Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 4

UNIT TITLE Kehinde Wiley Power Poses

Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this ​Unit 1/29/19
Ending Date for this ​Unit

ENDURING UNDERSTANDINGS
Personal Choice and Vision: Students construct and solve problems of personal
relevance and interest when expressing themselves through visual art.

PROGRESS POINTS
C. Connect making art with individual choice and understanding personal cultural identity.

CRITICAL ISSUE / BIG IDEA

Anticipatory Set​ (what do the students already know, why is this lesson relevant?)
By fourth grade, students have worked with print making in third grade but used only black ink.
They have also worked with portraiture and have looked at artwork from different artists around
the world. This unit builds upon their knowledge by allowing them to expand on their knowledge
of printmaking and by showing them different approaches to portraiture.
By fourth grade, students are beginning to create and understand their own personal identity. At
this age, students are also starting to doubt themselves and downgrade their own personal
worth in comparison to others. This lesson is relevant because it allows students to put
themselves into a position of power. It creates the opportunity for students to see their worth
and understand that they are important and powerful. It boosts their confidence by proving to
them that they are all powerful, no matter their age, size, or skin color. Kehinde Wiley’s artwork
will give students the opportunity to understand that anyone can be in art and that anyone can
be powerful as long as they see it in themselves.

Central Focus ​(creating, presenting, interpreting, responding, and/or relating art to context)
Students will first be creating a background by using printmaking. They will then be responding
to the work of Kehinde Wiley by creating a self portrait to go on their background. They will use
props and will pick a pose that they think makes them feel and look powerful. Once the photos
of the student in their power poses are printed off, the students will use markers to add color to
their image.

Essential Questions ​(provocative, engaging, critical)

What does it mean to be powerful?
What determines who holds power?
What does a powerful pose look like to you?
How can a background effect an image?

Possible Integration
This lesson could be integrated into a history class where the students learn about the works of
Kehinde Wiley and how they are reimagined from older famous artworks.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Designs (1 day)
Lesson Description Students will create a floral design to be printed as the background of their
self-portrait. They will sketch two designs onto news print paper and pick
their favorite of the two. They will then trace it onto a piece of Styrofoam
board to use for printing.

Lesson Two
Title Printing (2 days)
Lesson Description Students will use their design to print onto the background of their
self-portrait. To do this, they will use their Styrofoam board with their
design engraved into it to print onto a piece of paper. They will apply ink to
their board and print it onto a piece of paper. They will do this multiple
times so that they have plenty of prints to pick from. They will then glue
these prints onto a piece of paper to create the background of their
self-portrait.

Lesson Three
Title Power Poses (2 days)
Lesson Description Students will use props and will pose and have their photo taken. Once
their photo is printed, they will use markers to add color to their image.
They will then cut it out and glue it onto their printed background. Students
will be completing one artist statement worksheet.

Explain how technology has been used in this unit

Students will have their photo taken and will use the printed image as their self portrait that they
will color with markers and glue onto their printed background.
 LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 4

LESSON NUMBER 1
Lesson Title Designs
Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Demonstrate motivation, independence and persistent during studio practices to complete
artworks.

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

1. Students will be able to complete two sketches and one image transfer by tracing.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will demonstrate persistence by creating two floral design sketches on 4x6
newsprint paper. They will then use their best sketch to trace onto a piece of 4x6 Styrofoam
board. I will give oral feedback as a form of formal assessment by checking that they have
created two sketched before giving them a piece of Styrofoam board.

Academic Language
Vocabulary
Print – to produce copies by transferring a design onto paper
Trace – to copy by drawing over top of lines onto another paper
Design – lines or shapes arranged to create pattern or decoration
Power – Having the ability or capability to do something or create influence on others
Pose – to assume a particular position
Props – an object used on set of a play or movie
Additional Language Demands ​(​specific​ speaking or writing activity)

Accommodations for Special Populations

For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task.

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
4x6 newsprint
4x6 Styrofoam boards
Pencils
Tape

Materials for Students

4x6 newsprint (2)
4x6 Styrofoam board
pencil
tape

Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
For this lesson I will prepare the classroom by having sheets of newsprint paper cut into 4x6
rectangles. I will have these in a stack on the teacher’s desk and ready to pass out to the
students. I will also have pieces of 4x6 Styrofoam board set out for the students to take when
they need to start tracing their design. I will make sure each bin on the tables has sharpened
pencils.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​
Day Duration Application Resources
Students will enter the classroom and I will
begin by introducing the first lesson.
I will show them how we will be making a
background for our project. I will show them
● 4x6 sheet of
that we will be creating two floral designs on
newsprint
4x6 newsprint. I will tell them that they will be
● 4x6 piece of
1 10 mins. picking their favorite design to use for their
Styrofoam board
print. Once I have created a floral design, I will
● Pencil
show them how to tape their favorite design
● Tape
onto their piece of Styrofoam board. I will then
show them how to use their pencil to trace
over their design so that it transfers onto their
piece of Styrofoam.
Work time – I will pass out two pieces of 4x6
newsprint to each student. They will head
back to their seat and get to work one drawing
their two designs. Once they have drawn their
two designs, they will show me, and I will have
a check list and will mark them off to prove
they have created two floral designs. Once
they have gotten approval for their designs,
they will grab a piece of Styrofoam board off ● 4x6 newsprint
the teacher’s desk and will tape their favorite ● 4x6 Styrofoam board
design to the board and will transfer the image ● Pencil
1 35 mins.
to the Styrofoam board. While students are ● Tape
working, I will come around and check off ● Checklist
students’ line designs on my checklist and will ● Table folders
help students transfer their images to the
Styrofoam board. I will also pass out table
folders to each table. Once completed,
students will place their Styrofoam boards in
their table folders. If students have extra time,
they will be able to grab an additional piece of
paper and work of making more floral designs
and color them using crayons.
Clean up – Students will place their floral
designs and Styrofoam boards in their tables
1 5 mins. ● Table folders
folder and place the pencils in the bins on
each of the tables. They will put their crayons
 back on the shelf that they belong on. If they
have made an additional artwork, they will be
able to take these home with them. I will call
students​ ​by table to line up by the door.
●
●

Clean-up Procedures​ (Room, Materials & Work Storage)

Clean up – Students will place their floral designs and Styrofoam boards in their tables folder
and place the pencils in the bins on each of the tables. They will put their crayons back on the
shelf that they belong on. If they have made an additional artwork, they will be able to take these
home with them. I will call students​ ​by table to line up by the door.

Closure, Review & Anticipation​ (what’s next?)

At the end of class, I will tell the students that we will be using our floral designs that we
transferred onto Styrofoam board to print onto paper so that we can use them for our
background for our self-portraits.

Supplemental Activity
If students have extra time, they will be able to grab an additional piece of paper and work of
making more floral designs and color them using crayons.

Teacher reflection focused on the lesson ​after​ it has been taught

● Students enjoyed making backgrounds
● Some students didn’t press hard enough
● Some students didn’t want to make a floral design
 LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 4

LESSON NUMBER 2
Lesson Title Printing
Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

1PR Identify, select and vary art materials, tools and processes to achieve desired results in
their artwork.

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

1. Students will be able to use ink and rollers to print their image onto paper.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will used colored ink of their choice and rollers to print their image onto at least
1.5-2 sheets of colored construction paper.

Academic Language
Vocabulary
Print – to produce copies by transferring a design onto paper
Trace – to copy by drawing over top of lines onto another paper
Design – lines or shapes arranged to create pattern or decoration
Power – Having the ability or capability to do something or create influence on others
Pose – to assume a particular position
Props – an object used on set of a play or movie

Additional Language Demands ​(​specific​ speaking or writing activity)

Accommodations for Special Populations
For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task.

Art/Visual Culture Examples

Kehinde Wiley

Preparations
Materials/Resources for Teacher
Styrofoam boards from last class
Ink
Rollers
Paper
Scissors
Glue sticks
Colored construction paper
PowerPoint presentation
Camera

Materials for Students

Styrofoam boards from last class
Ink
Roller
Paper
Scissors
Glue stick
Colored construction paper

Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall.
LEARNING ACTIVITY
Getting the Classroom Environment Ready
Day 1: I will prepare the classroom by setting ink and rollers at each table. I will have a stack of
paper ready to pass out to each student. I will have the students’ Styrofoam boards in their table
folders set out at each table. Students will enter the room and I will have them find a spot on the
carpet so that I can begin with the demonstration.
Day 2: I will prepare the classroom by making sure each table has scissors and glue sticks in
each of their bins. I will also have stacks of different colored construction paper on the teacher’s
desk for each student to pick from. I will have my Kehinde Wiley PowerPoint presentation on the
screen and ready to go. I will have the students enter the classroom and find a spot on the
carpet so that I can begin with the demonstration for the day.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​
Day Duration Application Resources
I will begin by having the students enter the room
and find a spot on the carpet so that I can begin
with the demonstration. I will first tell the students
that we will be using our Styrofoam boards from
last class to print them onto paper to use for our
background. I will begin by showing them how to ● Styrofoam
use the ink and rollers and how to apply the ink to board from last
their image. I will show them how to roll the roller class
1 15 mins.
into their ink and then how to roll the roller over ● Ink
their Styrofoam board. I will then show them how to ● Roller
place the board onto a piece of paper to print the ● Paper
image. I will show them how to repeat this process
to create multiple copies of their print. I will also tell
them to write their name somewhere on each of
their papers and to place their papers on the drying
rack once they have finished.
Work time – I will pass out a sheet of paper to each
student to begin with and they will head back to
their seat and get to work. They will begin by ● Styrofoam
applying ink to their roller and then applying it to board from last
their image. They will then print their image at least class
1 28 mins.
10 times and place it on the drying rack when ● Ink
done. I will come around and help students print ● Roller
their image if they are having trouble. If students ● Paper
finish early, they can use this time to begin working
on ideas for their self-portrait for the next lesson.
Clean up – Students will place their Styrofoam ● Table folders
1 7 mins.
boards back in their tables folder and place the ● Rags
 pencils in the bins on each of the tables. They will
put their prints on the drying rack. They will wash
off the rollers in the sink and wipe off the tables if
they have made a mess. If they have made an
additional artwork, they will be able to take these
home with them. I will call students​ ​by table to line
up by the door.
Students will enter the room and find a spot on the
carpet. I will first introduce students to the work of
Kehinde Wiley. I will show the students how Wiley
reimagines famous artworks. I will explain to them
how he paints people in positions of power. I will
then ask the students questions such as:
● What does power mean to you?
● How can a background affect an image?
● What determines if someone is powerful?
● What makes someone powerful?
● Can you be powerful?
I will begin by I will begin by explaining the plan for
the day. I will tell them that we will be using our
● PowerPoint
prints from the previous class to create a
presentation
background for our self-portraits. I will tell the
● Prints from last
students that they will be picking their best prints
class
and cutting them out. I will tell them they can pick
2 20 mins. ● Colored
whatever color of construction paper that they
construction
would like to glue their prints on. I will show them
paper
that if they leave some room between their prints
● Scissors
that they can create a grid with the construction
● Glue stick
paper to add some color into their background. I
will show the students how to cut out and glue on
their prints. I will also tell them that if they have
extra prints, they can take these home with them if
they’d like. I will also tell them that while they are
working, I will come around and pull one student
out of class at a time to take their photo in a “power
pose” while using props. I will print these out after
class is over for students to use for their
self-portrait. I will explain that a power pose is a
pose, or position, that makes them feel or look
powerful. I will demonstrate a couple power poses
for them to give them some ideas.
Work time – to begin, I will pass back prints to ● Prints from last
students before they go back to their seats. They class
can also grab a piece of colored construction paper ● Colored
2 25 mins.
that will be in stacks on the teacher’s desk. Once construction
they have gone back to their seats, they can get to paper
work with cutting out their prints and gluing them ● Scissors
 onto their construction paper. While students are ● Glue stick
working, I will pull one student at a time to take a
photo of them in a power pose that they will use for
their self portrait. Once done, students will place
their backgrounds on the drying rack. If students
finish early, they will be able to use this time to
work on ideas for their self-portrait.
Clean up – Students will place their construction
paper backgrounds on the drying rack and place
the pencils in the bins on each of the tables. They
will place their scissors and glue sticks back in their
2 5 mins. bins on their tables and they will put any paper ●
scraps in the scrap bin. If they have made an
additional artwork, they will be able to take these
home with them. I will call students​ ​by table to line
up by the door.

Clean-up Procedures​ (Room, Materials & Work Storage)

Day one: Clean up – Students will place their Styrofoam boards back in their tables folder and
place the pencils in the bins on each of the tables. They will put their prints on the drying rack.
They will wash off the rollers in the sink and wipe off the tables if they have made a mess. If they
have made an additional artwork, they will be able to take these home with them. I will call
students​ ​by table to line up by the door.
Day two: Clean up – Students will place their construction paper backgrounds on the drying rack
and place the pencils in the bins on each of the tables. They will place their scissors and glue
sticks back in their bins on their tables and they will put any paper scraps in the scrap bin. If they
have made an additional artwork, they will be able to take these home with them. I will call
students​ ​by table to line up by the door.

Closure, Review & Anticipation​ (what’s next?)

I will tell students that our next lesson will consist of them creating portraits based on the work of
Kehinde Wiley.

Supplemental Activity
If students finish early, they will be able to use this time to work on ideas for their self-portrait.
Teacher reflection focused on the lesson ​after​ it has been taught
● Students thoroughly enjoyed printing, especially because of all of the different colors of
ink
● Set up and clean up take longer than expected

LESSON PLAN

Teacher Candidate Jessica Bowlby

School Richard Avenue Elementary
Grade Level 4

LESSON NUMBER 3
Lesson Title Power Poses
Length of Class Period 50 minutes
Approximate Number of Students in Each class 25
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

1RE Identify qualities that contribute to the design and meaning of their artworks and the works
of others.

Performance-based Assessment Objectives

1. Students will be able to complete one artist statement worksheet.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. Students will complete one artist statement worksheet in which they will identify qualities of
their artwork that contribute to the design of their artwork. They will describe their artwork and
point out what they think they did well and where they could improve upon their work.
Academic Language
Vocabulary
Print – to produce copies by transferring a design onto paper
Trace – to copy by drawing over top of lines onto another paper
Design – lines or shapes arranged to create pattern or decoration
Power – Having the ability or capability to do something or create influence on others
Pose – to assume a particular position
Props – an object used on set of a play or movie

Additional Language Demands ​(​specific​ speaking or writing activity)

Students will complete one artist statement in which they will describe their piece and identify
what they think they did well and where they could improve upon their work.

Accommodations for Special Populations

For a student with behavioral problems, I will allow them to sit alone at a different table if
necessary to stay on task and not be distracted by other students.
For a cross categorical student, I will stay close by and give extra instruction and assistance. I
will also stay close by so that I can keep students on task

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
Printed power poses from last class
Markers
Scissors
Glue
Backgrounds
12x18 construction paper

Materials for Students

Printed power pose
Markers
Scissors
Glue
Background
12x18 construction paper
Safety Procedures
I will tell the students to use walking feet while in the art room and to never run while carrying art
tools. I will also tell them to keep their hands to themselves and to not touch each other with
their tools. They will be allowed to go to the sink one person at a time to avoid spills and slips.
When carrying any liquid materials, they must use two hands and walk slowly so that they do
not spill anything or slip and fall.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Day one: I will prepare the classroom by having the students power poses from last class printed
off and in a pile ready to pass out to the students. I will have markers at each students table.
Day two: I will prepare the classroom by having each students self-portrait and background in a
pile and ready to pass out to them. I will also have a stack of artist statement worksheets on the
teachers table. I will also have a stack of colored construction paper on the teachers table for the
students to take when they need it. I will have pencils, glue, and scissors at each table.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​
Day Duration Application Resources
Students will enter the room and I will begin by
introducing the lesson. I will tell the students that
● Printed power
we will be using our power pose photos as our
poses from last
1 15 mins. self-portrait for to glue onto our background. I will
class
tell them that they will be using markers to color
● Markers
their image and that they will be cutting it out and
gluing it onto their background.
Work time – I will pass out the power pose photos
to each student so they can get to work. Once ● Printed power
they begin working, I will come around and pass poses from last
1 30 mins. out table folders to each table so that students class
can place their photos in their folder until next ● Markers
week. If students finish early, they can start ● Table folders
cutting out their self-portrait.
Clean up – Students will place their photos in
their table folders and place their markers back
1 5 mins. ● Table folders
on the shelf they belong on. I will call students​ ​by
table to line up by the door.
Students will enter the room and I will begin by
● Portraits from last
remind the students what we were working on in
class
the previous class. I will review the plan for the
2 10 mins. ● Glue
day and tell the students that we will be
● Scissors
continuing our self-portrait drawings from last
● Backgrounds
class. I will show them how to cut out and glue on
 their self-portrait onto their background. I will then ● 12x18 colored
tell them that they will be picking a piece of construction
colored construction paper that they think goes paper
well with their image to glue onto their
background to create a frame. I will also show
them how to complete the artist statement
worksheet.

● Table folders
Work time – students will head back to their seats
● Portraits from last
and take their drawing out of their table folder and
class
get to work. They will cut out their self-portrait and
● Pencils
glue it onto their background. They will then take
● Colored pencils
that and glue it onto a piece of colored
● Scissors
2 35 mins. construction paper of their choice to create a
● Glue
colored frame for their piece. After they have
● Artist statement
finished this, they will write their artist statement.
worksheet
If students have extra time at the end of class
● Drawing like
they can work on a “Drawing like Kehinde
Kehinde
worksheet”.
worksheet
Clean up – Students will place their completed
artworks on the drying rack to let the glue dry.
They will turn in their artist statements to me.
They will place their scissors and glue sticks back
2 5 mins. ● Table folders
in their bins on their tables. If they have made an
additional artwork, they will be able to take these
home with them. I will call students​ ​by table to line
up by the door.

Clean-up Procedures​ (Room, Materials & Work Storage)

Clean up – Students will place their completed artworks on the drying rack to let the glue dry.
They will turn in their artist statements to me.They will place their scissors and glue sticks back
in their bins on their tables. If they have made an additional artwork, they will be able to take
these home with them. I will call students​ ​by table to line up by the door.

Closure, Review & Anticipation​ (what’s next?)

● Students liked being able to pose with the props
○ I thought more students would be shy about having their picture taken
 ● The students seemed to really like the presentation on Kehinde and his work
● Students struggled with understanding how to color their picture with markers since it
was printed in black and white

Supplemental Activity
If students have extra time at the end of class they can work on a “Drawing like Kehinde
worksheet”.

Teacher reflection focused on the lesson ​after​ it has been taught

Be sure to attach​ ​to the full instructional unit

 Drawing like Kehinde Wiley 

1. ​Pick a background design. (Examples below)  

2. ​Pick a POWER pose.  
3. ​Pick your colors. 
Draw yours on the back! 
 Artist Statement 
Title:_____________________________ 

Artist:____________________________ 
​(That’s you!) 
● Describe your piece. What does it
look like?

● What media did you use to create it?

(Clay, glaze, paint, colored pencils, etc.)

● Did you have any trouble creating this

piece? If so, what happened? How did

you overcome those challenges?

● What did you do well? What could you

have done better?

● What did you learn about Kehinde Wiley?

● What does power mean to you?

Write your artist statement here! _________________________________________ 

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________ 
Teacher Example
Student Examples