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Lesson Plan Mural - August

The document outlines a lesson plan for a 9th and 10th grade art class on creating large-scale murals. The lesson begins with a warm-up activity where students collaboratively draw a connected line drawing to form an abstract mural. Next, the teacher presents on murals and group projects. Students are then assigned to groups and plan a concept for their mural by sketching and researching. They have class time to work on planning and get approval on their design before cleaning up. The goal is for students to learn collaboration and presentation skills through creating a cohesive mural together.

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119 views2 pages

Lesson Plan Mural - August

The document outlines a lesson plan for a 9th and 10th grade art class on creating large-scale murals. The lesson begins with a warm-up activity where students collaboratively draw a connected line drawing to form an abstract mural. Next, the teacher presents on murals and group projects. Students are then assigned to groups and plan a concept for their mural by sketching and researching. They have class time to work on planning and get approval on their design before cleaning up. The goal is for students to learn collaboration and presentation skills through creating a cohesive mural together.

Uploaded by

api-638396164
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unit: Artwork and Current Events

Topic: Murals
Date: February 22, 2022
Teacher: Hanna August
Grade: 9th & 10th Grade

Essential Question(s): Lesson Objectives

1. How can a team work together to create a By the end of the lesson, students will be able to:
large-scale cohesive mural?
2. How can a concept be incorporated into a 1. Communicate as a group/team to form and
mural? edit a large-scale mural.
3. Why is presentation important for a mural? 2. Plan to create a large-scale mural with a
concept.

Curriculum Framework/Learning Standard(s):


• P.V.Cr.02 Organize and develop artistic ideas and work. Document a plan for an original large scale or multi-
step art project
• P.V.P.06 Convey meaning through the presentation of artistic work. Modify a two- or three-dimensional
installation to align to one’s artistic intent after listening to initial viewer comments.

Materials and Resources: (attached if applicable) Formative Assessments:


• Square 10 in. x 10 in. papers • Warm-up: Follow the Line
• Black markers • Ticket to Leave: Thumbs-up, thumb-down
• Colored pencils
• #2 Pencil

Warm-up: Follow the Line


• Students will enter the classroom to a piece of paper with a number and a black marker sitting on
their desk and a completed mural displayed on the board, once all students are seated, they will be
instructed to create a circle in order of their numbers from 1 to the greatest number. The teacher will
then explain the goal of the warm-up, referring to the example, to create a large-scale abstract mural,
and the steps that they must follow. The student with the number one on their paper will begin the
warm-up by creating a line from left to right on the paper, and the next student will pick up where
they left on their paper to start their own line, so on and so forth until all of the papers have one
giant connected line. This process will continue back and forth until there are about 8-10 lines on
every paper, and then students will use color pencils to color in the mural, and they will have to
communicate to color in the mural cohesively. Upon completion students will go into the hallway
and tape up their mural in order to see their completed work, then the teacher will dive into a lesson
on murals and the group assignment.
Procedures
Instructional Practice: Include time budget/pacing; possible questions to ask students; student grouping
(cooperative learning) strategies; how you will communicate high standards and expectations when
beginning, carrying out, and completing the lesson; how you will make the content comprehensible for ELL
students. Bullet steps in enough detail that a substitute could teach the lesson. ________________
Warm-up: 15-20 minutes
• Follow the Line – Abstract Mural
Presentation on Murals: 10-15 minutes
• After the warm-up is completed, the teacher will guide students back to their seats for a presentation
on group collaborated murals including examples, tools, techniques, and artists. Students will also
ask questions about the project during this time.
Assignment Introduction and Group Formations: 5 minutes
• After the presentation has been given and student’s questions have been answered, the teacher will
pass out a paper outlining the assignment, its requirements, grading criteria, deadline, and group
members. Once the papers have been passed out, students will be instructed to get together in their
groups outlined on their assignment introduction paper.
Sketching and Planning: 15-20 minutes
• Once students have moved to form into their groups they will begin communicating about their
project, their message, their imagery, and how they will go about creating it. They will also use this
time to research, sketch, and make drafts to present to the teacher for approval on their mural, which
must be adjusted, edited, and agreed upon by all team members. Students will also be instructed to
think about how the mural will be presented to an audience, it doesn’t have to be 2D. During this
time the teacher will be walking around to answer any questions or concerns students may have.
Clean-up: 5 minutes
• When there are about five minutes left in class students will begin to clean-up their areas and the
teacher will check in with a thumbs-up, thumbs-down assessment to see how students feel about
their project and if they have any questions.
Closing/ticket to leave
• Thumbs-up, thumbs-down assessment to see if students have any questions or concerns about the
project before moving on to their next class.

Homework (if applicable):


• No homework, if students wish to meet up with their group members or independently sketch and
gather research for the project, they are welcome to, but it is not required.

Adaptations/Modifications for Students


At differing achievement levels, learning styles, multiple intelligences, language backgrounds of individual
students.
• EL students will be guided by the teacher and the classmates next to them during the warm-up, and
there will be a visual on the board for them to follow along with. During the group work, if they are
uncomfortable communicating verbally with their classmates, they may write down their ideas on paper
and show their team members so their ideas will be incorporated too.
• There will also be visual up at all times and important terms will be written on the board with
definitions.

Pitfalls and Solutions (What could go wrong and how will I handle it?)
• If students don’t agree with what their team members are saying, the teacher will act as a mediator or
guide them to come to a common middle ground.
• If students don’t work well with their group members or don’t like their group members, the teacher
will instruct them to try working together, or assign them certain tasks in the group so there will be no
fighting.

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