Lesson Plan

Title:_______Abstract Art______________

Length:______Five 45-minute class periods_________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your
lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

The second grade students have been working on a landscape drawing for the two weeks that I have been at this elementary school before this
lesson. They learned about and included foreground, middle ground, background and scale to make it look realistic. They also were able to choose
whatever colors they wanted to add to their landscape, even if they were not realistic. In this project, I was able to pre-assess their craftsmanship,
fine motor skills, and ability to reflect upon and identify the successes or flaws of their own artwork. The aspect of unrealistic color also serves as a
useful transition to scaffold their understanding of abstraction and incorporating unrealistic elements into their artwork.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

The art world is completely out of ideas for how to make anything new! Your mission is to make art that is fun, creative and has never been done
before! Using the styles of several cutting-edge abstract artists, you will make completely new expressive works of art that represent you.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Style
Expression
Improvisation
Composition
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals.
(Invent and Discover to Create --- Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences,
and perspectives --- Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design)

History and Culture influence and are influenced by art in all its forms.
(Observe and Learn to Comprehend --- Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts --Characteristics and expressive features of art and design are used to identify and discuss works of art)
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Art Learning:
o Ideation
o Inherent characteristics / expressive features (elements and principles)
o Media / techniques
o Art history / culture
o Reflection / assessment
-

Given verbal explanation and visual examples, SWBAT define and explain terminology including abstract, objective, non-objective, geometric, organic, cubism, value
and action painting.
- (Understand --- Observe and Learn to Comprehend --- Characteristics and expressive features of art and design are used to identify and discuss works of art
--- Inherent characteristics --- Literacy)
Given their finished artwork and guiding questions, SWBAT reflect upon how successfully they applied the styles and concepts of abstract art discussed in class.
- (Evaluate --- Envision and Critique to Reflect --- Visual arts use various literacies to convey intended meaning --- Reflection / assessment --- Literacy)
Given materials, artwork examples and step-by-step demonstration, SWBAT create a paper cut-out collage that follows the correct steps and requirements,
demonstrates understanding of Matisses style of abstraction and simplification of both objective and non-objective shapes, and successfully uses expressive features of
art and design and quality craftsmanship.
- (Create --- Invent and Discover to Create --- Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design --Media / techniques and Art history / culture)
Given materials, artwork examples and step-by-step demonstration, SWBAT create a cubist drawing of an animal that follows the correct steps and requirements,
demonstrates understanding of abstract stylistic techniques used by Picasso, Braque and Marc in their artwork, and successfully uses expressive features of art and
design and quality craftsmanship.
- (Create --- Invent and Discover to Create --- Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design --Media / techniques and Art history / culture --- Numeracy)
Given materials, artwork examples and step-by-step demonstration, SWBAT create a collaborative non-objective action painting that follows the correct steps and
requirements, demonstrates understanding of the style and techniques of Pollock, and successfully uses repetition to create a quality composition.
- (Create --- Invent and Discover to Create --- Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design --Media / techniques and Art history / culture)
Given instruction, discussion and guiding questions, SWBAT explain and discuss how abstract art affected and was affected by the development of modern culture.

(Understand, Analyze --- Relate and Connect to Transfer --- Visual arts respond to human experience by relating art to the community --- Art history / culture
and Reflection / assessment --- Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express
understanding.)

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students can demonstrate more thorough understanding of the

definitions and concepts addressed by verbal explanation.
Students will be shown examples visually to supplement
auditory explanation. Individual feedback will be provided
to each student to address any unique difficulties. Students
will be given their choice of a variety of abstract subject
matter with varying complexity.

Students will be allowed to turn in work that is either smaller in

size or quantity as long as they can demonstrate comparable
effort and understanding of the concepts being learned.
Students can use their choice of a variety of abstract subject
matter with varying complexity and level of detail.

Access (Resources and/or Process)

Expression (Products and/or Performance)

Students will be given their choice of abstract subject matter

and designs with varying complexity, and will be
challenged to push themselves to try unfamiliar things.
Students will be encouraged to help those around them.

Students will be expected to turn in work that is larger in size,

quantity, or level of detail while still demonstrating
exceptional effort and understanding of the concepts being
learned. Students can use their choice of a variety of
abstract subject matter with varying complexity and level of
detail.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Literacy is integrated through verbal teacher-directed instruction, student discussion, explanation of reasoning, and learning and application of relevant vocabulary terminology.
Students will also complete a verbal reflection evaluating, comparing and contrasting their artwork at the end of the lesson.
Abstract: Art that departs from realistic depiction of objects, relying instead upon formal artistic qualities.
Objective: Art that represents or is based on a real object.
Non-objective: Art that does not represent a real object.
Geometric: Regular shapes that have a name.
Organic: Shapes that are unpredictable and do not have a name.
Cubism: An early 20th-century style and movement in art in which perspective with a single viewpoint was replaced with geometric shapes showing many planes and angles of
perspective.
Value: The lightness or darkness of a color or tone.
Action painting: Technique where paint is randomly and spontaneously dripped or splashed onto the canvas.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Day 1:
Day 2:
Day 3:
Day 4:
Day 5:
-

Many colors and sizes of construction paper scraps

Half sheet construction paper backgrounds in many colors
Scissors
Glue sticks
White drawing paper
Pencils
Erasers
Colored pencils
Rulers
Light colored construction paper
Rulers
Crayons
Glue
Scissors
Light colored construction paper
Rulers
Crayons
24x36 paper
Liquid tempera paint watered down
Butcher paper
Pipettes
Straws

(Extension Day 6:)

Black oil pastels
Colored pencils
Watercolor paint
Brushes

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Artworks shown to students are already stored in the art room in large poster format. All images can also be found with a simple search online.
Toko - Cat and Spider, ca. 1890
Klee - Cat and Bird, 1928
Monet - Printemps a Giverny, 1903
Matisse - The Purple Robe, 1937

Chagall - I and the Village, 1911

Marc - Foxes, 1913
Kandinsky - Improvisation 35, 1914
Hofmann - Rhapsody, 1965
-Assorted paper cut outs by Matisse, late 1940s - early 1950s
-Picasso - Femme Assise (1909), Factory, Horta de Ebbo (1909)
-Marc - Deer (1912), Tiger (1912), Birds Above the Village (1913), Foxes (1913), Fabulous Beasts (1913), Four Foxes (1913)
-Kandinsky - Black and Violet (1923), Accent en Rose (1926), Blue Painting (1924), Contrasting Sounds (1924), Composition IV (1911),
Composition VIII (1923), Merry Structure (1926), Yellow, Red and Blue (1925), Weiches Hart (1927)
-Pollock - Autumn Rhythm (1950), Number 8 (1949), Blue Poles (1952), Convergence (1952)
Video of Pollock painting: https://www.youtube.com/watch?v=JZ3glUYHa3Q&t=163s
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Find and organize artist example posters

Make practice examples of cut paper, cubist art and action painting
Prepare supplies for each day and put in tubs and piles for students to easily access

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

-Normal class procedures (treat people and materials with respect, no running/horseplay, ROAR, etc.)
Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

RAFT: The art world is completely out of ideas for how to make anything new! Your mission is to make art that is fun, creative and has never been done before! Using the
styles of several cutting-edge abstract artists, you will make completely new expressive works of art that represent you.
-

How easy or difficult is it to come up with an idea that has never been done before?
What is the difference between these works of art? (Show and discuss realistic examples and abstract examples)
Why do artists create art that is intentionally unrealistic or abstract?
Is abstract art as valuable, difficult or important as realistic art? Why or why not?
What similarities and differences do you notice between the artwork weve looked at by Picasso, Marc, and Pollock?

Ideation/Inquiry:

Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

How easy or difficult is it to come up with an idea that has never been done before?
What is the difference between these works of art? (Show and discuss realistic examples and abstract examples)
Why do artists create art that is intentionally unrealistic or abstract?
Is abstract art as valuable, difficult or important as realistic art? Why or why not?
What kind of shapes and colors do you see?
Why do you think the artist made these the way they are?
What things are the same in all of these examples? Different?
How do you think this artwork was created?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day
1

Instruction - The teacher will... (Be specific about what concepts, information,
understandings, etc. will be taught.) Identify instructional methodology. KNOW
(Content) and DO (Skill)

1.

Introduce lesson about abstract art

a. Briefly review previous lesson and how they had a realistic focus on
foreground / middle ground / background but began making it more
abstract by choosing unrealistic colors
b. Explain terminology such as abstract, objective, and non-objective
c. Show comparison between realistic cat painting and abstract cat
painting, and ask students why they think the artist made them each
that way
d. Show/briefly discuss examples, explaining the increasing level of
abstraction:
i.
Toko - Cat and Spider, ca. 1890
ii.
Klee - Cat and Bird, 1928
iii.
Monet - Printemps a Giverny, 1903
iv.
Matisse - The Purple Robe, 1937
v.
Chagall - I and the Village, 1911
vi.
Marc - The Fox, 1913
vii.
Kandinsky - Improvisation 35, 1914

Learning - Students will... i.e.: explore ideation by

making connections, comparing, contrasting; synthesize
possibilities for each painting technique; etc. (Be
specific about what will be the i ntended result of the
instruction as it relates to learning.) UNDERSTAND
1.

Analyzing or evaluating arguments,

interpretations, beliefs or theories
Listening critically: the art of silent dialogue
Developing criteria for evaluation: clarifying
values and standards
Exploring implications and consequences

Time

1:55

e.
f.
2.

3.

4.

5.

Day
2

viii.
Hofmann - Rhapsody, 1965
What do you notice about these works of art?
Why do you think the artist made this?

Discuss Matisse examples handed out for students at their tables, then show a
big page of examples on the document camera
a. What kind of shapes and colors do you see?
b. Why do you think the artist made these the way they are?
c. What things are the same in all of these examples? Different?
Demonstrate cut paper project that students will be doing and explain my
process and thoughts as I go
a. No drawing on final product- only draw with scissors
b. Pay attention to design, balance, shape and color
c. Use quality craftsmanship
d. Must use the following to emulate style of Matisse:
i.
Layer colors and shapes
ii.
Organic shapes
iii.
Positive shapes and Negative shapes
iv.
Repetition
v.
Playful
vi.
Colorful
Work time for students
a. No drawing on final product- only draw with scissors
b. Pay attention to design, balance, shape and color
c. Use quality craftsmanship
d. If projects are not completed, students can finish on Day 5
Clean up
a. Artwork goes into the dry rack, supply person at each table puts
away tub, everyone cleans up paper scraps

2.

Comparing analogous situations: transferring

insights to new contexts

2:05

3.

Developing criteria for evaluation: clarifying

values and standards
Noting significant similarities and differences
Analyzing or evaluating actions and policies

2:10

4.

Thinking independently, making plausible

inferences, and comparing and contrasting
ideas with actual practice

2:15

5.

Developing intellectual good faith or integrity

2:35

1:55

1.

Quick review of abstract art concepts

a. What does abstract mean? Objective? Non-objective?
b. How can you tell if a work of abstract art is good or bad?

1.

Clarifying and analyzing the meanings of

words or phrases

2.

Show examples by Picasso and Marc - Picasso - Femme Assise (1909),

Factory, Horta de Ebbo (1909) -Marc - Deer (1912), Tiger (1912), Birds

2.

Listening critically: the art of silent dialogue

Developing criteria for evaluation: clarifying

2:00

Above the Village (1913), Foxes (1913), Fabulous Beasts (1913), Four Foxes
(1913)
a. What do you notice about these artworks?
b. Why did the artist make it look this way?
c. How would you make art that looks like this?

Day
3

3.

Demonstrate drawing animal and then making it into Cubist style - Students
will follow along one step at a time
a. Draw simple animal lightly in pencil on full page of white drawing
paper
b. Trace animal in marker that is the color of the animal - eyes, nose
etc can be traced in black marker
c. Color animal realistically in colored pencil
i.
Color lightly so value can be added later after its cut/glued
d. Cut out entire animal
e. Cut animal into 8-10 pieces of varying size and shape, keeping track
of which pieces make up which parts of the animal
f. Glue pieces onto light colored full page of construction paper
i.
Leave some space between shapes, overlap others, slightly
change angles, but generally keep pieces in the same area
that they came from

4.

Students have work time to make their own using the same process, with the
goal of achieving steps a-f demonstrated above. If they do not get to the point
of cutting out their animal (step d), they can spend a few minutes adding to
their Matisse cut paper collage

5.

Closure / review:
a. What is the name of this style of art?
b. Why do artists make abstract art at all?

6.

Clean up - Artwork goes into the folder at their table, supply person at each
table puts away tub, everyone cleans off table

1.

Ask students about the process and style of the cubism projects we started
last class (steps a-d) and demonstrate new steps (e-g):
a. Draw simple animal lightly in pencil
b. Trace animal in marker that is the color of the animal

values and standards

3.

Comparing analogous situations: transferring

insights into new contexts
Evaluating the credibility of sources of
information

2:05

4.

Thinking independently, making plausible

inferences, and comparing and contrasting
ideas with actual practice

2:10

5.

Clarifying and analyzing the meanings of

words or phrases

2:35

6.

Developing intellectual good faith or integrity

2:35

1.

Comparing analogous situations: transferring

insights into new contexts
Evaluating the credibility of sources of
information

1:55

c.
d.
e.
f.

g.
h.

Day
4

Color animal realistically in colored pencil

Cut out entire animal
Cut animal into 8-10 pieces of varying size, keeping track of which
pieces make up which parts of the animal
Glue pieces onto a light color of construction paper backing in
general area that they belong, but leave space between some shapes,
overlap others, change the angle of some shapes
Use a ruler and different colored pencils to draw 10-15 straight lines
from any point on a cut shape all the way to the edge of a paper
Color the spaces/shapes made by the straight lines, using 3-6
different colors. Each shape should be a gradation from dark to light
of the color used in that shape.

2.

Students will have work time to continue their cubism projects, with the goal
of finishing through step g above.
a. If any students finish early, they may either improve upon or make a
new artwork for either the cubism piece or the Matisse cut outs.

2.

Thinking independently, making plausible

inferences, and comparing and contrasting
ideas with actual practice

2:05

3.

Clean up - Artwork goes into the folder at their table, supply person at each
table puts away tub, everyone cleans off table

3.

Developing intellectual good faith or integrity

2:35

4.

Closure - What is the name of the style were working on? Who is the main
artist we are looking at?

4.

Distinguishing relevant from irrelevant facts

2:38

1.

Start right off by talking about value as an element of art.

a. Value is the lightness or darkness of tones or colors.
b. (Demonstrate with a colored pencil on the document camera) - Is the
area I pressed lightly a different value than where I pressed hard?
c. Where do you see value changes in these cubism paintings that
weve been looking at? (Students can come up and point on
document camera)

1.

Comparing analogous situations: transferring

insights into new contexts
Evaluating the credibility of sources of
information

1:55

2.

Demonstrate step H from steps listed above: Color the spaces/shapes made
by the straight lines, using 3-6 different colors. Each shape should be a
gradation from dark to light of the color used in that shape.

2.

Listening critically: the art of silent dialogue

Examining or evaluating assumptions

2:00

3.

Students will have work time to continue their cubism projects, with the goal
of finishing all steps listed above.

3.

Thinking independently, making plausible

inferences, and comparing and contrasting
ideas with actual practice

2:05

a.

Day
5

If any students finish early, they may either improve upon or make a
new artwork for either the cubism piece or the Matisse cut outs.

4.

Clean up - Artwork goes into the folder at their table, supply person at each
table puts away tub, everyone cleans off table

4.

Developing intellectual good faith or integrity

2:30

5.

Closure - What did you learn by making this project? What was difficult for
you? What was your favorite part?

5.

Distinguishing relevant from irrelevant facts

Comparing analogous situations: transferring
insights into new contexts

2:35

1.

Show short video of Jackson Pollock working on his paintings (link available
in Resources section of this lesson plan)
a. Ask questions and explain: What is he doing? Whats different
between this and other art weve seen or done before? Is this still
good art? Why/why not? (Mention $140mil painting of his)

1.

Thinking independently, making plausible

inferences

1:55

2.

Show a couple more examples of Pollocks work (Autumn Rhythm (1950),

Number 8 (1949), Blue Poles (1952), Convergence (1952)), define action
painting

2.

Comparing analogous situations: transferring

insights into new contexts

2:02

3.

Explain rules of using paint for this style while demonstrating

a. This is fun, but Im only letting you do it because I trust you to keep
it clean and treat all materials respectfully. If you are not, you will
have to sit out.
b. Never joke about getting paint on another person or on anything
except your art. If you do, you will be banned from painting.
c. Alternate where you are painting - move around your table
d. Be careful to keep paint only on the painting, not on chairs or even
the butcher paper backing if you can help it
e. Use a pipette to add lines and drops in different directions
f. Blow on the wet paint through a straw to move it in different shapes
(be careful to stop and take a few breaths in between each time)
g. Repetition is our artistic focus - try to disperse colors evenly

3.

Developing criteria for evaluation: clarifying

values and standards
Noting significant similarities and differences

2:05

4.

Work time - create Pollock style Abstract Expressionism action painting

a. One piece of 24x36 paper will be shared at every table. It will be
on butcher paper to minimize mess from paint. Each table will be
given 4 colors of paint. Halfway through work time, they will be
instructed to switch their two colors (not black or light gray) with
the table next to them. There are enough that each student can have
one color at any time; groups should also trade off colors.

4.

Thinking independently, making plausible

inferences, and comparing and contrasting
ideas with actual practice

2:10

b.
5.

6.

E
X
T
E
N
S
I
O
N
A
C
T
I
V
I
T
Y
(Day
6)

If a group finishes, they can either keep layering or help another

group if anyone is missing or going slower.

Clean up - Artwork goes into the folder at their table, supply person at each
table puts away tub, everyone cleans off table, Pollock painting shown to
whole class and hung up by whiteboard to dry

5.

Discuss art show, presentation of final work, closure - Share with your table,
then well take a few responses shared out with the whole class
a. What were some differences between what we did today and the
other abstract weve done / looked at? Similarities?
b. What was your favorite part of these abstract artworks? Least
favorite? Why?
c. How can you tell if a work of abstract art is good or bad?

6.

OPTIONAL EXTENSION ACTIVITY DEPENDING ON TIME

1. Briefly review main concepts of abstract art and cubism
a. Why are we practicing / learning about abstract art?
b. What specific styles of abstract art have we worked on lately?
2.

3.

Show and discuss examples of Kandinsky paintings (listed in resources

section)
a. Can you spot anything that you recognize?
b. How is this similar to abstract art weve looked at before? How is it
different?
c. If you wanted to make art that looks like this, how would you do it?
Show examples / steps
a. Choose an emotion to try to represent in the style of Kandinsky write that word on the back of my paper
b. Draw a few random lines and shapes with black oil pastel
c. Create shapes with different colors of pastels
i.
Try to have at least 3 triangles, 3 squares, 3 circles
d. Paint around it with watercolor (oil pastel will resist)

4.

Work time for students to complete the steps above

a. Instead of a Kandinsky project, students can go back and improve /
finish their cubism or Matisse projects

5.

Students who are done with their previous work will complete a Token
Response activity. They will look for the artwork that has the colors they like

Developing intellectual good faith or integrity

2:30
Developing criteria for evaluation: clarifying
values and standards
Noting significant similarities and differences
Analyzing or evaluating actions and policies
Distinguishing relevant from irrelevant facts

2:38

1.

Comparing analogous situations: transferring

insights into new contexts
Evaluating the credibility of sources of
information

1:55

2.

Comparing analogous situations: transferring

insights into new contexts
Evaluating the credibility of sources of
information

2:00

3.

Developing criteria for evaluation: clarifying

values and standards
Noting significant similarities and differences
Analyzing or evaluating actions and policies

2:05

4.

Thinking independently, making plausible

inferences, and comparing and contrasting
ideas with actual practice

2:10

the most, one that shows the best craftsmanship, and one that has the most
creative idea or the animal that is the most different from their own. With
each of these categories, students will be given a small piece of differently
colored paper (token) with a simple symbol on it corresponding with the
thing they were looking for; when they find an artwork that best matches that
criteria, they will set the token down by it.

5.

Developing criteria for evaluation: clarifying

values and standards
Noting significant similarities and differences

2:35
6.

Clean up - Artwork goes into the folder at their table, supply person at each
table puts away tub, everyone cleans off table

6.

Developing intellectual good faith or integrity

2:38

7.

Closure - tell a shoulder partner two new things you learned today
7.

Distinguishing relevant from irrelevant facts

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will do a gallery walk where they look at each others artwork and try to find different things.
- At the end of Day 5, students will complete a Token Response activity. They will look for the artwork that has the colors they like the most, one that shows the best
craftsmanship, and one that has the most creative idea or the animal that is the most different from their own. With each of these categories, students will be given a
small piece of differently colored paper (token) with a simple symbol on it corresponding with the thing they were looking for; when they find an artwork that best
matches that criteria, they will set the token down by it.
- On the optional last extension day of the lesson, students will try to guess the emotion that inspired the Kandinsky artwork by their peers. They will also think about
ways to tell whether the artwork is good or not even though its all abstract.
Students will reflect upon their artwork on the last full day of the lesson (Day 5). They will use reflective practice and make changes and improvements to any pieces that could
be developed more. They will look for areas to improve craftsmanship and composition.
Students will also discuss the following questions on the last day and throughout the lesson:
- What was your favorite part of these abstract artworks? Least favorite? Why? -Share with your table, then well take a few responses shared out with the
whole class
- How can you tell if a work of abstract art is good or bad?
- How did modern culture impact the development of abstract art?
- Why does it matter how art is displayed?
- If traditional art is usually displayed in a very rigid format with a rectangular frame in a museum context, would it make sense for abstract art to be displayed
the same way or differently? Why?

Post-Assessment (teacher-centered/objectives as questions):

Have students achieved the objectives and grade level expectations specified in your lesson plan?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.

Given verbal explanation and visual examples, WSBAT define and explain terminology including
abstract, objective, non-objective, geometric, organic, value and cubism?

(Complete rubric is attached at the end of this lesson

plan)

Given their finished artwork and guiding questions, WSBAT reflect upon how successfully they
applied the styles and concepts of abstract art discussed in class?

Given materials, artwork examples and step-by-step demonstration, WSBAT create a paper cut-out
collage that follows the correct steps and requirements, demonstrates understanding of Matisses style
of abstraction and simplification of both objective and non-objective shapes, and successfully uses
expressive features of art and design and quality craftsmanship?

Given materials, artwork examples and step-by-step demonstration, WSBAT create a cubist drawing
of an animal that follows the correct steps and requirements, demonstrates understanding of abstract
stylistic techniques used by Picasso, Braque and Marc in their artwork, and successfully uses
expressive features of art and design and quality craftsmanship?

Given materials, artwork examples and step-by-step demonstration, WSBAT create a collaborative
non-objective action painting that follows the correct steps and requirements, demonstrates
understanding of the style and techniques of Pollock, and successfully uses repetition to create a
quality composition?

Students will be assessed based on how successfully they meet

each objective of this lesson, as shown in the rubric at the end
of this lesson plan.
Most of the objectives can be assessed through the final
product, but the understanding of terminology and the
planning/reflection component will be evaluated through
formative assessment, class discussion, and the accurate
artistic development process. The rubric is mostly for my own
mental reference to determine the degree of success exhibited
by each student in each area. Students will be repeatedly
shown and told the necessary requirements for success in
student-friendly language. Most of the objectives are fairly
simple to accomplish at a proficient level, because the main
point of this lesson at a second grade level is to expose
students to new ideas and concepts about what abstract art is,
that it is just as valid of an art form as realism, and that it can
be used to express oneself.

Given instruction, discussion and guiding questions, WSBAT explain and discuss how abstract art
affected and was affected by the development of modern culture?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

1) To what extent were your lesson objectives achieved?

Generally, these ratios were fairly consistent throughout all of the sections of 2nd grade, although this data is specifically from one class. Out of 21
students who were present on the introductory day of the lesson, about 14% were Developing, 62% were Proficient, and 19% were Advanced at
accomplishing the Matisse project objectives. For the cubism final project and objectives, out of 22 students, 18% were at a Developing level, 59% were
Proficient, and 23% were Advanced. On the Pollock-style collaborative action painting objectives, about 9% were Developing, 59% were Proficient and
32% were Advanced. As far as formative assessments, students were generally proficient or advanced in explaining and demonstrating their

knowledge of contour drawing terminology, principles and application, as well as the transferable concepts of how abstract art fits into the
bigger picture of culture and art history. I made it a point to call on students who I hadnt heard from yet to give me a better grasp of how
the whole class was understanding the objectives. Everyone participated in discussions throughout the lesson and the reflective Token
Response activity. This led to a different angle of self-reflection because each student considered how they and their peers had decided on
which art had the best craftsmanship, the best color scheme, and the best idea; they also explained their decisions to their peers and

considered what they could change or add next time. Students did a great job of collaborating on the action painting and treating each other
respectfully.
2) What changes, omissions, or additions to the lesson would you make if you were to teach again?
If I were to teach this lesson again, I would consider modifying several of its components. On the Cubism pictures, I would probably have the students
draw their straight lines with markers so that they stand out more than crayon or colored pencil. I would consider trying to use watercolor pencils for
creating value and coloring in the shapes on these artworks. This could help spread out the colors more evenly without as many separate coloring lines
in each shape. However, it could be more difficult to achieve a consistent value scale this way, and the final products might be messier. The students
could use another day to work on these, and a whole class period to create a couple of different Matisse cutout collages. However, at a 2nd grade level it
is difficult to spend more than about three class periods on one work of art. I would also consider coming up with a simple written or multiple choice
reflection, where students could rate their own performance on effort, craftsmanship, and creativity. Another cool extension of the abstract art lesson
would be to let the students spend a whole class inventing their own style of abstract art based on what they had learned about other types, and creating a
work of art in that unique style.

3) What do you envision for the next lesson? (Continued practice, reteach content, etc.)
For the next lesson, I would probably move back to something more realistic or concrete such as an animal, landscape, architecture, radial mandala, or
other fairly straightforward lesson. After thinking about abstract concepts, it could be beneficial to give students a break from art that is quite so
intellectual and philosophical and focus on a specific technical or fun skill instead. This could give them an artistic product that boosts confidence in
their ability to create more realistic art while also providing them with more choices or flexibility than specifically the Cubism project. It would also be
helpful to tie this in with abstract art concepts and discuss how the projects relate to each other, or how the next lesson could use some of the previous
abstraction techniques to completely change the product. Another interesting variation could be to design a unique museum for abstract art. Students
could observe and discuss images of buildings such as the Guggenheim, Milwaukee Museum, or Denver Art Museum. Next, they could use materials
such as cardboard, foam board, plastic, paper, etc. to create their own unique architecture in an unusual form to match the abstract art that would
hypothetically be inside. If the materials or storage were not possible for a 3-D architectural form, we could do the same project with drawing, or
experiment with making a cardboard or tagboard structure than can collapse or break into multiple pieces.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/15 Fahey

Rubric

Criteria

1. Basic (S-)

2.Developing (S)

3.Proficient (S+)

4.Advanced (E- or E)

1. Define and explain

terminology including

Student cannot
accurately describe and

Student can somewhat

accurately describe and

Student can mostly

accurately describe and

Student can accurately

describe and apply all terms

apply the terms and

characteristics they
learned related to
abstract art

apply some terms and

characteristics they
learned related to abstract
art

apply most terms and

characteristics they learned
related to abstract art

and characteristics they

learned related to abstract
art

2. Reflect upon how

successfully the styles and
concepts of abstract art
discussed in class were
applied in artwork.

Student rarely recognizes

and discusses ways to
improve their work.
Artwork shows little to
no reflective practice and
improvement.

Student moderately
recognizes and discusses
ways to improve their work
given questions and
feedback from the
instructor and peers.
Artwork shows little or
moderately effective
reflective practice and
improvement.

Student mostly recognizes

and discusses ways to
improve their work given
questions and feedback
from the instructor and
peers.
Artwork demonstrates
mostly effective reflective
practice and improvement.

Student recognizes and

discusses ways to improve
their work given questions
and feedback from the
instructor and peers.
Artwork shows outstanding
reflective practice and
improvement.

3. Create a paper cut-out

collage that follows the
correct steps and
requirements,
demonstrates
understanding of Matisses
style of abstraction and
simplification of both
objective and non-objective
shapes, and successfully
uses expressive features
of art and design and
quality craftsmanship.

Student creates a paper

cut-out collage that is
incomplete or does not
follow correct steps or
demonstrate
understanding of
Matisses style and
process. Artwork shows
minimal creativity and is
very lacking in
craftsmanship.

Student creates a paper

cut-out collage that
somewhat follows correct
steps and demonstrates
some understanding of
Matisses style and process.
Artwork shows moderate
creativity and is lacking in
craftsmanship.

Student creates a paper

cut-out collage that mostly
follows correct steps and
demonstrates understanding
of Matisses style and
process. Artwork shows
creativity and has good
craftsmanship.

Student creates a paper

cut-out collage that follows
correct steps and
demonstrates
understanding of Matisses
style and process. Artwork
shows creativity and has
excellent craftsmanship.

4. Create a cubist drawing

of an animal that follows
the correct steps and
requirements,
demonstrates

Student creates a cubism

animal artwork that is
incomplete or does not
follow correct steps or

Student creates a cubism

animal artwork that
somewhat follows correct
steps and demonstrates

Student creates a cubism

animal artwork that mostly
follows correct steps and
demonstrates understanding

Student creates a cubism

animal artwork that follows
correct steps and
demonstrates

and

understanding of abstract
stylistic techniques used
by Picasso, Braque and
Marc in their artwork, and
successfully uses
expressive features of art
and design and quality
craftsmanship.

demonstrate
understanding of Marcs
style and process.
Artwork shows minimal
creativity and is very
lacking in craftsmanship.
Value gradation is rarely
or never used in the
artwork.

some understanding of
Marcs style and process.
Artwork shows moderate
creativity and is lacking in
craftsmanship. Value
gradation is occasionally
used in the artwork.

of Marcs style and process.

Artwork shows creativity
and has good craftsmanship.
Value gradation is clearly
used throughout most
sections of the artwork.

understanding of Marcs
style and process. Artwork
shows creativity and has
excellent craftsmanship.
Value gradation is clearly
used throughout each
section of the artwork.

5. Create a collaborative
non-objective action
painting that follows the
correct steps and
requirements,
demonstrates
understanding of the style
and techniques of Pollock,
and successfully uses
repetition to create a
quality composition.

Student creates a
collaborative action
painting that
demonstrates incomplete
understanding of Pollocks
style and process.
Artwork shows creativity
and has poor composition
or rarely uses repetition.

Student creates a
collaborative action painting
that demonstrates
moderate understanding of
Pollocks style and process.
Artwork shows creativity
and has fair composition
and use of repetition.

Student creates a
collaborative action painting
that demonstrates
understanding of Pollocks
style and process. Artwork
shows creativity and has
good composition and use of
repetition.

Student creates a
collaborative action painting
that demonstrates thorough
understanding of Pollocks
style and process. Artwork
shows creativity and has
excellent composition and
use of repetition.

6. Recognize and identify

defining characteristics of
abstract art and different
styles within that, and
discuss how abstract art
affected and was affected
by the development of
modern culture.

Student does not

participate in discussions
with peers or shows
minimal understanding of
the characteristics of
abstract art.

Student participates in
discussions with peers and
shows moderate
understanding of the
characteristics of abstract
art.

Student participates in
discussions with peers and
shows understanding of the
characteristics of abstract
art. Student asks questions
that contribute to
understanding.

Student thoroughly
participates in discussions
with peers and shows deep
understanding of the
characteristics of abstract
art. Student asks insightful
questions that contribute to
deeper understanding.