Final Lesson Plan Proposal
Julia Doughtie
(727) 465-4630
juliadoughtie@knights.ucf.edu
ARE 4351: Teaching Art in the Elementary School
Fall 2014
Painting Lesson Plan (second grade)
Artist: Frank Romero
Statement of Origin:
For this lesson, I was inspired by Eisner's article “What do Children Learn When They
Paint?”. One quote that really stood out to me was, “The ninth thing that children learn when
they paint is that the world itself can be regarded as a source of aesthetic experience and as a
pool of expressive form”. I want my students to see art as a way to express their own stories and
lives, and I want my students to see the world as a constant source of inspiration. I thought that
Frank Romero went perfectly with this idea, especially since he is self-taught and really just
paints from his heart, using his own stories and feelings. Through color theory, students can learn
a lot about how to look at the world and how you can tell a meaningful story through art.
Objectives:

Students will recognize Frank Romero's artworks.

Students will recognize the content and story in Frank Romero's artworks.

Students will recognize connotations between certain colors and certain emotions.

Students will use color theory to convey a story from their own lives and realize how
color is an integral element in showing emotion and meaning.
Standards:

A.2.C.1.1 Use the art-making process to communicate personal interests and selfexpression.

VA.2.C.1.2 Reflect on and discuss various possible meanings in works of art.

VA.2.C.2.2 Identify skillful techniques used in works by peers and others.

VA.2.C.3.1 Use accurate art vocabulary to identify connections among visual art and other
contexts.
Materials:
Computer with internet, projector, sketchbooks, pencils, paint, bristol paper
Procedure:
1. Students will watch the youtube video “Meet Frank Romero”
(https://www.youtube.com/watch?v=zyOE_UmsL6w).
2. Students will be asked guided class discussion questions:

What element of art does Frank Romero use to show emotion in his paintings?

What colors would you use if you wanted to paint something happy? Sad? Angry? Calm?

What emotion do you think of when you see red? Green? Blue? Yellow?

What kind stories from your life are important to you?

What kind of colors would you use to tell that story?
3. Students will be given a handout on color and meaning (1 per table).
4. Students will use the handout to help them understand meanings behind different colors.
5. Students will be asked to use their sketchbooks to write a 1-2 paragraph story from their
own lives that they would like to paint.
6. Once the story is approved by the teacher, students will draw a planning drawing for their
scene in their notebooks, accompanied by colors that they would like to use for their story
and why.
7. Students will use bristol board to draw their scene which they wrote about.
8. Students will use the paint colors they chose to paint the scene.
9. Students who volunteer may stand at the front of the class to read their story aloud while
their painting hangs behind them.
Assessment: See assessment plan
References:
Smithsonian American Art Museum. (2012). Meet Frank Romero. Retrieved from
https://www.youtube.com/watch?v=zyOE_UmsL6w
Romero Studio - The Art of Frank & Sharon Romero. (n.d.). Retrieved from
http://www.romerostudio.net/
Christie, M. (2014). How to choose a colour scheme for your logo design. Retrieved from
http://www.creativebloq.com/branding/choose-colour-logo-design-8133973
Eisner, E. (1978). What do children learn when they paint? Art Education (60)1. 31-35.
Standards. CPALMS.org. Retrieved from http://www.cpalms.org/Public/
Sculpture Lesson Plan (fourth grade)
Artist: Saeri Kiritani
Statement of Origin:
For this lesson, I was inspired by Olivia Gude's article “Principles of Possibility”. The
point from this article I took the most from was about forming the self. It is important for
students to create artworks that promote self-awareness and self reflection, and it is also
important to recognize one's heritage and culture. I thought that Japanese artist Saeri Kiritani's
sculpture created from rice was a great example of a culturally relevant and contemporary piece
that explored themes of self-actualization and personal heritage. Having students create their
own 3D self portrait while exploring themes of their own heritage through medium is a fun way
for students to get thinking about their own identity.
Objectives:

Students will recognize how important choice of medium can be.

Students will recognize Saeri Kiritani's artwork and understand her choice of medium.

Students will learn proportion and facial structure through planning drawings and the
creation of the final product.

Students will create a 3 dimensional portrait using materials that represent their own
culture and heritage.
Standards:

VA.4.C.2.3 Develop and support ideas from various resources to create unique artworks.

VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce
works of art.

VA.4.S.1.3 Create artworks that integrate ideas from culture or history.

VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to
achieve a variety of results in two- and/or three-dimensional
Materials:
Computer with internet, projector, sketchbooks, pencils, various assorted objects from home,
bristol board.
Procedure:
1. Students will view the youtube video “Saeri Kiritani”
(https://www.youtube.com/watch?v=XfXLkEfB1W8).
2. Students will be asked discussion questions:

Where is Saeri Kiritani from?

What medium did she use for her self portrait sculpture?

Why do you think Saeri Kiritani used rice for her self portrait sculpture?

What does your culture or heritage mean to you?

What is a small object, like rice, that could symbolize your heritage or culture? (Help
students come up with ideas for their own objects)

Why is it important to recognize and respect your own heritage as well as other people's?
3. Students will use their sketchbooks to brainstorm and write about their culture, family
history, or heritage.
4. I will walk around the class to help students think of ideas.
5. Students will use their brainstorming pages to think of small objects that could represent
themselves, family, or culture.
6. Students will bring objects to class the next class (Could be pasta, buttons, fabric, etc.).
7. I will tell students to draw an oval, then lines to mark the proportions, and then where the
eyes, nose, mouth and ears go, while I do the same on the board. I will draw with them
them step by step to create a proportional face.
8. Students will be handed out face proportion sheets to reference while drawing (1 per
table).
9. Students will use their sketchbooks to practice correct face proportions.
10. I will walk around to help students with any questions and to make sure students are
getting the proportions correct.
11. Once students understand the proportions, students will draw a self portrait on bristol
board.
12. Students will then use the objects they brought from home to paste onto their face
drawings to create texture and make the portrait 3 dimensional.
13. Students who volunteer may stand at the front of the class to share:

Their personal heritage, culture, or family history

The object they chose

Why they chose that object

What they learned from the lesson
Assessment: See assessment plan
References:
Gude, O. (2007). Principles and possibilities: Considerations for a 21st century art & culture
curriculum. Art Education, 60 (1), 6-17.
National Portrait Gallery | Face to Face blog: Portrait of an Artist: Saeri Kiritani. (2013).
Retrieved from http://face2face.si.edu/my_weblog/2013/05/portrait-of-an-artist-saerikiritani-1.html
National Portrait Gallery. (2013). Saeri Kiritani, Artist, Portrait Competition 2013. Retrieved
from https://www.youtube.com/watch?v=XfXLkEfB1W8
Tutorial Tuesday: Faces. (n.d.). Retrieved from
http://thegreatshono.tumblr.com/post/24470366135/tutorial-tuesday-faces
Roberts. (2014). ABS Year 9 Art. Retrieved from
http://absyear9art.blogspot.co.uk/2010/11/proportions-of-face.html
Standards. CPALMS.org. Retrieved from http://www.cpalms.org/Public/
Ceramics Lesson Plan (fifth grade)
Artist: Dan Abramson
Statement of Origin:
Objectives:
Statement of Origin:
For this lesson, I was deeply inspired by Dan Abramson's works. I found it beautiful the
way he took childhood toys of soldiers, and changed their significance completely. The toys went
from being about war and fighting, to being about inner peace and meditation through yoga.
From this class I have learned about how important art is in that it shows children how to see the
world and things around them in a new way. I thought more about how artists throughout history
really change the way an audience sees an object or concept, and thought it would be interesting
for students to think out of the box and try to create something new out of a familiar object. “Art
Analysis: Looking at and Responding to Art” had a quote that really justified this lesson, which
was “To have a dialogue with an artwork means to enter into and interact with the work- to
experience it by looking at it, responding to it, and comprehending it. It requires a perception of
just what is art”. I want my students to be able to comprehend the meaning behind artworks and
see things in a new way. I think that Abramson's art challenges students by showing them
something familiar to them but with changed meaning, and it is a worthy practice to try to get
students to see things differently.
Objectives:

Students will be able to recognize the works of Dan Abramson.

Students will be able to understand how artists use familiar objects in a new way to
change the meaning of the object and make the viewer see it in an entirely different way.

Students will create a ceramic piece that is based on a familiar object, but will make
interesting changes and present it in a new way.
Standards:

A.5.C.1.3 Examine and discuss exemplary works of art to distinguish which qualities
may be used to evaluate personal works

VA.5.F.1.1Examine and experiment with traditional or non-traditional uses of media to
apply imaginative techniques in two- and/or three-dimensional artworks.

VA.5.C.1.2 Use prior knowledge and observation skills to reflect on, analyze, and
interpret exemplary works of art.

VA.5.O.2.2 Use a variety of sources for ideas to resolve challenges in creating original
works.

VA.5.S.3.1 Use materials, tools, techniques, and processes to achieve expected results in
two- and/or three-dimensional artworks.
Materials:
Computer, projector, sketchbook, object, pencils, clay, water, clay tools
Procedure:
1. Students will be shown the ceramic works of Dan Abramson.
2. Explain to the students that artists can use familiar objects in entirely new ways to change
the meaning of that object and make the audience see things differently.
3. Students will be asked discussion questions:

Do you recognize these objects?

What are these toy soldiers doing?

Are those the poses normal toy soldiers are usually in?

What is yoga?

How are war and yoga different?

Does this art make you happy? Do you think it's funny? Why?
4. Discuss how Abramson changed the toy soldiers by putting them in yoga poses. Explain
that yoga is associated with inner peace, reflection, relaxation, and joy. Explain that this
is quite different than usual toy soldiers, which are associated with war and violence.
5. Have the students pick out an object from the ones that I provide (including small toys,
kick-knacks, etc.)
6. Have the students create two columns in their sketchbooks. The first column is for what
the object represents, facts about it, and what it is associated with. The second column is
for opposites of the first column.
7. Have the student use their sketchbook page to think of how they could change this object
so that it could be looked at differently. Explain that the changes don't have to be
extremely drastic, because you want to still be able to recognize it. Explain it is more
about the meaning behind it.
8. Walk around the room to help students think of facts, associations, and ideas.
9. Have students create a planning drawing in their sketchbooks of what they want to create
with clay.
10. Once sketch is approved, students may get clay to start working on their ceramics.
11. Walk around room to help with hand-building and answer questions.
12. Once completed, have students write artist statements about their original object, the
associations with that object, and how they changed it and why.
13. Ask students final discussion questions:

How did Abramson's work make you see toy soldiers differently?

Did Abramson's work inspire you?

How did you change the meaning of your object?
14. Volunteers may stand at the front of the class and read their artist statement while their
ceramic piece is displayed.
Assessment: See assessment plan
References:
Linderman. Chapter 11: Art analysis: looking at and responding to art. University Reader, 67-80
Yoga Joes by Dan Abramson. (2014). Retrieved from
http://www.ignant.de/2014/10/09/yoga-joes-by-dan-abramson/
Standards. CPALMS.org. Retrieved from http://www.cpalms.org/Public/
Drawing Lesson Plan (fifth grade)
Artist: Basquiat
Statement of Origin:
Basquiat has always been one of my favorite artists. He is also an artist known for his use
of words and symbols in his art. From Eisner's “What Do Children Learn When They Paint?”, I
learned just how important it is for children to learn how to create and use symbols, and to allow
children to explore other roles and worlds through “symbolic play” (Eisner, 32). So what better
artist for a lesson on symbols than Basquiat. Basquiat also explores themes of heroes and justice,
so I thought that this could be interesting and culturally relevant to most children who enjoy
stories and movies about heroes.
Objectives:

Students will recognize the artworks of Jean-Michel Basquiat.

Students will understand that words and symbols can make powerful statements in art.

Students will create a drawing about a personal hero that uses key words and symbols to
give meaning to the artwork.
Standards:

VA.5.C.1.1 Develop a range of interests in the art-making process to influence personal
decision-making.

VA.5.C.2.2 Analyze personal artworks to articulate the motivations and intentions in
creating personal works of art.

VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate
ideas.

VA.5.O.3.1 Create meaningful and unique works of art to effectively communicate and
document a personal voice.
Materials:
Computer, projector, sketchbook, colored pencils, pens, bristol board
Procedure:
1. Students will be shown the works of Jean-Michel Basquiat.
2. Students will be asked the questions in a guided discussion:

What words do you see in these paintings?

What symbols do you see?

What can you interpret from these words and symbols?

How can artists create meaning through words and symbols?
3. Read the quote: “Every line means something.” -Basquiat.
4. Explain that Basquiat was an artist who is known for his symbols and words in his works.
Explain that he showed the viewers meaning through these words, and chose meaningful
and powerful words to use in his paintings. Explain that he also chose powerful symbols
to give meaning. He often used symbols such as crowns, wings, heads, and halos.
5. Explain that a common theme Basquiat explored in his paintings was heroes. Explain that
a hero can be anyone, as long as they are special to you and are a positive influence to
you.
6. Read the Basquiat quote: "Since I was seventeen, I thought I might be a star. I'd think
about all my heroes, Charlie Parker, Jimi Hendrix.... I had a romantic feeling of how
people had become famous." — Jean-Michel Basquiat
7. Have the students think of a personal hero that they would like to create a drawing about.
8. In their sketchbooks, have the students write a 1-2 paragraph “biography” about their
chosen personal hero.
9. From this writing, have students circle 5-10 powerful and descriptive words that they
could use in their drawing.
10. In their sketchbooks, have students brainstorm on what kind of symbols would represent
the hero they chose. (For example, if it was a fireman, they could have symbols including
a helmet, fire, a hose, etc.)
11. Once students have their hero chosen, biography written, powerful words circled, and
symbols drawn, they may begin to work on bristol board.
12. Remind the students to keep content and meaning in mind. Remind them that “every line
should have meaning”.
13. Have students create their drawings using the words and symbols they created.
14. Volunteers may come to the front of the class to read their biography while their Basquiat
inspired piece is displayed.
Assessment: See assessment plan
References
Street to Studio: The Art of Jean-Michel Basquiat. (n.d.). Retrieved from
http://www.brooklynmuseum.org/exhibitions/basquiat/street-to-studio/english/home.php
Eisner, E. (1978). What do children learn when they paint? Art Education (60)1. 31-35.
The Estate of Jean-Michel Basquiat. The artist. (n.d.). Retrieved from
http://www.basquiat.com/artist.htm
Home | CPALMS.org. (n.d.). Retrieved November 18, 2014, from http://www.cpalms.org/Public/
Media Criticism Lesson Plan (fifth grade)
Media: Dove vs. Axe
Statement of Origin:
I was shocked to find out that Axe and Dove were under the same company, Unilever.
The advertisements for them send a completely different message to its viewers. While Dove
seems to perpetuate self-love, independence confidence, and inner beauty to women, Axe
perpetuates the sexualization and objectification of women. I found it funny and sad that the
company really is just catering to what their product's target consumer wants to see, and is doing
so in such a hypocritical way. I thought this would be a great way for students to learn about how
advertisements' goal is to make you feel a certain way so that you buy their product, and to not
be so trustful of what you see on television.
Objectives:

Students will realize that advertisements at their core exist to sell you something.

Students will understand that advertisements use certain campaigns and commercials to
make you feel the way they want you to feel, so you buy their product.

Students will realize that not everything on television is to be accepted, but should be
questioned and challenged.
Standards:

VA.5.C.3.2 Use art-criticism processes to form a hypothesis about an artist’s or designer’s
intent when creating artworks and/or utilitarian objects.

VA.5.F.2.3 Discuss contributions that artists make to society.

VA.5.H.2.2 Describe the ways in which artworks and utilitarian objects impact everyday
life.
Materials:
Sketchbook
Procedure:
1. Show students commercials from Dove and Axe commercials
(https://www.youtube.com/watch?v=Ei6JvK0W60I -Dove,
https://www.youtube.com/watch?v=xzD-hnXCx8s- Axe)
2. Lead a class discussion:

These advertisements are obviously pretty opposite. What do you think each one is trying
to say?

The first commercial is about inner beauty and self esteem for girls, right?

And the second commercial is about guys “getting the girl”.

Would you be surprised to find out that these commercials are from the same company?

Does knowing that change the way you see these commercials?

Why do you think they have such different commercials for their different products?

Who is the Dove commercial's target audience?

Who is the Axe commercial's target audience?

The commercials were both trying to sell you something. Did you want to buy it?
3. Explain that commercials and advertisements are there to sell you something. Explain
that just like art, the media is to be looked at critically, and not just accepted.
4. Have students write a page in their sketchbooks about what they learned from the class
discussion, how they feel about the commercials, and how they can look at the media
through critical eyes.
Assessment: See assessment plan
References:
Step Video Labs. (2013). Funny Axe Commercial. Retrieved from
https://www.youtube.com/watch?v=xzD-hnXCx8s
Tim Piper. (2007). Beauty Pressure. Retrieved from
https://www.youtube.com/watch?v=Ei6JvK0W60I
Home | CPALMS.org. (n.d.). Retrieved November 18, 2014, from http://www.cpalms.org/Public/