Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

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Name of Lesson :
Lino Cut Personal Symbols
Name of Teacher Candidate :

Class :
Grade :
School Placement :

Art
7th

Katherine OHara
Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
The standards identified for this lesson include the following domains from the National Standards: creating, presenting, and responding. The
Missouri Grade Level Expectations standards identified for this lesson include the following domains: drawing, aesthetics, and elements and
principal. Student will learn both reductive printmaking technique, along with multi-medium techniques. Students will also explore symbolism
in both the context of personal criteria and established criteria.
MO - VA Art Standards
III.1.a.7: Discuss and develop answers to questions about art: Compare and contrast responses of class members to realistic, abstract, and
non-objective artworks
I.1.D.7: Demonstrate a type of relief block printmaking
III.2.A.7: Describe the artwork and subject matter. Describe elements (line, form, shape, color, value, texture, space) and principles (balance,
emphasis, contrast, rhythm) as they are used in artworks. Interpret the subject and theme, supporting them with the artists use of elements
and principles.
National Core Visual Art Standards
VA:Re9.1.7a: Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an
artwork based on a set of established criteria
VA:Cr1.2.7a: Develop criteria to guide making a work of art or design to meet an identified goal
VA:Cr.3.1.7a: Reflect on and explain important information about personal artwork in an artist statement or another format
VA:Pr.5.1.7a: Based on criteria, analyze and evaluate methods for preparing and presenting art
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular

and student needs) The students will:

The students will : Develop a personal symbol to communicate something about themselves using the process of a reduction printing with an
EZ cut lino matrix. Students will demonstrate an understanding of symbolism in the context of both external and personal criteria. Students
will enhance the surface of their print using a variety of media including but not limited to colored pencils and pastels. Students will reflect on
their work by writing self-evaluations as a formative assessment and an artists statement as a part of the summative assessment.

Studying Artists / Understanding Art (Learning Outcomes) Include Historical context :

Students will understand symbolism in the context of both established criteria and personal criteria. Established criteria will be explored
through the early Ethiopian iconography. Personal criteria will be explored through the work of Joseph Beuys, and the work of David
Hammonds will demonstrate how the two can be integrated. Students will indicate which criteria they used in their artists statement.
Creating (Instructional Strategies):

Expressing (Learning Activities):

List sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral or written directions, modeling,
guided practice, independent practice, and reflection)(reference Lesson Structure and Procedures
Lecture with visual aids, questioning, demonstrations, oral direction,
Watching modeling, listening to lecture, asking questions, planning
written direction (checklist), independent practice, conferencing
sheet, cut matrix, print with matrix, fill out self-evaluation, draw
details on printed image, mount artwork, and write artist
statement.
Evaluating Artworks :
Students will evaluate their own work with a self-reflection critique in the form of a graphic organizer as a formative assessment. The
instructor will evaluate work in informal, formative assessments by conferencing and observing. Students will evaluate their work again by
creating an artist statement using a short-answer worksheet.
Exhibiting Artworks (be thoughtful) :
Students will learn two ways to matte their prints. Students will select one print and one matteing method. The prints will then be displayed
in the hallway with their artist statements and the teacher-generated learning statement.
Assessment Procedures : (assessments used before, during, and after the lesson)
Before : Questioning
During: Self-evaluation, Observation, Questioning
After : (please

attach assessment tool to end of this lesson plan) with rubric, self-assessment
Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives * Materials Management
Day / Class #1
Preparation Before Class: Cut draft and printing paper to size, create slideshow and process board, print handouts, have matrixes and tools
readily accessible

Engagement / Opening : Begin with a slide show regarding differences in personal/cultural symbols which relates to internal/external
definitions of success in the work. Give an overview of the project.
Connection to Prior Learning: Connects to prior lesson regarding positive/negative space.
Procedures : Students will develop a personal symbol on drawing paper that is the same size as the EZ cut lino blocks. They will design a
minimum of three.
Modeling: Once the majority of students have completed this, I will demonstrate how to transfer this image onto the block and remove the
negative or positive space. I will ask specific questions to check for understanding.
Guided Practice: I will give lino cutting demonstrations in small group settings, table by table. After demonstrating how to use gouge tools, I
will have each student practice. They must demonstrate safe technique before receiving a gouge tool to cut with.
Independent Practice: Student will use their gouge tool to remove either the negative or positive space.
Clean-up: Students will store their matrixes with their names written on them with sharpie pens in their class drawer. Students will store all
three of the symbols they designed (with their names on them) in their table folder, which goes inside of their class folder, which goes inside
of their class drawer. Students will clear tables of debris created from carving.
Conclusion: Students will fill out their formative self-evaluation and hand it to the instructor as they exit the classroom.
Eliminate Class #2 if only one session is needed, repeat as many times as needed for multiple days / classes
Day / Class #2
Preparation Before Class: Cut draft and printing paper to size, create slideshow and process board, print handouts, have matrixes and tools
readily accessible, have printing materials ready on the supply table.
Engagement / Opening : Review the assignment using the procedure slide show from the previous class period. Ask questions of the class to
check for understanding.
Connection to Prior Learning: Continuation of the previous days lesson
Procedures : Students will collect their matrixes and drawings from the previous week. Students who are still carving will continue to do so.
Modeling: As soon as four or more students have completed their carving, I will demonstrate how to create a print using the carved matrix,
two colors of acrylic paint, a brayer, and heavy paper. I will also show students how to draw on their prints using mixed media to enhance
them. I will continue to do small-group demonstrations as students finish carving their matrixes.
As soon as four or more students have completed three prints, I will demonstrate two different ways to matte their prints.
Guided Practice: After I demonstrate to students in small groups how to pull prints, I will then observe and direct students as they pull their
first print.
Students who are ready to matte one of their finished prints will check in with me and verbally review the steps of matting before they will be
allowed to go to the matting station.
Independent Practice: Students will create at least two additional prints using different color schemes.
Students will mate one print using one of the two demonstrated methods.
Clean-up: Students store their prints on the drying racks with names them! Sketches from the development of their personal symbols will be
sent home with students.
Conclusion: Students will write an artists statement using the provided short-answer worksheets.
Resources and Supplies: (include all supplies per student, and items necessary for preparation and storage)
Draft paper, heavy printing paper, EZ cut lino blocks, gouging tools, acrylic paint, sharpies, pastels, and colored pencils.

Technology: (instructional and/or assistive technology incorporated into the lesson to enhance instruction and student learning)
Projected slide show with lecture. Also, a process board tutorial will be available on the teacher website.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all learners, learning differences, cultural
and language differences, etc.)
Differentiation: If students is having a particularly difficult time focusing, I will use refocusing cues and conferencing. Students may not be
required to write self-assessment statement in English, but will be allowed to write it in Spanish and have it translated into English using
translation software. Student will be provided with a multiple choice worksheet to create an artists statement.
Accommodations: Proximity control, frequent eye contact, refocusing cues, redirection, open-ended questioning, and incentives of a choice
of what to work on once the project is completed (this is a classroom procedure: choice work is available to anyone who has completed their
assignment to the satisfaction of the learning objectives. It works as incentive for both high achievers and students who have trouble
connecting to the assignment). Checklists which include pictures of icons that indicate directions, a process board with photographed steps of
the direction available on the teacher website, and conferencing with the aid to translation software.
Modifications: Reduction in the number of prints required, allowing student to write their formative self-reflection in their native language,
reduction in the number of colors required
Increase in Rigor: Making a second matrix from the back of the lino block and/or making multiple prints to be used in a collage that expands
on the ideas expressed in their personal symbol.
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student behavior needs to help keep
students actively engaged) Includes: behavior management plan, time management, transitions, and lesson/class wrap-up
Behavior Management Plan: Redirection, Sitting apart from the group in the classroom, Sitting in the hallway, Being sent to the office. All the
tools/materials that students immediately need to begin work will already be distributed to student work stations to reduce the amount of
time students will need to be away from their seats.
Time Management: Students will be given verbal warnings regarding time constraints. Instructor will conference with students who are
behind in their work and suggest strategies for catching up. Instructor will give support to any student who is in danger of not completing the
project (provided this was NOT due to poor time management on the part of the student).
Transitions: Students will enter the classroom and sit in their assigned seats. This has been the procedure from the beginning of the year.
When beginning a new learning activity, the instructor will state directions clearly and concisely in positive phrases. At the end of the class
period, when cleaning has been completed, students will sit in their seats and then be instructed to line up one table at a time on the tape
line on the floor of the classroom.
Lesson/Class Wrap-up: Cleaning procedures will be initiated in small groups, so that all of the students are not trying to use the same
resources at once. This will begin 10 minutes to before class ends.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning objectives by applying their
new knowledge in a different way)
Student who finish early can make more prints using their matrixes. They may use these prints to create a collage that expands on the ideas
they developed in their symbols. They also have the option of engaging in the free time activities available in the classroom (ex: weaving
station, free draw, independent reading of art books).

Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts; may be incorporated in next session as connection to prior learning or throughout the unit)
At the end of the lesson, we will briefly look at printmaking contributions to pop-culture and marketing. This will be a brief activity where
students are asked where printmaking appears in their daily life. The class will be asked to identify what objects in the room have prints on
them generated by a printmaking process. Students who have screen printed t-shirts or tote bags will be asked to stand.
Also, when looking at artworks in the future, students will be asked the question if the artist used a personal or established criteria to
evaluate their own work (example: Bob Ross uses established criteria while Janine Antoni uses personal criteria).
Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section in final draft after lesson has
been taught.)
I would tailor the artists referenced in the lecture more closely to the cultural demographics represented in the classroom.
Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the artwork; to inform the school
community of the learning involved in the lesson.) (Bold or italicize key concepts or vocabulary.) KCAI Addition
Students created symbols to communicate something about themselves using either an established criteria or a personal criteria. Students
used reductive printmaking techniques to make these unique images and mixed media drawing to enhance them.
Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI Addition
I was unable to provide these, as the Whitney museum bought the work of the entire class, and will not licence the images to me. Kids did
epic work.