Lesson Plan # 3 // Title: T-Shirt Design // Length: 2 days

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings,
and objectives of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed
art work, consulting curriculum materials, etc., to get a better understanding of what content students already know and what they will
need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring
understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Can the students explain the process of printing clothing at a print shop?
Do the students think that clothes can be art?
Do the students know about pattern, printing, stamping, color repetition, and found object?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a
specific topic for a certain audience. (RAFT Role / Audience / Format / Topic)

You are a fashion designer seeking to create a t-shirt that will show the world who you are! After exploring how graphic t-shirts are
printed, you will get the chance to make your very own design directly on the front. Using a variety of materials including stamps,
paint, markers, etc. create a t-shirt design exploring pattern and repetition. Consider before making: How does clothing express
feelings, likes, emotions, etc.? What are some ways you already use clothing to do that? What are some patterns you see in the
world?

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique,
Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look
for concepts in the standards, content specific curriculum, etc.

Process, Creation, Technology, Style, Expressions, Influence

Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate
why this relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations
(GLEs) to Enduring Understandings.

1.) Artists use artistic process and technology to create clothing that is influenced by, and expressed in, different styles
a.) I can use art techniques to make clothes that are influenced by my style
Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend

2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate,
Numeracy, Literacy and Technology. Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1.) After the field trip, SWBAT explain the process of creating creating clothing at a printshop step by step (Blooms: Understanding,
Standard: Comprehend, GLE: The identification of characteristics and expressive features in works of art and design help to determine artistic intent
and purpose, Art Learning: Materials/Techniques, Literacy)
a.) I can explain how clothes are made in a printshop
2.) Using their sketchbooks, SWBAT use stamping, pattern, found object, and color repetition to formulate ideas for their composition
with purpose (Blooms: Creating, Standard: Create, GLE: Use familiar symbols and basic media to identify and demonstrate characteristics and
expressive ideas of art and design, Art Learning: Conceptual/Ideation/Personal Grounding, Literacy)
a.) I can use my sketchbook to explore new art techniques such as, stamping, pattern, found object, and color repetition
3.) After ideation, SWBAT use stamping, pattern, found object, and color to create a composition on the front of their t-shirt with
confidence (Blooms: Creating, Standard: Create, GLE: Use familiar symbols and basic media to identify and demonstrate characteristics and
expressive ideas of art and design, Art Learning: Expressive Features and Characteristics of Art)
a.) I can create a design on the front of my shirt using techniques I learned in class
4.) After finishing their shirts, SWBAT discuss how they created their t-shirts in detail (Blooms: Evaluating, Standard: Reflect, GLE:
Artists, viewers, and patrons use the language of art to respond to their own art and the art of others, Art Learning: critical
reflection/aesthetics/transfer, Literacy)
a.) I can talk about the way I made my shirt
5.) After a discussion and presentation, SWBAT identify and explain different styles and how they reflect on identity. (Blooms: applying Standard: transfer - GLE: Historical and cultural ideas are evident in works of art - Art Learning: Historical/Multicultural Content.)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient
and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to access content
and multiple modes for student to express
understanding.)

Access (Resources and/or Process)

We will provide visual, physical, and auditory
examples for all students so that all the different
learning styles are met.

Expression (Products and/or Performance)

Students will be provided a wide array of materials so
that they can choose which method they use to
complete the project.

Extensions for depth and

Access (Resources and/or Process)

Expression (Products and/or Performance)

complexity:

We will provide visual, physical, and auditory

examples for all students so that all the different
learning styles are met.

Students will be provided a wide array of materials so

that they can choose which method they use to
complete the project. If students need further
challenge, we will encourage them to select a new
material or subject to work with that they dont feel as
strong with. Also, ask them questions such as What
does ___ mean to you? Or Did you fully express your
idea of _____? How so? to deepen their
understanding and push their ideas further

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

New Vocab: Graphic T-Shirt, Heat-Press, Style, Digital Transfer, Printshop,

Literacy will be integrated with: discussion about t-shirt print shop & clothing expression, written discovery for the discovery board.
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Sketchbook
Pencils
Markers
T-Shirts
Fabric Paint
Stamping Tools
Found Objects
Printshop Equipment (heat press, roland digital printer, digital cutting printer)

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the
teacher to support/develop the lesson.) List all resources in a bulleted format.

Discovery Board
T-Shirt Power Point
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare materials

Prepare classroom
Prepare discovery board
Prepare visual examples for students
Order T-Shirts
Scan all student art from previous lessons

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of scissors

Wash Hands properly after class
Wash all materials (paintbrushes, paint palettes, etc.)
Do not eat/drink materials

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you
pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students.
Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

Students will enter the room to the art teachers at the front of the room with a white box. Inside the box, is the finished T-Shirts
printed at the BT Imprintables Green and Gold shop which features the students art on the back of each shirt. The blog containing
photos and narratives from our class field trip, last class, will be open for students to look at on the smartboard. Say: Who
remembers anything about what happened in last class field trip? What is one of your favorite things you saw or learned during
the field trip?
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and
describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Write in your sketchbook:

Make a list of things that you usually find on clothes that you wear
Answer:
What kind of style do you have?
What kind of designs are found on your clothes?
What kind of designs would not fit in with your style?
What does your style say about you?
Explore stamping techniques, pattern, printing, color repetition, and found object using your sketchbook

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include
motivation and ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day 1

Instruction - The teacher will... (Be specific about what concepts,

information, understandings, etc. will be taught.) Identify
instructional methodology. KNOW (Content) and DO (Skill)
Teachers will:
- Introduce T-Shirt Project
- What can your clothes say
about you?
- Who knows what a graphic tee
is?
- Can clothes be art?
- Announce field trip
- Does anyone have a favorite tshirt
- Has anyone seen a t-shirt being
made before?
- Who thinks they know how tshirts are printed
- At field trip
- Show students the process of
how a custom CSU Football Jersey is printed
using the digital transfer method
- Set up all the
images/art on the print layout program on
the computer
T
his tells the machine what to
print and where to cut
- Let the
machine print each color and design, then
the machine will cut each piece of the
design out with a small knife guided by a
cut line programmed into the machine
- Weed the
material to remove excess space and
materials that wont be printed onto the t-

Learning - Students will... i.e.: explore

ideation by making connections, comparing,
contrasting; synthesize possibilities for each
painting technique; etc. (Be specific about
what will be the intended result of the
instruction as it relates to learning.)
UNDERSTAND

Time: 1 class period

Start 8:30am
Intro &
announcements:
10 minutes
Travel
time: 10 minutes
At print
shop: 40 minutes
Travel
back at 9:30: 10
minutes
5 minute
reflection
Release to
recess

shirt
T
his is done using a small dental
tool and slowly peeling each
piece of the negative space off
of the plastic backing
- Mask the
material that you want printed onto your
shirt, jersey, etc.
D

one with a sticky plastic

masking sheet that removes the
designs off of the plastic printed
sheet
- Lay the
masked material down onto the shirt,
jersey, etc., place a soft protective sheet
over the material, apply heat with the
heat press until timer goes off.
- Remove
masking material, place soft protective
sheet back and heat press a second time.
- Pull clothing
item off of the heat press
- Have print shop owner explain
anything about the process and equipment, and
answer questions
Reflection:
- What was surprising about the
trip?
- What did you learn that you
didnt know before?
- What was your favorite part of
the process?
- Are you excited to wear your tshirt? Why?

Day 2

Teachers will:
-

Handout student T-Shirts with their art on them:

- Ask: Who is excited about this
shirt? Who remembers what happens to print
these shirts?
Introduce the days lesson:
- Use the powerpoint about
different clothing styles and identity. Also use
powerpoint to show and define stamping, pattern,
repetition of shapes, repetition of color, etc.
- Examples:
Punk rock: say; people from the
punk rock community express
their style with tight clothes,
spikes, leather jackets, big
boots, and old beat up tshirts.
h
ip hop: say; People from the hip
hop community like to wear big
baggy clothes with flashy
designs on the front that look
like street art, and they like
fashionable shoes and jewelry.
A
thletes: Say; athletes wear
sporty clothes that show what
they do and are comfortable to
play sports/workout in.
S
ay: In your T-shirts, you can use
style aspects just like these to
express yourself in art.
- Ask: What is a
pattern? What is stamping? What is
repetition? What are some examples you

Handout shirts: 5 mins

Introduce lesson: 10 mins

Demo: 5 minutes

can point out right now?

E

xamples: different types of

pattern (paisley, polka dot,
linework, plaid)
- Demo: Do demos showing
students how to use stamping, pattern, color
repetition, and found objects
- Say: Today we
want you to decorate the front of your
shirts using paint. We want you to think
about your style and who you are and use
that as your inspiration to create a design
for the front of the shirt that fits your
style. Well be exploring the use of
pattern and repetition like we showed
you in our demo.
Ideation Activity:
- In their sketchbooks and/or on
paper, allow students choice to do one (or more)
of the following:
- Make a list of
things that you usually find on clothes
that you wear
- Answer:
W
hat kind of style do you have?
W
hat kind of designs are found on
your clothes?
W
hat kind of designs would not fit
in with your style?
W
hat does your style say about

Ideation activity: 10 mins

Class work time: 35 mins

Cleanup: 5 mins

you?
- Explore
pattern and repetition of shape line and
color, find designs that you like!
- Experiment
with found object printing and stamping
in sketchbook and on available paper
- Any
combination of the above to explore and
experiment.
- Student work time (painting front of shirts) walk
around and help them, ask questions, document (35
minutes)
- Announce clean up time to whole class
- Assign roles
- Two people
put away all tools and paints
- One person
throw away plates/bowls
- One person
rinse brushes
- When finished
come up and grab a sticky note to write
one thing you learned
- Reflection Activity:
- Class reflection circled up in the
center of the room where students will talk about
what they worked on in class
- Discovery board reflection

Reflection: 5 mins
Release to recess

Day 3
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level
expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their
experience as it relates to objectives, standards and grade level expectations of the lesson.)

Discovery Board: have students write one thing they learned and place it on board - have students share a couple
Class reflection circled up in the center of the room where students will talk about what they worked on in class

Post-Assessment (teacher-centered/objectives as questions):

Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?

How well have students achieved the objectives and grade level expectations specified in your
lesson plan? Include your rubric, checklist, rating scale, etc.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives
achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision
for the next lesson? (Continued practice, reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
8/9/15 Fahey