LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #3, Grade Levels: 10-12, Beauty in simplicity Duration: about 2 class sessions
II. Lesson Rationale:
The purpose of this lesson will be to shift perspectives. The concepts of materialism and consumption
will be explored on a more global level as I discuss key concepts such as: consumption is central to
many economies, and to the current forms of globalization; demands on items affect the requirements
placed upon the environment. Students will analyze these key concepts along with some of the key
concepts introduced in prior class sessions by responding in their journals to some of the essential
questions provided. Students will be introduced to Origami as an art form, and they will be required to
independently produce five pieces of their own. Another formative assessment will take place during
this lesson.
III. Key Concepts:
Consumption is central to many economies, and to the current forms of globalization.
Demands on items affect the requirements placed upon the environment
IV. Essential Question:
How do consumption habits change as a society?
How do consumption habit changes affect our relationship with other people, here and around
the world?
How do materialistic/consumption patterns promote certain types of consumption and not other
types?
V. Lesson Objectives:
Students will be able to independently produce at least a total of 5 origami pieces by taking
apart a how-to instruction video from YouTube during class.
Students will reflect on how concepts of materialism/consumption vary by culture and belief
system by conducting individual research outside of class on another region of the world and
taking notes in their journals.
VI. Specific Art Content:
Classroom Management
Planning Skills
Global Art Exploration
Contemporary Art/Artists
Construction of Origami
Nature of Origami
Origami techniques used to communicate ideas in various cultures
VII. Resources & Materials for Teacher:
Example of small-scale version of Origami installation that the class as a group will be
collaborating on creating

Presentation on Origami history and artists that work with those techniques in their creative
processes

VIII. Resources & Materials for Students:

Double color sided paper
Charged Ipad
Headphones
Scissors
Tool for creating sharp crease in paper
IX. Instruction and Its Sequencing:
Day of the Lesson 1st day
1. Introduction/Motivation:
Students will first hand their journals in to me to be graded. Then I will ask the students what
they know about Origami practices/techniques. I will facilitate a brief discussion on how the
topic of Origami relates to what weve been discussing- asking the students first why they find
it relevant/irrelevant. I will explain that for this particular lesson, we will be focusing in on this
specific paper practice, though easy looking- they will soon realize just how challenging
making Origami can be. Creating Origami, it just another way to utilize something as simple as
a piece of paper to create I will present a short slide show over Origami info.
2. Guided Practice
Students will be required to create at least 5 Origami pieces, and I will provide another
workday depending on class progress as a whole.
3. Independent Practice
Students will independently research on YouTube how-to instructional videos in order to create
the different pieces. I will walk around during this class time to ensure that the students stay
focused and are grasping what is being expressed to them through the instructions found.
4. Closure
I will encourage the students to take home their I pads, so that they will be able to conduct
individual research on another region of the world and take notes in their journals. They will be
required to have at least researched one other regions perspective so that they can compare and
contrast these differences with our Western views of consumption/materialism in their
journals.
5. Formative Evaluation
I will check to see if students are constructing knowledge for themselves in relationship to the
lesson objectives by requiring a certain amount of Origami to be made by the end of class
session 1, along with requiring some outside research to be done by the following class session.
I will decide when the 1st class session is over, how much class time will need to be allotted for
the Origami making to be completed.
6. Classroom Management Procedures
I will keep track of time carefully since the students will be tuned into their I pads for the
duration of the class session. Will be available to help struggling studentsOrigami is hard!
X. Summative Assessment and Evaluation:
Once the journals have been collected during the next session, and the Origami has been made I
will give a summative assessment.
Student
Journal exhibited outside Student
Student actively Student worked

exhibited focus
during class
sessions
requiring
independent
research for
Origami
techniques
1
2

research/ compare and

contrasted with themes
of
consumption/materialism
culturally

completed at
least 5 Origami
pieces
effectively, and
in time frame
given to create

participated in
class discussion
during both class
sessions for
lesson #3

well with others

in class

1
2

1
2

1
2

1
2

XI. Interdisciplinary Connections:

Briefly list and describe any meaningful connections or extensions of the lesson into other subject
areas. It is beneficial to be able to include any TEKS in the non-art subject area pertinent to the
interdisciplinary connection. Not all art lessons have legitimate connections across the curriculum.
XII. References & Resources:
List all references used to develop this lesson.
XIII. Art TEKS
Strand #3: Historical and cultural relevance.
The student demonstrates an understanding of art history and culture by analyzing artistic styles,
historical period, and a variety of cultures. Student develops global awareness and respect for the
traditions and contributions of diverse cultures.
XIV. National Art Standards
Performing/Presenting/Producing
Anchor Standard #4.
Analyze, interpret, and select artistic work for presentation
Creating
Anchor Standard #1.
Generate and conceptualize artistic ideas and work.