LESSON PLAN FORMAT

University of North Texas Art Education

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

Lesson 1, 10th - 11th grade, Stories: An Introduction, 50 min.

II. Lesson Rationale:

In this lesson students will explore the topic of stories and how they play a role in shaping our
identity and what it makes us us. In this lesson students will learn how stories come to be, what
makes them important in relation to our own personal histories and that of our communities, and
cultures. This lesson will introduce students to artists like Kara walker, who takes a different approach
to storytelling and what it means to her. Students will engage in discussion over the topic of stories and
create silhouettes like those of Kara walker, which will serve as a tool for their final project.

III. Key Concepts:

The key concepts for this lesson will be silhouettes and how they change how a story is told.

IV. Essential Question:

What is a story?
How can a story be told?
What is a silhouette?
How does a silhouette change how a story is told?

V. Lesson Objectives:
o The student will be able to describe what a story is through a class discussion of the
concept of stories.
o The student will be able to construct a silhouette by using white drawing mediums to
draw on black butcher paper and cut them out in order to create a silhouette.
o The student will be able to differentiate between various forms of storytelling through a
class discussion on how stories are told.

VI. Specific Art Content:

Silhouettes, white charcoal, white conte pencils, artist examples.

VII. Resources & Materials for Teacher:

Computer, Screen projector, Stories PowerPoint, Kara Walker PP, Art21 video, sketchbooks,
scarp paper, pencils, conte pencils, white charcoal pencils, erasers, sharpeners, black butcher paper,
exacto knives, cutting mat, rulers.

VIII. Resources & Materials for Students:

Sketchbooks, pencils, erasers.

IX. Instruction and Its Sequencing:

Day of the Lesson: Day 1
1. Introduction/Motivation
o At the beginning of class students will be introduced to the topic of Stories.
o Stories PowerPoint
 o Class discussion: What is a story?

2. Guided Practice
o Students will engage in an activity revolving around stories.
o The activity will consist of them recollecting their own stories and evaluating them.
o Students will actively participate as a class, sharing anecdotes or recollections.

3. Independent Practice
Students will write in their sketchbooks their stories. They can partner up and share their
findings, experiences and thoughts.
4. Closure
15 minutes before the end of class I will bring the class back and again have them share and
talk about the activity and what they think about stories and the importance of them. Do they
have a story that is significant to them? What were their findings?
5. Formative Evaluation
I will walk around and make sure students are on task and ask about the discussions they are
having with their peers or what stories they have.
6. Accommodations
PowerPoint images will be left on the screen longer so that students have time to process them.
Text will be enlarged for students to better see and will be left longer in order for them to have
time to process the text. The activity will also have the option to talk to a partner in order to
share their ideas if they are not comfortable doing in so in a class discussion.
7. Classroom Management Procedures
PowerPoint will already be set up and ready to go.

Day of the Lesson: Day 2

1. Introduction/Motivation
o At the beginning of class, we will refresh on the conversation and discussion of the
previous class. (Stories)
o Art 21- Kara Walker video
2. Guided Practice
o PowerPoint on Kara Walker and Silhouettes
o Discussion: What is a Silhouette?
o How Does Kara Walker use silhouettes?
o How can you use a silhouette?
o How-To Silhouettes Video
3. Independent Practice
Students will be creating their own silhouettes based on elements in their stories.
4. Closure
15 minutes before class I will bring students to a stopping point, clean up materials and
gather as a class to talk about the process of making silhouettes.
o What do we think about it?
o Does it add to the story(ies) we are trying to tell?
 5. Formative Evaluation
I will walk around and make sure students are on task and can execute the process of
making a silhouette.

6. Accommodations
PowerPoint images will be left on the screen longer so that students have time to process
them. Text will be enlarged for students to better see and will be left longer in order for
them to have time to process the text. The activity will also have the option to talk to a
partner in order to share their ideas if they are not comfortable doing in so in a class
discussion. I will replay the how-to video if necessary and physically demo for students that
need it. I will walk around and ask if students are having any difficulties and know how to
use the materials provided.

7. Classroom Management Procedures

Materials will be provided for students. Safety procedures for using an exacto knife will be
demonstrated for students. At the end of class all scraps will be picked up and materials will
be safely put away.

X. Summative Assessment and Evaluation:

What do I want to know?
Can the students explain what a story is?
Can the students demonstrate how to make a silhouette?

How will I know it?

I will conduct a class discussion over stories.
Students will also discuss the topic among themselves and write a story that they remember.
Students will make a silhouette.
How will I record it?
Sketchbook check, notes and rubric.

Summative assessments need to be thoughtfully conceived and carefully planned (Beattie,

pg. 105).
Observing students while they work not only reveals student behaviors and habits but also
how well instruction is working (Beattie, Pg. 76).

Do not pass Go Almost There Proceed to Go Green

Light
Silhouette Did not complete Silhouette needs Silhouette is complete,
silhouette. work, the there is a good amount
silhouette is vague. of detail in the form. The
The form needs to form is clear as to what it
be pushed further. represents.
 Sketchbook Entry- Did not follow Wrote notes, did Sketchbook entry is
Story along with not write a complete. Student wrote
sketchbook description or a
activity. short story description/recollection.
(recollection).

XI. Interdisciplinary Connections:

Through this lesson students will be making connections to language arts and literature, they will be
discussing the nature of storytelling and stories throughout various cultures.

XII. References & Resources:

o Art21: Stories Segment- https://art21.org/watch/art-in-the-twenty-first-
century/s2/stories/
o Art21: Resources for Educators- https://2yhr3j6imaw4e4zzg38k38ar-
wpengine.netdna-ssl.com/wp-content/uploads/2017/03/art21_season_two_guide.pdf
o Youtube: Kara Walker- https://youtu.be/Ch5MtwsR0Y0
o Stories PowerPoint
o Kara Walker/Silhouettes PowerPoint
o Silhouettes How-To Video
o Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis
Publications, Inc.

XIII. Art TEKS

o 117.303. Art, Level II (One Credit), Adopted 2013.
o (c) Knowledge and skills.
o (1) Foundations: observation and perception:
A. use visual comparisons to illustrate concepts and ideas from direct observation,
original sources, experiences, narration, and imagination for original artworks;
D. explore suitability of art media and processes to express specific ideas such as
content, meaning, message, appropriation, and metaphor relating to visual themes of artworks
using art vocabulary accurately.
o (2) Creative expression
A. create original artwork using multiple solutions from direct observation, original
sources, experiences, and imagination in order to expand personal themes that
demonstrate artistic intent;
B. apply design skills in creating practical applications, clarifying presentations,
and examining consumer choices in order to make successful design decisions;

XIV. National Art Standards

VISUAL ARTS - Connecting

 o Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art.

VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.

A:Cn10.1.IIIa: Synthesize knowledge of social, cultural, historical, and personal life with art-making
approaches to create meaningful works of art or design.

o Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and
historical context to deepen understanding

VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal
responses to art.

VA:Cn11.1.IIa: Compare uses of art in a variety of societal, cultural, and historical contexts and make
connections to uses of art in contemporary and local contexts.

VISUAL ARTS - Responding

o Anchor Standard 7: Perceive and analyze artistic work

VA:Re.7.2.Ia: Analyze how ones understanding of the world is affected by experiencing visual
imagery.

VA:Re.7.2.IIa: Evaluate the effectiveness of an image or images to influence ideas, feelings, and
behaviors of specific audiences.

VISUAL ARTS - Creating

o Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present- day life using a contemporary
practice of art or design.