Emiley Hoffman

EDTPA Lesson Plan

Art 395

4/13/21

Lesson Title: 3D Landscapes

Time: Day 1 Lesson 40-minutes

Standards:

 4.1.1.5.1 1.

o Describe the characteristics of the elements of visual art including color, line,

shape, value, form, texture and space

 4.2.1.5.1 1.

o Create original two-and-three-dimensional artworks to express specific artistic

ideas

 4.4.1.5.1 1.

o Justify personal interpretations and reactions to works of visual art.

Goals:

 Students will be able to determine the multiple planes of a landscape for a more accurate

depiction of dimension on an artwork.

  Students will create a 3D landscape of their choice by using line, shape, color, form, and

space.

 Students will be able to justify their artwork by writing 3-5 sentences that must include 3-

5 vocab/academic language as well as 2-3 elements of visual art.

Objectives:

 Ability to depict perspectives in landscapes such as foreground, middleground, and

background.

 Create a 3-D landscape of your choosing by using 2-3 of the elements of visual art.

 Justify your artwork by writing 3-5 sentences about what was drawn in each section and

why it goes there, describing the artmaking process using elements of visual art, and how

the finished artwork is a 3-D landscape. Making sure to include 3-5

Vocabulary/Academic language terms.

Assessments:

 Informal Assessment: During lecture I will watch that students are participating and are

correctly identifying what landscape features are in the background, middleground,

foreground.

o Students have their eyes and bodies facing me, they are raising their hands when

prompted, and asking questions if needed.

 Formal Assessment: Students must have started their 3-D landscape of their choosing by

the end of class with the following requirements of having at least started their

background part.
 o One of the four 8x8 watercolor papers must have been drawn on to start to show

the implication of a background for the start of their 3-D landscape.

 Formal Assessment: Before they leave class they must write a quick ticket out the door

about what they learned during class, with the requirements of stating what a background,

middleground, and foreground is. And to include how they predict their project to turn

out with describing the outcome using 2-3 elements of visual art.

o If students are unable to write or cannot write or English is not their first language

I will allow those students to either come and talk to me during work time to

discuss their project with me using the stated requirements. Or I will let those

students bring in their ticket out the door during next class period.

Vocabulary/Academic language:

 Vocabulary: Foreground, Middleground, Background, plane, two dimensional, three

dimensional

 Academic Language: Perspective, dimension, picture plane,

Materials and Resources:

 4 pieces of 8x8 watercolor paper

 Watercolor palette

 Watercolor brushes

 Water cups

 Pencils

 Pens

 Erasers
  Scissors

 Glue stick

 Computer

 Projector

 Mouse

 iPads/books to find landscape references

Procedure/Time:

 Procedure 1: (Time 5 minutes)

o Introduce project to the class regarding perspective and how landscapes need to

have a foreground, middleground, and background

 Procedure 2: (Time 5 minutes)
 o Hand out a piece of paper, pencil and erasure to each student

o Share a photo of the landscape above and ask the students what appears to be in

the background of each landscape. Allow time for students to answer, if they say

clouds, sky, and furthest cliffs before letting them know they are correct ask them

as to why they think so. Once answered ask the students to draw the background

features, they see in this image on their own piece of paper.

 Procedure 3: (Time 5 minutes)

o Next ask they students what they think is in the middleground of the image shown

letting them know that it would be in front of the background features mentioned

earlier but has enough space for objects to be in front of it. Allow time for

students to answer right answers are the water, the rocks in the water, etc. Make

sure to point to the details they are pointing out and restating what they said for

clarification. After they answer, prompt the students to draw the stated middle

ground features on their piece of paper.

 Procedure 4: (Time 5 minutes)

o Once the students are done drawing their middleground ask the students what

features in the image is the foreground, reminding them that these features are the

ones closest to us, again allow time for students to answer,

 Procedure 5: (Time 15 minutes)

o Once students have there images finished, it is time to transition to transition to

what their next project entails which is creating a 3-D landscape of their choosing
 o Show the students the video demonstration on the PowerPoint of how they will be

creating their 3-D landscape.

o For the rest of the class period allow the students to grab their materials and get a

head start on their project

o Walk around the classroom making sure you are available for students questions

and problem solving. Making sure all students at least have their landscape picked

out and have started on their background.

 Procedure 6: (Time 5 Minutes)

o Prompt students to clean up their stations and put their unfinished work in their

cubbies.

o Once cleaned up students are to write a quick ticket out the door about what they

learned during class, with the requirements of stating what a background,

middleground, and foreground is. And to include how they predict their project to

turn out with describing the outcome using 2-3 elements of visual art.

Differentiation:

 To students of learning disabilities, I will provide ample amount of time for repetition of

the making procedure by creating a video for students the have so they can review it

themselves during work time.

 For students of learning disabilities, I will provide many opportunities for

questions/clarification, making sure to pause incrementally during the lesson to allow

students to reflect on what was said and to make sure they understand, I will also

summarize what was said after the pause to give repetition for the knowledge to stick.
 For students with fine motor disabilities, I will be there to assist when the use of scissors

and glue is needed to help the students success in this lesson.

 For English learners, if they student has a paraprofessional, I will print another copy of

my lesson plan for them to go over with the student. If the student does not have a

paraprofessional, I will do my best to translate my procedures in their language for them

to read through before the lesson starts. And with my video demonstration I will have one

catered to them having subtitles in their first language so they can follow along better.

 For my more gifted students I will challenge them to pick a more intricate landscape to

replicate and allow them to make their work on a larger scale than what was assigned to

allow room for more detail in the piece.