Art 421/521 Art Lesson Planning

Name

Wyatt Miller

Lesson #

CONTENT FOCUS
Central Focus of the
Learning Segment
Content Standard(s)

Learning Objectives

Grade
level(s)
Lesson
Theme

3rd-4th Grade
An introduction to the life and works of
Frank Gehry

An introduction to the life of Frank Gehry as well as what sets him apart as an
architect and a designer.
4. Artistic Process: Respond or Critique Respond to or critique a variety of
creations or performances using the artistic foundations 0.4.1.5.1 Compare and
contrast the characteristics of a variety of works of visual art.
1. Artistic Foundations Demonstrate knowledge of the foundations of the arts
area. 4.1.1.5.3 Identify characteristics of Western and non-Western styles,
movements and genres in art.
What do you want your students to know?
The students will know

A brief history of the architect Frank

Gehry.
More about the deconstructivist
movement and what it meant to
achieve.
The proper use of the terminology
covered in the vocabulary section.

What do you want students to be able to

do?
The students will be able to

Look at problems in less linear ways and

explore different routes to solutions.
Develop a more diverse idea of what
architecture is and how it can be used.
Expand their capacity for imaginative
learning through abstract thinking.

MONITORING STUDENT LEARNING

Pre-Assessments

Formative Assessments

Summative Assessments

Informal example questions?

Inquire about previous lessons on

Informal
Ask questions about students

Informal

Updated 7/18/12

Art 421/521 Art Lesson Planning

Frank
Gehry.
Gauge architectural background
knowledge by the building sketches.
Formal

opinions and interpretations of

Gehrys work.
Answer questions students have
about the artist, art, or vocab.
Formal

Formal
The students will provide their
definitions for the assigned
vocabulary terms.
They will compare their buildings to
Gehrys as well as explain any
changes they would make to theirs
after the lesson and write their
answers on the back of their
sketches and turn them in.

SUPPORTING STUDENT LEARNING

Safety Issues to
Consider
Materials/Resources
Needed
Human Resources
Utilized
Research-Based
Practices or Theories
Prior to the Lesson
Key Vocabulary &
Definitions

Updated 7/18/12

None
Teacher Materials:

Students Materials:

Powerpoint access, Frank Gehry

Summary Sheet
None

8x10 sheet of paper, pen/pencil,

notebook/sketchbook

Discipline Based Art Education

Brief review of vocabulary for lesson
Frank Gehry = a deconstructivist architect and designer.
Architect = someone who designs buildings and other structures.
Designer = someone who creates a plan for something before it is built or made.
Avant-Garde = new and unusual or experimental ideas in the arts.
Deconstructivism = an architectural movement that encourages architects to
2

Art 421/521 Art Lesson Planning

embrace freedom of form and complexity rather than following strict functional
concerns.
LEARNING TASK IMPLEMENTATION
P
Less
Instructional Strategies and
Notes
ac on
Learning Tasks
in Seg
g
ment
s
Opening to Launch Lesson - engage learners, set purpose, activate or tap prior knowledge, pre-assess, etc.

59
M
in
.

Exa
mple
s of
thin
gs
you
can
do
to
open
the
less
on:
Hook
Puro
se
Activ
ate
Prior
Kno
wled
ge
Asse
ss

HOOK: To begin the lesson

instruct the students to
draw a quick sketch of a
building on a piece of
paper provided, give them
about 2-4 minutes to
complete the sketches.
After they have finished
have them show off their
building designs, it is likely
that most if not all of their
buildings have the same
basic rectangular structure.
(2-4 MIN)
ENGAGE: Ask the students
why they chose to draw a
rectangular building, or if
there are students that
designed theirs off of a
different shape ask them
why they did not choose to
base it off of a rectangle.
Gather a general agreed

Updated 7/18/12

The sketch paper will be provided and set aside for use.
A brief summary of the artist will be attached to the lesson plan
for use in transition.

Art 421/521 Art Lesson Planning

upon answer to the
question posed above and
write it out on the board for
reference later. (2-4 MIN)
TRANSITION: Introduce the
artist, Frank Gehry, as well
as a brief overview of what
kind of artist he is. (1 MIN)
Body - instructional strategies, procedures to
acquire new knowledge or skills and apply or use in
meaningful way, develop fluid use of knowledge or
skill, differentiation, informal assessment
1 Exa
INTRODUCTION: Pass
A copy of the
mple
0around the eight pictures of reference.
s:
1 Activ Gehrys buildings around
5 ity
for each student to view.
M Feed While the students pass the
in back pictures around bring up
Asse the powerpoint on Frank
.
ss
Ques Gehry.
tions INVOLVE: When presenting
the images passed around
Mod
eling on the powerpoint get the
Tran
students involved in the
sitio
lesson by asking the
n

powerpoint will be attached to the lesson plan for

following questions:
- What stands out to
you the most on this
building?
- How is it similar to
your own drawing?
How is it different?
- Do you find it visually

Updated 7/18/12

Art 421/521 Art Lesson Planning

appealing?
VOCAB: Number off the
students by fours, these
will be their groups for the
vocabulary assignment.
Each group will be
responsible for one of the
vocabulary terms on the
designated slide, they will
take notes on their term
and get together after the
powerpoint presentation to
form their own definition
for the term.
Transition: Following the
end of the powerpoint the
students should begin
forming their groups for the
vocabulary assignment.
Summary or Discussion for Closure student
reflection on learning, how do you know they
understand along the way, how will you assess this?
1 Exa
Give the students 4-5
7- mple minutes to collaborate and
s:
2 Refle develop their definitions.
0 ction Presentation: Have each
M Asse team come up and write
in ss
their definition on the
Tran
board, read it for the class,
sitio
and then give 2-3
n

examples of the term by

their definition in Gehrys
work. (9-10 Min)

Updated 7/18/12

Art 421/521 Art Lesson Planning

In the last few minutes of
class revisit their building
sketches and write on the
back different ways they
might remake it after
learning about Frank
Gehrys style of
architecture, or if they
wouldnt change anything
explain why. Once theyve
finished have them turn it
in before they leave. (4-5
Min)
Teachers Notes for Next Lesson (Is there anything you should remember to do before starting the next
lesson?)

Updated 7/18/12