COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Katie Veches
SCSU Course: ART 😊
Date: 12/5/22
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Creating an Artist Statement
Grade Level: 5th
Subject Area:
Unit of Study:

How does this lesson connect with and build on previous lessons and how will it connect to
subsequent lesson(s)? (What came before and what will come next?) Students have prior
knowledge to the principles and elements of art. Students will use this knowledge and life
experiences to create a piece of art that includes an artist statement.
ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 PowerPoint on Artist Statements
 Graphic Design of tips on artist statements
 Example of art done by myself
Content Vocabulary (word/term and grade level appropriate definition):
 Artist Statement: Describes your artwork while giving an insight of how and why you made it.
Supporting Vocabulary (word/term and grade level appropriate definition):
- Elements/principles of art: Visual components of art that create meaning or purpose.

STANDARDS AND LEARNING OBJECTIVES

Content & Language Standard Content Objective Assessment
(Code and Benchmark) (What skill will the student demonstrate and (How will you measure the skill, determine
how will you assess it?) proficiency, and give feedback to
students?)

MN Content Standard: Students will be able to create their Measurement Tool(s):

Revise and complete original own artist statement after creating Completion of the project.
artistic work. art from a life experience.
Indicator/Criteria for

Code: 5.5.2.4.1
Benchmark: Create artist
statements to describe choices in
artmaking, using art vocabulary.
MN Content Standard: Integrate
knowledge and personal
experiences while responding to,
creating, and presenting artistic
work.
Code: 5.0.5.9.1
Benchmark: Create art that tells a
story about a life experience.
Common Core or MN ELA
Standard for Academic Lang.:
MATERIALS/RESOURCES/TECHNOLOGY
 Blank Paper
 PowerPoint
 Crayons
 Markers
Students will be able to create art
that tells a story of a life experience
by using the elements and principles
of art.
Students will be able to…by…
Proficiency: Needs to include an
artist statement created entirely
by themselves. Participation
during class discussion before
and after assessment.
Means of Feedback to Student:
Student will receive and give
feedback through class
discussion.
Measurement Tool(s):
Completion of the project.
Indicator/Criteria for
Proficiency: Needs to use the
different elements and/or
principles of art to convey a life
experience.
Means of Feedback to Student:
Class discussion will allow
feedback between students.
Measurement Tool(s):
Indicator/Criteria for
Proficiency:
Means of Feedback to Student:
  Paint
 Paintbrushes
 Example of art by me

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include what (How will you serve SPED/EL/Gifted
Minutes) you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute should reading/math abilities?)
be able to replicate your lesson successfully using this
procedure.)
5-10 PowerPoint on artist statements. This PowerPoint will go Pictures are provided throughout
minutes over some review of elements and principles of art. After the slide to help with
this PowerPoint, students will have a concrete comprehension.
understanding of artist statements and how to create
them.
25 minutes Each student will be provided 1 blank piece of paper. Students are given options of art
Students are encouraged to create an art piece that materials to use (markers,
depicts a life experience they’ve had (good or bad). Allow crayons, paint).
students time to create and discuss with each other.
5 minutes Discussion will follow our art activity. Ask thought- Students may have para or myself
provoking questions like “how did you use elements of art help them come up with an artist
to showcase your experience?” Each student will be statement.
asked to share their artist statement.
 CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)
Check for understanding will be done through class discussion. We will make connections between our artist
statements to those of famous artists.

CONNECTIONS TO RESEARCH/THEORY
Connections are made to elements and principles of art (talked about last week).
Connections are made between famous artist statements and our own.

CITATIONS

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)