Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Margaret Derrig

School High School-Accelerated

UNIT TITLE The Art of Music

Length of Class Period 45 min
Approximate Number of Students in Each class 20
Beginning Date for this Unit November 23rd
Ending Date for this Unit December 18th

ENDURING UNDERSTANDINGS (FROM ODE STANDARDS)

Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.
Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to
imagine, create, realize, and refine artworks in conventional and innovative ways.

PROGRESS POINTS (FROM ODE STANDARDS)

The students will at the appropriate developmental level:
Understand and articulate the intrinsic worth and public value of arts and cultural participation.
Draw on a variety of sources to generate, select, and evaluate ideas to create personally
meaningful products.
Address and communicate complex visual and conceptual ideas using a range of technical
skill and art media including new technologies.
Apply reasoning skills to communicate key ideas expressed in their artworks and the works of
others and use appropriate criteria and language to critique the works.
Analyze and use digital tools to understand how and why images are created and interpreted
and how media influences culture, beliefs, and behaviors.

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set (what do the students already know)
B). Rationale (why is this lesson relevant?)
A). Students are already familiar with music, as it is incorporated into many different aspects
of our lives. They also have an understanding of the basics of art making, so we will continue
to expand their understandings and combine what they know about these topics to apply it to
interpreting, evaluating, and creating art about music.
B). -Music has become such an integral part of the human experience
-It has been influenced by cultures, religions, time periods, regions around the world
-It is a form of communication and is used to tell stories, to share life experiences, as a form
of self-expression, as well as many other things
-Looking at the ways that art and music are used together to help communicate their
messages and meanings will add to our future experiences with them and hopefully allow us
to get more out of them

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Central Focus (creating, presenting, interpreting, responding, and/or relating art to context)
Music is found in so many aspects of our lives: from the scores and soundtracks of
movies; to the background music in our favorite coffee shops; to our favorite songs
that we listen to in the car.
Music is more than just entertainment; it is used to communicate and has become its
own language, just like art. When combined, they compliment each other in ways that
amplify their audiences’ interpretation and understanding of what the artist is
communicating through them. They are combined in different ways, like band/artist
logos, merch designs, album art, and music videos.
Students will be learning how to interpret and analyze the meanings from music and
art and will then take that knowledge and apply it to creating their own piece of art that
represents a song. They will also be creating a piece of art that relates to music in a
way they choose that speaks to them.
Essential Questions (provocative, engaging, critical)
1. How is visual art used to communicate?
2. How is music used to communicate?
3. How do music and culture influence each other?
4. Why is music such an integral part of the human experience?
Possible Integration
Music Class- Exploring the basics of music and how you can interpret the meaning behind it.
Literature- Explore how you can use language to communicate emotions, feelings, and ideas
(relating to lyrics of songs)

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title The Language of Art and Music
Lesson We will discuss the different ways that visual art is used in conjunction
Description with music to help communicate an idea, message, or feeling.
Students will learn how to interpret the meanings in art and in music,
and what language to use to communicate these with others.
We’ll look at album art and music videos as examples of how visual art
is used with music.
Then, students will apply what they learned by choosing an example of
visual art that is used with music, interpreting what they think the idea,
message, or feeling is that it is trying to communicate, and then finally
presenting what they found with a small group of their peers.
Lesson Two
Title Scenes of Songs
Lesson Students will apply what they learned from lesson one about how visual
Description art is used with music to help communicate an idea, message, or
feeling, and how to interpret the meanings in art and music to this
project.
Students will choose a song/songs (approved by the teacher) that they
will interpret and then create a piece of art consisting of a series of
scenes that represents the ideas, messages, or feelings of the song that
they interpreted.

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 Each student must create three scenes, either from one song or three
different songs that relate to each other somehow (same album, same
band, same genre, etc.).
Lesson Three
Title The Art of Music
Lesson For the last lesson, students will have the freedom to come up with their
Description own project, as long as it relates to music in some way. Before they
begin, they must submit a proposal detailing what they want to do, how
they plan on doing it, and why they want to do it (including how it relates
to the unit and music). Once I approve their proposal, they can begin
working on them. For the critique at the end, each student will get to
present their piece to the class and talk about it, then everyone will pick
two other students to write a response to, guided by a handout they will
get before we start the critique. Students will also complete an artist
statement at the end of the lesson.

Explain how technology has been used in this unit

In lesson one, students will use their technology and the internet to look up examples of
visual art that are used with music.
In lesson two, they will use their technology and the internet to access their song/songs of
choice, and may look at other things related to their song such as the lyrics, the album/song
art, music videos if there are any, etc.
In lesson three, they will use technology and the internet as it relates and is necessary for
their proposed project, as long as they explain what they’re using it for and I say its okay.

LESSON PLAN

Teacher Candidate Margaret Derrig

School High School – Accelerated

LESSON NUMBER 1
Lesson Title The Language of Art and Music
Length of Class Period 45 Minutes
Approximate Number of Students in Each class 20
Beginning Date for this Lesson November 23rd
Ending Date for this Lesson November 27th

CONTENT STATEMENT – PERCEIVING/KNOWING

1PE. Analyze interdisciplinary connections that influence social and cultural contexts of
visual imagery.
2PE. Analyze and explain the factors that influence artworks.
3PE. Compare and contrast the styles in artworks by artists of different cultures and
historical trends.
4PE. Explain how individual artists impact cultural developments.
CONTENT STATEMENT – PRODUCING/PERFORMING

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N/A
CONTENT STATEMENT – RESPONDING/REFLECTING
1RE. Apply art criticism methods and inquiry skills to interpret visual images produced by
new media and media arts.
3RE. Explain how a response to a work of art is affected by the context in which it is viewed.

Performance-based Assessment Objectives

1. I will be able to identify, analyze, and explain the social, cultural, and aesthetic factors
that influence visual imagery that is paired with music.
2. I will be able to compare and contrast the different ways that visual arts are used with
music and what their purpose is.
3. I will be able to apply art criticism methods to interpret visual imagery paired with music
and explain its purpose and how effective/ineffective it is.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. I will identify at least three factors that influence my examples of visual imagery and explain
my analysis of how they influenced the work.
2. I will choose two examples of the different ways that visual arts are used with music and
compare and contrast what their purpose is and how they achieve it.
3. I will use the art criticism methods discussed in class to interpret my examples of visual
imagery, starting what their purpose is and how effective/ineffective they were in achieving
this, giving at least three pieces of evidence and explaining how it supports my argument.

Academic Language
Vocabulary
Analyze: Discover or reveal (something) through detailed examination.
Interpret: Explain the meaning of (information, words, or actions).
Communicate: Succeed in conveying one’s ideas or in evoking understanding of others;
Convey or transmit (an emotion or feeling) in a nonverbal way.
Evidence: The available body of facts or information indicating whether a belief or proposition
is true or valid.
Represent: Be a symbol or embodiment of (a particular quality or thing); Depict (a particular
subject) in a picture or other work of art
*See Vocabulary Reference Sheet Handout
Additional Language Demands (specific communication task)
We will be having discussions in class throughout the lecture portion of the lesson, all
students are encouraged to participate and share their thoughts and opinions.
Students will also be completing a writing assignment at the end of the lesson to show their
understanding of what they learned. They will turn in a typed copy to me, but they will give a
verbal summary to a small group of their peers in class.

Accommodations for Special Populations

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Based on STUDENT X’S 504 Plan for their GAD, I will make the following accommodations:
• STUDENT X will be seated with other students that will help to keep them on task and
organized during class.
• I will take small breaks periodically during lectures to check in with all the students to
make sure they’re following, but also to allow STUDENT X (and other students) a
break so they don’t lose focus and stop paying attention to the lecture.
• I will check in with STUDENT X at the beginning of every in-class workday after giving
instructions to come up with their goals they should try to meet during that class period
and to make sure that they know what they need to do that day and how to do it.
• I will check in with STUDENT X periodically during workdays to make sure they are
making progress and using their time effectively.
• I will check in with STUDENT X before class ends to see what they were able to get
done in class and if they met their goals for the day.
• Based on the progress that STUDENT X makes in class, I will encourage them to
work outside of class and give them extended time to turn in the written assignment,
but still have them participate in the small group discussions with what they have.
Art/Visual Culture Examples
Music Video Examples: (some, not all listed)
• The Lumineers- The Ballad of Cleopatra https://www.youtube.com/watch?v=tXsQJhoauxc&t=994s
• The Lumineers- III Cinematic Album, 10 videos https://www.youtube.com/watch?v=V-
plAPYbQvg&list=PL9tY0BWXOZFs8B91U3StOxPM9Fo9x6oMZ
• Mumford and Sons- Delta Album Lyric Videos (with National Geographic)
https://www.youtube.com/watch?v=1Qz-8UGgdT0&list=PLKLvY5HlozhLcl2IqrcVaYG2lVMnREkzO
• Mumford and Sons- Lover of the Light https://www.youtube.com/watch?v=nMJUbZrNnA8
• Childish Gambino- This Is America https://www.youtube.com/watch?v=VYOjWnS4cMY
• The Carters- Apes**t https://www.youtube.com/watch?v=kbMqWXnpXcA
• Beyonce- Lemonade
https://www.youtube.com/watch?v=gM89Q5Eng_M&list=PLHFeMk_LSwG4BGn8F5MlOZWYyLWzLCvSe
• Lana Del Rey- Ride https://www.youtube.com/watch?v=Py_-3di1yx0
• Lady Gaga ft. Beyonce- Telephone https://www.youtube.com/watch?v=EVBsypHzF3U
• Taylor Swift- (multiple)
Album Cover Examples: (some, not all listed)
• The Chicks- Gaslighter
• Gregory Alan Isakov- This Empty Northern Hemisphere, Evening Machines
• Florence & The Machine- Lungs, Ceremonials
• Lana Del Rey- all albums, showing different “eras”
• The Lumineers- Cleopatra, III (and three EPs)
• Taylor Swift- all albums, showing different “eras”
• The Beatles- Abbey Road, Revolver, Sgt. Pepper, Yellow Submarine, 1
• Maggie Rogers- Heard It In A Past Life
• Lizzo- Cuz I Love You
• Lil Nas X- 7
• Hozier- Hozier, Wasteland, Baby!
• Billie Eilish- when we all fall asleep, where do we go?
• Johnny Cash- American IV: The Man Comes Around
• Bruce Springsteen- Born in the U.S.A.
Other Examples: (some, not all listed)
(like photoshoots, band symbols, merch designs, etc.)
• Maggie Rogers- Magi design
• Mumford and Sons- Delta photoshoot, Wings design, tour posters
• The Lumineers- Cleopatra design, III house
• Gregory Alan Isakov- misc merch designs, poster designs,
• Hozier- Wasteland, Baby! Photoshoot/videos, tour poster

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Preparations
Materials/Resources for Teacher
• Smartboard/Projector
• PowerPoint Presentation: Lesson and Introduction to assignment
• Handout: Vocabulary reference sheet
• Handout: Assignment prompt, instructions, and requirements
• Rubric: Written Assignment
Materials for Students
Students won’t be making a project for this lesson so they won’t need any art making
materials, but they will be expected to bring something to take notes with.
• Internet access to find examples of visual art (music videos and album covers)
• Headphones to use while listening to songs/watching music videos
• Something to take notes in/with (sketchbook, notebook, laptop, etc)
Safety Procedures
Students won’t be working with art making materials for this lesson, but they are expected to
use electronic resources responsibly and appropriately. Students should only be on websites
that are relevant to the lesson and assignment. Students must pick songs that are appropriate
for school.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
No art making materials will be needed for this lesson.
Before class starts, the PowerPoint should be pulled up to the appropriate slide we’re starting
with that day.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
This lesson will last approximately five days.
Day One: [Introduction, Lecture] Unit introduction, lesson one introduction and overview,
interpreting visual art (elements and principles of art and design, processes/methods),
interpreting music
Day Two: [Lecture] Recap from day one (interpreting visual art and music), introduce how art
is used with music (examples of all the different ways), deeper look at album covers and
music videos, explain the assignment, go through examples of how they’ll do it, ask for any
questions at the end of class
Day Three: [Lecture, Workday] Recap from day two (how art is used with music, explaining
assignment), a few more examples of assignment (depending on how many I get through on
day two), ask for any questions, students start working on assignment till the end of class, I
walk around to see how students are doing, ask again for any questions before students
leave
Day Four: [Workday] Recap from day three (reminder of what they are doing), reminder that
tomorrow they are working in small groups to share (explain more at end of class), ask for
questions before they start working, students work on their own, I walk around to see how
students are doing, last five minutes explain what we’re doing in class tomorrow (small group

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discussions, reminder that written assignment is due in class), ask again for questions before
students leave
Day Five: [Small Group Discussions] Give instructions on what they are doing in their small
groups, ask for questions before they begin, students break into their groups, I walk around to
each group and listen for a bit to see how they’re doing (asking questions to presenter/rest of
the group, make comments, etc), *give reminders of time so each students gets enough time
to share*, come back together as a class and have someone from each group share one
thing they took away from the discussion, ask if anyone else wants to share, ask for any last
questions or comments, briefly introduce lesson two

Day Duration Application Resource

1 5 min Introduce new unit: The Art of Music PowerPoint
Start with a discussion about music.

Question to ask the class:

• What is music?
• What do you think of when you think of
music?
• Is music important? Why or why not?
1 3 min Ask the class how they think music and art are PowerPoint
related, then show the slide of my thoughts.
Question to ask the class:
How are music and art related?
1 3 min Ask the class why they think music and art are PowerPoint
related, then show the slide of my thoughts.
Question to ask the class:
Why are music and art related?
1 3 min Ask the class why they think we should learn about PowerPoint
this, then show the slide with my thoughts.
Question to ask the class:
Why should we learn about this?
1 2 min Briefly go over the progress points and enduring PowerPoint
understandings for this unit so the students can get
an idea of what our emphasis and focus will be on.
1 3 min Go over the essential questions for this unit and PowerPoint
introduce the general idea of what we will be doing
in this unit (brief summary of each lesson).
Clean-up Procedures (Room, Materials & Work Storage)
Students won’t be using any art making materials, so daily cleanup will consist of each
student making sure their area is clean and their chairs are pushed in.

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

We will end this lesson with a preview of lesson two which will use the concepts and ideas
learned from this lesson and students will apply them to creating their own piece of art that
represents a song.
Supplemental Activity
Students each have a sketchbook that they can work in if they finish during class, however it
is expected that students will need to use all of the class time, and possibly time outside of
class as well, in order to fulfill all requirements of the assignment.

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Teacher reflection focused on the lesson after it has been taught
*NOT FILLED OUT FOR UNIT PLAN ASSIGNMENT*

LESSON PLAN

Teacher Candidate Margaret Derrig

School High School- Accelerated

LESSON NUMBER 2
Lesson Title Scenes of Songs
Length of Class Period 45 Minutes
Approximate Number of Students in Each class 20
Beginning Date for this Lesson November 30th
Ending Date for this Lesson December 9th

CONTENT STATEMENT – PERCEIVING/KNOWING (FROM ODE STANDARDS)

2PE. Analyze and explain the factors that influence artworks.
6PE. Identify, examine, and understand the aesthetic, stylistic, and functional
considerations of designing objects, environments, and communications.
CONTENT STATEMENT – PRODUCING/PERFORMING (FROM ODE STANDARDS)
1PR. Demonstrate increased technical skill and craftsmanship with various media when
creating images from observation, memory, and imagination.
3PR. Solve visual art problems that demonstrate skill, imagination, and observation.
6PR. Expand visual literacy as a means to create images that advance individual
expression and communication.
CONTENT STATEMENT – RESPONDING/REFLECTING (FROM ODE STANDARDS)
2RE. Practice self-assessment to understand their progress and prioritize steps for
improvement.
3RE. Explain artistic processes from idea conception to completion of a work of art using
descriptive and art-specific terminology.
6RE. Explain how a response to a work of art is affected by the context in which it is viewed.

Performance-based Assessment Objectives

1. I will be able to interpret, analyze, and explain the ideas, messages, and feelings that
music is able to communicate through a song.
2. I will be able to expand my visual literacy by composing scenes that represents my
interpretation of the ideas, messages, and feelings of the song(s).
3. I will be able to explain how a response to my peers’ works is affected and compare my
interpretation of the song(s) and art with their interpretation of the song(s) and art.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. I will document my process for interpreting and analyzing the ideas, messages, and
feelings of my song(s) using the worksheet provided, providing at least five pieces of

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evidence, each with their associated analysis and interpretation, and my ideas for how to
represent this in my work.
2. I will use my interpretation to compose three related scenes that communicate the ideas,
messages, and feelings of the song.
3. I will participate in the small group critiques by sharing how I interpret the ideas, messages,
and feelings of each of my group members’ pieces and then compare their interpretations of
the ideas, messages, and feelings of my piece with the ideas, messages, and feelings I was
aiming for my viewers to interpret.

Academic Language
Vocabulary (define each)
Analyze: Discover or reveal (something) through detailed examination.
Interpret: Explain the meaning of (information, words, or actions).
Communicate: Succeed in conveying one’s ideas or in evoking understanding of others;
Convey or transmit (an emotion or feeling) in a nonverbal way.
Evidence: The available body of facts or information indicating whether a belief or proposition
is true or valid.
Represent: Be a symbol or embodiment of (a particular quality or thing); Depict (a particular
subject) in a picture or other work of art
Scene: A place, with the people, objects, and events in it, regarded as having a particular
character or making a particular impression.
Additional Language Demands (specific communication task)
Students will fill out a worksheet to help keep track of their notes and ideas during the
interpretation, brainstorming, and planning portion at the beginning of the project.
Students will form small groups for a critique, during which they will engage in a conversation
with their peers to discuss how they interpret each other’s pieces and compare that to the
interpretation they were striving for in their piece.
Students will also complete an artist statement between 500 and 1000 words in which they
will address a few of the prompts that gave them on the first day when I introduced the
project.

Accommodations for Special Populations

Based on STUDENT X’S 504 Plan for their GAD, I will make the following accommodations:
• STUDENT X will be seated with other students that will help to keep them on task and
organized during class.
• I will check in with STUDENT X at the beginning of every in-class workday after giving
instructions to come up with their goals they should try to meet during that class period
and to make sure that they know what they need to do that day and how to do it.
• I will check in with STUDENT X periodically during workdays to make sure they are
making progress and using their time effectively.
• I will check in with STUDENT X before class ends to see what they were able to get
done in class and if they met their goals for the day.

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 • Based on the progress that STUDENT X makes in class, I will encourage them to
work on the assignment outside of class and give them extended time to turn in the
assignment, but still have them participate in the critique with whatever they have
done.
Art/Visual Culture Examples (list all artists, artwork or media used)
a Place in Space by Margaret Derrig
Songs used in piece: Babel, Broken Crown, Hopeless Wanderer, Lover of the Light, and
Winter Winds, all by Mumford and Sons
Evening Machines by Margaret Derrig
Songs used in piece: All 12 songs from the album Evening Machines by Gregory Alan Isakov

Preparations
Materials/Resources for Teacher
• Smartboard/Projector
• PowerPoint Presentation: Introduction to Scenes of Songs Project
• Handout: Song Interpretation Worksheet
• Handout: Artist Statement Prompts
• Rubric: Scenes of Songs Project Assessment form
Materials for Students
Depends on which medium the student is working in. Students will choose their medium from
four options: acrylic paint, watercolors, colored pencils, or cut paper. There should be some
intention in the medium they choose: maybe they choose a medium they are already
comfortable with, or one they don’t use often so they can have more experience with it; or
maybe they choose a medium that they think will work well with the scene they are creating or
the ideas, messages, or feelings they are trying to portray.

Acrylics- • Bristol paper (30) *each students using this

• Acrylic paints * will need three
• Palette (20) Cut Paper-
• Brushes * • Cardstock in multiple colors *
• Canvas (30) *each students using this will • Bristol board (30) *each students using this
need three will need three
Watercolors- • Glue *
• Watercolor paints and pencils * • X-Acto knife *
• Brushes * • Scissors *
• Watercolor paper (30) *each students Miscellaneous-
using this will need three • Drawing pencils and pens *^
• Erasers *^
Colored Pencils-
• Tracing paper *
• Colored pencils *
• Sketchbook ^
• Blending Stumps (20)
*Multiples, or sets, shared by students
^Students are encouraged to have their own

Safety Procedures
Most of the safety procedures for this lesson depend on the materials that the student is
using, however, there are also some general rules and safety procedures that all students
must follow while in the art classroom.
• No food or drinks are allowed at the tables

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 • All personal belongings should be properly stored away
• All paints and glues should be closed unless they are being used
• X-Acto knives and scissors should be closed/covered when they are not being used
• Supplies and areas should be properly cleaned before leaving class
• All materials and supplies must be used in an appropriate manner and only for what
they are intended for

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Students will start out in their assigned seats but will be grouped together based on their
mediums once they decide what they are going to use. On the first day, I will show the
students where all of the supplies are that they will be using (they are also labeled) and then
students will be responsible each day for getting out and putting away their own supplies.
Students may have to share certain things which is why they will be grouped together by the
medium they are working with.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
This lesson will last approximately eight* days.
Day One: I will show my PowerPoint and introduce the project. Students will have whatever
time is left in class after I’m done to start working on Part 1 of the project.
Days Two and Three: Continue Part 1.
Day Four: Students are expected to start on Part 2. They will have four* days to work in-class
on Part 2.
*I will check in at the end of each workday to see where everyone is at with their piece. On the third
workday, I will assess whether or not I think the students need more time in class to work on their projects.
If I think they need more time, I will push the due date back one day and then repeat this process again
the next day. I will only allow at most three extra days for this project. *
Last Day: Complete Part 3. Before class ends, each student will turn in the worksheet from
Part 1 and their piece. The artist statement will be turned in before class the next day.

Part 1: Students will pick one to three songs to use for the project and start analyzing and
interpreting them. They will use the provided worksheet to keep track of the process and all of
the notes they have about their interpretations of the ideas, messages, and feelings from the
song(s) and how they plan to portray and represent these in their piece. The last thing they
will do for Part one is decide on what medium they will use for their piece.
Part 2: Students will start making their piece. First, they must make sketches of their scenes
and plan out what they will do in the context of their medium. Once they are done with their
sketches, they will show them to me so I can give them feedback before they start the actual
piece. This is to make sure they have a well-thought-out plan and know what they’re doing.
Once I give them feedback on their sketches and plan, they will start to create their
actual piece using the medium of their choice. This process might look different for
each student depending on their work style and medium they are using.
Part 3: I will put the students in five small groups for their critiques. The critique will be timed
to ensure that each student can share their work and get feedback. Each student will have 10
minutes for their turn. When it is their turn, a student will show their piece to the group. The
other members of the group will then share their interpretation of the piece based on what

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they see visually. Once each student has shared their interpretation, the student who created
it will respond to their thoughts and talk a little about the piece, like what song(s) they used,
what they were trying to convey in the piece, etc.

Day Duration Application Resource

1 10 min Start Class PowerPoint
Introduce new project: Scenes of Songs
-In the last lesson, we learned how art is used with
music for different purposes, like giving a visual
representation of the meaning and messages of the
music. We also learned how to interpret both songs
and the art paired with it in order to understand those
meanings and messages they represent.
-You’re now going to apply that knowledge in order to
create your own piece of art that represents a song, or
songs, that you choose.
-For this project, everyone will choose one or three
songs. You will interpret them like we did in the last
lesson, only this time, you will be using what you
interpret to create three scenes that you feel
represent the song/songs.
-You can create three scenes from one song, or you
can use three songs and create a scene for each one.
If you do three songs, they must be related in some
way, like songs from the same album, by the same
band, or with similar interpretations. Everyone will
need to have their songs approved by me again and if
you’re choosing three songs, you’ll have to tell me
what the connection is.
-There are a few different ways you can go about
creating these scenes. One option is to use words
and phrases from the lyrics that give visual
descriptions. An example of this would be if the song
talked about trees or the forest so you include them in
your scene.
-Another option is to use specific lyrics and create a
visual representation of what they mean to you. In this
case, it doesn’t have to be a direct visual translation of
the words, but maybe if the song mentions things
about being cold, you might show snow, or blankets,
or a fireplace, things that you feel relate to it.
-Another option is to represent the general mood or
feeling of the song, whatever that is for you. You
could also represent what you associate the song
with. If you associate the song with driving in the car
with your friends, you can create scenes relating to
that. If the song reminds you of a specific person, you
can create scenes relating to that.
-It’s important to remember that your scenes must
visually go together. Looking at the three scenes, the
viewer should be able to tell that they’re related in

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 some way. There are different ways you can do this.
You could use the same color scheme in each of the
scenes. You could also construct the scenes so that
they look like different perspectives of the same
location, and I’ll show examples of both of these. You
could repeat objects or other visual elements that
connect the pieces. However you go about this, you
just want to make it so that each scene relates to the
others.
-Any questions so far before I show you some
examples?
1 10 min Showing examples of similar works PowerPoint
“a Place in Space” Project:
-In this piece, I used five songs to construct scenes
for six panels. There is a monochromatic color
scheme which I chose because the colors related to
the feelings I got from the songs. I used visually
descriptive lyrics to create the scenes, and each
scene (except for the last two) is a different
perspective of the same location.
“Evening Machines” Series
-This piece is a series of 12 individual paintings, each
representing a song off an album. I also used visually
descriptive lyrics from the songs and combined those
with the feelings that the songs gave me. I used a lot
of dark blues and greens which help connect the
pieces together. There is also repetition of trees, the
moon, night skies, and girls. The combination of these
elements helps to make the individual scenes fit
together.
1 10 min Explain the timeline and some of the requirements: PowerPoint
-Before you start there are a few more requirements I
want to explain as well as laying out the timeline for
you.
-Everyone will get a worksheet they will use while
interpreting their songs. It has three sections, one for
evidence, one for your analysis and interpretation,
and one for how you plan to represent and portray it.
There is also a space at the bottom of the page for
additional notes, and you can use other sheets of
paper if you need more room. You’ll use this to keep
track of your notes for your song/songs. You can start
brainstorming in your sketchbook if you want to write
out all your different ideas or notes, however, you
want to write down the final notes you’ll use for the
piece on this sheet.
-You also have four options for the medium you will
use; acrylic paint, watercolor paints, colored pencils,
or cut paper. The medium you choose should relate to
the scene you will create, and you should decide on

P a g e | 13
 these things together. Some scenes might be easier
to create in certain mediums, and the medium might
relate to what you want to communicate in your piece,
so keep these in mind.
-Before you actually start on the final product, you’ll
make sketches of your scenes and plan out how you’ll
use your medium to create it. You’ll show these
sketches to me so I can give you feedback, then you’ll
be able to start using the medium you chose to make
your final piece.
-For the critique at the end, you’ll be put into small
groups where you’ll each get about 10 minutes to
share your piece and talk about it with your group. I’ll
explain this more once we get to the critique, but the
goal is for the smaller groups to make it so each of
you get to spend a good amount of time talking about
your own piece and having conversations about each
other’s.
-Finally, you’ll have an artist statement due at the very
end of this lesson. I’ll be passing out a sheet of paper
to everyone after this with various prompts that you
can talk about in your artist statement. I am giving this
to you now so you can be thinking about these
throughout the process.
-Are there any questions before I let you guys start
working?
-Remember, once you pick your song you should let
me know so I can approve it for you. Your songs
should be school appropriate, if they aren’t, I will ask
you to pick a different one so just be prepared for that.
1 2 min Pass out song interpretation worksheet and artist 20 song interpretation
statement prompts. worksheets
20 artist statement
prompt sheets
1 13 min Students will use the rest of class time to work on
picking their songs and starting to plan their scenes.
I’ll walk around and check in with them while they
work. If students pick their songs before the end of
class, I’ll meet with them and let them know if they
can use them. I’ll also answer any questions that
students have while working.
2 3 min Start class, give announcements 5 song interpretation
worksheets
-Today you should be working on filling out the
5 artist statement prompt
interpretation worksheet. After you finish that, you’ll
sheets
start the sketches for your scenes. Remember, you’ll
be showing these to me so I can give you feedback
before you start on the final piece.
-You’ll have today and tomorrow to work on these and
your goal should be to turn these in by the end of
class tomorrow. If you finish outside of class, you can

P a g e | 14
 email me, and I’ll give you your feedback before or at
the start of the next class.
-Everyone should be starting on their final pieces by
Thursday. That gives you four days to work in class,
plus the weekend if you need it. The critique will be
next Wednesday.
-Does everyone have the papers that I handed out
yesterday? I have extras if anyone needs another.
-Any questions before you start working?
2 40 min Students work independently.
I’ll walk around to check in with students and answer
questions they may have while they work.
If students are done with their worksheet and
sketches, I’ll look over them during class and give
them feedback.
2 2 min Wrap-up class:
-Remember, you should be submitting this worksheet
and your sketches to me by the end of class tomorrow
so you can get your feedback and start working on the
final piece at the start of class on Thursday.
-If you have any questions or want to get feedback
outside of class don’t be afraid to email me.
-I’ll give a few announcements at the start of class
tomorrow, but you should plan to start working as
soon as you come in.
-Any questions?
3 2 min Students should start working as they come in. Sheets with feedback for
students who didn’t get it
I’ll handout the feedback to students who emailed me
back yet
their work if I wasn’t able to email it to them before
class.
3 2 min Once everyone is in class and working, I’ll make a few Materials and supplies
announcements will be set out for
students that are ready to
-You should be finishing up your worksheet and
start working on their final
sketches and turning them in to me by the end of
piece
class today if you haven’t already.
-If you already turned them in and got your feedback
from me then you can start working on your final
piece. Materials should be out for those that are
ready, if you need anything that isn’t out let me know
and I’ll get it for you.
-Everyone should be starting on their final piece at the
start of class tomorrow.
-Any questions?
3 36 min Students work independently.

P a g e | 15
 I’ll walk around to check in with students and answer
questions they may have while they work.
If students are done with their worksheet and
sketches, I’ll look over them during class and give
them feedback.
3 5 min Wrap-up class:
-Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-If you haven’t turned in your worksheet and sketches
yet, make sure you do that before you leave. If you
need time outside of class let me know and then email
it to me before class tomorrow so I have time to write
out your feedback before the beginning of class.
-If you don’t have your feedback yet, I will get it to you
before or at the start of class tomorrow.
-Do not start working right when you come in
tomorrow. I will be moving some students’ seats
around based on the materials you’re using so it’s
easier to share and clean. Tomorrow just come in and
before you sit down, I’ll let you know if you’re going to
be sitting at a different table.
-Any questions before you leave?
4 4 min As students come in, I will tell them where they should New seating
sit based on the material they are using. arrangements based on
materials students are
I will also hand out any feedback to students who
using
didn’t get it from me yet.
Materials will be set out
for students
4 4 min Announcements once everyone is seated:
-Everyone should be starting on your final piece
today. You have four days in class to work, plus the
weekend if you want to take supplies home to work.
-Let me know if you need help or have any questions
while you’re working. I’ll be walking around while you
work to check in and see how everyone is doing.
-Are there any questions before you start working?
4 32 min Students work independently.
I’ll walk around to check in with students and answer
questions they may have while they work.
4 5 min Wrap-up class:
-Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-You have three more days in class to work on this
project so keep that in mind. Tomorrow you should

P a g e | 16
 come in and start working right away so you can use
the most of your time in class.
-Does anyone have any questions?
5 2 min Students start working as soon as they come in. Materials will be set out
for students
5 3 min Once everyone is working, I’ll give my
announcements:
-You have all of class today to work on your project.
You’ll also have two days in class next week,
however, if you would like to take supplies home to
work on it this weekend, you can do so, just make
sure you talk with me before class ends.
-Let me know if you need help or have any questions
while you’re working. I’ll be walking around while you
work to check in and see how everyone is doing.
-Are there any questions before you start working?
5 35 min Students work independently.
I’ll walk around to check in with students and answer
questions they may have while they work.
5 5 min Wrap-up class:
-Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-If you want to take home supplies so you can work
on your piece this weekend please let me know.
-You’ll have two days to work on this in class next
week and then the critique is on Wednesday.
-Does anyone have any questions?
6 2 min Students start working as soon as they come in. Materials will be set out
for students
6 3 min Once everyone is working, I’ll give my
announcements:
-Today and tomorrow are your last two days to work
on your project in class. If you would like to take
supplies home to work on it outside of class, you can
do so, just make sure you talk with me before class
ends.
-Let me know if you need help or have any questions
while you’re working. I’ll be walking around while you
work to check in and see how everyone is doing.
-Are there any questions before you start working?
6 35 min Students work independently.
I’ll walk around to check in with students and answer
questions they may have while they work.
6 5 min Wrap-up class:

P a g e | 17
 -Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-Tomorrow is your last day to work in class.
Wednesday will be our critique. If you want to take
home supplies so you can work on your piece at
home, please let me know.
-Tomorrow I will end class a little bit early to go over
our plans for the critique.
-Are there any questions?
7 2 min Students start working as soon as they come in. Materials will be set out
for students
7 3 min Once everyone is working, I’ll give my
announcements:
-Today is your last day to work on your project in
class. If you would like to take supplies home to work
on any final touches, you can do so, just make sure
you talk with me before class ends.
-Let me know if you need help or have any questions
while you’re working. I’ll be walking around while you
work to check in and see how everyone is doing.
-I’ll be ending class 10 minutes early today so I can go
over the plan for the critique.
-Are there any questions?
7 30 min Students work independently.
I’ll walk around to check in with students and answer
questions they may have while they work.
7 10 min Wrap-up class:
-There are 10 minutes left in class, you can continue
working as long as you are also able to listen and pay
attention while I go over some information about the
critique tomorrow. If you haven’t cleaned up already, I
ask that you hold off until after I’m done talking. I’ll
make sure there is enough time at the end so that
everyone can clean before they leave.
-Here is how the critique will go tomorrow:
-Everyone should come into class and quickly take
their seats and be ready to start so that we have
plenty of time for the critique.
-I’ll be putting everyone into 5 different groups, there
will be four in a group. Each student will have 10
minutes to talk about their piece and have a
conversation with the group about it. I’ll give you time
warnings throughout so that you know how much time
you have.
-These should be engaging conversations. Ask each
other questions, share your interpretations of each
other’s pieces, share what you like about them, give

P a g e | 18
 advice on what you think could’ve been done
differently or things that could use more work (*make
sure that you are being respectful and considerate
when giving your advice or feedback).
-These conversations are important because you’re
able to get in-depth feedback from your peers, and I
want you to consider incorporating some of the stuff
you talk about in your artist statement. It isn’t required,
however, your artist statement isn’t due until 11:59
tomorrow night, so you’ll have plenty of time to add to
it after the critique.
-I’ll be walking around and checking in with your
groups while you have your conversations, but these
will be mostly student lead.
-I’ll go over this again before we start tomorrow. Are
there any questions before class is over?
8 CRITIQUE
Clean-up Procedures (Room, Materials & Work Storage)
Students will be told when there are five minutes left in class during each in-class workday
and they are then responsible for returning all of the supplies and materials that they were
using that day. They will put their work either in their cubby, in one of the designated drying
locations, or they will take it with them if they are planning to work on it outside of class. If a
student wishes to take supplies and materials with them to work outside of class, they must
ask during class and then at the end of class, tell me what they are taking so I can write it
down to make sure the student returns everything they borrowed.

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

After finishing their projects, students will complete an artist statement reflecting on their
piece, the lesson, and what they think about the project.
At the end of class after the critique, students will be told to go to the online class page and to
look at the information posted under the module for the next class so they can read the
introduction and start brainstorming for the project for the next lesson. They are expected to
come to class with some ideas and any questions they may have.
Supplemental Activity
Students each have a sketchbook that they can work in if they complete their piece before the
mini group critiques, however it is expected that students will need to use all of the class time
as well as time outside of class in order to create a piece that fulfills the expectations of this
project.

Teacher reflection focused on the lesson after it has been taught

(I will use the feedback from the artist statements to help me reflect on how the students think
the lesson/project went and how I did as their teacher)

*NOT FILLED OUT FOR UNIT PLAN ASSIGNMENT*

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 LESSON PLAN

Teacher Candidate Margaret Derrig

School High School- Accelerated

LESSON NUMBER 3
Lesson Title The Art of Music
Length of Class Period 45 Minutes
Approximate Number of Students in Each class 20
Beginning Date for this Lesson December 10th
Ending Date for this Lesson December 18th

CONTENT STATEMENT – PERCEIVING/KNOWING

2PE. Analyze and explain the factors that influence artworks.
6PE. Identify, examine, and understand the aesthetic, stylistic, and functional
considerations of designing objects, environments, and communications.
CONTENT STATEMENT – PRODUCING/PERFORMING
1PR. Demonstrate increased technical skill and craftsmanship with various media when
creating images from observation, memory, and imagination.
2PR. Make informed choices in the selection of materials and techniques that relate to
solving a visual problem.
3PR. Solve visual art problems that demonstrate skill, imagination, and observation.
5PR. Explore and expand on personal art applications through the use of available tools,
innovative technologies and media arts.
CONTENT STATEMENT – RESPONDING/REFLECTING
1RE. Apply art criticism methods and inquiry skills to interpret visual images produced by
new media and media arts.
3RE. Explain artistic processes from idea conception to completion of a work of art using
descriptive and art-specific terminology.

Performance-based Assessment Objectives

1. I will be able to identify, analyze, and explain the aesthetic, stylistic, and functional
choices that I make and the factors that influence those.
2. I will be able to solve visual problems and make informed choices in my personal art
application.
3. I will be able to explain my artistic process when reflecting on my work.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
1. I will write a detailed proposal for my project, explaining what I plan to do, how I plan to do
it, and why I am making these choices, identifying the aesthetic, stylistic, and functional
reasons for them.
2. In my artist statement, I will explain the choices I made to solve the visual problems and
what informed these choices.

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3. I will explain my artistic process, in at least four steps, while presenting my piece and in my
artist statement.

Academic Language
Vocabulary
None
Additional Language Demands (specific communication task)
The students will write a proposal detailing what they plan to do for their project, how they
plan on doing it, and why they want to do it.
For the critique, students will be presenting their piece and explaining it to the class, then they
will complete a written critique for two other students in the class.
Each student will also complete an artist statement that will be turned in at the end of the
lesson with their piece.

Accommodations for Special Populations

Based on STUDENT X’S 504 Plan for their GAD, I will make the following accommodations:
• STUDENT X will be seated with other students that will help to keep them on task and
organized during class.
• I will check in with STUDENT X at the beginning of every class after giving instructions
to come up with their goals they should try to meet during that class period and to
make sure that they know what they need to do that day and how to do it.
• I will check in with STUDENT X periodically during class to make sure they are making
progress and using their time effectively.
• I will check in with STUDENT X before class ends to see what they were able to get
done in class and if they met their goals for the day.
• Based on the progress that STUDENT X makes in class, I will encourage them to
work on the assignment outside of class and give them extended time to turn in the
assignment, but still have them participate in the critique with whatever they have
done.
Art/Visual Culture Examples
• Mumford and Sons Isometric Drawing, Margaret Derrig, September 2018
• Cardboard Ukulele, Margaret Derrig, February 2019
• Various Painted Vinyl Records, Margaret Derrig, June-August 2020

Preparations
Materials/Resources for Teacher
• Smartboard/Projector
• PowerPoint Presentation: Introduction to The Art of Music Project
• Handouts:
• Rubric: The Art of Music Project Assessment form
Materials for Students

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Students are allowed to use any materials they would like as long as 1. it is something we
already have in the classroom or something they have at home, 2. they explain why they want
to use those materials specifically for their project, and 3. it is approved by me.
Safety Procedures
Students are expected to adhere to all safety procedures for the materials they are using for
their projects. Students will be reminded of these when their materials are approved by the
teacher and they are expected to remember these and be cautious while using them and to
respect the materials, the classroom space, their classmates, and their selves while using
them.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Once students have turned in their proposals and I know which materials everyone is using, I
will get out the appropriate materials and supplies needed. Throughout the class period,
students are expected to get their own supplies when they need them and put them away
when they are done using them, so it saves time at the end of class if they don’t have to clean
and put away as much. If there are specific supplies that they need that I do not set out, they
should ask me when they need them.
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
This lesson will last approximately seven days.

Day Duration Application Resource

1 5 min Start Class PowerPoint
Introduce new lesson and project: The Art of Music
1 5 min Ask the class if they have any questions based on PowerPoint
what they read before class and after introducing
the project.
*Time for Questions*
1 3 min Students start working on brainstorming for their
projects and writing their proposal.
1 27 min Students work and I walk around to check on them,
ask them questions, answer any questions they
have.
1 5 min Wrap-up class:
-Will have more time in class tomorrow to work on
proposal but should have it mostly done before
class.
-Must turn in proposal by the end of class tomorrow.
If you turn it in during class time, I will look over it in
class and give you my feedback during class and
tell you if you need to make changes and if it is
approved or not.
-Once your proposal is approved, you can use the
rest of class time to start working on your project (as
long as there is enough time).
-Any questions?

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2 5 min Start class, remind students of what they should be
doing today:
-Have class time today to finish your proposal, must
be turned in by the end of class.
-If you turn it in during class, I will look over it and
give you your feedback, let you know if there are
any changes you need to make and if it is approved
or not.
-Once your proposal is approved, you may use the
rest of class time to start working on your project (as
long as there is enough time)
-Any questions? I will be around to check in on you,
let me know if you have any questions.
2 35 min Students work on their proposals.
I walk around class, checking in on students, asking
questions, answering any questions they have.
When students turn in their proposal, I will look over
them and give them their feedback right away.
2 5 min Wrap-up class:
-If you haven’t already, you must turn in your
proposal before you leave class.
-Once you receive your feedback, you should look
over it and make any necessary changes.
-If you are just now turning in your proposal or
haven’t received your feedback yet, you will get an
email today with your feedback.
-If I tell you in your feedback that your proposal is
not approved, there should be specific notes on
what you should relook at or change before I can
approve your project. Check these notes and make
the necessary changes, then either email me with
your changes or come to class with them prepared
so I can check them and approve your project.
-If your project is approved, you can start working
on it at the start of next class.
-Any questions?
3 3 min Start class Materials will be set out for
students
-If your project proposal is approved, you may start
working. Some materials are already out for you, if
you need any specific materials or supplies that
aren’t out, please ask me and I will get it for you.
-If your project is not approved yet, please come
see me once I let everyone start working so we can
talk over it and I can approve it for you.

P a g e | 23
 -If you have any questions while working today
please ask. I will be walking around to check on
everyone and see how you’re doing.
-Any questions?
3 37 min Students work independently on their projects.
I will meet with the last few students who need their
proposals approved.
Once I finish that, I will walk around and check in on
students, see how everyone is doing, asking them
questions as they work and answer any questions
they may have.
3 5 min Wrap-up class:
-Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-Tomorrow, you should start working as soon as you
come in and I will give my announcements while
you work.
-Any questions?
4 2 min No formal start to class, students should start Materials will be set out for
working as soon as they come in. I will get out students
supplies for students as needed.
4 3 min My announcements for class once students are
settled and working:
-Everyone should already be working on their
projects; you have the full class today to work.
-Let me know if you have any questions or need me
to get out any materials or supplies.
-For the first few minutes of class, I’ll just be walking
around and checking on everyone like I usually do.
-For the rest of class, I’ll meet with everyone
individually to see where you are with your project.
Today is the second of your four workdays, so
ideally, you should be at least halfway done with
your project by the end of class, or have a plan for
how you will finish it before the critique Friday. So
be ready to talk with me about where you are, what
you have left to do, and what your plan is to finish
your project.
-Any questions?
4 5 min Students work independently on their projects.
I will walk around and check in on students, see
how everyone is doing, asking them questions as
they work and answer any questions they may
have.

P a g e | 24
4 30 min For the rest of class, I will meet with each student
and check in to see where they are.
-They should be halfway done with their projects by
the end of class, if they are not, they should have a
plan for how they will finish in time for critique.
-If they need time out of class, they can arrange with
me to come in during their free-period or lunch.
-If they plan to work from home, they should arrange
with me to take some supplies home.
4 5 min Wrap-up class:
-Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-I talked with everyone about where you are and
what your plan is for finishing up your project.
-If we talked about you taking supplies home make
sure you let me know what you’re taking so I can
keep track of it.
-If you want to come in during another class, write
out the pass so I can sign it for you.
-Tomorrow, you should start working as soon as you
come in and I will give my announcements while
you work, just like you did today.
-Any questions?
5 2 min No formal start to class, students should start Materials will be set out for
working as soon as they come in. I will get out students
supplies for students as needed.
5 3 min My announcements for class once students are
settled and working:
-Everyone should already be working on their
projects; you have the full class today to work.
-Let me know if you have any questions or need me
to get out any materials or supplies.
-Today and tomorrow are your last workdays. Your
goal should be to be mostly done today and to use
class tomorrow to finish the last few things.
-Any questions?
5 35 min Students will work independently on their projects.
I will walk around and check in on students, see
how everyone is doing, asking them questions as
they work and answer any questions they may
have.
5 5 min Wrap-up class:

P a g e | 25
 -Five Minute Warning: Everyone should find a good
place to stop and start cleaning up and putting away
their supplies they used today.
-Tomorrow is your last in class workday so you
should be finished with your project by the end of
class or have a few things you can finish outside of
class.
-Friday will be our critique, I will talk about it more
tomorrow.
-If you need supplies to take home or a pass to
come in during another class make sure you do that
before you leave.
-Any questions?
6 2 min No formal start to class, students should start Materials will be set out for
working as soon as they come in. I will get out students
supplies for students as needed.
6 3 min My announcements for class once students are
settled and working:
-Everyone should already be working on their
projects; you’ll have most of class today to work.
-Today is the last day to work in class, tomorrow is
our critique. I’ll be ending class a few minutes early
to talk about the critique tomorrow.
-I’ll be walking around during class like I usually do.
If you have any questions while you’re working or
want me to check your project when you think
you’re done, just let me know.
-Any questions?
6 30 min Students will work independently on their projects.
I will walk around and check in on students, see
how everyone is doing, asking them questions as
they work and answer any questions they may
have.
6 10 min Wrap-up class / Talk about critique:
-There are 10 minutes left in class, you can continue
working as long as you are also able to listen and
pay attention while I go over some information about
the critique tomorrow. If you haven’t cleaned up
already, I ask that you hold off until after I’m done
talking. I’ll make sure there is enough time at the
end so that everyone can clean before they leave.
-Here is how the critique will go tomorrow:
-Everyone should come into class and quickly take
their seats and be ready to start so that we have
plenty of time for the critique.
-Before we start, I will give each student a slip of
paper that tells them which two students they’ll be
responding to as part of the critique.

P a g e | 26
 -We’ll start the critique, and each student will briefly
present their piece and talk a little about it
7 CRITIQUE
Clean-up Procedures (Room, Materials & Work Storage)
I will stop class 5 minutes before the period is over so that each student has ample time to
clean and put away the materials they were using. Each student is responsible for properly
cleaning, disposing, and putting away their materials and supplies as necessary. Each
student’s work area must be cleaned and checked by me before they can leave (I will be
walking around and checking on students while they are cleaning so I can make sure
everything is cleaned and put away properly).

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

At the end of class after the critique, I will briefly introduce the next unit and share a little bit
about what they can expect and what they should look forward to.
Supplemental Activity
If students have extra time in class after they finish their project before the critique, they are
expected to assess their project and make sure there is nothing else they would like to
change or add to it. They can then meet with me so I can do a quick critique of it and ask
questions and give suggestions on what they could add or fix, etc. If they do this and they
decided they are satisfied with their work and do not wish to make any more changes, they
can then work in their sketchbook.

Teacher reflection focused on the lesson after it has been taught

*NOT FILLED OUT FOR UNIT PLAN ASSIGNMENT*

Be sure to attach to the full instructional unit

Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

RESOURCES/REFERENCES:
https://www.liveabout.com/principles-of-art-and-design-2578740
https://www.getty.edu/education/teachers/building_lessons/elements_art.pdf
https://quizlet.com/ca/303703307/english-9-principles-of-art-and-design-vocabulary-diagram/

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