ARE 4352: Secondary Unit Plan
Sasha C. E. Leonard
Tuesday, April 19, 2010
ARE 4351: Teaching Art in the Secondary School
Dr. Thomas Brewer
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ARE 4352: Secondary Unit Plan
Lesson Plan One: Exploring the Environment and Human Influence – Grades 9-12
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Paving America, Painting, Janet Culbertson Marching Giants , Ceramics, Janet Culbertson
Objectives
I want the students to learn about industrialization. I also want them to learn about the positive or negative effects industrialization has on life and/or the environment.
After the completion of this assignment students will know more about industrialization and its positive and negative effects on the environment. They will also be more aware of their outside environment and how humans play a big role in the outcome of the past and the future. They will learn that they can convey a message to a viewer and as a result form action.
Sunshine State Standards
VA.A.1.4.1 - Uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination.
VA.B.1.4.3 - Understands some of the implications of intentions and purposes in particular works of art.
VA.D.1.4.1 understands and determines the differences between the artist’s intent and public interpretation through evaluative criteria and judgment.

ARE 4352: Secondary Unit Plan
Procedures
Students will be asked to research industrialization for homework and then write a paragraph on whatever industrial topic they are interested in. During the following class we will discuss their discoveries. I will then introduce them to Janet Culbertson’s paintings. Then I want
3 them to brainstorm in their journals about how they can apply the research that they have completed into a painting. I then will hand out the painting materials. I want them to express their emotions and opinions about a form of industrialization in a painting that they will create.
Afterwards I want them to fill out the Student Evaluation form.
Assessment
The students will be assessed through an oral class assessment about the research that they have conducted. Students will be given the Student Evaluation to complete; this will also serve as an assessment.
Statement of Origin
I was influenced to choose these two industrial paintings, “Paving America” and
“Marching Giants” by Janet Culbertson because of the environmental content they have. The incorporation of the sketchbook was influenced by discussions during class and the article
“Sketchbooks: A place of discovery and cognition” written by Roberta Rice and Sue Ellen
McNeil from the Secondary Art Education: An Anthology of Issues text. I was also influenced by
Elliot Eisner’s article “What do children learn when they paint?” that I was introduced to in ARE
4351: Teaching Art in the Elementary School. I want students to “alter the world through his or her own actions” (Eisner, 1978) and experience “personal causation”. Although I was introduced to this article in a class to prepare me to teach elementary students, I still believe that the fundamentals can still apply to older students.

ARE 4352: Secondary Unit Plan
References
Culbertson, J. (1997). Marching giants [painting]. Retrieved March 1, 2010, from
http://www.janetculbertson.net/indpark/indpark2_352x525.jpg
Culbertson, J. (1997). Paving america [painting]. Retrieved March 1, 2010, from
http://www.janetculbertson.net/indpark/indpark3_352x524.jpg
Eisner, E. (1978). What do children learn when they paint? Art education, 31(3), 610.
Rice, R., McNeil, S. (1990). Sketchbooks: A place of discovery and manipulation . Secondary art education: An anthology of issues. Reston, VA: National Art Education Association.
Lesson Plan Two: Things are not only what they seem – Behind the scenes – Grades 9 -12
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Untitled , Ink drawing, Gord Hill Untitled , Ink drawing, Gord Hill
Objectives
After the completion of this assignment students will understand commentary and how to create their own commentary. Students will learn how to portray ideas through drawings to inform their viewers about what they want them to know. Students will research and learn about the opposing factors to any situation or thing. They will learn about balance and how everyone has a view. They will also learn that some things go left unseen or discussed and that there are some possible underling reasons for their hiding.
Sunshine State Standards

ARE 4352: Secondary Unit Plan 5
VA.A.1.1.1 uses two-dimensional and three-dimensional media, techniques, tools, and processes to depict works of art from personal experiences, observation, or imagination.
VA.B.1.1.1 knows how subject matter, symbols, and ideas are used to communicate meaning in works of art.
Procedures
I will introduce the student to the drawings created by Gord Hill. I will then provide them with some research I have done on the meaning behind his illustrations. Students will then think of an appropriate topic to research portrayed as good or bad, and then I want them to find the opposing sides or facts about the situation or thing. The students will be asked to do investigation through research and then be asked to write a paragraph about it. Once the paragraph is complete the students will demonstrate their knowledge about the opposing sides through a drawing. They will then show their artwork and talk about the portrayal of the situation or thing in a light most are not familiar with.
Assessment
Part of the assessment will lie in the research and the paragraph that they will write to reflect the knowledge that they have gained. Students will also be asked to fill out the assessment rubric located in the Appendix.
Statement of Origin
Gord Hill’s artwork is commentary about his culture and their hardships. I thought that his work could be a great example and motivate students to research topics that could potentially socially or psychologically controversial while still keeping topic appropriate. I think that I was mainly interested in incorporating a lesson dedicated to Olivia Gudes ideas about “Forming Self” and “Investigating Community Themes”. By having students study Gord Hill’s commentary,

ARE 4352: Secondary Unit Plan researching controversial situations, and thinking about what they have to say about something,
6 students are forming themselves and investigating community themes.
References
Gude, O. (2007). Principles of possibility: Considerations for 21 st
– century art & culture curriculum. Art Education, 60(1), 6-17.
Hill, G. (2007). Untitled [ink drawing]. Retrieved March 1, 2010, from
http://farm4.static.flickr.com/3463/3355108876_d2d2eb38cb.jpg
Hill, G. (2007). Untitled [ink drawing]. Retrieved March 1, 2010, from
http://farm4.static.flickr.com/3650/3354261861_e2ec79708e.jpg
Lesson Plan Three: Dedication to Repetition – Grades 9-12
Happy Meal , Ceramic, Chad Coffman Cubicle , Ceramic, Chad Coffman
Objectives
After the completion of this assignment, students will have learned about habits and why people form them. They will know the concept of cause and effect and how it applies to them and life in general. They will have had the opportunity to think of habits that they have and thought to themselves why they have or had them. They also would have had the research experience for gathering psychological reasons people or groups do the things that they do. They

ARE 4352: Secondary Unit Plan will have gained the knowledge of understanding that psychology can apply to many things, including art.
Sunshine State Standards
VA.A.1.4.1 - uses two-dimensional and three-dimensional media, techniques, tools, and
7 processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination.
VA.B.1.4. 3 understands some of the implications of intentions and purposes in particular works of art.
VA.C.1.4.1 understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art.
VA.D.1.4.1 - understands and determines the differences between the artist’s intent and public interpretation through evaluative criteria and judgment.
Procedures
Students will be shown Chad Coffman’s ceramic sculptures. I will ask the students to write a paragraph about what they think the artist was trying to portray. Then we will go over the meaning of the sculpture together. Afterwards I will have them write a second paragraph in which they will write a paragraph comparing and contrasting their new knowledge of view of the work. Afterwards students will be asked to research a habit or a thing that is done repetitiously.
They will look into why it is done. They will be asked to write a paragraph about it and back it up with the research. I then will want them to create a ceramic sculpture in which they depict the habit and the way people, groups, things, and/or situations get when they repeat the habit over and over again. Afterwards, students will be asked to fill out the student-teacher evaluation rubric.

ARE 4352: Secondary Unit Plan
Assessment
Students will be assessed through discussion, their research, and filling out an studentteacher evaluation rubric located in the Appendix.
Statement of Origin
I found Chad Hoffman on a art social database site called MyArtSpace.com. When I saw his work I instantly knew that I wanted to use two of his pieces for a lesson plan because of the bold commentary and how I can apply his work to a lesson about habits. Although I did come up with the this entire assignment on my own it can be applied to an article written by Olivia Gude called Key Habits of a Democratic People: Freedome to experience, fully reflect, and represent
8 without fear . In her article she mentions, “ Through quality art education, youth develop the capacity to attend to nuances of meaning. Most significantly, engagement with the arts teaches youth to perceive complexity as pleasure and possibility, not as irritating uncertainty. Heightened self-awareness is extended to heightened awareness of others.” In Chad Coffman’s sculptures and in the sculptures that the students will make, they will be doing just as Olivia Gude explains in this article.
References
Coffman, C. (2006). Cubicle [Ceramic]. Retrieved March 1, 2010, from
http://www.myartspace.com/viewer/picture/?pictureid=yva4qqgcx9t0d8s1
Coffman, C. (2008). Happy Meal [Ceramic]. Retrieved March 1, 2010, from
http://www.myartspace.com/viewer/picture/?pictureid=yvpihxes7a4fgob2
Gude, O. (2009).
Key habits of a democratic people: Freedome to experience, fully reflect, and represent without fear .
Digication e-portfolio . Retrieved from http://naea.digication.com/omg/Art_Education_for_Democratic_Life

ARE 4352: Secondary Unit Plan
Lesson Plan Four: Follow the Leader – Medias effect – Grades 9-12
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Exutron , Sculpture, Harry McDaniel Scrolls , Sculpture, Harry McDaniel
Objective
After the completion of this assignment, students will have learned about the media’s effect on society and how the media affects industries. They will learn that the media categorizes them, creating a target market and audience. They will have had the opportunity to think of the ways media has directly and indirectly affect themselves and their surroundings. Once this knowledge is gained students will be able to effectively develop a meaningful sculpture that can speak to its viewers visually.
Sunshine State Standards
VA.A.1.4.1 - uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination.
VA.B.1.4.1 - applies various subjects, symbols, and ideas in works of art.
VA.B.1.4.2 - understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
VA.B.1.4.3 - understands some of the implications of intentions and purposes in particular works of art.
Procedures

ARE 4352: Secondary Unit Plan
I will show the students Harry McDaniel’s sculptures. I will have the students verbally
10 interpret what they think the sculptures mean in groups. Then I will call on all of the groups to gather their ideas. I will then go over Harry McDaniel’s artist statements for each piece. We will have a discussion about the sculptures which will then lead to discussion about the student’s experiences with the media and its positive and negative affects on society. I will then show various techniques the media uses to lure in the viewers and listeners. Then we will have a discussion to see what techniques work and what don’t. We will also discuss the influence the media has on all types of ages and people. Then the student will make a sculpture that depicts the media’s input on any age group or type of person. The students will then write an artist statement explaining what their art work means and how they feel about it. Afterwards the student will fill out a student teacher evaluation rubric which is in the appendix.
Assessment
Students will be assessed through through discussion, their artist statement, and with their student-teacher evaluation rubric that is located in the appendix.
Statement of Origin
I thought that this would be a good lesson because it helps students learn about how they are influenced and how they influence others. The media is a perfect way of introducing this concept, Harry McDaniel portrays how the media is, so I figured I would connect the two ideas. I then related it to a section in an online book called Criticism of the Vygotskian Position on
Development , which was written by Arthur Efland. The book was called Art and cognition: integrating the visual arts in the curriculum.
Elfland says, “The knowledge of art available to novice artists does not come from nature but from the social world of art itself. Moreover, the

ARE 4352: Secondary Unit Plan artist is a member of a culture and works within the artistic conventions of that culture.” Media
11 plays a big role on culture, and the way it influences an artist’s work.
References
Efland, A. (2002). Art and cognition: Integrating the visual arts in the curriculum. Retrieved from http://books.google.com/books?id=DhUuYYd4O4AC&lpg=PR11&ots=-
ZuFjSHZz8&dq=efland&lr&pg=PR4#v=onepage&q&f=false
McDaniel, H. (2009). Executron [sculpture]. Retrieved March 1, 2010, from
http://www.harrymcdaniel.com/jpeg/Executron1.jpg
McDaniel, H. (2009). Scrolls [sculpture]. Retrieved March 1, 2010, from
http://www.harrymcdaniel.com/jpeg/Scrolls1.JPG
Lesson Plan Five: Consume Your Work, Don’t Let it Consume You. – Grades 9-12
Nature Protector , Screen Print, Mark Vallen Nuclear War?...There goes my career, Screen Print, Mark Vallen
Objective
Students will know how to define the meaning of the word and action of priority and how it applies to decision making in life. I want students to learn how priorities are made and why they are made. I then want to introduce the students to how some people get so caught up in their jobs that they forget what is important or why they chose to go into that career in the first place.

ARE 4352: Secondary Unit Plan
Sunshine State Standards
VA.A.1.4.1 - uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination.
VA.B.1.4.1 - applies various subjects, symbols, and ideas in works of art.
VA.B.1.4.2 - understands that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
VA.B.1.4.3 - understands some of the implications of intentions
12 and purposes in particular works of art.
VA.C.1.4understands how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art.
VA.D.1.4.1 - understands and determines the differences between the artist’s intent and public interpretation through evaluative criteria and judgment.
Procedures
Students will know how to define the meaning of the word and action of priority and how it applies to decision making in life. I want students to learn how priorities are made and why they are made. I then want to introduce the students to how some people get so caught up in their jobs that they forget what is important or why they chose to go into that career in the first place.
I will ask the students to define the word priority on a piece of paper and discuss in a group what they think it means and what their priorities are. I will then discuss with them how and why priorities are made. Afterwards, I will have the students think about and answer the question: “Why do people work anyway?” and then after answering that question I want them to

ARE 4352: Secondary Unit Plan create a list of their interests and their wants. We will then form a list of careers from research
13 that correlate with their interests and wants and then research a situation where a person in that field was consumed by their job. Then the student will be asked to portray their response or reaction to that situation through a silkscreen print. It can be printed onto any form of cloth that they bring in. I then want them to write artist statement relating their artwork to the situation they learned about and then I want them to fill out a student-teacher evaluation form.
Assessment
Students will be assessed through their artist statement and through their student-teacher evaluation.
Statement of Origin
I was searching for art with strong commentary and I came across Mark Vallen’s screen prints. Set aside from the fact that these prints were strong in commentary, they are done with an interesting medium in which high school students would be interested in working with. I knew that students of that age bracket would be particularly interested in making a statement that they can wear or hang up somewhere. Although the entire idea for this lesson was created by me, some influence could have subconsciously come from the readings of Olivia Gude and Elliot
Eisner work due to their psychological and sociological commentary presented in their writings.
References
Vallen, M. (1987). Jail the homeless [silkscreen print]. Retrieved March 1, 2010, from
http://www.art-for-a-change.com/Vallen/vdraw26.htm
Vallen, M. (1980). Nuclear war?!...there goes my career! [silkscreen print]. Retrieved March 1,
2010, from http://www.art-for-a-change.com/Vallen/vdraw5.htm

ARE 4352: Secondary Unit Plan
APPENDIX
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ARE 4352: Secondary Unit Plan
Student – Teacher Evaluation: 9-12 - Read each question and write yes or no in self column. Official scores are demonstrated in Assessment Score Rubric.
Name:_____________________________________
Date:_____________________________________
Assignment:_______________________________
Content Self Teacher Teacher
Comments
Does my finished artwork reflect the objectives of the assignment?
Is my work original and unique?
Does my artwork express my idea?
Preparation
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Did I do my research?
If research was done, does it show?
Did I sketch my idea based on the objectives of the assignment?
Did I carefully plan the production of my work?
Did I plan my work based on tools available to me?
Skills
Did I show listening skills and follow instruction closely?
Did I use tools effectively?
Did my completed work show a working knowledge of elements and principals of art?
Participation
Did I participate in class discussion about the assignment?
Did I stay on task and complete the assignment?
Review
Did I think and write about an artist’s work related to the assignment?
Did I think and write about what is important about my artwork? finished art work
Did I think and write about my artwork in comparison to others works?
Total Score
Rubric Assesment Score

ARE 4352: Secondary Unit Plan
Finished Product
Relevance to Assignment
Content
Quality
Originality
Total
Excellent Good Fair Needs Improvement
50
10-9
15-13
15-13
10-9
40
7-8
30
5-6
12-10 8-6
20
4-0
6-0
12-10 8-6 5-0
7-8 5-6 4-0
Excellent: Finished. Relevant to assignment, easily identifiable content with original/personal ideas reflected throughout. It is of highest quality, and shows a maturing body of work for the student within the classroom.
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Good: Finished. Relevant to assignment, some content and some original ideas. Higher quality, working towards a mature body of work, but could use improvement in rendering/technique or concept.
Fair: Finished. Follows examples closely with little content, and few original ideas.
Technique/rendering could use improvement. Needs to expand on the idea and include more personal content/originality.
Needs Improvement: Unfinished, no attempt made to move away from examples. Needs content, technique, originality, finishing.