WOODLAND HILLS SECONDARY LESSON PLAN
Name: Craig Mehalik Date: 5/29/15 Length of Lesson: 7 weeks Content Area: Drawing and Painting
Updated Edline_X_
Updated WebPage_X_
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable): Acrylic Painting
Self Portrait
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
PA Academic Standards for the Arts and Humanities
9.1. Production, Performance and Exhibition of Dance,
Music, Theatre, and Visual Arts
9.2. Historical and Cultural Contexts
9.3.Critical Response
9.4.Aesthetic Response
PA STANDARDS
Standards:
9.1.12 - A. Know and use the elements and principles of each
art form to create
works in the arts and humanities.
C. Integrate and apply advanced vocabulary to the
arts forms.
E. Delineate a unifying theme through the production
of a work of art that reflects skills in media
processes and techniques.
F. Analyze works of arts influenced by experiences or
historical and cultural events, through production,
performance, or exhibition.
G. Analyze the effect of rehearsal and practice
sessions.
9.2.12 - A. Explain the historical, cultural and social context
of an individual work in the arts.
F. Know and apply appropriate vocabulary used
between social studies and the arts and humanities.
L. Identify, explain and analyze common themes,
forms and techniques from works in the arts.
9.3.12 - A. Explain and apply the critical examination
processes of works in the arts and humanities.
• Compare and contrast
• Analyze
• Interpret
• Form and test hypotheses
• Evaluate/form judgments
F. Analyze the processes of criticism used to compare
the meanings of a work in the arts in both its own
and present time.
9.4.12 - A. Evaluate an individual’s philosophical statement
on a work in the arts and its relationship to one’s
own life based on knowledge and experience.
Common Core
Reading and Writing 9.10.1.C
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: demonstrate understanding of proper
processes and techniques to complete a detailed color study of
a non-traditional self portrait in acrylic paint.
Demonstrate understanding of color theory and color
blending to create depth, shadow and highlights.
ESSENTIAL QUESTIONS: Higher thinking process.
Art Criticism:
Describe, Analyze, Interpret and Judge.
VOCABULARY: Composition, Strong Diagonal, Acrylic
Paint, Value, Shadow, Highlight, Midtone, Gradation,
Background, Environment, Positive and Negative Space, Void
Space, Warm Colors, Cool Colors, Blending, Directional
Mark Making, Complementary Colors.
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to: Create a color study of a non-traditional
self portrait in acrylic paint. Students will begin lightly
drawing objects using contour line technique and adding color
using blending and directional mark making techniques.
Students will practice with the media to gain understanding of
above techniques.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: Model correct processes/Guided
Practices/Check for Understanding. Planning/Reflection,
Craft, Creativity, Effort, Time Management. Project.
FORMATIVE ASSESSMENTS: Visual representation,
Adhering to discussion and demonstration, Visual aids,
Informational readings, Measuring Skills and tools applied
when appropriate, summarize and reflect, rubric for
technique, written student evaluation and skill-mastered,
works in progress are daily and on-going interviews, selfevident product through student work
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Do Now
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
Examples, canvas board,
acrylic paint and brushes, zip
lock gallon bags, foam
plates/palettes.
Review project criteria.
Discuss proper processes and
techniques to complete a
detailed color study of a nontraditional self portrait from
contour line through media of
acrylic paint.
Demo processes/Guided
Practices/Check for
Understanding.
Elements and Principles of
Design
Do Now-Mini Art History
Lesson. ID and write a
minimum of five lines about
different works of art.
Classroom routines and
independent work on projects
Reflection daily and at
conclusion of project
following process and
techniques of lesson.
Electronic devices/Cell
Phones with Teacher's
permission/descretion.
Vincent van Gogh and Pablo
Picasso Scholastic Magazines
INTERVENTIONS:
ASSIGNMENTS:
Individual Instruction, Extra
Time, Group Review,
Modeling
Daily participation grade
based on Art Department
Classroom Expectations
Do Nows
Reading/Writing Activities
Art Criticism
Projects
Discussions
Critiques
Evaluation/Reflection