Art Education edTPA Lesson Plan Lesson: _1_

Author: _________Katherine Skillings_________ Grade Level: 11th-12th (Painting & Drawing)

Lesson Title: Central Focus:
Detailed eDangered Animals The central focus of this lesson is to create a hyper detailed
drawing with pen and ink of an animal of the student’s
choice that mimics the style of Manabu Ikeda.

Essential Standards/Common Core Visual Arts Concept(s): Students will be introduced to

Objectives:
NAEA Visual Arts Standards and
Objectives:
Anchor Standard 1: Generate and
conceptualize artistic ideas and work.
VA:Cr1.1.IIIa: Visualize and hypothesize to
generate plans for ideas and directions for
creating art and design that can affect social
change.
Manabu Ikeda’s artwork and big ideas after the teacher
presents information on the subject. Students will then learn
about the seven levels of conservation scale, and then pick
an animal between the Vulnerable to Critically Endangered
part of the scale to do their project on. Students will then be
given a piece of watercolor paper to start sketching a
contour line with pencil of their animal, which they will
have a reference photo of, and they will include one symbol
or element that visually describes why their animal is on
The Red List. Students will finally work on practicing with a
fountain pen and ink techniques on a serepate, smaller piece
of paper to replicate the style of Ikeda’s work.

WV Visual Arts Standards:

VA.O.6.5.03: Compare the purposes of creating

two-dimensional works of art for personal
expression or to evoke feelings.
VA.O.6.2.01: identify the characteristics of the
elements of art, e.g., line, shape, color, texture,
form, space, and value.

Daily Lesson Objectives:

Given images on Manabu Ikeda, students will be able to identify key artistic elements of Ikeda’s work, and
understand the impact of the clash between humans and nature. (VA.O.6.5.03)

Given the The Red List website of the seven levels of conservation scale, students will be able to pick an animal
on the Vulnerable to Critically Endangered part of the scale to draw with relevance to why that animal is
threatened. (VA:Cr1.1.IIIa)

Given a pencil and paper, students will be able to sketch a contour outline of their animal they picked from a
reference photo with one element or symbol of why that animal is on The Red List.. (VA.O.6.2.01)

Given individual teacher help, students will be able to practice drawing with fountain pen and ink - on a separate
piece of paper - in a technique reminiscent of Ikeda’s artwork. (VA:Cr1.1.IIIa, VA.O.6.2.01)
 21st Century Skills:
Be open and responsive to new and
diverse perspectives, and incorporate
group input and feedback into the work.
ISTE Standards:
Apply existing knowledge to generate new
ideas, products, or processes.
Academic Language (Vocabulary, Function,
Syntax, Discourse & Bloom’s Taxonomy):
Students will choose an animal from the The Red List (Seven
levels of conservation scale) to create an ink drawing of.
Students will apply their knowledge of contour outline
drawing with pencil to create the animal they picked.
Students will also incorporate a symbol on the animal or in
the background to create the artwork.
Vocabulary:

Contour Outline Drawing: a line that accentuates form

and values

Symbol: The representation of subjects or ideas by use of

a device or motif to create underlying meaning

Seven levels of conservation scale (The Red List): a

measurement of conservation for animals that has seven
degrees (Least concerned - Extinct)

Product and Psychomotor Skills:

Students will create an ink drawing of an animal from the endangered animals list that resembles the style of
Manabu Ikeda’s work. During this project, students will be expected to properly use a pencil, a fountain pen,
watercolor paper and ink to create their animals. Students will begin their projects by creating a contour outline
sketch of their animal and compare it to their reference image they picked as well as include one symbol to why
their animal is threatened in their piece. Then, using a fountain pen and inks of their choice, students will fill in
their animal with small, precise strokes. The student will also fill in the symbol, however that part can be stylized
differently than the animal if wanted. During the process, students will build the knowledge and skills of
replicating an image with an understanding of form and value, while also building their technique and patience
with pen and ink usage.

Links to Prior Knowledge:

Students will reflect on prior knowledge from Art I and II to create a well composed sketch using a reference
image.

Activity Description of Activities and Setting Time

1. Focus and Review Once everyone is seated and quiet, the teacher will hand out a simple 18 min
worksheet to the students. The teacher will ask the students to fill out
the worksheet, and then give them about five to ten minutes to do so.
On this worksheet, the student will pick five animals they like, and
then go to The Red List (https://www.iucnredlist.org/) to find the
animal's place on the seven levels of conservation scale. The student
will pick one of their five animals that they wrote down that is also
on the Vulnerable to Critically Endangered end of the scale to focus
their worksheet on. Next, the student will find why this animal may
be threatened and write a little bit about it on their worksheet. After
they fill out all this information, the student, if they have extra time,
can quickly sketch their animal in the space provided. Then, after the
 five to ten minutes are up, the teacher will pull up an interactive
powerpoint and go over how this worksheet relates to Manabu Ikeda's
big ideas. Finally, this powerpoint will also discuss Ikeda’s art
process, and then end with a full circle on the project based around
The Red List animals and Ikeda’s style and themes.

2. Statement of The day’s steps of the process objectives will be written as bullet points 2 min
Objective for Learner on the front board.

1. Get supplies from front

2. Create pencil sketch of your animal
a. REMEMBER: Include one element/symbol of WHY the
animal is on The Red List and include this element on
the animal or in the background
3. If finished early, get the fountain pen and test paper, and
practice technique based on Ikeda’s work

The teacher will hold an example of the final project that she made
herself. The teacher will also keep in mind these objectives while they
help the students:

Given images on Manabu Ikeda, students will be able to identify key

artistic elements of Ikeda’s work, and understand the impact of the
clash between humans and nature. (VA.O.6.5.03)

Given the The Red List website of the seven levels of conservation
scale, students will be able to pick an animal on the Vulnerable to
Critically Endangered part of the scale to draw with relevance to why
that animal is threatened. (VA:Cr1.1.IIIa)

Given a pencil and paper, students will be able to sketch a contour

outline of their animal they picked from a reference photo with one
element or symbol of why that animal is on The Red List.
(VA.O.6.2.01)

Given individual teacher help, students will be able to practice drawing

with fountain pen and ink - on a separate piece of paper - in a technique
reminiscent of Ikeda’s artwork. (VA:Cr1.1.IIIa, VA.O.6.2.01)
3. Teacher Input After the worksheet and powerpoint, the teacher will hold up the 5 min
example they made, show the process pictures printed on the board,
and the worksheet that the teacher filled out prior to their project.

The teacher will list and explain the day’s tasks on the dry erase
board, and instruct students to begin working.

● Students will find a reference photo from The

Red List on their animal they picked for the
worksheet
● Once the student has their reference photo, they
will get the supplies (pencil, eraser, and a 8” x 10”
watercolor paper) to start the first part of the
project
● The student will then use the teacher’s examples
(as well as their reference photo) to draw a
contour outline of their animal lightly with pencil
on the watercolor paper
● The student will also lightly draw a symbolic
element of why their animal is threatened either
on the animal or in the background of their work
● If the student finishes early, they can go up front
and grab the secondary supplies (fountain pen,
black ink, and 4” x 4” watercolor paper) to
practice their small, precise strokes they will fill
their final piece in with

4. Guided Practice After students have evaluated their worksheets and asked relevant 10 min
questions about the presentation and project, they will begin
independently working on sketches. During this time, the teacher will
walk around to each table to assess how each person's sketches are
going. The teacher will ask about the student’s animal they picked,
why their animal is on the scale, and their understanding of the form
and lines of their reference photo.

5. Independent The teacher will allow the students to work by themselves on finalizing 5 min
Practice their sketches and practicing with the fountain pens and ink. The
teacher will also encourage students to really work on personal
experimentation when trying out the pens and ink on the test paper.
6. Closure and Clean Five minutes before class ends, the teacher will instruct students to 5 min
Up: complete what is left of their sketch before the beginning of next
class. The teacher will then recommend that students begin
thinking about color choices - black and white for a simpler
challenge and one to two colors and black for a more difficult
challenge. The teacher also will recommend they send their
reference photo to the teacher to print out for them so they can
have an easier time analyzing details, form, and value to ink them
in on their artwork. Lastly, the teacher will remind the students that
alongside their animal they need a visual symbol of why their
animal is threatened somewhere in the artwork. The students will
clean up their supplies and put them back up front, and while they
clean, the teacher will ask questions like “What medium does
Manabu Ikeda work in?,” “Why is it important to understand the
impact of humans on the environment?,” and other questions
pertaining to the lesson.

Assessment Methods Circle corresponding grade:

of all
objectives/skills: Completion of all parts of the worksheet 12345
(Include any
modifications) Participation and attention during Manabu ikeda/The Red Scale slides 12345

Started creating a contour outline (focusing on form, value and line) of 12345
their reference photo animal and symbol with pencil on final paper

Explored their fountain pen technique on practice paper (Modification) 12345

Directed Questions for Discussion:

What medium does Manabu Ikeda use?

How does Manabu Ikeda “paint” his subjects?
What are the big idea’s in Manabu Ikeda’s artwork?
What is a contour outline?
Why is it important to understand the impact of humans on the environment?
What is The Red Scale/Seven levels of conservation scale?

Modifications to Support Varied Learning Needs:

During the “Independent Practice” portion of the lesson, the gifted students, if they finish early,
have the ability to practice with the fountain pen to allow them to have something productive
towards a project to continue to work on.

Materials/Technology/References:

● White Board
● Overhead Projector
○ Project demo of fountain pen
● PowerPoint Presentation of Manabu Ikeda’s work
○ Link to Gallery Websites for his work
■ https://www.mocacleveland.org/exhibitions/manabu-ikeda-flowers-from-the-wreckage
● Teacher example
○ Final and photos copied examples of the teacher’s in progress work
 ○ Completed teacher worksheet
● Watercolor Paper
○ 8” x 10” (final)
○ 4” x 4” (practice)
● Pencil (2H)
● Fountain Pens
● Ink Cartridges
○ Black
○ Primary Colors
○ Secondary Colors
● Reference images (found by student)
● The Red Scale (https://www.iucnredlist.org/)

Reflection on lesson:
 Art Education edTPA Lesson Plan Lesson: _2_

Author: _________Katherine Skillings_________ Grade Level: 11th-12th (Painting & Drawing)

Lesson Title: Central Focus:
Detailed eDangered Animals The central focus of this lesson is to create a hyper detailed
drawing with pen and ink of an animal of the student’s
choice that mimics the style of Manabu Ikeda.

Essential Standards/Common Core
Objectives:
NAEA Visual Arts Standards and
Objectives:
Anchor Standard 3: Refine and complete
artistic work.
VA:Cr2.1.IIa: Through experimentation,
practice, and persistence, demonstrate acquisition
of skills and knowledge in a chosen art form.
Visual Arts Concept(s): Students will use the fountain pen
that the teacher demonstrated how to use to create a drawing
with short, precise strokes - inspired by Manabu Ikeda’s
style. Students will also be using either just black or one
color plus black to make their drawings fully valued,
cohesively formed, and focused on short linework. Students
will then also fully conceptualize the symbol they picked to
represent their animal’s reason for being threatened, and
include that in their final product somehow. Finally, students
will discuss with the class their drawing, their animal and
their symbol while doing a quick gallery walk.

WV Visual Arts Standards:

VA.SA1.8: Create artwork demonstrating an

understanding of the structures and functions in
art.

VA.SA1.20: Explore connections between arts

disciplines influenced by historical events, and
developments in science, and cultural ideas or
issues.

Daily Lesson Objectives:

Given a demo on how to use the fountain pen, students will be able to use short, precise strokes to create a drawing
in a style inspired by Ikeda. (VA:Cr2.1.IIa)

Given the student’s choice of either one color plus black or just black ink, students will create a cohesive, full
value drawing that focuses on form, line and value. (VA.SA1.8)

Given the knowledge of how their animal is threatened from The Red List website, students will conceptualize and
incorporate one symbol inked into their final product that visually reflects that information. (VA.SA1.20)

Given a gallery walk at the end of the class, students will discuss their drawing, the animal and the symbol they
picked for the class. (VA.SA1.8, VA.SA1.20)
 21st Century Skills:
Be open and responsive to new and
diverse perspectives, and incorporate
group input and feedback into the work.
ISTE Standards:
Create original works as a means of personal
or group expression.
Academic Language (Vocabulary, Function,
Syntax, Discourse & Bloom’s Taxonomy):
Students will choose an animal from the The Red List (Seven
levels of conservation scale) to create an ink drawing of.
Students will apply their knowledge of contour outline
drawing with pencil to create the animal they picked.
Students will also incorporate a symbol on the animal or in
the background to create the artwork.
Vocabulary:

Contour Outline Drawing: a line that accentuates form

and values

Symbol: The representation of subjects or ideas by use of

a device or motif to create underlying meaning

Seven levels of conservation scale (The Red List): a

measurement of conservation for animals that has seven
degrees (Least concerned - Extinct)

Product and Psychomotor Skills:

Students will create an ink drawing of an animal from the endangered animals list that resembles the style of
Manabu Ikeda’s work. During this project, students will be expected to properly use a pencil, a fountain pen,
watercolor paper and ink to create their animals. Students will begin their projects by creating a contour outline
sketch of their animal and compare it to their reference image they picked as well as include one symbol to why
their animal is threatened in their piece. Then, using a fountain pen and inks of their choice, students will fill in
their animal with small, precise strokes. The student will also fill in the symbol, however that part can be stylized
differently than the animal if wanted. During the process, students will build the knowledge and skills of
replicating an image with an understanding of form and value, while also building their technique and patience
with pen and ink usage.

Links to Prior Knowledge:

Students will reflect on prior knowledge from Art I and II to experiment and practice with the fountain pen on a
test sheet of paper.

Activity Description of Activities and Setting Time

1. Focus and Review Once students are seated and quiet, the teacher will ask a few review 6 min
questions like “What are the big idea’s in Manabu Ikeda’s artwork?”
and “What is The Red Scale/Seven levels of conservation scale?” to
refresh about what the class is about. Then, the teacher will put on the
overhead projector and do a quick demo about using the fountain pen,
and then let students ask questions about the medium.
2. Statement of The day’s steps of the process objectives will be written as bullet points 2 min
Objective for Learner on the front board.

1. Grab the fountain pen and ink supplies from the front
2. Use short, precise strokes to fill in your contour outline
drawing of your animal and symbolic elements
a. The symbolic element can be in the same style or a
different style to the animal - you can also add this
symbol in the background!!!
3. If finished early, clean up, hang your piece up and get ready to
do a work in progress gallery walk and discussion!
a. If you are not done by cleanup/gallery walk time - it is
ok, we will put these up as a work in progress gallery
and you can work independently on it later to be turned
in before end of the year (Modification)

The teacher will hold an example of the final project that she made
herself again to help students understand how to do the penwork. The
teacher will also keep in mind these objectives while they help the
students:

Given a demo on how to use the fountain pen, students will be able to
use short, precise strokes to create a drawing in a style inspired by
Ikeda. (VA:Cr2.1.IIa)

Given the student’s choice of either one color plus black or just black
ink, students will create a cohesive, full value drawing that focuses on
form, line and value. (VA.SA1.8)

Given the knowledge of how their animal is threatened from The Red
List website, students will conceptualize and incorporate one symbol
inked into their final product that visually reflects that information.
(VA.SA1.20)

Given a gallery walk at the end of the class, students will discuss their
drawing, the animal and the symbol they picked for the class.
(VA.SA1.8, VA.SA1.20)

3. Teacher Input The teacher, after holding their example of the final 2 min
product, will remind the students that the examples will
be put on the board if they need reminders. The teacher
will also say that today will be a silent work class, where
everyone should be focused on finishing their projects as
much as possible before the gallery walk. Furthermore,
the teacher should explicitly explain that part of their
grade is how focused they were in this class period, so it
is vital to work as much as possible to get the best grade.
Finally, the teacher will instruct the students to get their
supplies, start working, and feel free to ask questions of
the teacher if need be.
4. Guided Practice The teacher will walk around and answer all the students' questions 15 min
relevant to the project. The teacher will also encourage and support
students who seem confused or disengaged to continue working.
Students should get a hang of their penwork during this period of
time, which will make the project easier and more automatic.

5. Independent During this time, students should have all of their preliminary 10 min
Practice questions answered and have a good work flow going. Students will
continue to work on their pen drawings and the teacher will give a five
and one minute warning until gallery walk and cleanup. However, the
teacher will also explain that it is alright to not be completely finished,
and that the work that is left will be completed throughout the rest of
the year.

6. Closure and Clean The teacher will tell the students to clean up their work space, and 10 min
Up: hang their work up on the front board of the classroom. The
teacher will start off by saying to the students that it is optional to
speak about their work, but if they want to, they can. Then, the
teacher will show an example of what to say by talking about their
work - in which they will discuss if they liked the process, what
animal they picked and their symbol. Finally, the students will
speak about their work quickly, and all take a look at everyone's
work. Finally, the teacher will explain again that the students will
finish their work independently over the rest of the year, and turn it
in at the end. So in simpler terms, this project will become
something to work on if other projects are finished early.

Assessment Methods Circle corresponding grade:

of all
objectives/skills: Students were attentive and focused on working on their projects 12345
(Include any
modifications) Projects had one color and black OR just black ink used 12345

One symbol was drawn into the artwork creatively and effectively 12345
composed with the animal (Allowed to be in a different style than
animal)
12345
Penwork is evidently short, precise strokes that work together to make
good value and form

Directed Questions for Discussion:

Do you lay a fountain pen down flat?

How could you describe the style Manabu Ikeda works in?
What symbol did you use for your animal? Why?
How did you enjoy the process of creating this artwork?
Name some of the skills you exhibited while doing this project.

Modifications to Support Varied Learning Needs:

The gallery walk will not be a final product walk, but rather a work in progress walk. This is for
students who may need more time to work on their artwork due to working slower, and also
gives the students who finish their artwork quickly a time to present their piece. Furthermore,
then the students can finish and or fix their work all the way up until the end of the year.
Continuously, students will be given the opportunity to speak about their work, but it will be
optional.

Materials/Technology/References:

● White Board
● Overhead Projector
○ Project demo of fountain pen
● PowerPoint Presentation of Manabu Ikeda’s work
○ Link to Gallery Websites for his work
■ https://www.mocacleveland.org/exhibitions/manabu-ikeda-flowers-from-the-wreckage
● Teacher example
○ Final and photos copied examples of the teacher’s in progress work
○ Completed teacher worksheet
● Watercolor Paper
○ 8” x 10” (final)
○ 4” x 4” (practice)
● Pencil (2H)
● Fountain Pens
● Ink Cartridges
○ Black
○ Primary Colors
○ Secondary Colors
● Reference images (found by student)
● The Red Scale (https://www.iucnredlist.org/)

Reflection on lesson: