Nicole Joly
nicolejoly@yahoo.com
(954)729-1608
ARE 4351
December 6, 2010
Final Lesson Plans
Grade 3-5 Drawing Lesson Plan
Objectives
The students will learn how to draw from observation, while also drawing imaginatively.
They will learn basic photography skills to photograph a certain place in their town. They will
then successfully use line, form, and value to create an illustration which adds a humorous twist
to their photograph.
Next Generation Sunshine State Standards
O.2.
The structural rules and conventions of an art form serve as both a foundation and
departure point for creativity.
C.1.
Cognition and reflection are required to appreciate, interpret, and create with artistic
intent.
Procedures
1. Show the students various images from Ben Heine’s “Pencil vs. Camera” collection
2. Have them discuss the illustrations and the artist’s method of combining imaginative and
observational drawing
3. Teach basic photography skills, such as perspective and cropping
4. Have the students take pictures around their town, with a digital or disposable camera
5. The students will be encouraged to think critically and consider what type of drawing
they are going to place on top of their photograph
6. After the photos are printed or developed, demonstrate the process of taking a torn piece
of paper and laying it strategically on top of the photograph
7. Encourage the students to consider placement
8. Discuss what it means to “continue the photograph” in their drawing, and also what it
means to add an imaginative twist to the photograph
9. Demonstrate drawing a humorous image on top of my own selected photograph
10. Review concepts of line and form with them, and explain different ways to achieve value
11. Students will select their favorite photo and begin brainstorming clever ideas on some
scratch paper
12. Once their idea is approved, they may begin working
13. Students will tape down a small piece of drawing paper to the photograph
14. They will use drawing pencils to create their illustration
15. After completion, the photographs will be displayed so everyone can have a laugh
16. This lesson would probably be a good lead in to a lesson on the Dada art movement
Assessment
The students will be assessed with a rubric which addresses effective photography
techniques, creating and completing an imaginative illustration which “continues the
photograph” and has value, using good craftsmanship, following directions, and participation.
Statement of Origin
The idea for this lesson plan came from discovering Ben Heine’s “Pencil vs. Camera”
collection. His illustrations are silly and playful, something younger artists would love, and
would not require too much technical skill. His work is a good example to share the differences
between observational and imaginative drawing with the class. The lesson would also be a useful
way to provide the students with a basic introduction to photography. It would also be a good
deterrent of lookalike art, as mentioned in Efland’s article “The School Art Style: A Functional
Analysis” (1976); because all of the photographs would be so varied, the drawings would be, too.
Grade 5 Painting Lesson Plan
Objectives
The students will learn about outsider art, specifically the artwork of Ralph Fasanella.
They will learn about mural paintings and will work collaboratively to paint a mural of various
activities that occur within the school environment. To successfully do this, the students will
utilize knowledge of perspective, color theory, and basic painting techniques.
Next Generation Sunshine State Standards
O.2.
The structural rules and conventions of an art form serve as both a foundation and
departure point for creativity.
H.2.
The arts reflect and document cultural trends and historical events, and help explain how
new directions in the arts have emerged.
S.3.
Through purposeful practice, artists learn to manage, master, and refine simple, then
complex, skills and techniques.
Procedures
1. Show the students various types of mural paintings, such as ancient, contemporary,
public, and decorative
2. Introduce them to and have a discussion about the work of Ralph Fasanella
3. Identify the artist as an outsider artist and explain what that means
4. Discuss what Ralph Fasanella’s work says about the time when it was painted and ask
what one of his paintings would look like if it was painted today
5. The students will brainstorm what sort of activities would be in a mural about the school
environment
6. Offer some suggestions such as lining up for lunch or playing at recess
7. The students will sketch their ideas in groups at their tables
8. Each group will be divided by different areas of the school, such as the classroom,
cafeteria, and playground
9. Once complete, arrange the sketches to create a rough sketch of the mural
10. They will use acrylic paints to create the basic layout of the mural and then begin to paint
their assigned section of the school
11. Emphasize the importance of planning in not only large-scale paintings, but in all
artworks
12. Given that a whole grade level at a time will be working on this project, students will
need to be conservative with space
13. Students will begin working in their assigned areas, but will be able to move to areas
where space is less limited as the mural progresses
14. Estimate each class will get about a day or two’s worth of painting time
15. Once completed, each class will be given time to look at the finished mural
16. Students will write one or two paragraphs discussing their favorite and least favorite parts
of the process and what they love most about the finished product
Assessment
Students will be assessed with a rubric which addresses participation in discussions and
during the group sketch, effective painting techniques, especially with color and perspective,
good craftsmanship, completion of the written statement, and how well they worked
collaboratively.
Statement of Origin
I believe sometimes young students can be overwhelmed with painting lessons because
paint is harder to control than a pencil. I wanted to select an outsider artist because of the child-
like qualities most outsider art has. During my search, I found the works of Ralph Fasanella and
immediately fell in love. I thought his large scale paintings would be a perfect example for a
mural lesson. Also, his paintings do not have much value, just shapes of color, and I thought it
would be quicker and easier for the students to focus on just color and perspective, rather than
value. I was inspired by Giles’s article “’School Art’ Versus Meaningful Artistically Authentic
Art Education” (1999) and wanted to create a lesson plan that drew upon the students’ daily
activities. She described authentic art experience as “when students enjoy an activity with
intensity and have a personal purpose for the activity, such as confronting what is happening in
their world” (p. 1).
Grade 3-5 Ceramics Lesson Plan
Objectives
The students will observe various works by Wesley Anderegg and hold a successful
critical discussion about the narrative qualities of his works. The students will write two or three
paragraphs about a bizarre dream they once had and then turn their story into a three-dimensional
ceramic figure, using a basic knowledge of ceramic techniques. They will learn to construct a
background for their figure as well.
Next Generation Sunshine State Standards
C.1.
Cognition and reflection are required to appreciate, interpret, and create with artistic
intent.
C.2.
Assessing our own and others’ artistic work, through critical thinking, problem-solving,
and decision-making, is central to artistic growth.
S.1.
The arts are inherently experiential and actively engage learners in the processes of
creating, interpreting, and responding to art.
Procedures
1. Show the students numerous ceramic pieces by Wesley Anderegg
2. Explain the word narrative and ask the students to guess the story that each piece of his is
telling
3. Point out how his works are relatively simple, only consisting of a ceramic figure or two,
and a painted background
4. Inform the students that they will be making similar sculptures which tell a narrative
5. The students will write two or three paragraphs about a bizarre dream they once had
6. Emphasize the importance of being descriptive and how it will help their sculpture
7. Students will sketch a design with at least one figure in it and a decorative background
8. Encourage the students to add some ceramic pieces to their background as well
9. Demonstrate different ways to decorate the figures, but any specific assistance or
suggestions will be made while they are constructing
10. Students will first create any ceramic pieces for their sculpture, and then work on the
background while it is being fired
11. Their backgrounds will be painted cardboard shoeboxes
12. Painting the ceramic figures and assembling will be the final steps of this lesson
13. Once complete, the students will switch their work for one of their peers’ and will write
one or two paragraphs guessing the artist’s original narrative
14. Students will then compare their peer interpretation with their original story to consider
how successful they were at conveying their message
Assessment
Students will be assessed with a rubric which addresses participating during the class
discussion, making a pre-construction sketch, having a complete background and at least one
painted ceramic figure, using good craftsmanship, following directions, and providing both
written assignments, the short story and the peer interpretation.
Statement of Origin
Marlene Linderman (1997) wrote about creating “art experiences that motivate, spark
excitement, stretch imaginations, and cause students to hunger for more” (p. 109) and I wanted to
make a lesson that does just that. During my internship, I have learned that elementary school
students are great story tellers and they always have something to say. I was already familiar
with Wesley Anderegg’s work before this class, but I just knew kids would love guessing the
narratives of his pieces. This lesson would also help to get the students to start thinking about the
message behind all artworks and artist intention. The lesson and the peer interpretation also help
them consider how to successfully convey a story through their own art. I thought Wesley
Anderegg was the perfect artist for this lesson because most of his work is simple enough so that
the students can add their own unique experimentations to their final piece.
Grade 3-5 Sculpture Lesson Plan
Objectives
The students will explore found objects and the use of symbols in art. They will focus on
balance, variety, unity, and harmony from the principles of design. The students will learn how
to create a collage on paper, and then will successfully create a collage of found objects on a
three-dimensional sculpture.
Next Generation Sunshine State Standards
O.1.
Understanding the organizational structure of an art form provides a foundation for
appreciation of artistic works and respect for the creative process.
F.1.
Creating, interpreting, and responding in the arts stimulate the imagination and encourage
innovation and creative risk-taking.
C.1.
Cognition and reflection are required to appreciate, interpret, and create with artistic
intent.
Procedures
1. Show the students pictures of Robin Barcus Solina’s various unique dresses, such as her
sponge dresses
2. Talk about found objects in art and how she used them to create her designs
3. Students will learn how objects they see or use every day can be turned into a work of art
4. Show pictures from and discuss her “State of Dress” collection
5. Point out her use of symbolism to make each dress representative of a certain state
6. Inform the students that the artist has not yet made a Florida dress and have them
brainstorm what sort of symbols could be used to represent our state
7. Review the elements and principles of design, with a focus on balance, variety, unity, and
harmony, while demonstrating the process of collage
8. Students will practice for the sculpture by making a small collage representative of
Florida, using glue, travel magazines, scissors, and construction paper
9. Review the “State of Dress” collection and inform the students that the whole class will
be making one Florida dress
10. Encourage the students to bring back any found objects symbolic of our state to use for
this project, such as postcards, souvenirs, or sea shells
11. Each group will get a section of the dress, a piece of pre-cut canvas
12. They will use glue to aesthetically arrange their found objects, some of which will be
provided, on the durable fabric
13. Offer suggestions and assistance while they are constructing
14. Encourage them to “think like an artist” and arrange their objects with intention
15. After allowing several days for completion, the sections of the dress will be put back
together and will be displayed, ideally, on a mannequin
16. Hold a classroom critique to observe the students’ appropriate use of vocabulary and
understanding of what makes an artwork successful or unsuccessful
Assessment
Students will be assessed with a rubric which addresses participation in class discussions
and the critique, the successful completion of their collage, and how effectively their group used
balance, unity, variety, symbols, and harmony on their dress section.
Statement of Origin
The idea for this lesson plan came immediately once I stumbled upon Robin Barcus
Solina’s “State of Dress” collection. Her sculpture is the perfect inspiration for the students to
create a collaborative sculpture which would require them to apply certain elements and
principles of design, reflect on their environment, explore the methods of collage, and learn
about found art and symbolism. I wanted to create a fairly open-ended, which allowed various
ways to tackle this project. Eisner (2009) writes that “education can learn from the arts that openended tasks permit the exercise of imagination, and the exercise of imagination is one of the
most important of human aptitudes” (p. 9).
Grade 3-5 Media Criticism Lesson Plan
Objectives
Students will learn about the power of advertising and its role in our society. They will
intelligently critique several advertisements and understand that art is not limited to only
paintings and sculptures. They will defend why and how their group’s assigned advertisement is
the most successful.
Next Generation Sunshine State Standards
F.2.
Careers in and related to the arts significantly and positively impact local and global
economies.
O.3.
Every art form uses its own unique language, verbal and non-verbal, to document and
communicate with the world.
C.3.
The processes of critiquing works of art lead to development of critical-thinking skills
transferable to other contexts.
Procedures
1. Flip through a magazine on a visualize and point out various types of advertisements
2. Lead a discussion on advertisements and how they can have such a powerful effect over
their viewers
3. Ask the students to list some places they have seen advertisements before
4. Mention that usually the cleverer an advertisement is, the more memorable it becomes
5. Students will discuss which advertisements, if any, have stuck in their memory for a long
period of time
6. Give each table of students one advertisement out of the selected five
7. Pass out a handout which asks questions such as:
Would you buy this product?
Do you think you will remember this advertisement in a year? In ten years?
What do you like most about this advertisement?
Is there anything you would change?
8. In their groups, students will use these questions as a guideline to intelligently critique
the assigned advertisement
9. After the groups have wrapped up their argument, they will give a maximum five minute
oral presentation to the class defending their own advertisement as the most successful.
Assessment
The students will be assessed as a group on their participation and oral presentation.
During their presentations, I will check for understanding by asking appropriate questions related
to art criticism.
Statement of Origin
I knew I wanted to focus on advertisements for the media criticism lesson because it
would be a fun and easy way to introducing students to art criticism. Also, advertisements are
very relatable to students of all ages because of its existence in their daily lives. This connection
will help to make students realize that there are various types of art and it is not just limited to
the interior of a museum. I was also inspired by Olivia Gude’s article “Principles of Possibility:
Considerations for a 21st-Century Art & Culture Curriculum” (2007) in which she includes
several methods to creating a more enriching curriculum, such as playing and experiencing,
introspection, investigating the community, and observing life and culture.
References
All (Corporation). Laundry Bus [Advertisement]. Retrieved October 27, 2010 from
http://www.adverbox.com/ads/all.
Anderegg, Wesley (Artist). (2010). Looking for Polly [Ceramic Sculpture]. Retrieved October 5,
2010 from http://wesleyanderegg.com/wesley_anderegg.htm.
Anderegg, Wesley (Artist). (2010). Reaching for the Moon [Ceramic Sculpture]. Retrieved
October 5, 2010 from http://wesleyanderegg.com/wesley_anderegg.htm.
Coca-Cola (Corporation). (2010). Drinking Straw [Advertisement] Retrieved October 27, 2010
from http://www.ibelieveinadv.com/2010/09/coca-cola-drinking-straw.
Efland, A. (1976). The school art style: A functional analysis. Studies in Art Education, 37-44.
Eisner, E. (2009). What education can learn from the arts. Art Education, 6-10.
Fasanella, Ralph (Artist). (1950-1970). Coney Island [Painting]. Retrieved October 5, 2010 from
http://www.folkartmuseum.org/?p=folk&t=images&id=4328.
Fasanella, Ralph (Artist). (1975). Stickball [Painting]. Retrieved October 5, 2010 from
http://www.galleryfelicie.com/Large.asp?id=6.
Giles, A. (1999). ‘School art’ versus meaningful artistically authentic art education. NAEA
Advisory.
Gude, O. (2007). Principles of possibility: Considerations for a 21st-century art & culture
curriculum. Art Education, 6-17.
Heine, Ben (Artist). (2010). 11 [Photograph]. Retrieved October 26, 2010 from
http://www.flickr.com/photos/benheine/sets/72157623723956821.
Heine, Ben (Artist). (2010). 12 [Photograph]. Retrieved October 26, 2010 from
http://www.flickr.com/photos/benheine/sets/72157623723956821.
Heine, Ben (Artist). (2010). 33 [Photograph]. Retrieved October 26, 2010 from
http://www.flickr.com/photos/benheine/sets/72157623723956821.
KarstadtQuelle Dental Insurance (Corporation). (2006). Double Strike? [Advertisement]
Retrieved October 27, 2010 from http://www.joelapompe.net/2010/10/14/double-strikedent-pour-dent.
Linderman, M. (1997). Art production: Ideas and techniques. Art in the elementary school (pp.
108-130). Dubuque, IA: Wm. C. Brown Publishers.
Rubin (Corporation). Freshness Bags [Advertisement]. Retrieved October 27, 2010 from
http://www.adverbox.com/ads/rubin-freshness-bags.
Slonina, Robin (Artist). (2008). Casino Chip Dress [Sculpture]. Retrieved October 27, 2010
from http://www.stateofdress.blogspot.com.
Slonina, Robin (Artist). (2010). Garbage Dress [Sculpture]. Retrieved October 27, 2010 from
http://www.stateofdress.blogspot.com.
Smart (Automobile Company). (2007). Brabus Bridge Jump [Advertisement]. Retrieved October
27, 2010 from http://adsoftheworld.com/media/ambient/smart_brabus_bridge_jump.