Day 1 of 3 Name: Aurora Macek

DAILY PLAN
Lesson Title: The Power of the People March Signs Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues

Daily Formal Qualities (Elements & Principles of Design):

Line, shape, space, color, text, composition, emphasis.

Overall Lesson Objective:

Given a presentation on activist movements on various social issues, examples of
activist march posters, and history of multiple political movements, students will use
marker, pencil, posterboard, pen, acrylic paint, and crayon to make a poster for an
activist march that creatively uses line, shape, space, color, emphasis, and text to
reflect a stance towards a chosen social/political issue.
Daily Objectives:
Given a presentation on various activist marches and movements, students will
diligently research a social movement, march, or cause that aligns with their belief
system and use that research to make sketches of 3 possible compositional
arrangements.

Assessment Criteria:
Evidence of research.

Teaching Resources Needed to Support the Lesson:

Powerpoint, infographs packet, projector, internet, research materials (phone,
computer,
etc.)

Art Materials Necessary for the Lesson:

Posterboard, marker, pen, pencil, rulers, acrylic paint, crayon
 Teacher Directed Activities Student Directed Activities
Introduction:

15 min- Powerpoint presentation on activist Watch powerpoint presentation.

movements and marches. Answer questions throughout slides as
Check for understanding: directed.
What is a political or social issue? Take notes.
How are social issues related to Study infographs on various social
governmental policies? issues.
How have activists and agents for
change rallied together to stand for
Equal rights?
How have people used line, shape,
color, emphasis, or text to convey
their perspective on the political
Issue?
Introduce assignment.

Development:

25 min- Allow research time.

Walk around the room to help
students brainstorm activist
causes that might align with their
belief system.
Tell students they must research a
social movement and make 3
sketches for possible posters to use
at that movement.
Research a social issue.
Research activist movements or
marches that have created political
changes associated with your social
issue.
Complete 3 sketches of possible poster
ideas for activist movement or march.

Conclusion:

5 min- Ask students to return all supplies to

designated bins. Clean up supplies.
Let students know that tomorrow
they
are making final posters.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
Make sure there is enough posterboard for students to make multiple drafts.
Make sure all students have an idea for poster by tomorrow.
Day 2 of 3 Name: Aurora Macek
DAILY PLAN
Lesson Title: The Power of the People March Signs Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues
Daily Formal Qualities (Elements & Principles of Design):
Line, shape, space, color, text, composition, emphasis.

Overall Lesson Objective:

Given a presentation on activist movements on various social issues, examples of

activist march posters, and history of multiple political movements, students will use
marker, pencil, posterboard, pen, acrylic paint, and crayon to make a poster for an
activist march that creatively uses line, shape, space, color, emphasis, and text to
reflect a stance towards a chosen social/political issue.

Daily Objectives:

Given pencil, pen, marker, acrylic paint, crayons, rulers, and posterboard, students will
thoughtfully create activist march posters reflected of a chosen social issue.

Assessment Criteria:
Craftsmanship.
Demonstration of social stance.
Use of elements and principles of design.

Teaching Resources Needed to Support the Lesson:

Powerpoint, infographs packet, projector

Art Materials Necessary for the Lesson:

Posterboard, marker, pen, pencil, rulers, acrylic paint, crayon

 Teacher Directed Activities Student Directed Activities
Introduction:

5 min- Recap of assignment. . Listen to recap of assignment.

Show more examples of possible Think of how text could help to further
sign convey your message/stance towards
ideas to generate ideas for chosen political or social issue.
composition.
Ask volunteers to show final
sketches.
Instruct students to gather materials
for final poster creation.

Development:
35 min- Walk around and help students as
needed.
Help students come up with
possible
text that could help further
demonstrate their stance on the
chosen political or social issue.
Begin drawing final sketch on poster
board.
Use marker, crayon, acrylic paint, or pen
to create sign.
Remember that signs are meant to be
read and shared.
Make sure stance is easily identifiable.

Ask students if their posters are

meant to be serious, comical,
satirical, positive, or negative.

Ask students why they chose use

elements and principles such as
line, color, or emphasis to help
convey their stance on the chosen
political or social issue.
Clean up supplies and turn in poster.
Conclusion:
5 min- Instruct students to turn in posters
and
return any supplies.

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

Will students need more time to work tomorrow?

Day 3 of 3 Name: Aurora Macek
DAILY PLAN
Lesson Title: The Power of the People March Signs Grade Level: 9-12

Lesson S & S Concept Statements:

Activist Art and Exploring Relevant Social Issues:
Art can be used to make comment on society.  
Art can be used to raise awareness about dominant forces of knowledge/power. 
Artist inquiry provides commentary to build awareness about social issues.
Art can motivate critical reflection on social, political, and economic issues.  
Art educates people about important social issues

Daily Formal Qualities (Elements & Principles of Design):

Line, shape, space, color, text, composition, emphasis.

Overall Lesson Objective:

Given a presentation on activist movements on various social issues, examples of
activist march posters, and history of multiple political movements, students will use
marker, pencil, posterboard, pen, acrylic paint, and crayon to make a poster for an
activist march that creatively uses line, shape, space, color, emphasis, and text to
reflect a stance towards a chosen social/political issue.

Daily Objectives:
Given a critique thinksheet, research materials, and their final posters, students will
thoughtfully participate in a group critique and communicate the artistic choices that
they made to demonstrate their opinion on a chosen social issue. .

Assessment Criteria:
Use of elements and principles of design.
Craftsmanship.
Clearly identifiable stance on selected social issue.
Communication of artistic choices.

Teaching Resources Needed to Support the Lesson:

Powerpoint, infographs packet, projector

Art Materials Necessary for the Lesson:

Posterboard, marker, pen, pencil, rulers, acrylic paint, crayon
 Teacher Directed Activities Student Directed Activities
Introduction:

5 min- Go over critique instructions for the . Listen to instructions for critique day.
Day.

Instruct each student to hang their Hang work in preparation for critique.
own artwork to get ready for
critique.
Use critique worksheet to guide through
Explain that each student will have discussion of artistic choices and work.
time to communicate their social
issue, the movement associated Think about selected social issue,
with their social issue, and what political and social movement that
artistic choices they made in the surround that social issue.
creation of their posters to convey
their stance or perspective towards
the chosen social issue and
accompanying movement.

Development:
Communicate to classmates artistic
35 min- Instruct students that they may refer decisions on work.
to their critique work sheet to
present
their works to the class.

Instruct student to explain their

Artistic choices one at a time.

Ask students what might have help

them develop a critical stance
Surrounding their selected social
issue.

Ask students if they can guess the

sign makers opinion or perspective
on their chosen social issue.
Clean up all materials and hand in
Conclusion: critique worksheet.
Instruct students to clean up materials.
Critical Comments and Reflections:
(Problems, successes, and what to think about for next lesson)
Make sure all students hand in critique worksheet.