An Exploration of Letter Art and

Illuminated Letters

Retrieved November 2, 2016.

Victoria Stearns
November 1, 2016

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Introductory Information:
Lesson Plan: An Exploration of Letter Art
School: Shady Hill School
Grade: 5-8
Class size: 12 students
Length of Class Period: 45 minutes
Number of classes: 1-2 class periods
Lesson Topic/Description: In this lesson 5th-8th grade students will reflect on
their personal interests and characteristics that shape their identity. The students will
research, plan and create letter art by illustrating their names and using colored pencils
and at least three different drawing techniques. The students will understand the ways in
which words and letters can be a form of art.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:
Artists draw their ideas from personal experiences, their imaginations, and
the world around them.
Artists reflect on their personal histories when creating meaningful works
of art.
Text, words and letters can be a form of art that artists use to
communicate an idea and to tell a story.

B. ESSENTIAL QUESTIONS:
Where do artists get their ideas?
How do artists create personal and meaningful works of art?
How can text, words and letters be a form of art and how can letter art
communicate an idea?

C. STATE STANDARDS ADDRESSED:

1. Standard 1. Methods, Materials, and Techniques. Students will demonstrate
knowledge of the methods, materials, and techniques unique to the visual arts.

2. Standard 2. Elements and Principles of Design. Students will demonstrate

knowledge of the elements and principles of design.

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 3. Standard 3. Observation, Abstraction, Invention, and Expression.
Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.

D. ACQUISITION/ LEARNING OBJECTIVES:

The students will discuss and analyze artwork from medieval manuscripts.
The students will know how to communicate their ideas about their identity and
their personal interests through the use of visuals.
The students will be able to brainstorm and plan their letter art in a clear and
thoughtful manner.
The students will be skilled at using colored pencils and different drawing
techniques.
The students will be able to discuss their interests and their identity in a
meaningful way.
The students will create letter art by illustrating their names using colored pencils
and at least three drawing methods.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:
The final product will be a color pencil illustration of the students name. The
students will complete a brainstorming worksheet on characteristics about their
identity and their personal interests. The students choice of images will reflect
thoughtful brainstorming and planning. The drawing will include at least three
different drawing techniques.

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http://www.art-imagery.com/cat.php?id=dragon

B. CONTINUUM OF ASSESSMENTS:
Students will complete a brainstorming worksheet to help them reflect
upon and organize their ideas about their identity and their interests.
Students will include at least 5 letters in their final artwork.
Students will demonstrate respectful behavior towards their peers and the
teacher and will follow class rules appropriately.
Students should show proof of a well-planned layout for their final piece.
Students should have used at least 3 different colors and drawing
techniques.
Students should have created a name illustration that demonstrates careful
craftsmanship, effort and participation.
Students should share their final artwork in a group sharing if time allows.

C. EVALUATIVE CRITERIA
Did the students successfully and cohesively communicate their personal interests
to the viewer in the final piece?
Did the students discuss and interpret the process and meaning of artwork from
medieval manuscripts?
Did the students brainstorm and plan their name illustrations in a thoughtful
manner?
Did the students put time and effort into their artwork?
Did the students include at least 3 colors and 3 drawing techniques in their
project?
Did the students show respect for the classroom rules and for the teacher and their
peers?
Did the students reflect and evaluate their finished artwork in the final artist of
their work?

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STAGE 3: LEARNING PLAN
A. MATERIALS AND EQUIPMENT:
Art Materials
6x24 White Drawing Paper
Sketch paper
Graphite Pencils-HB and 2HB
Prisma Color Pencils
Rulers
Pencil Sharpeners
Erasers
Sharpies (optional)

B. RESOURCES: VISUALS, TEXT, MEDIA AND WEB

Visual Image Resources

Medieval Manuscripts
Illuminated Letters
The Book of Kells
The Bible of Illuminated Letters

Web Resources
http://www.merriam-webster.com/dictionary/manuscript
http://www.mfa.org/node/9447

Student work, 6th grade, Shady Hill School, 2016.

C. VOCABULARY WITH DEFINITIONS:

Cross-hatching:
Shading: A color produced by the addition of black.
Illuminated Letters: text that is supplemented with decoration including
initials, borders and miniature illustrations.

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 Manuscript: written by hand, the original copy of a play, book, piece of
music, etc., before it has been printed

D. TEACHER INSTRUCTION:
The teacher will introduce the lesson with by presenting the
learning objective, the materials to be used and the agenda.
The teacher will hand out tape and markers for students to write
their names.
The teacher will show examples of letters from medieval
manuscripts and will lead a Visual Thinking Strategies discussion.
The teacher will present the new vocabulary words and relate to
the images to what the students just saw.
The teacher will explain the guidelines for the letter art assignment
and note the criteria and expectations for the final piece.
The teacher will demonstrate 4 drawing techniques.
The teacher will demonstrate the steps of the lesson.
o The teacher will say to
o Use a ruler to map a top and bottom line for the letters.
o Use a pencil to make dots for each letter
o Design the letters based on the brainstorming worksheet
o Color the letter art
The teacher will explain that after the students finish their
illustrated names, they can prepare for the group sharing.
The teacher will hand out a worksheet for the first part of the
project and will have the students brainstorm their ideas about their
personal interests.
The teacher will check in with the students during the art making
time to ensure that all of the students come up with ideas.

The teacher will remind the students that at the end of the lesson,
they will have a group sharing that reflects their identity and
inspiration for their artwork.
The teacher will observe the students progress in order to
determine when they will be complete the project.
on the back of their large paper.
The teacher will provide the students who finish early some
opportunity to work in their sketchbook journals.
During the last day of the project, the teacher will reserve the last
5-10 minutes to facilitate a final discussion and sharing of their
finished artwork.
The teacher will hang the student artwork in the classroom gallery
wall and tell the students to briefly explain their work and their
inspiration behind their work. The teacher will explain that the
students need to use I appreciate sentences or ask questions.

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 E. QUESTIONS TO GENERATE DISCUSSION:
What do you see in the picture?
What do you see that makes you think that?
What more can we find?
How can text, words or letters be a form of art?
What are different drawing techniques?
Where do artists get their inspiration?
How can we communicate our ideas using visuals?
What do you think was the purpose and meaning behind the artists work?

F. LEARNING ACTIVITY:
Students will examine and make observations about medieval manuscripts.
The students will make interpretations towards the artists purpose and
methods.
Students will hear their assignment and criteria and fill out a
brainstorming worksheet about their identity and interests.
The students will prepare their letter art using a ruler to make
o Top and bottom guidelines for their letters.
o Dots to mark each latter
o The students will write the letters in their name very lightly.
o The students will draw their designs on their letters.
Students will color in their designs using colored pencils.
Students will use at least 3 different colors and drawing methods.
Students will complete a group sharing.

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 G. DIFFERENTIATION:
The teacher will provide written instructions on the board for the students
to follow, which will be useful for students with ADD or ADHD.
The teacher will speak slowly and clearly and repeat the directions so that
everyone can follow more easily.
The teacher will allow the students with disabilities to focus on a few of
the letters or their initials to simplify the assignment.
The teacher will observe the students progress during the class and will
provide one-on one support when necessary.
The teacher can encourage the students to share his/her final artwork in
small groups instead of the entire class. Counting to three to form groups
will encourage students to work together and learn from peers whom they
dont normally work with.
The teacher will provide pre-drawn letters of the students name.

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 https://dbsirishstudies.wordpress.com/2012/11/07/the-book-of-kells-2/
Decorated initial from the Book of Kells