LessonPlanTitle:MonochromaticSelfPortrait

Grade:6th
Time:5classes(40minutes)
Teacher:NicoleArencibia
ThemeConcept
Senseofself.Byunderstandingwhoweare,andhowwefitintotheworld,wearemore
confidentbecausewearesoaware.Besidesthat,ithelpsustounderstandwherewecome
from,andhowwechosetoselfidentifywithcertainthings.Oursenseofselfincludesroles,
attributes,behaviors,andassociationsthatweconsidermostimportantaboutourselves.These
senseofselfassociationscanbebasedonanyofthefollowing:
Occupations(e.g.,teacher,physician,plumber)
Socialrelationships(e.g.,husband/wife,friend,colleague)
Familialrelationships(e.g.,brother/sister;son/daughter;mother/father)
Quasioccupations(e.g.,helper,volunteer)
Avocations(e.g.,athlete,musician,artist,collector,helper,volunteer)
Affiliations(e.g.,Shriner,Yankeefan)
Abilities/disabilities(e.g.,smartperson,funnyperson,shypersonwithadisability,patient)
Salientattributes(e.g.,reliable,hardworking,goodlooking,lazy,dishonest)
Spirituality(e.g.,childofGod,Catholic,Buddist)
NonArtDisciplineConcept
Learningtoconstructargumentsthroughtheuseofexamplesorfacts.Thishelpstostrengthen,
andvalidateaclaim.
ConceptsinArtDisciplines
ArtProduction(ArtMaking):
Element/PrincipleofDesign:ColorMonochromaticcolorschemeshighlightarange
ofvalues.
Technique/Process:Mixedmediaartworkaworkofvisualartthatcombinesvarious
kindsofvisualartmedia.
Aesthetics:
Shouldartworkbedoneinonetypeofmaterialonly?
Aretherecertainmaterialsthatcan/shouldneverbeusedtomakeartwork?
ArtCriticism:
Description

1. Whatdoyouseeinthisartwork?
2. Whatcolorsarehere?
3. Whatkindsofshapesdoyousee?

FormalAnalysis
1. Howaretheshapesarranged?
2. Howiscolorused?
3. Istheartworktwodimensionalorthreedimensional?
4. Didtheartistproducetheworkfromimaginationoramodel?

Interpretation
1. Whatisthemeaningofthisartwork?
2. Whatisthesubjectoftheartwork?

Judgment
1. Doyouthinkthisisasuccessfulworkofart?Explain.
2. Arethereanychangesyouwouldmaketothisartwork?Ifso,what?
3. Whatfeelingoremotionsdoesthisartworkexpresstoyou?

ArtHistory
RomareBearden
LearningObjectives
ArtDisciplines:
Studentswillcreateamixedmediaworkofartthatisbasedonacolorthatrepresents
theirpersonality.
Studentswilldemonstratetheirunderstandingofamonochromaticcolorscheme.
Adaptations/ModificationsforStudentswithDisabilities
Changetheamountoftimeallowedforcompletingartactivities.Encouragestudentsto
takebreaksduringartactivities.Changemodeofinstruction.Adaptlevelofskillneededto
completeartactivities.Changethematerialsoradaptthemtotheneedsofthestudent.Simplify
theartmakingactivities.Modifyhowspecialneedsstudentscanrespond.Adapttheextentto
whichstudentengagesinartactivities;adapttostudentsstrengthsandinterests.Changethe
goalsoftheartactivities,butusethesamematerials.Providevisualstofurtherexplainverbal
andwritteninstruction.
NonArtDiscipline:
Studentswilldescribewhytheychoseacolorthatidentifiestheirpersonalityin3
sentences.

Adaptations/ModificationsforStudentswithDisabilities
Encouragestudents(particularlywithADHD)tofindtheirowncomfortableplaces
withintheclassroomtomaketheirartworks.Provideextratime.Remindstudentsofbehavioral
expectations.Providespecialneedsstudentswithclearandunobstructedviewofdemonstration.
DemocraticSkills:
1. Studentswilluseattentiveandrespectfullisteningskillswhenmembersofclass/small
groupsareexpressingideasandfeelings.
2. Studentswillreflectontheirownthinkingprocessesandbehavior
3. Studentswillrespectfullyaskothersaboutthingstheysayiftheydidntunderstandwhat
wassaidoriftheywantsomeonetosaymore.
4. Studentswillhelpeachotherandcollaborateideasduringthestimulationactivity.
5. Studentswillauthenticallyandmeaningfullycommunicateothersintheclassroomwhile
honoringonesownuniqueselfandneeds.
6. Studentswilllistentoandrespecttheopinionsofotherseveniftheydontagreewith
them.
DemocraticSkillsLearningModifications:
Givefrequentpositivefeedback,particularlywhenspecialneedsstudentsarelisteningto
othersandbeinglistenedtobyothers.Allowstudentstocompleteartlearningtasksawayfrom
otherswhenneeded.Assignspecialneedsstudentstoroutineclassroomtasks,aswellastasksof
responsibilityforgrouplearningneeds,e.g.tableleaderwhoneedstodistributematerials,
conductprequizreviewsetc.
SequenceofClassroomActivities:
Day1:Colorwheelclassactivity/discussion.

Studentswriteaword/drawnimageofwhateachcolormeanstothem
PowerPointoncolorschemes.
Studentspickacolorthatrelatestotheiridentity.
Write3sentencesaboutwhytheypickedthatcolor

Day2:

Demonstrationonfacialproportions.
Studentswillstarttodrawtheirselfportraitfromamirrorandusethereferenceonthe
boardtohelpthem.

Day3:

Studentswillfinishdrawingtheirfacefromthemirror.

Day4:DoNow:Whatisamonochromaticcolorscheme?

PowerPointonmonochromaticcolorscheme,values,tints,andshades
Beremindedthatthesedrawingsareanintroductiontocolortheoryandfacial
proportions
Studentswillpickacolorandcompleteavaluescaleworksheetfocusedona
monochromaticcolorscheme.

Day5:
Studentsstarttoplacematerialsontotheirboard.

Studentswilldividetheirsketchinto4sectionshowevertheyplease
Placeonematerialtoeachsection
Studentswillplacematerialstheyaremostcomfortablewithfirst(marker,coloredpencil,
pastels,andmagazineslast).
Wewillreviewasaclasshowtouseeachmaterial.

Day6:Completeselfportraitandfinishplacingallthematerialsontheirboard.
Materials&Equipment
Bristolboard/drawingpaper
Magazines
Glue
Coloredpencils
Markers
Pastels
Resources
http://stagesofartisticdevelopment.weebly.com/theageofreason.html
https://www.nga.gov/feature/bearden/170025.htm
http://www.beardenfoundation.org/artlife/biography/biography.shtml
http://www.colorwheelpro.com/colorschemes.html
ListofArtWorks
JosephCornell,OpticiansChartsculpture|woodenboxcontainingglass,printedtext
withdye,colorreproductionsonpaper,velvet,paperfan,coloreddye,plasticball,and
metalgrommet
JosephCornell,Cherubfora"SpaceSybil,19611962,collage|wood,glasswithdye,
coloredpaper,andphotographicreproductiononpaper
RomareBearden,PittsburghMemory,1964,collageofprintedpaperswithgraphiteon
cardboard

RomareBearden,Sheba,1970,Collageonpaper,clothandsyntheticpolymerpainton
compositionboard
JasperJohnsimages

SupportingMaterials
PowerPointpresentation
NJCCS:
OneVisualArtsStandardandIndicator:VisualandPerformingArts.1.1The
CreativeProcess:Allstudentswilldemonstrateanunderstandingoftheelementsand
principlesthatgovernthecreationofworksofartindance,music,theatre,andvisualart.
D.VisualArt.5.Thecharacteristicsandphysicalpropertiesofthevariousmaterials
availableforuseinartmakingpresentinfinitepossibilitiesforpotentialapplication.
1.1.5.D.2:Compareandcontrastworksofartinvariousmediumsthatusethesameart
elementsandprinciplesofdesign.
OneEnglishLanguageArtsStandardandIndicator:WritingStandards612.The
followingstandardsforK5offerafocusforinstructioneachyeartohelpensurethat
studentsgainadequatemasteryofarangeofskillsandapplications.Eachyearintheir
writing,studentsshoulddemonstrateincreasingsophisticationinallaspectsoflanguageuse,
fromvocabularyandsyntaxtothedevelopmentandorganizationofideas,andtheyshould
addressincreasinglydemandingcontentandsources.Studentsadvancingthroughthegrades
areexpectedtomeeteachyearsgradespecificstandardsandretainorfurtherdevelopskills
andunderstandingsmasteredinprecedinggrades.Theexpectedgrowthinstudentwriting
abilityisreflectedbothinthestandardsthemselvesandinthecollectionofannotatedstudent
writingsamplesinAppendixC.Grade6CCSS.ELALITERACY.WHST.68.1Write
argumentsfocusedondisciplinespecificcontent.CCSS.ELALITERACY.WHST.68.1.A
Introduceclaim(s)aboutatopicorissue,acknowledgeanddistinguishtheclaim(s)from
alternateoropposingclaims,andorganizethereasonsandevidencelogically.
TeachersEvaluation
LessonPlan:
1. Aretheactivitiesinthelessonageappropriate?
2. Aretheactivitiesinthelessonappropriateforalllearnersincludingstudentswith
disabilitiesandEnglishLanguageLearners?
3. Arethereanypartsofthelessonthatrequiretoomuchtime/toomanyfeaturesthatdont
allowenoughtimeforadequateunderstanding?
4. Didallpartsofthelessonengageandmaintainstudentsinterest?
5. Doesthelessonconceptuallylinkartwithanothersubjectinanintegratedwaythatis
bothimplicitandexplicit?

6. Arethelearningactivitiespresentedinthebestsequenceformaximizingstudent
understandingandparticipation?
TeachingofLesson:
1. DidIallowenoughwaittime?
2. DidImakeeyecontactwithstudents?
3. WasIexcitedaboutthelesson?
4. DidIaskenoughopenendedquestions?
5. DidIallowstudentstoaskopenendedquestions?
6. DidIspeakclearlyandloudlyenoughforstudentstohearme?
7. DidIholdstudentsaccountableandcheckforacquisitionofknowledge?
8. Didbuildonstudentspriorunderstanding/knowledge
9. WhatisoneaspectIcanimproveforthenexttimeIteachthislesson?
StudentOutcomes:
1. Werestudentsabletocreateamaskthatisatleast6inchestall?
2. WerestudentsabletopaintalloftheareasusingonlytraditionalEgyptiancolors?
3. Werestudentsabletoworkcollaborativelyandrespectfullyduringartmaking,aesthetics,
criticismandconclusion?
4. Werestudentsabletotrytheirbestwithoutgivingup?
5. Werestudentsabletohandintheirworkontime?
6. Werestudentsabletoverbalizeformandaestheticallypleasingforms?
7. Werestudentsabletowritetheir1paragraphdescription?
8. Werestudentsabletostayontaskandcleanafterthemselves?
9. Werestudentsabletomakeamaskthatshowsevidenceofthepinchpotmethod?
10. Werestudentsabletomakeamaskthathasinlayedeyes,raisedeyebrows,nose,and
lips?
Outcomesforstudentswithlearningdisabilities:
1. Didstudentsfeelsuccessful?
2. Didstudentsacceptandbuilduponpositivefeedback?
3. Werestudentsengagedandgivingoptimaleffortduringactivities?
LearnersCharacteristics
AccordingtoLowenfeldsstagesofartisticdevelopment,childreninthe1113agerange
areintheAgeofReason.DuringtheAgeofReason,manychildrendiscontinuetheirformal
artisticeducation.Anincreasedfocusisplacedonthefinalproductratherthanthecreative
processandoftentimesyoungartistsaredissatisfiedwiththeirartwork.Artistsinthisstageof
developmentwillpaygreaterattentiontotheproportionsofelementsintheirwork,thecreation
ofthreedimensionalspace,andtheuserealisticcolor.
StudentswithLearningDisabilitiesCharacteristics

ADDandADHD:StudentswithADDand/orADHDmaybeinattentive,hyperactiveand/or
impulsive.Studentsmightexhibitthefollowing:failstopaycloseattentiontodetails,makes
carelessmistakes,cantsustainfocusedattention,doesntappeartobelistening,hasdifficulty
organizingtasks,activities,materials,doesntlikeactivitiesthatrequiresustainedfocus,easily
distractedbyextraneousenvironmentalactivity,oftenforgetsroutineactivities,fidgets,moves
handsandfeet,movesroundinseat,cantstaystill,getsoutofseatoften,runsinclassroom,hall
climbs,hasdifficultyengaginginquietactivities,evenquietleisureactivities,talksexcessively,
blurtsoutanswerstoquestions,sometimesevenbeforequestionsarecompleted,hasdifficulty
waiting,takingturns,interruptsteacherandothersfrequently.
Autism:StudentswithAutismhavealifelongdevelopmentaldisabilitythataffectstheirverbal
communication,nonverbalcommunication,andsocialinteractions.Studentsmightexhibitthe
following:repetitiveactivitiesandmovements,resistancetochangesinenvironmentanddaily
routine,unusualresponsestosensoryexperiences,poorplayskills,frequentconflictswith
others,lackofempathyandinabilitytoseeperspectiveofothers,inabilitytotolerateoverly
stimulatingenvironments,lights,sounds,andmovements.
Behavioral,EmotionalandSocial:StudentswithBehavioralchallengescanbeaggressiveand
antisocial.Behavioralchallengesmaystemfromawiderangeofissues,gangs,druguse,
homelessness,familialabuse,medication,andhealthproblems.StudentswithEmotional
challengescanfeelsad,depressedandhavelowselfesteem.StudentswithSocialchallenges
havedifficultyinteractingwithothers,makingandkeepingfriendsanddealingwitheveryday
demandsofsocialactivities.StudentswithBehavioral,EmotionalandSociallearningdisabilities
mightexhibitthefollowing:inabilitytolearnthatcantbedirectlylinkedtohealth,sensory
environmentalorcognitiveintelligence,inabilitytoestablishandmaintaingoodinterpersonal
relationshipswithpeersandteachers,voicingofinappropriatefeelingsorexhibiting
inappropriatebehaviorsundernormalclassroomconditions,almostconstantunhappinessor
moodyordepressionlikebehavior,passiveaggressivebehavior,respondswithtrepidationand
feartoordinaryclassroomactivities.

Rubric:6thGradeColorStudy:SelfPortrait
Name:___________________

Date:_________________

ClassCode:_______________
Createaselfportraitbasedonacolorthatshowsyourpersonality.
ProjectCriteria

Student
demonstrated
knowledgeof
element/principleof

Thereareat
leasttwo
areaswhere
thestudent

Thereis
onearea
wherethe
student

Thecolorscheme
Thecolor
ismonochromatic, schemeis
monochroma
butthereisno
tic,butthere

1
Thecolor
schemeis
NOT
monochromat

design

createda
gradationof
colorvalues.
Colorsare
placedina
creativeway.
Thecolor
schemeis
monochrom
atic.

createda
gradation
ofcolor
values.
Colorsare
placedina
creative
way.The
color
schemeis
monochro
matic.

gradationofcolor
value.Colorsare
placedinacreative
way.

isno
gradationof
colorvalue.
Littlethought
isputintothe
placementof
colorvalues.

ic.Thereisno
gradationof
colorvalue.
Thereisvery
littletono
thoughtput
intothe
placementof
colorvalues.

Studentdisplayed
goodcraftsmanship

Theentire
pageisfilled
with4
different
materials;
eachsection
hasonlyone
material.

Most,but
notallof
thepageis
filled.Each
section
doeshavea
different
material.

Halfofthepageis
filled.

Lessthan
halfofthe
pageisfilled.

Aquarteror
lessofthepage
isfilled.

Each
sectionof
material
looksvery
different
fromthe
others.

Each
section
looks
different
fromthe
others.

Eachsection
doesnothave
adifferent
material;there
aretwoor
moreareas
withmore
thanone
materialused.

Eachsection
doesnothavea
different
material;there
aretwoor
moreareas
withmorethan
onematerial
used.

Notevery
sectionof
materials
looks
different;
thereare23
sectionsthat
lookthesame.

Notevery
sectionof
materialslooks
different;every
sectionlooks
thesame.

One
paragraphis
written.
Studentdid
notstray
fromthe
writing
prompt.
Paperis

One
paragraph
iswritten.
Studentdid
notstray
fromthe
writing
prompt.
Paperis

Lessthanone
paragraph(2
3sentences)
iswritten.
Student
strayedfrom
thewriting
prompt.
Thereareat

Lessthanone
paragraph(23
sentences)is
written.
Studentstrayed
fromthe
writing
prompt.There
areatleast10

Studentcompleted
anartists
statement

Eachsectiondoes
nothaveadifferent
material;thereis
oneareawithtwo
ormorematerials
used.
Noteverysection
ofmaterialslooks
different;thereare
12sectionsthat
lookthesame.

Oneparagraphis
written.Student
strayedfromthe
writingprompt.
Thereareseveral
grammar/spelling
errors.

editedvery
well;there
areno
grammar/spe
llingerrors.
Yourscore:_______________
Teachersscore:_____________
Totalpossiblepoints:___________
Comments:

editedwell;
thereare
onlyafew
errors.

least7
grammar/spelli
grammar/spell ngerrors.
ingerrors.