulary of the use of historical art? basic vocabulary
below. pattern and will be the art criticism in pattern and - What kind of of art
1 Resource emphasis in the student’s descriptions of emphasis in the mark making
2 Resource creation of choice, done their work creation of was used to Gr. 8
3 Video - Die compositions independently compositions create this GLE:
Brucke explained D3. Uses Gr. 8/9 D3. Uses artwork? Drawing
expressiveness Students will be C3. expressiveness SLE:
Gr. 6-9 in their use of tasked to find a Investigates in their use of In small Articulate and
Activity: elements in the song that they the use of elements in the groups of 2-3 Evaluate:
Terms to making of like and create pattern and making of students, and Concept C:
describe images a small emphasis in images so each Discussing the
Expressionist C5. Students will composition the creation of C5. Students will student gets most appealing
artworks use the reflecting on compositions use the equal or favourite part
 5
UNIT PLAN Art ED 3601

Reviewing techniques for that song D3. Uses techniques for attention. of a student’s
descriptive art criticism for expressiveness art criticism for own work is part
vocabulary words analysis and Students will in their use of analysis and Each student of learning to
and what they comparison of create mini elements in comparison of will make one talk about art
mean- can use a art works compositions the making of art works comment on
shown painting with various images their peer’s GLE:
for an example of media and C5. Students work, by Compositions
how to describe colour. will use the reading the SLE:
a painting techniques for prompt on Relationships 2:
art criticism their “critique Concept A:
Students will be for analysis Cards.” Techniques and
viewing 5 and Students will media that
different comparison of be students have
Expressionist art works encouraged to used to make
artists from the make their images can
20th century observations be identified and
based on the described
historical Concept C:
Using Jamboard- knowledge Discussing the
students will list they’ve most appealing
3 descriptive art acquired or favourite part
vocabulary words (similarities, of a student’s
to describe an and own work is part
expressionist differences) of learning to
paintings what they like talk about art
and why.
Gr. 9
Encourage GLE:
students to Drawing
make SLE:
connections to Articulate and
the inquiry Evaluate
question, Self- Concept A:
reflection, Making
personal comparisons
experience about mood and
and feelings. feeling between
Add any new one’s own works
terms to the and works by
word board. other students is
part of learning
to talk about art

GLE:
Compositions
SLE:
Relationships 2:
Concept B:
Knowing the
terms for design,
media and
techniques used
in one’s own
compositions
helps in
description and
analysis of one’s
own and others’
works
 6
UNIT PLAN Art ED 3601

DBAE DBAE
DBAE DBAE Connections Connections
Connections Connections
Art Making Art Making Art Criticism
Art History Art Criticism Art Aesthetics Art Aesthetics
Art Literacy Art
Art Aesthetics
Aesthetics
Art Making
 7
UNIT PLAN Art ED 3601

LESSON PLAN #1
Grade: 6-9 Title: Expressionism Explanation Duration: 1- 50 min classes

Overview of lesson
For this lesson students will learn the history behind the Expressionism movement in the 20 th century, and key
vocabulary to describe artworks.

The artist students will be labelling with vocab words are: Franz Marc, Ernst Kirchner, Erich Heckel and Max Pechstein

Students will learn the importance of the expressionist movement and the artists who gave momentum to the era.
Students will also learn how emotion can be used to portray introspective aspects
Students will also gain important art vocabulary to describe the paintings they are viewing and appreciating.
Some key vocabulary is:
Shadows, light, dark, movement, distorted, clear, subdued, lively, colourful, expression

Alberta Program of Study: Goals and Objectives

Gr. 6/7
P5. Creates an original composition, object or space on supplied motivation
C6. Represents surface qualities of objects and form

Gr. 7/ 8
C5. Experiments with value, light, atmosphere and colour selection to reflect mood in composition
D3. Uses expressiveness in their use of elements in the making of images
C3. Uses the basic vocabulary of art criticism in descriptions of their work

Gr. 8/9
C3. Investigates the use of pattern and emphasis in the creation of compositions
D3. Uses expressiveness in their use of elements in the making of images
C5. Students will use the techniques for art criticism for analysis and comparison of art works
Learning Objectives

Students will…
Recall Expressionist artworks
Describe Expressionist artworks using key vocabulary
Interpret artworks using key vocabulary
Retell favourite elements about their artwork
Lesson Guiding Questions:
What is expressionist art?
What does this mean to you?
When you hear the word “distorted” how does that make you feel? What do you think it means? Can you give
me an example?
Do you think an artwork should express your thoughts and feelings?
How can colour reflect our emotions and/or feelings?
Do certain colours make us feel?
- How does red make you feel?
 8
UNIT PLAN Art ED 3601

- How does yellow make you feel?

What do you think you should focus on while creating your artwork?
How are the colours used in an expressionist painting? Are they blended? Can you distinguish between them?

Annotated Learning Resources List

Resource #1: Collection of Expressionist artworks (as seen in PowerPoint and below). There are five different types of expressionist artworks to show
the array of differences the movement has. This will give the students an idea about a Modernist movement and give good examples for their own
artworks.
Resource #2: Jamboard- https://jamboard.google.com/d/1H0UoJzwMh8mBX6OuPRokggVRYYRX9qvPw1ctsl3hh4U/viewer
Material and Equipment:
Computer
Smartboard

Lesson Procedures
Introduction (2-5 min.):

Today we are going to start a unit on Expressionism

Has anyone heard that term before?
What do you think Expressionism means?

To start out we will go through a PowerPoint outlining the History of the movement and some examples. Then
we will move into an art vocabulary activity on Jamboard!

Body (40 min.):

Steps and Procedures: Formative Assessments
Class 1: Type/Name:
Activity #1: Presentation [Teacher Lead] (10-15 minutes) Where Assessment Occurs:
- There will be a 10-15 art history presentation and artist study
- stop and ask questions along the way
Slide 1: Vocab Words (formative)
- what do you think Expressionism means? I will be able to gauge students
Slide 2: learning by the answers they
- When you hear the word “distorted” how does that make you feel? What do you think give on their sticky-notes. If
it means? Can you give me an example? students are understanding the
Slide 5 +6: vocabulary and how it can be
- What are some obvious differences between the Impressionist artworks and used to describe art.
the Expressionist ones?
- What is different? Group Discussions (formative)
- What is the same? This will allow me to gauge
- Can you describe what you’re looking at? immediately if students are
understanding the
There are obvious brush stroke differences in the paintings expressionism movement and
- What do you think that means? what it is about. If students are
not understanding, another
 9
UNIT PLAN Art ED 3601

- Can you see the brush strokes? conversation needs to be

They are large, chunky implemented. I can use the
If you cannot that is called blending to make things uniform guiding questions to consolidate
- Can you see any lines in the artwork? every class.
- What about light and shadows?
- How bright is the artwork? Or if it dull and subdued?
Differentiation: Indicate in brief
*once it gets to the activity slide, transition into the activity sentence areas of
differentiation.
Transition:
I will have student attention already, so go into the explanation of the activity, and ask Sketchbook Assignment for
them to get their chromebooks out to go to the Jamboard activity. You can access this when the activity is finished
through your google classroom. - Draw an object you love
the most
- Extra colouring sheets
Activity #2: Vocabulary Activity [Participation] (10-15 minutes) from Expressionist
As you can see on the slide there is a bunch of descriptive vocabulary words. artist.
Do you remember me using some of these terms to discuss the artworks I showed you? - Try to recreate an
- Subdued, light, shadows, brush strokes, lines artwork they saw on the
PowerPoint
Go through the words. Do they know what the words mean?
Are there any words not on this list you’d like to add?

For each page on the Jamboard, you will all add 3 descriptive words each.
You can use the same word for another painting, but you can’t just repeat the 3 words
on all Jamboards..
- Have the list on the board while they are completing Jamboard

Do you understand what we are doing?

Do you have any questions?
- Call on someone to reiterate what we are doing

- Start with #1 - Ernst Kirchner, Sertig Valley In Autumn, 1925-26

What words do you think describe this painting?
Look at your vocab list
Pick 3 words and write them down
- Circulate the room
- Answer any questions

- #2 - Erich Heckel, House in Dangast, 1908

What words do you think describe this painting?
Look at your vocab list
Pick 3 words and write them down
- Circulate the room
- Answer any questions

- #3 - Max Pechstein, Monterosso al mare, 1913

What words do you think describe this painting?
Look at your vocab list
 10
UNIT PLAN Art ED 3601

Pick 3 words and write them down

- Circulate the room
- Answer any questions

- #4 - Franz Marc, Pigs, 1912

What words do you think describe this painting?
Look at your vocab list
Pick 3 words and write them down
- Circulate the room
- Answer any questions

- #5 - Franz Marc, The Fate of the Animals, 1913

What words do you think describe this painting?
Look at your vocab list
Pick 3 words and write them down
- Circulate the room
- Answer any questions

GO OVER EACH JAMBOARD AFTER THEY’RE FINISHED AND GO OVER WORDS!

Transition:
An attention getter will be used to bring students back to the group

Consolidation (2-4 mins):

Can someone tell me what expressionism is?
What kind of elements are included in an expressionist artwork?
Does anyone remember the group who started the expressionist movement?
When did expressionism begin?

Clean up (2-3 mins):

Students pack their backpacks and wipe down their desk and chairs

Consolidating
- In the body of the lesson plan

Clean up ( ) mins
- In the body of the lesson plan

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:
 11
UNIT PLAN Art ED 3601

Other Notes

Ernst Kirchner, Sertig Valley In Autumn, 1925-26

Erich Heckel, House in Dangast, 1908 Max Pechstein, Monterosso al mare, 1913

Franz Marc, Pigs, 1912 Franz Marc, The Fate of the Animals, 1913
 12
UNIT PLAN Art ED 3601

LESSON PLAN #2
Grade: 6-9 Title: Studio 2- Exploration of mark Duration: 2- 50-min classes

Overview of lesson
Students will participate in two parts during this lesson.
Part 1
Students will learn about mark marking and what it is. A YouTube video will be shown of an artist creating marks. They will
have the entire class to explore different mediums like pencils, charcoal, black pastels, black markers and the end of a
paintbrush dipped in ink (these are examples of materials) in stations. The colour selection will be black so the students
can concentrate on the mark that they are making. As a class we will brainstorm more ideas that the students suggest so
they can come up with their own ideas for their exploration. Students will learn which medium/material make a certain
mark. The students will have the full class time to explore and create. To conclude students in groups of 2- 3 will share
their exploration with a peer and discuss the type of medium they used to make certain marks, and which one they
enjoyed the most.

Part 2- This will be 15-minute activity. Students will listen to 1 song as a group, then 4 songs on their own.
Students will experience mark making which is provoked by different musical styles. The purpose of this activity is to have
students reflect on their inner feelings. The music is to provoke different feelings within those students and understand
how our environment can affect our feelings which in turn can be used within their compositions. Students will have an
opportunity to learn how to use their feelings to create an Expressionist composition, and how to create emotionally based
art. They will explore the use of varying techniques of mark making the use of different mediums to create marks explore.
This lesson also gives students the chance to explore the relationships of mark making and line in connection to the mood
and feeling of the artwork. To conclude the lesson students will gather in small groups of 2-3 and do a Gallery walk of their
selected pieces.

Alberta Program of Study: Goals and Objectives

Gr. 6/7
P5. Creates an original composition, object or space on supplied motivation
C6. Represents surface qualities of objects and form

Gr. 7/ 8
C5. Experiments with value, light, atmosphere and colour selection to reflect mood in composition
D3. Uses expressiveness in their use of elements in the making of images
C3. Uses the basic vocabulary of art criticism in descriptions of their work

Gr. 8/9
C3. Investigates the use of pattern and emphasis in the creation of compositions
D3. Uses expressiveness in their use of elements in the making of images
C5. Students will use the techniques for art criticism for analysis and comparison of art works
DBAE
1. Art History/Culture
2. Creative Production (Studio)
Students will create different mark making “mini” compositions based on music they are hearing. The external
music can evoke different feelings, and this is a great way for students to explore how their environment can
change their feelings. The students will be able to explore different mediums and knowledge how their choice in
 13
UNIT PLAN Art ED 3601

medium can also portray different types of feelings. Students will also use different materials and colours while
mark making.
3. Art Criticism
4. Aesthetics
During the studio session students will reflect on the process they experienced when they were listening to
music and how this affected their compositions. Students will be able to differentiate between their pieces by
the mediums they used, colour selected and how their overall composition feels. Students will reflect on
individual pieces and their experience while creating.

Learning Objectives.

Students will…
Analyze how different marks mirror inner thoughts and feeling
Experiment with colour
Explore how colour reflects their mood
Explore the utility of different mark making materials and techniques
Create different mini compositions from emotions provoked by music
Compare black mark making compositions with colour mark making compositions
Lesson Guiding Questions:
- How can colour affect an artwork: meaning, mood, representation, and composition?
- How can you create a feeling through mark making?
- What specific parts of the artwork draw your attention to a feeling?
- How do expressionist artists use colour in their artworks to express feeling, experience of emotion?
- How might these changes affect Expressionist artwork as a whole?
- Why might the artist have chosen that type of line? How does that mark making portray a feeling?
- How can the artwork we are observing affect our inner feelings?
Annotated Learning Resources List
Resource #1: Mark-Making https://www.youtube.com/watch?v=vkQPqdvqzDY
- This video showcases intuitive mark making which will give students a better understanding of what that might look like in their own work.
it will be used as a hook to catch the student’s attention.

Resource #2: Song 1: Classical/flowy https://www.youtube.com/watch?v=7QtGOWemQhY

- This is the first song, it’s classical and very calm with a strong build to allow students to feel that change in sound while they’re working

Will only use 1 song

Resource #3: Song 2: Medium passed rock https://www.youtube.com/watch?v=XtbggbeNgmY
- This faster song will provide students with a chance to make a different type of mark, a good contrast to the Classical. This also provides a
transition into the faster songs.

Resource #4: Song 3: Hip Hop/ https://www.youtube.com/watch?v=uqJ3cQKD0OY

- This song is a repetitive hip hop track that stays pretty steady the entire song. This will allow students to explore repetition in their work.

Resource #5: Song 4: Electronic music https://www.youtube.com/watch?v=-dvNSaUW2CU

- This up-beat faster paced song will provide a different contrast to the slower paced song and will evoke different feelings and marks.

Resources #6: Song 5: Electronic/ house song https://www.youtube.com/watch?v=V8qVV9MPNTs

- upbeat music can keep student attention and boost mood.

Resources #7: Song 6: Piano/ flowy https://www.youtube.com/watch?v=w_ZPrXgS1Yc

- Another style of an easy going song

Resource #8: Song 7: Jazz, funky upbeat https://www.youtube.com/watch?v=Q6cSTBfIGHk

 14
UNIT PLAN Art ED 3601

- This song is an upbeat jazz funk. Something the students may not have heard before

Resource #9: Song 8: upbeat instrumental: https://www.youtube.com/watch?v=WJBKQUG5E4M

- this complication of instrument music, has mainstream tunes and can be started at any point to let the students create

Resource #10: Song 9: Indian upbeat music: https://www.youtube.com/watch?v=hF7BkvLJwqg

- This compilation is another 1- hour time frame. You can choose excerpt from this (49 mins has a nice Moroccan feel)
Material and Equipment:

Different mediums (pencil crayons, pencils, charcoal, black pastels, black markers and the end of a paintbrush
dipped in ink)
Paper
Music/ stereo
Sketchbook
Students will need to provide their own headphones and a device
Lesson Procedures
Introduction (times are indicated in the body for each part):
Part 1
Mark making can be a great way to explore expression and different materials.
Asking students if they know what mark making is or intuitive mark making
- What does mark making mean?
- What does intuitive mean?
- Can you put those together to create a meaning for today’s class?
Sharing YouTube video: Resource #1
You will have the entire class to explore different mediums
- give examples
- brainstorm any other tools they could use
Express that they are only working in black today so they can focus on the mark itself
Students will need to choose a number of materials so they can explore for the rest of class time, and have these
readily available at their desk (or off on the table on the side so they can go pick new things in between songs)
The expectation is that students are to explore for the entire 40 minutes with different materials.
- if they find something, they like they can incorporate that into continuous exploration, but different tools
must be used
- gauge student interest! If they are getting bored of the group listening, they can be tasked with individual
listening on their devices. Depending on the time and how many have been finished. (3-5 songs)
Once everyone is finished, they will be tasked with joining groups of 2- 3 to share their exploration with a peer
and discuss the type of medium they used to make certain marks, and which one they found really interesting.
- This is where talking about positive words and ways to talk about student art will happen. How can we
discuss an artwork with vocabulary?
- State that not everyone is going to list someone’s artworks, art is subjective, but it is still nice to
be kind and offer positive remarks about their item.

Part 2
Discuss the Art Vocab word wall, introduce the listening activity and then students will be tasked to start
planning their expressionist artworks (lesson 3)
Colour can be used to represent our thoughts and feelings. What about what we hear?
 15
UNIT PLAN Art ED 3601

Your senses can be a source for inspiring artworks

- Why do you think this is? (Engaging students in a small discussion)
(Give students time for a 3-minute brainstorm about how the senses may be a source for an artwork)
- What might that look like?
- What sense do you think of first?
- Allow students to share a few of their ideas then introduce the focus of their sense of hearing in this
lesson
Talk about how students can try to emulate or describe sound through marks.
how they think this might work? what it might look like?
- refer back to the mark making YouTube video and show it again if needed.
The teacher will refer back to the mark making exploration class and get the students think about marks and
how they can use them to create meaning.
- when you see certain marks, do you think they have a meaning?
- Could a mark just be a mark?

Explaining the activity to the students:

- There will be 1 song as a group, 2-minute clip
- Then students will listen to 3 songs on their own that they listen to for 2-minutes
- THIS MUST BE ADDED TO THE RECORDING SHEET AND HANDED IN WITH THE ASSIGNMENT
- Different types of materials for creating (this can be pastels, pen, pencil, ink, pencil crayons)
- What they used for their mark making exploration class- this includes colour

Students will be tasked with listening for 15 seconds and then they can start creating
Students will have to create as long as the song continues, once the song stops, they stop
Students will need to gather all of their supplies ahead of time (have 3 mediums at a time)
During their own exploration they can go get new supplies for different songs.
All students are expected to participate and have something on their paper- This is for marks

There are songs listed if the students want to do more, there are songs that are an hour long and can have
different clips shared.
Also, if the group listening isn’t going well, the students were asked to bring their own headphones and devices.
The students can be tasked to do the activity independently or in small groups.

Lastly, the students will be tasked, individually, to find a song they like, or dislike, listen to the song and create
marks on their piece.

Students will be asked to bring a music playing device and headphones for this assignment as the last song will
be a song of their choice and to complete this independently

Body (each body has allocated times by activity):

Steps and Procedures: Formative Assessments
Part 1 Type/Name:
Activity #1: Mark Making (50-minute class) (1 Class) Where Assessment
Introduction (5-10 minutes) Occurs/Purpose of
Hands-on Activity- (20 Minutes) assessment
 16
UNIT PLAN Art ED 3601

Introduction to mark making

Students will explore the uses of different make making techniques. (to avoid confusion Mark Making (Formative)
only black/grey materials will be used not coloured) teacher will facilitate discussion Part 1
about what “mark” means and what intuitive mark is. The teacher will observe
Students will use pencils, charcoal, black pastels, black markers and the end of a students while they are mark
paintbrush dipped in ink *if available. Each material will be available for students at making in order to gauge
their desk or in pairs if the materials are limited (covid protocols) whether students understand
the concept
Students will be instructed to use the materials to make intuitive marks and explore the
limitations of each material. Sketchbook Pre-Planning
- Give students a 5-minute warning to finish up at their station. (Formative)
Part 3
Transition: Students pre planning in their
The meditation bell will be rung to catch the student’s attention to the teacher sketchbook is a great way for
the teacher to gauge if the
Students will then be tasked to join a group of 2-3 students (these students will be the student is on the right track
closest people to you at your station(s). with their learning and
knowledge from the lesson.
Activity #2: Peer Sharing (8 minutes)
In their groups each student will share their 2 of their explorations and discuss the type Sketchbook Reflecting
of medium they used to make certain marks, and which one they found really (Formative)
interesting. Everyone needs to share their explorations in order to show how they were Part 1 and 2
inspired to use marks, and this will give other students another way of looking at marks Self-reflection is an important
that they might not have thought of while they were exploring. skill to gain when creating
Some questions they could ask is: artworks. Reflection is part of
Which medium did you like using the best? an artist practice. Having the
Which medium would you avoid using? students start this practice will
What medium did you think was the most expressive, to you? allow them to self-reflect on
- Teacher will give a 2-minute warning to finish up before they transition to their thoughts, feelings, and
consolidation and clean up emotions as well as the
knowledge they are learning.
Transition:
The meditation bell will be rung to catch the student’s attention to bring students back Summative Assessment
together Will be on the submitted
Expressionist piece and a
Consolidation (5 minutes): composed rationale from
Mark making can be a simple exploration but the meaning behind each mark is Lesson 4
substantial. While we looked at some expressionist artists and their use of mark, each
mark they used was purposeful and important in their own way.
During the mark making exploration what was a fun and unique way of creating a mark? Differentiation: Indicate in
What kind of mark was really interesting that you would share with the class? brief sentences areas of
differentiation.
Clean up (5 minutes):
Students will be responsible for their own materials (Covid protocols) Some students may need to use
pencil crayons and markers
Part 2 instead of pastels and charcoal
Activity #1: (.5 class) due to sensory processing
Intuitive Listening and Mark Making [Studio] (15 minutes) issues.
Introduction (5 minutes)
 17
UNIT PLAN Art ED 3601

*I will hand out their paper, then go through a demo of how to fold the paper properly Students will be able to
to get the 4 squares. – will also hand out their recording sheet challenge themselves as much
The recording sheet needs to be filled out and handed in with your listening to music as they would like. They have a
mark making- this is for marks. variety of materials to work
- Mention the supplies will be the same as last class and to have 3 things at their with and will be encouraged to
desk at a time (only a few to minimize spilling) try something new.
When I start the song, I want you to listen for 15 seconds before you pick up a medium.
Listen to the song and how it makes you feel… If you feel sad, If students are finished sooner
- What might you use? than the rest of the group, they
If you feel happy will be challenged to find
- What would you use? another mediums and tools that
PLAY SONG was not included and do
- Cue students after 15 seconds additional mark making with
- Stop after 2 mins those.

- Did you like this song?

- Have you heard it before?
While the students are creating the teacher will walk around the room to observe what
the students are working on and encourage students to keep on task (or keep going).
Students are only allowed to stop creating when the music stops.

Lastly the students will be asked to find 3 songs they like or even dislike and listen to
this independently.
- This must be recorded on your recording sheet. There is a space for the artist
title and the genre, do you know what a genre is?
-
if some students have forgotten their devices or don’t have headphones, I can play a
song through the computer, but stress it needs to be appropriate. Or students can
share.

Students who have completed all compositions will start to clean up, and the others can
finish up and the transition to the next activity.

Transition:
An attention getter will be used

Activity #2: Reflect and Share [Aesthetic] (5 minutes)

Once you are completed, I want to do a quick “Appreciation” This is like a critique and
we use positive things to talk about each other’s art.
Please hold up your piece and look at what everyone has created. Does anyone want
to comment on someone else’s exploration?
- What do you notice about their composition?
- What kind of medium have they used?
- Can you tell if the song was happy or was it sad?
- How can lines change (vary) from person to person?
- Do you see a difference overall between the different styles of music?

ACTIVITY #3- START LESSON PLAN 3- (.5 class)

 18
UNIT PLAN Art ED 3601

Transition:
An attention getter will be used to gain student attention

Consolidation (5 minutes):
Teacher to bring back the group and discuss the purpose of the mark making
exploration with different materials and colours. Asking the students why do you think
we explored our feelings while listening to music? Can they relate this to the
expressionist movement they discussed in the previous class? How can our experiments
be related to expressionism?
Students will be asked to share one breakthrough they found from their work and group
discussion and submit it as an exit slip and formative check in. This will provide the
teacher an opportunity to see how deeply the students connected their work with the
“feelings” that stemmed from the music.

Clean up (5 minutes):
Students will be responsible for their own materials (Covid protocols)
Consolidating

Consolidation was included in the body of the activity for each activity
Clean up
Clean-up was included in each activity

Reflection (
How the students responded to the lesson as planned and taught:
Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes
Art Vocabulary- on word wall

LESSON PLAN #3
Grade: 6-9 Title: Studio #3 Duration: 2.5– 50 minute classes

Overview of lesson
Students will use their knowledge from the past two lessons to create their own Expressionist style artwork. The
beginning of this lesson will include more examples of expressionism paintings to show students the different subjects
they could choose to paint. There will be a class brainstorm to help undecided students choose a subject or object to
paint. The students will get time to pre-plan their painting in their sketchbook. The next class will include a small demo
of acrylic paint, how to use it, how to mix it, and how to clean up. Students will then either have more time to plan or
they can get started on their artworks.
*the length of time to complete this activity can be extended if needed, but It should not go for more than 4, max 5
classes
 19
UNIT PLAN Art ED 3601

Alberta Program of Study: Goals and Objectives .

Gr. 6/7
P5. Creates an original composition, object or space on supplied motivation
C6. Represents surface qualities of objects and form

Gr. 7/ 8
C5. Experiments with value, light, atmosphere and colour selection to reflect mood in composition
D3. Uses expressiveness in their use of elements in the making of images
C3. Uses the basic vocabulary of art criticism in descriptions of their work

Gr. 8/9
C3. Investigates the use of pattern and emphasis in the creation of compositions
D3. Uses expressiveness in their use of elements in the making of images
C5. Students will use the techniques for art criticism for analysis and comparison of art works
Learning Objectives.
Students will…
Create expressionist inspired artworks
Recall what makes an expressionist artwork
Practice painting skills
Lesson Guiding Questions:
- What subject could you paint?
- Why would you choose something that is meaningful or important to you?
- How can you incorporate expressionism into your artwork?

Annotated Learning Resources List

Resource #1: PPT- Examples
Resource #2:
Resource #3:

Material and Equipment:

Sketchbook
Paper
Acrylic paint
Paint brushes
Pallets (paper plates covered in tin foil)

Lesson Procedures
Introduction (2-5min.):
Today you are going to start an expressionist inspired artwork. Does anyone know what inspired mean?
- Inspired means you are taking inspiration from the expressionism movement and using your own style to create an artwork that
means something to you.
- In art we can be inspired by artists and movements, but it is important to remember we shouldn’t copy anyone’s work and claim it
as our own.
You will get a paper this size (hold up example) and using paint you will create an artwork!
Body (35 min.):
Steps and Procedures: Formative Assessments
 20
UNIT PLAN Art ED 3601

Activity #1: Expressionism Artwork Examples and Brainstorm +Intro [Teacher Instruction Type/Name:
& Students Participation] (10 minutes) Where Assessment Occurs:
THEME: SPRING
Class Brainstorm (formative)
I am going to show you some artwork examples about some themes or object that you can A brainstorm will allow me
use to help you decide what you want to paint to gauge immediately
- Go through slide show student understanding of the
- Ask what students notice project and their thinking
- What was included about objects to themes
- Is this a realistic representation of the object? they want to capture
- What do they notice about the colour schemes?
Sketchbook Pre-Planning
After looking at some of these artworks, has this given you an idea about what you want to (formative)
paint? Let’s brainstorm some ideas on the board. Can someone give me an example of an This will allow me to gauge
object or theme? student understanding of the
- Cat activity. Are students
- Dog following the directive or has
- Landscape the activity gone over their
- Sunrise/sunset head? A sketchbook pre-plan
- Truck or tractor and check in will allow to me
- Animal on the farm help students who are
- Your favourite sport struggling and also allow me
*When you think of an idea to create an artwork, what I usually do is think within myself to help them solve any
and ask... is there anything I want to say… is there something that I really believe in that I compositional problems.
could portray in an artwork. Is there something that I just like and want to develop into
an artwork. Then I plan and sketch a few quick ideas in my sketchbook. Then once I have Final Composition
decided I develop that one idea more within my sketchbook. I do this to plan out what I (summative)
want where on my paper. Will this look good over here or should I add it here, what The final composition is the
colours do I want. How can I use colour to enhance the message or my feelings? accumulative aspect to this
unit. I will be grading based
Transition: on the GLE’s and SLE’s using
An attention getter will be used to gain student attention to transition to the next activity. the Horizon School Board
rubric.

Activity #2: Sketchbook Pre-Planning [Students Participation] (10 minutes)

This time will be used for you to start roughly drawing out your final composition. Pre-
planning is helpful in order to decide on a subject or theme and then get an idea of how it
is going to look on your paper. Differentiation: Indicate in
You don’t need to spend too much time here, but you need to be able to tell me the theme brief sentence areas of
or subject you have chosen, a colour scheme and any message that you will try to include differentiation.
(if applicable, not a requirement)
- Do an example on the board... draw the paper and then choose a random object to If students have sensory
draw but then distort it... add things off to the side or just have a stand-alone object… issues pastels could be used
You will have the rest of this class to plan, and if you have finished put up your hand and I instead or a chosen medium.
will come over and take a look

Next class I will be showing you a brief demo on acrylic paint, how to use it, how to mix,
and then how to clean up.
 21
UNIT PLAN Art ED 3601

-give students a 5-minute warning until the end of class

Transition:
An attention getter will be used to bring students back to a group to consolidate

Consolidating (2-5) mins

Great work today, I saw some awesome ideas and I can’t wait to see them come to life.
Does anyone want to share their idea for their project?
- What colour scheme are you thinking of?
Make sure you are bringing an old t-shirt to go over your clothes because acrylic paint
will stain.

Clean up (5) mins

Students put sketchbooks away, wipe desk and chair then line up

Class 2 (Tuesday March 30):

Activity 1: Acrylic Paint Demo (Teacher instruction) (10 minutes MAX)
(QUICK 5-8 MINS)
To start this class, I am going to show you a few things with acrylic paint
- Have a piece of paper ready, with a simple object drawn on lightly. I think tapes onto
the board so everyone can see. Then have supplies next to you… paint brush and some
primary colours plus black and white.
On my piece of paper, I have lightly drawn (an object), then I will be painting to fill It in.
With acrylic paint you need to be careful that your brush isn’t too wet, or the paint is going
to be too thin. You want a little wetness just so you can ensure a smooth brush stroke. So, I
wet it and then dry it off with a paper towel. Then you can feel the brush and its damp but
not soaking wet. Take your colour and apply it to the paper, you can mix your colours, but
do a little at a time or you could be wasting paint, if you want an orange to go next to the
red, what are we going to mix? Red and yellow.
- Mix some more and add to your paper
If I am trying to use a completely different colour obviously, I need to clean off my brush
thoroughly. There are buckets over here to dump your dirty water (the empty bucket) and
the clean water has the water in it. Once you have your brush clean then you can use a
different colour.
- Check for understanding!
- How can we use colour to portray a feeling?
- How does red make you feel? Yellow? Blue? Purple?

When it is time to completely clean up. Throw out the tin foil over the plate, but please
keep the plate for next class. You will clean every brush until there isn’t any paint coming
out of it. So, you may need to change your water more than once to do this. Then dry them
as best you can with a paper towel and put them back in the holder.
When putting your paper somewhere to dry please do not put your paper on someone
else’s work! That can wreck it and they will have to start again, plus it can dry together and
wreck both pieces of paper.
- Have allocated spaces pre-planned
 22
UNIT PLAN Art ED 3601

For those of you still planning you really need to finish up to move on to painting (there
may not be enough time for you to start today because of the set up and clean up
needed for this medium)

Transition:
Will have student attention so can move on to studio time

Activity #2: Studio Time [Student Participation] (30 minutes)

Once I have looked at your sketchbook and have given you a
You can have a piece of paper and I will help you with your pallet and then you can get
started. I recommend lightly planning things out first and then starting with paint.

You have your tasks please get to work

- Circulate the room
- Ask questions
- Help students

Give students a 2-minute warning until consolidation

Transition:
An attention getter will be used to gain student attention

Consolidating (2-5) mins

I am happy with all your progress today! Next class will be a work period so make sure we
are working hard and doing our best to be productive

Clean up (8) mins

Students clean up their own messes, wipe down desks and chairs

Class #3 (LAST CLASS MARCH 31)

Activity #1: Studio Time [Student Participation] (40 minutes)
You will have the entire period to continuing to work, please work hard and try to be
productive there is one more class period before this is due.
- Circulate room
- Keeping students on task

Consolidating (2-5) mins

Next class will be the last work period so make sure we are working hard and doing our
best to be productive

Clean up (8) mins

Students clean up their own messes, wipe down desks and chairs

Consolidating
In body of lesson

Clean up
In body of lesson
 23
UNIT PLAN Art ED 3601

Reflection (after the lesson respond to these questions in brief. It is important that this reflective process is done after each lesson. These become points of extended reflection and conversation in post
conference with TA and UC)

How the students responded to the lesson as planned and taught:

Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience:

Other Notes

LESSON PLAN #4
Grade: 6-9 Title: Appreciation Duration: 1- 50 minute class

Overview of lesson.
During this lesson student will conduct a basic art appreciation. We will practice all together before students are given
the choice to continue as a group or in small groups of 2-3 students. Using critique cards and some guiding questions
students will make at least two comments about someone’s artwork. Then after the students will have time to write a
composition rationale that will be handed in with their composition to be marked.
Alberta Program of Study: Goals and Objectives
Gr. 6/7
P5. Creates an original composition, object or space on supplied motivation
C6. Represents surface qualities of objects and form
 24
UNIT PLAN Art ED 3601

Gr. 7/ 8
C5. Experiments with value, light, atmosphere and colour selection to reflect mood in composition
D3. Uses expressiveness in their use of elements in the making of images
C3. Uses the basic vocabulary of art criticism in descriptions of their work

Gr. 8/9
C3. Investigates the use of pattern and emphasis in the creation of compositions
D3. Uses expressiveness in their use of elements in the making of images
C5. Students will use the techniques for art criticism for analysis and comparison of art works
Learning Objectives.
Students will…
Reiterate vocabulary and statements that describe an artwork
Identify artist elements within their own and their peer’s artwork
Practice talking about their art and their peer’s artwork
Describing materials, techniques, and objects seen within an artwork

Lesson Guiding Questions:

How can you positively describe your peer’s artwork?
- What do you see?
- What colours are included?
- Does this evoke any emotional response when you look at it?
From what you previously learned about Expressionism and key vocabulary words. How can you describe your painting?
Annotated Learning Resources List
Resource #1: Critique cards
Resource #2:
Resource #3:

Material and Equipment:

Painting
Critique cards
Paper
Pencil

Lesson Procedures
Introduction (5-10 min.):
For this class we are going to have a mini appreciation of artworks. First you are all going to lay (or hang) your artworks on your desks.
With our masks on we are going to walk around the desk- being careful of the art- look at each piece and then go back to your spot.
You will each get 2 critique cards to help you talk about your peers art.

First, we need to talk about respect. Art is subject and not everyone is going to like everything. But it is VERY important that you show
other students respect and only say what you see in the artwork and positive comments.
- Hand out cards
We are going to practice one with the artwork examples I showed you before as inspiration for this class.
- Choose an image
- Call on a student to read their card
- Prompt them- what could we say about this artwork. Ask another student...

Please remember when your peer is talking you are listening.

I am going to give you the choice to do this in a large group or you can do this with 2-3 of you in a group.
 25
UNIT PLAN Art ED 3601

- In groups I will be coming around and listening to what you are saying and the comments you are making

Body (35 min.):

Steps and Procedures Formative Assessments
Type/Name:
Where Assessment Occurs:
Activity #1: Appreciation [Student Participation] (20 minutes)
We will take turns (in a large group or small groups) and using a guided question… or your Final Composition
critique cards you are going to offer two comments about your peer’s work (please (summative)
remember to say different things for each piece) The final composition is the
Some guided questions are: accumulative aspect to this
- What does the art make you feel? Why? unit. I will be grading based
-How does this artwork relate to historical art? on the GLE’s and SLE’s using
- What kind of mark making was used to create this artwork? the Horizon School Board
rubric.

*students to take turns while I circulate, if students are struggling bring it back to the Composition Rationale
whole group and prompt for each piece- 2 -4 comments per painting from the whole (summative)
group This will help me gauge
student understand and if
Transition: they are able to
An attention getter will be used to gain student attention to move into rationales communicate about their
artworks in writing
Activity #2: Composition Rationale [Student Participation] (10 minutes)
For the final piece of this activity, I want you to write a little bit about your artwork
Differentiation: Indicate in
You will write 4 sentences in a composition Rationale. brief sentence areas of
You need to include: differentiation.
1. why you painted the specific subject,
2. the colour scheme you chose, If students don’t want to
3. what your favourite thing is about your painting share, they will have to write
4. something inspired you throughout this Expressionism unit. a self-reflection on their
- Write this on the board 1-4 artworks using the critique
cards to prompt their
This will be handed in with your composition for marks  writing.

- Hand out slips of paper

- Students to put name on the paper

*give a 5 minute, then 2-minute warning for students to finish up

Consolidating (5) mins

I am really proud at all the work you accomplished in this unit, your artworks reflect you all as individuals
and you should be proud of yourselves!

Please hand in your composition and your rationale – make sure your names are on both please
Clean up (2-5) mins
Students hand in artworks and then wipe down desk and chair. Gather their things
 26
UNIT PLAN Art ED 3601

Reflection
How the students responded to the lesson as planned and taught:
Specific strengths of the lesson plan and delivery:
Specific weaknesses in the lesson plan and delivery:
What must be addressed to improve this plan?
How I have grown from this teaching experience: