Art for the Secondary Classroom Weekly Plan – ART 516
Date
Master Lesson
Materials
Aug. 31
Introduction to Class – Review Syllabi for
516 and 516 L
SC Visual Arts
Standards
Characteristics of Adolescent students
(ongoing Venn Diagram)
Issues/Essential
Questions/Reflection
Topics
Focus on Ideas and Art.
Where do ideas come
from?
Where do artists com
from?
Homework
Read Chapter 1 – Parks
Print a copy of the SC
Visual Arts Standards
and bring to class.
Ben Shahn’s Education of an Artist
What is your audience?
Discussion of Ideas and Art.
Where do their ideas
come from for life and
experiences?
Discuss reflective journals.
Grade Level Long-Range Plans – Review of
SC Visual Arts Standards and the TT1
template.
What is the connection
between adolescent
experience and life to
their art?
Discuss lesson template and Livetext.
Sept. 7
Discuss assessment rubric design. The
teacher will model the process through
Understanding by Design model. Review
adolescent characteristics. (This will be
reviewed during all class sessions.)
SC Visual Arts
Standards
Pencils, 18x 24
newsprint, 18 x
24 drawing
How has your
experience lead to your
education as an artist?
Focus on Community.
What does community
mean?
Complete contour
drawing mixed media
piece.
How do community
standards impact art
Begin Long-Range Plans
on an assigned grade
1
Master Lesson: Figurative Contour Drawing
Series. The teacher will demonstrate contour
drawing techniques of students sitting in the
classroom. After students develop 5-7 quick
contour sketches, deconstruction techniques
will be encouraged along with mixed media
use with contour drawing. Contrast, unity,
pattern, and other visual principles will be
discussed and incorporated into a finished
piece.
Sept. 8
Sept. 14
Converse Gallery Reception @6:00
Review assessment rubric design and the
long-range plan template. The teacher will
assist students to use the Understanding by
Design model.
Review of previous lesson plan. Critique of
drawing piece using Feldman’s model for art
criticism.
Model/demonstrate Feldman’s Art Criticism
Model. Work with students through model of
an art historical piece.
Master Lesson: Painting: Water Color Mixed
Media Still Life
Students will draw and paint still life using
watercolor and mixed media techniques.
Composition and media use will be explored
paper, 18 x 24
water color
paper, colored
tissue paper,
markers
programs?
What local art are you
familiar with in your
community?
How do you educate
students about
community?
level.
Work on lesson plan and
rubric.
Complete Lesson Plan
#1.
What artists used
community as a theme in
their work?
Art historical
images.
Focus on local and state
resources.
Complete water color
mixed media drawing.
Water color
paper,
watercolors,
water container,
paper towels,
water-based
markers, brushes
How do you integrate
local resources into the
curriculum?
Complete Lesson Plan
#2.
What are your local
resources?
What are your
experiences in art with
state and local
resources?
Start working on LongRange Plans due on
October 12.
Read Chapter 2 - Parks
Select an area museum
and determine how a
current or upcoming
exhibit can be
2
through in-process criticism techniques.
Sept. 15
Sept. 21
Art Walk in Spartanburg
Discuss reflective journals and responses
from student-writings.
integrated.
Art historical
Images.
Oct. 5
Complete Lesson Plan
#3.
How is criticism
relevant for our
students?
Discuss Chapter 2 overview of lesson
planning and curriculum basics. Review
Lesson Plans 1 and 2 to see if any revisions
are warranted.
Sept. 28
Focus on Criticism.
How should it inform
our teaching?
Continue review of Feldman’s Model of Art
Criticism.
Review of previous lesson and lesson plan.
Master Lesson: Acrylic painting on primed
paper from collage using Matisse and Picasso
study – variation on a theme. Fauvist vs.
Cubist. Students will prime drawing paper
after teacher demo. Students will construct a
collage after determining style they will use.
When priming is dry, they may begin their
painting project from their collage piece.
Color and media use will be explored through
in-process criticism techniques.
Drawing paper,
gesso, brushes
(including a
gesso brush),
acrylic paints,
glue stick,
magazines,
sketch or bond
paper, scissors
Focus on class
environment.
Discuss reflective journals and responses
from teacher-writings and Chapter 2 readings
including class environment and design.
Grade Level Long-Range Plans – Review of
SC Visual Arts Standards and the TT1
template.
Discuss the need for differentiated curriculum
and the many ways to differentiate the
SC Visual Arts
State Standards
Focus on class
demographics.
Complete Lesson Plan
#5.
Integrating and
Differentiating
Why are class
demographic important
Complete Long-Range
Plans on an assigned
Complete collage and
painting on primed
paper.
How would you describe
your ideal art
Complete Lesson Plan
classroom?
#4.
What items would be
important to you and
your students.
3
curriculum as Parks describes? Supplement
with Carol Ann Tomlinson texts.
Review of previous lesson and draft of lesson
plan. Critique of primed paper acrylic piece
using Feldman’s model for art criticism.
Oct. 6
Oct. 12
Midterm
Converse Gallery Reception @6:00
Review of draft of lesson plan. Review longrange plans.
Discuss reflective journals and responses
from student-writings.
Master Lesson: Monotype/print as Vital Art
Teacher will demonstrate monotypes and the
use of varied materials in printing for “chine
colle” technique. Discussion of modern
masters – Warhol, Lichtenstein, Dine, etc.
The students will develop a series of quick
self-portrait drawing using the mirror to
develop monoprints on foam with various
color applications. Foam prints will dry and
then be cut and reassembled into one final
piece. Unity, craftsmanship, and visual
impact will be stressed. Additional
monotype/print techniques will be discussed
and explored.
Instruction Tomlinson and
McTighe
Differntiating
Instruction –
Tomlinson.
to our delivery of
instruction and how we
assess students?
Foam trays,
pencils, acrylic
paints, drawing
paper, brayers,
glass or smooth
surface, mirror,
glue sticks,
scissors,
drawing paper
Focus on social issues.
grade level due midterm.
What are some methods
of differentiating the
curriculum in the art
classroom?
What is the
responsibility of the art
teacher as cultural
worker?
Complete monotype
drawing. Add other
media as necessary.
Read Chapter 3 in Parks.
How does democracy fit
into the curriculum?
What is a thematic
curriculum?
Do you advance social
consciousness in the art
classroom? How or why
not?
Review assessment rubric design. The
teacher will assist students to use the
Understanding by Design model.
4
Oct. 19
Discussion of Chapter 3 and basic curriculum
development principles.
Focus on artwork –
student and teacher.
Collect a laundry basket
of recyclable materials.
Discussion on limitations on materials in
secondary classrooms – economic and health.
Ordering supplies and classroom set-up.
How do school contests
and exhibitions help art
education programs?
Discussion on school contests and events to
include presentation techniques.
What types of criteria
should you set in
developing exhibit
policy for your school?
Review environmental
and recycled art on the
internet. Bring in
examples and ideas for
your piece.
How important is it for
the teacher to be an
artist?
Oct. 20
Oct. 26
Art Walk in Spartanburg
Master Lesson: Art in Everyday Life
The teacher will present examples of
recyclables in art from Cubism to present day.
The teacher will also present environmental
and installations for examples to students.
Artists such as Carl Andre, Christo, Dadaists,
etc. will be explored within the cultural
context of their creation and their impact on
audiences today. Students will develop
drawings based on their found and recyclable
objects and begin work on their project with
an in-process critique occurring before the
conclusion of class. Discuss assessment rubric
design. The teacher will assist students to use
the Understanding by Design model.
Drawing paper,
pencils, laundry
basket of
recyclables,
spray paint,
assorted art
supplies,
assorted papers,
backing boards,
cardboard,
utility knives,
scissors, glue,
and just about
anything you
can think of that
Focus on the world
environment.
What images and ideas
do you associate with
ecology?
Describe your
involvement or noninvolvement with
ecological issues?
Complete recyclable
project. Add elements
or components as needed
to make an aesthetic
statement.
Work on a 3-D lesson
plan and rubric to use
found and recyclable
items.
How can an ecological
perspective inform art
making?
5
may make a
statement.
Where can art exist?
Why?
What response do you
have to environmental
issues?
How does your piece
work in terms of visual
elements and principles?
Nov. 2
Nov. 3
Nov. 9
What have you used to
unify your piece?
Focus on art history.
Review Recyclable Art and critique art
projects using Feldman’s Model of Art
Criticism.
Discuss art history in the classroom and
available resources.
Converse Gallery Reception @6:00
Master Lesson: Art as Film and Visual
Culture
The teacher will review film and video history
noting the importance of film as an art
medium. Using Bela Lugosi’s version of
Dracula as a starting point for critical class
discussion, students will construct technical
description and analysis of the plot of the film
to shape an interpretation and judgment of the
film’s contribution to the history of film.
Extensions of the project will be explored.
The teacher will assist students to develop a
How can art history be
important to all
students?
Film – Dracula,
notebooks,
paper,
presentation
technology
Focus on technology.
Read Chapters 4 and 5 in
Parks.
Begin constructing
power point on historical
era and concepts.
Complete the film
critique.
What is technology?
What technologies will
you use on a regular
basis?
How is identity shaped
by technology?
How do media
manipulate technology?
6
rubric for film criticism activities.
How does technology
manipulate the lives of
our students?
How does technology
impact your personal life
and your art?
Nov. 16
Nov. 17
Nov. 30
Construct a textile wall hanging using dye,
quilting techniques. This will be a two part
project. Dying and designing fabric on
Session 1.
Art Walk in Spartanburg
Finish textile wall hanging using dye and
quilting techniques. Session 2 includes
finishing techniques and applique.
How will it impact your
art and teaching?
Focus on media.
How does the medium
dictate how art is used
either as decorative or
functional?
Final reflections How have the lessons
from class informed
your choices for
teaching?
How have the reflective
journal entries and
critiques informed your
choices for teaching?
Dec. 7
Presentation Day for work.
Work on any
requirements that are
needed to complete the
course. Revise
according to
suggestions.
Due at the last class:
film critique; reflective
journal; power point
presentation on art
history topic, all lesson
plans, one grade level or
course long-range plan.
All items will be posted
on Live Text.
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