LESSON PLAN FORMAT

University of North Texas

Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #1, 4th Grade, Unity Landscape Grid Drawing, 4 class periods, 50 minutes each
II. Lesson Rationale: After this lesson, students will demonstrate the ability to successfully create a
collaborative work of art while focusing individually on a personal square from the grid drawing using
multiple mediums (watercolor, colored pencils, and sketchpad pro). It is important for young students
to have an understanding of their surroundings and to have the ability to recognize and/or experiment
III. Key Concepts:
Scenery can vary depending on the environment someone lives in
The way a certain environment is portrayed through ones eyes can relate to a persons memory
or experience with said environment (happy, sad, etc.)
If not all parts of an environment are working together, it cannot be successful
KEY TERMS:
Chuck Close
Contrast
Line
Proportion
Unity
pattern
IV. Essential Question:
1. How can scenery vary depending on the environment that someone lives in?
2. Why does the way a person relates to a certain environment affect how someone portrays
it?
3. In what ways can an environment be unsuccessful when all of the parts are not properly
working together?
V. Lesson Objectives:
1. After this lesson, students will demonstrate the ability to create a successful work of art by
collaboratively working with other students
2. After this lesson, students will illustrate the ability to use assigned medium to create a replica
of assigned square from grid
3. After this lesson, students will understand how to collaboratively work with other (art) styles
successfully to create on piece
VI. Specific Art Content:
Chuck Close- Self portraits
Vocabulary: Contrast, line, proportion, unity, and pattern
Art Mediums: Sketchpad 4.0, Physical mediums
Presentation: Chuck Close, landscapes, environments
VII. Resources & Materials for Teacher:

 Computer (PowerPoint Presentation/internet access/projector)

Art supplies for students (Watercolor/Prisma colors/ paper)
10 laptops
Printer/ink/printer paper
VIII. Resources & Materials for Students:
10 iPads with access to sketchpad 4.0
20 watercolor brushes (2 per student/ 10 using watercolor)
2 packs of Prisma colors
Watercolor paper/drawing paper
Scissors
rulers
IX. Instruction and Its Sequencing: (Assuming there are 30 students)
Day 1:
1. Introduction/Motivation:
o Present PowerPoint over Chuck Close/ his approach to artmaking
o Introduce students to quick YouTube demo on making grid drawings
o Present short PowerPoint showing class 3 different landscapes (let students vote on
which one they decide to do- majority vote)
o Handout distributed to students with vocabulary words and definitions
2. Guided Practice
o Introduce students to sketchpad 4.0 (demo on projector)
o Introduce students to watercolor techniques/ clean up
o Introduce students to Prisma Color
o Assign 10 students to sketchpad 4.0, 10 students to watercolor, and 10 students to
Prisma Color
3. Independent Practice
o 10 students will be assigned to laptops/ instructed to experiment
o 10 Students will be given water color paper and supplies/ instructed to experiment
o 10 students will be given sketchpad paper/ instructed to experiment
4. Closure
o Open floor for discussion/questions about what new technique they learned from their
assigned medium/ why they feel this new technique will be successful when creating
piece of landscape
5. Formative Evaluation
o Have sketchpad 4.0 students save work to teacher flash drive
o Have watercolor students put experimented paper on drying rack
o Have Prisma Color students turn in papers on teacher desk
6. Classroom Management Procedures
o The teacher will follow established classroom routines and clean up procedures
Day 2:
1. Introduction/Motivation

2.

3.

4.

5.

6.

o Present PowerPoints briefly to refresh student memory

o Project landscape on board that students have voted on (leave up for entirety of class)
Guided Practice
o Handout individual piece from grid to student (30 pieces/ precut by teacher)
o Handout watercolor paper, sketchpad paper, assigned iPads
o Help students measure squares on paper/computer as needed
Independent Practice
o Instruct students using physical paper to draw with pencil first before adding color,
work independently for remainder of art period
o Instruct iPad students to draw with thin stokes using only black before adding
color/texture, work independently for remainder of art period
Closure
o Open floor for discussion:
o ask students to share tips/techniques with classmates
o Open floor for questions/clarification
Formative Evaluation
o Teacher will walk around checking up on student progress
o Let students know to be aware of time left to work
Classroom Management Procedures
o The teacher will follow established classroom routines and clean up procedures

Day 3:
1. Introduction/Motivation
o Address any concerns about the project and remind students of objectives
o Briefly show PP over Chuck Close for inspiration
o Project photo of landscape voted on class for the rest of the art period
2. Guided Practice
o Inform students of time left to finish project
o Answer any general questions
o Assist individual student questions when needed
3. Independent Practice
o Instruct students to work independently for remainder of art period
4. Closure
o Open floor for discussion:
o ask students to share tips/techniques with classmates
o Ask students opinion on grid method
o Go over vocab words/ ask students to define
o Open floor for any questions/clarification needed
5. Formative Evaluation
o Teacher will walk around checking up on student progress
o Let students know to be aware of time left to work ( 1 more day)
6. Classroom Management
o The teacher will follow established classroom routines and clean up procedures
Day 4:
1. Introduction/Motivation
o Project photo of landscape voted on class for remainder of art period (for inspiration)
o Remind students it is the last work day

2. Guided Practice
o Inform students that it is the last class day to finish project
o Answer any general questions
o Assist individual student questions as needed
3. Independent Practice
o Instruct students to work independently and mindfully for rest of art period
4. Closure
o Open floor for discussion:
o Ask students to share with classmates pros/cons of their assigned medium
o Ask final opinion on grid method: Do you prefer it?
o Quiz students on vocab-ask students to define/give examples
5. Formative Evaluation
o Have students hand in Prisma Color squares
o Have water color students turn into drying rack
o Have iPad students save to teacher flash drive for teacher to print out to proper
dimensions
o Once all watercolor papers are dry (most likely next day) students will hand all squares
from grid together/ forming a unity piece
6. Classroom Management
o The teacher will follow established classroom routines and clean up procedures

Repeat 1-6, as needed, for each class session needed for this one lesson.
X. Summative Assessment and Evaluation:
Grading Rubric
Vocab/Key Concepts
Student has little to no
understanding of
vocabulary words/key
concepts
(5 Points)
Following Directions
Student followed little
to no directions
correctly
(5 points)
Participation
Student participated
poorly in project
(5 points)
Use of medium

Student rushed with

assigned medium,did
not ask questions about
techniques/tips
(5 points)

Student has a fair

understanding of
vocabulary words/key
concepts
(15 points)
Student followed most
directions correctly
(15 points)

Student has complete

understanding of
vocabulary
words/concepts
(25points)
Student followed all
directions correctly
(25 points)

Student participated
partially, but not to best
of ability
(15 points)
Student worked fairly
well with medium, but
not to best ability.
Asked some questions,
techniques/tips but not
all that needed to be
answered to be

Student participated
actively throughout
entire project
(25 points)
Student used medium to
best of ability, asked
questions when needed.
Asks for help with
technique/tips
(25 points)

successful
(15 Points)
Total: ___ (100 points)

XI. Interdisciplinary Connections:

o Math- measuring
o Geography- landscapes
o Art/history- Lesson/PowerPoint on Chuck Close
XII. References & Resources:
TEKS for fine arts
http://chuckclose.com/
Grid Drawing tutorial: https://www.youtube.com/watch?v=mZifr5RYbco
http://www.artyfactory.com/portraits/chuck-close-project/chuck-close-art-lesson.html

XIII. Art TEKS

(a) Introduction.
(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique
experiences and empower students to explore realities, relationships, and ideas. These disciplines
engage and motivate all students through active learning, critical thinking, and innovative problem
solving. The fine arts develop cognitive functioning and increase student academic achievement,
higher-order thinking, communication, and collaboration skills, making the fine arts applicable to
college readiness, career opportunities, workplace environments, social skills, and everyday life.
Students develop aesthetic and cultural awareness through exploration, leading to creative expression.
Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole
child.
(2) Four basic strands--foundations: observation and perception; creative expression; historical and
cultural relevance; and critical evaluation and response--provide broad, unifying structures for
organizing the knowledge and skills students are expected to acquire. Each strand is of equal value and
may be presented in any order throughout the year. Students rely on personal observations and
perceptions, which are developed through increasing visual literacy and sensitivity to surroundings,
communities, memories, imaginings, and life experiences, as sources for thinking about, planning, and
creating original artworks. Students communicate their thoughts and ideas with innovation and
creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with
others, and build reflective skills. While exercising meaningful problem-solving skills, students
develop the lifelong ability to make informed judgments.
(3) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating artworks. The student is expected to:
(A) explore and communicate ideas drawn from life experiences about self, peers, family, school, or
community and from the imagination as sources for original works of art;
(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity; and
(C) discuss the elements of art as building blocks and the principles of design as organizers of works
of art.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such
as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and
photographic imagery using a variety of art media and materials.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures. The student is
expected to:
(A) compare content in artworks for various purposes such as the role art plays in reflecting life,
expressing emotions, telling stories, or documenting history and traditions;
(B) compare purpose and content in artworks created by historical and contemporary men and women,
making connections to various cultures;
(C) connect art to career opportunities for positions such as architects, animators, cartoonists,
engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,
photographers, and web designers; and
(D) investigate connections of visual art concepts to other disciplines.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and others,
contributing to the development of lifelong skills of making informed judgments and reasoned
evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self,
peers, and historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify emotions found in
collections of artworks created by self, peers, and major historical or contemporary artists in real or
virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such as
physical artworks, electronic images, sketchbooks, or portfolios.
XIV. National Art Standards

Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.