Rhode Island College Date: February, 2021

Art Education Program By : Sydney Beck

ART LESSON PLAN

Art Lesson Title : Cryptozoology Virtual Exhibit: Presenting and Sharing

Art Theme: Art is about Responding to Experiences

Overarching Lesson Goal(s):

1. Through the process of titling their artwork and planning to how to share it in a virtual exhibit,
students will understand that objects, artifacts, and artworks collected, preserved, or presented
either by artists, museums, or other venues communicate meaning and a record of societal,
cultural, and political experiences resulting in the cultivating of appreciation and understanding
(NVAS Presenting: Enduring Understanding 6.1).
2. Through the process of adding the final details that make their drawings to prepare them for
presentation, students will understand that artists, curators, and others consider a variety of
factors and methods including evolving technologies when preparing and refining artwork for
display and or when deciding if and how to preserve and protect it (NVAS Presenting: Enduring
Understanding 5.1).
3. Through the process of responding to their peers’ cryptid drawings in a virtual exhibit,
students will understand that individual aesthetic and empathetic awareness developed through
engagement with Art can lead to understanding and appreciation of self and others the natural
world and constructed environments (NVAS: Responding: Enduring Understanding 7.1).

Overview of Lesson:
This lesson encourages students to review their artwork for levels of detail, add the finishing
touches, and come up with a title (name of their cryptic creature) in order to prepare their work
for presentation. Photos will be taken of student artwork using the document camera and
uploaded to a ‘virtual exhibit’ Google Slides presentation. DL students will submit their images
through Google Classroom. Students will brainstorm what important information to share with
their peers and will then be given the opportunity to present their artwork and respond to each
other’s cryptid creations. The virtual exhibit will be posted in Google Classroom where it will be
available for families to view.

Overview of Students : 2nd (3 classes) and 3rd grade (5 classes)

This lesson presents students with the challenge of preparing their drawings as finished artworks
for a virtual exhibit. Developmentally appropriate scaffolding is provided for elementary
students to respond to each other’s artwork in respectful and constructive ways.

Time Frame: 1, 45-minute class period

21st Century Skills:

This lesson engages a variety of 21st Century Skills in the following ways:
Creativity: Students are encouraged to come up with the name of their cryptid creature to title
their artwork.

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Communication: This lesson challenges students to visually communicate important aspects of
what their creature looks like with accuracy, as they are supposed to be the only eye-witness.
They also practice verbal communication by sharing their finished artwork in the virtual exhibit.
Media Literacy: The discussion of whether or not drawings, photographs or videos of cryptids
can be conclusive evidence from a scientific standpoint pushes students to question the veracity
of images which can be edited.
ICT (Information, Communications, and Technology) Literacy: By presenting their drawings in
a digital format (virtual exhibit) students will understand that technology can expand their ability
to create and share artistic work. The Art or Science game and Venn diagram discussion pushes
students to think about the kind of information that different kinds of exhibits choose to focus on.

Groups of Students:
Extra Group- students who go above and beyond or finish ahead of time can try the
enrichment/extension activities
I’ve Got It Group- students who need minimal intervention will independently access the
scaffolding resources and may fill out the presenting sheet unassisted
Still Practicing Group- students who will benefit from one-on-one, or small group conferencing
to understand the expectations and scaffolding resources
Keep Trying Group- students who do not submit work or participate in class meetings will have
access to lesson instructions and resources online in Google Classroom, as well as additional
time to make up work over February break.

Art Lesson Objectives: Nat’l Core Arts

As a result of instruction, students will: Standard #:

Objective 1: (NVAS#6)
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Students will title their drawings for the virtual exhibit and plan how they will share their
artwork on the Planning to Share sheet.
Objective 2: (NVAS #5)
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Students will add the final touches to their drawings and prepare them to be photographed. DL
will upload and title their images slides from home or we can screenshot through GoogleMeet
Objective 3: (NVAS #7)
Anchor Standard 7: Perceive and analyze artistic work.
Students will share their work in the virtual exhibit and verbally respond to their peers’ drawings.

Evaluation :
1. Oral presentation as a large group. Sharing planning sheet will be collected as documentation.
Title will be documented in the virtual exhibit.
2. Physical drawing will be collected in art folders and photographs of artwork will be
documented in the virtual exhibit.
3. Oral presentation as a large group. Each student shares their artwork and the group has the
opportunity to respond (limit 2 comments, ‘randomly’ chosen from checklist). Discussion
guidelines and scaffolded questions/response statement starters will be handed out in person and
posted in Google Classroom for DL.

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Engaging Questions:
1. How can we add final touches and extra levels of detail that make our artwork ready for
presentation?

2. How do we decide what to share about our artwork?

3. How can we respond to our classmates’ artwork in ways that are respectful and on topic?

4. How do art exhibits compare to science exhibits?

Art Supplies and Equipment Needed – and any safety considerations :

• Art folders with in progress drawings
• Crayons, colored pencil, or any dry media with color for DL
• Whiteboard with marker

Technology Use/Connections :
• Chromebook to connect DL
• Computer to run projector
• Projector
• Document camera
• Google Slides Presentations:
Exhibits: Art vs. Science
https://docs.google.com/presentation/d/1ejIeOdfJM2mXO4vO55NLKxCJrcYcJRpVY8HazCD_f
i8/edit?usp=sharing
Cryptid Art Virtual Exhibit Template (separate Slides presentation for each class group)
https://docs.google.com/presentation/d/1U-
qF5kIMvuAmJv7s0ZD5gqaLRULLlHIV5hHHv93hGbs/edit?usp=sharing

Exemplary Artworks Focused Upon and Visuals:

See Google Slides Presentation.
https://docs.google.com/presentation/d/1ejIeOdfJM2mXO4vO55NLKxCJrcYcJRpVY8HazCD_f
i8/edit?usp=sharing

Diversity of Art Content:

Students will be introduced to natural history and science exhibit formats as well as art museum
formats in non-western cultures.

Interdisciplinary Connections:
This Cryptozoology unit features an interdisciplinary STEAM connection with the natural
sciences including biology, zoology, and ecology. Students explore concepts of animal behavior,
anatomy, and habitat through the process of visually representing their own original cryptid and
the place it calls home. Discussions encourage the analysis of what can be considered conclusive
scientific evidence of cryptid existence and how digital images can be manipulated.

Art Vocabulary and Definitions:

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Exhibit- a collection of things that are shown or put on display for many people to look at
Specimen- something collected as a sample to be examined or studied
Work of Art- something created with intent or to express an idea/meaning
Title- the name given to a work of art

Preparation Before Teaching:

Create the virtual exhibit Google Slides presentation, uploading instructions for DL, and prepare
responding to art guidelines/ prompts.

Pre-assessment:
In the previous lesson, Creating Cryptid Creatures, I was able to observe students throughout the
artmaking process. I have a good idea of which students will need to take full advantage of this
extra day to finish their drawing and which will have time for lesson enrichment activities.

Classroom Management:
Each of the 8 class groups include Distance Learning (DL) and In Person (IP) students. Distance
learners synchronously attend class meets with in person learners and teachers through
GoogleMeet, sometimes staying on for the full 45 minute class period. Lesson resources are
posted in Google Classroom and Distance Learners are expected to virtually submit photos of
their artwork. Due to zero-tolerance in-person behavior policies related to COVID-19, the most
frequent behavioral issue is abuse of the chat function in GoogleMeet which can be easily
deactivated.

Introductory Activity and any Pre-Assessment:

Students are introduced to a variety of exhibit formats in GoogleSlides presentation and
participate in Venn diagram discussion.

Art Lesson Activity and Formative Assessment:

Students add finishing details to their drawings, and prepare their work for presentation by
coming up with a title/cryptid name. Photos will be taken and uploaded for IP students. DL will
take and upload their own photos or screenshots can be taken through GoogleMeet. Students will
have the opportunity to introduce their creature, field comments/questions, and respond to their
peers/ artwork.

Closure and Summative Assessment:

Students will be encouraged to share the link their virtual exhibit their friends and family.

Clean-up Procedures:
Collect art folders.

Lesson Closure and Summative Assessment:

Final drawings (and or photos of drawings) will be the summative assessment of student
learning. Students will be prepped for the next lesson where they will present and share their
artwork in the virtual exhibit.

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Planning in Support of Students with Special Needs:
Information Processing: Step-by-step demonstrations for students who have difficulty moving
from understanding drawing concepts/directions to the actual ‘making’, image reference sheets
provide extra visual support/scaffolding.
Attention: Recorded demonstrations in Google Classroom for DL, students who need further
exposure to concepts or to listen at their own pace.
ELL: visual examples of daily lesson expectations, limiting text instructions in presentations,
frequent verbal check-ins
Enrichment: Make more original cryptids, write a poem about your creature inspired by Bigfoot
is Missing! or write up a fact sheet/field guide page with extra information about your creature.

Communication with Families:

The link to the students’ virtual exhibit will be shared with families, as well as the attached
enrichment extension letter where families are invited to create a cryptid as a team with their
student in the style of an exquisite corpse.

Unit Connection:
Cryptozoology Unit
Lesson 1: Creating Cryptid Creatures
1. Lesson Introduction- Google Slides presentation, discussion, read aloud, practice drawing
texture
2. Drawing Lesson- Drawing cryptid creatures step-by-step
3. Filling in Details- Drawing textures on cryptid, going over with ink
4. Background & Color- Drawing the background (horizon line, near and far) and coloring with
crayon
5. Preparing for Presentation- Finish coloring, check work for levels of detail
Lesson 2: Cryptozoology Virtual Exhibit: Presenting and Sharing
1. Take photo, upload to exhibit, and share/respond

Resources for Art Content and Interdisciplinary Information:

1. Museum of Science: Arctic Adventure Exhibit. Retrieved from
https://www.mos.org/exhibits/arctic-adventure
6. Museum of Fine Arts Boston: Georgie Friedman: Fragments of Antarctica. Retrieved from
https://www.mfa.org/exhibitions/georgie-friedman-fragments-of-antarctica
7. Lindner, G. (2019, September 3). Fragments of Antarctica: In Conversation with Georgie
Friedman. Retrieved from https://bostonartreview.com/reviews/fragments-antarctica-
interview-georgie-friedman-mfa-boston/
8. Hare, T. (2016). An Engaging Critique That Taps Into Your Students’ Love of Quick
Communication. Retrieved from https://theartofeducation.edu/2015/10/21/an-engaging-
critique-that-taps-into-your-students-love-of-quick-communication/
9. Dean, K. & Bertling, J. (2020). Eco-Visualizations: Facilitating Ecological Relationships and
Raising Environmental Awareness. Art Education, 73 (3), 54-61. 
10. Marshall, J. (2019). The Natural Sciences: Understanding the Natural World. In J.
Marshall (Ed.), Integrating the Visual Arts Across the curriculum: An Elementary and Middle
School Guide (pp.29-39). Teacher’s College Press.

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