Alex Bunuan

Developing Lesson Plans – From the ground up

In this multi-week assignment, students will work from a lesson seed, and design various aspects of the lesson in order to
teach in their internship placements.

Grade Level: Highschool

Big Idea: #2 Identity/Memory
- What moment/event that changed or defined your identity?
- How can an hour, a day, or a year ultimately change your identity?
- Why is this memory important to you
- What’s a memory that defined who you are
- How will you portray or draw this memory? Realistic? Abstract?
- Or Draw your first memory (younger students)
-
What can we create that represents a specific time that transformed or changed our identity?
Example
- Artworks about transitioning from primary to secondary education - or simply just about growing up (pressure,
puberty, relationships)
- Artwork about a specific event/trip/moment that might’ve been really impactful to them"

Part I: Presenting and Explaining

Choose a grade level, and imagine how you might introduce this lesson to the class. Thinking about topics discussed
earlier in the semester, describe how you would introduce this material to the students, by answering these questions:
- How will you engage the students by connecting this topic/artists/ideas to their lives and interests?
- Allow them to brainstorm ideas and sketch them their ideas for their “first memory” or “first memorable
memory”
- Show examples, works of art
- Make sketches as a completion grade
- Have them experiment with different materials such as ink, watercolor, charcoal
- And how they interact with each other
- Do the project with them
- What artist will you introduce?
- Stephen Wiltshire

- Subhajit Paul
Alex Bunuan

- What will you use to interest the students “the hook” – an artist discussion? A video clip? Online site? Children’s
book? Etc – Consider the DEVELOPMENTAL STAGE of the students (look at Lowenfeld’s art dev of children, as
well as other resources on our ELMS site)
- Play A video of Stephen Wiltshire working (https://youtu.be/LrgbDXtt4UQ) as soon as class starts
- Explain the Big Idea clearly and expectations
- Show examples of artist work (that tell a story)
- What sort of prior knowledge will they need to have to be successful? (this might be art related – such as they
should have worked with ______ material in the past, or it might be related to other learning, such as they have
experience working on group projects, or have studied insects)
- Line drawing, shading, space ,coloring,
- Worked with pencil, colored pencils,
-
- How will you connect new information to what they already know, to make information meaningful to students?
How will you ensure that it is introduced in a culturally relevant or appropriate way?
- Share ideas with peers and discuss their ideas and sketches before starting the project
- When discussing with peers, they should talk about what they plan on drawing, how they plan to execute
their plan, and what materials they intend on using
- Have a group discussion on giving tips and tricks for each material they might want to use

Create a Table with OBJECTIVES and corresponding ASSESSMENTS

What are your objectives for this lesson -- What do you hope for the students to learn? (What art knowledge/skills? What
personal understanding ? What procedural or collaborative knowledge?)

Be sure to that you have AT LEAST ONE objective for each of the 4 categories: Creating, Responding, Presenting,
Connecting

MSDE Arts Standards LEARNING TARGETS

(Your Learning Goal and Targets must (Students must meet these in order to
Assessment
represent each of the four Artistic reach the sOverarching Learning
Process categories): Goal)

Creating: - Student will be able to create - Completion grade for drafting

1. Generate and conceptualize artistic an original piece that portrays and sketching ideas
ideas/work. a memory that defines or (Formative)
2. Organize and develop artistic ideas changed them - Exit slips (Formative)
and work. - Student will be able to draft - Goals for today,
3. Refine and complete artistic ideas and sketch at least three Goals for
and work. ideas and pick 1 idea for their tomorrow—mainly to
final drawing help with time
management
Alex Bunuan
Responding: - Student will be able to - Completion grade for
4. Analyze, interpret, select work for collaborate with their peers to experimenting materials
presentation. help develop drawing (Formative)
5. Develop and refine artistic techniques and make artistic - Maybe a worksheet
techniques and work choices that has boxes to be
for a presentation. - Student will be able to do filled with different
6. Convey meaning through the research or experiments on materials interacting
presentation of materials to make artistic with each other (like a
artistic work. choices, compare and pick catalog for them to
the best materials and use as a tool)
decisions to make their piece

Presenting: - Student will be able to - Student self-reflection: 2

7. Perceive and analyze artistic work. evaluate and reflect on their Stars and a Wish
8. Interpret intent and meaning in own work (self-critique, (Summative)
artistic work. explain, and defend their work - Class Critique (Summative)
9. Apply criteria to evaluate artistic or artistic choices
work. - Student will be able to
evaluate and critique their
peer’s artwork during critique

Connecting: - Student will be able to make a - Teacher Feedback: Leaving

10. Synthesize and relate knowledge drawing piece that represents comments under their own
and personal or portrays a personal self-reflection or self-critique
experiences to make art. memory of their own worksheet (Formative)
11. Relate artistic ideas and works - Student will be able to - Self assessment checklist
with societal, understand how their peer’s (Summative)
cultural and historical context to work connect to them - Students will list out
deepen - Student will be able to explain goals and
understanding. and defend their piece expectations they
have for themselves
that they will check
off at the end o

What sort of ASSESSMENTS could you use to assess these objectives? For each objective, describe an assessment,
either formal or informal, that you will use to assess the students’ knowledge about this objective. Look at the Ultimate
Guide to Assessments resources AND VTS (Critique models). You should have at least 2 formative assessments and 1
summative assessment.

Success Criteria:
- Does the piece respond to the Big Idea & Essential Question
- The artist highlights a personal memory/event through an original art piece
- Displays usage of drawing techniques and skills
- Artist displays complex thinking and can explain/defend their artwork