Lesson Pla

University of North Texas Art Education

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

2, 9th-12th (Art 1), What is home?, 5 days, 1 hour

II. Lesson Rationale:

Apart from the objects we use on a daily basis, there are objects that have represented or
influenced people throughout their lives. Most children, grow up with a specific toy or blanket
that brings them comfort, or maybe their family gives them special collectable figurines. Also,
there may be a theme that was existent in your home goring up that, when you see it later on, it
brings back those memories. Either way, there are always objects that remind people of their
childhood and of their home, within this lesson, students get the opportunity to look back on the
objects that had a great deal of importance to them or that are a good representation of the places
they lived, or the people, or things they were interested and influenced by as a child. In choosing
a number of objects to build a cohesive still life, students are not only getting the opportunity to
see the importance of these objects that otherwise may have gone unknown, but they are also
able to make individual decisions of composition.

III. Key Concepts:

Objects can be used to represent themes of childhood and home.

IV. Essential Question:

How can objects represent your childhood or your home?

V. Lesson Objectives:

The student will be able to demonstrate the proper watercolor techniques and
composition by creating aa still life painting using at least 5 objects and at least 2
watercolor techniques,

The student will be able to demonstrate their knowledge of proper paper preparation and
by creating an artwork that has a straight, clean border.

The student will be able to explain how their still life of objects represents their
childhood or home by presenting their final artwork to the class, explaining the meaning
of their objects.

The objective will be assessed by the criteria below.

VI. Specific Art Content:

Watercolor, Painting, Watercolor techniques, Paper preparation, Composition

VII. Resources & Materials for Teacher:

Computer
Projector & Screen
Watercolors
Watercolor paper
Everyday object examples
 Lesson Pla
University of North Texas Art Education

Childhood and Home object examples

Ink Pens
Paintbrushes
Paper towels
Water Cups
Video of Basic Watercolor Techniques https://youtu.be/Nspc5BrB8-Y
Artist Website-Susan Walp http://www.susanjanewalp.com/
Artist Website-Amy Fell https://sites.google.com/site/amyfellvisualartist/
Artists Website-Jaye Schlesinger http://www.jayeschlesinger.com
Artist Website-Marcelle Barenghi http://www.marcellobarenghi.com/
Artist Website- Holly Exley http://www.hollyexley.com/
Watercolor Techniques Example Practice Sheet 1
Watercolor Techniques Example Practice Sheet 2
Assessment in Art Education by Beattie
https://www.youtube.com/watch?v=kxALpig_Cac
https://learning.blogs.nytimes.com/2013/03/14/what-was-your-most-precious-childhood-
possession/
https://www.youtube.com/watch?v=2eKWgpomPHw

VIII. Resources & Materials for Students

Examples of objects that represents childhood and home

Ink pens
Watercolor paint
Watercolor Paper
Everyday object
Salt
Paintbrushes
Eye droppers
Paper Towels
Water cups
Object

IX. Instruction and Its Sequencing:

1st Day of the Lesson

1. Introduction/Motivation
Introduce project to students. Show example artists from first lesson. Review
practice technique worksheets. Discuss examples of objects that can be used in still life
and play still life video https://www.youtube.com/watch?v=kxALpig_Cac.

2. Guided Practice
 Lesson Pla
University of North Texas Art Education

Discuss examples of objects that can define childhood and home theme. What did you
like as a kid? What objects were important to you? What objects remind you of where you live,
or lived? Also, discuss set up of still lifes.

3. Independent Practice
Students will create a list objects they are thinking about using, and can use their practice
worksheet from the last project as a reference for the techniques they want to use. Students will
then plan out the setup of their still lifes.

4. Closure
Answer any questions. Explain that next class students will be starting their paintings and
that they have to bring in at least 5 objects that represents home or childhood to them.

5. Formative Evaluation
Walk around class checking each student's progress on their lists, have students write any
questions about the project they may have, on a piece of paper to be turned in at the end of class.

6. Accommodations
Based on students individual needs, subject to student's I.E.P or 504 Plan. Otherwise,
have assistive technology materials for students who have trouble holding or using materials.
Speak slower for certain students and have printouts of examples and techniques. Give students
extra time on their paintings or adjust the object or size requirement.

7. Classroom Management Procedures

Set rules for students to follow and monitor students behaviors and their use of the
materials.

2nd Day of the Lesson

1. Introduction/Motivation
Answer any questions students have. Check to make sure every student has their objects,
if not, have a selection of objects for them to choose from temporarily. Re-introduce the project,
play Video of Basic Watercolor Techniques from the last lesson https://youtu.be/Nspc5BrB8-Y
and the still life video https://www.youtube.com/watch?v=kxALpig_Cac. Demo the set up of the
paper and play how to video and painting of a still life.
https://www.youtube.com/watch?v=2eKWgpomPHw

2. Guided Practice
Work day for students.

3. Independent Practice
Students will sketch their still life set ups onto watercolor paper and then begin painting it
using watercolor or tracing it with pen and then adding watercolor. Students can use any
techniques they would like as long as they use at least 2 of the 6 that have been introduced to
them. Paintings must be on paper at least 8.5 x 11 and the still life must have 5 objects at least.
 Lesson Pla
University of North Texas Art Education

4. Closure
Clean-up procedure. Discuss difficulties with project or specific materials and help figure
out solutions.

5. Formative Evaluation
Walk around class checking each student's progress and monitor their use of techniques
in their paintings and structure of their still lifes. Provide help to any students not understanding
the requirements or how to do a specific technique or draw an object from the still life. Help
students with materials, composition of painting and still life, and use of techniques.

6. Accommodations
Based on students individual needs, subject to student's I.E.P or 504 Plan. Otherwise,
have assistive technology materials for students who have trouble holding or using materials.
Speak slower for certain students and have printouts of examples and techniques. Give students
extra time on their paintings or adjust the object or size requirement.

7. Classroom Management Procedures

Check to make sure students are using materials correctly and following guidelines. Set
rules for students to follow and monitor students behaviors and their use of the materials.

3rd Day of the Lesson

1. Introduction/Motivation
Answer any questions students have. Have example artworks on the screen for students to
view while they finish up their paintings.

2. Guided Practice Work day for students.

3. Independent Practice Students are finishing up their paintings of their chosen objects and
composed still lifes. Students can use any of the 6 basic techniques they have learned, that they
would like as long as they use at least 2 and have at least 5 objects.

4. Closure Clean-up procedure. Discuss difficulties with project or specific materials and help figure
out solutions.

5. Formative Evaluation Walk around class checking each student's progress and monitor their use
of techniques for their paintings. Provide help to any students not understanding the requirements or
how to do a specific technique. Help students with materials or arrangement/composition of painting
and still life.

6. Accommodations
Based on students individual needs, subject to student's I.E.P or 504 Plan. Otherwise, have assistive
technology materials for students who have trouble holding or using materials. Speak slower for
certain students and have printouts of examples and techniques. Give students extra time on their
paintings or adjust the size or object requirement.
 Lesson Pla
University of North Texas Art Education

7. Classroom Management Procedures Check to make sure students are using materials correctly
and following guidelines. Set rules for students to follow and monitor students behaviors and their
use of the materials.

4th Day of the Lesson

1. Introduction/Motivation
Answer any questions students have. Have example artworks on the screen for students to
view while they finish up their paintings. Last day for students to finish works.

2. Guided Practice Last work day for students.

3. Independent Practice Students are finishing up their paintings of their chosen objects and
composed still lifes. Students can use any of the 6 basic techniques they have learned, that they
would like as long as they use at least 2 and have at least 5 objects.

4. Closure Clean-up procedure. Discuss difficulties with project or specific materials and help figure
out solutions.

5. Formative Evaluation Walk around class checking each student's progress and monitor their use
of techniques for their paintings. Provide help to any students not understanding the requirements or
how to do a specific technique. Help students with materials or arrangement/composition of painting
and still life.

6. Accommodations
Based on students individual needs, subject to student's I.E.P or 504 Plan. Otherwise, have assistive
technology materials for students who have trouble holding or using materials. Speak slower for
certain students and have printouts of examples and techniques. Give students extra time on their
paintings or adjust the size or object requirement.

7. Classroom Management Procedures Check to make sure students are using materials correctly
and following guidelines. Set rules for students to follow and monitor students behaviors and their
use of the materials.

5th Day of the Lesson

1. Introduction/Motivation
Explain presentation guidelines for students. Have students present artworks and explain still life
and object choices.

2. Guided Practice Presentation day for students. What objects did you chose and why? Did you
chose specific techniques to use, if yes, why? What did you learn from this project?

3. Independent Practice Students are presenting their still lifes and paintings to their classmates
and teacher.

4. Closure Discuss with students what students did and did not like about the project.

5. Formative Evaluation Students will complete the Assessment Strategy 56, Attitude Scale from
the book, Assessment in Art Education.
 Lesson Pla
University of North Texas Art Education

6. Accommodations
Based on students individual needs, subject to student's I.E.P or 504 Plan. Otherwise, have assistive
technology or materials for students who have difficulties with presenting. Give students extra time
to present if needed or have alternative assignment to presenting.

7. Classroom Management Procedures

Set rules for students while others are presenting and monitor students behaviors and
engagement in presentations.
X. Summative Assessment and Evaluation:
Lesson Rubric

Early Developing Excellent

The watercolor painting was
not finished, and still life is
Composition not well composed. The
painting does not show good
use of watercolor techniques.
The student did not use at
least two techniques.
The watercolor painting finished,
and still life has a good
composition. The painting does
not show good use of watercolor
techniques. The student used at
least one technique.
The watercolor painting was
finished, and still life is very
well composed. The painting
shows great use of
watercolor techniques. The
student used at least two
watercolor techniques.

Student was not well engaged Student was engaged in activities Student was fully engaged in
Class in activities and project during and project at certain times during activities and project and
Participation the class and did not use class the class and used class time always used class time
time wisely. wisely most of the time. wisely.

Student did not or was not
willing to present to class.
Presentation Student was not engaged
while other students were
presenting.
Student presented to class but was Student presented to class
not fully engaged in their own and was fully engaged in all
presentation and those of other presentations, including their
students. own.

XI. Interdisciplinary Connections:

N/A
XII. References & Resources:
Video of Basic Watercolor Techniques https://youtu.be/Nspc5BrB8-Y
Artist Website-Susan Walp http://www.susanjanewalp.com/
Artist Website-Amy Fell https://sites.google.com/site/amyfellvisualartist/
Artists Website-Jaye Schlesinger http://www.jayeschlesinger.com
Artist Website-Marcelle Barenghi http://www.marcellobarenghi.com/
Artist Website- Holly Exley http://www.hollyexley.com/
Watercolor Techniques Example Practice Sheet 1
 Lesson Pla
University of North Texas Art Education

Watercolor Techniques Example Practice Sheet 2

Beattie, D.K. (1997). Assessment in art education. Worcester, Massachusetts: Davis
Publications, Inc.
https://www.youtube.com/watch?v=2eKWgpomPHw

XIII. Art TEKS

(2) Creative expression. The student communicates ideas through original artwork using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(A) use visual solutions to create original artwork by problem solving through direct observation,
original sources, experiences, narrations, and imagination;
(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
(F) demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture,
ceramics, fiber art, design, and digital art and media.
(4) Critical evaluation and response. The student responds to and analyzes the artworks of self
and others, contributing to the development of the lifelong skills of making informed judgments
and reasoned evaluations. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists
such as that in museums, local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork using a verbal or written method of critique such as describing
the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating
the success of the artwork;

XIV. National Art Standards

Anchor Standard: Generate and conceptualize artistic ideas and work.
Grade Hs proficient
VA:Cr1.1.HSI
Use multiple approaches to begin creative endeavors.
Grade Hs proficient
VA:Cr1.2.HSI Shape an artistic investigation of an aspect of present-day life using a
contemporary practice of art or design. Lesson Plan
University of North Texas Art Education
Anchor Standard: Interpret intent and meaning in artistic work.
Grade Hs proficient
VA:Re8.1.HSI
Interpret an artwork or collection of works, supported by relevant and sufficient evidence found
in the work and its various contexts.
 Lesson Pla
University of North Texas Art Education