UNT Lesson Plan Template

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

Alex Cannon 9-12 Toni Byam

Subject area(s): Unit Topic/Theme: Lesson Title:

Drawing II Kara Walker Silhouettes Veterans Day Silhouettes
Relevant Relevant ELPS: Relevant TX CCRS:
TEKS:(2) Creative I. Key Content: Keystone ideas of a discipline that
expression. The student reverberate as themes throughout the curriculum.
communicates ideas (Designated by Roman numerals.) A. Organizing
through original artworks
using a variety of media Components: Knowledge and subject areas that
with appropriate skills. The organize a discipline around what students should
student expresses thoughts retain, be able to transfer, and apply to new
and ideas creatively while knowledge and skills. (Designated by capital
challenging the letters.) 1. Performance Expectations: Knowledge
imagination, fostering
reflective thinking, and and skills that represent important ideas of the
developing disciplined current understanding of each organizing concept
effort and progressive as well as the multiple contexts in which each
problem-solving skills. The organizing concept can be manifest. (Designated
student is expected by numbers.
to:(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;(C) use an
understanding of copyright
and public domain to
appropriate imagery
constituting the main focal
point of original artwork
when working from images
rather than direct
observation or
imagination;(D) create
original artwork to
communicate thoughts,
feelings, ideas, or
impressions;(E) collaborate
to create original works of
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art; and(F) select from a
variety of art media and
tools to communicate
specific ideas in drawing,
painting, printmaking,
sculpture, ceramics, fiber
art, jewelry, mixed media,
photography, and digital art
and media.(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. The
student is expected
to:(A) examine selected
historical periods or styles
of art to identify general
themes and
trends;(B) analyze specific
characteristics in artwork
from a variety of
cultures;(C) collaborate on
community-based art
projects; and(D) examine
and research career,
entrepreneurial, and
avocational opportunities in
art.

Lesson Objective(s)/Performance Outcomes

 Students will be able to demonstrate knowledge of creating installation art by installing art in
outdoor courtyard space.
 Students will be able to design silhouettes by drawing representational figures of veterans.
 Students will be able to demonstrate ability to collaborate with peers by drawing and creating
silhouettes and installing work.
Assessment (Description/Criteria)
 Students will be assessed on ability to collaborate with peers to create and design silhouettes.
 Students will be assessed on contribution for installation piece in courtyard.
 Students will be assessed on creation of representational silhouettes depicting veterans.
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Materials and Resources
 Black butcher paper
 Scissors
 Pencil
 White colored pencil
 Tape
 Flags
 Large lights
Management of the Instructional Environment
 Building collaborative environment
 Creation of lessons that maintains student attention
 Discipline when necessary
Technology Integration
 Google classroom
 Projector
Diversity and Equity (Accommodations, Modifications, Adaptations)
Activities/Procedures
 Students will use Google classroom to study Kara Walker’s silhouettes
 Students will then pick a partner and discuss the pose or position in which they want their veteran’s
silhouette to be oriented.
 Students will then tape black paper to the wall and use a large light to model in front of the black
paper.
 Students will trace the models form to create a silhouette.
 Students will the cut out the silhouette revealing a life size scale veteran silhouette.
 Students will then place or install their silhouette in the windowpane they have been assigned.
Reflections and Documentation/Evidence of Lesson Effectiveness
 After installation students will write a brief reflection over working collaboratively with a partner.
 Students will also discuss with other classmates why they chose the orientation of their silhouette.
 Students will engage in full class discussion to talk about the experience of walking around the
installation the school has created for Veteran’s Day.