LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #2, 9-12th grades, Where We Come From, 6 days (60 min.)
II. Lesson Rationale: Identity plays a large role in our lives, and high school is for many a defining
moment as they explore who they are and who they want to be. People often perceive us differently
based off of where we come from. It is important to reflect upon the place we originated from because
it influences who we are as individuals and where we may be going. Students will reflect on objects or
aspects that remind them of their home or community in which they came from. They will find at least
5 artifacts that resemble these aspects, and take images of them. The students will distort or
deconstruct these images, and duplicate them as a painting.
III. Key Concepts:
Community/Home, Reconstruct/Deconstruct, Cubism, Collage, Identity
IV. Essential Question:
1. How does our community/home environment shape our identity?
2. How can artifacts from where we come from influence our identity?
3. In what ways can we use cubism to create a piece that reflects identity?
V. Lesson Objectives:
1. After this lesson, students will be able to explain how our community or home environment
shapes our identity.
2. After this lesson, students will be able to identify how artifacts can influence our identity.
3. After this lesson, students will be able to illustrate the ways in which cubism can be used to
create a piece that reflects identity.
VI. Specific Art Content:
Elements and Principles of Design, Cubism, Deconstructive Painting
VII. Resources & Materials for Teacher:
Computer with Internet
Projector with Screen
Cubism Video, Acrylic video, Romare Bearden video, how to cubism video (Refer to
References)
Scissors
Glue
Email
Canvas
Paper
Acrylic Paint
Brushes
Paper Towels
Water cups
Paint palette

VIII. Resources & Materials for Students:

Computer with Internet
Email
Scissors
Glue
Canvas
Paper
Acrylic Paint
Brushes
Camera
Water cups
Paint palette
Vocabulary: Identity, Elements and Principles of Design, Cubism, Collage
IX. Instruction and Its Sequencing:
1st Day of the Lesson
1. Introduction/Motivation:
Introduce the key concept of where we come and how it influences our identity. Show them the
video of Cubism and discuss Pablo Picasso.
2. Guided Practice
Group discussion about what aspects of our community or home environment play a role in
influencing our identity.
3. Independent Practice
Have the students brainstorm artifacts (from home/community) that they can reflect on at the
top of their head that played a role in shaping who they are.
4. Closure
Tell the students to take at lease 5 pictures of aspects from their community/home environment
that have influenced who they are. Have the students submit their 5 images online through
email before the beginning of the next class.
5. Formative Evaluation
Walk around the classroom as students are brainstorming, and make sure they are staying on
task. Meet with them individually to discuss what they have come up with. Answer any
questions.
6. Classroom Management Procedures
Make sure students understand what is expected of them for the next day, and have them clean
up any mess that was leftover.
2nd Day of the Lesson
1. Introduction/Motivation
Introduce artist Romare Bearden and what students will be doing for today. Look at video over
him. (Download the images they submitted, and print them out individually, begin cutting

2.
3.
4.
5.
6.

them up/distorting them) Introduce video on cubism painting techniques that might help them
in process.
Guided Practice
Show them an example on how they will be cutting/distorting their images into one unified
image
Independent Practice
Students will download and print images, then start cutting and distorting them into one piece.
Closure
Remind students they will begin under painting/painting the next class. Make sure they
understand what the term under painting means
Formative Evaluation
Individually meet with student to look at images, and check on the progress of their distorted
rough draft.
Classroom Management Procedure
Make sure students clean up scraps of paper, and put any materials they used away. If their
distorted image is not complete, have them finish it at home.

3rd Day of Lesson

1. Introduction/Motivation
Introduce students to under painting process, and show them where all the paint is stored in the
class. Introduce Beginners acrylic painting video.
2. Guided Practice
Show the students an example of under painting, as well as how to do detailed textures with
paint
3. Independent Practice
Students will begin under painting their distorted image onto canvas, if they complete their
under painting then they may begin painting.
4. Closure
Remind students that the following day they will need to start painting, if they havent finished
under painting have them complete it at home.
5. Formative Evaluation
Make sure students stay on task with under painting, and are prepared to begin painting if they
havent started already the next class.
6. Classroom Management Procedure
Make sure students put back all the paint, clean up their brushes, and wipe down the tables. Put
away any other materials.
4th and 5th Day of Lesson
1. Introduction/Motivation
Tell students they will just have a studio work day and work on their paintings. Remind them to
use textures and form.
2. Guided Practice
N/A
3. Independent Practice
Students will be working on their paintings for the rest of class period, paying attention to
textures and form (elements/principles) of the object they represented.
4. Closure

After the 5th day of class, remind the students they will be presenting their works on the 6th
day of this assignment, remind them to do artist statement along with presentation (5 sent.
Understanding of essential Q in project)
5. Formative Evaluation
Make sure students stay on task and work on painting, and answer any questions and concerns
6. Classroom Management Procedure
Make sure students clean up the paint, brushes, and wipe down tables, after 5th day remind
them of presentations and artist statements.
6th Day of Lesson
1. Introduction/Motivation
Presentation day! Remind student they will need to explain the community, home, and objects
they decided to paint and how it assists in identifying them
2. Guided Practice
N/A
3. Independent Practice
Students will present their work describing the objects found in community/home they chose
and why and how it reflects essential Q, turn in their artist statement.
4. Closure
Have a reflection on how these projects helped us answer the essential Q of how our
community/home shapes our identity
5. Formative Evaluation
Make sure students have project completed, have clear voices when presenting, have eye
contact, make sure they are directly answering essential Q through presentation/artist statement
6. Classroom Management Procedure
Make sure students put their projects on the desk for grading, and clean up any additional mess.
X. Summative Assessment and Evaluation:
Exemplary
Composition/Elements
Student shows an
and Principles
understanding of a
good composition, and
have an emphasis on
different textures and
form
Artist Statement
The artist statement
meets 5 sentences
length requirement,
and describes an
understanding of the
essential Q of how
community/home
influences our identity
Presentation/Participation They had clear voice,

Satisfactory
Student shows some
understanding of
composition, but needs
a clearer distinction of
textures and form

Emerging
Student lacks in
composition and the
use of textures and
forms

The artist statement

meets the 5-sentence
length requirement, but
doesnt show a clear
understanding in the
essential Q in their
work.

Student does not meet

the length requirement
or is not completed at
all. Doesnt show any
understanding of the
essential Q and how it
was reflected in their
piece.
No eye contact, voice

Minimal eye contact,

Stylistic Distortion

and eye contact. They

presented a clear
explanation of the
objects they chose and
how it influenced their
identity.
The student clearly
showed the distortion
of objects, they were
distorted but still
identifiable.

and unclear voice.

They needed a clearer
explanation of the
objects they chose.
The student lacked in
distortion of objects,
either did too much
distortion or too little.

was too quiet and

difficult to understand,
didnt explain the
objects they chose and
how it influenced
them.
Students do not show
distortion effectively.
It resulted in realistic
representation of
objects and is not
influenced by cubist
aspects.

XI. Interdisciplinary Connections:

N/A
XII. References & Resources:
Koopkaren. (2012 Sep 30). About Romare Bearden and his art [Video file]. Retrieved from
https://www.youtube.com/watch?v=WEVROxjjM54&t=57s
Pebeo. (2013 May 28). Cubism painting technique with studio acrylics [Video file]. Retrieved from
https://www.youtube.com/watch?v=OL1mwH0srwU
Philinthecircle. (2014 March 26). Cubism [Video File]. Retreived from
https://www.youtube.com/watch?v=DSZMlfm1Ln0
The Art Story. (2016). Romare Bearden. Retrieved from http://www.theartstory.org/artist-beardenromare.htm
The Art Story. (2016). Pablo Picasso. Retrieved from http://www.theartstory.org/artist-picassopablo.htm
Willkempartschool. (2015 Feb 5). Beginners acrylic painting course [Video file]. Retrieved from
https://www.youtube.com/watch?v=2oNsMva04MM

XIII. Art TEKS

http://ritter.tea.state.tx.us/rules/tac/chapter117/ch117c.html
117.303. Art, Level II
117.304. Art, Level III
c) Knowledge and skills covered in this lesson, indicated in *bold

(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artworks.
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures
(4) Critical evaluation and response. The student responds to and analyzes the artworks of self
and others, contributing to the development of the lifelong skills of making informed judgments
and reasoned evaluations.

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 6: Convey meaning through presentation of artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.