COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Jenna Saab
SCSU Course: ART 396 55
Date: 11/29/2023
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Silhouette art
Grade Level: Second grade
Subject Area: Art
Unit of Study: Art

How does this lesson connect with and build on previous lessons and how will it connect to
subsequent lesson(s)? (What came before and what will come next?)

In a previous lesson students would have learned about the elements of art because students will be using
color, shape, line, and space in this art project. Students would have previously had the opportunity to paint
or decorate the background of a piece of artwork which will prepare them for this lesson. A lesson that can
follow up silhouette art can be art lessons and projects on the principle of contrast, and silhouette art can be
an introduction into the idea of contrast in art.

ACADEMIC LANGUAGE
Language Function (Highlight one or both): I will have students verbally discuss their silhouette art
projects with the class at the end of the lesson. Students will discuss what their silhouette is, and if
there is a reason behind the shadow they choose. They will discuss the medium used in the artwork,
and any themes they applied to their project.

 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 PowerPoint
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Silhouette - The outline of a person or object.
 Medium: - The materials you use to create your artwork
  Contrast - Creating artwork using opposite colors or different size shapes.

Supporting Vocabulary (word/term and grade level appropriate definition):

 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Discuss - to talk with another person or a group of people about a topic.
 Create - To make something real.
 Context – What an art piece is about.

STANDARDS AND LEARNING OBJECTIVES

Content & Language Standard Content Objective Assessment
(Code and Benchmark) (What skill will the student demonstrate and (How will you measure the skill, determine
how will you assess it?) proficiency, and give feedback to students?)

MN Content Standard: Students will be able to…by… Measurement Tool(s):

5.2.2.4.1: Describe the choices Students will be able to discuss End of lesson art evaluation
made at different steps in an art and evaluate their artwork through discussion.
making process. the different steps of the art Indicator/Criteria for Proficiency:
process and evaluate their Students will be able to discuss
finished art pieces in a large group different elements of their
discussion. silhouette art creation.
Means of Feedback to Student:
Immediate verbal feedback
throughout the lesson and during
the end of lesson discussion.
MN Content Standard: Students will be able to…by… Measurement Tool(s):

Indicator/Criteria for Proficiency:

Means of Feedback to Student:

Common Core or MN ELA Students will be able to…by… Measurement Tool(s):
Standard for Academic Lang.:
Indicator/Criteria for Proficiency:

Means of Feedback to Student:

MATERIALS/RESOURCES/TECHNOLOGY
 Black construction paper
 White paper
 Paint or colored pencils
 Scissors
 Glue
 Pencil
 PowerPoint
 If using paint you will need: Water cup, paint brushes, paper towels.

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include what (How will you serve SPED/EL/Gifted
Minutes) you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute should reading/math abilities?)
be able to replicate your lesson successfully using this
procedure.)

6-7 T: Today we are going to be completing a silhouette art When giving the presentation I will
minutes project. Does anyone know what silhouette art is, or what break down and explain any
it looks like? words that the students might not
know or be familiar with. I can
S: Silhouette art is when there is a shadow over a colorful describe the example pictures in
or light-colored background. Silhouette art is created the PowerPoint to allow for
when an outline of an object is put onto a different students to connect my words with
colored background. different characteristics of the
silhouette art examples.
T: Exactly! Silhouette art is when a person decorates the
background of the artwork however, they want to. They
can use many different colors, shapes, and lines to make
the background unique. Then the artist will cut out shapes
using a black piece of paper and glue it onto their colorful
background. After the piece is finished, we will be able to
see the contrast between the colorful background, and
the black silhouette.

S: Students listen

T: Before we begin creating our art, I want you to begin

brainstorming what you might want your silhouette to look
like. Your silhouette is what you are going to cut out and
glue to your colorful background to bring the shadow to
life. Your silhouette can be whatever you want it to be.
Maybe you want to cut out the shapes to create some
sort of animal or recreate a landscape like a beach. While
you are brainstorming some Ideas, I am going to show
you a PowerPoint that goes into the history of silhouette
art. This PowerPoint can help you form some ideas of
what you want to do and give you some background
information on the art piece you are going to create
today.

S: Students Listen and begin brainstorming silhouette

ideas.

T: Teacher presents PowerPoint that discusses the

history of silhouette art and the slide with examples. One
 the last slide we can see many examples of silhouette art.
In these pieces we can see the colorful backgrounds that
were created and the different shapes that were cut out to
make the whole painting come to life.

S: Students watch PowerPoint presentations.

20 minutes T: Now we are going to begin creating our silhouette I will be giving verbal directions
artworks. I asked you all to begin brainstorming some more than once to ensure that all
different ideas you wanted your silhouette piece to look students understand my
like. I also want you to begin thinking about how you want directions. I will be showing
your background to look. Start deciding on what color visuals along with my directions,
paint or markers you want to use to create your that way if students don’t
background. Maybe you want your background to look understand my verbal directions,
like a sunrise so you can use orange and red paint or they can look at my examples to
markers. If you want to use different shapes in your see what they are supposed to be
background, you can draw and color those shapes completing during this step. I am
however you want. There is no wrong way to design your also informing students that they
background. The first step in our project is to draw and have the freedom to create the
cut out our silhouette shape from our black piece of background however they would
paper. I am going to give you about five or six minutes to like, so students with different
trace out your silhouette idea on your black piece of abilities can create their art
paper and cut it out. however they feel most
comfortable based on their skills.
S: Students begin tracing out the pieces of their silhouette
art on black paper and cutting it out.

T: Does anyone want to share some of the pieces of their

silhouette that they have cut out. You don’t have to if you
are saving that piece for the final reveal.

S: Students share the different parts of their silhouette if

they would like.

T: Now that you have your silhouette cut out you can
move that to the side because you won’t need that until
closer to the end of the lesson. Now you will begin
painting or coloring your background however you would
like. You can use any colors and any design when
creating your background. Just remember that you want
the entire background colored before your silhouette
pieces go onto it. I am going to work to create my
background and I will check for progress in about ten
minutes.

S: Students begin painting or using markers to decorate

their background.

T: It’s been ten minutes. Does anyone want to show what

their background looks like so far, or discuss what colors
or shapes you are using?

S: Student response could be I am using bright colors for

my background, and I am blending them together.

T: Does anyone need a little bit more time to complete

their backgrounds?

S: Students answer yes or no. If they need more time, I

will have them work for five more minutes.

T: Now that we have all finished our backgrounds or have

come close to finishing, we are going to begin arranging
and gluing our silhouettes to the background we have just
created. Take about five minutes to get your pieces of
black paper glued onto your colored paper. You can
arrange the paper however you would like, and you can
add and take away pieces as you’ve been able to think
about what you want your final piece to look like. After
you have glued it on you have completed your silhouette
art project!

S: Students finish their background and glue on their

 silhouette pieces.
10 minutes T: Now that we have finished our pieces, we are going to I stated what I wanted students to
take time for each person to discuss a little bit of discuss instead of leaving it open
information about their pieces. Each person is going to ended and letting students decide
hold up their silhouette artworks for everyone to see and what they wanted to discuss
you can discuss the context of your art. You can discuss regarding their artwork. This can
what your silhouette is, and what medium you used to allow students to be more
create your art piece. You can discuss the reason you comfortable having a prompt and
decided on your silhouette, and if there is a theme to your topics to cover during the
art piece. Who would like to begin the discussion? discussion.

S: Students begin discussion. Students can discuss how

they used paint or markers to create a sunset as their
background. They could say they used the theme of
nature in their artwork if they created a landscape or an
animal. Students can say they created their silhouette
based off a location that is important to them or an animal
they really like.

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)

T: Now that we have completed our silhouette art can anyone explain what a characteristic of silhouette art
might be?

S: Black outline of shapes, colorful backgrounds, contrast.

T: For our next lesson we are going to be learning about the principles of art, and we are going to be
focusing on the term contrast. Silhouette art is a very contrasting piece of art because both the background
and the shadow stand out because they are very different from each other. Creating this art piece is a good
introduction because it is a very interesting and contrasting piece of art.
S: Students listen.

CONNECTIONS TO RESEARCH/THEORY
This art project is choice based for students. All students must create some sort of silhouette project where
they are required to have a paper with a decorated background and silhouette pieces glued onto that
background. Students have the choice to use either paint or colored pencils. They have the opportunity to
cut out any silhouette shape they would like; they can decide to make a landscape or a specific person or
place. Students have the opportunity to make a lot of their own choices during this lesson, as long as they
meet the two criteria.

CITATIONS

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)