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LESSON PLAN VISUAL LITERACY

Teacher:

Jacqueline Abend

Unit:

Boundaries

Course:
Topic:

Visual Literacy

Art I_________________
Grade:

9-12_ _

Essential Questions:
1. How are our lives influenced by boundaries?
2. What kinds of boundaries have provoked artists to create?

3. How does art contribute to the breaking down of boundaries?


New Jersey State Standards:

The Creative Process: Stimuli for the creation of artworks can come from many places, including
other arts disciplines. (1.1.12.D.2)
1.2 History of the Arts and Culture: Access to the arts has a positive influence on the quality of an
individuals lifelong learning, personal expression, and contributions to community and global
citizenship. (1.2.12.A.2)
1.3 The artists understanding of the relationships among art media, methodology, and visual
statement allows the artist to use expressionism, abstractionism (nonobjective art),
realism/naturalism, impressionism, and other genre styles to convey ideas to an audience
(1.3.12.D.5)

Daily Performance Objectives:

Knowledge: Begin to conceptualize and verbalize types of boundaries.

Skills: Engage in interpersonal and social skills

Understandings: If we are going to learn together, we are going to learn about one another.

Prior Knowledge:

Knowledge: Prior conceptions about and experiences with art.

Skills: Ability to interact with one another.

Understandings: Social, personal, natural, and manmade boundaries.

Materials and Aids: Bingo Sheets, Pencils, Markers, Scrap Paper


Time Frame for the Lesson:
Time Frame of
Activity
7 minutes

Student Will

Teacher(s) Will

Students will respond to the Do Now in


regards to an image of Terry Gurrola
embracing her daughter upon return
from a tour in Iraq

Take attendance as students come in,


direct students to seats, explains the Do
Now students will write a paragraph in
response to the question: What is
happening in this image? What has
happened? How do you know?
Lo que est ocurriendo en esta imagen? Lo
que ha sucedido? Cmo lo sabes?
Haitian Creole: Kisa k ap pase nan foto sa a ?
Kisa ki te pase ? Kijan ou fe konnen?
French: Ce qui se passe dans cette image ?
Que s'est-il pass? Comment le sais-tu ?

15 minutes

Students share Do Nows. Students will


give definitions of literacy. Respond to
teacher questions about visual literacy.

Walk around room to see student


responses. Guide conversation in
reviewing Do Now. Ask students to define
literacy. Present concept of visual literacy,
ask students why is visual literacy
important? Talk about barrage of visual
stimuli and need to interpret it.
(PREFRONTAL CORTEX not developed)
Go through decoding process of being
visually literate with the image again:
1.
2.
3.
4.
5.

15 minutes

1 minute view Misty Copeland UA


advertisement
4 minutes write 4 sentences based on a
visually literate decoding of the ad

Look
Observe/See
Describe
Analyze
Interpret

Show ad, guide student discussion write


on whiteboard student responses. Offer
new ways to interpret ad during class
discussion.

5 minutes discuss with groups


5 review with teacher
10 minutes

View teacher demonstration of line, offer


opinions and examples of lines dynamics

30 minutes

Students will practice line inventory in


sketchbooks

8 minutes

Write down a song they like to listen to


for playlist in class.

Introduce Line as an element of design.


Describe importance, indicate on slides
how line informs the image. Relate Line to
boundaries
Teacher will walk around the room
helping students draw lines, answering
questions, passing out scrap paper

Collect Exit Slips

Assessment/Evaluation:

Formative- Completion of Line Inventory

Summative-

Adaptations

ELL Learners: Giving explanations in written and spoken Spanish. Allow ELL students to sit next to
another and work together. Model directly behavior. Use visuals.

Special Needs: Model process of decoding visual literacy, ensure visual accessibility

Homework: N/A