LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

TITLE OF LESSON PLAN: Feeling with Color: Project Sample

Paper Paintings Inspired by Megan Coyle

NAME OF TEACHER: Elsbeth Bandli

AGE/GRADE: 7th

NUMBER OF LESSONS/TIME: 4 Class Periods

(1 Hour Each)

1) CENTRAL FOCUS:

By the end of this lesson, students will be able to articulate how color can be used to express and
communicate emotions. Students will consider how simple objects can evoke an emotional reaction
based on life experience and how color influences the way that viewers perceive a work of art. Students
will then apply this learning to the creation of a “paper painting” inspired by contemporary artist, Megan
Coyle. Students will reflect on their learning by completing a self-assessment and by participating in a
thoughtful critique with their peers.

2)WI STATE OR NATIONAL VISUAL ART STANDARDS:

o VA:Cr2.1.7a Demonstrate persistence in developing skills with various materials, methods, and
approaches in creating works of art or design.
o VA:Cr2.3.7a Produce a work of art, design, or media that clearly communicates information or
ideas.
o VA:Cr3.1.7a Reflect on and explain important information about personal artwork in an artist
statement or another format.
o VA:Pr5.1.7a Based on criteria, analyze and evaluate methods for preparing and presenting art.
o VA:Re.7.2.7a Analyze ways that images influence specific audiences.
o VA:Cn11.1.7a Analyze how response to art is influenced by understanding the time and place in
which it was created.
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3)OBJECTIVES:

ART PRODUCTION:

o I can create an artwork using “paper painting” techniques inspired by contemporary artist,
Megan Coyle. (VA:Cr2.1.7a)

AESTHETICS:

o I can use color to communicate emotion in my artwork. (VA:Cr2.3.7a)

o I can reflect on personal experiences to explain my reaction to simple, everyday objects.
(VA:Re.7.2.7a)

ART HISTORY:

o I can compare and contrast understanding of subject matter in artwork based on personal and
historical context. (VA:Cn11.1.7a)

CRITICISM:

o I can explain personal choices for color and subject matter in my artwork. (VA:Cr3.1.7a)
o I can examine the artwork of a peer and provide constructive criticism. (VA:Pr5.1.7a)

4)ESSENTIAL QUESTIONS

o How does cultural context influence our perception of everyday objects?

o How can emotional expression be communicated using color?
o How does reaction to color and everyday objects increase self-awareness?

5)ACADEMIC LANGUAGE:

o Paper Collage: A two-dimensional artwork that is made from small pieces of paper layered on
top of each other and glued to a surface.
o Megan Coyle: A contemporary artist who creates “paper paintings” (collage)
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o Local Color: The natural color of an object.

o Monochrome: The use of black and white or varying tones of one color.
o Cultural Context: The impact of life experiences on how we view things.
o Emotional Expression: Communication of feelings (through art).
o Self-Awareness: Conscious knowledge of your feelings.

6)ART MATERIALS/INSTRUCTIONAL RESOURCES:

o Google Slides Presentation

o Projector/Smart Board
o Document Camera
o Sample Student Sketchbook
o Project Smapl
o “Stoplight” Closure Question Sheet
o Variety of Colored Paper (construction paper, magazines, cardstock, etc.)
o Scissors (1/student)
o Glue Stick (1/student)
o 8 ½ x 11 White Cardstock (2 sheets/student)
o Pencil (1/student)
o Eraser (1/student)
o Colored Pencils
o Sticky Note (2/student)
o Gallon Ziploc Bags

7)PROCEDURE:
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Time Instructional Strategies/Learning Tasks Purpose

Day One: Introduction to The Unit

1. 5 1. Anticipatory Set - Black and White 1. Enco
min urage critical
Strange Objects: Slide #1 on screen upon
thinking and
entry to the classroom. Show students slide #2
discussion.
(b&w antique objects). Ask students the
Fulfills
following questions for each object: “What do
standard
you see?”, “Do these objects mean anything to
VA:Re.7.2.7a
you?- If so, what gives them meaning?”. If
students are hesitant to share, remind
students that there are no right or wrong
answers. Repeat these questions until all
objects have been addressed. Ask students,
“What did you notice about the variety in
responses to these objects?” Explain: “We
each have unique life experiences that impact
our emotional connection to things. This can
be influenced my memories, culture, family,
friends,etc.” “What objects do you have an
2. 2
0 min emotional connection to?” “Do you think that 2. Infor
you might have more of a response or an ms students
emotional connection to these objects if the of goals for
pictures were in color? Why?” “Do you think the unit.

that you might have more of a response or an Review of

emotional connection to these objects if the contemporar

y artists.
pictures were of objects you see on an
Correct/limit
everyday basis?”
off-
2. Presentation: Context for Everyday
task/inattenti
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Objects, Color, and introduction of Megan ve behavior.

Coyle: Switch to slide #3 and introduce Teaches

essential questions. Ask students if they have academic

language and
any questions. Switch to slide #4. Ask students
applies it to
to define “contemporary artist”. Remind
the project.
students that contemporary artists are artists
Prepare
who are alive and are still creating artwork.
students for
Explain that Megan Coyle is an example of a
individual
contemporary artist. Call on students to read work time.
each bullet point about Megan Coyle (choose Fulfills
students who benefit from additional standards
engagement or who are off-task/not paying VA:Re.7.2.7a

attention.) Switch to slide #5 (academic and

language) and read definitions for cultural VA:Cn11.1.7a

context, emotional expression, and self-

awareness. Connect Cultural Context to the
anticipatory set. Say, “Cultural context
explains why it is hard for us to relate to the
objects we looked at during the beginning of
class because time and culture impact our
ability to understand and relate to things.”
Switch to slide #6 and analyze self-awareness
and emotional expression in “Ali”, an artwork
by Megan Coyle. Invite students to answer the
questions, “How does this artwork make you
feel? Why does it make you feel that way? Can
you tell how the artist feels by looking at this
3. 2
artwork?” Tell students, “We cannot express
5 min
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emotions in our artwork if we do not

understand our emotions to begin with. “Ali”
shows us literal emotion because it has a
human face that we can look at and ‘read’
emotion from. Let’s look at an example that is
a little less obvious.” Switch to slide #7 and
analyze “Donut Worry”, an artwork by Megan
3. Appli
Coyle. Ask students, “How is this artwork
cation of
different than the last artwork we looked at? learning from
How does this artwork make you feel? What step 2. Fulfills
makes you feel that way?” Explain to students, standard
4. 5 “Even without a face, we can still understand VA:Cr2.1.7a.
min artwork and give it personal meaning because Provides

of cultural context.” Switch to slide #8 and varied

supports for
introduce the project sample. Tell students,
5. 2 students.
“We are going to use self-awareness and
min
cultural context to make a paper painting
inspired by Megan Coyle that shows emotional
expression. Whew! That was a lot of our
academic language in one sentence. Don’t
worry, we are going to break this project down 4. Prom
into steps that you will follow.” Ask students if otes student
they have any questions. Switch to slide #9 ownership

(Day 1 To-Do List) and read the steps for for shared

students to complete during class. Ask supplies and

classroom
students if they have any questions. Show
6. 3 space.
students the sample brainstorming t chart
min
(objects and emotions), practice sketch, and
5. Prep
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final outline drawing in sample sketchbook ares students

over document camera. to work

3. Individual Work Time: Brainstorming independentl

y outside of
and Sketching: While students are working,
7. 2 class.
conduct teacher-student check-ins. Ask
min Clarifies
students, “What emotion do you want to
expectations
express? What object will you use to express
for
that emotion?” Explain to students that their
8. 8 completion.
min final drawing should fill up 50-75% of the
paper and that only the outline needs to be
drawn (details will be added with paper
pieces). Work 1:1 with students who benefit 6. Anon

from additional drawing assistance. When not ymous

meeting with students, walk around the formative

assessment.
classroom and monitor student behavior. Use
Used for
proximity to correct off-task behavior. If
reflective
students say, “I’m done” before work time is
teacher
over, ask them to add details to their practice
practice
sketch using colored pencils. Give students a
before
5-minute verbal warning before clean up moving on to
9. 4 begins. day 2 of
0 min 4. Clean Up: Tell students to use paper lesson.
towel to wipe graphite and eraser shavings off 7. Refle

tables and into the garbage can. Borrowed ctive

pencils and erasers should be returned to the practice-

differentiate
center of the table. Colored pencils should also
instruction
be returned to the cabinet.
for classes
5. Homework: Completion of
based on
LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

Brainstorming and Sketching: Inform need.

students, “T-charts, practice sketches, and 8. Prep

final sketch are due at the beginning of class are students

for individual
tomorrow.” Warn students, “If you are not
10. 5 work time.
done with this step of the project, you will be
min Teach
behind when class starts tomorrow, and it is
academic
much easier to stay on track rather than
language
catching up later.” Tell students, “If you are
“local color”.
not done with these three things you need to
be responsible for bringing your sketchbook
and final paper home with you and back to
11. 5 class tomorrow. If you are done, you can
min choose to take your sketchbook with you or
leave it in your class basket when the bell
9. Fulfill
rings.” Ask for questions.
s standards
6. Closure: Stoplight: Switch to slide #10
VA:Cr2.1.7a
and pass out stoplight sheets. Invite students
and
to complete sheets. Tell students, “leave your
VA:Cr2.3.7a.
stoplight sheet in the basket by the door when
Provide
the bell rings.” scaffolding
12. 8 based on
min Day Two: Everyday Objects in Local Color student
7. Review of Learning from Day 1: Use need.

responses from Stoplight activity to determine Encourage

need for review of academic language from critical

thinking
day 1. If review is needed, refer to slide #5.
during art
8. Demonstration: Paper Painting:
13. 1 making.
Everyday Object with Local Color: Invite
0 min
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students to gather around the demonstration

table in the front of the classroom. Remind 10. Prom

students to stand in front of the table, and not otes student

ownership
behind you (the teacher). Use the final
for shared
drawing example in the sample student
supplies and
sketchbook. Ask students, “What do you think
classroom
local color is?” Switch to slide #11 and read
space.
definition. Demonstrate day 2 project steps.
(1. search reference image, 2. sketch color
shapes, 3. cut and glue paper, 4. Add details).
Remind students that colored paper should 11. Prep
cover the whole drawn object with no gaps. ares students

Tell students that the colored paper can for day 3 of

extend past the outline of the drawing since instruction

this piece of the project will be cut out and

glued to the background. Ask students if they
have any questions before work time. Pause
14. 3
and allow for responses. Switch to slide #12
0 min
and read “to-do" list.
9. Individual Work Time: Walk around 12. Form
the classroom while students work. Monitor ative
student behavior and engage with students by Assessment.
asking questions for critical thinking. Example Review of

questions, “What is the meaning behind the prior

object you chose?” “How can you add details learning.

to make your object appear realistic?” “What

do you like about your artwork?” “What do
13. Prep
you wish was different about your artwork?”
ares students
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15. 5 Provide individual support for students (ex. to work

min adaptive scissors, pre-cut paper pieces, independentl

assistance in sorting paper by color, y. Reminds

students of
encouragement for completion:
project
work/break/work schedule etc. These
criteria.
supports are based off of student IEP). Give
students 5-minute verbal warning before clean
up.

16. 5 10. Clean Up: Instruct students to put

min away glue sticks, scissors, and extra paper. If

students are not done, give them a gallon
ziploc bag to store paper pieces in. Tell
students to paper clip this bag inside of their
student sketchbook. Walk around the
classroom and spray tables with cleaner. Ask
17.
students to wipe tables with paper towel.
2 min
While walking around the classroom, check for
paper on the floor. If there are scraps on the
14. Fulfill
floor, remind students to check under their
s standards
tables and recycle paper scraps. VA:Cr2.1.7a
11. Closure/Homework: Inform students and
that they should have their everyday object in VA:Cr2.3.7a.
local color completed before the next class. Provide

Remind students that they can “check out” scaffolding

supplies from the classroom or sign up to based on

student
come into the art room during study
18. 1 need.
hall/lunch/before school to work on their
0 min Encourage
project. Show students where check out and
critical
LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

signup sheets are in the classroom. Ask thinking

students if they have any questions. Dismiss during art

students when the bell rings. making.

Day Three: Monochromatic Background

12. Review of Learning from Days 1 & 2:
Invite students to get out their laptops and
15. Prom
join the Kahoot quiz (slide #13).
otes student
https://create.kahoot.it/share/feeling-with-
19. 3 ownership
0 min color-paper-collages-inspired-by-megan- for shared
coyle/264591f2-9fc6-49b8-817f- supplies and
4eb83e1b4882. Instruct students to use their classroom
first name and last initial when signing in to space.

Kahoot. Moderate the quiz from teacher

computer. For questions with over 25%
incorrect answers, review correct definitions.
16. In-
13. Demonstration: Conveying Emotion
progress
with Color: Invite students to gather around
analysis of
the demonstration table in the front of the
work.
classroom. Remind students to stand in front
of the table, and not behind you (the teacher).

20. 5 Use the completed everyday object from the

min day before and the example student
sketchbook with the T chart from day 1. Ask
students, “What is emotional expression?” 17. Prep

Pause. Allow students to answer. Explain, “We are students

for Day 4 of
can show emotional expression through color
instruction.
choice. Today, we will be creating a
21. 1
monochromatic background for our everyday
3 min
LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

object. Who can tell me what it means for

something to be monochromatic?” Allow
student responses. Switch to slide #14 and
read the definition for monochromatic. Ask
students to tell where the artwork is
18.
monochromatic (the background).
22. 2 Fulfills
Demonstrate day 3 project steps. (1. Choose
min standard
color to show emotional expression: show
VA:Pr5.1.7a.
slide #15, 2. Collect paper, 3. cut and glue Promotes
paper, 4. Cut out every day object, 5. Glue studio
every day object on top of monochromatic environment
background). Remind students that paper in classroom.

should cover the whole surface with no gaps.

Ask students if they have any questions before
work time. Pause and allow for responses.
Switch to slide #16 and read “to-do" list.
14. Individual Work Time: Walk around
19. Fulfill
the classroom while students work. Monitor
s standards
student behavior and engage with students by
VA:Cr2.1.7a
asking questions for critical thinking. Example and
questions, “What is the emotion you are VA:Cr2.3.7a.
expressing through color?” “How can you vary Application
your background while still keeping it of advice

monochromatic (tints/shades)?” “What do you from critique.

like about your artwork?” “What do you wish Provide

scaffolding
was different about your artwork?” Provide
based on
individual support for students (ex. adaptive
student
scissors, pre-cut paper pieces, assistance in
need.
LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

sorting paper by color, encouragement for Encourage

completion: work/break/work schedule etc. critical

These supports are based off of student IEP). thinking

during art
Give students 5-minute verbal warning before
making.
clean up.
15. Clean Up: Instruct students to put
20. Prom
away glue sticks, scissors, and extra paper. If
otes student
students are not done, give them a gallon
ownership
ziploc bag to store paper pieces in. Tell for shared
students to paper clip this bag inside of their supplies and
student sketchbook. Walk around the classroom
classroom and spray tables with cleaner. Ask space.

students to wipe tables with paper towel.

While walking around the classroom, check for
21. Fulfill
paper on the floor. If there are scraps on the
s standard
floor, remind students to check under their
VA:Cr3.1.7a.
tables and recycle paper scraps.
Summative
16. Closure: Inform students that the next
assessment
class will start with a partner critique, then
of learning
there will be work time, and by the end of and artistic
class students will have their project outcome.
completed and their rubric/reflection
completed. Invite students to look at their 22. Supp

artwork and write 1 thing that they like about ort students

their artwork and 1 thing that they would like who need
more time to
to change on a sticky note. Attach this sticky
complete
note to the back of the artwork.
project.
17. Homework: Inform students that they
LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

should have their project 90% completed

before the next class (drawn object completely
covered with colored paper and
monochromatic background almost done:
students can cut and glue them together the
next class period). Remind students that they
can “check out” supplies from the classroom
or sign up to come into the art room during
study hall/lunch/before school to work on
their project. Show students where check out
and signup sheets are in the classroom. Ask
students if they have any questions. Dismiss
students when the bell rings
Day Four: Reflection & Critique
18. TAG Critique: Welcome students to
class. Instruct students to place their artwork
on their desk in front of them. Distribute sticky
notes. Demonstrate sticky note set up (slide
#17). Direct students to take a pencil and
rotate table groups (1 to the right and sit
behind one of the artworks). (3 min) Tell
students, “You will have 5 minutes to write
your TAG critique. Think about the comments
you are writing. While we do want to offer
constructive criticism, all of your notes should
be written using kind words.” After 5 min of
writing, tell students to return to their seat
and read their comments. Attach this sticky
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note to the back of the artwork.

19. Work Time: Complete Paper Paintings:
Show students day 4 “to do” list (slide #18).
Tell students to look at their TAG critique if
they need ideas for how to improve their
artwork Ask students if they have any
questions. Walk around the classroom while
students work. Monitor student behavior and
engage with students by asking questions for
critical thinking. Example questions, “What
advice did you get from your TAG critique?
How can you use this advice to improve your
artwork?” “What do you like about your
artwork?” “What do you wish was different
about your artwork?” Provide individual
support for students (ex. adaptive scissors,
pre-cut paper pieces, assistance in sorting
paper by color, encouragement for
completion: work/break/work schedule etc.
These supports are based off of student IEP).
Give students 5-minute verbal warning before
clean up.
20. Clean Up: Instruct students to put
away glue sticks, scissors, and extra paper.
Walk around the classroom and spray tables
with cleaner. Ask students to wipe tables with
paper towel. While walking around the
classroom, check for paper on the floor. If
LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

there are scraps on the floor, remind students

to check under their tables and recycle paper
scraps.
21. Written Reflection/Self-Assessment:
Switch to slides #19 and #20 to show students
rubric and reflection sheet. Hand out
rubric/reflection sheets. Explain to students to
write if they are not done or if they need more
time in the “I want Ms. Bandli to know...” box.
Walk around the classroom while students
work. Tell students to place their rubric on top
of their paper painting when they are done
and wait for the bell to ring. When the bell
rings they can place their artwork in the art
bin by the door and their sketchbook in the
bin by the door.
22. Homework: Ask students to stay after
class if they need more time to complete their
project and check out materials. Remind
students that they can come into the art room
during study hall/lunch/before school to work
on their project. Dismiss when the bell rings.

8)CLOSURE/CHECK FOR UNDERSTANDING:

9)ASSESSMENTS:

DURING THE LESSON: FORMATIVE ASSESSMENT

LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

o Stoplight Closure Activity: Outlined in Step 6 of procedure and Slide #10 of Presentation
o Kahoot Quiz: Outlined in Step 12 of procedure and Slide #13 of Presentation
o TAG Partner Critique: Outlined in Step 18 of procedure and Slide #17 of Presentation

AFTER THE LESSON: SUMMATIVE ASSESSMENT

o Project Rubric