Observational Art Lesson Plan
Grade: 12 BTPP
Topic: Tie Dye
Objective:
The students will:
Know the process of tie dying shirts and understand the covalent bonding that takes place in the permanent
coloring of cotton with Fabric dyes
Introduction:
Teacher: Have you ever wanted to have your own personal rainbow? What about creating out of this world
colors, by combining others? Did you ever wonder how, what, or how long the Hippies did it...Tie Dye! Play a
video that explains the basic procedure to Tie Dying. Teacher will pause the video periodically to make inserts
that may further help them understand the concept of this methodology. Allow students to analyze this method
and take notes so that they can use it as a reference for when time to produce their piece.
Method: Students will follow the:
Steps before Dying...
1.
2.
3.
4.
5.
6.
7.
8.
Fill up tub with warm water
Pore in about 3cups of Vinegar
Put whites in tub to soak for 20minutes
While whites are soaking put salt and dye in bottles
Put the dye in only to cover about the bottom of the bottle
In each bottle, should be half a tablespoon of salt
After dye and salts are in bottles, fill up bottles with warm water
Shake bottles well
Steps to Start Dying...
1.
2.
3.
4.
5.
6.
7.
8.
Ring shirts out after 20mins of soaking is up
Decide on pattern you want to dye
Fold into decided pattern
Put on rubber gloves
Place/Wrap rubber bands where they are needed
Start to dye
Squeeze each color in its own separate space, defined by the rubber bands
Make sure you fully saturate each color so no white shows when the shirts are unfolded.
Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
Powered fabric dye
Rubberbands
Gloves
White T-shirts (anything white will do)
Bottles for each color dye
Soda Ash (used to soak shirts)
Iodized salt (put in bottles with dye)
Large container to soak items in.
White Vinegar (used to keep shirts colors vivid)
Conclusion:
What do you think of tie dyes now? Did you know how hard tie dying was until this lesson? Could you see yourself
using tie dye as a lesson some day? Did you enjoy learning how to dye the shirts?
Since tie dying in class, learning how to combine colors, and by making the shirts in class by sharing ideas with others
you should be able to teach
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
.
Observational Art Lesson Plan
Grade: 8
Topic: Forms
Objective:

Identify 3D shapes and prisms

Develop their knowledge on 3D shapes

Identify how many edges and faces 3D shapes/prisms have
Introduction: Teacher will recap on what a 3D shape is on the white board. This will include recapping on
what an edge and a face are.
Students will play a game of stand up sit down based on 3D shapes as a recap from previous 3D shape lessons.
Teacher will describe a shape – I have 5 faces – 6 edges etc. teacher will then name shapes and students must sit
down when they believe the teacher names the correct shape. Teacher will say, “Am I a cone, am I a cube?”
3D shapes will be placed on the IWB to give students a hint as to what 3D shape the teacher could be
describing.
Method:

Class will discuss prisms; brainstorm what elements make a prism. For example, two faces the same.

Provide students with further examples showing on the WB such as rectangular prism, students will
discuss the similarities and differences between prisms and 3D shapes. List can be formulated on the
WB of suggestions the students have.

Students will each be given a sheet with different prisms and 3D shapes printed on, they must cut out
the prisms and organise them in their books based on the number of faces (worksheet below).

Teacher can provide an example of the activity on the WB. A shape with 2 faces should be glued at
the top of the page (cone); following on with 3,4,5 faces etc working down the page. If shapes have
the same amount of faces student will stick them next to the other shape with same amount of faces.
Students must name the shape once stuck into their workbook.

Materials
Students who are more advanced may list next to the shape how many faces, edges and if any apex.

Interactive white board

3D shape pictures for IWB

Prism pictures for IWB

3D shapes

3D Shapes Worksheet (DOCX)

Student mathematic workbooks or plain paper for sticking

Glue

Scissors

Pencils
Conclusion: Class discussion recapping on the elements of a prism, which shape had the most faces and which
the least during the activity.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
Observational Art Lesson Plan
Date: October 16th 2013
Grade: 9
Duration: 2 weeks
Topics: Observation -Bahamian
No. of Students: 6
Objective:
Ability of Students: Slow

Research local artistic works

Identify the materials and techniques

Produce a piece of art work based on the style of a local artist.
Introduction: Teacher discuss the importance of art in the Bahamas and how it is use to express our culture.
Showing pictures of Junkanoo celebrations, relating it to how artist use the combinations of colors to interpret
the beauty and creativity of the Bahamas.
Method:

Search information on a Bahamian artist and write a summary about their background.

Explain the medium and technique that the artist use and how it ties with the theme.

Have students vote on the best art piece and give reasons to why they choose that specific piece.

Hand out drawing materials (paper, coloring pencils or paint, palette, paint brush and oil) to produce
something pertaining to the same style but a different theme.

Complete the artwork and explain how this style or technique is aiding them in developing their skills
towards the Bahamian arts.
Materials

Laptop computer

Reference Photo

Drawing paper or canvas, ruler, eraser

Colored pencils, pencils, crayons, markers

Paint brush, oil or water paint, palette, cup of oil or water, soft cloth.
Conclusion:
Bahamian expresses their culture through art with the use of vibrant colors, infectious music or exuberant
dancing. But the arts truly capture the beauty of what the Bahamas have to offer. Whether it is an abstract, still
life or landscaping they all provide a unique view of what the Bahamas have to offer.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: November 1st, 2013
Grade: 12
Duration: 2 weeks
Topics: Two Point Perspectives
No. of Students: 8
Ability of Students: Average
Objective:

The students will be able to draw using correct 2 point perspective.

The students will be able to drawing techniques to help create the sense of depth in a perspective drawing.
Introduction: The class will review a PPT on Two Point Perspective basics. (How-to, vocabulary, materials,
etc.) Then the teacher will hand out some work sheets for the student to complete. Teacher will assist where
needed.
Method:

Teacher will Display a reference picture using a projector for them as inspiration
(http://mrwendlersblog.files.wordpress.com/2011/10/2_point_perspective_castle_by_azoomuk.jpg)

Students will complete a Two Point Perspective Practice Worksheet.

Soon after students will draw a fantasy building using the two point perspectives.

Students will also create a light source and apply value to their shapes as a review and we discuss
perspective shading.
Materials

Laptop computer

Projector

PowerPoint Presentation

Drawing paper

Colored pencils, pencils, crayons, markers

Ruler

Worksheet
Conclusion: The Art of Perspective offers simple but powerful techniques for achieving a convincing illusion
of depth and distance, whether it's a few inches in a still life or miles in a landscape.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Grade: 11BTPP
No. of Students: 8
Date: January 14th, 2015
Duration: 3 weeks
Ability of Students: Average
Topics: Shell Craft
Objective: The students will learn:

Develop preparation process skills
(To write crafting instructions)
(To make materials list)

Create distinct designs
Introduction:
Teacher will discuss with students the importance of proper planning before creating a craft item.
Things that will be discussed:

Choosing an item e.g. jewelry box, candle holder, bouquet, etc.

Deciding type of craft e.g. shell craft, coconut craft, sea glass, etc.

Making a list based on craft type.
Method:
Teacher will present these notes to the students and have them create a tutorial of their own.
1. Students will write a step-by-step procedure for creating the craft, pictures or illustrations and helpful do's and
don'ts. It is important that your tutorial is easy to read and understand, and that someone using your tutorial to
make a craft can actually end up with the results your tutorial is purposed for.
2. Students must Choose a specific title for their tutorial. Their title should let readers know exactly what the
tutorial is about, so you should therefore avoid using titles that are abstract, referential or metaphorical. For
example, a tutorial for making ant-fabric baby bloomers should be called, "How to Make Ant-Fabric Baby
Bloomers," rather than, "Ants on My Pants."
3. Explain the craft. Introduce the craft by including a clear picture or drawing of the finished product, so
crafters know exactly what they will be making, and write a tutorial introduction with the following
information:

Name of the craft. Part of writing craft tutorials is coming up with descriptive, creative and relevant craft
names. Use specifics about the craft that makes it stand out. For example, instead of calling the craft a
jewelry box, call it a rhinestone treasure box.

Purpose of the craft. Describe what it could be used for, who might use it and for what occasions.

Level of difficulty. It's a good idea to include a general age range for people who would most likely be
able to successfully complete the craft project, plus an estimation of the effort it takes for completion
(easy, medium or hard).

Forewarning: If, for example, your craft requires special considerations, like ventilation, high heat or
power tools, mention those before outlining the craft instructions.

List the things needed to finish the project. Your list should include tools and supplies, and should be
comprehensive enough for crafters to use at the store for shopping. Provide exact amounts and
measurements. Additionally, provide resources for hard to find supplies, if applicable.
4. Break the craft procedure into simple steps. When you write a tutorial, follow these guidelines for
creating procedure steps:

Each step should involve only 1 action, such as, "Cut all the pattern pieces."

Begin each step with an action verb (i.e. measure, draw, glue, etc.).

Number the steps of your craft tutorial so they are clearly differentiated.

Use bold and/or italicized font to accent important information.

Include tips, warnings and pointers along the way, as necessary. When you write a tutorial, it helps to
tell readers what mistakes you made that they can avoid, as well as useful shortcuts you learned through
experience.

Provide a picture for each step.
5. Edit your craft tutorial. Be sure to run the spelling and grammar check, as well as to read your tutorial out loud
several times through in order to identify and correct any mistakes. You may also want to have someone else read
it and provide feedback so that you know your tutorial makes sense logically and chronologically, and that your
instructions are easy for readers to understand.
Materials

Projector

Printing paper
Conclusion: An important part of writing craft tutorials that are useful and effective is including good pictures.
Provide as many pictures as is needed to illustrate the craft process - at least 1 per step. Your pictures should be
clear, focused, appropriately cropped and should feature the developing craft against a contrasting background.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Title: _________________________________________________________
Introduction:
draw or place a photo
Explain what the item does or its purpose.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What is the level of difficulty? ______________________________________________________________
What warnings can you give for the item?
__________________________________________________________________________________________
__________________________________________________________________________________________
List materials:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
4. ________________________________________________________________________________________
5. ________________________________________________________________________________________
6. ________________________________________________________________________________________
7. ________________________________________________________________________________________
8. ________________________________________________________________________________________
9. ________________________________________________________________________________________
10. _______________________________________________________________________________________
Paper Craft Lesson Plan
Date: November 16th, 2016
Grade: 12
Duration: 3 weeks
No. of Students: 6
Ability of Students: Average
Topics: Quilling
Objective: The students will learn:

Paper quilling and the art of rolled paper.

Investigate patterns and forms found in nature.

Create a work of quilled
Introduction:
1. Discuss paper quilling and will look at these photos
These samples will introduce the new style of art and designs that can be made using paper. Teacher will
give students to opportunity to analyze and memorize some of the patterns to see if they can replicate the
patterns in the activity.
Materials:

paper shredder (optional)

scissors or a razor blade

construction paper (various colors)

glue

string

cardboard

quilling needle
Lesson:
1. Shred paper in shredder if available.
2. You could instead cut construction paper into thin strips - about 1/4" wide with scissors or razor blade
3. Give students a handful of paper and let them practice making a tight roll.
4. Students can make a tiny fold at one end of the paper, and roll it all the way to the end by hand the use
of a quilling needle would be more effective if item is available.
5. Encourage your students to let go of the spiraled roll a little, so there is a little space between the turns of
the roll.
6. The rolls can be secured with glue.
7. Rolls can be round or oval in shape. Round rolls can be pinched at either end to make flower petal
shapes.
8. You can make many other shapes by pinching the roll in different areas.
9. You can glue shapes together to make flowers, insects, animals ... etc.
10. It is important to assemble the rolls on the cardboard so that the spirals are visible, not the edge of the
roll.
11. Students can also hang rolls from bits of string (a mobile perhaps?)
12. Student will use sample below as reference.
Assessment:
To evaluate the student artwork, ask:

Did the student complete a Quilling design?

Did the student used a theme for their design? Do the colors create a certain mood?

Evaluation:
____________________________________________________________________________________
________________________________________________________________________

H.O.S’s Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
Observational Art Lesson Plan
Date: January 11th 2016
Grade: 8
Duration: 2 weeks
Topics: Two Point Perspectives
No. of Students: 6
Ability of Students: Average
Objective:

The students will be able to draw using correct 2 point perspective.

The students will be able to drawing techniques to help create the sense of depth in a perspective drawing.
Introduction: The class will review a PPT on Two Point Perspective basics. (How-to, vocabulary, materials,
etc.) Then the teacher will hand out some work sheets for the student to complete. Teacher will assist where
needed.
Method:

Teacher will Display a reference picture using a projector for them as inspiration
(http://mrwendlersblog.files.wordpress.com/2011/10/2_point_perspective_castle_by_azoomuk.jpg)

Students will complete a Two Point Perspective Practice Worksheet.

Soon after students will draw a fantasy building using the two point perspectives.

Students will also create a light source and apply value to their shapes as a review and we discuss
perspective shading.
Materials

Laptop computer

Projector

PowerPoint Presentation

Drawing paper

Colored pencils, pencils, crayons, markers

Ruler

Worksheet
Conclusion: The Art of Perspective offers simple but powerful techniques for achieving a convincing illusion
of depth and distance, whether it's a few inches in a still life or miles in a landscape.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: January 11th 2016
Grade: 8
Duration: 2 weeks
Topics: Two Point Perspectives
No. of Students: 6
Ability of Students: Average
Objective:

The students will be able to draw using correct 2 point perspective.

The students will be able to drawing techniques to help create the sense of depth in a perspective drawing.
Introduction: The class will review a PPT on Two Point Perspective basics. (How-to, vocabulary, materials,
etc.) Then the teacher will hand out some work sheets for the student to complete. Teacher will assist where
needed.
Method:

Teacher will Display a reference picture using a projector for them as inspiration
(http://mrwendlersblog.files.wordpress.com/2011/10/2_point_perspective_castle_by_azoomuk.jpg)

Students will complete a Two Point Perspective Practice Worksheet.

Soon after students will draw a fantasy building using the two point perspectives.

Students will also create a light source and apply value to their shapes as a review and we discuss
perspective shading.
Materials

Laptop computer

Projector

PowerPoint Presentation

Drawing paper

Colored pencils, pencils, crayons, markers

Ruler

Worksheet
Conclusion: The Art of Perspective offers simple but powerful techniques for achieving a convincing illusion
of depth and distance, whether it's a few inches in a still life or miles in a landscape.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: October 17th, 2016
Grade: 12
Duration: 1 week
Topics: Corrugated Cardboard Pictures
No. of Students: 6
Ability of Students: Average
Objective:

To develop and promote an awareness of the possibilities of nonconventional materials for the purpose
of personal self-expression.
Introduction:
Teacher will discuss with students that many artists have used nonconventional materials to express themselves
through their art. Pablo Picasso and Georges Braque began including bits of newspaper, rattan, and bits of wood
in their collages in the early 20th century. Teacher will also express that used materials not normally found in
art supply stores. Teacher will explain what corrugated cardboard pictures are and display a sample image for
them to get a clear understanding of what it is.
Method:
1. Sketch an image in silhouette on the surface of a piece of corrugated cardboard. Pay careful attention to
the direction of the corrugations. They can be used to enhance the design.
2. Using a stencil knife, cut along the sketched line. Do not cut too deeply; just cut through the first layer
of paper, not entirelay through the cardboard.
3. After the lines are cut, paint the cardboard black and let it dry.
4. After the paint has dried, carefully begin peeling the top layer of paper from the corrugations.
5. Peel off the top layer of paper only in those areas that correspond to the background of the design.
6. Clean up the surface of the corrugations. Some rough edges will remain after the surface paper has been
pulled away.
7. Color can be added for additional interest.
Materials
 9" × 12" or larger corrugated cardboard pieces.
 Stencil knives.
 Pencils.
 Black tempera paint. Flat black spray paint was used for this example
Assessment: Each finished project should conform to the basic process of the lesson. Images should be
identifiable in silhouette form. Complexity of design will demonstrate ability with the medium if the
design is "readable." If color is used it should complement the image. The direction of the corrugations
should reinforce the design.
Conclusion: Teacher will express that corrugated cardboard pictures presents a certain amount of challenge
and is readily available. This project will explore some of the textural qualities of the material and will help
you no to relay on store bought items.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: February 9th 2016
Grade: 7
Duration: 45 – 60 minutes
Topics: Interpretive Drawing
No. of Students: 9
Ability of Students: Average
Objective:

To express emotion through line.
Introduction:
Students will use music and art to categorize line and color into specific emotion. While playing music by
Mozart for inspiration. The teacher will spread a large piece of paper on the board and allow each student to
paint using water color paint and paint one flowing line to the tune the music. Student will use one color for
about ten second and allow another student to try with a different color.
Method:

Students will then give their input of what they felt while hearing the tune and express the emotion
that they felt. Answers may vary.

Teacher will give every student the opportunity to make a monochromatic composition of their own
they must paint on a small piece of paper while another song by Mozart is playing.

They are only allowed to use one color and must paint and show many different lines and values that
can be diverse from thin dark lines to board light lines.
Materials

Watercolor paper

Watercolor paint

Paint Brush
Conclusion: Then after each piece played, they will look at the artwork on their table and see if the music they
just heard matches the lines in the artwork. If so, we will share with the class and tell why they thought that
way.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: October 28th 2016
Grade: 11-(1)
Duration: 2 weeks
Topics: Gesture Drawing (Figure Drawing)
No. of Students: 15,m
Ability of Students: Average
Objective:

Demonstrate an understanding of proportion using gesture drawing as subject matter.
Introduction:
Teacher will express that gesture drawing is a method of training hands to quickly sketch what the brain has
already seen. Staying "focused" means sustained concentration. Once you start drawing, don't stop--there's only
10-30 seconds to finish! As you proceed in skill development, drawings should be "grouped" with overlapped
shapes and time extended up to 2 minutes. This is Gesture practice.
Method:
Students will be given the instructional sheet below to review for 5 min before the activity begins. The
teacher will read and explain along to give clearer meaning of what is needed. They will be tasked to
draw the teacher in various poses which will change every 2 minutes.
1. FOCUS--- constantly. The eye, a wonderful camera, estimates proportions, contours, movement, and
contrasts quickly. Determine contours first, then interior shapes and shadows.
2. DRAW LIGHTLY---for the 1st "layer" as a rough draft; darker for the 2nd drawing corrections right over the
1st layer adding contrast; then, the darkest 3rd layer with deep shadows and final contours.
3. DRAW QUICKLY--- The entire image is viewed in a blink. Make the pencil follow content flashed to the
brain. Keep the pencil/pen in constant circular and linear motion. Catch the form, not the details.
4. CONSTANT MOVEMENT---is a necessity. Quick, light drawing makes for easy clarifications in succeeding
layers. Move eyes with quick returns without moving the head. Accuracy takes patience, perseverance and lots
of practice.
5. TIMED DRAWINGS---from 10-30 seconds for skill practices of single shapes and 1-2 minutes for grouping
objects together. It's a challenge only in the beginning.
6. NO ERASING. Step 2 is the key. Gesture drawing's purpose is to develop visual skills which will affect
expertise. Erasing breaks focus and wastes time.
At the end of the drawing session teacher and students will look and discuss the drawings and
Materials

Paper

Pencil

Timer

Model

Instructional handout
Conclusion: Teacher will end by stating that in any event, gesture drawings can have many looks - there is no
one, right way for them to look. If you search for the physical movement, the action line, or axis; if you search
also for the internal, spiritual meaning or identity of things, your work will have more depth, and express your
view of the world. And hopefully others will see this in your work, and receive something of what you were
trying to do. And that's one of the big purposes of art.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: February 22th 2016
Grade: 8
Duration: 45 - 60 minutes
Topics: Interpretative Drawing (Pattern)
No. of Students: 6
Ability of Students: Average
Objective:

To develop basic knowledge of pattern and repetition.
Introduction:
Briefly discuss the meaning of "pattern" and "repetition.” A pattern is a series of repeated design units (motifs)
used to decorate a surface. The motifs can be repeated in a regular or irregular way over the surface to be
decorated.
Method:
Student will create a pattern of their own using construction paper
1. Distribute materials and tools.
2. Students measure and cut six 3" squares from one of the sheets of construction paper. (Tip: Teacher may
precut the 3" squares.)
3. Fold one of the 3" squares and draw a simple design from the fold.
4. Cut out the design from the fold leaving a hole in the square which is the same shape as the cut-out part.
5. Using the first square, with cut-out shape as a pattern, trace the design and cut out the shapes from the
remaining five squares.
6. Begin by placing one of the cut-out squares in one corner of the second sheet of construction paper. DO
NOT GLUE YET.
7. Arrange the remaining cut-out squares on the paper in a checker board style.
8. When the position of each square is determined, begin gluing them in place.
9. In the blank spaces, glue the shapes that were cut from the squares. For interest, turn them in an opposite
direction from the cut-out shapes in the squares.
Sample:
10. Finished projects can be displayed individually or assembled into an attractive and interesting ensemble.
Materials

Scissors

Pencil

Construction Paper

Glue
Conclusion: Teacher will then state that students can create unique pattern design by using more shapes and
colors to form a regular pattern that will differ from the standard "checker board" style design. As long as they
cover the basis of a pattern which is a repeated form or design patterns can be achieved.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: September 10th 2018
Grade: 7
Duration: 45 - 60 minutes
Topics: What is art?
No. of Students: 6
Ability of Students: Average
Objective:



Students will learn that artists use many different techniques and styles
Students will learn about materials to make works of art.
Students will learn what the line between what is considered art and what is not can be a rather fuzzy one.
Introduction:
1. Small group brainstorm (5 min): What is art? Write down at least 5 ideas.
2. Individual work looking at images (5 min)
3. Discussion (5 min): What is art?
Method:
Pin up to 10 different artist works on the board with corresponding numbers. Works should have a wide range
of style and technique. Prior to discussion, give students clipboards and have them examine the board and write
down the following:



List of 5 materials used to create the artworks
List 2 artworks (by number) that you would argue definitely ARE art. Choose one of these pieces and explain why
you are certain that it is art.
List 2 artworks (by number) that you would argue ARE NOT art. Choose one of these pieces and explain why you
think that it is not art.
Materials



Medium-sized newsprint for group brainstorm
Markers for group brainstorm
Images on board for what is art discussion
Conclusion: Ask:





How do you know when you see something whether or not it is art?
Where do we see works of art? (museums, galleries, magazines, books,)
(Refer to the bulletin board) Are all of the images that you see here “art”?
Who can point out one image that they are sure is a work of art? What makes you sure?
Who can point out one thing on the board that they think is not art? Why do you say that this particular
example is not art?

How is a work of art different than real life? (Can show things in a nonrealistic way, can be abstract or
nonrepresentational, can be made up from the artist’s imagination, can show things that never existed or
events that never happened, can be nonobjective and express the artist’s point of view)
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: February 29th 2016
Grade: 8
Duration: 45 - 60 minutes
Topics: Interpretative Drawing (Pattern)
No. of Students: 6
Ability of Students: Average
Objective:

To develop basic knowledge of pattern and repetition.
Introduction:
Briefly discuss the meaning of "pattern" and "repetition.” A pattern is a series of repeated design units (motifs)
used to decorate a surface. The motifs can be repeated in a regular or irregular way over the surface to be
decorated.
Method:
Student will create a pattern of their own using construction paper
11. Distribute materials and tools.
12. Students measure and cut six 3" squares from one of the sheets of construction paper. (Tip: Teacher may
precut the 3" squares.)
13. Fold one of the 3" squares and draw a simple design from the fold.
14. Cut out the design from the fold leaving a hole in the square which is the same shape as the cut-out part.
15. Using the first square, with cut-out shape as a pattern, trace the design and cut out the shapes from the
remaining five squares.
16. Begin by placing one of the cut-out squares in one corner of the second sheet of construction paper. DO
NOT GLUE YET.
17. Arrange the remaining cut-out squares on the paper in a checker board style.
18. When the position of each square is determined, begin gluing them in place.
19. In the blank spaces, glue the shapes that were cut from the squares. For interest, turn them in an opposite
direction from the cut-out shapes in the squares.
Sample:
20. Finished projects can be displayed individually or assembled into an attractive and interesting ensemble.
Materials

Scissors

Pencil

Construction Paper

Glue
Conclusion: Teacher will then state that students can create unique pattern design by using more shapes and
colors to form a regular pattern that will differ from the standard "checker board" style design. As long as they
cover the basis of a pattern which is a repeated form or design patterns can be achieved.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: September 25th 2017
Grade: 7
Duration: 45 - 60 minutes
Topics: What is Art?
No. of Students: 9
Ability of Students: Average
OBJECTIVE:

Students will learn that artists use many different techniques, styles and materials to make works of art
and that in our society the line between what is considered art and what is not can be a rather fuzzy one.

Students will learn that art is used to expresses one’s feelings and or relay a message.
Introduction – What is Art?
Teacher tell students to work in a Small group and brainstorm (10 min):
Teacher will then as the question. What is art?
Students must write down at least 5 ideas.
ACTIVITY
1. Individual work looking at images to simulate there imagination (10 min)
2. Discussion (30 min): What is art?
3. Have students draw an image to relay a specific feeling
MATERIALS




Medium-sized newsprint for group brainstorm
Markers for group brainstorm
Images on board for what is art discussion
Jorge Colombo finger painting link: http://www.youtube.com/watch?v=3wbkQdrYPiM
CONCLUSION
Teacher will close by reminding students that there are many forms of art. These forms all share a similar
purpose, one being that it help expresses ones inner though or emotions and that they can help to relay a
message.
(If students are unable to complete the activity. The teacher will allow students to complete the assignment for
Home-Work.)
Observational Art Lesson Plan
Date: November 30th 2017
Grade: 7
Duration: 45 - 60 minutes
Topics: Value
No. of Students: 9
Ability of Students: Average
OBJECTIVE:



to learn to control your pencil
to learn the differences in tints and shade
to see subtle changes in values or tone
INTRODUCTION: Values
Teacher explain the fundamental aspects of values in art. Value deals with the lightness or darkness of
a color. Since we see objects and understand objects because of how dark or light they are, value is incredible
important to art. (I'll remind students that drawing and painting is about seeing.)
Teacher will show a few photos of the apple and explain to the students that if you take out all color, we would
still see the apple and recognize it as an apple. In other words, we are just showing the values of the apple.
Then teacher will explain that if you were to isolate eight of the values, we can see where we would need to
draw or paint the values.
ACTIVITY
Teacher will hand out an activity sheet to each student
Students will complete the exercise.
Teacher will go around looking for any students struggling with the activity. To help them get on to the right
path.
MATERIALS

A sheet of paper/Pencil

3 photos of apple (http://thevirtualinstructor.com/Value.html)

Value Chart
CONCLUSION
Teacher will close by stating that everything that we see have its own value some are more noticeable than
others and that value drawing is a really good way to keep your eyes trained to see the subtle graduations of
light and shadow.
Observational Art Lesson Plan
Date: October 11th 2017
Grade: 8
Duration: 45 - 60 minutes
Topics: Color Wheel
No. of Students: 6
Ability of Students: Average
OBJECTIVE:

Students will learn the primary colors.

Students will mix secondary and tertiary colors from primary colors.

Students will draw and paint their own color wheel.

Students will show understanding by filling in their own color boxes.
INTRODUCTION
Teacher present’s a color wheel and explaining the vocabulary terms through the model. Showing the students the
correct places for the colors, and briefly demonstrating how to build the color wheel that they will be putting
together.
ACTIVITY
Letting students create their color wheels with paper, cardboard, scissors, pens, pencils and coloring pencils.
Students will fill in the Color Box sheet using a medium of their choice.
1. Mix 2 primary colors together to make a secondary color.
2. Mix a primary and a secondary color to make a tertiary
3. Try mixing other all the primaries together to create a neutral.
RESOURCES
Pencil
10", 5" and 2" circle templates
ruler
yellow, red and blue coloring pencil
CONCLUSION
Teacher will close by asking “What have learned about primary & secondary colors”.
1. Clean up
2. Explain that the color wheel is the basis of any color ever invented a long with neutrals. This will all be covered in
future lessons.
Observational Art Lesson Plan
Date: November 6th, 2017
Grade: 9
Duration: 2 weeks
No. of Students: 13
Ability of Students: Average
Topics: Observational Drawing
Objective: The students will:

Apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their
intentions are carried out in their artworks

Conceive and create works of visual art that demonstrate an understanding of how the communication of
their ideas relates to the media, techniques, and processes they use.

Initiate, define, and solve challenging visual arts problems independently using intellectual skills such as
analysis, synthesis, and evaluation

Evaluate the effectiveness of artworks in terms of organizational structures and functions.
Introduction:
Play a video that explains the basic procedure to drawing a glass of water. Teacher will pause the video
periodically to make inserts that may further help them understand the concept of this methodology. Allow
students to analyze this method and take notes so that they can use it as a reference for when time to produce
their piece.
Method:
1. Students will examine a manmade object or something from nature and break down into its simplest
form.
2. Identify the five principals of shading by close observation which is: Highlight, Shade, Reflecting Light,
Shadow and Back Shade.
3. Individually sketch the object and apply guides to help show the five principals.
4. At the end of the project, students will come together as a group and discuss/critique each work.
Example:
Materials

Reference materials for student research (Soda Can, Plastic Bottle, Tea Pot, Soup Can)

Drawing paper, Ruler, Eraser

Colored pencils, pencils, crayons or markers
Conclusion:
Sketching and painting has come a long way, but there still is plenty to be learned from the traditional drawing
process. Beginner artist needs to focus on how to manipulate individual curves and stroke, also understanding
and exploiting the semantics and stages of the drawing process. This practice and the accompanying videos,
hopefully provide sufficient background, information, and motivation for addressing these challenges.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: October 24th, 2017
Grade: 10
Duration: 2 weeks
No. of Students: 14
Ability of Students: Average
Topics: Forms
Objective:

Identify and describe basic geometric forms

Recognize variety of forms in artwork.

Draw a three dimensional (3D) form on paper.
Method:
Introduction:
Teacher: Will review with class about previous lesson with shapes.
Teacher: Will ask students what is a three dimensional shape?
Students: Possible response: A shape that you can see the surfaces around it. A shape that you can see
with 3d goggles), A shape on a 3D television.
Teacher: If answered correctly teacher will respond “correct” or give a hint to aid them with this such
as the electric sharpener is shaped like a rectangle.
Teacher: Will display on the board 4 basic shapes and above them labeled basic shapes.
Then below have a label geometric forms.
Teacher: Will ak student if they are aware of geomectric forms if so list a few.
Students: Possible response: Geometric forms are 3D shapes of basic shapes. Such as Cube, Cylinder,
Sphere, Cone.
Teacher: Will explain and demonstrate how 2D shapes can be change by adding depth and will ask
students to follow along on drawing paper.
Activity:
Teacher: Will ask student to look around the classroom and draw next to each geometric form an object
that is similar to the shape.
Teacher : will monitor the students and aid them if needed to complete this task.
Materials:

Classroom Items

Drawing Images

Drawing paper

Colored pencils, pencils, crayons, markers
Conclusion: Form is an element of art that is three dimensional and encloses space. Like a basic shape, a form
has length and width, but it also has depth. Forms are either geometric or freeform.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: November 13th, 2017
Grade: 11
Duration: 2 weeks
No. of Students: 11
Ability of Students: Average
Topics: Observational Drawing (Mix Media)
Objective: The students will:

Explore Different Media

Create Texture and Tone
Introduction:
A quick discussion on several different types of media used in art (ex. Oil, acrylic, water color, pastel, pencil,
charcoal etc.).

Hand out a sheet of regular white paper and ask students to fold it in half, and then in half again. In the
top left box, have them draw with a pencil – a fat line, regular sized line and a thin skinny line.

Then have them draw an example of shading by rubbing the pencil down side to side and then apply less
pressure so it gets lighter and lighter.

Then have them draw a circle, triangle and square showing a little shade on each shape. Repeat in the
other 3 boxes using a piece of charcoal, black crayon and black pen

Ask Students questions about how each of the media are different even though they are all black in color
(bold/fatter lines, can’t erase, easier to get more detail with pencil, etc.)
Method:

Using plastic fruit or real fruit, take out 4 different pieces (ex. Apple, orange, banana, grapes)
and have them draw each one with a different media.

Students can add as much detail too if they want as they have already practiced shading, line and
shape with each media.

Teacher will walk around and see aid students that may be struggling with drawing and
encouraging those that are having difficulty drawing fruits.

Teacher will ask them when they are complete which media they like the most, and if there is
extra time them can do for free a picture of anything they want with that media. Or they can do
another mixed media piece with different subject matter (instead of fruit)
Materials

Reference materials for student research (Fruits, Plate/Bowl)

Drawing paper

Black Pen

Pencil



Charcoal
Black Crayon/Coloring pencil
Eraser
Conclusion:
Mixed media tends to refer to a work of visual art that combines various traditionally distinct visual art media.
For example, a work on canvas that combines paint, ink, and collage could properly be called a "mixed media"
work, but not a work of "multimedia art."
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
_________________________________________________________________________________________
Observational Art Lesson Plan
Date: October 4th 2017
Grade: 12
Duration: 45 - 60 minutes
Topics: Paper Mache (Hand Molds)
No. of Students: 6
Ability of Students: Average
Objective:



Create a hand sculpture
Develop skills related to working with Paper Mache.
Create an abstract version of hand.
Introduction: Introduce the art of paper mache by displaying different forms of mache via LCD and ask
students is they know what kind of art for it is. Teacher will explain what paper mache is and how it can be used
to make many types of craft items with paper. After which teacher will discuss the two methods to produce a
paper composition.
Method:
 Have students work in groups of two’s where one student will use their hand as a template and the other
paste.
 The student that’s is considered the template will apply grease to the back surface of one of their hand
and place it onto a strip of cardboard make a mixture of glue and water.
 The other student must now cut strips of newspaper and soak into the bowl of glue and water then place
the strips onto the other student’s hand.
 Repeat this process and completely cover the student’s hand with paper.
 Have students apply about 4-5 layers of paper and sit for 30 minutes to allow the glue and paper to dry a
bit.
 Have students slide their hand out which should leave a casing of the hand that was covered.
 Students must now let the hand dry and paste the newspaper with white paper to prepare the craft piece
for painting.
Student will create a pattern of their own using construction paper
Materials

Cardboard

Newspaper

Scissors

Brush

Acrylic Paint

School Glue

Water

Hair grease
Conclusion: Teacher will explain that the strip method of molding forms using paper strips soaked in a starch
or glue and water. This allows the paper to stiffen which in turn makes it a viable substance for sculptures.
Through this exercise they can use many other object to create molds and recreate usable objects and decorative
pieces.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: October 11th, 2016
Grade: 7
Duration: 2 weeks
No. of Students: 6
Ability of Students: Average
Topics: Shapes
Objective:

Identify and describe basic shapes.

Recognize variety of shapes in artwork.

Overlap shapes to create special relationship.
Method:
Introduction:
Teacher: Ask students to name a few basic shapes.
Students: Will answer “square, triangle, rectangle, circle” . etc
Teacher: Will play an instructional video via projector about definition of 2D shapes and how many
objects can be broken down into basic shapes to simplify the structure. Ask students to look around the
classroom and call off objects that are resembles a basic shape or a combination of shapes.
Students: Possible response; duct tape (circle), bottle (rectangle and trapezoid), tile (square), cabinet
(rectangle)
Teacher: If answered correctly teacher will respond “correct” or give a hint to aid them with this such
as the electric sharpener is shaped like a rectangle.
Activity:
Teacher: Will place three different bottles onto the table and will then hand out sheets of paper and ask
the student to sketch out the figure using a combination of different shapes.
Teacher : will monitor the students and aid them if needed to complete this task.
Materials:

Classroom Items

Images

Drawing paper

Colored pencils, pencils, crayons, markers

Three Bottles
Conclusion: Element of art that is two dimensional (2D) and encloses space. While a form has depth. A 2D
shape has only length and width. Shapes are either geometric or freeform.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: November 20th, 2017
Grade: 12 Craft
Duration: 3 weeks
No. of Students: 12
Ability of Students: Average
Topics: Collage
Objective: The students will learn:



What a collage is and materials use to make one.
Create a collage of a portrait using a magazine.
Write a report about the animal used in the collage.
Introduction:
1. Teacher will display a verity of collages and then ask students if they have ever seen art like this before.
(Responses may vary) Then ask if they know what type of art it is.
2. Explain to students that collage is a form of art where you can paste any object that can stick to a flat surface to
make an image. Teacher will give examples such as, seeds, paper or magazine cut outs.
3. Teacher will ask what other types of materials we can use to make a collage (responses may vary)
Materials:

Magazine

Pencil

Scissors

School glue

Cardboard

LCD projector
Lesson:
1. Students will work together on a tribute portrait of Ronnie Butler for the lesson.
2. Have students collect a verity of magazine clippings this should take about 10 minutes
3. Once all materials have been gathered. The teacher will remind students that the papers must be flat in order to use
them as a collagen, no flaps must be visible.
4. Students will be told to focus on the background of the portrait first to insure proper layering is done.
5. Then they must work on the face of the portrait in phases. (working through shades and then tints of Ronnie Butler’s
Face, until every inch is covered.)
Conclude
Teacher will close by relaying that collages is an art form were you can use any material as its base, as long as it can be
glued to a flat surface.
Assessment:
To evaluate the student artwork, ask:

Did the student complete the collage?

Did the student create a setting for the Portait? Do the colors create a certain mood?

Evaluation:
____________________________________________________________________________________
________________________________________________________________________

H.O.S’s Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
Observational Art Lesson Plan
Date: January 17th 2019
Grade: 9
Duration: 2 weeks
Topics: Observation -Bahamian
No. of Students: 7
Objective:
Ability of Students: Slow

Research local artistic works

Identify the materials and techniques

Produce a piece of art work based on the style of a local artist.
Introduction: Teacher discuss the importance of art in the Bahamas and how it is use to express our culture.
Showing pictures of Junkanoo celebrations, relating it to how artist use the combinations of colors to interpret
the beauty and creativity of the Bahamas.
Method:

Search information on a Bahamian artist and write a summary about their background.

Explain the medium and technique that the artist use and how it ties with the theme.

Have students vote on the best art piece and give reasons to why they choose that specific piece.

Hand out drawing materials (paper, coloring pencils or paint, palette, paint brush and oil) to produce
something pertaining to the same style but a different theme.

Complete the artwork and explain how this style or technique is aiding them in developing their skills
towards the Bahamian arts.
Materials

Laptop computer

Reference Photo

Drawing paper or canvas, ruler, eraser

Colored pencils, pencils, crayons, markers

Paint brush, oil or water paint, palette, cup of oil or water, soft cloth.
Conclusion:
Bahamian expresses their culture through art with the use of vibrant colors, infectious music or exuberant
dancing. But the arts truly capture the beauty of what the Bahamas have to offer. Whether it is an abstract, still
life or landscaping they all provide a unique view of what the Bahamas have to offer.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: January 23th, 2019
Grade: 11 Craft
Duration: 3 weeks
No. of Students: 10
Ability of Students: Average
Topics: Junkanoo (Materials)
Objective: The students will:

Create a list of the main materials used to construct a Junkanoo costume.

Know the tools function for the building process.
Introduction:
Teacher will:
Play a video clip on the LCD projector that depicts the Junkanoo festivals and gives a brief description of how
Junkanoo costumes are made.
After the video ask the students a series of questions pertaining to the video such as:

What material you should use the most when building a costume?

What will you lose points for in a Junkanoo parade?

What is the colored paper called that is use to decorate a costume?
Place on the table of a few materials used for constructing a Junkanoo costume.
Materials on display for lesson:

Contact Cement / Brush

Crepe paper

Scissor/ Shears

Cutting pliers

Wire roll

School Glue

Box cutter/Ex-Acto Knife

Cardboard

Styrofoam

Pasting Brush

Primer paint
Teacher will now ask student to write down the name of each item and will explain this purpose.
Activity:
Students will:
Write the names of all the items displayed by the teacher, write the purpose for each materials and tools.
Teacher will conclude:
That the each of the items listed are essential for proper construction of a costume and remind the students
what each items are used for.
Contact Cement / Brush – used for bonding cardboard together.
Crepe paper – decorating with different color patterns
Scissor/ Shears – for cutting cardboard and crepe paper
Cutting pliers – for cutting metal wire
Metal Wire roll – for strengthening the cardboard to prevent over bending
School Glue – gluing crepe paper to the cardboard
Box cutter/Ex-Acto Knife – also use for cutting cardboard
Cardboard – mold for different parts of a costume
Styrofoam – mold for difficult shapes that cardboard cannot make
Paint Brush – used for pasting crepe paper or white paint on cardboard.
Primer paint – a white base color to help the crepe paper display better.
Assessment:
To evaluate the student, ask:

Did the student complete the list?

Did the student understand each items purpose?

Evaluation:
____________________________________________________________________________________
________________________________________________________________________

H.O.S’s Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
Observational Art Lesson Plan
Date: January 29th, 2019
Grade: 10
Duration: 3 weeks
No. of Students: 24
Ability of Students: Average
Topics: Junkanoo (Cardboard Molding)
Objective: The students will:

Learn the basic steps for molding cardboard into a specific form.

Create a waist band for a Junkanoo skirt.
Introduction:
Teacher will:
Present and pass around the class a premade Junkanoo skirt.
Ask students if they can determine what steps it took to create one of these by analyzing it?
Student’s response may vary.
Will proceed with presenting procedural steps.
First place on the table necessary materials used for constructing a band.
Materials on display for lesson:

Contact Cement / Brush

Cutting pliers

Wire roll

Box cutter/Ex-Acto Knife

Cardboard

Pencil

Measuring tape
Activity:
Students will:
Ask student to approach the table and take notes of the steps as they are being performed.
Step 1: Measure your waist then draw using the pencil a rectangle a thickness of 8 inches and a length of your
waist that is 33 inches. Assure them that the thickness is crucial for a proper waist band.
Step 2: Cut the rectangular outline out of the cardboard using the box cutters remind them to be careful when
dealing with sharp objects.
Step 3: Now take one side of the cardboard and paint the contact cement on one side then allow it to dry out a bit.
Explain that the adhesive is at its strongest for bonding cardboard when it’s almost dry.
Step 4: Take the metal wire and measure it to the length of the cardboard and cut using the cutting pliers.
Place the wire in the center of the cardboard cutout then fold the cardboard in half to make it now 4
inches in thickness.
Step 5: Apply pressure and show students how the contact cement have sealed together. At this point you explain
to them that the cardboard can now hold a shape now that the metal wire is bonded between it. Now it is
possible to wrap around your waist and it will hold its form.
Teacher will conclude:
By relaying to students that this is just a foundation set for most parts of the costume building and this procedure
will be use from time to time.
Assessment:
To evaluate the student, ask:

What was the very first step?

How thick the waist band should be?

Where should you apply contact cement?
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: February 6th, 2019
Grade: 12
Duration: 3 weeks
No. of Students: 13
Ability of Students: Average
Topics: Junkanoo (Off the shoulder)
Objective: The students will:


Learn the basic steps to build an off the shoulder piece frame.
Create a template trace, cut and fortify.
Introduction:
Teacher will:
Display some Junkanoo costume designs to show different variations.
Point at each segment of the costume instructing students to pay attention to design details.
Direct the class’s attention to a shoulder piece and explain the materials needed to begin the foundation for one.
Materials on display for lesson:

Contact Cement / Brush

Cutting pliers

Wire roll

Box cutter/Ex-Acto Knife

Cardboard

Pencil

Measuring tape
Activity:
Students will:
Create shoulder pieces by using a template provided by the teacher.
Then trace, cut, paint contact cement and add metal rods as teacher instructs.
Pay attention as teaching explains how the shaping process goes.
Follow along to replicate this process done by the teacher.
Teacher will conclude:
By exclaiming that the shoulder piece must be sturdy, because in some cases they can bear a lot of weight and
must be properly framed.
Assessment:
To evaluate the student check:

How well they build the base of the shoulder piece.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: February 13th, 2019
Grade: 10
Duration: 3 weeks
No. of Students: 24
Ability of Students: Average
Topics: Proportional Portraits: Creating Realistic Faces
Objective: The students will:

Create realistic faces, use mathematics to understand correct proportion, and practice by making
sketches.

Explore these ideas by studying their classmates' faces, developing a proportion reference sketch, and
creating a final portrait of a classmate or a self-portrait.
Introduction:
Teacher will:
1. Gather and display examples of realistic and abstract portraits. 2. Gather teacher and student studio materials.
Arrange classroom furniture to create a discussion area to ensure maximum participation and ability to see visuals
and models. Introduction: Group discussion Introduce or review portraiture as an art form. Brainstorm with your
class the reasons artists create portraits. Show them examples of abstract and realistic portraits. Discuss why some
artists developed a realistic style for portraits while others favored abstraction. Focus on a realistic example and
have the students explain what makes it look real. Introduce the idea of proportion. Proportion is one of the
principles of art and design. Proportion is the relation of one object to another in size, amount, number or degree.
In other words, artists wanting to create a realistic portrait must figure out how big to make each facial feature in
relation to the others. They must also place each face shape in the proper place. How do artists do this?
Materials for lesson:

eraser

pencil

paper
Activity:
Students will:
Have students go to their work places. Distribute sketch paper, pencils, erasers and rulers. Walk them through the
construction of a similar drawing. Have them take notes on their sketches about the general proportion guidelines.
Their end results should resemble your "Teacher Guide to Proportion." Drawing from Life Partner students to
draw sketches of a peer (or pass out mirrors for self-portraits). Encourage them to continue using the proportion
guidelines and their reference sketches as they draw. Have them observe and draw individual variations of
proportion of their model's features.
Teacher will conclude:
Many artists make realistic portraits to show a likeness of their subject. Artists carefully observe the
real world and study live models in hopes to grasp a better understanding of form and structure. You must
always spend time observing to improve knowledge of proportions and practicing them.
Assessment:
To evaluate the student:
Have students do an individual, partnered or group critique. Display the artworks. Pin or tape them to a board so you
can get a good look. Be sure everyone has a good view.
What really caught my eye was ________.
That artwork shows ______ really well.
I think _______ would improve that artwork.
I'd like to see more of __________.
That artist is really skilled at _________.
I am a little confused by ________.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________
Observational Art Lesson Plan
Date: February 18th, 2019
Grade: 8
Duration: 3 weeks
No. of Students: 12
Ability of Students: Average
Topics: Gesture drawings
Objective: The students will:

Be able to discuss how gesture drawings use the art element of proportion.

Be to create their own gesture drawings of each sculpture using appropriate technique.
Introduction:
Teacher will:
Teacher will pre-assess student’s knowledge of proportion by asking them to do a 1 minute sketch of a person.
After which the students will review proportion of a person with students.
Ask students about gesture drawing – response may vary.
Ask to help with thinking what is a gesture? - A movement of part of the body, especially a hand or the head, to
express an idea or meaning.
Inform students what a gesture drawing is. - A quick sketches displaying actions, forms, or poses.
Materials for lesson:

eraser

pencil

paper

coloring pencil/highlighter
Activity:
Students will:
Observe while a short demonstration of gesture drawing from a picture found on the internet is done by the
teacher.
Watch and follow along this time as teach display’s another picture found on the internet
Teacher will:
Discuss the line of action - is the first, fast, simple mark - or two - that conveys the extent and direction of the
pose.
Then the three ovals -- head, ribcage and pelvis can be "hung" on the line of action. So, the line of action
organizes the development of the life drawing. It starts the figure with an over-all assessment, not with a bunch of
troublesome details. It is essential.
Students will:
Now be ask to sketch a 2 min gesture drawing of the teacher. Once complete students must draw in with a
coloring pencil or highlighter, the line of action.
Teacher will conclude:
Many artists make realistic portraits to show a likeness of their subject. Artists carefully observe the
real world and study live models in hopes to grasp a better understanding of form and structure. You must
always spend time observing to improve knowledge of proportions and practicing them.
Assessment:
To evaluate the student:
Have students do an individual, partnered or group critique. Display the artworks. Pin or tape them to a board so you
can get a good look. Be sure everyone has a good view.
What really caught my eye was ________.
That artwork shows ______ really well.
I think _______ would improve that artwork.
I'd like to see more of __________.
That artist is really skilled at _________.
I am a little confused by ________.
Evaluation:
__________________________________________________________________________________________
__________________________________________________________________
H.O.S’s Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________