ASSURE Model Instructional Plan

Lesson Title: Face Kings

Teachers Name: Jeff Watson
Grade: 9
Content Area: ART
Lesson Length: Two class periods

Analyze Learners
1.
2.
3.
4.

30
12 Males/ 18Females
Age Range is 14-15 years old
Mental, Social, Physical, Social Notes such as:
o One student in wheelchair
o Learning Differences include a learner that is considered mildly autistic.
o Cultural/Ethnic Notes include 50% of class to be Caucasian, 20% African-American,
10% mixed races.

5. Current Knowledge, Prerequisites, and Notes about Learner Attitudes: Students will have
prior experience with visual culture and examples of mass media from previous lesson
segments. This knowledge about how art can influence individuals as well as a collective,
gave the students a foundation of understanding to begin this lesson readily and with little
or no difficulty. The students learned previously in their civic classes about governments
which was also built upon by this lesson segment. Students have previous experience
creating two dimensional artworks, pattern and using symmetry. English language learners
will not have difficulties in this lesson since it allows the students to explore various
cultures. Some of the students may have trouble drawing but the lesson that involves
drawing has flexibility in which the students can create a non-representational artwork.
6. Learning Styles
(Estimate % of Students)
o Visual: 20% of students
o Auditory (Aural): 30 % of students
o Kinesthetic (Hands On): 50% of students
State Objectives
ABCDs of strong objectives are included:
Students explore the impact the visual arts have on propaganda in a global context. Most
students believe propaganda to have a negative connotation, but propaganda is used in everyday
advertising and other numerous mass media platforms. Most students also believe propaganda
refers to only politics. This lesson segment allows the learners to explore the professional and

recreational side of this visual arts tool that is used in many areas of society. They discover the
uses of propaganda throughout other cultures and relation to governments. The students learn
the significance of propaganda in electing government officials, which will allow the class to
analyze how difficult issues shown through visual arts effect elections and the world they inhabit.
Students learn about various government bodies/hierarchies and how that rich history is
portrayed in art. Students create up to two to three face cards of their own design displaying a
hierarchy while learning complex patterns, symmetry, and manipulating materials to create
inverted artwork. Students will pay close attention to the complex patterns in the clothing and
what types of clothing are used to portray a certain status
NCSCOS/Common Core Objective / Essential Standards:
B.CX.1.1 Use visual arts to explore concepts in world history and relate them to significant
events, ideas, and movements from a global context.
B.CX.1.2 Explain how art influences historical perspectives on society.
B.CX.1.4 Interpret art in terms of cultural and ethnic context.

Select Methods, Media, , and Materials

1. Methods: The lesson will begin with a discussion about the local government and the
voting process. Then the teacher will use a PowerPoint presentation as a visual tool to
discuss different types of government bodies throughout the world and how each culture
portrays them. The visual aids will allow the students to understand the content more
clearly than simply talking about them. The presentation will also incorporate the historical
significance of playing cards and their role in cultures around the world. Then the class as
a whole will discuss their personal history with playing cards. Teacher input will include
showing how to create complex patterns in clothing and options for the design of their
cards while referring back to the objectives of the lesson. Teacher will show how each card
must be 3x3 so that everyones card is exact size like a deck of cards. Teacher will show
where to put the letter and the symbol. Teacher will also demonstrate how to invert a
drawing and usage of a template to copy an artwork to make symmetrical. Student Guided
Practice will include the students sketching out their face card ideas on sketch
paper/newsprint. When the students have made their choice on which design to continue
with and its hierarchal status, the students will then draw three 3x3 squares on a piece of
tracing paper space out so as to not touch one another. Then the students will create their
face card designs in the square. Students will invert their three card designs to create
three face cards. When finished they will go over the pencil in ink. For those who get done
early they can color their cards with sharpies.
2. Media: PowerPoint presentation and example of end product created by the teacher or
past students.
3.
Materials: The art textbook will not be required to be utilized but the
students will be made aware of its benefits for reference and remembering key terminology.

Utilize Media, Materials, and Methods

For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. The teacher will need to have reviewed the PowerPoint presentation in advance so can be
ready to answer questions and drive discussions. The teacher will also need to have ready an
example of the final product. Either created by the teacher or from past students. The Teacher
will need to have the PowerPoint presentation ready to be shown as well as materials for the
assignment. Materials include: Sketch paper/ newsprint, 8 x 11 tracing paper, ruler, pencil,
sharpie/pen, eraser, etc.
2. The learning environment will be in the classroom with the students in their assigned seats.
Lighting will be bright as to have plenty of light to create art and not strain eyes.
3. Preparing the learners will include a non-formal discussion on the voting process and the local
government. They will be asked their local politicians and leaders.
Require Learner Participation
During the presentation the teacher will try and engage all the students with discussion by asking
them guided questions and asking them to read off slides. During the design process the teacher
will ask open ended questions about their design choices and character development. At the end
of the lesson, the teacher will have the students walk calmly around each table to view their
peers works. The teacher will ask the students about their hierarchies and how each differ from
one another in status and in their royal attire. We will discuss how their designs did and did not
work to convey their hierarchy. Students will be asked about problems in the design process or
manipulating of the materials so changes can be made to make the lesson plan better for future
use.
Evaluate & Revise

Evaluation methods for each of the following are included:

1. Student Performance:

Explores concepts
and relate them to
events, ideas, and
movements on a
global scale

Discussion of how art

influences
historical/modern day
perspectives on
societies

Interpret art in terms

of cultural and ethnic
context.

Use of Materials

3
Student displays a
greater understanding
of the importance of
hierarchies and
propaganda in
relation to
government
institutions and
culture on a global
context
Student displays a
greater understanding
of how the visual arts
is used in
historical/modern day
perspectives on
society

2
Student displays an
understanding of the
key concepts of
hierarchies and
propaganda in
relation to
government
institutions and
culture on a global
context
Student displays an
understanding of how
the visual arts is used
in historical/modern
day perspectives on
society

Student displays a
greater understanding
of how art relates to
cultures and
ethnicities
Design is of required
size, containing
complex patterns,
letter, symbol, and
symmetry

Student displays an
understanding of how
art relates to cultures
and ethnicities
Design is of the
required size,
contains some
patterns, letter,
symbol, and
symmetry

1
Student is unable to
display an
understanding of the
key concepts of the
lesson

Student is unable to
grasp how the visual
arts is used in
historical/modern day
perspectives on
society
Student is unable to
display any
understanding of how
art relates to cultures
and ethnicities
Design is not of the
required size,
contains little pattern,
letter, symbol, and no
symmetry

Comments/Points

2. Media Effectiveness:
After the lesson segment, the teacher will review the examples in the presentation to
decide if they achieved in getting across the message. The teacher will also make sure the
fonts are big enough and the contrast to the background are not hindering of learning. The
presentation will also be evaluated by how well the students discussed the topic.
3. Instructor Performance:
The instructor will be assessed at the end of the lesson by how well the students answer