Task 1 Part B: Lesson Plans for Learning Segment

Student Teacher Name: Sarah Knifong

Teaching Dates: 10/8, 10/22, 10/29, 11/5, 11/15, and 11/17

Lesson Title: Labels and Language: “Positive Label” Multi-Media Drawings

Grade Level: 7th

Number of Students: 8

Time available for this lesson: six 40-minute sessions

Central Focus (Big Idea): Gender equality/inequality, labels, gendering, stereotypes.

Students will learn that labels are used to put things into categories in our culture, and
oftentimes, these labels can be harmful and that specific goals may not be pursued
because of the labels associated with them. I want students to learn more about the
topic of gendering and labeling because they should be able to pursue their talents and
dreams to the fullest without being weighed down.

i) interpreting art: Students will analyze different ways of making the example art pieces.
Throughout the unit, students will analyze various art pieces and discuss how the artists convey
meaning through their artistic choices.
ii) developing works of art/design: Students will explore mixing various types of media and
spend class time experimenting different methods and techniques of mixing media.
iii) relating art to context: Students will relate various art examples to personal experiences
and perspectives. Students will be allowed to choose from a small selection of media and can
make their own conceptual and stylistic choices in relation to their focus.

Social Issues / Concepts of the Lesson

 Identity
 Stereotypes
 Labeling
 Gendering
Essential Questions:
 How do words have an effect on others?
 What are some ways that words can divide us as a society?
 What affect can composition have on the viewer?
  How can words be used within a composition to convey a deeper meaning?
 Why is it important to talk about gendering and labeling?
 What can we achieve by using our own language and concepts to portray
ourselves?

Illinois Arts Learning Standards:

Anchor Standard 1: Generate and conceptualize artistic ideas and work
VA:Cr1.1.7: a. Apply methods to overcome creative blocks.
In this lesson: Students will encounter different difficulties in this assignment
because of the mixing of media along with the difficult subject
matter. This assignment requires students to draw on their own
personal thoughts and ideas. In doing this, students can often
get stuck. However, when students are having difficulty, they will
have access to their think sheets that have organized ideas, and
the teacher will be able to give specific advice to help students
along in their processes.

VA:Cr1.2.7: a. Develop criteria to guide making a work of art or design to meet

an identified goal.
In this lesson: In the beginning of this assignment, students will have a class
discussion about what they think good topics could be. This will
help to shape what students understand they must do for this
assignment and it will be entirely student-centered (with teacher
facilitation).

Anchor Standard 2: Organize and develop artistic ideas and work

VA:Cr2.3.7: a. Apply visual organizational strategies to design and produce a
work of art, design, or media that clearly communicates information or ideas.
In this lesson: Students will be using different think sheets to come up with
ideas for their subject matter. They will discuss their ideas with a
partner and from there, students will have to organize their ideas
and develop the specific subject matter that they want to include
in this assignment.

Anchor Standard 3: Revise, refine, and complete artistic work

VA:Cr3.1.7: a. Reflect on and explain important information about personal
artwork in an artist statement or another format.
In this lesson: Students will be required to make an artist statement at the end
of this assignment. Here they will have to reflect on why they
 made certain artistic choices and what the subject matter means
to them personally. Because this unit is on labeling and gender
equality, students will have to go into detail on various aspects of
theses multi-media drawings.

Anchor Standard 8: Construct meaningful interpretations of artistic work.

VA:Re8.1.7: a. Interpret art and generate meanings through describing and
analyzing feelings, subject matter, formal characteristics, artmaking approaches,
and contextual information and identify key concepts.
In this lesson: There will be many different artists discussed during this unit.
Students will have to analyze the subjects in these artworks and
look at the various components within to figure out what the
artwork means to them personally.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences
to make art.

In this lesson: Students will draw upon personal experiences to come up with
the subject material for this assignment. They will have to come
up with a way to relate this information to the audience through
their own artmaking.

1. Objectives: IALS Goal Codes

1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I: Given a discussion and PowerPoint presentation VA:Cr2.3.7
on the topic of gender equality and labeling, students will clearly
list different, empowering ways of describing themselves using
“positive labels” discussed in class.
OBJECTIVE II: Given a discussion on how to properly critique VA:Cr2.3.7
your classmates, students will clearly describe what two
compliments and one area that their partner could improve on
during a pair and share.
OBJECTIVE III: Given a discussion on artist statements and how VA:Cr3.1.7
they can be used to give insight into an artist’s piece, students
will effectively describe how their “positive label” goes against the
negative labeling/stereotyping that we have discussed in this unit.
1.2 Artistic Skill Objectives:
 OBJECTIVE IV: Given a demonstration on contour line drawing,
students will effectively explore a new media through contour line VA:Cr2.3.7
drawing.
OBJECTIVE V: Given a short demonstration and teacher VA:Cr2.3.7
examples, students will creatively organize a rough sketch of their
composition with three different media labeled.
OBJECTIVE VI: Given teacher examples and clear guidelines, VA:Cr1.1.7
students will create a personally relevant drawing that shows the
“positive label” the student chose for their theme.
OBJECTIVE VII: Given a discussion on artist statements and why VA:Cr3.1.7
they’re important, students will effectively write an artist statement
describing what their “positive label” is along with information on
why they made certain artistic choices.

2. Assessment Criteria:
OBJECTIVE I: Student clearly listed different, empowering ways of describing themselves
using “positive labels” discussed in class.
OBJECTIVE II: Student clearly described two compliments and one area to improve on to
their partner during a pair and share.
OBJECTIVE III: Student effectively described how their “positive label” goes against the
negative labeling/stereotyping that we have discussed in this unit.
OBJECTIVE IV: Student effectively explored a new media through contour line drawing.
OBJECTIVE V: Student creatively organized a rough sketch of a composition and labeled
three different types of media.
OBJECTIVE VI: Student created a personally relevant drawing that shows the “positive
label” chosen for the student’s theme.
OBJECTIVE VII: Student effectively wrote an artist statement describing what their
“positive label” is along with why they made certain artistic choices.

3. Learner Characteristics:
3.1 Developmental Rationale
My seventh-grade students will be either twelve or thirteen years old. This means that
they most likely have lots of energy, a large appetite, and enjoy large, compelling tasks that
end with worthwhile rewards (Wood, 2007, pp. 135-137). There will be days where students
cannot have food in the classroom, but most days I will make sure to accommodate for
growing students’ nutritional needs. Students will likely not have a whole lot to say because
during this age, they are often embarrassed about their personal thoughts. That is why I will
start out most of these discussions with sharing my personal thoughts and feelings so that
 students can understand that I used to be in their position and that embarrassing things have
happened to me too, even though I’m the figure of authority.
Children at the age of eleven and up begin to have increased fine motor skill ability, which
makes tasks that require fine motor skills more enjoyable (Wood, 2007, p. 140). This means
that this assignment will be great for these students to explore what fine detail they are
capable of in this multi-media and self-exploration. Children of this age are also more easily
able to work in pairs in partner assignments, so the areas where students must work with
each other should work well for students (Wood, 2007, p. 141). Although students may not
want to share the personal information that is within their assignment, they can discuss
technical skills with their partner as well as some of the basic details from their chosen theme.
Curriculum is not always made to be student centered, but I plan to allow students to
explore personally relevant themes to their own identity and the world they are growing up in.
As George (1992) brings up in Middle School and Beyond, students at the middle level are
more concerned with the world than they appear to be (p. 83). Because of this, having a
student-centered curriculum is greatly important to students of this age because they are
interested in exploring who they are and what is developing in the world around them. It is
brought up in this chapter that finding intersections is critical in developing curriculum (pp. 90-
92). This is because students are able to connect these ideas to each other and further
explore more and more complex topics. This connects to my lesson idea perfectly because I
want students to explore who they are and what it means to be themselves in our society.
This also ties in to how other people view them (either positively or negatively) and I want to
take this early opportunity to teach students how to deal with the way that others see us. As
Wood (2007) says in Yardsticks, “The primary developmental struggle is the confusing
struggle for identity: the child/not-child begins the search for fidelity in relationships” (p. 132).
Although this assignment does not solely use group work, there are some areas where
students can develop peer relationships as those are incredibly important at this age. On the
following page, Wood (2007) continues to list the various things that are interesting for
twelve-year old’s. One of them includes “major art projects” and the idea behind this
assignment is that it will be in depth and personally engaging.

3.2 Students with special needs

There are a great number of things that I can do to adjust this lesson for students with
special needs. Each situation varies, but for those with language difficulties, I would
provide additional sentence starters, word banks, and handouts to help guide them
along. If a student has some sort of physical disability that makes drawing difficult, some
adaptive tools may be necessary such as a desk wedge or easy-grip pencil, special
paintbrushes, or others. If the student has difficulty seeing, I would provide larger
printed out talking points for that day as well as any PowerPoints. If a student has
particular behavioral issues I would accommodate for more breaks or more structure
involved with sending out schedules ahead of time for students.
4. Literature and References
4.1 Rationale of this lesson
There are many reasons to teach this particular lesson in a school setting. I believe
that it is appropriate to teach this within the classroom because it is a safe environment
where I can lead students along in this explorational lesson. The idea of gender and
stereotyping is a very real issue that many students struggle with. According to a journal
article about gender stereotyping and its’ effect on secondary-level students, “Gender
stereotypic views have facilitative influence on secondary school students’ self-concept
and academic achievement”(Igbo et. Al. p. 9). Through this artistic exploration and
discussion, my students will learn that stereotypes and “labels” shouldn’t hold us back.
According to the journal article cited above, secondary-level students can be negatively
affected both academically and in their self-esteem due to these stereotypes. I hope
that through this lesson, students will be able to break free from these oppressive
labels. I struggled with many of the topics in this lesson when I was in middle school.
Gender expression is shown in many different forms and it is important to teach
students that they should be able to pursue their passions despite their “labels”.
Language is an incredibly powerful tool, or weapon, and students should be taught in a
guided setting about how their words have an impact on others. By allowing students to
show themselves in a positive light and label themselves with things they are proud of,
students will get to explore the different effects of words and composition within an art
piece as it relates to its’ conceptual meaning. This lesson focuses on mixing media,
which is something that I, and other colleagues of mine, have noted is not frequently
taught at the middle-level. It is important to teach students about these new types of
media applications earlier on so that they can continue to develop and explore these
techniques as they get older.

4.2 Background of the topic

This lesson is based around mixing different types of media while using
composition and language/text to convey meaning. Students are allowed to choose
either representational or non-representational self-portraiture. This lesson was created
with experimentation and exploration in mind. Often times, students are heavily focused
on the technical value of their work over the conceptual. Both of these elements are of
high importance in the art classroom, but this lesson focuses heavily on the conceptual
side which allows students to truly explore mixing media. Students will not always be
open to experimenting with media and design if they know that it can have a negative
effect on their grade. According to Boughton (2015), students will take more risks when
out of the classroom, and this is due to others seeing their work or the possibility of a
negative grade (p. 6). In art, taking risks can be influential in artistic breakthroughs and
this lesson will encourage students to explore many different ideas through
experimenting with mixing media.
In addition to this, this lesson is relatively open-ended because I have set
guidelines without restricting their creativity too much. It is important for students to
have curriculum that is centered around their own interests and lives for many reasons.
As George (1992) brings up in Middle School and Beyond, a more involved curriculum
for students would involve the teacher interacting with the students and finding out their
individual interests (p. 89). This identity exploration project will allow students to explore
what it means to be them in their own words. Exploration of identity is also incredibly
important to students. Within the art classroom, students can explore various concepts
related to their self-perception, identity, character, and much more.

4.3 Information about related artists, styles, movement or cultures

Elizabeth Layton: Elizabeth “Grandma” Layton is known for her blind contour drawings of her
loved one and the many things that she is passionate about in her life. She is an advocate
against the censoring of artists and people in general as well as an advocate for those who
suffer from mental health disorders. She began drawing at the age of sixty-eight when she took
a college art class at a local university. Her work became popular because of a local reporter
looking for an interesting art piece to feature. She used art to fight her bi-polar disorder and
depression and in the process, her art has been shown in over 200 museums and centers
throughout the United States.

Gregory Chapman: Chapman is a high school visual arts teacher in the town of Saint Charles,
Illinois. He specializes in many different art forms, but is mainly known for his work in ceramics
and watercolor. He does many different types of 2D work using both watercolor and pens.
Chapman often does blind contour drawing and uses contour drawing in many of his pieces.
Much of his work is abstract or exaggerated to express his ideas, though he also does realistic
landscape paintings as well. Much of his work appears to be similar to abstract expressionism,
though Chapmans particular style is very unique in comparison to others. Chapman uses many
different types of colors and much of his interesting color use has been attributed to the fact that
he is color-blind. He is a passionate educator and enjoys nature, meditation, and tai-chi.

Zahra Agjee: Agjee is a Muslim woman who explores what it means to identify as a Muslim
woman in an often Islamophobic environment. She is a photography student at OCAD, a
university in Toronto, Canada and was part of an art exhibit centered around Muslim women
that was also held in Toronto. It appears as though this set of photography that is shown in this
unit is one of her most famous works and there are no artist biographies of her that could be
found
4.4 Description of visual examples
The following pieces by Elizabeth Layton do not all have titles or dimensions. Some of them are
more simple drawings/sketches that are compiled in a section of her webpage dedicated to
drawings done in a period of her life. They often include emotional descriptions from the artist
which will be included in quotes and bold font when available.

Elizabeth Layton, Censored, 1989,
pencil and crayon on paper,
Smithsonian American Art
Museum, Gift of Donald Lambert in
memory of Joshua C. Taylor,
1991.81, © 1989, Elizabeth Layton.
Censored - August 10, 1989
"This old woman is bound and
gagged and can no longer draw.
Her principles have been X-ed
out. I guarantee you she feels
like a zilch. In the background,
from top left, counter-clockwise;
Interstate 70 billboard art by
Tillie Woodward, of a Nazi
soldier hanging two Russian
resistance fighters, which was
censored and plastered over
June 5, 1985; the Goddess of
Liberty falling broken in China's
Tianemen Square; a pile of the old woman's drawings torn up and censored; quotation,
"The first exception (to the First Amendment) will not be the last"--Ira Glasser; sheaf of
CLASSIFIED papers beginning and ending with LIED." Elizabeth Layton

Description of above image: This piece will be introduced in the first PowerPoint that introduces
Layton’s work. Here I want to challenge students to think critically about the messages that
artists are conveying through their work. This piece obviously has a message and I want to try
to draw out student’s ideas even if they don’t entirely know how to talk about art yet. This will
introduce Layton’s interesting perspective, line-work, and content. She is an advocate and this
along with the next piece of hers will introduce this sort of advocacy through art to students.

Elizabeth Layton, BUTTONS. Dimensions unknown. November 22, 1982

“Her strength is in her principles.”
Description of above image: I will be using this piece to talk about how we show ourselves to the
world. Layton uses lots of labels here in the form of pins and this will be a great example to
show students in reference to how words can be used within art in different ways. This will also
be a great example to show expression and how these lines show her in a more powerful way
than if there was no texture behind her.
Elizabeth Layton, Winter - January 14, 1979. Dimensions unknown.
“Glenn looks a little sad in that drawing because he doesn’t like to be pinned up, but I
just love it. I’d be a good one to put in prison, wouldn’t bother me at all.”

Description of above image: This is a piece by Elizabeth Layton that I want to show students
during our introduction to contour line and blind contour drawing. I will describe the ways that
this drawing can have more emotion and feeling despite being proportionally incorrect. This is
because of the tiny details and fine lines. Layton paid very close attention to her own wrinkles
along with her husband’s.
Gregory Chapman, Untitled (Compliation of various works), ND.
Description of above image: I wanted to use this piece because Chapman uses a lot of
different textures and fine lines. He mixes different media and I want to introduce his art to get
students to start thinking about mixing up their media use. Chapman mixes pen as well and
students don’t always use pen or marker to add more fine details. This will also show
students more examples of contour line use in different pieces.
Gregory Chapman, Untitled, ND.
Description of above image: Though this piece is closer to a sketch, it involves quick gestures
and lines that show interesting details of the people sitting in this pub. I think that the colors
and lines chosen in this piece are interesting and this alternative way of representing people
can help students see the ways that they can manipulate their drawings to show more
expression.
Zahra Agjee, Portrait Labels (composite) (2011-16).
Description of above image: This is one of the first images that I will be showing students in the
first PowerPoint. I wanted to include this to get students thinking about the words that we say to
each other and how they stay with us. Each of the women pictured have very specific words that
are meaningful to them because they stuck with them. I want to get students to start thinking
more critically about the way that language means so many things and how we can use
language to either help and build people up, or to tear them down.
Zahra Agjee and image by Riya Jama, Portrait Labels (2016).
Description of above image: This image will be used mostly for the closeup of the piece on
the left. We will use this image to be more descriptive in discussing what these different
words mean and why we think the artist may have placed the words in that way. We will talk
about why the artist wanted to use those words along with the way that the model is looking
at the camera.
Zahra Agjee and image by Riya Jama, Portrait Labels (2016).
Description of above image: Like the previous image, we will use this image to discuss the
words chosen along with how the artist set up the words and the model. This image will be
helpful for students to see the other ways that words can be placed within a composition. This
one utilizes many more words than some of the others in this collection.
 4.5 List of references
Boughton, D. (2015). Risk taking and the future of assessment in art and design education. In
Conference Proceedings, “Art & Education: Teaching and Pedagogical Approaches for the
School in the 21st Century”, Onassis Cultural Centre. Sponsored by Institute of Education
Policy (IEP), Athens School of Fine Arts (ASFA), and the Onassis Cultural Centre.
Chapman, Gregory. https://www.facebook.com/chapmanorama
Layton, E. “Grandma”. Accomplished friend, sister, wife, mother, social activist, and artist. (n.d.).
Retrieved from http://www.elizabethlayton.com/
George, P. (1992). The middle school and beyond. New York, NY: Association for Curriculum
Development.
Habib, S. (August 16, 2017). Muslim women archive their lives at the Gardiner Museum.
Retrieved from https://nowtoronto.com/art-and-books/art/collecting-personal-archives-
gardiner-museum
Igbo’, J. N., Onu’ V. C., and Obiyo’ N. O. (January-March 2015). Impact of Gender Stereotype
on Secondary School Students’ Self-Concept and Academic Achievement. SAGE Open. 1-
10. DOI: 10.1177/2158244015573934
Magsi, M. (October 4, 2018). Art show takes on the misrepresentation of Muslims. Retrieved
from https://theconversation.com/art-show-takes-on-the-misrepresentation-of-muslims-
97233
Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. Turner Falls, MA: Northeast
Foundation for Children.

5. Integration/Connecting Links
5.1 Idea Mapping
Word Use of Text in
Choice Negative Composition

Positive Media
Language Exploration
Labels

Self-Expression

Identity
Self-
Perception

Perception
Conveying
Meaning

Inequality Stereotypes
Composition

Gendering Other’s
Perceptions of
You
 5.2 Instructional Resources and Materials:
PowerPoint: On day 1, I will use a PowerPoint to introduce two different artists to students
along with some different terms, and the idea of using labels to empower instead of to hurt
others. On day 2, I will use a second PowerPoint that focuses on the idea of contour line and
mixing media. It will feature many different quick sketches that I will make to show that drawings
can have expression without being entirely representational. On day 3, I will show a much
shorter PowerPoint that shows teacher examples that will also be left at the front of class. Using
these visual examples and having text left on the screen for periods of time will help students
have an opportunity for information to be represented in multi-modal ways.
Handouts: In the beginning of class, I will hand out a vocab sheet that includes important terms
that they will need to know for this unit. There will also be a couple of in class exercises that
only require a blank sheet of paper for students to use to create a concept map and their first
map of their composition. There will be one handout for students that contains different art terms
that we learned in this unit along with lines for students to write their artist statement on.
Artist Resources:
Zahra Agjee-
https://theconversation.com/art-show-takes-on-the-misrepresentation-of-muslims-97233
https://nowtoronto.com/art-and-books/art/collecting-personal-archives-gardiner-museum
Elizabeth Layton-
http://www.elizabethlayton.com/
Gregory Chapman-
https://www.facebook.com/chapmanorama

5.3 Art Materials for the Lesson:

Variety of paint brushes for 8 students
Oil pastels
Crayons
Chalk
Charcoal
Acrylic paint
Black pens (8)
Palettes (8)
Extra scrap paper (enough for each student to have multiples, 40+ sheets)
Final multimedia paper or canvas 12x18 (8)
6. Management and Safety Issues: The materials required for this assignment pose no
safety concerns to the students except for the fixative spray. I will ensure that
the spray is in my possession at all times. If there is a ventilation area then
students will have time to use the spray after being shown how to do it or I may
end up doing it after the first studio day if there is no safe space to spray the
fixative indoors. Students will have to be instructed to cover their desks
because the media they will use in this assignment could get on the desk and
be difficult to clean up. Students will also have to be instructed on how to
properly clean paint brushes.

6.1 Organization of Supplies

Day 1: On this day, students will not be receiving any handouts or art supplies. There will be
discussion and class time for development of a personal concept map. If students don’t have
paper, paper can be passed out by a volunteer or by the teacher during the PowerPoint
discussion.
Day 2: Students will begin class without any materials. After a presentation, I will instruct all
students to choose only one medium that is new to them and they will each come up to grab
the supplies needed as well as the scrap paper.
Day 3: Students will begin class without any materials. After a presentation, I will instruct all
students to pick out the required selection of materials as listed on the PowerPoint slide along
with more scrap paper. Students will have bins to keep these art materials in so that they will
be easy to access.
Day 4: Students will already have materials selected and stored and a volunteer from each
seating cluster will come up to grab their stacked group of bins for the table. Students will
also receive their paper from the previous class with their bins.
Day 5: Students will already have materials selected and stored and a volunteer from each
seating cluster will come up to grab their stacked group of bins for the table. Students will
also receive their paper from the previous class with their bins.
Day 6: I will ask for one volunteer to pass out the artist statement packet to everyone in the
class.

6.2 Clean-Up of Supplies

Day 1: Students will need to have a folder of some type to store their piece of paper that
contains their idea map. This will be finished at home if the student does not finish in the
last part of class and will be needed for the third day of this unit.
Day 2: Students can keep their first sketch if they want, but it is made to be a quick
 practice for students. They will need to return their supplies to their specific bins on their
way out after reflections.
Day 3: Students will have all of their materials and their supply bins. A volunteer from each
seating cluster will return their classmates bins to the front of the room so that they can be
taken to the storage room. Another volunteer will help to bring everyone’s papers to the
drying racks.
Day 4: Students will have all of their materials and their supply bins. A volunteer from each
seating cluster will return their classmates bins to the front of the room so that they can be
taken to the storage room. Another volunteer will help to bring everyone’s papers to the
drying racks.
Day 5: Students will have all of their materials and their supply bins. A volunteer from each
seating cluster will return their classmates bins to the front of the room so that they can be
taken to the storage room. Another volunteer will help to bring everyone’s papers to the
drying racks.
Day 6: For today, students will only have one packet of paper. They will hand their artist
statement in at the end of class.

7. Vocabulary: Art Terms/Vocabulary/Higher Level Thinking Verbs

Vocabulary
Acrylic paint- Paint made using a polymer, or plastic-like base.
Association- The way in which one topic relates to another topic.
Background- Part of an artwork’s composition that lies in the back, behind the subjects in the
foreground and middle ground.
Bias- Prejudice in favor of or against one thing, person, or group compared with another,
usually in a way considered to be unfair.
Blend- The process of mixing media into a surface or mixing one or more colors into each
other.
Blind contour drawing- The process of drawing a subject either entirely without looking at the
paper, or only looking at the paper to re-center your utensil.
Chalk- An art medium made of calcium carbonate that is hard pressed. Chalk like this will
crumble easily and creates dust when used.
Character- All of the traits and features that make us individual.
Charcoal- An art medium made from carbon that comes in different hardness levels and
produces a deep, dark black.
Color- The hue, value, and intensity of an object. All colors can be made except white with
these primary colors: red, blue, and yellow.
Contour drawing- The process of drawing only the outline of the subject while paying close
attention to smaller details.
Contour line- The outside lines that define the objects you see.
Composition- The way that an art piece is organized within the boundaries of the page,
canvas, or other type of surface. Composition can also refer to any work of art.
Contrast- The difference between two opposing things.
Drawing- Process of making marks usually using pencil, pen, or charcoal.
Foreground- The front of a composition: subjects or objects that are in front of all other things
within the composition.
Form- The visible three-dimensional shape of something.
Gender- A cultural term that has often has to do with the stereotypes associated with either the
male or female gender. Gender can be expressed outside of these two boundaries and is better
described as a spectrum.
Gendering- Labeling different things as either male or female.
Gender equality- The idea that everyone is equal.
Gender inequality- Mistreatment of a gender based on biases.
Identity- The qualities, beliefs, personality, looks and/or expressions that make a person or
group.
Implied line- A line that suggests the edge of an object or a plane within an object. The line
may be broken by intermittent marks, it may be defined by value, color, or texture,
Label- A classifying phrase or name applied to a person or thing, especially one that is
inaccurate or restrictive.
Line- A continuous mark with length and direction.
Mixed media- The use of more than one art medium.
Negative space- The space around the subject of the composition.
Non-representational art- Art that does not aim to accurately represent the real.
Oil pastel- A type of pastel crayon that is made with oil, similar in consistency to a crayon.
Outline- A line or set of lines that enclosing a shape or indicating shape.
Overlap- One or more subjects is covering a part or a whole of another subject.
Palette- A piece of material, often plastic, that is used to put acrylic paint on. This is also where
you can mix your colors.
Perspective- A classifying phrase or name applied to a person or thing, especially one that is
inaccurate or restrictive.
Positive space- The space taken up by the subject of the composition.
Prejudice- A previously determined opinion that is not based on reason or actual experience.
Proportion- The dimensions of a composition and relationships between height, width and
depth.
Realism- Representing something the way that it is in real life.
Render- To reproduce or represent by artistic means, such as drawing, painting, or
sculpture.
Resist- Added to parts of an art piece to keep that particular area from being affected. This is
often composed of wax which repels liquids.
Stereotypes- Opinions or ideas about people based on physical traits or characteristics.
Shape- Two-dimensional area confined by an actual line or implied line
Space- A feeling of depth or three dimensions represented on a two dimensional plane. It can
also refer to the artist's use of the area within the picture plane.

Higher Level Thinking Verbs

Critique- A detailed analysis and assessment of something. In this case, it is also the process
of analyzing art and looking for ways to improve it.
Compare/contrast- A rhetorical style that discusses the similarities and differences of two or
more things: ideas, concepts, items, and places.
Describe- Give an account in words of someone or something, including all the relevant
characteristics, qualities, or events.
Discuss- Talk about something with another person or group of people
Interpret- Explain the meaning of information, words, or actions.
Question- Ask questions, especially in an official context. Investigate further into topics of
interest.

Language Function
In this lesson, students will learn how to question the many associated meanings that they
encounter in their social lives. This includes labels, stereotypes, gendering and gender
inequalities, and many other relevant topics. As a class, we will analyze the ways that
everyone is affected by these things in one way or another by responding to related art
pieces. Students will question the language used to describe them and come up with their
own creative way to describe themselves in an empowering way. Then, students will
describe why they chose the label that they chose and they will describe the various
different techniques that they chose to use by writing an artist statement.
8.
In-Class Activities: Day 1 (Introduction to Language Concepts and Artists)

Time Learning Activities Purpose

8 minutes Orientation/Engagement/Motivation:
-The class will start off with students
sitting down in their normal seats. -Introducing the idea of
-“Hello, class! My name is Ms. Knifong questioning can be new to some
and I’ll be your teacher for this unit! students because many children
-“I would like to start off with everyone are taught not to question how
making a name tag to make it a little things are.
easier for me to get to know everyone. -Hopefully, this will entice some
While we are all making our tags, I also students to share how they have
want us all to go around the room and things that they are good at that
introduce ourselves. Tell us your name may not always be popular with
and one thing you like about art!” their peers or others. This will
-Then, after a few students have finished help to get students thinking
their name tags I will ask one student to about why there are these
pass out our thinksheet for the day. boundaries due to gendering.
-I will tell students about a personal -Ideally, students will want to
connection that I have to this topic that we share, but I have plenty of stories
will be exploring: “When I was growing up, to tell to get students thinking
I always loved to skateboard.” From there, about these labels, stereotypes,
I will see if any students have any and the act of gendering.
comments to make about how that means
this or that, and I will steer the
conversation to talking about why we think
these things when we see someone doing
something that they enjoy.
-Depending on where the conversation
goes, I may continue the story:
“I got judged by most of my peers for
wanting to participate in something that
was meant for boys! Why is it that things
that we enjoy are restricted in that way?”
(Because certain things are for boys,
 because girls don’t like sports, because
that’s what the adults say)
-I will then ask my students if anyone
could share some experiences they’ve
had like that, if any. If students don’t want
to share, I can continue speaking from
personal experience and then encourage
students to take notes because they will
need their ideas for this art project.

20 Presentation/Explicit Instruction: -These are some key terms that I

minutes -These words will be on the first slide of want to highlight. They are closely
the PowerPoint related to what our lesson is all
 Labeling about.
 Gendering
 Stereotypes
 Inequality
Topic questions: -Students will respond better if
-After students have been given some given a good pause between
time to look these words over, I will ask reading and responding.
everyone a few questions -These topic questions will get
 These words can bring up a lot of students thinking about what these
difficult topics, but would anyone words mean and how they relate
like to volunteer to share what you to our new unit.
think these words mean?(Labeling
is when you give something a
name, I think labeling could be like
calling people names? Is
gendering labeling something with
a gender?)
-After I’ve called on enough students to
round out what students know of these
words, I will move into some association
questions. If there are any words that
students have not covered, I will go over
the definition and then check for
understanding:
 So now that I’ve covered
 stereotypes, can someone give me
a couple examples of what that is?
(A stereotype could be like I might
think that a girl in my class
wouldn’t be smart or good at
science because some people
think that about girls! Or I know
I’ve seen on TV where black
people get followed in the store
because it’s a stereotype that they
might steal?)
Association questions:
 When we see these labels in
Layton’s work, what do we think -Getting students to talk about art
of? (Art, hobbies, sharing a and think critically about why
message) artists make specific choices will
 Where do you think these words lead students to think the same
come from? (They could be labels, way about creating their own art.
they could be things she wants -Having students think about word
people to know) usage in art will get them to start
 Why do you think she would wear thinking about how they can use
these words on pins? (Because words within their own art project.
she is proud of what she likes, This will be important when
because she is an advocate) students use text within their own
 What do you think that could mean projects.
to her? (That she is proud of her -In these questions I am also
passions, that she wants other asking students to analyze why
people to know about her art) these artists made many of the
 Now with Abjee’s art, what kind of artistic choices that they made and
words do we see here? (Bad, how they can try to interpret
mean words) meaning from that.
 How are these two images
different? (One is a drawing, one
has negative words, the other is
positive)
 Why do you think the artist
arranged these words the way she
did? (Maybe because they get in
 her head, Because they stay with
her)
 When you read these words, what
do you feel/think?(I felt sad, I
remembered when people have
been mean to me before)
-The first artist is Elizabeth Layton. I will -Introducing labels in art will open
be asking the students different questions up students to thinking about how
about what her personal labels mean and language is used within art.
how they differ from the next artist I will
show, Zahra Abjee, who has a different
type of labeling used in her art.
-I will discuss why we are talking about -This is meant to get students to
these terms right now and how they are see how these labels are very
related to everyone as students. powerful. They are important for
-I will explain to the class that this labeling students to understand early on
and gendering that occurs can be difficult because they affect everyone
for everyone because it can limit us from differently.
pursuing “forbidden” activities
-From that point, I will introduce everyone -I want to empower students to
to the idea that we will be doing an art find positive things that they can
project that will empower us by finding a say about themselves and make
“positive label” that we will figure out an interesting composition around
through brainstorming and sketching. this theme. This should be drawn
-I will communicate to the students that I from their concept map.
expect them to learn how to mix media
and apply it to communicate a message
about labeling to the audience.
Visualization questions:
 Now that we have seen a couple -Getting students to visualize
of artists who use words to convey different ideas around these artists
meaning, how could we do the will help students to begin to think
same in our own special way?(I about their own compositions.
could draw myself labeled with -All of these questions will lead
things I like about myself, I could students to start to think about
label myself with my talents and their concepts and content.
what is special about me)
 If you were to share something
 about yourself with an audience,
how would you want it to look? (I
would try to show myself doing
something, I would try to draw
myself so that I can tell a story)
 What time of media would you
use? (I would want to use acrylic, I
would want to use chalk)
 What type of words would you
want to include? (Positive words,
descriptive words)
 How do you think you would want
to place them?

5 minutes Structured Practice/Exploration: -Transitioning from one topic to

-After the last question above, I will tell the next will help students
students that we will be making a map of understand how the two are
ideas and that we need to start visualizing connected and get them to think
and thinking of topics related to labels. about them in that way.
Transition questions:
 Now that we spent some time
thinking about what our art could
look like, how can we use our
concept maps to start making art?
(We can use our ideas to base our
art on, we can draw ourselves
doing something that we identify
with)
 How can we apply our ideas of
self-identity into an artistic
composition? (We could draw
ourselves, we could portray our
own ideas)
-I will ask students if everyone is familiar -This criteria will make it even
with a concept map. If all students more clear to students as to what
understand what that is, I will lead a brief we are looking for in this project.
discussion and write down basic criteria
for what we are all looking for. I will ask
 students to volunteer ideas for what our
themes, or “positive labels” should end up
looking like.
Topic questions:
-What do we think should be included in
this concept map? (Positive words,
affirming words, happy words) -Students will reasonably have
-What should we not include here? (Not enough time to finish, but if they
appropriate words, offensive words, mean feel uncomfortable thinking of
words) topics like that in the classroom,
-If we will out a concept map, what do you this will make it more comfortable
think it should look like when you are and easy for them to complete.
done? (The page should be full, words
should be grouped together)
-If any students are confused, I will
individually or in a small group assist them
with creating a concept map while other
students are working.
-Students will be told that they only have a
few minutes to work on this, and to finish
the rest at home while exploring all of the
different ways that they would describe
themselves.
5 minutes Closure -This is a really easy way for me to
-For today’s closure, I will ask a few clear up confusion and ensure that
students to recount what we learned today students understand what I want
and if there are any points of confusion, I them to.
will note them and clear up any
misconceptions.
Review questions:
-Okay, I need to get four volunteers to tell -This should also get students to
me about the words that we learned think about the ways that simple
today: stereotypes, gendering, inequality, words affect everyone around us.
and labeling. (Labeling is when you use
words to identify something and it is
sometimes mean. Gendering is when you
give something a gender. Inequality
means that things aren’t equal.
 Stereotypes mean that we think
something about someone based on what
we see.)
-Can a volunteer tell me about one artist
we learned about? (Agjee or Layton and a
few facts like whether they use
photography or contour line, words, how
they use words in their art)
-From there, I will also ask students a
reflective question that I want them to try
to answer by the next time I see them:
What can you do, personally, to not feed
into gendering and stereotyping?
-I will close the class by reminding
students to finish their concept map with
as many ideas as they can fit on the page.

In-Class Activities: Day 2 (Contour Line Introduction and Demonstration with Exploration
Time)
Time Learning Activities
6 minutes Orientation/Engagement/Motivation:
-To begin class, I will ask a few students
to volunteer and go over what we learned
in the last class. (We learned about
stereotypes and labeling and we learned
about concept mapping. We learned
about labeling and how language can
have an effect on people)
Topic questions:
 Can anyone tell me what a label
is? (A name or something that you
call someone)
 And what is a stereotype? (A
judgement on a person based on
how they look)
 And can someone tell me what
gendering is? (Labeling something
with a gender)
Purpose
-This introduction will help me to
feel out if any students are
familiar with this type of technique
or not.
-This should also get students
talking about realistic art and art
that is not rendered to be entirely
accurate to what we see.
-This will get students thinking
about why they need to learn this
skill and how it benefits them as
artists.
  Okay, now what does inequality
mean? (It means that something
isn’t fair)
 Lastly, I need a couple of people to
tell me about the artists we saw
last class. Does anyone remember
their names? (No, but one of them
was an older lady and she used
lots of lines. I remember one of the
artists had lots of words around
people in a picture.)
-I will show Elizabeth Layton again and tell
students that she uses a technique called
blind contour. This means that the artist
rarely looks at the art while they are
creating it and focuses as much as
possible on the subject.
-Ask if anyone has ever used or seen
contour line before. Then I will relate it to
Layton, an artist whose work students
have already viewed.
-Then I will talk about how contour line is
valuable for many different reasons, and
how it will help them be better artists in
the end.
20 Presentation/Explicit Instruction: -This artist draws with contour line
minutes -I will give a short introduction to our third and will be another great
artist, Gregory Chapman, before introduction to this type of drawing
demonstrating to students how to draw just like Layton, whose contour
using contour lines. line drawings have already been
-This presentation will involve a few of shown to students.
Chapmans work that involves the use of
contour lines combined with watercolor.
Topic questions:
 Who can tell me what contour line
is? (Lines that go around the
outside of shapes)
 And what does mixed-media
 mean? (Using more than one
media)
 Does anyone here know what
expressive color means? (Is it
when you express something
through color?)
-After I ask students about these topics, I
will move into more questions about what
the art means to them.
Association questions:
 Why do you think the artist used
contour line here? (To show all the
little details that she saw)
 And why do you think he chose to
mix media together? (To make
different textures)
 What do you think these lines are
supposed to mean? (They show
what the artist sees) -This demo will show students
Visualization questions: almost every aspect that is in this
 Now if you were to draw assignment. I will encourage
something that was important to students to ask questions if they
you, how do you think you would are confused about anything at all
use contour lines to show that I am doing, even if it may
importance? seem like a silly question.
-While students think about that question, -Students do not always want to
I will move into a demo with the actions ask questions, but encouraging
that follow and have students gather this behavior will help to normalize
around to see what I am doing. the idea of questioning anything
-I will demonstrate how to draw something that confuses you.
in blind contour, and stress to students
that the less they look at the paper, the
more they will be able to control their
hands.
-I will role model this type of drawing with -All students will get to visually see
a few different types of media. I will ask me draw something and I will
students which media they want to see purposefully make some mistakes
me draw with and depending on what to show students how to move on
students want to see, I may draw with from them.
more or less types of media.
-While drawing the media I will sit in a way -Showing so many different
that all students can see me drawing. I will subjects and media will help
stand with an easel and students behind students see how they all mix and
me so that they can see the subject I am can be applied. This should show
drawing or painting and how I am not only them ways of application that are
applying the media, but also how I am not new to them as mixing media is
looking too much at my paper. usually new to students of this
-I will make a point to show students that age.
acrylic paint has to dry to be mixed with
another type of media, unless it is being
layered on top of another one.
-During this demonstration, I will do many
quick blind contours with different
combinations of different media and I will
encourage students to explore the ways
that all media combine with one another.
Demonstration questions:
-Now does anyone here know what we
have to do when we are done using either
chalk or oil pastels? (Blow off dust?
Smudge it?) -If students haven’t heard of
fixative, describe it as a top coat to keep
the color where you want it. If there is a
ventilation area, explain to students that
they have to ask before they can use the
fixative because it can be harmful.
-Now that this has been sprayed, can
anyone tell the difference when I run my
finger across it? (Pass around an example
so students can touch it)
-Now this is when you are able to use an
artist pen to add fine details or text!
-Now the same thing goes for acrylic paint
and artist pens or other media- you do
NOT want to get paint all over the other
media. It must dry. This means that if you
 plan to use acrylic paint, you should try to
get as much of that out of the way on the
first studio day as possible.

-During these questions, I will be using

contour line and applying the different
types of media. As I finish a small
drawing, I will pass it around for students
to look at it and see how quickly the paint
dries and how the other media feel.
-Then I will have students pick out one
media they have never tried before and try
to do one short contour exercise.

8 minutes Structured Practice/Exploration: -Exploration in a structured

-Students will have this time to explore
their new media and see what they can do
with contour lines
-Students will be encouraged to attempt
blind contour and to draw as much as they
can in the time given
-This exercise is purely exploration and
will not be graded
-Students will be warned when it is almost
closure time: Everyone try to wrap up, we
only have a couple of minutes left before
we have a discussion
6 minutes Closure
-I will begin the closure with discussing
the importance of contour as both as
exercise and a form of expression
Closure questions
 Why is contour important for us to
learn about? (Because it is an
interesting technique and because
it strengthens us as artists)
 What can contour be used for?
(Layering, making a real art piece,
environment is beneficial because
students can explore while also
asking help or for questions.
-This new technique will help to
greatly improve hand-eye
coordination.
-Reinforcing the importance of
contour will help students
remember the reasons that it is
important.
-These questions will help
reinforce this knowledge and
remind students of what they have
learned.
 sketching, practice)
 Can anyone tell me what they
decided to draw for their contour
exercise? (A chair, my classmate)
 And what media did you choose?
How did it go? (I chose chalk
because its new and I really liked
it)
 What is fixative? (It’s a spray to
keep chalk in place)
-Then I will ask for a couple of volunteers
to bring up a few important discussion
points from the artists that we viewed in
class: labels, contour line drawing to show
expression, Elizabeth Layton, the different
types of media we looked at, mixing
media
-I will remind students that they need to
bring back their finished concept map by
the next class period because we will be
using it to map out their conceptual design

In-Class Activities: Day 3 (Mixed Media Introduction and Exploration of Concept Sketch)
Time Learning Activities Purpose
10 Orientation/Engagement/Motivation:
minutes -To start off class, I will begin discussing
mixed media and contour line and how we
will be using it to express ourselves: We
can use these different types of media to -Having students recount what
show different textures and strokes and they remember will help all
these things can show what we feel. This students remember and it will also
can also be shown through using different alert me to whatever they missed
colors! Take a moment to think about a or forgot from the last class.
piece of art that was supposed to be
happy or sad- the artist probably chose
their colors to attempt to convey what they -I will check on what students
were feeling. We will be doing the same have complete. If any students
things in our projects! aren’t finished, they will be
 -I will ask a few students to recall what we instructed to finish during class
did during the last class and tell me about time if possible.
the artists we saw and what techniques
they use.
Review questions:
-Alright everyone, we learned about a few
new terms last class, does anyone -This PowerPoint reminder makes
remember them? And what does it mean? it easy for students to self
(Labeling? It means to put a name on monitor.
someone or call them a name)
(Gendering. Calling something a girl or a
guy thing.)
-From there, I will explain to students that
they will be choosing a total of three
media to use for this assignment.
-Then, I will ask students to take out their
concept maps. From here, students will
use these to base their concept off of.
-I will instruct students to pick out a few
words to make some sort of theme. Then,
I will show some student or teacher
examples to give students ideas about
how to create this type of theme from their
concept map.
-I will put a PowerPoint slide on the board
that details what will be asked of students
today and I will let them go get their
materials from the bins and grab scrap
paper from the front of the room.
25 Structured Practice/Exploration: -Allowing students to explore
-During the majority of class today, media in a controlled setting
students will be given time to explore the means that I can monitor them
media that they want to use for their and assist them if need be.
contour line/labels assignment.
-Students will be given guidelines in the
PowerPoint that include: -These guidelines will clearly show
1. Must use at least two media students what they have to
2. Must use at least one of: acrylic paint or complete today and what they
 artist pen. have to fill out by the end of class.
3. Must use at least one of: soft chalk or
oil pastel
4. Must include chosen label or name to
describe self-identity.
-The tasks for the day will also be on the
whiteboard or other location:
1. Identify the central theme for your
concept
2. Sketch out your idea for the subject
matter of this piece
3. Identify the two media and how you
plan to use them on the backside of the
paper
-I will leave my own personal samples at -Leaving samples for students to
the front of the room so that students can look over will allow them to see
view and reference and see exactly what I exactly what is expected for an A.
expect of them. -I will also take this time to ask
-I will give students a two minute warning students about what they notice in
so that they have time to round up and the samples.
return their supplies.
5 minutes Closure -Informing students about what is
-While students are returning to their next to come will help get them
seats, I will bring up the schedule for the thinking about what they will have
next three class periods: We will be going to complete over the next few
over specific individual feedback next classes.
class and then you will all have class time
to work on your projects. After that there
will be one more studio day, and then to -This feedback will be helpful for
wrap up our assignments we will be students to see where they need
writing our own artist statements. to make adjustments and where
their ideas are strong or need
-I will then give students a couple of improvement.
minutes to use the class camera or my
phone to document their artwork.
-I will inform students that they will be
receiving feedback through their student
emails after class so that they can adjust
 their sketches.
-Students will begin their studio time for
this project in the next class period, so
they must respond to feedback and make
appropriate adjustments. Depending on
the feedback students may also note how
they intend to make changes instead of
having to rework their sketch.

In-Class Activities: Day 4 (Feedback and Studio Day with Partner Pair and Share)
Time Learning Activities
5 minutes Orientation/Engagement/Motivation:
-I will take this portion of class to ask
students if everyone is clear about what is
expected of them. I will answer any
questions and if any students are
confused about feedback that they
received, they can come up individually
and discuss their concerns during work
time.
-If there are no questions, I will put the
same PowerPoint with specific outlines for
the project on the screen so that students
can always see what is required of them.
Purpose
-This will allow me to clear up any
points of confusion before
proceeding into this workday.
-Using this PowerPoint slide will
also help students understand
what they have to do during this
class. Clear guidelines are left up
so that all students can monitor
themselves.

25 Structured Practice/Exploration: -Students will have the entire class

minutes -This is where students will have nearly
the entire class time to work on their
projects and begin drawing and painting
their piece.
-Each student will be called up individually
to receive their canvas or multimedia
paper and clarify any last minute topics
they may want to bring up.
-Students will be encouraged to ask each
other for feedback and share what they
are thinking/what their main theme is.
-The group volunteer for that day will go
period, which means that I can
check in with them and monitor
their work.
-I will ensure that all students have
a clear plan and that any confused
students will talk everything
through with me before trying to
progress any further.
 and grab the material bins from the front
of the class and students will have the
rests of the class period to work.
-Students will be reminded when there is -The reminder should ensure that
approximately 15 minutes of class time, students can wrap something up
and then when there are 12 minutes. The before having to put everything
last 10 will be used for partner pair and away.
share before students return their work
and supplies.
10 Closure -For closure today I wanted
minutes -I will tell students to find a partner and students to have an opportunity to
unless a student is absent, 8 should divide discuss their thoughts with a
equally into 4 pairs. partner and get some constructive
-I will put a PowerPoint slide on the criticism and ideas from each
screen to show students what they should other.
talk about. This slide will contain different
art terms that I want students to sneak
into their conversations.
-Students will have to talk about what their
goal is and each student will be
encouraged to follow the compliment
sandwich method and remain sensitive
because these are all personal topics to
everyone. I will model this with one of the
sample pieces that I have available: Now
if I was talking to the artist of this piece, I
would begin by saying something that I
think is done really well in their piece. You
have to be descriptive here. I could say
that I like how they arranged their labels in
their composition. Then I could add
something that I think they could have
pushed further or improved on. I think that
the colors you chose don’t really help me
understand the label. Then, follow up by
another thing that you appreciate about
the piece. I really liked the way that you
added details with layering different media
 here.
-Students will have the remaining class
time to talk about their pieces so far and
students will have to write down what they
discussed so that they can use the advice
to improve their art during the next class
period.
- I will be walking around the room during
this and helping to push students in the
right direction in their conversations.

In-Class Activities: Day 5 (Studio Day)

Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation: -Starting with a measurement of
-Once again, I will begin class with trying how the students feel will help me
to measure how students currently feel understand if I need to change
about their projects: “How did everyone do some elements of the lesson or
last class period? Do we have any not.
questions?” (Okay, not good, yes/no, etc.)
-I will encourage students to reach out to
me if they have any questions that they
want to ask individually and if anyone is
not finished at the end of the class, they
will be able to take their art supplies home -This and the 6th day will help
if they want to work on their projects students get as much finished
further outside of class time. during class time as they can.
-This class will be aimed at maximizing
the students’ work time and introduction
and closure will be very brief so that
students can add as much detail and
emotion as possible.
30 Independent Practice/Application: -This group volunteer will help to
minutes -Students will have a group volunteer go save class time.
grab their material bins and each student
will go grab their piece from the drying
area.
-I will be monitoring the class and try to
lead students in different directions to help -By monitoring students, I can see
 encourage their exploration of mixing where they might go wrong and I
these media. can offer individualized support.
-The same PowerPoint slide with project
guidelines will be left up: “Class, please
remember to refer to the PowerPoint if
you get confused about what is expected
of you!”
-Students will be given a 10 minute
warning so that they can wrap up to the
best of their ability.
-One volunteer will round up bins with
materials and students will sign out
materials if they want to take them home:
“Alright class I need one volunteer for
each group to help clean up! Thank you!”

5 minutes Closure -I am bringing in new information

-Students will still have time to round up so that students know what is
their things while I discuss the goal for the coming next class period.
next class.
-I will briefly talk about how artist
statements are important especially when
the material is supposed to convey a
personal message to the audience.
Closure questions
 How did everyone do today? (Well, -These questions should help me
good) gauge where students are at and it
 Can anyone share with me will share students’ findings with
something that they learned from the rest of the class.
working with multiple media?
(Different media mix really weirdly,
paint has to dry, media layers in an
interesting way)
 Did anyone run into any problems
when mixing their media? (My
paint didn’t dry when I wanted it to)
-For next class, I will need everyone to -Here, I am telling students what I
have their multi-media drawings expect of them while also
 completed. If anyone hasn’t finished, stay encouraging them to finish where
after class and we can see about they are likely more comfortable
checking you out some art supplies. See with making art anyway, at home.
you all next time!

In-Class Activities: Day 6 (Artist Statement Introduction and Writing Time)

Time Learning Activities Purpose
2 minutes Orientation/Engagement/Motivation:
-For today’s introduction, I will wait until
everyone is seated and ask a few topic
questions
Topic questions
 Can anyone tell me what an artist -These questions should get
statement is? (A written statement students thinking in the right
from the artist) direction and this will lead them to
 What else is in it? (Description of thinking more about what an artist
the artwork) statement is and what it is good
 What else can you guys think of? for.
(Whether the artist was happy with
the end result)

-Then, I will explain more about what is in

an artist statement and tell students that
they have time during class to write their
artist statements.
8 Presentation/Explicit Instruction: -This exercise will open student’s
-I will show students a few different pieces eyes to how important an artist
along with artist statements. Then, I will statement can be the pieces
ask students to tell me what they think the intended meaning.
pieces are about.
-After that, I will show students what the
artist statement actually was and students
will discuss the ways that their
interpretations were different from the
actual artist statement.
-I will then move into a short discussion
about how artist statements are helpful for
 both the audience and the artist to convey
meaning and express their intention in
making the art piece.
-Then I will move into talking about how -This transition will get students
we can apply this to our art projects. thinking about their own art.
20 Independent Practice/Application: -Independent practice should
minutes -Students will have a handout with allow students to explore their
information on how to write an artist ideas fully without worrying about
statement and what has to be contained what another will say about them.
within. Included in this handout will be a
few different artist statements from work -Examples will allow students to
that I have showed them of my own. visually see what is expected of
-I will guide students over the main topics them and roughly how long they
that were included in my artist statement should be.
that I want them to include in their own:
“Everyone, please see our handout. I want
to make sure that we all know that our
artist statements have to have these
things: The labels we chose to add to our
composition, the media that you ended up
using, why you picked those media, and
just tell me about how you feel this project
turned out.”
-There will also be examples left at the
front of the class so that students can
read and compare statements if they are
having trouble.
-I will use the independent time to walk
around the room and talk to students
about what they have planned for their
statements. I will assist any students who
need some help without telling them
exactly what to do.
-I will give students a 5 minute warning
when their independent time is coming to
an end.
10 Closure
minutes -While everyone is finishing up their last -Because of their age, these
thoughts, I will instruct the class to pair up students may be reluctant to share
for a short, casual artist presentation. these projects with the entire
-The following questions will be written on class. For this reason, a two
the board for the students to discuss in person pair and share will work
their pairs: perfectly.
 Can anyone tell me why an artist
statement is so important?
(Because it tells the audience what
the artist really wants them to
know)
 Can I have a volunteer tell me
about the artist statement that they
completed? (I wrote about the -Using these closure questions will
story I wanted my piece to tell and help reinforce student knowledge
then why I used watercolor and about the use of artist statements
crayon together and I talk about
how I’m happy with my resist
technique)
 Now before we get going, can -Reminding students about what
anyone tell me about what can they learned in this unit will
happen when an artist’s piece has reinforce the new content they
no statement? (The audience have learned.
might be confused about their
message)
-After around 3 or 4 minutes, I will say
“Students, let’s share our pieces first and
after our partner views it, share your artist
statement. From there I want you two to
use the remaining class time to talk about
your artistic decisions and how you feel
about how everything turned out.”
-“It has been so great to talk to all of you
about this subject and see how
wonderfully all of your pieces have turned
out. Thank you all for putting yourselves
out there and sharing these pieces with
me!”
9. Critical Comments and Reflections:
Overall Teaching Surprises

I experienced many surprises throughout this teaching experience. The first

surprise that I encountered involved social distancing and creating videos from my

home in place of having contact with students. Formatting these videos was another

surprising experience for me. This is because I had a bit of a learning curve in

videotaping and editing the videos. It was challenging for me to figure out how to

screen-share and how to show a demonstration with my laptop camera. I learned a lot

about making an online video for my future lessons and I was pleasantly surprised by

how comfortable I have become in designing these videos. I had some surprising

difficulties with my videos as well and I definitely learned a lot from the mistakes that I

made.

Best:

Student responses

Throughout these six lessons, I did my best to imagine what my students’

responses would be. I feel as though my student responses went quite well despite not

having any students. In my videos, I asked many questions and after students provided

answers, I would provide more specific examples to paint the whole picture. I did this by

having a goal in mind of what I wanted students to understand, and then I made sure

that all areas of the topic were covered before we moved on. I did this to help reinforce
the correct definitions of the terms we were using. It can also help students and myself

to see if anyone is confused by the example that I have provided. I also feel that I gave

the proper amount of pause for students to think the question over. This “think time” is

something that people of all ages require after being asked a question. Younger

students especially need more time to think about things and may be shy about

answering.

Questions/Dialogue

The order in which the words were presented on the first day was also something

that worked very well. I tried to start with terms that could build off of each other and

included a couple of terms that students may have heard of before. This sort of

scaffolding is something that we are taught to do in all areas of teaching because it

leads students to think critically. I also want to draw attention to the way in which I used

my language. I continued to reinforce important vocabulary throughout all of my lessons

where it was possible. For this lesson to work well, my students really have to

understand what these critical terms mean. I really stressed understanding these main

terms along with a few of the newer art terms that students are using in their projects.

For example, we thoroughly discussed composition, contour line drawing, labels,

gendering, stereotyping, and equality. When I began to talk about art terms, I would

bring in a visual example of an art piece that students have already been introduced to.

I did this because I wanted them to base these new things on previous knowledge that
we have already discussed.

Problem & Solving

Because of the formatting of this lesson, most of the problems that I experienced

were technical. I did find that I had some issues with setting up the lesson in a way that

would work with mixing a variety of art media. I made this lesson very student-centered,

so I believe that it will work with many different groups of students. I did my best to

quickly resolve any issues I had and adjust the lesson plan for the changes that were

needed.

Organization

Throughout these six lessons, I did my best to utilize my students for help and to

keep my students accountable for cleaning up their spaces. II call on volunteers to both

take our materials and put them away towards the end of class. I have also given verbal

instructions for students to place papers and assignments in specific spots so that

nothing will be misplaced. In addition to this, I remind students to put their names on

their assignments. Lastly, I organized our time for this lesson so that students will have

plenty of independent time to accomplish their goals.

Quality of Student Work

Considering the amount of preparation that I have planned for students, this

lesson should yield a wide variety of successful student work. Because I have also
allowed students to explore new media and mixing media, they have a lot of ways to

represent their ideas. I specifically set aside time for discussion and ide development

throughout this lesson to ensure that students have a solid plan. I also have developed

formative assessment with feedback for the students to adjust their work. This means

that overall, the student work should be high quality.

Areas to Improve:

Student responses

As far as improvements that could be made in the area of student responses, I

do believe that I could have taken more time in my lessons to ask students questions. I

feel as though I did not have my students share their work for enough time. This lesson

was pretty complicated for only a six-day lesson plan, so I believe that there would be a

lot more time for crucial reflection and student-led discussion if I extended the amount of

time spent on this lesson. I thought of the responses to my own questions based on my

students having a wide variety of art-related knowledge. I did this because many

students entering the art classroom have previously taken little to no art classes. I also

feel as though I could have thought of a bigger variety of answers, as I often only came

up with a couple of responses for the student-sharing portions. This is an area where I

should really be probing students for critical answers especially towards the end of the

lesson where students have fully developed their ideas.

 Questions/Dialogue

Especially in the first few videos, I was a bit shaky in structuring my dialogue.

The better prepared I am, the better this lesson will go and I just need to continue to

practice making this type of video. I also think that I need to work on varying the tone of

my voice. I feel as though here and there I become closer to monotone and I know that

can become incredibly boring to students, especially middle level students. I feel as

though most of my dialogue and questioning went well throughout these videos, but it is

really hard to tell when I do not have actual responses from students. I feel as though I

could include more questioning throughout the lesson, but just like I mentioned above

with student responses, I believe that I made this lesson a bit more complicated than a

six-day lesson plan should be. I would add more questioning and chances for structured

dialogue if I had more time with my students for this lesson.

Problem & Solving

I found that I did not have many problems with setting up and teaching this

lesson. I did have some issues with the technology and editing my videos, however. I

also struggled with the environment that I was in and if I continue to teach online or

video-formatted lessons, I will definitely have to work on creating a functional teaching

space. I adapted my space towards the end of the video to accommodate for the visual

board and this greatly helped guide my lessons. Specifically, I struggled with the

amount of space I had and it took me a few lessons before I figured out where I could
place my visual board so that I could also be seen in the video. One of the biggest

issues I had with video specifically was editing, and that means that if I have classes

with online or video content like this, I will definitely have to be more thorough in

checking my own errors.

Organization

Within this lesson plan, I have done a lot of preparation to ensure that everything

is set up properly for a smooth-running lesson. I think that I need to work on setting up

my script and running through my questions and answers a bit more before my lessons.

One of the ways that I worked to fix this throughout the lesson was writing down bullet

points of the exact topics that I want to meet in each discussion. I did a fairly good job of

delegating responsibility to my students when I could, but in one of my videos I simply

forgot to get a volunteer to pass out materials because I had not properly organized my

script. One

Quality of Student Work

I believe that because of the time that I allowed students to work independently,

there would most likely have been some issues with student work. I feel this way

because there were a few points in my instruction where I could have been more clear

about what I expected of students, and I will work to correct that within my lesson plan.

There were some areas in the beginning where I could have shown a more wide variety

of examples. I think that if I had shown more compositions and variety, my students
would have had a better opportunity to explore their options. I also could have gone

more in-depth in explaining how the “labels” and the composition translate to the

message that they want to convey.

Differentiated Teaching

I would have to adapt this lesson depending on the individual needs of my

students. For this specific lesson, I created one handout with vocabulary terms so that

students can familiarize themselves with what we will be talking about throughout our

time together. I also reminded students throughout my videos that I am available for

individual questions. The topic of labeling and personal identity is a tough subject for

students to discuss openly at the middle level. For this reason, I start day five off with a

check-in for the class. I do this because this is an opportunity to address any major

issues with the entire class or just with individual students. I also mention that students

can ask me individual questions because I find that sometimes students do not want to

ask certain questions in front of the class. When I have independent work-time, I display

a PowerPoint that contains information for my students. This helps the visual learners to

keep on track and also helps any students who may have trouble hearing or

remembering steps.

Conclusion

This experience yielded many lessons that I did not initially expect. I learned

many things about myself and how to prepare lessons. In creating the assignment and
making instructional videos, I learned about many areas that I need to work on. For one,

planning is something that I need more practice in. I found that in some of the videos, I

had to restart again and again because I had not entirely prepped exactly what I wanted

to say. I found that I really improved on that as the videos went on. Although I did not

have actual contact with middle level students, I feel as though I have learned a lot

about my own teaching style and the various aspects that I need to improve on.

Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools

Labels and Language

Name:     Points: __ /27

1 2 3

Objective I Student had little to no Student filled out the Student filled out as
Student clearly listed information filled on majority of the concept much of the concept
different, empowering concept map. Concept map. Concept map had map as possible.
ways of describing map had information a good deal of Concept map was full
themselves using on it, but it was either personally relevant of very empowering
“positive labels” not empowering or not information and it was and obviously relevant
discussed in class. personally relevant to satisfyingly relevant material.
the student. and/or empowering.

 3 Points

Objective II Student did not Student participated in Student participated in

Student clearly participate in partner pair and share, but did pair and share and
described two pair and share. not follow the followed compliment
compliments and one compliment sandwich sandwich guideline.
area to improve on to guidelines.
their partner during a
pair and share.

 3 Points

Objective III Students ideas were Students ideas were Students ideas were
Student effectively unclear and did not somewhat clear and very clear and
described how their describe how their described how their described how their
“positive label” goes chosen “positive label” chosen “positive label” chosen “positive label”
against the negative goes against the goes against the goes against the
labeling/stereotyping negative negative negative
discussed in this unit. labeling/stereotyping labeling/stereotyping labeling/stereotyping
discussed in this unit. discussed in this unit. discussed in this unit in
detail.
3 Points

Objective IV Student did not utilize Student attempted to Student effectively

Student effectively contour line technique utilize contour line utilized contour line
explored a new media and did not choose a technique and chose a technique and chose a
through contour line new media. new media. new media. 
drawing.

3 Points

Objective V Student did not Student organized a Student organized a

Student creatively organize a sketch of somewhat creative creative sketch of their
organized a rough their composition. sketch of their composition. Student
sketch of a Student did not label composition. Student labeled three chosen
composition and three chosen media. labeled three chosen media.
labeled three different media.
types of media.

3 Points

Objective VI Student did not Student completed Student completed

Student created a complete their drawing. their drawing to their drawing beyond
personally relevant Student did not clearly satisfaction. Student satisfaction. Student
drawing that shows communicate their somewhat clearly extremely clearly
the “positive label” “positive label”. communicated their communicated their
chosen for the “positive label”. “positive label”.
students theme.

6 Points

Objective VII Student did not write a Student wrote a Student wrote a very
Student effectively complete artist complete artist clear, complete artist
wrote an artist statement. Student did statement. Student statement Student
statement describing not include what their included what their included what their
what their “positive “positive label” was, “positive label” “positive label” was in
label” is along with nor did they include adequately. Student full detail. Student
why they made certain why they made the somewhat described completely described
artistic choices. artistic choices that why they made the why they made the
they did. artistic choices that artistic choices that
they did. they did.
6 Points

2. Handouts
Day 1 handout:

Labels and Language

What does it mean to you?
 In this unit, we will explore many different terms and topics and there will be
lots of important vocabulary that you will need to understand. I have listed all
of the terms that you should know by the end of the unit on this page. For this
unit, we will be doing some exploration of our own identities and how we are
affected by labeling and stereotypes. The way that we discuss gender is
often problem-causing, and we need to analyze the way that we use our
language. We will explore this topic through looking at and making our own
art to bring personal meaning to this incredibly important topic.

Important vocab to understand:

Feel free to come to me with any questions or for further clarifications. I would
suggest googling these terms along with the word “art” or “art definition” if
you are having any trouble. Of course make sure you have your
parent’s/guardian’s permission if they have restrictions on computer use.

Art Terms Other Important Vocab.

Acrylic paint- Paint made using a
polymer, or plastic-like base.
Background- Part of an artwork’s
composition that lies in the back,
behind the subjects in the
foreground and middle ground.
Blend- The process of mixing media
into a surface or mixing one or more
colors into each other.
Blind contour drawing- The process of
drawing a subject either entirely
without looking at the paper, or only
looking at the paper to re-center
your utensil.
Chalk- An art medium made of
calcium carbonate that is hard
pressed. Chalk like this will crumble
Association- The way in which one
topic relates to another topic.
Bias- Prejudice in favor of or against
one thing, person, or group
compared with another, usually in a
way considered to be unfair.
Character- All of the traits and
features that make us individual.
Gender- A cultural term that has
often has to do with the stereotypes
associated with either the male or
female gender. Gender can be
expressed outside of these two
boundaries and is better described
as a spectrum.
Gendering- Labeling different things
as either male or female.
easily and creates dust when used. Gender equality- The idea that
Charcoal- An art medium made everyone is equal.
from carbon that comes in different Gender inequality- Mistreatment of a
hardness levels and produces a gender based on biases.
deep, dark black. Identity- The qualities, beliefs,
Color- The hue, value, and intensity personality, looks and/or expressions
of an object. All colors can be made that make a person or group.
except white with these primary Label- A classifying phrase or name
colors: red, blue, and yellow. applied to a person or thing,
Contour drawing- The process of especially one that is inaccurate or
drawing only the outline of the restrictive.
subject while paying close attention Prejudice- A previously determined
to smaller details. opinion that is not based on reason
Contour line- The outside lines that or actual experience.
define the objects you see. Stereotypes- Opinions or ideas about
Composition- The way that an art people based on physical traits or
piece is organized within the characteristics.
boundaries of the page, canvas, or
other type of surface. Composition
can also refer to any work of art.
Contrast- The difference between
two opposing things.
Drawing- Process of making marks
usually using pencil, pen, or
charcoal.
Expressionism- Expressionism is a
modernist movement, initially in
poetry and painting, originating in
Germany at the beginning of the
20th century. Its typical trait is to
present the world solely from a
subjective perspective, distorting it
radically for emotional effect in order
to evoke moods or ideas.
Foreground- The front of a
composition: subjects or objects that
are in front of all other things within
the composition.
Form- The visible three-dimensional
shape of something.
Implied line- A line that suggests the
edge of an object or a plane within
an object. The line may be broken
by intermittent marks, it may be
defined by value, color, or texture.
Line- A continuous mark with length
and direction.
Mixed media- The use of more than
one art medium.
Negative space- The space around
the subject of the composition.
Non-representational art- Art that
does not aim to accurately represent
the real.
Oil pastel- A type of pastel crayon
that is made with oil, similar in
consistency to a crayon.
Outline- A line or set of lines that
enclosing a shape or indicating
shape.
Overlap- One or more subjects is
covering a part or a whole of
another subject.
Palette- A piece of material, often
plastic, that is used to put acrylic
paint on. This is also where you can
mix your colors.
Perspective- A classifying phrase or
name applied to a person or thing,
especially one that is inaccurate or
restrictive.
Positive space- The space taken up
by the subject of the composition.
Proportion- The dimensions of a
composition and relationships
between height, width and depth.
 Realism- Representing something the
way that it is in real life.
Render- To reproduce or represent
by artistic means, such as drawing,
painting, or
sculpture.
Resist- Added to parts of an art
piece to keep that particular area
from being affected. This is often
composed of wax which repels
liquids.
Shape- Two dimensional area
confined by an actual line or implied
line
Space- A feeling of depth or three
dimensions represented on a two
dimensional plane. It can also refer
to the artist's use of the area within
the picture plane.

REMINDER: PLEASE keep this sheet somewhere special so that you don’t lose

it. If it gets ruined or lost somehow, I can definitely replace it, but this will be

super helpful at the end of this unit when you have to write using art terms.
ANOTHER NOTE: For any of you who are not the strongest writers, feel free to

email me ahead of time and I will gladly provide any additional resources to

help you succeed.

 Day 6 handout:

Artist Statements
For our final work day, we will be putting together everything that we

learned in this unit. Think about what you want people to think of when

they see your art piece as you are writing this.

Answer these questions in full sentences! Answer them to the best of your

ability and please ask questions if you need any help.

Pay attention to my example to see how long your answers should be-

everyone’s will look different.

I left a lot of space for everyone to write as much as they can. I encourage you
to try to go in-depth with these responses, but you certainly don’t have to fill

out the entire space provided.

GUIDING QUESTIONS:

1. What do you want the audience to know about you when they view this

piece?

____________________________________________________________________________

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____________________________________________________________________________

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2. What are your chosen labels? Why did you choose those words

specifically out of the other words in your concept map?

 __________________________________________________________________________

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3. What types of media did you use? What was your overall experience in

using them?

__________________________________________________________________________

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 __________________________________________________________________________

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4. Describe your artwork using the vocabulary words provided in the

handout. You must include at least four of the vocabulary words that

appear on the visual board.

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5. To finish up the statement, please tell me about how you felt about this

project overall. What did you like? And what do you think could have

been improved upon?

__________________________________________________________________________

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