Julianne Bergen

AEAH Constructing Visual Arts Practices 4750

Dr. Kraehe
May 1, 2017
Unit of Instruction

1. Introduction of Unit:

This unit will focus on differences. The lessons will encourage students to explore
different medias and how to use them, building on to ideas of a project. Projects will focus on
differences in how differences make the student who they are and differences in their
environment, better known as seasons.

a. Enduring/Big Idea: Differences

- definition- the state or relation of being different; significant change in or effect
on a situation
- synonyms- change, contrast, diversity, variation, characteristic
- antonyms- harmony, likeness, sameness, similarity

b. Key Concepts:
1. Differences make you who you are
2. Different times of year create changes in seasons

c. Essential Questions:
1. What differences make you who you are?
2. What is unique about each season?

d. Unit Objectives:
1. The student will be able to identify their unique human features and practice
drawing human facial features.
2. The student will be able to construct a self portrait collage out of magazine
clippings and drawing media.
3. The student will learn the difference between warm and cool colors and
various seasons in nature.
4. The student will be able to identify a specific season and paint a landscape in
warm or cool colors.

e. Unit Rationale(s):
1. Students will identify human features and learning to draw them. This will
help the student understand where different human features belong, and lead to the
construction of the self portrait project.
2. Students will draw half of their face and create a facial collage for the other
half. This will help the student understand what features make them unique.
3. Students will identify differences between warm and cool colors and learn
about landscape art by studying artists who specialize in landscape art through an activity.
This will help the student understand the differences between warm and cool colors and
execute a successful landscape painting in the next lesson, incorporating unique mark
marking (variety of lines) as artists referenced in lesson.
 4. Students will accomplish a landscape painting of a particular season using
either warm or cool colors. This will help the student understand that different seasons
identify with different colors, incorporating unique mark marking (variety of lines) as artists
referenced in lesson.

f. Statements about units that come directly before and directly after this unit:
Before this unit, student had been introduced to the idea of a collage but had not yet
explored it. Students in the last unit learned about the primary colors: red, yellow, and blue.
Each student was able to make new colors from the three primary, showing the student that
all the other colors are made from the primary colors.
After this unit, students will continue to explore different types of lines. This past
lesson, students were introduced to the idea through the landscape season project. Sense
students worked with two dimensional collage in this past unit, students in the next unit will
explore three dimensional collage in the next unit.

2. Lessons

I. Lesson 1, 4th and 5th grade, Practice Drawing Facial Features, and 1 class day, 55
minutes per class :

II. Lesson Rationale:

1. Students will identify human features and learning to draw them. This will help the
student understand where different human features belong, and lead to the construction of
the self portrait project.

III. Key Concepts:

1. Differences make you who you are

IV. Essential Question:

1. What differences make you who you are?

V. Lesson Objectives:(at least one per lesson; the thing they want to assess)
1. The student will be able to identify their unique human features and practice
drawing human facial features.

VI. Specific Art Content:

- brainstorming
- recognizing facial features
- drawing
- collage
- balance
- proportion
- line
- shape
- form
- space
 - color
- repetition
- rhythm
- variety
- harmony
- unity

VII. Resources & Materials for Teacher:

Books:
1. Tacky the Penguin Written by Helen Lester and Illustrated
by Lynn Munsinger
Artist:
1. John Stezaker
Equipment Needed:
- projector
- “lady bug” (projects what the teacher is wanting to show the class
under a camera)
- computer access
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice

VIII. Resources & Materials for Students:

Student Supplies:
- pencil
- sketch paper/ sketch pad
- activity sheet given by teacher

IX. Instruction and Its Sequencing:

Day of the Lesson- only 1 day needed
1. Introduction/Motivation (10 minutes)
- Teacher introduces the unit “Differences” with reading Tacky the Penguin Written by
Helen Lester and Illustrated by Lynn Munsinger
- Teacher introduces students to the overall project of a self portrait collage
- Teacher uses John Stezaker’s work as an example

2. Guided Practice (20 minutes)

- Teacher explains different portions of face to students; have students draw along
with teacher
- Teacher identifies different areas of face to students and shows how to cut features
out of magazines/newspapers

3. Independent Practice (20 minutes)

- Student uses activity sheet and knowledge gained from guided practice to help
understand drawing facial features
- Student practices cutting out pieces of facial features from magazines/newspapers

4. Closure (5 minutes)
- Teacher asks students a series of closing questions about proportion to students
 5. Formative Evaluation
- Teacher collects student’s work to check progress and see if any students are
struggling

6. Accommodations
- Teacher addresses students who tend to learn differently by taking more of an
individual approach
- Teacher takes the time to accommodate for the student in need for example
explaining the directions again in a different way

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.

X. Summative Assessment and Evaluation:

A B C D

Following directions Student listened to Student somewhat Student barely Student did not listen
teacher’s explanation listened to teacher’s listened to teacher’s to teacher’s
and followed along instructions and instruction and his/her instruction, therefore
with drawing practice. veered off on the practice draw not grasping the
drawing practice. reflected that of their drawing practice.
listening skills.

Understanding Student grasped the Student grasped Student struggled Student does not
concept of a self skills and some aspects but still with executing the understand and
portrait understandings of has a little trouble self portrait and did poorly demonstrated
executing a with some areas of minimal work. self portrait practice.
successful self the practice.
portrait.

Craftsmanship Student demonstrates Student has Student needs more Student’s work infers
the skills to move somewhat good practice before that they do not care
forward onto the next craftsmanship but moving forward, self about assignment.
lesson. needs more portrait needs work. Poor craftsmanship.
independent practice.

XI. Interdisciplinary Connections:

- Reading
- Discussion
- Art History
XII. References & Resources:
- Tacky the Penguin Written by Helen Lester and Illustrated by Lynn Munsinger

XIII. Art TEKS

Grade 4:
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 artworks.
A. explore and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, mixed media, installation art, digital
art and media, and photographic imagery using a variety of art media and materials.
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.
A. compare content in artworks for various purposes such as the role art plays in
reflecting life, expressing emotions, telling stories, or documenting history and
traditions;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. use methods such as written or oral response or artist statements to identify emotions
found in collections of artworks created by self, peers, and major historical or
contemporary artists in real or virtual portfolios, galleries, or art museums
Grade 5:
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 artworks.
A. develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
 emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, digital art and media, and
photographic imagery using a variety of materials
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.
A. compare the purpose and effectiveness of artworks from various times and places,
evaluating the artist’s use of media and techniques, expression of emotions, or use of
symbols;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. evaluate the elements of art, principles of design, general intent, media and
techniques, or expressive qualities in artworks of self, peers, or historical and
contemporary artists;
C. compile collections of personal artworks for purposes of self-assessment or exhibition
such as physical artworks, electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

Grade 4:
- Brainstorm multiple approaches to a creative art or design problem.
- Collaboratively set goals and create artwork that is meaningful and has purpose to
the makers.
Grade 5:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.

I. Lesson 2, 4th and 5th Grade, What Makes Me…ME!, and 3 class days, 55 minutes
per class:

II. Lesson Rationale:

Students will draw half of their face and create a facial collage for the other half. This
will help the student understand what features make them unique.

III. Key Concepts:

1. Differences make you who you are
IV. Essential Question:
1. What differences make you who you are?

V. Lesson Objectives:(at least one per lesson; the thing they want to assess)
2. The student will be able to construct a self portrait collage out of magazine clippings
and drawing media.

VI. Specific Art Content:

- brainstorming
- recognizing facial features
- drawing
- collage
- balance
- proportion
- line
- shape
- form
- space
- color
- repetition
- rhythm
- variety
- harmony
- unity

VII. Resources & Materials for Teacher:

Book:
1. What I Like About Me! Written by All Zobel- Nolan and Illustrated by Miki
Sakamoto
Artist:
1. Hannah Höch
Equipment Needed:
- projector
- “lady bug” (projects what the teacher is wanting to show the class
under a camera)
- computer access
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice
- magazine/newspaper clippings
- color pencils
- crayons
- markers
- glue
VIII. Resources & Materials for Students:
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice
 - magazine/newspaper clippings
- color pencils
- crayons
- markers
- glue

IX. Instruction and Its Sequencing:

Day 1 of the Lesson
1. Introduction/Motivation (5 minutes)
- Teacher and students review activity conducted in previous lesson

2. Guided Practice (15 minutes)

- Teacher explains details for self portrait collage

3. Independent Practice (30 minutes)

- Students split sheet of paper in half: 1/2 drawn self portrait and 1/2 collage portrait
from magazine
- Students focus on drawing 1/2 of their face, remembering proportion, completed by
end of class time

4. Closure (5 minutes)
- Teacher tells students to continue to cut out facial features of magazine/newspaper
clippings if they did not finish from the first lesson; bring to next class

5. Formative Evaluation
- Teacher collects student’s work to check progress and see if any students are
struggling

6. Accommodations
- Students in need of more assistance would get individualized attention with review
on drawing proportion and how to draw self portrait

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.

Day 2 of the Lesson

1. Introduction/Motivation (10 minutes)
- Teacher reads What I Like About Me! Written by All Zobel- Nolan and Illustrated by
Miki Sakamoto for inspiration
- Teacher introduces artist Hannah Höch

2. Guided Practice (5 minutes)

- Teacher explains process of cutting, gluing and placement of facial features for the
other half of self portrait

3. Independent Practice (30 minutes)

 - Student constructs other half of self portrait from magazine/ newspaper clippings to
complete structure of self portrait

4. Closure (10 minutes)

- Teacher informs students that next class they are going to be wrapping up the project

5. Formative Evaluation
- Teacher collects student’s work to check progress and see if any students are
struggling

6. Accommodations
- Students in need of extra accommodations can get help with cutting, gluing and
repeating of instruction

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.

Day 3 of the Lesson

1. Introduction/Motivation (5 minutes)
- Teacher explains that students have a little class time to finish their project
- Remainder of class will be critique; Teacher goes over proper critique edit, art walk

2. Independent Practice (25 minutes)

- Student color 1/2 self portrait from Day 1 and add finishing touches to project

3. Guided Practice (20 minutes)

- Teacher guides students through a class critique
- Teacher conducts art walk for student to go around and look at each other’s art work

4. Closure (5 minutes)
- Teacher asks student something that they learned from this project as they are
walking out of class

5. Formative Evaluation
- Teacher takes up projects

6. Accommodations
- Teacher accommodates students in need of extra help by not pressuring to talk in
critique but contribute in a different way

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.
- Teacher asks student to clean up
X. Summative Assessment and Evaluation:
A B C D

Following directions Student listened to Student somewhat Student barely Student did not listen
teacher’s explanation listened to teacher’s listened to teacher’s to teacher’s
and followed along instructions and instruction and his/her instruction, therefore
with drawing practice. veered off on the practice draw not grasping the
drawing practice. reflected that of their drawing practice.
listening skills.

Understanding Student grasped the Student grasped Student struggled Student does not
concept of a self skills and some aspects but still with executing the understand and
portrait understandings of has a little trouble self portrait and did poorly demonstrated
executing a with some areas of minimal work. self portrait practice.
successful self the practice.
portrait.

Craftsmanship Student demonstrates Student has Student needs more Student’s work infers
the skills to move somewhat good practice before that they do not care
forward onto the next craftsmanship but moving forward, self about assignment.
lesson. needs more portrait needs work. Poor craftsmanship.
independent practice.

XI. Interdisciplinary Connections:

- Art History
- Math
- Reading

XII. References & Resources:

- What I Like About Me! Written by All Zobel- Nolan and Illustrated by Miki
Sakamoto
- Looking at artist Hannah Höch

XIII. Art TEKS

Grade 4:
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 artworks.
A. explore and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
 emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, mixed media, installation art, digital
art and media, and photographic imagery using a variety of art media and materials.
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.
A. compare content in artworks for various purposes such as the role art plays in
reflecting life, expressing emotions, telling stories, or documenting history and
traditions;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. use methods such as written or oral response or artist statements to identify emotions
found in collections of artworks created by self, peers, and major historical or
contemporary artists in real or virtual portfolios, galleries, or art museums
Grade 5:
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 artworks.
A. develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, digital art and media, and
photographic imagery using a variety of materials
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.
A. compare the purpose and effectiveness of artworks from various times and places,
evaluating the artist’s use of media and techniques, expression of emotions, or use of
symbols;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. evaluate the elements of art, principles of design, general intent, media and
techniques, or expressive qualities in artworks of self, peers, or historical and
contemporary artists;
C. compile collections of personal artworks for purposes of self-assessment or exhibition
such as physical artworks, electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

Grade 4:
- Brainstorm multiple approaches to a creative art or design problem.
- Collaboratively set goals and create artwork that is meaningful and has purpose to
the makers.
Grade 5:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.

I. Lesson 3, 4th- 5th Grade , Warm and Cool Color Practice, and Duration: One class
day; 55 minutes

II. Lesson Rationale:

3. Students will identify differences between warm and cool colors and learn about
landscape art by studying artists who specialize in landscape art through an activity. This will
help the student understand the differences between warm and cool colors and execute a
successful landscape painting in the next lesson. This will also incorporate unique mark
marking (variety of lines) as artists referenced in lesson.

III. Key Concepts:

2. Different times of year create changes in seasons.

IV. Essential Question:

2. What is unique about each season?

V. Lesson Objectives:
3. The student will learn the difference between warm and cool colors and various
seasons in nature.

VI. Specific Art Content:

- recognizing differences between warm and cool colors
- drawing
 - balance
- proportion
- line
- shape
- form
- space
- color
- repetition
- rhythm
- variety
- harmony
- unity

VII. Resources & Materials for Teacher:

- Artists:
1. George Seurat’s A Sunday Afternoon on the Island of La Grande Jatte
2. Van Gogh’s Starry Night
- Equipment Needed:
- projector
- “lady bug” (projects what the teacher is wanting to show the class
under a camera)
- computer access
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice
- color pencils
- crayons
- markers
- tempra cakes
- paint dobbers

VIII. Resources & Materials for Students:

- Equipment Needed:
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice
- color pencils
- crayons
- markers
- tempra cakes
- paint dobbers

IX. Instruction and Its Sequencing:

Day of the Lesson: Day 1
1. Introduction/Motivation (5 minutes)
- Teacher introduces artist George Seurat; Landscape will consist of different kinds of
mark making and line work (different from a “normal” landscape painting)
- Teacher introduces project: students will be creating a landscape of a particular
season (spring, summer, fall or winter) with corresponding warm or cool colors
 2. Guided Practice (20 minutes)
- Teacher leads discussion on differences the differences in seasons and differences
between warm and cool colors
- Teacher explains practice activity that will help student explore different line work

3. Independent Practice (20 minutes)

- Students will complete practice activity- experimenting with different kinds of mark
making for their landscape in the next lesson
- Student will also start developing ideas for future landscape project

4. Closure (10 minutes)

- Teacher goes into further detail about how the practice activity will bring variety to
their warm or cool colored landscape in the next lesson

5. Formative Evaluation
- Teacher collects student’s work to check progress and see if any students are
struggling

6. Accommodations
- Teacher accommodates students who are needing an extra hand by going around
individually assessing the child

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.

X. Summative Assessment and Evaluation:

A B C D

Following directions Student listened to Student somewhat Student barely Student did not listen
teacher’s explanation listened to teacher’s listened to teacher’s to teacher’s
and followed along instructions and instruction and his/her instruction, therefore
with drawing practice veered off on the practice draw not grasping the
and completed drawing practice and reflected that of their drawing practice.
assignment. completed listening skills.
assignment.

Understanding Student grasped the Student grasped Student struggled Student does not
concept of a skills and some aspects but still with executing the understand and
landscape with understandings of has a little trouble landscape and did poorly demonstrated
unique mark making executing a with some areas of minimal work. landscape practice.
successful landscape. the practice.
 Craftsmanship Student demonstrates Student has Student needs more Student’s work infers
the skills to move somewhat good practice before that they do not care
forward onto the next craftsmanship but moving forward, self about assignment.
lesson. needs more portrait needs work. Poor craftsmanship.
independent practice.

Use of warm or cool Student demonstrates Student uses mainly Student needs to Student does not
colors either warm or cool warm or cool colors in work on differentiating know difference
colors in his/her their landscape. warm and cool colors between warm and
unique landscape. from one another. cool colors.

XI. Interdisciplinary Connections:

- Science
- Color Theory
- Art History
XII. References & Resources:
- George Seurat’s A Sunday Afternoon on the Island of La Grande Jatte

XIII. Art TEKS

Grade 4:
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 artworks.
A. explore and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, mixed media, installation art, digital
art and media, and photographic imagery using a variety of art media and materials.
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.
 A. compare content in artworks for various purposes such as the role art plays in
reflecting life, expressing emotions, telling stories, or documenting history and
traditions;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. use methods such as written or oral response or artist statements to identify emotions
found in collections of artworks created by self, peers, and major historical or
contemporary artists in real or virtual portfolios, galleries, or art museums
Grade 5:
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 artworks.
A. develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, digital art and media, and
photographic imagery using a variety of materials
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.
A. compare the purpose and effectiveness of artworks from various times and places,
evaluating the artist’s use of media and techniques, expression of emotions, or use of
symbols;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. evaluate the elements of art, principles of design, general intent, media and
techniques, or expressive qualities in artworks of self, peers, or historical and
contemporary artists;
C. compile collections of personal artworks for purposes of self-assessment or exhibition
such as physical artworks, electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

Grade 4:
 - Brainstorm multiple approaches to a creative art or design problem.
- Collaboratively set goals and create artwork that is meaningful and has purpose to
the makers.
Grade 5:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.

I. Lesson 4, 4th-5th Grade, Seasons of the Landscape, and Duration of 2 class days;
55 minutes each:

II. Lesson Rationale:

4. Students will accomplish a landscape painting of a particular season using either
warm or cool colors. This will help the student understand that different seasons identify with
different colors, incorporating unique mark marking (variety of lines) as artists referenced in
lesson.

III. Key Concepts:

2. Different times of year create changes in seasons

IV. Essential Question:

2. What is unique about each season?

V. Lesson Objectives:
4. The student will be able to identify a specific season and paint a landscape in warm
or cool colors.

VI. Specific Art Content:

- recognizing differences between warm and cool colors
- drawing
- balance
- proportion
- line
- shape
- form
- space
- color
- repetition
- rhythm
- variety
- harmony
- unity

VII. Resources & Materials for Teacher:

- Artists:
1. George Seurat’s A Sunday Afternoon on the Island of La Grande Jatte
2. Van Gogh’s Starry Night
 - Equipment Needed:
- projector
- “lady bug” (projects what the teacher is wanting to show the class
under a camera)
- computer access
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice
- color pencils
- crayons
- markers
- tempra cakes
- paint dobbers

VIII. Resources & Materials for Students:

- Equipment Needed:
- pencil
- sketch paper/ sketch pad
- activity sheet for student practice
- color pencils
- crayons
- markers
- tempra cakes
- paint dobbers

IX. Instruction and Its Sequencing:

Day 1 of the Lesson
1. Introduction/Motivation (5 minutes)
- Teacher will introduce artist Van Gogh and is painting Starry Night

2. Guided Practice (10 minutes)

- Teacher will tell students about main project and how it will incorporate either warm
or cool colors and unique mark making

3. Independent Practice (35 minutes)

- Student will sketch out their idea of their landscape in their sketch book (this should
not take long because the previous lesson should have helped plan their idea); their
warm or cool color choice will be based off of what kind of landscape they choose and
the season it is in
- If teacher approves sketch, student will start final drawing and complete by end of
class

4. Closure (5 minutes)
- Teacher will address class saying that they will finish up project next class and
include a short critique and art walk at the end of next class

5. Formative Evaluation
- Teacher collects student’s work to check progress and see if any students are
struggling
 6. Accommodations
- Teacher accommodates students who are needing an extra hand by going around
individually assessing the child

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.

Day 2 of the Lesson

1. Introduction/Motivation (5 minutes)
- Teacher instructs students to refer back to Seurat and Van Gogh for inspiration on
coloring their landscape

2. Independent Practice (35 minutes)

- Students will finish landscape by using unique mark making, choosing warm or cool
color to fill in the space
- Student has the option to use various media: dobbers, tempura cakes, markers,
crayons, color pencils

3. Guided Practice (10 minutes)

- After students finish their landscape, students look at everyone’s work (art walk)
- Teacher helps guide critique

4. Closure (5 minutes)
- Teacher asks students something that they learned from the past two lessons as
they are leaving class

5. Formative Evaluation
- Teacher collects finished work by student

6. Accommodations
- Teacher accommodates students who are needing an extra hand by going around
individually assessing the child

7. Classroom Management Procedures

- Teacher encourages students to ask questions following his/her instruction
- Teacher walks around classroom to students, observing their work and progress
- Teacher makes it clear to students to stay on task, raise their hand if they need
assistance, etc.

X. Summative Assessment and Evaluation:

A B C D
 Following directions Student listened to Student somewhat Student barely Student did not listen
teacher’s explanation listened to teacher’s listened to teacher’s to teacher’s
and followed along instructions and instruction and his/her instruction, therefore
with drawing practice veered off on the practice draw not grasping the
and completed drawing practice and reflected that of their drawing practice.
assignment. completed listening skills.
assignment.

Understanding Student grasped the Student grasped Student struggled Student does not
concept of a skills and some aspects but still with executing the understand and
landscape with understandings of has a little trouble landscape and did poorly demonstrated
unique mark making executing a with some areas of minimal work. landscape practice.
successful landscape. the practice.

Craftsmanship Student demonstrates Student has Student needs more Student’s work infers
the skills to move somewhat good practice before that they do not care
forward onto the next craftsmanship but moving forward, self about assignment.
lesson. needs more portrait needs work. Poor craftsmanship.
independent practice.

Use of warm or cool Student demonstrates Student uses mainly Student needs to Student does not
colors either warm or cool warm or cool colors in work on differentiating know difference
colors in his/her their landscape. warm and cool colors between warm and
unique landscape. from one another. cool colors.

XI. Interdisciplinary Connections:

- Art History
- Science

XII. References & Resources:

- Van Gogh
- George Seurat

XIII. Art TEKS

Grade 4:
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 artworks.
A. explore and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
 emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, mixed media, installation art, digital
art and media, and photographic imagery using a variety of art media and materials.
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.
A. compare content in artworks for various purposes such as the role art plays in
reflecting life, expressing emotions, telling stories, or documenting history and
traditions;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. use methods such as written or oral response or artist statements to identify emotions
found in collections of artworks created by self, peers, and major historical or
contemporary artists in real or virtual portfolios, galleries, or art museums
Grade 5:
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 artworks.
A. develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
B. use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including
emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion,
and unity; and
C. discuss the elements of art as building blocks and the principles of design as
organizers of works of art.
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.
B. create compositions using the elements of art and principles of design; and
C. produce drawings; paintings; prints; sculpture, including modeled forms; and other art
forms such as ceramics, fiber art, constructions, digital art and media, and
photographic imagery using a variety of materials
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.
A. compare the purpose and effectiveness of artworks from various times and places,
evaluating the artist’s use of media and techniques, expression of emotions, or use of
symbols;
Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments
and reasoned evaluations.
A. evaluate the elements of art, principles of design, general intent, media and
techniques, or expressive qualities in artworks of self, peers, or historical and
contemporary artists;
C. compile collections of personal artworks for purposes of self-assessment or exhibition
such as physical artworks, electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

Grade 4:
- Brainstorm multiple approaches to a creative art or design problem.
- Collaboratively set goals and create artwork that is meaningful and has purpose to
the makers.
Grade 5:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.

3. Teacher Reflection
The lessons that I have learned from this past semester are preparing me for life in
and out of the classroom. I have learned that teachers have to look at all sides of a situation
in order to find the solution. Sometimes there is no right or wrong answer to a situation but
being able to see it from every point of view is key. I have grown to have a deeper
understanding of how to incorporate other subjects into the art classroom, cross curricular
study. This bridges the gap between various subjects for students in school, allowing
students to be able to incorporate different ideas into different classes. This will expand their
creative mind and allow them to work outside to their comfort zone.
One particular area where my thinking of the art classroom has changed is that it is
okay to talk about sensitive topics as long as it is conducted in a respectful manner. A lot of
teacher, future teachers like me, are terrified of incorporating these ideas in the classroom
because they are afraid of the response from student, parents, and administration. A way to
combat this from happening would be to give those individuals advanced notice on some
subject matter that will be discussed in class and how it correlates with the art world. People
will have more respect for the teacher if they are timely and have a plan and would be more
willing to hear their ideas on the topic. Another way my thinking has changed over this past
semester is that the art teacher creates lessons that are stimulating for the student and not
just crafts. A lot of the time, students create artworks that do not have significant meaning to
them. Sometimes their work can be considered busy work. By seeing the student
presentations this semester, my classmates have proved to me that us art educators are
more capable than giving kids just crafts to do for an hour.
Based on what I have learned this semester and different ways that this class has
changed my thinking for art education, I believe my unit of instruction embodies ideals that
we want students to strive for. I created my unit around the idea of differences. I focused on
differences that make each of us unique and differences in the environment around us. I
wanted students to first examine what makes them different, stand out, and what makes them
who they are. I wanted it to be a self reflection assignment. For the second project, I wanted
students to look past themselves and into the environment around them. The changing of
seasons is a remarkable thing that a lot of us take for granted. I am inspired by nature all the
time in my artwork. I wanted student to experience a space where they could explore their
creativity and have a sense of adventure inside of them.