Kassidy Ouderkirk

Middle School Lesson Plan Example

Lesson Title: Masking Tape Murals

Target Grade Level: 7th Grade

Lesson Objectives: Students will collaborate together to create an

artwork that ecompasses different one point
perspective vocabulary and images.

Big Idea, Theme, or Studio Habit: Artists collaborate, One point perspective

Artist Examples: https://docs.google.com/document/d/1y33Ru

AHQdVFKhujknU3t1xVZ943HOtNIed93GP
hVTWQ/edit?usp=sharing

Standards: ART.VA.I.7.2 Understand the concept of

proper use of art materials and using tools
safely and responsibly at an emerging level.

ART.VA.I.7.3 Demonstrate the use of

successful visual vocabulary at an emerging
level.

ART.VA.I.7.5 Produce and exhibit a final

product that demonstrates quality
craftsmanship and technique at an emerging
level.

ART.VA.II.7.3 Collaborate, communicate,

and work with others to create new ideas at an
emerging level.

ART.VA.II.HS.7 Create preliminaries,

possibilities, and drafts at an emerging level.

Materials” ● Piece of white printer paper

● Pencils
● Masking tape
● Rulers
● Meter sticks
● Sticky notes
● Index cards
 Assessment Approaches Formative: Warm up quick check to see
if anyone has ever done one point
perspective before

Formative: Exit slip, whose artwork in

there group is being turned into the mural,
describing vocabulary words learned that
day

Summative: Artist statement form

https://docs.google.com/document/d/1bFp
n33mpeoQCYhWUsc4RgCuwLb9xvDvq
pMB8Qd-mzf0/edit?usp=sharing

Instruction:

Day One:
1. Students will enter the room and sit at their assigned seats ready to begin class not
touching materials that are laid out.
2. Teacher will make a point to mention rulers and how to use them
3. Students will listen to a teacher lead powerpoint introducing one point perspective and
learn about the different vocabulary words associated with the project. The power point
would show different examples of one point perspective artworks from history
4. Students will complete guided practice on a note card following the teacher on how to
make a one point perspective drawing.
5. At the end of class students will turn in their one point perspective practice as well as an
exit slip testing their memory on the new vocabulary they learned.

Day Two:
1. Students will enter the room and sit at their assigned seats ready to begin class not
touching materials that are laid out, give reminder on ruler etiquette
2. The class will then have a discussion to recall what our past vocabulary words were and
how they relate to one point perspective on the board
3. Students will work at their seats to create their own one point perspective artwork using
their notecards for a reminder. It can be an indoor or outdoor scene
4. Students will finish their artwork before the end of class and decide as a table group
who’s drawing they would like to turn into the table mural for their group
5. Students will turn in their artwork as well as inform the teacher whose artwork is being
turned into which groups mural

Day Three and Four:

 1. Students will enter the room and sit at their assigned seats ready to begin class not
touching materials that are laid out, give reminder about rulers
2. Each group will follow the teacher out into the hallway to their designated spots on the
wall
3. A reminder will be given for how student behavior is expected to be in the hallway and
each group will begin working with their supplies together to create their wall mural in
their sectioned off area
4. At the end of day four students will finish their collaborative wall murals and fill out an
exit slip stating the different parts that they worked on for example: if it was their
drawing that was chosen, if they were the one who stuck the tape to the wall, if they were
the one who cut the tape. They will also rate their group members 1 out of 5 for how they
were in the collaboration process

Day Five:
1. Students will enter the art room and sit at their assigned seats
2. Students will participate in a class discussion about what a tag critique is as well as the
proper etiquette for a critique. They will each be given a sticky note for each of the
groups for the critique
3. Once everyone has their sticky note and a writing utensil the class will make their way
out into the hallway. Groups will take turns presenting their collaborative art murals.
Students will fill out their tag critiques and stick the sticky note on the wall next to each
mural
4. Once every group is collected students will return to their seats to fill out an artist
statement while the teacher collects the sticky notes
5. After artists statements are filled out students will be dismissed at the end of class