Lesson Plan~The Academy for Technology & the Classics~Cultivating Fearless Learners

Instructors name: Cermanski

Course/Grade: Creative Art Painting & Drawing

Week of: October 15 to 23, 2015

Unit Name: Symmetry & Design with Bones

(1A)*Essential

Question(s):
What is symmetrical balance?
What is a mirror image?
How can I draw bones in a symmetrical design?
How can I use color theory to create a dramatic
effect in my art piece?
(1A) Common Core/State Standards: NMVA1,2,4,5

Connections (prior/future learning):

Students have learned about symmetry in math classes

(1A/1B)

Other considerations (modifications, accommodations, (1D) Resources/Materials:

acceleration, ELL, etc.
Teacher: Images of bone symmetry art (AP Symmetry and
Students needing more assistance will get one-on- Bone Design)
one help
Advanced students will be asked to make a bigger Student: bones to draw, marker, colored pencil or ink, 15 x 22
paper
piece or multiple pieces
(1F) Assessment (How will you monitor progress and know students have successfully met outcomes? What happens when
students understand and when they dont understand?
(1E)

Daily: Drawings of bones in a symmetrical, mirror-image design

This Week: Final piece
Lesson activities for instructor and students, (1F)
Embedded Formative Assessment,
(1B)

THURSDAY OCT 15
(1C) Learning Target: TSW learn about symmetrical mirror
design and will know this when they have a strong sketch
incorporating bones and a symmetrical mirror image design.
.

FRIDAY OCT 16
(1C) Learning Target: TSW learn about analogous,
complementary and split complementary schemes and will
know this when his/her final sketch incorporates one of
these schemes.
(1C) Do Now: Take out piece and continue with bone final
sketch

I.

Define different types of symmetry: symmetrical,

asymmetrical, radial
II.
Show images of project
III.
Discuss how to draw bones
IV.
Have a few different bone types at each table.
Students should start with sketching out the bones.
V.
When ready, students can draw the bones in mirror
image (students can use mirror to do this
VI.
Draw sketch of mirror image bone design
(1F)Embedded Formative Assessment: cold call about
different types of symmetry
(1B)Closing Activity: students share design so far
I.
Teach students about analogous,
complementary, and split complementary color
schemes
II.
Have students choose what type they want to do
and try it out on sketch
(1F)Embedded Formative Assessment: Cold call on color
schemes
(1B)Closing Activity: Student share

MONDAY OCT 19
(1C) Learning Target: TSW learn about creating a precise and
clear mirror image design with strong craftsmanship and
will know this when his/her piece displays these qualities
(1C) Do Now: Take out piece and continue working
TUESDAY OCT 20
(1C) Learning Target: TSW learn how to use balance to
create a strong piece and will know this when the piece can
be flipped on any side and still appear balanced
(1C) Do Now: Look at your piece-WEDNESDAY OCT 21
(1C) Learning Target: TSW learn how to create unity in an
art piece and will know this when the piece appears unified.
(1C) Do Now: Look at your piecehow can you achieve
more unity?

III.

Students finish final bone symmetry sketch,

making sure lines are precise and clear with
good craftsmanship

(1F)Embedded Formative Assessment: Cold call on what is

good craftsmanship
(1B)Closing Activity: Student share
I.
Continue on self-portraits, focusing on
expressive lines
(1F)Embedded Formative Assessment: Ensure students have
expressive lines
(1B)Closing Activity: Review importance of expressive lines
in a self-portrait
Continue on piece, focusing on unity
(1F)Embedded Formative Assessment: Ensure students are
achieving unity.
(1B)Closing Activity: Student share

THURSDAY OCT 22
(1C) Learning Target: TSW learn how to bring an art piece to
completion and will know this when the page is filled and
all elements seem complete
(1C) Do Now: Look at your piecehow can you bring it to
completion?

Continue on piece, focusing on filling the page and making

sure the piece has a sense of completion.

FRIDAY OCT 23

Parent/teacher conferences

No School for students

MON OCT 26
(1C) Learning Target: TSW learn how to participate
effectively in a critique. TSW know this once he/she makes
several strong comments during critique.
(1C) Do Now: Read over rules for participating in a critique

*Refers to NMTEACH Rubric:

1A-Demonstrating knowledge of content
1B-Designing coherent instruction
1C-Setting Instructional outcomes
1D-Demonstrating knowledge of resources
1E-Demonstrating knowledge of students
1F-Designing student assessment

(1F)Embedded Formative Assessment: Ensure students are

bringing pieces to a close
(1B)Closing Activity: Student share

Critique
1F)Embedded

Formative Assessment: Participation in

critique
(1B)Closing Activity: Review what students learned from
critique
Formative Assessment includes, but is not limited to:
Exit tickets, white board response, consensagrams, red/green cards, formal or
informal student conferences, sticky note assessment.