Lesson Plan Template- 2021

Below is a template you will fill in as your lesson plan. It is designed to include the actions of the 4 National Visual Arts Anchor Standards of
Creating, Connecting, Responding and Presenting. The left column you will populate with the lesson criteria. Be thorough and descriptive. The
right column you will share your rationale for the choices you are making. The rationale/reflection should be backed up by readings from the
class, and other content you’ve learned in other courses. Sharing your rationale is important as it asks you to think about why you are doing
what you are doing. Reflecting deeply is a significant aspect of teaching.

Perspectives On the Future : Collage

Lesson Title: ______________________________________________
Two Weeks
Grades 10 or 11 Anticipated Time Frame:_______________________
Targeted grade Level: ______________

Lesson Plan Rationale

1. Conceptual Structure/Big Idea:
Have students reflect/create their interpretation of the future.
2. Key Concepts (What ideas, facts, and new knowledge will the students acquire?List
the key art concepts that will help students to understand the big idea as an artist.)
1. Introduction to color theory, what does their color palette say about their piece?
2. Highlight the importance of emphasis in a piece, what is the big idea of your piece.
3. Develop an awareness by relating research to their work to help support their core
message.
4. Learn how to express their feelings through the art process.
3. Objectives (what students will DO):
1. Students will conduct research to support/highlight an aspect of the future they
want to talk about.
2. Students will use thumbnails to help them brainstorm possible concepts for their
project. As well as showcasing their though process/meaning behind it.
Why is this a relevant concept for students to explore? How does it connect to
contemporary culture and context? Given the circumstances of the past few year,
I believe it would be beneficial for students to take a step back and reflect upon
their thoughts and feelings and current events and how it relates towards the future.
Why is it important for students to know these concepts?
I feel these concepts are important to foster for this project so students can delve
deeper into more abstract concepts, but still be able to make a cohesive piece that
has meaning behind it. The meaning behind the work should be what they put
their emphasis on, and a reflection of their thoughts/feelings.
How do the objectives fully support learning and how do they connect to the
students’ lives? (What evidence can you provide that makes you say this?)
These Objectives will help push students with planning their project, these skills
can be applied to future projects as well, such as utilizing thumbnails. Exploring
possible concepts can help materialize a final project.

3. Students will utilize multiple materials such as News Articles, Magazines, Glue,
Scissors, and ETC.
4. Essential Questions (BIG overarching questions): How are these questions meaningful to the student? How do you know?
1. When looking towards the future what do you envision? These Questions are to help Guide students explore/materialize their
2. Is you Perspective Optimistic or more Nihilistic? Why is that? interpretation of the future and what it means to them. Along side what they
relate to these given prompts.
3. What influences your Opinions?
5. Standards: NVAS:
1. VA:Cn10.1.IIa Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
2. VA:Re.7.1.IIa Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.
3. VA:Re.7.2.IIa Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences.
4. VA:Cr3.1.IIa Engage in constructive critique with peers, then reflect on, reengage, revise, and refine works of art and design in response to
personal artistic vision.

6. Connecting and Responding:
Teaching Resources: (art work, videos, books, etc)
Art: (Artists and insert thumbnail photo of examples shared)
Collage Inspiration
https://www.bobbibaughstudio.com/journeys-and-stories/old-news-paper-collage
https://www.artnews.com/art-news/news/the-new-collage-2341/
https://magazine.artland.com/5-contemporary-collage-artists/
https://arl.human.cornell.edu/PAGES_Delft/Collage_deeper.pdf
An overview of what a collage is and how to best utilize one.
Explain how the students will explore the concepts of the big idea through
artists and their artwork. What opportunities will the students have to
RESPOND to art? Choose artists whose work exemplifies an exploration of your
big idea and include examples of the artist’s work in your presentation.
Understanding that abstract collages can be overwhelming to start, these examples
will hopefully help inspire students and guide them towards what it is they wish to
depict in their personal collage. Maybe there is an aspect they are wanting to put
emphasis on, like color, or maybe a particular word.

7. CREATING Lesson Plan Sequence
1. Day 1 - Introduce project through hook, afterwards hold class discussion about
said project, have students look for articles online/ in magazines to support their
views.
2.Day 2 - Students should have their sources ready to reference off of/ use in their
project. They will begin to thumbnail their ideas.
3. Day 3 - Students will share their thumbnails and receive feedback from a peer
review. Afterwards they will begin their project.
4. Day 4 & 5 & 6 - Studio/work days.
5. Day 7 - Check in with class to see progression, students can request peer
feedback if wanted. Continue to work.
6. Day 8 & 9 & 10 - Studio/ work days.
7. Day 11 - Add final touches to project and present work. Students will also have
to write a reflection on their project and process. (Students won't have to publicly
share their reflections unless they wanted to).
Share rationale for choices in teaching and learning strategies, here is where I
should see additional evidence of the readings. How will you scaffold the
lesson to maximize learning?
I want to give students as much space as possible to explore this project on their
own, due to a lot of this being centered on their own views. However, I will be
providing a bit of scaffolding to help set up the project, this is to just help establish
a starting point for the students. Part way through there will bee a peer review, this
is available to students who might want feed back on their composition/ or if they
feel stuck. At the end I want students showcase their work, they will leave it at their
area and walk around the classroom to view their peers work. Students will then
hold a conversation on what they saw and share what they thought was interesting,
or curious about.
8. Differentiation/Accommodations/Modifications (For differently
abled on both ends of the spectrum)
1. Students will be provided with an extension if needed
2. If a student doesn't know where to start with their project research, I will have a
few articles ready for them to use.
9. Assessment Strategies: (Connecting and Responding) What evidence from
performances and products demonstrate deep understanding and generalizable
new knowledge?) What evidence of pre-thinking, in process ideation and
development will be required?
Students will have to provide thumbnails and a reference to the articles they will be
using for this project. This is to document their thought process.
After creating the project, students are expected to write a reflection about their
work and explain the symbolism behind particular materials/visuals they used. This
is to show their thought process behind the piece.
10 Insert photo of teacher created exemplar here:
11. Materials/Tools/Art supplies needed
Newspaper, Magazines, Scissors, X-acto Knife, Glue, Bristol Board, Colored Paper.
12. Materials Distribution/Clean Up Students will gather/clean-up their own materials.
13. PRESENTING How will your students’ work be PRESENTED and curated?
Students will present their own work in the classroom at a "round table" discussion.
Afterwards students will write a self-reflection about their work and submit it to
me.
Share rationale for each
1. This applies to particular circumstances as well
2. Jumping into a project like this can be overwhelming, having articles ready in
hopes that it can help guide student into ideating.
Share rationale for formative and summative assessment, HOW will this reveal
knowledge acquired and how they will use it?
How will you know what your students have learned about:
• Formative assessment will be held at the start of the project through the
thumbnails/ documentation of the students work and research. As well
as the peer review part way through the project.
• Summative will be based upon the final work and the students
reflection of their work.
Rationale here should discuss the significance of what was created and address
prior knowledge (ideas, context etc) students will need to understand the
lesson content.
For this project I took an abstract approach at depicting a more optimistic view of
the future. A lot of the sources I referenced were wellness magazines and a
magazine on current events.
What prior knowledge students will need to effectively use materials to express
their ideas? (you may complete this AFTER making your teacher exemplar)
Students will have to know how to properly utilize an x-acto knife as well as be
familiar with how to properly format/layout their work.
Describe possible systems and management strategies Students are responsible for
themselves.
Who is the audience? What kind of feedback will the artists receive?
The audience will mainly consist of the students and their peers, this art is more of
a focus of what they want to create. It's not being made to cater towards anyone
else. Feedback will be based upon is they can explain their symbolism/process.