Unit and Lesson Plan grade 9 PS3

Title of Unit Art unit plan Grade Level Grade 9

Teacher Serena Longman Number of Lessons  4-month timeline 2 groups: Quarter 1

and Classes and Quarter 2

 13 lessons (5 days to do each

assignment)
 Critique at the end of each due date

 And 1 final assignment (11 days to

complete)
 The final class of the term will be a final
gallery walk.
Overview of Unit & Rationale

This unit is meant to focus on qualities of art that best aid students towards their own art practice.

The goal is to encourage the students to find the art practice that best influences their creativity and have them develop an understanding that
message/theme, presentation and story plays a huge part in the art making process.

The students will be asked to create 13 art projects with direction and instruction from the teacher. The 13 projects are meant to transition the class
towards their individual thought processes and interests. The last two weeks of the term, the students will have one last project ( final self chosen
project) to show case the students uniqueness in art work and display what they learned from the term.

This unit is to focused on individual creativity, to grow from safe space constructional criticism ( art critiques) in a positive manner, develop the
ability to collaborate with the people and community around us and individually come up with ones own art practice.
 Statement of Inquiry/Unit Question

What is good art? AND why is art important?

Teacher Prompts for the students:
- Is it sensory?
- Social/ environmental context (location, community, message theme)?
- Does the audience determine this?
- Do you think a work of art can be good or bad?
- Does it have to have a historical context?
- How can you attract the eye of your viewer?
- What symbols or images do you want the viewers to look at? How could you do this?

Junior high
GOALS AND OBJECTIVES
GLE’s (Drawing, Composition & Encounters) over the unit

The goals of the junior high art program are:

Drawings
1. Students will acquire a repertoire of approaches to recording visual information.
2. Students will develop the ability to investigate visual relationships in their recorded images and in the environment.
3. Students will express technical competencies and individual insights.
4. Students will apply visual, analytical and critical skills and develop control and competency.

Compositions
1. Students will develop competence with the components of images: media, techniques and design elements.
2. Students will analyze the relationships among components of images.
3. Students will express meaning through control of visual relationships.

Encounters
1. Students will investigate natural forms, manmade forms, cultural traditions and social activities as sources of imagery through time and across cultures.
2. Students will understand that the role and form of art differs through time and across cultures.
3. Students will understand that art reflects and affects cultural character.
 Alberta Program of Study
All the lessons will be focusing on these specific GLE’s and SLE’s

Drawings

SLE: Scope and Sequence- Students will:

- Record objects alone and in compositions
Concepts
A. Careful observation of form and surface qualities is necessary for the realistic recording of natural objects.
B. Concepts of positive and negative space can be employed when drawing people in groups.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
- Employ and arrange and principles to make compositions
Concepts
A consideration of balance and contrast may be applied to drawings that depict forms in nature.
B. Repetition of shape in nature can suggest patterns and motifs.
C. A changing point of view can allow a more thorough analysis of the subject matter of drawing.
- Use expressiveness in their use of elements in the making of images
Concepts
A. The subjective perception of the individual student affects the way he/she expresses action and direction.
B. Mood and feeling as perceived by the individual student can be expressed in colour drawings.
C. Exaggeration of mood characteristics in drawings of nature and people can help to emphasize a personal point of view.
- Use techniques of art criticism for analysis and comparison of art works
Concepts
A. Making comparisons about mood and feeling between one’s own works and works by other students is part of learning to talk about art.
B. Knowing the terms of design, media and techniques used in one’s own drawings helps in description and analysis of one’s own and others’ works.

Compositions

SLE: Scope and Sequence- Students will:

- Create compositions in both two and three dimensions
Concepts
A. Manipulation of colour emphasis can help express mood in two-dimensional compositions.
B. Organic shapes derived from natural objects can be developed into three-dimensional forms.
- Become aware with the use of transparency and opacity in the creation of compositions
Concepts
A. The qualities of transparency and opacity suggest relationships of space and form in compositions.
B. The qualities of transparency and opacity suggest the pre
- Investigate the effects of controlling form, colour and space in response to selected visual problems
Concepts
A. Variation of form: natural objects exhibit wide variation of form within a single type.
B. Control of colour and space: certain colours advance and recede, according to the colours around them.
C. Control of space: a sense of distance or close proximity can be conveyed through the amount of detail used in compositions (micro– macro images).
- Use the techniques of art criticism for analysis and comparison of art works
Concepts
A. Making comparisons about pictorial styles between one’s own works and the works of other students is part of learning to talk about art.
B. Knowing the terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
- Investigate the effects of modifying colour, space and form to change pictorial style
Concepts
A. The same composition, when executed with different colour schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

Encounters

SLE: Scope and Sequence- Students will:

- consider the natural environment as a source of imagery through time and across cultures.
Concepts
A. Images of individual people change through time and across cultures.
B. Images of nature change through time and across cultures.
- identify thematic and stylistic variations of works as characteristics of certain artistic periods.
Concepts
A particular concept of beauty can be discerned in works of a specific historic period.
B. Landscape works of different periods reveal man’s changing view of nature.
- become aware of the importance society places upon various works of art.
Concepts
A. The ways people use art changes through time.
B. Society has various ways of preserving and displaying public and private art works.

Discipline-based art education (DBAE) is an approach. to art education that draws upon four art disciplines: art. production, art history, art criticism, and
aesthetics.
 Summary of Lessons

Lesson 1:
During this lesson the students will be given a lesson overview on the basic art techniques. Following the art techniques, the students will be learning about still life, the history behind it
and the students will be learning how to use the basic art techniques to create a still life art assignment.
Lesson 2:
The focus of this lesson is to build the students understanding of pointillism and the history behind the art technique.
The students will be given an understanding about specific pointillism-based artists and the vast ways one can alter this technique to best fit their artistic style.
Lesson 3:
During this lesson the students will be asked to explore pop art and the ways in which they can creatively create art works through this process.
Lesson 4:
This lesson is based upon analyzing objects or figures of the student’s choice. The students will be asked to section off the image into close up sections.
The students are asked to study the image closely while examining the detail that comes with drawing an image.
Lesson 5:
This lesson is focused on teaching the students what positive and negative space means in terms of art. The goal is to have the students create an artwork based on positive space and
negative space. In the process, this hands on the concept will enforce their understanding of the topic.
Lesson 6:
This lesson is based on equipping students with the ability to look at art in a broadened scope. The ability to mix multiple images to make one art piece is the goal of this lesson’s
assignment. This lesson is to have students look at art beyond the stereotypical lenses.
Lesson 7:
This lesson is meant to give students the ability to explore and conceptualize the artists (and the artists art style) around them. The students will be given an assignment to pick an artist of
their choice and recreate an artwork of their own using that artists style. The students will be encouraged to look beyond the artists and look towards the technique, story and message.
Lesson 8:
During this lesson the students will learn how to prepare and use clay/ ceramics. The students will learn how to use the coiled technique to create pots, cups, cows etc. This lesson will
provide the students with knowledge to create art with a ceramic medium. This medium is an important skill because not only do the students learn how to use ceramic material, but they
also learn social skills and the art or patience and time management.
Lesson 9:
This lesson is focused on giving students the ability to think about the message and story behind their work. This lesson is meant to encourage students to dig deep within themselves and
find out what concepts mean the most to them. This lesson also helps student look at the message behind the artwork. What is the artist trying to express to the audience and why?
Message is key.
Lesson 10:
This lesson is meant to teach the students about primary, secondary and tertiary colors.
The goal is to have the students creatively express the color wheel in an artwork while depicting the color wheel basic properties. This lesson wants the
students to not only learn about/ refresh their knowledge about the color wheel properties while also establishing a unique visual interpretation.
Lesson 11:
This lesson is focuses on aiding students to learn about proportions and scale. The goal is to help students conceptualize size and placement of visuals
and detail.

Lesson 12:
This lesson is to encourage the students to develop an art series that can be described as more than one piece of artwork. The students will be taught
how to create a collection of similar styled art works combined to create an overall composition. This lesson is to help students understand what series art
is. It’s very important to have students develop an art series with their own style of art that they adopted. This lesson aims to develop the student’s artistic
style.
Lesson 13:
This art lesson is focused on painting beyond the piece of paper persona. This lesson gives the students the opportunity to expand their canvas. To paint
their depicted pieces on material other than paper. This lesson is to aid in challenging the student’s perspective towards art and what it should look like.
The goal is to help students develop their own opinion of what art is and what “good art should be”.
14. Final project/ completion of sketch books:
This lesson is final optional lesson. The goal is to assess the students based on what stood out to them/ what they learned from the overall 4-month term. This lesson is meant to have the
students to show case their strengths and display their own creativity.
Unit Mapping
Lesson 1 POS Connection Lesson 2 POS Connection Lesson 3 POS Connection Lesson 4 POS Connection
Drawings The focus of this Compositions During this Compositions
During this lesson is to build lesson the Attention to detail- Drawings
lesson the SLE: Scope and SLE: Scope and SLE: Scope close up studies
Sequence-
the students students will
students will be SLE: Scope and
Students will: understanding of Sequence- be asked to and Sequence-
given a lesson This lesson is based
-Record objects pointillism and the Students will: explore pop art Students will: Sequence- Students
overview on upon analyzing
the basic art alone and in history behind the Concepts and the ways in Concepts objects or figures of
will:
techniques. compositions art technique. A. The same which they can A. The same the student’s choice. -Record objects alone
Following the Concepts composition, composition, The students will be and in compositions
art techniques A. Careful The students will creatively
when executed when executed asked to section off Concepts
the students observation of be given an create art
with different with different the image into close A. Careful observation
will be learning form and surface understanding color schemes, works through color schemes, up sections. The
qualities is of form and surface
about still life, about specific this process. students are asked to
necessary for the communicates a communicates qualities is necessary
the history study the image
realistic recording
pointillism-based different mood a different for the realistic
behind it and closely while
the students of natural objects. artists and the vast or feeling. mood or recording of natural
examining the detail
will be learning B. Concepts of ways one can alter B. The same feeling. that comes with objects.
how to use the positive and this technique to forms, when B. The same B. Concepts of
drawing an image.
basic art negative space composed with forms, when positive and negative
can be employed
best fit their
techniques to
artistic style. different spatial composed with space can be
create a still life when drawing
relationships, different spatial employed when
art assignment. people in groups.
C. The illusion of
present different relationships, drawing people in
depth is created visual effects. present groups.
partly by the different visual C. The illusion of
kinds of lines and effects. depth is created
marks used in partly by the kinds of
creating an lines and marks used
image. in creating an image.
Encounters
-Employ and
arrange and
-Employ and arrange
principles to make SLE: Scope and and principles to
compositions Sequence- make compositions
Students will: Concepts
-consider the A consideration of
natural balance and contrast
environment as may be applied to
a source of drawings that depict
imagery forms in nature.
through time B. Repetition of shape
and across in nature can suggest
cultures. patterns and motifs.
Concepts C. A changing point
of view can allow a
 DBAE DBAE Connection
DBAE Connection DBAE Connection Connection Art History
Art History Art History Art History Creative Production
Creative Production Creative Production Creative Aesthetic Experience
Aesthetic Aesthetic Production Art Criticism
Experience Experience Aesthetic
Art criticism Art Criticism Experience
Art Criticism
Lesson 5 POS Connection Lesson 6 POS Connection Lesson 7 POS Connection Lesson 8 POS Connection
This lesson is This lesson is This lesson is Drawings
focused on Drawings Compositions meant to give Compositions During this lesson the
based on the act of
teaching the students the students will learn
students what transformation SLE: Scope and ability to explore SLE: Scope and Components 2:
SLE: Scope and how to prepare and
positive and art. Sequence- Students and conceptualize Sequence- Students will
use clay/ ceramics.
negative space Sequence- Equipping will: the artists ( and Students will: experiment with
The students will
means in terms Students will: students with the Concepts the artists art Concepts learn how to use the techniques and media
of art. The goal -Record objects A. Making style) around A. Making coiled technique to within complete
ability to look at comparisons about comparisons
is to have the
alone and in them. The create pots, cups, compositions of two
students create art in a broadened pictorial styles students will be about pictorial cows etc. and three
an art work compositions scope. The ability between one’s given an styles between This lesson will dimensions. Concepts
based on Concepts to mix multiple own works and assignment to pick one’s own works provide the students A. Sculptures can be
positive space A. Careful the works of other an artist of their and the works of with knowledge to
images to make on students is part of other students is formed using
and negative observation of choice and create art with a
space. In the art piece is the learning to talk recreate an part of learning materials in additive
form and ceramic medium.
process, this goal of this lesson’s about art. artwork of their to talk about art. and subtractive ways
surface qualities This medium is an
hands on the assignment. B. Knowing the own using that B. Knowing the to demonstrate
is necessary for important skill
concept will terms for design, artists style. terms for design, formal and informal
the realistic This lesson is to media and media and
because not only do
enforce their the students learn balance.
understanding
recording of have students look techniques used in The students will techniques used
how to use ceramic
of the topic. natural objects. at art beyond the one’s own be encouraged to in one’s own
material, but they
B. Concepts of stereotypical compositions look beyond the compositions
also learn social skills
positive and helps in artists and look helps in
lenses. description and description and
and the art or
negative towards the patience and time
analysis of one’s analysis of one’s
space can be technique, story management.
own and others’ and message. own and others’
employed when works. works.
drawing people -Investigate the -Investigate the
in groups. effects of modifying effects of
C. The illusion color, space and modifying color,
of depth is form to change space and form to
created partly pictorial style change pictorial
by the kinds of Concepts style
lines and marks A. The same Concepts
used in creating composition, when A. The same
executed with composition,
an image.
different color when executed
schemes, with different
C. A changing communicates a color schemes,
point of view different mood or communicates a
can allow a feeling. different mood
more thorough B. The same or feeling.
analysis of the forms, when B. The same
composed with forms, when
subject matter
different spatial composed with
of drawing.
 DBAE DBAE Connection
DBAE Connection DBAE Connection Connection Art History
Art History Art History Art History Creative Production
Creative Production Creative Production Creative Aesthetic Experience
Aesthetic Aesthetic Production Art Criticism
Experience Experience Aesthetic
Art Criticism Art Criticism Experience
Art Criticism

Lesson 9 and 10 are interchangeable ( subject to change)

Lesson 9 POS Connection Lesson 10 POS Connection Lesson 11 POS Connection Lesson 12 POS Connection
This lesson is to Compositions
This lesson is ENCOUNTERS Creative color Compositions This lesson is Drawings encourage the
focused on Sources of SLE: Scope and
wheel focuses on students to Sequence- Students will:
giving Images: Students SLE: Scope and SLE: Scope
students the
aiding students develop an art Concepts
will identify Sequence- to learn about and Sequence- series that can
ability to This lesson is meant to A. Making comparisons
similarities and teach the students Students will: Students will: be described as about pictorial styles
think about proportions
differences in about primary, -Record more than one between one’s own
the message Concepts and scale. The
expressions of secondary and tertiary piece of works and the works of
and story A. The same goal is to help objects alone
behind their selected cultural colors. artwork. The other students is part of
composition, students and in
work. This groups. Concepts The goal is to have the students will be learning to talk about
when executed compositions art.
lesson is A. Symbolic students creatively conceptualize taught how to
express the color with different Concepts B. Knowing the terms
meant to meanings are size and create a
wheel in an artwork color schemes, A. Careful for design, media and
encourage expressed in placement of collection of
students to while depicting the communicates a observation of techniques used in one’s
different ways by visuals and similar styled art
dig deep color wheel basic different mood form and own compositions helps
different cultural works combined
within properties. This lesson or feeling. detail. surface to create an
in description and
groups. B. analysis of one’s own
themselves wants the students to B. The same qualities is overall
Different cultural not only learn about/ and others’ works.
and find out forms, when necessary for composition. This
groups use refresh their -Investigate the effects of
what composed with the realistic lesson is to help
different materials knowledge about the modifying color, space and
concepts different spatial
to create images color wheel properties recording of students form to change pictorial
mean the relationships,
or artifacts. while also establishing natural objects. understand what style
most to present different
a unique visual B. Concepts of series art is. It’s Concepts
them. This Transformations
interpretation. visual effects. positive and very important to A. The same
lesson also Through Time:
have students composition, when
helps student Students will negative space
develop an art executed with different
look at the recognize the can be
series with their color schemes,
message significance of the employed
own style communicates a
behind the when drawing
visual symbols of art that they different mood or
artwork. people in
which identify the adopted. This feeling.
What is the
selected cultural groups. lesson aims to B. The same forms,
artist trying
groups. Concepts C. The illusion when composed with
to express to develop the
of depth is different spatial
the audience A. Artifacts can student’s artistic
created partly relationships, present
and why? have religious, style. different visual effects.
Message is magical and by the kinds of
key. ceremonial lines and
meanings. marks used in
Impact of creating an
Images: Students image.
will search for -Employ and
contemporary arrange and
evidence relating principles to
to themes
 A. Making DBAE DBAE Connection
comparisons Connection Art History
about mood and Art History Creative Production
feeling between Creative Aesthetic Experience
one’s own works Production Art Criticism
and works by Aesthetic
Experience
other students is
Art Criticism
part of learning to
talk about art.
DBAE Connection DBAE Connection
Art History Art History
Creative Production Creative Production
Aesthetic Experience Aesthetic
Art Criticism Experience
Art Criticism

Lesson 13 POS Connection FINAL PROJECT

This art lesson is This lesson is final
focused on painting COMPOSITIONS
in the expanded
optional lesson.
Components 1:
field. The idea of The goal is to
Students will
painting beyond create assess the
the piece of paper students based on
compositions in
persona. This what stood out to
lesson gives the both two and
students the three them/ what they
opportunity to dimensions. learned from the
expand their Concepts A. overall 4-month
canvas. To paint Manipulation of term. This lesson
their depicted color emphasis is meant to have
pieces on material can help express
other than paper. the students to
mood in two-
This lesson is to aid dimensional show case their
in challenging the strengths and
compositions.
student’s DBAE Connection display their own DBAE
perspective Art History creativity. Connection:
towards art and Creative Production Creative
what it should look Aesthetic Production
like. The goal is to Experience Aesthetic
help students Art Criticism Experience
develop their own
opinion of what art
is and what “good
art should be”.

ART EDUCATION LESSON PLAN 1

Grade: 9 Lesson Title: The Basics Lesson Duration (mins): 1hr 11 minutes

Overview of lesson
During this lesson the students will be given a lesson overview on the basic art techniques. Following the art techniques, the students will be learning
about still life, the history behind it and the students will be learning how to use the basic art techniques to create a still life art assignment.

Alberta Program of Study – Visual Art

POS Connection
Drawings

SLE: Scope and Sequence- Students will:

-Record objects alone and in compositions
Concepts
A. Careful observation of form and surface qualities is necessary for the realistic recording of natural objects.
B. Concepts of positive and negative space can be employed when drawing people in groups.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
-Employ and arrange and principles to make compositions

DBAE
Art History Creative Production, Art Criticism, , Aesthetics
Art History
Creative Production
Aesthetic Experience

Critical Questions
Inquiry Question (for the Unit)
 What is good art? AND why is art important?

Guiding Questions (for the lesson)

 What is s still life?

 What makes an art piece a “still life”?

Learning Objectives

1. Students will learn / recap basic techniques of art

2. Students will understand what a still life art piece is
 Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: assignment sheet

Resource #2: examples provided by the teacher (possible slide show will be shown)

Material and Equipment

List:
- The still life sculpture that the students will base their works on
- Sketch books

Lesson Procedures

Introduction (20 min.):

Hook/Attention Grabber:
- The teacher will start the class off by talking about the unit question ( What is good art? AND why is art important).
- The teacher will then ask the class to look at a cup and a drawing of a cup while asking them what the drawing of a cup is? This is to get the students thinking.
Then the teacher will talk about still life after the assessment of prior knowledge is done.

Assessment of Prior Knowledge (Diagnostic)

- The teacher will have a class discussion – to assess how many students have been familiarized with the still life art practice.
- The students will be asked to write in their sketch books the question for the lesson: what is still life? And their answer before the teacher explains what it is.

Expectations for Learning and Behavior:

- The teacher would have already discussed expectations and behavior with the class on day one. The students would have also been provided with a syllabus with the
expectations included and talked about with the teacher.

Advance Organizer/Agenda:

- Introduction of basic art techniques

- Still life what is it?
- Assignment
Transition to Body:
- The teacher will have the students grab their materials.
- Then the students will be asked to sit around the still life sculpture for the assignment.

Body ( 30 min.):

- The student will be asked to work on basic art techniques in their sketchbook with the teacher’s instruction.
- During this time the students will be asked to complete 3 practice sketches (gestural, negative space and switch places) – all done in their sketch books
- when the practice sketches are done, they will work on their assignment 1

Closure ( 10 min.):
Consolidation Learning:
The sketchbook works
Class discussion
Assignment

During this time the teacher will end the class with instructions to cleaning their area.

Clean Up Procedure (10 min)

Students will be asked to clean their areas

 ART EDUCATION LESSON PLAN 2
Grade:9 Lesson Title: Pointillism Lesson Duration (mins):1hr 11min

Overview of lesson

The focus of this lesson is to build the students understanding of pointillism and the history behind the art technique.
The students will be given an understanding about specific pointillism- based artists and the vast ways one can alter this technique to best fit their artistic
style.

Alberta Program of Study – Visual Art

POS Connection
Compositions

SLE: Scope and Sequence- Students will:

Concepts
A. The same composition, when executed with different colour schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

DBAE

Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important ?
Guiding Questions (for the lesson)
- what ways can you alter the idea of this pointillism art practice

Learning Objectives
Translating the SLE’s into learning objective for your lesson. Use verbs. Students will…investigate, explore, record, analyze etc.
1. Students will learn about and build an understanding of what pointillism is and the process.
2. Students will understand the historical context behind the art practice.
3. Students will explore the ways in which they can create their own art works based off of this art practice.

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.youtube.com/watch?v=R9DX5MhkfYQ (7 min)) talks about terms and historical concepts ( students will be asked to take notes)
Resource #2: examples that us pointillism https://www.youtube.com/watch?v=OJfA-7FvQyw

Material and Equipment

List:
- sketch books
- paper
- pencils
- paint
- paint brushes
- pencil crayons

Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
- The teacher will start the lesson off by talking about pointillism (the teacher will ask the students to fist write in their sketchbooks what they think pointillism in their sketchbooks
with the class date.
Assessment of Prior Knowledge (Diagnostic)
- The teacher will go over the terminology that will be used in the lesson and video.
Expectations for Learning and Behavior:
- The teacher would have already discussed expectations and behavior with the class on day one. The students would have also been provided with a syllabus with the
expectations included and talked about with the teacher.
Advance Organizer/Agenda:
- Pointillism what is it?
- Class discussion
- video
- Setup preparation
- Sketch book rough drafts
- Work on assignment
- Clean up
Transition to Body: the teacher will ask the students to grab their materials and start the rough sketches/ drafts
Body ( 30 min.):

During this time the students will be asked to complete the sketch book rough drafts and work on their assignments

Closure ( 10 min.):
Consolidation Learning:
The assignments
Sketchbook notes
Class discussion

The students will be asked to end the class with a discussion on the topic then they will lead into clean up
Clean Up Procedure (10 min)

Students will be asked to clean up the space around them and respectfully clean up the paint materials / as well as all the classroom materials.

ART EDUCATION LESSON PLAN 3

 Grade:9 Lesson Title: Pop Art Lesson Duration (mins): 1hr 11 min

Overview of lesson

During this lesson the students will be asked to explore pop art and the ways in which they can creatively create art works through this process.

Alberta Program of Study – Visual Art

POS Connection
Compositions

SLE: Scope and Sequence- Students will:

Concepts
A. The same composition, when executed with different colour schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

Encounters

SLE: Scope and Sequence- Students will:

-consider the natural environment as a source of imagery through time and across cultures.
Concepts
A. Images of individual people change through time and across cultures.
B. Images of nature change through time and across cultures.
- identify thematic and stylistic variations of works as characteristics of certain artistic periods.
Concepts
A particular concept of beauty can be discerned in works of a specific historic period.
B. Landscape works of different periods reveal man’s changing view of nature.
- become aware of the importance society places upon various works of art.

DBAE

Art History
Creative Production
Aesthetic Experience
Art Criticism
 Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- What is pop art?
- Why is pop art so unique?
- How can you create your own pop art?

Learning Objectives
Translating the SLE’s into learning objective for your lesson. Use verbs. Students will…investigate, explore, record, analyze etc.

1. Students will learn about pop art

2. Students will create and explore pop art through their art assignments and sketch book work.
3. Students will analyze pop art and the message behind this technique.

Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.youtube.com/watch?v=ekGySlb2iyQ Andy Warhol section 5.04 starts talking about pop art
6.30 – what a valid art work is (ask the students – what is a valid art work? What is art?) the video is 11 min long

Material and Equipment

List:
- Sketchbooks
- Paper
- Pencils
Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
 - The teacher will start the lesson of by asking the unit question and lead to what is pop art? As the lesson discussion is based off of pop art.
Assessment of Prior Knowledge (Diagnostic)
- What is pop art?
- Terminology discussion
Expectations for Learning and Behavior:
- The teacher would have already discussed expectations and behavior with the class on day one. The students would have also been provided with a syllabus with the
expectations included and talked about with the teacher.

Advance Organizer/Agenda:
- What is pop art
- Video
- Assignment sheet
- Work time
Transition to Body:
- the teacher will direct the students to grab their materials sketch out a rough plan and then start their assignment.

Body ( 30 min.):

During this time the students will be given time to complete their rough sketches and work on their assignment

Closure ( 10 min.):
Consolidation Learning:
The sketch book sketches
The assignment
Observation

At the end of class, the teacher will then direct the students to start cleaning up.

Clean Up Procedure ( 10 min)

Students will be asked to clean the space around them as they are responsible for their area.
 ART EDUCATION LESSON PLAN 4
Grade:9 Lesson Title: Series close study Lesson Duration (mins): 1hr 11 min

Overview of lesson

This lesson is based upon analyzing objects or figures of the student’s choice. The students will be asked to section off the image into close sections. The
students are asked to study the image closely while examining the detail that comes with drawing an image.

Alberta Program of Study – Visual Art

POS Connection

Drawings

SLE: Scope and Sequence- Students will:

-Record objects alone and in compositions
Concepts
A. Careful observation of form and surface qualities is necessary for the realistic recording of natural objects.
B. Concepts of positive and negative space can be employed when drawing people in groups.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
-Employ and arrange and principles to make compositions
Concepts
A consideration of balance and contrast may be applied to drawings that depict forms in nature.
B. Repetition of shape in nature can suggest patterns and motifs.
C. A changing point of view can allow a more thorough analysis of the subject matter of drawing.
-Use expressiveness in their use of elements in the making of images

DBAE

Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- What areas of the image stands out to you?
- What parts of the image holds the most detail ?
- What part of the image is your eye drawn to?
Learning Objectives
.

1. Students will understand the elements of detail

2. Students will understand the important part that aesthetics and symbols play with regards to art.

Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Depending on your lesson you may have more than three resources. A good lesson should have at least two relevant resources

- Teacher example will be provided

- Google examples like the below:
 Material and Equipment
List:
Paper
Pencils

Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
- The teacher starts off the lesson by asking the students what is it about images and items that draws your eye? For example if you look at your hand, what is it that stands out to
you?
- The teacher will have the students think about the detail that comes with images and art.
Assessment of Prior Knowledge (Diagnostic)
- The teacher will ask the students if they know what a close up photo is and have them think about an art work study that’s a close up.
Expectations for Learning and Behavior:
- The students will at this point already gone over expectations in the classroom and they will also already been provided with a syllabus with the expectations provided.
Advance Organizer/Agenda:
- Unit question and topic discussion
- Explanation of what a series artwork is and what a close up means for this lesson
Transition to Body:
- the teacher will direct the students to grab their materials sketch out a rough plan and then start their assignment.
Body ( 30 min.):

During this time the students will be asked to work on their rough sketches and proceed to start working on their assignment.

Closure ( 10min.):
Consolidation Learning:
The finished project
The class discussion
The sketch book rough sketches

At the end of the lesson the students will be asked to clean their area. They are responsible for their area.

Clean Up Procedure ( 10 min)

The students will be asked to store their unfinished work in a safe space and they will be responsible for their work area.
 ART EDUCATION LESSON PLAN 5
Grade:9 Lesson Title: positive and negative space Lesson Duration (mins): 1hr 11min

Overview of lesson

This lesson is focused on teaching the students what positive and negative space means in terms of art
The goal is to have the students create an artwork based on positive space and negative space.

In the process, this hands on the concept will enforce their understanding of the topic.

Alberta Program of Study – Visual Art

POS Connection

Drawings

SLE: Scope and Sequence- Students will:

-Record objects alone and in compositions
Concepts
A. Careful observation of form and surface qualities is necessary for the realistic recording of natural objects.
B. Concepts of positive and negative space can be employed when drawing people in groups.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.

C. A changing point of view can allow a more thorough analysis of the subject matter of drawing.
-Use expressiveness in their use of elements in the making of images

DBAE

Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important ?
Guiding Questions (for the lesson)
- What is negative space?
- What is positive space?
- How can you best show your understanding if the two concepts?

Learning Objectives

1. Students will develop an understanding of positive and negative space

2. Students will develop the ability to think out side the box in terms of image context and symbolism

Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Depending on your lesson you may have more than three resources. A good lesson should have at least two relevant resources

Resource #1: https://www.youtube.com/watch?v=GLGwbVonfA4 explanation

Resource #2: http://tangyauhoong.com/portfolio/the-art-of-negative-space/ examples
Material and Equipment
List:
Paper
Pencils
Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
- What is negative space: Negative space, in art, is the space around and between the subject(s) of an image. Negative space may be most evident when
the space around a subject, not the subject itself, forms an interesting or artistically relevant shape, and such space occasionally is used to artistic effect as the
"real" subject of an image.
 - What is positive space: Positive space refers to the main focus of a picture, while negative space refers to the background.
- The teacher will introduce the topic
Assessment of Prior Knowledge (Diagnostic)
- Class discussion on the positive and negative space terminology
Expectations for Learning and Behavior:
- Previously stated and gone through with the class. The class will also have a copy of the expectations provided in the syllabus.
Advance Organizer/Agenda:
- Topic introduction (positive and negative space)
- Assignment overview
Transition to Body:
- Students will be asked to grab their materials and start their rough sketches
Body ( 30 min.):

During this time the students will be given time to work on their rough sketches and planning. Then the students can proceed to start their assignment.
Closure ( 10min.):
Consolidation Learning:
The final product
The class discussion
The sketch book studies

Clean Up Procedure ( 20 min)

Students are responsible for the space around them so during this time the students will be asked to clean their area
 ART EDUCATION LESSON PLAN 6
Grade:9 Lesson Title: transformation art Lesson Duration (mins): 1hr 11min

Overview of lesson

This lesson is based on the act of transformation art.

Equipping students with the ability to look at art in a broadened scope. The ability to mix multiple images to make on art piece is the goal of this lesson’s
assignment.
This lesson is to have students look at art beyond the stereotypical lenses.

Alberta Program of Study – Visual Art

POS Connection

Compositions

SLE: Scope and Sequence- Students will:

Concepts
A. Making comparisons about pictorial styles between one’s own works and the works of other students is part of learning to talk about art.
B. Knowing the terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
-Investigate the effects of modifying color, space and form to change pictorial style
Concepts
A. The same composition, when executed with different color schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

Encounters

SLE: Scope and Sequence- Students will:

A. The ways people use art changes through time.
B. Society has various ways of preserving and displaying public and private art works.

DBAE

Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- What make transformation art so unique?
- What is transformation art?
Learning Objectives

1. Students will learn to look at art in a creative scope

2. Students will create art works based on the ability to combine and mix images to create and form a new piece.

Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques
Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.youtube.com/watch?v=Z66HIsE0OtE

Resource #2: https://www.youtube.com/watch?v=AgWVXCGvlHw
Resource #3: https://www.google.com/search?
q=art+transformation+ideas&tbm=isch&tbs=rimg:CcsQifEF2J14ImCZtRfrXtXZvDtdDMDGaKtc_1f7CFKloiwuyFYuCer0dKHeLFl7tymFAsR0ucMf9xB_1Je3R_1
xRGXd0-
Jw4mafHNtjHfmG2aBsdMZx5VpQVHPeOZrGQJlpbIl_1ou5FaanQ6cqEgmZtRfrXtXZvBHXt78K9Ab1PioSCTtdDMDGaKtcEQnYRTlq1p_1NKhIJ_1f7CFKloiwsRFQ
nGUCCgYxYqEgmyFYuCer0dKBHqnHRvXTg4fSoSCXeLFl7tymFAEWfU2YajJMTsKhIJsR0ucMf9xB8Re5qeY4jbcu8qEgnJe3R_1xRGXdxGHaVDTVLvavioSCU-
Jw4mafHNtEZgblehFl0GYKhIJjHfmG2aBsdMRLJ6HyWJRu9UqEgkZx5VpQVHPeBGhk9k3C7dO2SoSCeZrGQJlpbIlEVKBmm2yN5cpKhIJ_1ou5FaanQ6cRc-
OHOLAfTOU&tbo=u&sa=X&ved=2ahUKEwi7gIe0tvHjAhUFuZ4KHVf1ADAQuIIBegQIARAv&biw=1536&bih=722&dpr=1.25#imgrc=_
 Material and Equipment
List:
Pencils
Sketchbooks
paper
Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
- Transformation Definition. Transformation refers to change in shape or appearance of something.
- Double exposure art: the placement of two or more images onto each other to create a new image.
- Introduction of the topic and assignment
Assessment of Prior Knowledge (Diagnostic)
- Class discussion on the topic of double exposure and if any students have an understanding of this topic.
Expectations for Learning and Behavior:
- The expectations would have been explained and talked about with the class. The class will also at this point have a syllabus with the expectations included.
Advance Organizer/Agenda:
- Topic introduction
- Definition discussion
- Assignment explanation
Transition to Body:
- The teacher will ask the students to get their materials ready and start their rough sketches.
Body ( 30 min.):
During this time, the teacher will have the students work on their sketch book rough drafts and then proceed on to working on their assignments.

Closure ( 10 min.):
Consolidation Learning:
The final products
The sketch book rough drafts
Class discussions
Clean Up Procedure ( 10 min)
The students are responsible for their area and will be expected to clean the materials and area that they occupy.
ART EDUCATION LESSON PLAN 7
Grade:9 Lesson Title: creating an artwork based off an artist’s style Lesson Duration (mins):1hr 11min

Overview of lesson

This lesson is meant to give students the ability to explore and conceptualize the artists (and the artists art style) around them. The students wil be given
an assignment to pick an artist of their choice and recreate an artwork of their own using that artists style.

The students will be encouraged to look beyond the artists and look towards the technique, story and message.

Alberta Program of Study – Visual Art

POS Connection

Compositions

SLE: Scope and Sequence- Students will:

Concepts
A. Making comparisons about pictorial styles between one’s own works and the works of other students is part of learning to talk about art.
B. Knowing the terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
-Investigate the effects of modifying color, space and form to change pictorial style
Concepts
A. The same composition, when executed with different color schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

Encounters

SLE: Scope and Sequence- Students will:

-consider the natural environment as a source of imagery through time and across cultures.
Concepts
A. Images of individual people change through time and across cultures.
B. Images of nature change through time and across cultures.
-identify thematic and stylistic variations of works as characteristics of certain artistic periods.
Concepts
A particular concept of beauty can be discerned in works of a specific historic period.
B. Landscape works of different periods reveal man’s changing view of nature.
-become aware of the importance society places upon various works of art.
Concepts
A. The ways people use art changes through time.
B. Society has various ways of preserving and displaying public and private art works.

DBAE

Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- What is the message and story behind an artists work (your chosen artist)?
- Do techniques play a part in the effectiveness of a message?

Learning Objectives

1. Students will explore a variety of artists in the process of creating their assignment.
2. Students will lean that message and story contribute towards the effectiveness of an artwork
3. Students will explore artists that they find interesting while in the process learning what their art practice is.

Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Students will be exploring artists independently while working on their assignment.

The teacher will show the class examples of artists and explain the assignment in further detail.
Material and Equipment
List:
Sketch books
Pencils
Paper

Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
- Introduction of the topic
- Class discussion on the unit question and how story and message play a part
Expectations for Learning and Behavior:
- During this time the teacher would have already set the classroom expectations and had given the syllabus to the class with a copy of the classroom expectations included.
Advance Organizer/Agenda:
- Class discussion: art message and story
- Assignment explanation
Transition to Body:
- The students will be asked to grab their materials and start their rough sketches.
Body (30 min.):

During this time students will be asked to work on their rough sketchbooks and proceed to work on their assignments.
Activity:
- the students will be asked to complete a rough sketch
- the students will be asked to research an artist provide a brief paragraph explanation ( of the artists technique and why your piece connects to the artists style)
Closure ( 10 min.):
Consolidation Learning:
Final products
The rough sketches
Class discussion
Clean Up Procedure (10 min)

Students will be responsible for the space around them and the materials that they use.

ART EDUCATION LESSON PLAN 8

Grade:9 Lesson Title: ceramics – coil pinch pots Lesson Duration (mins): 1hr 11min

Overview of lesson

During this lesson the students will learn how to prepare and use clay/ ceramics. The students will learn how to use the coiled technique to create pots,
cups, cows etc.
This lesson will provide the students with knowledge to create art with a ceramic medium. This medium is an important skill because not only do the
students learn how to use ceramic material but they also learn social skills and the art or patience and time management.
Alberta Program of Study – Visual Art

POS Connection
Drawings

Components 2: Students will experiment with techniques and media within complete compositions of two and three dimensions. Concepts A. Sculptures
can be formed using materials in additive and subtractive ways to demonstrate formal and informal balance.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- What are air bubbles
- What is a coil / pinch pot technique?
- Why is time crucial when working with clay?
- Safety procedures?
 - Clay steps?

Learning Objectives

1. Students will learn positive social skills

2. Students will learn patience and time management skills
3. Students will explore the ceramic material

Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.youtube.com/watch?v=SA-rGYh2UH0 coil

Resource #2: https://www.youtube.com/watch?v=A70d3gnOiL4 pinch pot
Resource #3: https://www.youtube.com/watch?v=7x2i4JzVdiw terms and techniques ( definitions )

Material and Equipment

List:
Clay
Water
Paper towels
Clay materials ( sculpting tools etc..)
Pencils
sketchbooks

Lesson Procedures

Introduction ( 20 min.):
Hook/Attention Grabber:
- Introduction to the topic
 - Terms and definitions
- Class discussion on the unit question and the assignment
Assessment of Prior Knowledge (Diagnostic)
- Class discussion
Expectations for Learning and Behavior:
- prior to this lesson the students would have already learned the classroom expectations. The students will also have a syllabus which has the classroom expectations provided.
Advance Organizer/Agenda:
- topic introduction
- terms and definitions
- assignment explanations
- demo/ material expectation recap
Transition to Body:
The students will be asked to start their rough sketch then move onto the assignment
Body ( 30 min.):

During this time the teacher will provide a demo

Then the students will be asked to start their rough sketch and then proceed onto grabbing their materials and start their assignment.

Closure ( 10min.):
Consolidation Learning:
Final projects
Sketch book studies
Class discussion
Clean Up Procedure (10 min)

Students are responsible for the area and space around them. The students rae expected to respect the materials used and clean the materials and store the materials
properly.
 ART EDUCATION LESSON PLAN 9
Grade:9 Lesson Title: message statements/ tell a story - 1 point perspective Lesson Duration (mins): 1hr 11 min

Overview of lesson

This lesson is focused on giving students the ability to think about the message and story behind their work. This lesson is meant to encourage students to dig deep
within themselves and find out what concepts mean the most to them. This lesson also helps student look at the message behind the art work. What is the artist trying
to express to the audience and why? Message is key.

Alberta Program of Study – Visual Art

POS Connection

ENCOUNTERS Sources of Images: Students will identify similarities and differences in expressions of selected cultural groups. Concepts A. Symbolic
meanings are expressed in different ways by different cultural groups. B. Different cultural groups use different materials to create images or artifacts.
Transformations Through Time: Students will recognize the significance of the visual symbols which identify the selected cultural groups. Concepts A.
Artifacts can have religious, magical and ceremonial meanings.
Impact of Images: Students will search for contemporary evidence relating to themes studied. Concepts A. Religious, magical or ceremonial images used
in contemporary society can be identified. B. Authority, power or politics in contemporary society may be described in image form. C. The ways people
generate visual works can be influenced by a number of factors.

Articulate and Evaluate: Students will use the techniques of art criticism for analysis and comparison of art works. Concepts A. Making comparisons about
mood and feeling between one’s own works and works by other students is part of learning to talk about art.
DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- Who is your audience? Should you be aware of this?
- What community are you in? does this affect your message and story? And why?
- How does community expectations and standards affect art?
- Does culture affect the arts message?
- Could symbolism and message negatively affect certain audiences?
- What is the message that the artist is trying to depict?
- What do you want the audience to take from your artwork? And why?
Learning Objectives
1. Students will learn to express the stories and messages that they strongly support
2. Students will learn to look beyond just the visual image and material
3. Students will learn to appreciate the message that an artwork gives

Assessment?
Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques
Learning Resources (Used in Lesson Delivery)

Resource #1: https://www.thoughtco.com/famous-artists-quotes-2832289

Resource #2: the teacher will mostly discuss the topic of message and story within art and have the students use the previous lessons to think about what message that
they want to state.
This lesson will use more class collaboration and discussion rather than resources.
Material and Equipment
List:
Sketch books
Paper
Pencils
Lesson Procedures
Introduction ( 20min.):
Hook/Attention Grabber:
- Introduction to the topic ( message and story)
- The teacher will ask the class is story and message is important for art
Assessment of Prior Knowledge (Diagnostic)
- Class discussion will display the information
Expectations for Learning and Behavior:
- The students would be previously exposed to the class expectations and they will have a syllabus that included the classroom expectations as well.
Advance Organizer/Agenda:
 - Topic introduction (message and story behind art)
- Class discussion
- Assignment explanation
- Rest of the class to work
Transition to Body:
- The students will be directed to start their rough sketches
Body (30min.):
During this time the teacher will have the students work on their rough sketches and then proceed with their assignment

Closure ( 10min.):
Consolidation Learning:
Final projects
Sketch book notes/ rough draft
Class discussion
Clean Up Procedure (10min)
The students are responsible for their workspace and material use
 ART EDUCATION LESSON PLAN 10
Grade:9 Lesson Title: the color wheel Lesson Duration (mins): 1hr 11min

Overview of lesson

This lesson is meant to teach the students about primary, secondary and tertiary colors.
The goal is to have the students creatively express the color wheel in an artwork while depicting the color wheel basic properties. This lesson wants the
students to not only learn about/ refresh their knowledge about the color wheel properties while also establishing a unique visual interpretation.

Alberta Program of Study – Visual Art

POS Connection

Compositions

SLE: Scope and Sequence- Students will:

Concepts
A. The same composition, when executed with different color schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
 - What is primary colors?
- What is secondary colors and tertiary colors?
- How can you best express the color wheel in a creative way?
Learning Objectives
1. Students will learn about and understand terms primary, secondary and tertiary colors
2. Students will learn to creatively express the color wheel through their own unique way

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: teacher past work as a physical example

Resource #2: paint demonstration

Material and Equipment

List:
Paint
Sketch books
Paper
Pencils

Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- The teacher will start the class asking the students what a color wheel is? Then show the students example work while talking about primary, secondary and tertiary colors.
Assessment of Prior Knowledge (Diagnostic)
- The class discussion on their knowledge of the primary, secondary and tertiary colors will set the prior knowledge of the class.
Expectations for Learning and Behavior:
- The class expectations at this point would have been already stated and established. The students will also have a syllabus copy with the expectations included.
Advance Organizer/Agenda:
- Introduction to the topic- color wheel
- Class discussion on the unit question and the types of colors
- Assignment explanation/ example explanation
Transition to Body:
- The teacher will direct the class to watch a demo on mixing primary colors
- Then the students will be asked to grab their materials and start their rough sketches
Body (30min.):
During this time the students will watch a demo and then move onto starting their planning/ rough sketches. When the rough sketches are done the students will move onto starting their
assignment.
Closure ( 10min.):
Consolidation Learning:
Final works
Sketch books
Class discussions
Clean Up Procedure ( 10 min)
The class will be aware that the area around them is their space to clean it will be their responsibility to respect and clean the space and materials that they use.
 ART EDUCATION LESSON PLAN 11
Grade:9 Lesson Title: Self Portraits, proportions and scale Lesson Duration (mins): 1hr 11 min

Overview of lesson

This lesson is focuses on aiding students to learn about proportions and scale. The goal is to help students conceptualize size and placement of visuals
and detail.

Alberta Program of Study – Visual Art

POS Connection

Drawings

SLE: Scope and Sequence- Students will:

-Record objects alone and in compositions
Concepts
A. Careful observation of form and surface qualities is necessary for the realistic recording of natural objects.
B. Concepts of positive and negative space can be employed when drawing people in groups.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
-Employ and arrange and principles to make compositions
Concepts
A consideration of balance and contrast may be applied to drawings that depict forms in nature.
B. Repetition of shape in nature can suggest patterns and motifs.
C. A changing point of view can allow a more thorough analysis of the subject matter of drawing.
-Use expressiveness in their use of elements in the making of images

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
 Learning Objectives
1. Students will learn about scare and transferring images
2. Students will learn about image properties such as detail and placement
3. Students will learn about pixilation in terms of image detail

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

For this lesson the teacher will be giving demos rather than using resources to deliver the lesson.
Material and Equipment
List:
Sketch books
Printed photos
Pencils
Rulers
Paper
Erasers

Lesson Procedures

Introduction ( 20min.):
Hook/Attention Grabber:
- What is scale and pixilation?
- Has anyone transferred images to larger pieces of paper?
Assessment of Prior Knowledge (Diagnostic)
- Class discussion on the topic and attention grabber questions
Expectations for Learning and Behavior:
-prior to this lesson the students will already been taught the classroom expectations. The students also have the class syllabus with the expectations included.
Advance Organizer/Agenda:
- Attention grabber
- Introduction the lesson topic
- Teacher will explain the assignment
- The teacher will give a demo
 - Time to work
Transition to Body:
The class will be directed to start their rough planning sketches
Body (30min.):

During this time the teacher will give a demo

Talk about examples and then direct the class to start their rough sketches (planning). When that is done the students will be asked to proceed to their assignment work.

Closure ( 10min.):
Consolidation Learning:
Final products
Sketch book work
Class discussion

Clean Up Procedure (10min)

Students will be responsible for their work space and the materials that they use.
 ART EDUCATION LESSON PLAN 12
Grade: 9 Lesson Title: Series art Lesson Duration (mins): 1hr 11min

Overview of lesson

This lesson is to encourage the students to develop an art series that can be described as more than one piece of artwork. The students will be taught
how to create a collection of similar styled art works combined to create an overall composition. This lesson is to help students understand what series art
is. It’s very important to have students develop an art series with their own style of art that they adopted. This lesson aims to develop the student’s artistic
style.
Alberta Program of Study – Visual Art
POS Connection
Compositions

SLE: Scope and Sequence- Students will:

Concepts
A. Making comparisons about pictorial styles between one’s own works and the works of other students is part of learning to talk about art.
B. Knowing the terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
-Investigate the effects of modifying color, space and form to change pictorial style
Concepts
A. The same composition, when executed with different color schemes, communicates a different mood or feeling.
B. The same forms, when composed with different spatial relationships, present different visual effects.

DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
- What is good art? AND why is art important?
Guiding Questions (for the lesson)
- What is a series art
- In what ways could you create and display series art?
- Where could series art be used?
Learning Objectives
1. Students will learn how to develop their own artist style
2. Students will learn what series art is and how to develop this art style
3.Students will learn the importance of artwork display and message
Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques
Learning Resources (Used in Lesson Delivery)

Resource #1: examples will be shown - https://www.google.com/search?biw=1536&bih=722&tbm=isch&sa=1&ei=VvBNXc-

kB9Lg9AO5tYOwCA&q=series+art+&oq=series+art+&gs_l=img.3..0i30j0i5i30l9.161016.162526..163046...0.0..0.98.933.11......0....1..gws-wiz-
img.......35i39j0j0i67j0i5i10i30.V2hpOPULals&ved=0ahUKEwjPp_iD6PbjAhVSMH0KHbnaAIYQ4dUDCAY&uact=5
Resource #2: example - https://www.sfmoma.org/artwork/98.308.A-C
Resource #3: example- https://www.artspace.com/magazine/interviews_features/close_look/close_look_andy_warhol-51194

Material and Equipment

List:
Sketchbooks
Paper
Pencils
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- What is series art? Class discussion
Assessment of Prior Knowledge (Diagnostic)
- The use of Andy Warhol (pop art lesson) will aid this lesson
Expectations for Learning and Behavior:
- Expectations is class will at this point already be discussed and the students will already be given the course syllabus with a copy of the class expectations included.
Advance Organizer/Agenda:
- Introduction to the topic – what is series art?
- Class discussion on the unit question and the topic
- The teacher will go over the class assignment and give examples
Transition to Body:
Body (30min.):
During this time the teacher will go over with the class examples of series art and have the students create their rough sketches in their sketch books. After the rough sketches are
completed, the students will proceed onto working on their series assignment.
Closure ( 10min.):
Consolidation Learning:
Final products
Sketchbooks
Class discussion
Clean Up Procedure (10 min)
The students will be aware at this point of the cleanup procedure. The students are responsible for their space and the materials that they use.
 ART EDUCATION LESSON PLAN 13
Grade:9 Lesson Title: painting in the expanded field Lesson Duration (mins): 1hr 11min

Overview of lesson
This art lesson is focused on painting beyond the piece of paper persona. This lesson gives the students the opportunity to expand their canvas. To paint
their depicted pieces on material other than paper. This lesson is to aid in challenging the student’s perspective towards art and what it should look like.
The goal is to help students develop their own opinion of what art is and what “good art should be”.

Alberta Program of Study – Visual Art

POS Connection

COMPOSITIONS Components 1: Students will create compositions in both two and three dimensions. Concepts A. Manipulation of colour emphasis can
help express mood in two-dimensional compositions.
DBAE
Art History
Creative Production
Aesthetic Experience
Art Criticism
Critical Questions
Inquiry Question (for the Unit)
 What is good art? AND why is art important?
Guiding Questions (for the lesson)
 What inspires you?
 What material best suits your artwork?
 What material best supports your message/ story?
 how will you best support your creativity?
Learning Objectives
1. Students will learn to express their creativity through a paint medium and creative canvases of their choice
2. Students will learn to collaborate and express message through material

Assessment
Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques
Learning Resources (Used in Lesson Delivery)

Resource #1: https://walkerart.org/magazine/5-artists-expanding-the-painting-field-from-the-midwest

Resource #2: https://seer.ufrgs.br/PortoArte/article/viewFile/37945/24445
Resource #3: https://www.google.com/search?
q=painting+in+the+expanded+field&tbm=isch&source=univ&sa=X&ved=2ahUKEwiF1YqJwvLjAhUMt54KHalADuYQsAR6BAgJEAE&biw=1536&bih=722&d
pr=1.25

Material and Equipment

List:
Paint
Sketchbooks
Pencils
Material of the students choice
Lesson Procedures
Introduction (20min.):
Hook/Attention Grabber:
- introduction of the expanded field
- what is painting in the expanded field?
Assessment of Prior Knowledge (Diagnostic)
- class discussion
Expectations for Learning and Behavior:
-the expectations for the class at this point was already stated and it is also included the class syllabus given to the students.
Advance Organizer/Agenda:
- Discussion of the unit question
- Introduction to the question what is painting in the expanded field? How does it relate to the unit question?
- The teacher will go over the assignment
- Students will then be given the rest of the time to work on the assignment.
Transition to Body:
- The students will be given this time to grab their materials and start the rough sketches for the assignment
Body (30min.):

During this time the teacher will show examples of personal expanded field work and have the students start their rough sketch book ideas then proceed to starting the assignment.
Closure ( 10min.):
Consolidation Learning:
Final assignments
Sketch book work
Class discussion
Clean Up Procedure (10 min)
Students are responsible for their workspace area and the materials that they use.

ART EDUCATION LESSON PLAN 14

Grade:9 Lesson Title: FINAL PROJECT Lesson Duration (mins): 1hr 1min

Overview of lesson

This lesson is final choice assignment lesson.

The goal is to assess the students based on what stood out to them/ what they learned from the overall 4-month term.

This lesson is meant to have the students to show case their strengths and display their own creativity.

DBAE
Art History Creative Production, Art Criticism, , Aesthetics

Creative Production
Aesthetic Experience

Critical Questions
Inquiry Question (for the Unit)
 What is good art? AND why is art important?
Guiding Questions (for the lesson)

 What inspires you?

 What art techniques do you like to work with?
 Out of all the assignments you created, which one do you favor the most? And why?
Learning Objectives

1. Students will learn to understand the basic techniques of art

2. Students will learn to understand types of art styles and expanding upon the basic art techniques.
3. Students will develop their art style and the art techniques that best suit their art practice
 Assessment

Formative: Summative:
Observation Final Products
Student/Teacher conferencing
Critiques

Learning Resources (Used in Lesson Delivery)

Resource #1: all the resources that built up from each assignment
Resource #2: sketchbook notes

Material and Equipment

List: subject to what the student chooses for their final project.

Lesson Procedures

Introduction (20min.):

Hook/Attention Grabber: the teacher will start the lesson off by reviewing the unit question and have the students discuss as a collaborative class a recap of all the assignments that they
created up to this point.

Assessment of Prior Knowledge (Diagnostic)

The students past work ( sept-dec)

Expectations for Learning and Behavior:

At this point the students have been informed about classroom expectations and routines.

Advance Organizer/Agenda:
1. Introduction to the lesson
2. Class discussion
3. Teacher will hand out the assignment sheets (assignment expectations and due dates)/ sketchbook due date ( they will be asked to edit and finish the sketch book)
4. Work time

Transition to Body: the teacher will have the students grab their sketch books and start planning the rough draft of their final project plans

Body (30min.):
During this time the students will be given time to plan and discuss with the teacher the final project choice for the assignment.
The students will be given 11 days to complete the final project(s) and finish/ hand in their sketch books.
Time frame: Dec 4-19th
Closure ( 10min.):
Consolidation Learning:
The accumulation of knowledge from the past 13 lessons and the experiences working with art critiques will aid this lesson.

Clean Up Procedure (10 min)

Student teacher conferencing will be done all throughout the class time.