1.

) Objective/Goal of the lesson: Why are students learning this? What do they need to
do?   
a. The students are learning about Edward Hopper and he always has a
deeper meaning in his paintings and how its more than what you see on the
surface or at first glance.
b. The students are going to be analyzing the picture as a class and then
making their own version of one of the paintings shown with their own
spin on it.
2.) Any art standards you think this lesson hits: Please write out the benchmark(s) you
felt you hit with this lesson.  The numbers are optional, but the entire benchmark
should be written out.
a. 5.5.5.10.1 Make inferences about time, place, and culture in which a work of art was created,
citing evidence.
b. 5.5.4.7.1 Identify and interpret works of art that reveal how people live around the world and
what they value.
 
3.) A list of materials (any art supplies, visuals, art works, etc. that you will need for the
project. Please use a bullet or list format)
a. Students are going to need a sheet of paper and a pencil for the observation
part so they can write what they see and what they think is going on.
b. For the second part of the lesson they are going to need paint, paper,
brushes, water cup, pallet, paper towel, pencils.
 
4.) The procedure and timing of the activity (Give the step by step structure of how you
will present the lesson. Be sure to write down how long you think each step in the
lesson will take to do. Remember to be very specific in how you will present the
material to the students.)
a. Introduction (5min)- I will talk about who Edward Hopper is and his
background. I will ask if any of the students may know who he is. During
this introduction, I will talk about how simple his paintings look and how
much they really tell.
b. Nighthawks (10 min)- I will put the painting up on the screen and give
students 3 minutes to write down on their sheet what they see and interpret
from the painting. I want them to observe things like the time of day, the
number of people, and the setting. After that, we will discuss for 2 minutes
what they saw. For the next 3 minutes, I want them to look at the painting
and write how they feel and what they think the people are feeling based
on what we discussed. We will have a 2-minute discussion about the deeper
meaning of the painting. We will also touch on what the actual meaing of
the painting is.
c. Automat (12 minutes)- we will keep the same structure for this piece as we
did for the Nighthawks painting except, we will add 2 more minutes to
compare it to the Nighthawks painting.
d. Office in a small city (10 minutes)- we will keep the same structure as the
Nighthawks painting.
e. Compare and contrast (5 minutes)- we will pull all the paintings on the
screen and look and how they may be similar and how they are different. I
 will want students to recognize the different use of light and dark and the
overall different vibes of the paintings. Students can also talk about how
the deeper meanings in the painting may be similar or different.
f. Explanation of the activity (5 minutes)- The students will get time to create
their own version of how Edward Hopper did his paintings. Their
paintings don’t have to include people or animals it can just be a
landscape. They just have to tell me why they decided to paint what they
painted.
g. The activity (40 minutes)- the students will have 40 minutes to create their
art piece. During this time I will be walking around and assisting students
in any questions they may have.
h. Clean up- (5-10 minutes)- during this time I will have the students clean up
their materials and put their painting somewhere to dry.
 
5.) Assessments: How will the students show they learned the material? Remember these
should align with the objectives. 
a. One of the assessments will be the sheet on that they wrote down all of
their thought while looking at the different paintings.
b. The second assessment will be the next day when the paintings are dry I
will have the students come up one at a time and talk to me about their
painting and what it means to them. They will explain why they chose the
colors they chose, if they have people in there what they are feeling, if it’s
night or day, and the overall emotions of the painting.      

6.) An explanation of how this activity exercises visual literacy skills and how it could
relate to a larger unit of study: (Look back at the online reading, “Teaching Visual Literacy
in the Classroom.” how does this activity relate to why visual literacy is important? What
visual texts does it utilize? What elements/principles are the students exposed to? Write a
brief example/written description of the kind of unit or project that this activity could be a part
of and when you would teach it in the unit.)

This activity shows visual literacy because the students are analyzing three different pieces of
art and they are first looking at surface-level things like color, texture, shades, setting, and
time of day. During the second round of observing they are looking to see how the surface
level things impact how it makes them feel and what the people in the painting could be
painting. During the discussion part of it, they will be able to talk about what they noticed or
felt from the paintings. It's important for students to talk about how different paintings make
them feel different things and why. It makes students look past the color pallet being used
and makes them use context clues to come to these conclusions.