ARTE 342

Name: MacKenzie Powell

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DAILY PLAN
Lesson Title: A Day at the Zoo

Grade Level: 3

Skills: After studying zoo animals, the students will apply newly found knowledge as
well as previously learned facts to a piece of artwork. They will create an abstract mixed
media piece including the animal or animals of their choosing. This animal must show
elements of visual culture from which the animals originated through the use of
carefully chosen patterns and colors. The students will master the Visual Arts
Standards:
VA:Cr1.2.3 ~ a. Apply knowledge of available resources, tools, and technologies to
investigate personal ideas through the art-making process.
They would learn this through the process of researching elements of different cultures
around the world and applying them to their animals.
VA:Cr2.1.3 ~ a. Create personally satisfying artwork using a variety of artistic processes
and materials.
The students will be shown a variety of techniques, including wax resist, watercolor,
tinting and shading and the effect of line differentiation.
VA:Cr3.1.3 ~ a. Elaborate visual information by adding details in an artwork to enhance
emerging meaning.
This will be shown through the students use of color and line, finishing details could
include tedious patterns found from their studied culture.

Overall Lesson Objective:

- The students will be studying and comprehending multiple cultural perspectives and
cultural diversity.
This will happen first, through technical skill. They will start at the
bottom of the Blooms Taxonomy chart at remembering and understanding. This will
be done at the early stages of the lesson plan, through researching cultures and in class
demonstrations of techniques. They will be shown Category 1: A Day at the Zoo, from
the Visual Resource Bank created by the teacher. This consists of multiple images of zoo
animals done in several different unique styles; the point of this is to feed the students
some inspiration. They then must use what they have learned and apply it to an idea
for their project. They will be able to do this by analyzing what they have just learned
and applying it to a sketch, demonstrating formal qualities.

ARTE 342
- The students will possess knowledge of places, regions and environments.
Once the students are through sorting out their ideas with a rough sketch,
they will demonstrate conceptual complexity by evaluating their sketch and moving on
to creating their final piece, which will include at least three different elements from
which the culture of their animal is.
Daily Objectives/Essential Questions/Academic Language:
-How does knowing the contexts, histories, and traditions of art forms help us create
works of art and design?
-Why do artists break from established traditions?
-How do artists and designers determine whether a particular direction in their work is
effective?
-How do artists and designers learn from trial and error?
-What role does persistence play in revising, refining, and developing work? How do
artists grow and become accomplished in art forms?
-How does collaboratively reflecting on a work help us experience it more completely?
Academic Language Terms:
-Wax-resist
-Patterns
-Line differentiation
-Shade
-Tint
Assessment Criteria:
Technical Skill

Formal Quality

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

10-8 points
The
student
demonstrates
a
strong knowledge
of his or her animal
and its culture. The
use
of
three
different
mixed
media techniques is
evident.
The student was
able to combine
newly
found
knowledge
and
practiced
techniques into a

7-5 points
The
student
applied a minimal
amount of research
in their project and
only used 2 mixed
media techniques.

4-0 points
The student did not
apply research to
their project and
only
used
one
technique in their
final project.

The use of cultural

facts
and
new
techniques did not
match up correctly.

The
cultural
elements of the
animal
are
not
correct, along with
the use techniques
being inappropriate

ARTE 342

Conceptual
Complexity

Critique/
Statement

Artist

cohesive piece of
art.
The final piece of
art included at least
three elements of
culture that related
to their animal,
creating an overall
conceptual piece of
art. Ex: patterns,
colors,
textures,
enviroments.
The student was
able to talk about
their artwork using
academic language.
And turn in along
with their piece, a
strong
artist
statement.

to the project.
The final piece only
included
two
elements of culture.

The final piece

included one or less
elements of culture.

The student did not

use
academic
language
during
critique, or in their
artist statement.

The student did not

participate in the
class critique and
did not turn in an
artist statement.

Teaching Resources Needed to Support the Lesson:

Note: All background materials, research

documents, and handouts should be listed below and included as attachments.

- Visual Resource Bank, Category 1: A Day at the Zoo, Images 1-20.

- An example made by the teacher, or examples from a previous class.
-Access to a computer lab, or team up with their homeroom teacher, and have the
research section be completed during their English period. This lesson could also lead
into another Language Arts lesson, by adding on a research paper to go with their
culturally dipped animal.
Art Materials Necessary for the Lesson:
-Color-less crayons
-Crayons
-Watercolor paints
-Acrylic paints
-Permanent markers
-Computers or informational books
Teacher Activities
Introduction:

Student Activities

ARTE 342
The lesson will begin by the teacher asking
questions to her students:
-Has anyone ever been to the zoo?
-Has anyone ever seen a zebra? How about
an elephant?
-What can you tell me about these animals?
-Where do these animals come from?
Development:
We shift into the research portion of our
lesson, they will be given a worksheet to fill
out, this worksheet is not graded, it is only
there as a guide to help students research.

The students are gathered on the rug as

we talk about zoo animals, they are
responding by telling me what they
know.

The students are researching their

animals using the computer, iPad,
magazines,
books
or
handouts.
(Depending on the resources available.)

After the students have found three

interesting facts about the culture of their
animal (ex: country, flag, colors, artwork,
artists, food, etc.) They will come back to
the carpet to look at examples of projects
and watch a couple demonstrations done by
the teacher, showing them how to collage,
make different lines, how wax acts as a
resist once watercolor is placed on top, etc.

Students are watching the quick

PowerPoint that includes examples of
cultural animals, followed immediately
by watching a couple demonstrations by
the teacher.

The teacher prompts everyone to go back to

his or her seats and make a sketch. After
they are satisfied with their sketch, they
may start their project. If they finish early
they should start to work on their artist
statements.

The students are converting their facts

into an artistic idea. And then that idea,
is converted into a conceptual art piece.

Conclusion:
When it reaches time to clean up, the
teacher informs the students to put things
back where they belong, and put their
finished piece on the drying rack until next
class.
If the students did not have time to write
their statements, the teacher tells them that
they will have ten minutes to write their

The students start cleaning up.

ARTE 342
artist statement next class before we begin
critique.
Critical Comments and Reflections:
(Problems, successes, and what to think about for next lesson)