Digital Portfolio

Digital Portfolio
January 7, 2016
Me, Myself, & My Class

Jessica Redekop
Digital Portfolio, Page 1
Digital Portfolio
January 7, 2016
Introduction
How do we use art to create meaning?
What we talked about in todays class. .
How do you we, as art students, move from being the student to the
teacher?
What concerns do we have for teaching art, how has it changed, and
what are some of the practices we saw in our PS1 practicums?

Each of us brought in a different assignment that we had done and
we had to explain why we liked the assignment.

- Rachael: Open ended assignment that allowed her to use her own
creativity and look at an object from different viewpoints. Encompassed
several different units and we be a good idea for a performance task or an
end of unit assignment. Allowed for a lot of personal examination and
exploration.
- Julie: A good assignment for learning tone and fluid form. It would also
be a good task for looking at different compositions and how different
elements effect a composition.
- Alex: Charcoal composition that focused around abstract expressionism.
Looking at movement and how different motions alters a piece of artwork.
Had to take photographs when she changed something. I liked that as a
reflective component because you can ask about the process and student
thought behind their decisions.
- Ryan: an art piece that used words to create an image. Combines both
literature and art. Interesting way to address cross circular development of
art.
DRAWING UNIT PLAN

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January 7, 2016
Unit Topic: Value

By: Amanda Larson, Kevan Bryant, and Jeff Hirsche
Grade 12 (could be modified across high school)
Rationale:
At this age students should be developing specific drawing techniques to further their
understanding of the elements of art. Many students find that creating areas of light and dark is a
challenging feat in their drawings. Value is an essential element of drawing to help create more
realistic images. The purpose of this unit is to introduce value and apply the skills they learn into
their work. Students will gain a deeper appreciation of value, by adding and taking away
medium.
The series of lessons will flow from basic skill development of value in charcoal, to
transferring skills across mediums in a final body of work. At this point in the students art
education, they will continue to develop their personal style within this unit. Also, students will
have opportunities to work independently and collaboratively while referencing art history.
Lesson 1 Summary:
The idea behind this lesson is to tap into the right side of the brain, and focus on only
what the students see. The image will be upside down and blurry, slowly moving into focus.
This will cause students to not think about the object they are drawing, but on the process of
creating value by adding and taking away medium. The next lesson will be building on the value
skills developed in this lesson. It will be evaluated out of ten, five marks for completion and five
marks for accuracy.
My notes: I like the idea that students arent looking at an object, but rather focusing on the
process of creating value. I think this is important and something we should emphasize.
Sometimes I think we focus too much on the product and not the progression.
Lesson 2 Summary:
The idea behind this lesson is to introduce collaboration by each individual completing a
value study of an image fragment that will collectively create a larger piece. Students will be
building on previous skills of value by rendering the chosen image as they see it. They will be
evaluated out of fifteen, five for completion, five for participation, and five for rendering their
image fragment accurately.
My notes: I like how this lesson works as a collaborative piece. Art is seen by some as an
individual experience, but teaching students too look at art as a way to work together is
important. Art can bring people together and I think we should emphasize that in our art
programs. Why not make it something that students can enjoy together.
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January 7, 2016
Lesson 3 Summary:
This lesson is intended to get students looking at historical artworks and discovering what
they like or dislike in these works and why. Furthermore, studying from master works is not only
useful in developing a personal style, but also is a significant part of art history. Working in a
series is helpful in developing a personal style; because the subject matter is the same, students
have the opportunity to rework the same subject in different ways and display it in a cohesive
manner.
My notes: I love this. i think art history is underrated in our art programs and needs t have some
focus. Like all the other core subjects art has a history and it is important to recognize that.
This is a culminating activity in value, where the students get more freedom to explore
value across different mediums of their choice. They will create a series of three images,
rendered from a historical art piece. Each piece will feature the same subject matter, but they can
use any medium of their choice to create two of their renderings, but the first must be completed
in charcoal. Their works will be evaluated by a rubric and class critique.
Rough Draft C&I for Art

Unit Plan Gesture Drawing for High School (Grade 10+)
GLO
SLO
1. Acquire a repertoire of approaches to

recording visual information.
2. Express technical competencies and
individual insights.
3. Analyze the relationships among
components of images.
1. combine description, expression and

cognition in the drawing process
2. develop and refine drawing skills and
styles
3. investigate varieties of expression in
making images
Resources used:
http://www.posemaniacs.com/thirtysecond
Game: Facebook Game Draw My Thing. OR Draw Something
Bridgman's Complete Guide to Drawing from Life by George Bridgman
Boomhower, Doug. "Gesture Drawing." Captures Movement. Doug Boomhower,

n.d. Web. 07 Apr. 2013.
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January 7, 2016
Picasso, Pablo. "Gesture Drawing as a Learning Skill Part 1: Introduction."

Gesture Drawing as a Learning Skill Part 1: Introduction. N.p., n.d. Web. 07 Apr.
2013
Artists discussed in this unit:
Alberto Giocometti
Auguste Rodin
Vivley
Picasso
Honore Daumier
Cy Twombly
My Notes: I think its great to have a list of the artists you want to showcase and
maybe you can give the list to the students so that they can look into those artists and
see what their responses are outside of the classroom.
Objective: To have students open up their drawing skills particular on lines, become
familiar with different drawing materials such as graphite, charcoal, ink, etc. And
free up their movement (i.e. not afraid to make mistakes and allow themselves to
draw unconventionally).
My Notes: Using different materials is important and I like using them together. Doing
this creates different types of lines and movement. Also introducing different
materials is important in art class. I would have also used some historical drawings to
make a comparison.
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January 7, 2016
Lesson Overview
Lesson One: Introduction to gesture drawing. Techniques and artists are discussed.
Overall lessons and assignments are introduced. All the materials that are needed will
be outlined. Also the sketchbook exercise will be discussed (at least 5 minutes a day
do a gesture drawing). Also computer lab should be booked for Draw My Thing
online game where students are given a word and have to draw within 50 seconds to
depict the word. It is to encourage students not be afraid to make mistakes, and
making their lines more concise and purposeful.
Lesson Two: One line drawing exercise 2D and 3D Model . The object is to not the
pencil lift from the paper. They are asked to focus on the object they are drawing
instead of the paper. They will do mini exercise then move on to a bigger project
(with bigger paper).
My Notes: This is a greta way to introduce different types of drawing.
Lesson Three: Timed drawing exercise 2D and Model

Student will begin their gesture drawings using easel first starting with 90 seconds
for each pose. Then gradually reducing the number of seconds to 60 seconds -> 45
seconds -> 30 seconds -> 15 seconds -> 10 seconds. The students will work with large
news prints to exercise their stance while gesture drawing. After enough
experience, classmates will take turns becoming a model for the class.
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January 7, 2016
Lesson Four: Gesture painting

Students will experiment with paint and ink in using gesture lines. They are to use
their gesture lines to create two different paintings using ink and paint. Students will
be given an experimental period before hand to develop their style.
My Notes: Im glad that gesture is having a focus because it creates a different type of
movement and contrast to detailed sketching.
*Each lesson will end with critique and discussion of each others work
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January 7, 2016
Drawing
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January 7, 2016
Cartooning and Drawing

Introduction
This was a really interesting class because I enjoy comics, cartoon, and
realistic drawings.
Some things we talked about today:
Formal Vocabulary:
Elements of Art:
- Line
Spatial Relationships:
- Positive and Negative Space
- Value
- Perspective
-Texture
- Scale
- Colour
Principle of Design:
- Composition
- Dynamic
- Movement
- Expression
- Rhythm
- Pattern
Different Types of Units
- Integrated Units: Units that are connected to other courses in the

curriculum and have components from another subject.
- Self Instructional Units: Students have certain criteria that they are
supposed to meet, but do not have the same time constraints and the
program can be modified to their interests.
- Contract Unit: Students come up with an idea that gets approved by the
teacher and then the student is allowed to wok on it until it is finished.
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January 7, 2016
Books Mentioned:
- Drawing on the right side of your brain by Betty Edwards

- Cartooning by Ivan Brunetti
- The natural way to draw by Nicolaides
Drawing Games Mentioned:
- Musical chair abstract art game:

-Funny faces:
- Exquisite corpse:
Unit Plans : Self Portrait Unit Plan
Grade: 7/8
Duration: 4 weeks
19 - 50 minute classes
Instructor: Emma Turner
Unit Rationale:
I chose to create a self-portrait unit for my Grade 7 Drawing class and my Grade 8 Art
101 class for several reasons. The first reason being that this group of students (or at least the
ones that have been in the school since grade 7) have not done self-portraits before. I think
drawing self-portraits can be very beneficial, mostly because students are required to draw what
they actually see, not what they think they see, or what they want to see. With the overload of
media images bombarding them, adolescents often think things should look a certain way, and I
want them to start noticing all of the different and unique characteristics that make faces
beautiful. Students at this age 12-14 tend to be vain, and I dont associate anything negative to
that. Self-portraits are a great way to discover wonderful things about yourself that may have
before gone un-noticed.
The other reason for doing this unit is to get them involved in using drawing tools other
that pencil. I want them to experience using charcoal, conte and ink so they can become
acquainted with characteristics of drawing. By using different mediums, they will explore
texture, value, gesture, and movement in different ways. I think exposing students to different
materials is very beneficial because they can get a feel of what they really love using, and what
they do not.
My Notes: I liked the comparison between they we actually see and what we think we see. This
is an important aspect of art to teach because sometimes we arent drawing whats actually there,
Digital Portfolio
January 7, 2016
but we are altering it to what we want it to look like. The idea of experiencing and feeling is
something that is underestimated in art. Each tool has a specific experience and or challenge that
comes with it. You may that you actually prefer to use something else over pencil and you never
knew that.
Unit Summary:
Students will begin by exploring different drawing materials including graphite, conte,
charcoal and ink. They will experiment with line properties, value, movement, texture, etc. They
will familiarize themselves with how each material transfers to paper, what characteristics it has,
how tricky it is to use and how they can create imagery with it. This will be done through line
studies and value scales. Next students learn about portraits, stylistically and structurally. They
will be given an opportunity to become comfortable drawing from a mirror, rather than an image.
Also, they will draw a partner, giving them the experience of drawing from a model. Lastly they
will be asked to create four self-portraits in each of the materials using what they have learned
about value, line, gesture/realism, and facial characteristics. There will also be a group critique at
the end where students will describe their own work as well as comment on their peers.
Lesson 1 Summary:
These four classes will focus on the exploration of four drawing materials- graphite,
charcoal, conte and ink. They will participate in line studies where they will experiment with line
weight, form, texture, emphasis, etc. Students will also complete a value scales and still life
rendering for each medium to become comfortable with how each medium reacts to pressure,
shading and blending.
Lesson 2 Summary:
These next four classes will be all about drawing the portrait - proportions and facial
features. We will talk about both gestural and realistic portraits. They will be drawing a peers
portrait as well as a self-portrait to prepare them for the final project.
Lesson 3 Summary:
Students will complete four self-portraits (each in a different medium), keeping in mind
everything they have learned throughout the previous 8 classes. When they are finished they will
mat their artwork and display in for the group critiques.
Lesson 1: Material Exploration 4 - 49 minute classes

Materials:
- Newsprint
- Value Scales
- Graphite (Penicls 2B-6B)
- Charcoal (Compressed and vine)
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January 7, 2016
Conte (White and black)

India Ink
Brushes
Water Buckets
Still Life Objects
Learning Objectives
- Students will experiment with line weight, texture and shading using a variety of drawing
materials
- Students will understand the different properties/characteristics of each drawing material
- Students will practice drawing from still life
Preparation
- Have still life objects ready to go
- Have example line and value studies available
- For value scales, have strips of paper already divided and ready to start
Introduction (for Day 1 only 7 min)
- Show images of different drawing materials and how they can be used
- Have images of self portraits in these various materials up for discussion
- What do you notice about each drawing material? How are they different? How
are they the same?
"
Graphite "
"
Conte "
Charcoal
Ink
"
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January 7, 2016
Graphite "
Charcoal
"
Conte "
Ink
- What do you notice about the lines, shading, texture, etc.
- How is the mood different in these images? Why is it different? Is it the result of
the material that makes it different or is it the style of the drawing?
-What are some different ways you could use your drawing tool to create texture
and varying line?
My Notes: I would bring historical portraits also as a demonstration because historical artists
focused on portraits and used several different types of tools. You could compare and contrast
historical artists to contemporary artists.
Project Description:
After we have discussed the materials and images I will introduce the project. Students will
produce four self-portraits. One in graphite, one in charcoal, one in conte and one in ink. They
will then be matted together in a grid and displayed.
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January 7, 2016
But first we must familiarize ourselves with the drawing tools we will be using.
**For each material, the students will make a value scale to become comfortable with what it
takes to differentiate the value. I will walk them through the scale with each material, and there
will be a reference on the board. Before starting each scale, we will briefly talk about what
techniques might need to be employed to achieve different points on the scale.
!
**For each material, the students will sketch a still life shape, using the value scale made for that
day. Before starting, I will put an image on the board that demonstrates what I want them to do.
We will briefly discuss highlight (2 or 1 on the value scale) and shadow (5 or 6 on the value
scale). I will ask/tell them about smudging and blending as well.
"
My Notes: Great example for variations of tone and something that the students can keep with
them if they want to make that value again.
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January 7, 2016
Day 1 March 18th Graphite 49 min. (Minus 7 min from intro)
Goal: Students will explore graphite

Materials: Newsprint, graphite, erasers, sheets for value scale, still life shapes
Activity #1 Experimentation
5 min. Students will experiment with graphite on their newsprint. I will be walking
around making suggestions about line weight, texture, shape, space etc.
5 min. Students will do a short gallery walk. I will tell them to look for interesting
applications that they especially like or hadnt thought of. I will have a couple
of students share with the class. I will also make sure to ask questions about t
application of graphite (i.e. Is it easy to achieve darkness? How do you
achieve texture? Etc.)
Activity #2 Value Scale
15 min. Students will create a value scale on the divided sheets provided for them.
Activity #3 Still Life
15 min. Students will refer to a shape (spray-painted grey) that has been placed in
front of them. They will sketch the shape in their sketchbooks, focusing on
value. This is a very short time so they will be told to focus on the shape, the
shadows and the highlights.
2 min. Clean up
Day 2 March 19th Charcoal 49 min.
Goal: Students will explore charcoal

Materials: Newsprint, charcoal, erasers, sheets for value scale, still life shapes
Prep: Have charcoal and newsprint already set up for students. Also have an image of a
charcoal study on the smartboard to remind students of its properties.
5 min . Students will experiment with charcoal on their newsprint. I will be walking
application of charcoal (i.e. Is it easy to achieve darkness? How do you
achieve texture? What else did you notice? Etc.)
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January 7, 2016

2 min. Clean up
Day 3 March 20th Conte 49 min
Goal: Students will explore conte

Materials: Newsprint, conte, erasers, sheets for value scale, still life shapes
Prep: Have conte and newsprint already set up for students. Also have an image of a
conte study on the smartboard to remind students of its properties.
Intro
5 min. Discuss with students the properties and techniques to keep in mind when working with
ink. If you use pure ink it will be very dark, the more water you add the lighter it will be. Address
this by asking questions such as What do you think will happen if you add water? Also
mention that ink is going to drip and look messy, it is a good thing!.
5 min. Students will experiment with conte on their newsprint. I will be walking
application of conte (i.e. Is it easy to achieve darkness? How do you
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January 7, 2016
shadows and the highlights. \
2 min. Clean up
Day 4 March 21st Ink 49 min
Goal: Students will explore ink

Materials: Newsprint, ink, brushes, water buckets, sheets for value scale, still life shapes
Prep: Have ink, water buckets and newsprint already set up for students. Also have an
image of an ink study on the smartboard to remind students of its properties.
5 min. Students will experiment with ink on their newsprint. I will be walking
around making suggestions about line weight, saturation, texture, shape,
space, etc.
application of ink (i.e. Is it easy to achieve darkness? How do you
2 min. Clean up
Lesson #2: Portraits Proportion and Structure 4 - 49 minute classes

*these will be done only in graphite
Materials:
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January 7, 2016
Graphite value scale

Graphite (Penicls 2B-6B)
Mirrors
Sketchbooks
Erasers
Learning Objectives:
- Students will understand and recognize the proportions of the face
- Students will notice differences between faces
- Students will understand detail and gesture in regards to portraiture
- Students will sketch their own face as well as someone elses in realistic detail
- Students will identify the difference between what they think they see and what they
actually see.
Preparation:
- Have photocopies of a generic face gridded into proportions
"
My Notes: Very useful picture. Portraits can be difficult because of the shape of the face. By
showing this students have a visual image to help understand the pacing of the face and help
compare the difference between the 3d image they see (a face) and a 2d reproduction.
Day 5 March 25th - Proportion 49 minutes
Goal: Students will understand the general proportions of the face in order to create a
realistic portrait
Materials: Reference picture, pencils, erasers, sketchbooks, Self Portraits for discussion.
Prep: Have portraits on board for discussion, reference pictures ready to hand out.
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"
Unknown (conte)"
Man Ray (ink)
"
Picasso (mixed)"
Frida Kahlo
Introduction
10 mins.
Have students look at each of these self-portraits separately. Ask questions such as
- What do you notice about the composition?
- How has the artist used the foreground and background?
- * In order to get students thinking in the right direction, I will prompt them to
think of questions that I think they should talk about
For the Unknown artist ask
- What do you notice about this drawing?
- Can you guess the material?
- Has the artist used value?
- Where does the artist concentrate on detail?
For Man Ray ask
- How has Man Ray used positive and negative space?
- Where does he use value? How did he achieve that value?
- Do you think this is more gestural or realistic?
For Picasso ask
- What do you notice about this portrait?
- Did Picasso focus on being realistic or abstract?
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- What is emphasized in this portrait? Eyes and nose

- What kind of shapes and lines did he use? Geometric or Organic?
For Kahlo ask
- How is this portrait different from the rest?
- Has the artist made a realistic or abstract portrait?
- How has she used value?
- Is it dimensional or is it more flat?
Activity #1: Proportion
20 min. Students will draw a generic face in their sketchbooks using the proportion
guide. Before beginning I will pull a student volunteer to help me
demonstrate certain characteristics. For example, how the eyes are
exactly in the middle of the face between the forehead and the chin and how
corners of the mouth line up with the inner corners of the eyes.
*** I will tell students to draw the placement of features first before getting
too much into details (i.e. the eyelashes, eyebrows, etc.)
5 min. Gallery walk to check out other students portraits.
12 min. Return back to their drawing or start a new one. During this time I will
ensure that I have talked to each student about his or her drawing.
2 min. Clean up.
Day 6 March 26th Details 49 minutes
Goal: Students will understand that features such as eyelashes and eyebrows
are not manicured naturally, they are imperfect and vary between people.
Materials: pencils, erasers, mirrors.
Prep: Mirrors ready for students to grab.
Activity #1: Eyelashes and Eyebrow observations

5 min. Show images on smartboard. Have students discuss what they see. Give students hand
held mirrors to look at their own eyelashes and eyebrows. Discuss further.
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"
"
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"
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Activity #2: Sketchbook Study
20 min. Students will practice drawing their own eyes in their sketchbooks
making sure to remember what we have said about eyebrows and
eyelashes.
20 min. Students will apply what they have learned to the faces they drew
in the previous class.
4 min. Clean Up
Day 7 March 27th Drawing a Partner 49 minutes
Goal: Students will practice drawing portraits from a live model, keeping in mind the
strategies we have previously learned
Materials: Sketchbooks, pencils, erasers, gray scales
Prep: None
Introduction
5 min. Explain to students how the day will work. They will be in pairs and take
turns drawing one another. Discuss with students behavior expectations.
Make sure students understand the importance of being still and not talking
too much.
Activity #1: Portraits
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40 min. Students will have 20 minutes each to draw their partner. I will be walking
around and will attempt to meet with each student briefly to mention parts
that are working and provide feedback.
4 min. Clean Up.
Day 8 March 31st Practice Self-Portraits 49 min
Goal: Students will spend this period familiarizing themselves with their own faces,
looking in the mirror and transferring their reflection to paper. They will keep in mind the
previous two lessons about proportion as well as their graphite studies as this first
preliminary drawing with be done in pencil
Materials: Pencils, erasers, sketchbooks, mirrors, graphite value scale
Prep: None
Activity #1: Self Portraits
35 min. Students will work independently and will draw their self-portraits in
their sketchbooks. As they are working I will be going around and making
sure they are on the right track. I will be keeping a record of the formative
assessments I will be making of each student as I go around.
**Since this is not intended to be the polished final project yet, I will
encourage students to take risks with their technique.
Activity #2: Gallery Walk
7 min.
Students will take 3 or 4 minutes to walk around the room and look at
their peers portraits. I will ask them to try and guess which drawing
belongs to which artist. We will then have a quick discussion about the
success of the self-portraits. I will ask students to share which ones they
came out the best.
2 min. Clean Up
thought
"
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"
Lesson #3: Multimedia Portraits 8-10 49 minute classes

Materials:
- Graphite value scale
- Graphite (Pencils 2B-6B) and sticks
- Charcoal
- Conte
- Ink
- Mirrors
- 8 x 11 paper, white and grey
- Erasers
- Students will understand and recognize the proportions of their own face
- Students will understand detail and gesture in regards to portraiture
- Students will sketch their own face in realistic detail
- Students will identify the difference between what they think they see and what they
actually see.
- Students will create 4 self portraits, each in a different medium
Preparation:
Have value studies and sketchbooks available for reference
Day 9 April 1st Graphite Self-Portraits 49 min

Goal: Students will begin drawing their self-portraits in graphite as a part of their final
project. They will focus on highlights, shadows and details.
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"
Materials: Graphite value scale, pencils, paper, erasers, mirrors

Prep: None
"
"
My notes: I like the presentation of different images. Each artist used graphite differently which
is good for the students to see.
Introduction (Day 9 only)
5 min. As a class we will look at the above portraits drawn with graphite. Having
spent some time working with portraiture and graphite, I will expect the
students to come up with some comments regarding the use of the drawing
tool and the style of the drawing. I would like to get them thinking about
what techniques the artist may have used that they could implement. Having
spent the last period drawing their own faces, I would ask them questions
about their experience.
How did you feel when drawing your own face?
What did you notice about drawing from a mirror?
How did you like using pencil? What were you able to do? What did you find difficult to
do?
Activity #1: Graphite Self-Portraits
25 min. Students will begin their good copy self-portrait in graphite. Before
beginning I will ask students to remind me what the important things to
remember are when doing a self portrait, as well as what technical skills
they should keep in mind.
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Activity #2: Pair/Share

5 min. Students will share their portrait with a partner. The partner will then give
suggestions or comments that could help the artist with their piece.
12 min. Back to Activity #1
2 min. Clean Up.
Day 10 April 2nd Graphite Self-Portraits Cont. 49 min
Goal: Students will finish drawing their self-portraits in graphite as a part of their final
project.
Prep: None
Activity #1: Graphite Self Portraits Cont.
40min. Students will spend the duration of the class working on and ideally
finishing their graphite self-portraits. Throughout this class I will be
meeting briefly with each student, pointing out what looks great and
what could use some improvement.
5 min.
2 min.
Students will spend five minutes going around and looking at the other
students work and checking out the advancements that have been made.
Clean Up
Day 11 April 3rd Charcoal Self-Portraits 49 min

Goal: Students will begin drawing their self-portraits in charcoal as a part of their final
project.
Materials: charcoal value scale, compressed and vine charcoal , paper, erasers, mirrors
Prep: None
Introduction
5 min. Since it has been a few classes since the students have worked with charcoal
I will have them pull out their charcoal line studies as well as their value
scales. We will have a quick discussion about the properties of charcoal and
what kind of techniques we used. We will then refer to some pictures and
make inferences as to how the artist achieved certain characteristics
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"
"
"
25 min. Students will begin their good copy self-portrait in charcoal. Before
2 min. Clean Up.
Day 12 April 4th Charcoal Self-Portraits Cont. 49 min
Goal: Students will finish drawing their self-portraits in graphite as a part of their final
project.
Prep: None
Activity #1: Charcoal Self-Portraits Cont. 49 min.`

finishing their charcoal self-portraits. Throughout this class I will be
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5 min.
2 min.
Clean Up
Day 13 April 7th Conte Self-Portraits 49 min

Goal: Students will begin drawing their self-portraits in conte as a part of their final
project.
Materials: conte value scale, black and white conte, grey paper, erasers, mirrors
Prep: None
"
Introduction
5 min. Since it has been a few classes since the students have worked with conte
I will have them pull out their conte line studies as well as their value
scales. We will have a quick discussion about the properties of conte and
"
"
** My questions will focus on light and shadow to show the students how both white and black
conte can be used together to achieve the illusion of light
What do you recall about using conte?
What do you notice about these three portraits that are different than ones we have
looked at over the past few classes?
Does conte react the same way as graphite? How about charcoal?
Why do you think the artist used white conte in certain spots?
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Activity #1: Conte Self-Portraits

25 min. Students will begin their good copy self-portrait in conte. Before
2 min. Clean Up.
Day 14 April 8th Conte Self-Portraits Cont. 49 min.
finishing their conte self-portraits. Throughout this class I will be
5 min.
2 min.
Clean Up
Day 15 April 9th Ink Self-Portraits 49 min.

Goal: Students will begin drawing their self-portraits in ink as a part of their final project.
Materials: ink value scale, ink, paper, brushes, water, mirrors
Prep: None
Introduction
5 min. Since it has been a few classes since the students have worked with ink
I will have them pull out their ink line studies as well as their value
scales. We will have a quick discussion about the properties of ink and
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"
"
"
How are these portraits different from those done in charcoal or pencil?
What do you notice about the lines? The shadows? The highlights?
How do you think the artist created variation in his or her values?
25 min. Students will begin their good copy self-portrait in ink. Before
2 min. Clean Up.
Day 16 April 10th Ink Self-Portraits Cont. 49 min.
finishing their ink self-portraits. Throughout this class I will be
5 min.
2 min.
Clean Up
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Day 17 & 18 April 14th & 15th - Catch Up Days

Students will have these two days to improve, redo or finish any of the four portraits that they
have been working on. During this time I will be able to spend a few minutes chatting with each
student about their work and giving them detailed formative assessment. During the second day,
students will mat their work in a grid
To get it ready for display and critique.
Day 19 April 16th Display and Critique 49 min
Introduction
10 min. As a class we will talk about what a meaningful/useful critique sounds like.
We will brainstorm elements of art that we can comment on. I will also ask
students to come up with some ideas about what a meaningful critique is
not. I will be splitting them up into groups of about 5 to do small group
critiques, so we will have a discussion about things to keep in mind for this.
Activity #1: Small Group Critique
20 min. Students will spend twenty minutes critiquing one anothers work. I will
ask them to keep a record of at least two thoughts for each persons piece
in their sketchbooks so that I can assess their critique as I wont be able to
listen to each group at the same time.
Activity #2: Class Critique
19 min. For the remainder of the class I will be asking each group to talk very
briefly about what was said during their group critique. Either something
that they brought up, or a point another student made that they found
interesting. They could also mention which portraits or medium in general
they found to be successful.
My Notes: I would have mentioned some book references and possibly additional historical
images, but overall this would be a great lesson to use in class.
Summary and rational:

Basically this is an introduction to comics in which I looked at Ivan brunette and Scott
mcCloud and this helped formulate specific ideas about how to teach comics, They will learn
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the process of creating comics, through rearranging panels and word play, so essentially it is
integral, there is no way I can teach comics without teaching language. They will understand
about the different genres as well being able to make sure that the image reads. So basically
they will be able to look at images from a design point of view-words such as hierarchies and
composition will come into use as we get into the topic but basically they will play around
with images and think about the kind of tension that is being created. They will examine few
artist that use comics, and perhaps look at animation as well. There will be a chance for them
to play and experiment with their character(s) and think of them in many different ways,
Students will be given the option to change either through stylistic tendencies, or through
scale. They will also be asked to think of the different expressive traits that their character(s)
possess whether they are rebellious or calm or indifferent and be asked to think about what
that looks likes. One of the things that animators do is actually visualize unique facial traits
for example the eyes? Do you think u can create a mental image of these unique traits.
My Notes: I like the interdisciplinary integration that is suggested here. Language is important
in comics and I like that it is also a focus in this lesson.
Rational:I believe that graphic novels/comics are the new type of literature especially for
young adults and for struggling readers, and it is a great way for young teens to communicate
their own narratives. I think the other idea that I want them to understand is that drawings
do not always have to be realistic, and can be sketch-like as long as they are communicating
the main idea. Visual communication is one way for students to combine two subject areas,
and is very inter-disciplinary, so the whole idea is not to stop in print but to progress into
possible animation or even creating tableaus of their own work, opportunities for
collaborations should be possible, so possibly using their characters alongside with another
character should be open, because ultimately the idea is to keep things open-ended and to
think of the possible ways of communicating a story or message. I chose Grade 9/10 because
this is obviously a stage where their actions are peer-driven, and the need to conform is really
high so I am thinking that this would give them a chance to explore their own identities, I
also feel that differentiation is unavoidable and students will be able to explore a variety of
different subjects, they can also explore relationships, sexual orientation, race, religion. I
think that there is a high level of social-cultural dynamics involved in this inter-disciplinary.
Essential Questions:
Students will keep considering
Q 1 What sort of meanings are being derived from the comics? What sort of vocabulary can
we use to describe the tone, feeling, mood of the image? think of setting-use of negative
space. composition-placement of objects, language: irony, exaggeration, humour, moody
Q2 What sort of visual elements make the character unique? Body language, expressive
traits, accessories, clothing. Does that character have to endure a particular struggle like an
internal conflict?
Q3 What is the setting of the character? Do they live in a city
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Q4- What is the genre of the work/comic?

My Notes: Great questions for an introduction to comics. I especially like the first one and
think it would be effective in a classroom.
Materials: Pen, pencils, paper
Performance Task
Show: ivan Brunetti video tutorial.
Lesson 1 Single panel cartoons:
The focus would be to compose a single image that tells a story , and also begin to
incorporate words as an integral part of the whole. The main goal is not only to be able to
draw clearly but to be also be able to draw to compose the image so that it reads.
Questions such as what exactly am I looking at here?
What is the thing at the bottom left supposed to be?
Wouldnt it make sense to move the character over there?
How about adding some solid black areas to the compositions so that the space feels more
solid and our eyes are pointed to more significant parts of the composition?
Exercise 2.1For the first writing exercise. You will need a stack of index cards and on these
half-cards write: something you overheard recently in a public space,
Something you said to someone earlier on during the day, a catch phrase or slogan, a
question of some kind and maybe an interjection.
Now put these aside.
Excersise 2.2: On a full size index , draw the following(one image per card, no words
allowed)
The funniest thing you can think of.
The saddest thing in the world
Something sexy,
Something abstract
Something you saw early on today
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My Notes: I like this idea! Great way to get the children thinking. Would use examples
before this assignment and have the students guess what the image is trying to convey.
Incorporating more images would be helpful with this lesson.
Now get the half cards with the various sentences and phrases that you wrote and place them
under the drawings, and keep moving them around until the words and pictures start to click
and elicit laughter. Experiment and play with them and try unexpected combinations. Note
that the funniest drawing is not necessarily the funniest drawing and that irony works when
there is a tension of opposites.
Exercise 2.4
Can you adapt one book or movie in a one-panel cartoon, conveying the feeling , tone, and
plot as concisely as possible.
My Notes: The use of something they like it great and I think its helpful for the students to
try and minimize a book or a movie into a one panel cartoon. It makes students selective and
really think about what they are drawing.
For example Catcher in a Rye, we can start with his head, nose and eye. He has a sullen
expression so we can add that to, and a hat but what type of hat. he wears a duck hunters
cap-it is important to set him apart from other characters. think of his body language. What is
it communicating to the world.
Where is walking? So you are going to think of the setting of the character. Maybe he is
walking in the city? Which city? Maybe its new york city. So maybe draw an abstracted
drawing of the empire state building. Since Holden is the dominant figure and he is out of
step with humanity, you may draw a bunch of people in the composition? So everything needs
to have a reason for being therefor example the number of people you place in the picture.
If its just one other person then it doesnt feel like other people..
Sketchbook assignment: to collect different everyday imagery. Look for interesting details
such as the scale of objects in the imagery, and whether they dominate the space or
recede into the background.
Lesson 2:
3.1Mini activity: gather some materials that have some form of elements in common. Do
they have more than one element in common? Remove the weakest links maybe two of
them and take a look to see if they make a unified set.
My Notes: I like the idea of looking for the commonalities.
3.2 Another exercise could be to draw a character and place them in number of different
settings, and then take pictures of them. They could be in a store. In a fashion magazine,
Outside in the snow. They could then think of one word that describes each image, and
will be asked to discuss how the narratives change as they enter different places. They
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will be asked to think about what sort of mood and tone has been created as they take
their character on a journey. They can photocopy these too and think about which
compositions read the best
3.3 Homework would be to: create 3 single cartoons in black and white. They will
continue to create hierarchies within the image i.e which part of the image is most
important, and what comes next. They will need a specific setting, whether its in a
gaming room, in the bedroom, in a playground. There is no need to add words, but there
is a need to pay attention to the solid black areas and notice how they move your eyes
through the image itself. Use the words in caption only if there is a need.
Photocopy/or scan the image to whatever size suits you best, and think about line, tone
and texture quality, whether they clarify the narrative
Lesson 3: I was thinking much about doing a group collage of comics, but first all everybody
will need 12 index cards (I think I like the idea of having individual cards for each panel and
rearranging them as though there were a puzzle) . They will spend only 4 minutes on each
panel and they will draw the following scenarios: A. something that happened at the
beginning of the world. B. Something that happened at the end of the day. C. a self-portrait
including your whole body. D Something you dreamt about. E. Something that happened in
bathroom. F. Something that happened at the store. G. Something that happened at lunch. H
Something that happened in the middle of the world existence.etc
Once done spread the 12 panels and rearrange 4 panels . Notice the emotional rhythm or
timing changes when panels are changed. They will also create a collage of comics, using one
of these and they can be blown up to different sizes for emphasis, and perhaps we could have
different groups rearrange the entire classes panel, or we can have groups of four five create
collaborative collage comics.
I will show a video of a well known comic artist Marjane Satrapi an Iranian-French comic
artist. Write a summary of the first scene of that character. Will look at the histories or the
inner life of that character. And what drives them to behave in a certain way. At what stage
are they at in their life? I will give them graphic organizers. I will give students to create a
either an anchor chart, and or give them a variety of different organizers that they can use. I
will also provide some guiding questions such as :
Do do mini studies of facial expressions(optional maybe just show them and give them a
hand out of different emotions).Then they will draw and write up their story-board for their
first scene.
Lesson 5: maybe do mini studies of actions and moments and subjects of a character. Then
they will draw and write up their storyboard for their first scene. I will expect there to be a
certain number of pages***not too sure about this part. Do do mini studies of facial
expressions(optional maybe just show them and give them a hand out of different
emotions).Then they will draw and write up their story-board for their first scene.
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GLOs and SLOs
Communication
Investigate varieties of expression in making images.
Works of art contain themes and images that reflect various personal and social conditions.
Components 1
Solve teacher-directed problems of unity and emphasis in creating compositions.
Compositions use positioning and grouping of subjects for different meanings and emphasis.
Unity is achieved by controlling the elements of a composition within the picture plane.
Understand and Interpret Content

2.1.2 f-interpret figurative language, symbol and allusions; recognize imagery; and explain
how imagery contributes to atmosphere, characterization and theme in a text
Experiment with language, image and structure
Experiment with a variety of strategies, activities and resources to explore ideas,
observations, opinions, experiences and emotions [for example, stream-of-consciousness
writing, free verse poetry, exploratory talk and improvisation.
Power point presentation checklist:
Summary* and rational
Ivan brunetti tutorial
Using my comics will discuss mood tone (exemplar)
Will introduce the single drawing panel
Ask students to bring 10 objects that share the same elements
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Drawing and Painting
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Perspectives
What we talked about today:
- How to create a lesson/questions based on the exhibition we looked at.

- Process of looking at how to demonstrate 3 dimensional space.
- Foreground, middle ground, and background.
- Value, line, texture, and space. (Picturesque)
- Value: Context
- Line: Detailed
- Texture: Detail
- Space:
Further apart to closer together.

- Mark making and value scales.
Final product is what you want to work towards. (Starting with the end
in mind.) Where we will get our objectives . Encounters are an important

basis for students.
Intentional marks: Are they making intentional decisions? Are they
critiquing their work and make intentional changes?

Line- ruler- value- one point perspective- two point perspective-
atmospheric perspective.
Microteach: Drawing. Unconventional methods of using drawing and
the body. Lessons: Draw your face by touch, using other parts of your body
to draw. (Your knee, foot, elbow etc) Artist: Jim Dine
Lessons:
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Unit Rationale
The rationale for creating this unit is for students to sequentially grow and learn about
painting, and gain an understanding and feeling for how artists create ideas for their art. I will
treat all students as artists and will allow them to explore and generate their own personal artistic
ideas and skills.
This unit is based on being very sequential and building on previous painting techniques
and skills. Students start with trading cards because they are small in size and not intimidating
but allow for easy experimenting and practicing of techniques. This will allow students to build
up to creating a large painting. In the unit, I have a variety of teaching strategies like hands-on
work, demonstrations, critiques and class discussions. When teaching the unit, I will consider
digital connectivity, gender, ethnicity and social class to make the best possible lessons that will
encourage and challenge all the students entering my classroom.
Digital Connectivity Culture
In my unit, I use a variety of technologies to engage my students in learning. In Grade 10
technology is used in their everyday life from computers, to cell phones, iPods and video game
consoles. As a teacher, it will be important to incorporate modern technologies to motivate
students and be relevant to their lives. At the beginning of each lesson I will show slides, on the
Smart Board, of artists artwork to inspire students and provide examples of artwork for the
visual learners. I will show art from historical artists like Picasso and contemporary artist like
Derek Gores and Tineke Meirink. I will also be showing a few art videos from You Tube to
motivate and encourage student in their painting. The main focus of my teaching is through
demonstrations of acrylic painting because I feel that students are more engaged by what they
see than by what I say to them. Most of my classes will be work periods where students get to
interact with the traditional technologies of paint and brush to create art. Another traditional
technology in art is the sketchbook, which will be the main place where students can create and
store ideas. Sketchbooks will be a place for showing growth and progress as an artist and it will
be relevant to real life because a sketchbook is still the way professional artists create ideas.
My notes: I like the recognition of technology and its applications in art. The program
of studies doesnt recognize technology so that teacher has to incorporate that themselves. I
also like the focus on historical artists.
The newer technology in the classroom is a computer hooked up to the Smart Board and
there is wireless internet. There are several computer labs that I can book if I want students to
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research artwork. In Grade 10, the technology of cell phones is very important and most students
have some form of electronic device. I will allow students to have cell phones in class allowing
them to listen to music while they are working on their projects or if they want to research an
artist on their smart phone. I will have a rule that when I am teaching their phones are put away
until work time.
When students want to research trading cards or artwork they all have access to the
school computers. Every students has an account and they can logo on and use the schools
computers to work on their homework. Students also have access to moodle, so I may put up
information about the trading cards requirements and the painting activities. It will be a place to
upload my slides so that students can refer back to them for independent studying.
Gender
In my Grade 10 art classes, there are more girls than boys. In this unit, I will strive to
show a balance of both male and female artists because there are many famous male artists
throughout history and in contemporary art. A famous female artist that I will show is Georgia
O'Keeffe with her abstracted flowers. Students, especially girls, really like the colors and subject
matter in Georgia OKeeffes work and they will be able to relate her artwork. I want students to
gain an appreciation and understanding that everyone can be innovative and can generate art no
mater your gender, age or race. My classroom will be inclusive to any students that want to learn
and grow as an artist.
Trading cards appeal to both male and female because the design and theme of the card is
based on their own personal interests and activities. There are going to be variations between the
boys and girls cards because of the differences in personal interests.
Another way I am going motivate both males and females is through the trading cards
having an audience because when the students are done generating their cards they can trade
them with fellow students. I want students to learn that artists do not work in a vacuum but they
share ideas and concepts with each other. Sharing ideas will also be shown through class art
critiques and in class discussions about the projects. Treating all students as artists will allow
everyone to have an identity and to take pride in their work.
Ethnicity
In the classes I am teaching there is diversity with some immigrants from other countries
like Bolivia. I will strive to make every student feel welcome as an artist. I will encourage
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students to incorporate their home nationality into their artwork. This will be shown through
their creation of their artist trading cards. I will be showing the students the galley on the artist
trading cards website where we will look at trading cards from various cultures like Switzerland,
Portugal, Mexico, Netherlands and many other countries. I want students to understand that art is
not just in the classroom but can be linked globally.
There are some aboriginal students attending the school who try to blend in and not be
noticed as natives. I want to encourage the native students in the class to express their heritage
and culture through art. I will show the artwork of native artist Alex Janvier whose work is nontraditional but is contemporary abstract art full of colourful lines and shapes. I will teach my
students that anyone can make art and that it does not always have to be cultural or traditional. I
want students to view native art in a non-stereotypical way. In my classroom, I will include
everyone and for the students final project they will have to work together to create a collaborate
painting. Collaboration is a good way to motivate students because they will have to work
together socially and artistically to choose a theme and work through the progression of the
painting. In Grade 10 acceptance of peers is very important, so every student will work hard to
complete their part of the painting. If one student is slacking off it will show in the painting and
their peers will react to that portion of the artwork.
Social Class
The content material relates to students of all socio-economic backgrounds because artist
trading cards are created from mixed media as well as found free materials like used magazines,
flyers, or pencils. A benefit to making artist trading cards is that there is no cost. In the school
there is a large social extreme with really rich families to poor families. In the morning, the
school provides a breakfast program for any student.
In the students sketchbooks, I want students to express their own personality in the ideas
for their paintings. Painting abstractly allows students the ability to express their emotions
through the colors and through the movement of paint strokes.
As a teacher, I am willing to meet with students, after school, who need extra help with
projects and I am going to have lunch in the art room to provide assistance if needed for
students. I want all my students to strive and succeed as artists by creating their own
personalized abstract paintings.
Through this unit I will embrace every student no matter what their ethnicity, gender or
background may be by treating them as artists. This unit will incorporate various teaching
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strategies and technologies to motivate and encourage my student to grow and expand their
artistic skills. I will model what it is like to be an artist and show examples of my own artwork to
inspire creativity in my students.
Unit Summary
The intention of the unit is for students to work as artists by developing ideas through a
sequence of steps to encounter art and acquire skills. The outcome of this painting unit is for
students to understand the process of generating art ideas like an artist. Student will work
through a sequence of steps to learn acrylic painting techniques and students will demonstrate
their understand through artist trading cards. I will introduce the topic by allowing the first artist
trading cards to be about a personal hobby or activity, this will allow for personality to come out
through a collage artist trading card. The lesson is sequenced to provide demonstration in
painting and allowing for lots of practice to grow in the techniques. Students will produce cards
with collage, colour blending, washes, and dry brush and once they are complete students will
trade with fellow students. The trading of cards allow fellow students to be audience for the
students work making students have ownership art and motivating students to create interesting
artwork. Every student has a sketchbook and it will be like a portfolio where students keep and
store ideas for artwork. When students start the painting project they will need to make sketches
to help them organize and create their artist ideas. Students will need to self-reflect on their own
artist trading cards and also the trading card of others to create the final sketch that will be the
basis for a painting. Also before handing in the painting assignment students will need to reflect
on the assignment in their sketchbook by writing about the strengths and weaknesses of the
painting and also what the painting techniques the students feel confident in and what they
improve as an artist. This allows students to develop and grow as an artist. Students will also be
able to reflect on their artwork through one on one instruction with the teacher, group discussion
and critiques.
The last project in the unit is a collaborative painting by graphing out a picture chosen by
the class that is graphed out so that everyone gets a square of the photo to paint. Students will
have to work independent and as a collaboration to complete the work. Once the artwork is
complete it may have the opportunity to hang in the public library. Students will be motivated to
work together and have their artwork displayed for the public.
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Lesson Plan Summaries
Lesson Summary 1
In this lesson the students will learn about making abstract acrylic painting. Students will
start by creating an inspirational image on artist trading card based on a personal theme. The
personal theme could be either hobbies, activities or collection.
Lesson Summary 2
After creating the inspirational image students will have the ability to apply their skill to
creating an abstract painting from the students inspirational image. Students will turn the image
into an abstract image through magnification, the images into abstract shapes. Students will paint
their image to making an abstract painting on 8 x 11 gesso paper.
Students will create an abstract painting from a drawing in their sketchbook and then through
magnification or altering the colors create their own abstract shape painting.
Lesson Summary 3
In this lesson students will learn about collaboration and how artist work together to create
artwork. I will give student a small piece of an image and students will have to blend colors to
paint the abstracted image. Then as a class they will combine all the images in order to create a
larger whole image.
My notes: Could have shown images as a relation point and gave specific artists in the
summaries. Both contemporary and historical artists could have been mentioned in this unit plan.
Name: Meghan Verkerk
Grade/Subject: Art/ Grade 10
Unit: Acrylic painting
Date: March 5, 2012
Lesson 1: Trading Cards

Class Length: 1 hour and 30 minutes
GLO: Students will be able to work as artists by developing ideas through a sequence of steps to
encounter art and acquire skills.
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SLO: Students will be able to experience abstract art through observation and manipulating the
muti-media to create abstract forms in trading cards.
Learning Objectives: Students will:
1)
2)
3)
4)
Understand the purpose and how to create artist trading card

Understand that personalize themes can be incorporated in artwork
Recognize that abstraction can happen by altering images and shapes
Produce art with non traditional material
Assessment Methods:
1) Learning Objective 1: Students will learn that artist share ideas and students will create
artist trading cards and trade them with classmates
2) Learning Objective 2: Students will have complete constructing a personalized trading
card based on personal hobby, collection or activity
3) Learning Objective 3: Student will have constructed a trading card by altering a picture
of a magazine
4) Learning Objective 4: Students will have composed a trading card using mixed media.
Materials:
Card stock paper
Pencil/ erasers
Newspapers
Magazines- flyers- old post cards, pictures or greeting cards
Scissors
Glue sticks (1 per student)
Other material ribbon, yarn, string and q-tips (anything else with texture)
Teaching Strategies:
Lecture, hands on experience of materials, demonstration, examples, and class discussion.
Procedure:
Introduction (10 min) Students will look on the smart board to see examples of painting
Picasso, Guitar, Sheet music and Wine glass (1912)
Describe what you see?
What is the subject of this picture and what materials were used to make it?
What effects does using the different mediums (text, print and solid colors)
have on this composition?
What else could you add or remove to this Picasso collage?
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My Notes: Great questions! She used engaging questions that required the students to
think about the piece that they are examining.
Derek Gores
What types of material are used in the artwork?
What is similar and differences between the two artwork?
How does the artist use text in art?
How does color influence the image?
What feeling do you get when looking at this work?
Body:
Activity#1 Introduction to Artist Trading Card (1st class)
What is an artist trading card? Has anyone ever made an artist trading card?
Definition of Artist trading cards (or ATCs) are miniature works of art about the same size as
modern baseball cards, or 2 X 3 inches (63 mm X 89 mm), small enough to fit inside
standard card-collector pockets, sleeves or sheets. The ATC movement developed out of the mail
art movement and has its origins in Switzerland. Cards are produced in various media, including
dry media (pencils, pens, markers, etc.), wet media (watercolour, acrylic paints, etc.), paper
media (in the form of collage, paper cuts, found objects, etc.) or even metals or cloth. The cards
are usually traded or exchanged. When sold, they are usually referred to as art card editions and
originals (ACEOs).Definition from http://en.wikipedia.org/wiki/Artist_trading_cards
We will look various cards found on the http://www.artist-trading-cards.ch/gallery.html

on the smart board and we will look at the gallery and see various cards from other
countries and some Canadian cards.
As a class we will discuss what makes and effective card? We will discuss Background,
middle ground and foreground. Also what makes a card interesting? We will look and
review the elements and principle of art.
Students will measure and cut card stock 2.5X 3.5 inches to make the base of the trading
card. Student will cut out to ten cards to start. Students will keep one and write
TEMPLATE on it. They will continually be cutting cards more cards throughout the
lessons so students will need the template to keep the measurement consistent. Students
make keep cards in their sketchbook or in protector sheets in a binder.
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Students will complete Interest Survey for Pre-assessment.
Students will receive 5 minutes to answer a brief survey of their interests. They will write
down the answers and then hand them into the teacher. The survey will not be counted for marks
but will help with pres- assessment.
Interest Survey
List your hobbies? ( example: sewing, model cars, sketching, fixing cars)
What activities do you do in your free time? (example: sports, musical instruments,
camping)
What do you specifically collect? Or what would you want to collect if you had to collect
something?
(Example: stamps, coins, cars, hockey cards, tea cups, bottle caps)
Students will then explore creating trading cards based on their personal theme written in the
interest survey. The personal theme could be either hobbies, activities or collection.
The Artists trading cards that students create will used for a base for creating a painting in future
lessons.
Students will create a least 3 artist trading cards using magazines, flyers, and pictures and
any material that represents the students personal theme. Students need to state how their
interest is shown through the artist trading cards.
Refine the Artist Trading cards by
Drawing on card or alter images to complete a finished artist trading card.
Sign and date the back of card
Students need to make extra cards so that they will be able to trade cards will fellow students. So
that every student could build their own collection of trading cards.
Activity#2 Altering Images Exaggeration
Abstraction can be created by Exaggeration or alerting shapes. Students will take a picture from
a magazine and add or delete something to the image to alter it and make abstract.
Artisit - Tineke Meirink from Holland
"
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"
"
"
More examples are found at http://www.stop-watch.nl/

Students will create 3 trading cards based on altering the image and exaggeration from magazine
pictures
Refine and the trade cards with classmates
Activity# 3 Mixed Media
Student will learn that art does not have to use traditional material an
Students will create 3 trading cards based on mixed media.
Students will use material ribbon, yarn, string and q-tips (anything else with
texture)
Refine and the trade cards with classmates
Closure: (5 min)
Students will have a class critique of their Trading Cards.
Critique questions:
o Describe what you see?
o Describe the shapes?
o Does color or texture play a role in the mood of this artwork?
o What do you think this works means?
o Does this artwork remind you anything?
o What do you think could change to help to strengthen this artwork?
Sponge Activity:
Students can create more trading cards.
Date: March 5, 2012
Lesson 2: Acrylic Trading Cards and Painting

Class Length: 1hour and 30 minutes
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SLO: Students will be able to experience acrylics paint through observation and manipulating
acrylic paint to create abstract forms in trading cards.
1) Understand mixing primary colours
2) Recognize a way of abstraction through simplification
3) Understand concepts of tints and shades
4) Learn Acrylic paintings techniques
Assessment Methods:
1) Learning Objective 1: Students will paint on artist trading card by blending and mixing
the primary colors
2) Learning Objective 2: Students will create simple abstract compositions on post it notes
by only using line and shapes
3) Learning Objective 3: Students will design artist trading cards that contain tints and
shades of one color
4) Learning Objective 4: Students will compose artist trading cards and a painting using
Acrylic painting techniques.
Materials:
Acrylic paints
Paint brushes
Sketchbook
Gesso paper/ Canvas
Card Stock
Lecture, hands on experience of materials, demonstration, examples, and class discussion
Procedure:
Introduction Students will look on the smart board to see examples of painting
Rothko No.5/ No.22
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Describe the colors, shapes and brush strokes?

What mood do you feel from this painting?
How do you think the artist create the abstract image?
Do you think the image would change if colors were altered?
Georgia O'keeffe
Describe the line, color and shapes in the painting?
How are the two painting similar and different?
Two Calla Lilies on Pink

Red Canna
Body:
Activity#1 Introduction to Acrylic painting
Graffiti Board" - Pre-assessment
Student will receive sheets of letter sized paper where students with draw lines on the
paper to spit the paper into six parts and label each part 1-6. In each section students can respond
to the questions posted on the SMART board. They may respond with a drawing, sketch, point
form or mind map. Students will have 10 minutes to answer the questions. Students need to
answer all the questions and if they do not know the answer to the question they can write I do
not know. The Graffiti board will not be used for marks so they do not need to worry if it
correct just put down information that applies to painting. Once students have finished the six
questions, on the back of the graffiti board students will sketch out a color wheel and label the
parts. On each Graffiti board students will write their name and the date.
Activity#2 Mixing colors- Abstraction through simplification
Students will create trading cards by mixing colors on the trading cards. They will have to mix
primary colors to make secondary colors.
Post it note activity

Students will watch a short demo and look at some examples of the teachers post
it note drawings
Students will be given a post-it-note pad or students will draw 20 boxes in their
sketchbook where they draw lines and shapes to form a variety of simple abstract
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composition. Students should consider space, shape, line and balance when
drawing on the post-it-notes.
Students will need to follow guidelines for the post it note drawings
o Students must complete a minute of 20 post it note drawing or boxes in
sketchbook
o There should be no images only abstract shapes and lines
o Time limit of 10 minutes
Students will take the abstract sketches and draw them onto three the artists
trading cards. Then students can paint the shapes with colors mixed form primary
colors.
Perimeter for cards
o Students should do one card by mixing colors on a pallet and another by
panting the color wet on wet right on the trading card.
o The cards should have two colors on each card and they could be
complimentary colors. They should have orange, green and purple mixed
form the primary colors
Activitiy#3 Tints and shades of Colors

Students will create trading cards with tints and shades of acrylic paint
Students will then watch the video
http://blog.drawn.ca/post/16976744275/even-though-i-still-had-to-go-to-their-not
Students will watch a demo on shades and tints of colors with mixing paint done by the
teacher
Student will draw the same shape and size on each of five trading cards in pencil and
another shape on five different cards.
Students will paint the tints of one color on five colors and shades of the same color on
the other shape cards.
Student will take their tints and shades of the shapes and change them into creations by
adding drawing, similar to the movie how the tear drop shape was transformed into a
variety of objects
Activity#4 Painting Techniques
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"
"
"
We will look at trading cards by Gido Dietrich form Switzerland

http://www.artist-trading-cards.ch/galleryDietrich.html
Students will watch demo on making washes, dry brush, flat paint, wet on wet
techniques with acrylic paint
Students will create various trading cards using the acrylic painting techniques learned in
the demo.
Refine the cards by using some of techniques as background and then adding drawing,
images or graffiti over top to finish the trading cards.
Activity# Acrylic painting project

Students will be given time to trade the extra cards they made throughout the classes. When
trading they can add them to their collection. Students pick a final design for a trading card,
either one of their best card or a combination of their work and ideas from classmates artists
trading cards. Students will learn that by working with trading cards will help create ideas for a
project. Student will need to sketch out ideas for painting in sketchbook.
Students will turn the trading card image into an abstract image through enlarging or simplifying
the images into abstract shapes. Students will paint their image to making an abstract painting
on 8 x 11 gesso paper or canvas.
Closure: (5 min)
Students will have a class critique of their painting.
Critique questions:
o How did the trading card influence this painting?
o How does size alter the image?
o What is the mood of this artwork?
Sponge Activity:
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Students can work in their sketchbooks and draw from the list of 241 sketchbook drawing ideas
found on http://sketchminded.blogspot.com/2009/09/drawing-idea-list-of-sketchbook.html.
Date: March 5, 2012
Lesson 3: Collaboration
Class Length: 1hour and 30 minutes
SLO: Students will be able to experience acrylics paint through observation and manipulating
the paint to create abstract forms in collaboration with other artists.
1) Understand the importance of collaboration of artists in artwork
2) Recognize a way of away of painting magnification
3) Understand the importance of acrylic paintings techniques and color blending
Assessment Methods:
1) Learning Objective 1: Students will work together as a class of artists to create the
ideas and completion of a collaborative painting
2) Learning Objective 2: Students will graph a photograph and break it into parts that will
be painted and magnified in a larger size painting
3) Learning Objective 3: Students will use various acrylic painting techniques and color
blending in the paint to achieve an interesting painting for the viewer.
Materials:
Acrylic paints
Paint brushes
Sketchbook
Gesso paper
photographs
Lecture, hands on experience of materials, examples, and class discussion
Procedure:
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Introduction (5 min) Students will look on the smart board to see examples of collaborative
painting
Polly Apfelbaum Blossom
What materials are used in the artwork?
How does color play a role in the artwork?
Is there a pattern in art work?
Is this sculptural or a painting?
Chuck Close Emma

How do you think the artist painted this artwork?
How to color, shapes and line play a role in the image?
How do the square shapes interact with each other?
If the imaged was graphed in a different direction do you think it would
alter the image?
Body:
Activity#1 Collaboration photo
Students will learn about collaboration art. Students will have a class discussion to choose the
main photographed idea. They can choose the school, landscape, landmark in Okotoks or
something relevant to the class. Student will learn that collaboration is about communicating
with fellow artists. Student will help by providing the images for the class project.
Activity#2 Painting of the photo.
The chosen photo will be graphed out into squares, there will be one square per student.
Students will receive a square portion of the graphed photo. If there are extra square student
teacher can paint a square or a student can do two squares. Students will be given five minutes to
trade their picture square with other students. Once everyone has their square of the pictures.
Students will paint the image on gesso cardstock 6X6. Students will need to sit beside the
person who has the square beside them. This will allow students to discuss and figure out
measurement of shapes that interact images both in the squares. This will help there to be
harmony and flow within the paintings pieces.
Activity# 3 Finished painting
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We will attach the pictures together to create a unified painting. Students will then have the
opportunity to
Closure: (5 min)
Students will have a class critique of their painting.
Critique questions:
o Describe the shapes?
o Is their positive and negative space? Where?
o Was it hard to work together and collaborate as a class?
o What is the strength in the artwork?
o What would you do differently if you had to do this again?
Sponge Activity:
MOMA Websites: This activity allows students to do a variety of activities surrounding painting
from the MOMA website. http://www.moma.org/explore/collection/index
Research art Students will look at a collection of paintings, pick three of their favourite
works and then complete the MOMA Worksheet: Questions about Art.
1.
2.
3.
4.
5.
6.
7.
Describe the object/painting. Think about line, color, texture, pattern, and shape.
Can you figure out what it is made of or how it was made?
What do you know about this object/painting? What is familiar? What is unfamiliar?
List words or ideas that come to mind when you look at this object/painting.
Why does this object/painting make you think about in words?
What associations can you make from it? Why?
What questions would you like to ask about this object/painting? Can you guess the
answers to any of them?
8. In one sentence, describe the most interesting thing about this object/painting.
http://education.moma.org/moma/learningresources/cms_page/view
Students can make sketches from the painting they have seen on the MOMA website and
create ideas for future paintings or drawings.
Students may visit the MOMA red studio http://redstudio.moma.org/ and look at issues
and questions about modern art. This interactive page is geared toward teens allowing
them to explore modern art.
My Notes : I think the research project is important because it adds historical context and
creates a way for students to compare what they are doing to historical/contemporary
artworks.
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Microteach - Drawing - Andrea Webster & Ryan Kenworthy

ART Value and Drawing: Stage 1 Desired Results
Established Goals
TRANSFER GOAL
Students will:
...experiment with
unconventional drawing
techniques, including:
Drawing through
feeling via blind
contour
Drawing through
movement via
creating apparatuses
that are extensions of
the body
...apply and combine

learnings into a cumulative,
ongoing artwork
Students will acquire a repertoire of approaches to recording information

Students will express technical competencies and individual insights
Students will express meaning through control of visual relationships
Students will investigate form and structure of natural objects as sources of images
Students will learn to use basic vocabulary of art criticism in descriptions of their work
Identifying problems associated with image making is part of learning to analyze and criticize ones
own art works
Students will use expressiveness in their use of elements in the making of images
MEANING
Enduring Understandings:
U1 - Basic contour drawing skills
Q 1 - How can the concept of representation be

implicated and/or expanded by drawing through touch
and movement?
U2 - How to appropriately use

graphite and vine charcoal in
drawing
Q2 - How does utilizing senses, other than sight, affect

the relationship between artist and artwork?
Q3 - How can movement be represented or expressed on
a two-dimensional surface?
Q4 - How does the removal of sight from drawing affect
memory, observation, and imagination?
ACQUISITION OF KNOWLEDGE & SKILLS

Students will know
Students will be skilled at
Drawing is not limited to

visual observation
Representation is
inclusive to abstraction
Drawing through touch and movement

Problem-solving through creating drawing
apparatus
How to use, apply, and combine
unconventional drawing techniques into a
final artwork
STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of
Assessment Evidence
- Critique
Participation: class discussions, individual

progress, observable risk-taking and effort in
final artwork
Students will need to show their learning by: Showcasing their

paintings in a final critique and explain the elements involved.
Transfer task: Students will demonstrate their knowledge through

experimentation, participation, and application of learnings in a final
artwork.
Unit Summary
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Throughout this unit, students will be introduced to unconventional drawing techniques and will
explore ideas of representation of body through movement and touch. Students will first be
introduced to blind contour to introduce the experience of drawing through touch. Next, students
will explore representing body through the act of drawing by movement with created drawing
apparatus. Finally, students will combine learnings to begin a unified artwork.
This mini unit is primarily disciplinary, however, because the second and third lessons involve
the creation and alterations of drawing apparatus, thus this unit can arguably be connected to the
sciences through experimentation and problem-solving and manipulation of materials.
Art Unit:
Conceptual Domain- (Students will know): After this unit students should have a better
understanding that sight is not the only method of observation for drawing, and relying on other
senses as primary observational tools allows them to explore mark-making in a much more
expressive manner. They will also understand that drawing is not limited to a pencil in hand but
movement of the whole body that can be used effectively to create lines that slow more
controlled lines cannot express. These lines are more dynamic in creating a rhythm and
movement that more controlled lines cannot represent the same way. As well, line represents the
process in which they were created at that moment by the artist, emphasizing the importance of
the creative process.
Psychomotor Domain- (Students will be able to): After this unit students will have alternative
methods to use and experiment with in exploring different aspects of conceptualization within
the discipline of art.
Affective Domain- (Students will build): After this unit students will have had a chance to build
their disciplinary vocabulary and engage in an in-depth discussion about their drawings and their
classmates.
Unit Rationale
We chose to create a unit focused on unconventional drawing practices for a Grade 8 Art class
for several reasons. First, introducing and developing student knowledge and skills in drawing
techniques other than using sight as reference is important as it expands and redefines notions of
how drawings can be created and produced. This is beneficial because many students at this age
are taught to draw using more traditional methods. By introducing students to nontraditional
techniques, it not only expands students visual vocabulary, but it questions and reformulates
what it means to create art. Secondly, it emphasizes the significance of the artistic process as well
as the relationship between artist and artwork. We chose to focus these techniques to the body
form, accomplishing several things. One, students at this age are going through puberty and often
become insecure with their body. By focusing on body through unconventional drawing
techniques, the emphasis lies on abstracting form, thus, distances their perceptions from more
realistic representations- ones in which they may have insecurities with- to abstraction. In this
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sense, concepts of representation and drawing can become a main focus, rather than body image
and beauty standards. We feel that this develops a deeper understanding of conceptual art and
promotes higher thinking within the students.
Because this age group has not quite matured yet, perimeters have been created and enforced for
the students throughout the lesson. This includes possible suspension of activity participation if
personal space is disrespected, tools are inappropriately used, or if students excessively react in
an immature manner to particular encounters. These encounters include the works of Yves Klein,
which show subtle nudity. Nonetheless, we chose to retain these images for a few reasons. First,
students of this age have already been exposed to sex education, and we feel that by
incorporating these images, it both relieves taboos of the nude body and normalizes it. Secondly,
art education should not be hyper-sensitive to something as normal as the human body, so long as
it is presented in an appropriate manner for their age level. Significant art knowledge and
understandings should not be sacrificed for the sake of archaic constraints. Doing so only
perpetuates patronizing practices and notions, and we believe that art should progress rather than
regress.
Lesson 1 Summary
In this lesson students will continue to practice contour line drawing (as they have been in
previous lessons) by experimenting with the sense of touch as their only reference for
observation. Their encounters will include works by Giacometti, David Hockney, and Justin Bua.
Students will engage and practice drawing their faces using a blind contour method.
Lesson 2 Summary
In this lesson students will explore and practice drawing through movement by encountering
Yves Kleins Anthropometry works, and creating body/drawing apparatus. Students will use
their self-made apparatus to explore and practice drawing through movement to represent their
body. Students will engage in an informal gallery walk, and share their thoughts, ideas, and
observations collectively.
My Notes: the emphasis on movement, I think is important because it allows students to explore
different applications of movement and how those applications can affect drawing.
Lesson 3 Summary
Students will unify their learnings of drawing through touch and drawing through movement to
begin a body portrait final artwork. Encounters used in the previous lessons will be used to
trigger and solidify student understandings. Body portraits will be further refined in later classes.
Lesson 1: Drawing Through Touch
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Grade 8, 50 minutes, Art.

Objectives
Students will develop skills in unconventional techniques- drawing through touch (blind
contour)
Students will understand how abstract drawings expands and redefines our notions of
representation
Materials needed
3 pieces of paper per student
graphite pencil (preferably HB or softer)- one per student
pre-created blind contour drawings (exemplars)
David Hockney, Justin Bua, and Giacometti images
Smartboard
Pre-lesson set up
have paper, graphite, and exemplars on-hand
have encounter images prepared on the Smartboard
Encounters
"
Giacometti: Contour Line Drawing
"
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"
Giacometti: Contour Line Drawing
"
David Hockney: Contour Line Drawing
Although this image is contour, space and depth is represented successfully, how?
"
"
Justin Bua: Contour line
How does Bua change the value of his line in certain areas to add emphasis?
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What is the teacher

doing?
What are the

students doing?
Other
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Intro
E n c o u n t e r s :
Giacometti, David
Hockney and Justin
Bua
Look
at
the
encounters on the
smartboard.
Let students know
they will be
practicing portraiture
using their contour
line techniques they
have been practicing.
Ask them what they
think of this artists
portraiture works and
gesture drawings.
Key Questions:
-Giacomettis works
What kind of
movement do think
the artist was making
when he produced
this image?
Do you think
Giacometti was
drawing slowly or
fast when he
produced these
images?
Why?
If he drew them very
slowly do you think
he would have gotten
the same result?
Hockney
Although this image
is contour, space and
depth is represented
successfully, how?
Listening, observing
and participating in
classroom discussion.
Giacomettis Bio:
Movements: Surrealism,
Existentialism
Time Period: 1920s mid
1960s
His work is known primarily
for his sculptures and
creating a movement in the
art to have the human figure
return to the art world.
However, his studies and
sketches of the human figure
and portraits are a very good
example
of
the
expressiveness that can
come from contour line
drawing.
Justin Bua Bio:
For the last ten years artist
Justin Bua has been making
a mark with his urban
flavored paintings. His
combination of graffiti-esque
style, distorted realism and
urban themes has made his
paintings some of the most
popular art among young
people today.
David Hockney:
Known for his photo
collages and paintings of Los
Angeles swimming pools,
David Hockney is
considered one of the most
influential British artists of
the 20th century.
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Transition
Getting at least 5 pieces

of paper to work on and
also a pencil and eraser.
Activity 1 Demonstrate quickly what Wa r m i n g u p t h e i r

the practice should look
like.
Quick contour drawing of
your hand in a distorted
position.
(5 mins )
contour line drawing

skills by drawing their
hand.
Parameters: Students
have to contort their
hands in an unusual
way and draw it
Activity 2 Demonstrate the blind Students should get up

contour portrait drawing.
Make sure to break down
how to use the sense of
touch as your only mode
of observation. Start with
basic shape of the head
moving to more specifics.
Finish the demonstration
and display the example
where students are able to
refer to if needed. (Front
of the room)
Now allow the students to
experiment with the
activity and float around
the room providing
assistance to anyone who
needs it.
Have the students clean
their work surfaces and
choose what they feel as
their strongest contour
drawing.
(20 mins )
Conclusion Critique/Reflection
and crowd around so

they can see the
demonstration.
Actively engaged in the
activity.
If they finish encourage
them to try it again.
If they have completed
multiple drawings they
should choose one they
find the most appealing
to them and refine the
lines further adding
emphasis to line and
texture to create depth.
Students should be
cleaning their work
area and selecting their
drawing for display.
Students should get up
Have students choose and walk around and

their favorite and display look at their classmates
it on their desks.
blind contour drawings.
Key Questions
Which drawings did they
feel were the strongest?
Why?
(10 Mins)
Lesson 2: Drawing Through Movement
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January 7, 2016
Grade 8, 60-70 minutes, Art.

Objectives
Students will develop skills in unconventional drawing techniques- drawing through
movement
Students will develop and use problem-solving skills in creating drawing apparatus
Students will understand how abstract drawings can represent body, thus expanding and
redefining preconceived understandings of representation
Materials needed
Demo: pre-made drawing apparatus (2-3) with vine charcoal attached at end of each
apparatus, 2 x 3ft roll paper on wall
enough wire per student (9ft/student, divided into 3 pieces)
pre-cut roll paper (enough for approx. 3ft/student)
vine charcoal (2-3 pieces/student)
tape
Yves Klein images
Pre-lesson set up
set up/tape roll paper (3ft in length/student) on different areas on the walls (preferably
with no texture)- lower body and upper body spaces
have Yves Klein images, pre-cut wire, vine charcoal, and pre-made apparatus on-hand
Demo area: 2 x 3ft roll paper (one lower-body space, one upper-body space), pre-made
apparatus
Encounters
"
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"
"
Intro
What is the teacher doing?
What are the students

doing?
Other
Introduce encounter:
Yves Klein
- 1928-1962
-French artist, considered an important figure in
post-war European art
-leading member of the French artistic movement
Nouveau realism, founded in 1960
-a pioneer in the development of performance arta performance presented to an audience with a fine
art context. Very open-ended, but involves four
basic elements: time, space, the performers body
(or lack of), and a relationship between performer
and audience.
Students are standing and

listening, huddled in
front of the teacher.
Yves Kleins
involvement in
performance art is the
focus of this encounter.
Yves Klein experimented with various methods of

applying paint, which lead to him using live bodies
as a tool for applying paint to a canvas - living
brushes
He called these particular works Anthropometry.
Show students images. Engage students in

discussion through asking questions:
-What do you notice about Kleins process of
creating art? -What were the tools he used?
-What do these artworks depict? What does the
imagery represent?
-How is using movement to paint different from a
regular painting?
(5-10 minutes)
Students are participating

and engaged in
discussion.
Notify students that if

there is excessive
silliness in reaction to
the images, then the
activity will be
suspended.
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Transition
Move to demo area
Students are following the

teacher to the demo space
(1 minute)
Demo
Demo
-show students apparatus
Engage students in discussion
-What do you think these are?
-How can these be attached to the body?
-How can these be used to draw?
Students are engaged in

discussion.
Students are sharing their

thoughts and ideas.
Attach apparatus to a body part, eg. an arm, waist,

leg, foot
Ask students- How can movement be used with
these apparatus to create drawings?
Students are engaged in

discussion.
Start movement drawing onto paper on wall.

Ask students- By drawing with this apparatus
through movement, what is being represented onto
the paper?
(5-10 minutes)
Activity 1
Creating drawing apparatus

Tell students that they will be making their own
drawing apparatus using 3 x 3ft wire per student
-can not be held with hands
-has to attach to a body part
-need to attach 1 piece of vine charcoal at the end
of each apparatus
-will be given 20 minutes to create 2-3 drawing
apparatus
Direct students back to their desks to create their
apparatus
if the students are well-behaved, then music may
be played
the teacher will circulate the classroom, assisting
students if they need help and/or need ideas
Students are listening to

the teachers directions.
Students are returning to

their desks to create
apparatus.
(25 minutes)
Transition
Prompt students when 20 minutes have passed.
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Activity 2
Movement drawings
Tell students that they will now use their created
apparatus to engage in creating movement
drawings
-tell students that they will find a space in front of
a paper (already set up on walls)
-these spaces are where students will engage in
movement with their apparatus to create drawings
-be creative in your movement! Can range from
small movements to jumping up and down to fill
as much of the paper as possible
-music will be played if students are well-behaved
Rules:
-stay within your space in front of the paper
-respect other peoples spaces and bodies
-apparatus are not weapons
-students will receive one warning if any of the
rules are broken. If a student breaks the rules more
than once, they will be suspended from the activity
Students remain at desks

while listening to the
teacher for the next
activity and rules of the
activity.
If students begin to look

uninterested, tell them that
they may switch their
apparatus with a partners.
Prompt students to find a space and begin their

drawings. Allow 10 minutes for this activity. Halt
students after 10 minutes.
(15 minutes)
Conclusio
n
Tell students that they may walk around the room

to observe others drawings, and to think of 1-3
things they liked/disliked/found interesting while
participating in this activity and/or what they
observed in others drawings. (3 minutes)
Students are in their activity

spaces, listening to the
teachers directions. Students
are walking around classroom
to observe others drawings.
Have students gather in front of the teacher to

share their thoughts and observations.
Discuss the next class:
- students will use this method, in combination
with the first lessons learnings (drawing through
touch), to begin a full-body portrait.
Students gather in front of

teacher (standing).
Instruct students to put their movement drawings

and apparatus safely in their portfolios.
Fin.
(10 minutes)
Students are putting their

drawings into their portfolio.
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Lesson 3: Body Portrait - Unifying Unconventional Drawing Techniques

Grade 8, 55-65 minutes, Art.
Objectives
Students will unify their skills and understandings of unconventional drawing techniques:
drawing through touch and movement
Students will observe and draw understandings of the relationship between concrete body
drawings and movement body drawings
Students will develop skills in creating depth and variance within a drawing
My Notes: I like the application of unifying their skills.
Materials needed
pre-cut roll paper (5-6ft per student)
drawing tools: student self-made apparatus, graphite, vine charcoal
tape
Giacometti, David Hockney, Yves Klein images
"
Pre-lesson set up
have pre-cut roll paper, and encounter images on-hand
Encounters
"
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"
"
"
"
"
"
"
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January 7, 2016
What is the teacher doing?

Intro
Review drawing through touch and movement lessons

with students:
What are ways we can draw other than through visual
observation?
Can you name an artist who used blind contour to
draw?
Can you name an artist who used movement to draw?
Use encounter images (Giacometti, David Hockney,
Yves Klein) to prompt student memory. Review key
questions with students and engage discussion:
Does representing face and body need to be realistic?
What is the term used for less realistic drawings and/or
depictions?
Can abstract images be considered as representing real
things? If so, why?
What unique tool did Yves Klein use to paint?
What are the

students doing?
Other
Students are
standing, gathered
in front of the
teacher. Students are
participating in
discussions.
( 5-10 minutes)
Transition
Teacher moves to where the pre-cut paper is.
Students are
following the
teacher, quietly
waiting for the
following
instruction.
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January 7, 2016
Activity 1
Students are
listening to the
teachers
instructions.
Drawing through movement and touch

Explain activity/unified artwork:
each student will receive 1 pre-cut paper. These are body-sized, in
which the students will begin to create their body portrait artworks on,
unifying their learnings of the previous two lessons
The teacher will split the class in two:
One half will begin their artworks with blind contour (drawing through
touch) using graphite.
at their desks, they are to draw their face/head at the top of their paper
using strictly touch as reference
students are to draw their faces more than ten times, overlapping in
their chosen area, until they are satisfied with the overall aesthetic
students must vary the amount of time per drawn face (eg. 20 seconds,
30 seconds, 1 minute, etc.), and line value (soft, medium, hard) to
create depth and variety.
Students are
listening to the
teachers
instructions before
beginning their
artworks.
Rules
stay within your personal space and respect others personal space. If
this is disrespected, or if they use their apparatus as a weapon, they
may be suspended from the activity.
The other half will begin with drawing through movement using their
apparatus made in the previous lesson.
this group will need to find a personal space on the floor to lay out and
tape down their paper. The paper must be well-adhered to the floor to
ensure that their movements are recorded as accurately as possible, and
so that their paper does not rip.
they will represent their bodies on 3/4 of the paper using their drawing
apparatus and movement. They must leave at least a quarter of the top
part of the paper untouched as this space will be needed for their head/
face drawing
students must create depth, thus, they will need to overlap their
movements several times before moving on to the face/head
Students will be given 10-15 minutes for this activity before switching
techniques (another 10-15 minutes). The teacher will circulate the
classroom, providing students with feedback and assisting with the
switch.
***Before switching, the group working on the ground must lay on top
of their paper to have their actual body traced by a partner- using
graphite. This is so students can visually observe the overlaps of their
movement drawings with their concrete body tracing. The second
group will need to do this before the end of the activity too.
Notify students that it is

OK if their paper rips- it is
part of the artistic process.
However, students should
try to be as careful ass
possible as this artwork is
the beginning of a final
piece.
Switch will likely take 3-5

minutes.
Music may be played if the

students are well-behaved.
Students are
working on their
body portraits.
(40-45 minutes)
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Conclusio
n
Instruct students who are working on the ground to

carefully remove their drawings from the ground and
loosely adhere their drawings to a wall (the wall which
they adhere their drawings to do not necessarily need
to be completely flat- they will not continue to work on
their drawings in this lesson).
Students who are

working on the
ground will loosely
adhere their
drawings on the
wall.
The teacher will explain to the students that their body

portraits will be furthered worked into and refined in
later classes. This refinement will include adding tone
and value to areas they want to emphasize, and erasing
in other areas where they want to create either
ambiguity or to emphasize positive and/or negative
areas. The teacher will use a students artwork as an
example to hypothesize where tone, value, etc. can be
added/taken away. The teacher will ask students of
their input.
Students are
standing, gathered
in front of the
teacher. Students are
sharing their input.
Have students carefully put their body portraits into

their portfolios, then do a clean up.
If there is time, engage students in sharing their

observations and thoughts as a collective.
Fin.
(5-10 minutes)
Students are putting

away their drawings
in their portfolios
and cleaning up.
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Painting
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Mini unit on painting.
- Influenced by graffiti.
- Using elements of art to communicate a message.
- Experimenting with line and expression.
- How colour affects meaning.
Other material that you could use to in lessons:
-Fabric.
Tim Rollins: Working with abstraction and building off of the students
passion.
Common theme: Murals. Working on a common theme.
Create summaries based on text. The order that they are and how you
would sequence a lesson. Alex and I discussed reality vs metaphorical and

how you could make a sequence of lessons surrounding that. Their is a lot of
historical and contemporary content that you could also continue off of with
this theme.
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Mini Unit: Abstract Art: Painting and Color
Hayley & Karli
Grade: Ten
Transfer Goal(s):
1. The students will explore and build on their knowledge of the formal
elements in art such as color, line, perspective and positive and negative
space in relation to abstract art
2. The students will examine the relationship between abstraction and
representation
3. The students will develop artistic intention when creating artwork
Established Goal(s): the students will
-
Use rope to explore the use of line, movement and intention

Create a line drawing representing a noun and feeling (i.e. representing
anger)
Consider the implications of the use of color to further this meaning
Make choices in color for their artwork and describe why they choose it
Use their sketchbook to record their artistic process and choices
Collaborate with others to create a work of art
Consider how the elements in abstract art convey meaning
Meaning - Enduring Understandings: the students will understand that

U1: Negative and positive space work together
U2: Line choice is important
U3: Intention is used in art to convey meaning
U4: The use of color in an artwork can change the meaning or interpretation to the
viewer
Meaning - Essential Questions: to keep considering
Q1: How can an abstract image convey meaning to the viewer?
Q2: How can we use formal elements of art, such as color, rhythm, movement and
shape to affect the mood/emotion in our artwork?
Q3: Why might you feel different than your neighbor when looking at art?
Q4: How does collaboration expand the creative process?
Acquisition of Knowledge and Skills: the students will know
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How to interpret the elements and principles of design through practice in

composing their own images
How to compare and contrast works of art using the formal elements of art
and principles of design
How their own intention and choice in their artwork will influence the way
the viewer interacts with their artwork
How their understanding of these concepts will build upon their own artistic
practice
Vocabulary:
Abstract, positive space, negative space, mood, line, contour line, representation,
intention, expression, composition, unity, collaboration
Assessment Evidence: the students will show their learning by
-
Recording their ideas and classwork in their sketchbook

Completing entrance and exit slips
Collaborating with others to create a work of art that conveys meaning to the
viewer
Participating in class discussions
Final critique; participation and communication of their ideas in their
sketchbook
Evaluation Criteria:
Sketchbook work, participation in class discussions, exit/entrance slips, in class
activities, completion of individual work, completion of collaborative work,
presentation of work, final critique
Encounters with Art:
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Jose Clemente Orozco Dive Bomber and Tank 1940

http://www.moma.org/interactives/exhibitions/2015/onewayticket/panel/13/
culture
Pablo Picasso Girl Before a Mirror 1932
http://www.moma.org/collection/works/78311
Georgia OKeeffe Abstraction Blue 1927
http://www.moma.org/collection/works/78677?locale=en
Lake George, Coat, and Red 1919
http://www.moma.org/collection/works/78656?locale=en
Andy Goldsworthy Rowan Leaves & Hole 1987
http://www.artnet.com/artists/andy-goldsworthy/rowan-leaves-laid-around-ahole-yorkshire-eHcaMqPgsQFLwgG1yrzhSQ2
Swoon Recovery Diaspora (collaboration with Groundswell) 2013
http://www.artslantstreet.com/articles/show/37437
Elizabeth Murray Humor 2003
http://www.art21.org/artists/elizabeth-murray
Unit Connections to the Curriculum:

COMPOSITIONS:
Component 1: Extend their knowledge of and familiarity with the elements and
principles of design through practice in composing two and three dimensional
images
a. Color and value concepts are important components of an artists
compositional skill
b. Positive and Negative space are essential to the description of two and three
dimensional forms
Component 2: Solve teacher directed problems of unity and emphasis in creating
compositions
a. Compositions use positioning and grouping of subjects for different meanings
and emphasis
b. Unity is achieved by controlling the elements of composition within the picture
plane
Relationships 2: Use the vocabulary of art criticism to develop and accept analysis
of their own work
Describing and discussing components of design are part of the process of
analyzing ones own work
ENCOUNTERS:
Sources of Images: Investigate the process of abstracting form from a source in
order to create objects and images
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a. Artists simplify, exaggerate and rearrange parts of objects in their depictions of

images
My Notes: Very interactive images. I think these will be useful to help students get
engaged with the project.
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Summary
This unit will consist of a series of lessons centered on the idea of using the
elements of art and principals of design to express meaning or communicate a
message. The unit is structured as a disciplinary unit allowing the students to
gradually build on their knowledge of the formal elements of art while simultaneously
considering the idea of how to intentionally use these to convey a message to the
viewer. By examining and discussing works from contemporary artists such as Andy
Goldsworthy, Swoon and Elizabeth Murray as well as work from Jose Clemente Orozco,
Pablo Picasso and Georgia OKeeffe, the students will compare and interpret how
these artists used color, line, movement, space and material to express meaning. The
students will work in an abstract manner to allow for a greater focus on the
relationship between the formal elements of art, principles of design and meaning (or
intention). The students will move through the unit experimenting with line and
expression by using varying thicknesses and lengths of rope to creating unique
abstract drawings. The addition of colour will be added to these individual drawings
allowing the students to consider and experiment with how colour would effect
meaning. And finally moving into the final project, working collaboratively to create a
mural using cardboard. This mural will incorporate shape, 2D and 3D space, colour,
movement and line. By working together, they will gain perspective on how each
member of their group interprets art as well as using formal elements to convey a
message or meaning. A final critique will allow each group to discuss their choices,
gain skill in communicating ideas and further develop their own artistic style.
Rational
The purpose of this unit is to allow students to consider how formal elements in a
composition, such as the use of line, colour, space, form, and movement, are used by
artists with intention to convey meaning. The students will build on their knowledge
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of these elements and work together to begin to develop intention in their work. This
unit is concerned with the WHY and the HOW artists use these tools to show meaning
to the viewer. These are important skills for students to develop in order to
communicate ideas in their own work as well as engage with artwork as a viewer.
These skills will be a necessity for continuing art lessons, building on what they
already know, as well as important when developing their own artistic style. These
lessons also promote compositional skill, individual choice and how collaboration can
expand the creative process. By working together and bringing their own unique
perspective into the creative process, students will begin to develop problem solving
skills while creating art.
Sequence of Lessons:
Lesson one:
This lesson is an introduction to the idea of using the formal elements of art as well as
the principles of design to create meaningful artwork. The students will encounter the
artists listed above and consider their use of these elements in abstract works of art.
The students will then engage in a rope activity which will allow them to experiment
with manipulation of line. They will individually create an imagine depicting a noun,
verb and concept and recording this in their sketchbook. The students will then create
their own image using black markers and white paper.
Lesson two:
This lesson will allow students think more deeply about how colour affects
composition, depth, line, individuality, and expression. During this lesson the students
will continue to work on their previous rope drawing by adding colour while
considering these concepts. We will also look at the work of Elizabeth Murray and
conscious decisions of colour. The purpose of looking at her work and watching the
YouTube clip is to help students understand that by individualizing, adding colour,
going with your gut, and taking time to really look at your own work, you can make a
meaningful, personalized, and completed piece.
Lesson three:
During this class the students will begin the collaboration process to come up with an
idea for their mural. The students will also consider what they have learned in the
previous lessons and apply this to their final project.
Lesson four, five and six:
Lessons four and five would be dedicated to making measurements, preparing, and
creating their art pieces. Lesson six would be dedicated to a gallery walk where the
students would have worksheets of essential questions to think about while walking
around and seeing their classmates work. The final critique would take place in lesson
six.
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Lesson One
Grade: 10 Art
Duration: 60 min
GLOs
COMPOSITIONS:
images
ENCOUNTERS:
SLOs
Positive and Negative space are essential to the description of two and three
dimensional forms
Artists simplify, exaggerate and rearrange parts of objects in their depictions of
images
Learning Objectives
The students will
1. The students will experiment with line and composition in their artwork to
express meaning or an idea to the viewer
2. Build on their knowledge of the formal elements of art
Resources
Alberta Program of Studies
Documentary: Style Wars (1983) https://www.youtube.com/watch?v=0EW22LzSaJA
Teaching resources: MOMA http://www.moma.org/learn/teachers/index
Georgia OKeeffe Museum http://www.okeeffemuseum.org/about-georgia-okeeffe/
Materials
White paper 16x24
Chisel tip black markers
Rope varying lengths and thicknesses
Procedure:
Introduction
Entrance Slip: Why do you think artists use abstract images in their work?
Body Activities
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Learning Activity #1
- Students will look at several artists who use abstract images in their work or
interact with a space or environment, changing it
- Georgia OKeeffe, Andy Goldsworthy, Jose Clemente, Pablo Picasso, Swoon
- Class discussion on abstraction, intention and use of line, colour, positive
and negative space and how this changes meaning
My Notes: Good artistic references.
- Students will be given rope at their table, this will vary in size and thickness
- Individually, the students will manipulate the ropes, creating a shape
- Looking at INTENSION when creating a shape, or image
- It is abstract, but how can you use the use of line to suggest something to
the viewer?
- As a group in our sketchbooks we will try to make a noun, verb and concept
- Students will then create their own image, with intension and meaning to
them
- Students will record what they see using black markers and white paper
Closure
Exit Slip: What do you think are elements in the artwork that are similar in abstract
art?
Sponge Activity
- For next class, think about how colour will change the meaning in your
work. Think about how you would use colour, which colours you would
choose and why
Assessment Methods
Observation, Participation, Entrance/Exit Slips, In class line activity completion
Questions:
- Why would an artist choose to paint abstractly instead of
representationally?
- What kinds of choices to artists make when painting?
- What kinds of materials or techniques do painters use? Why would an artist
use non-traditional materials in their work?
- What words would you use to describe this painting?
- How would you describe the lines in this work?
- What kind of gestures or movements can you see? Can you see the
movements the artist made during this process?
- What shapes do you see? What do they make you think of?
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What techniques or strategies can artists use to represent or evoke

emotion?
Lesson Two
Grade: 10 Art
Duration: 60 min
GLOs:
COMPOSITIONS:
images
ENCOUNTERS:
SLOs:
Colour and value concepts are important components of an artists compositional skill
Artists simplify, exaggerate and rearrange parts of objects in their depictions of
images
The students will
1. Experiment with color in their expressive line compositions
2. Develop an understanding of how color can be used to brighten and
individualize a space
Resources:
https://www.youtube.com/watch?v=uy3_7mWu3IE
Materials:
Pastels
Rope
Paper (assignment from previous lesson)
Acrylic Paint
Markers
Sketchbooks
Procedure:
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Introduction:
Last class we created an image using line with the intention of conveying meaning to
the viewer. How do you think adding colour to our composition will effect this? What
choices do you have to consider?
Body - Activities
- Discussion/revisiting colour theory with a colour wheel.
- Building on previous knowledge, the students will begin to consider and discuss
how they will use colour in their work (think-pair-share)
- Class discussion on what each group thought of
- Viewing Elizabeth Murrays work; video link.
- Discussion of abstraction and the expression of individuality
- What does this mean? What are the differences between doodles and
meaningful color and line decisions?
- Now having viewed the video and some examples, lets go back to our rope
drawings from last class and begin to add color and depth
- Keep in mind what the color can do for the depth of your piece
- Students will work for the remainder of the period on their work
Closure:
Exit slip: How did adding color change your work? Was it a difficult or easy choice?
Why?
Sponge Activity:
- Next class we will start working on our final project. It will be a collaborative
artwork so start thinking of how your choices may change when working with
others.
Assessment Methods:
Observation, Participation, Exit Slips, In class color activity completion
Questions:
- Can color change the mood or feeling of an artwork?
- Is color an individual choice? Or universal? Do certain colors mean one thing to
a person and another thing to the next?
- When thinking about identity, individuality, and art, how can we use color to
further develop our artistic style?
Lesson Three
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Grade: 10 Art
Duration: 60 min
GLOs:
COMPOSITIONS:
images
Component 2: Solve teacher directed problems of unity and emphasis in creating
compositions
Relationships 2: Use the vocabulary of art criticism to develop and accept analysis
of their own work
SLOs:
Color and value concepts are important components of an artists compositional skill
Positive and Negative space are essential to the description of two and three
dimensional forms
Compositions use positioning and grouping of subjects for different meanings and
emphasis
Unity is achieved by controlling the elements of composition within the picture plane
Describing and discussing components of design are part of the process of analyzing
ones own work
The students will
1. Plan and determine where their cardboard mural will go
2. Define the idea behind their collaborative art work as a group
3. Complete their first sketches of their project
Resources:
Materials:
Cardboard
Scissors
Acrylic Paint
Paint Brushes
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Newspaper/plastic cover (floor protection)

Other medium (if the students want to use) to create mural i.e. paper, charcoal,
pastels, etc.
Sketchbooks
Sketches of mural (a copy in each students sketchbook, photocopy of original is
fine)
Procedure:
Introduction:
- The students will get into their assigned groups (roughly 3-4)
- The assignment will be handed out for their mural
Body Activities
- The group assignment will be discussed as a class
- Requirements will be addressed (i.e. Must be made out of cardboard, must
incorporate 2D and 3D elements; must be removable from the wall, must be
abstract and incorporate color, etc.)
- This will be a work period
- Students will use their sketchbooks to draw, write, create questions, research
artists, map out placement, etc.
- The students can play with mediums that they would like to work with
- They create a rough plan of what they would like to do.
Closure:
Now that we have our outlines completed, next class we will continue working/
creating our murals
Sponge Activity:
Exit Slip: Now that you have an outline, what problems do you think you may
encounter in the collaborative process?
Assessment Methods:
Observation, Participation, Exit Slips, Preliminary sketchbook work
Questions:
- What kinds of spaces need art and could benefit from your display? Why?
- How can collaboration help transform a space?
- How can collaboration expand the learning process?
- How does the use of color affect the space it is displayed in, and how could it
change the atmosphere of the space?
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Unit on Pop Art
RATIONALE/PHILOSOPHY
GRADE 6 ART UNIT: POP ART
This unit is focused on recognizing the need for a combination of the four art disciplines: art history, art criticism, art
production, and aesthetics. At this stage of artistic growth, the Gang Age: The Dawning Realism, it is important to
fulfil the students' needs for hands on activities and individual experience with art. The majority of this unit will be
spent on producing art, while these students will also be exposed to the concepts, viewing other artists, talking about
their work, and increasing their skill levels. The majority of these children have moved from the Schematic Stage to
the Gang Age where they are learning new perceptions on the world. In the Schematic Stage they learned to draw
what they know. They learned to establish a baseline and a skyline, lack the ability to overlap objects, objects are
represented in two dimensional organization and had developed symbols for the environment. These students have
now entered the Gang Age where their awareness for people, objects, and the physical environment is increasing.
Objects are beginning to have interrelationships, overlap, develop detail, and we can see the disappearance of the
baseline in favour of the plane This unit will strive to keep concepts simple, yet it will present work to the students
in a manner that challenges their perceptions of the world and increases the feeling of creativity and individuality
among each student. Pap Art has been chosen because it involves so many other are disciplines such as drawing,
painting, and collaging. Also, there is an exceptional exhibit going on at the Southern Alberta Art Exhibit until early
October that would be fantastic for the kids to see. Pop Art is a visually stimulating period that involves many
examples of the various art disciplines, and whose consumer/commercial base can be easily identified with by the
students. Students will learn about Art Production, and as a result of the numerous techniques involved with Pop Art,
the class has the potential to produce many different works. In viewing and discussing artists such as Andy Warhol.,
a Roy Lichtenstein, and Mel Ramos, students will learn important aspects of Art History. Students will have a
chance to think, speak, and talk about their work and the work of others in the important art discipline of Art
Criticism. Finally, in creating a classroom mosaic made up of many different artists, the students will learn about the
importance of
Aesthetics.
Note: Response of professor (Janice Rahn) are in italics.
Pop Art would be a good introduction to teach critical awareness of advertising. Tie in with handout I wrote for
you and presented in slides of ads to teach visual literacy.
BLUEPRINT OR ABBREVIATED LESSON PLANS

UNIT: POP ART
Lesson #1 - Ordinary Words Make Extra-Ordinary
The students will begin the class with an introduction of works done by Pop Artist Ed Ruscha. following the
presentation, the teacher will discuss works presented and introduce required vocabulary for the unit. A quick review
of the prints may be necessary to solidify understanding. Students will then be taught the concepts behind the colour
wheel, primary and secondary colours, and most importantly complementary colours. after a brief lecture, the
students will be given time to work on developing an ordinary word that does not have an association to anything, or
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to relatively "normal" subject matter. Students will be given time to print their chosen "ordinary" word and print it
neatly in the middle of the page. Once this has been done, students will select a pattern to draw behind their word.
After a word has been drawn, pattern sketched in, and two colours chosen, the student is ready to colour. This lesson
should take one class.
What does it mean to read an image literally? symbolically?
Lesson #2 - Advertising As Art
As an introduction to advertising as art, the teacher will present a number of works from Andy Warhol's Campbell's
Soup Can, Mel Ramos (if appropriate), and other artists who have appropriated items from Pop Culture. During the
presentation, the teacher will integrate required vocabulary for the unit. After the lecture, students will be given the
main objectives for the class and time to complete their work. Main objectives are to choose a product from supplied
advertisement pages and reproduce a single product in a Pop Art fashion. students will be encouraged to choose
products that will attract attention in the school hallways and create some sort of conversation. Students will be
given time to choose a product, sketch a rough outline to illustrate ability to reproduce accurately, then allowed to
work on their good copy. This lesson should take two classes.
Students could create their own imaginary product along with text which promises results and targets a
particular consumer. A performance element could be added - students work in pairs to create and perform a
commercial - video tape it. First look at ads- ask questions to encourage critical viewing.
Lesson #3 - Cropping And Combining Images
Slides or pictures of James Rosenquist, Ed Ruscha, and Robert Rauschenberg will be used to introduce this lesson.
By this point, students have encountered man different components of Pop Art. They will now be introduced to
artists whose success has come largely through combining these techniques. A quick review of previous concepts
may be necessary to ensure proper understanding. For this class, students will be challenged to choose three items
that have a common theme. Through collaging, painting , drawing, text, and reproducing, students will construct a
work that illustrates their knowledge of Pop Art to this point. This assignment will probably take two classes.
Students could begin this assignment by being asked to put two random images together - put up - have others
respond by creating a story lining the two. This shows that people will "read" and interpret image - creating links
between them.
Lesson #4 - Colorful Letters And Numbers
Artists such as Jasper Johns and Robert Indiana will be shown to introduce this lesson. The teacher will initiate
discussion on the subject matter of Pop Art and why the featured artists chose their personal subject matter. Pop Art
takes regular items and draws attention to them. Discuss how these artists wanted subject matter to dominate over
symbolic meaning, and wanted to give the viewer something pure that they could enjoy and not have to interpret.
Discuss various methods that they could present their subject matter. Talk about drawing or painting, and
overlapping, hatching, cross-hatching, and dotting. Students will be given time to decide on what would best
communicate their feelings toward a certain letter or number. Again, students will be encouraged to work on a rough
copy and solidify their ideas. Only then can they go on to the good copy. This lesson will take 2 classes.
Lesson #5 - Symbols of Ordinary Life
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This lesson will begin an introduction to paintings and drawings by Roy Lichtenstein and Andy Warhol. The teacher
will point out how the simplification of objects can tighten a composition and draw attention to certain aspects of a
work. Students will be encouraged to think of an item that has special meaning to them, (students will have been
instructed to have brought this item to class before today), and how they could portray it to give it a special meaning.
After the introduction, students will be encouraged to sketch the objects a number of times in different positions.
Once a favourite pose has been achieved, the student is free to go on to the good copy where they will first sketch
the object as simply and accurately as possible, and then can go on and colour it with oil pastels. Remind students
that complexity is not directly related to success of a work, and periodically refer to Lichtenstein and Warhol.
Using Lichenstein as an example students could choose part of a comic image - change the scale - reproduce
using various painting techniques and colors which they learned previously.
Lesson #6 - Collaging
A short introduction will be given to illustrate the concept of collaging. This class is basically a wrap up of Pop Art
and is designed to allow children maximum freedom of expression, within the limits of the objectives. The teacher
will review concepts previous talked about and remind the students to incorporate a number of different ideas into
this collage work. discuss icons and the use of them in Pop Art, and encourage discussion of potential icons of today
for use in this collage. After a brief lecture and review of previous classes and the objectives for this class, students
will be given time to work on their collage which should focus around a common "theme". Student will have been
previously instructed to have a number of items or pictures of items that they wish to collage into one work for this
class.
This would be a god lesson to teach critical awareness. Look at Adbusters' magazine. Have the students make
their own ad which is a spoof of a real ad, or collage images and text which makes a critical statement about an
issue related to adolescents. Eg: gender stereotyping, challenges ideals of beauty, severing ties with corporations
and other issues of identity.
LESSON #1 - ORDINARY WORDS MADE EXTRAORDINARY

Specific Objectives
Psychomotor
The student will continue to explore ways of using drawing materials
Cognitive
The student will understand how feelings and moods can be interpreted visually.
The student will understand how color harmonies affect the mood and the feeling of the viewer.
Affective
Students will be encouraged to show enthusiasm and interest in art.
Vocabulary
central focus, pattern, line, Pop Art
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Materials and Resources Needed

Rushca, Ed. Flash, L.A. Times. 1963
Rushca, Ed. Talk about Space. 1963
slide projector and/or books to use as examples
Lesson Sequence
Introduce Pop Art, how the movement was born, and what it means now.
Talk about common themes in Pop Art pieces (simplicity, appropriated images).
Ask students what they think of Pop Art (Show Andy Warhol and Lichtenstein)
We will be choosing ordinary words and making them stand out using techniques that the Pop Artists did.
1. We will choose one word that is not associated with anything, just an ordinary word (children will make a list of
10 - 5 letter words then narrow down).
2. We will carefully print that word in large, block letters in the middle of the page, using as much of the page as
possible.
3. We will select and draw a symmetrical pattern in the background of
the word so as to create an attractive atmosphere for the word, but not overpower it.
4. We will choose two colours with which to colour the words, complimentary colours can be introduced here, as
they are exciting and important in art vocabulary
5. We will colour the word and pattern alternating colours, and finally, outline the word in a thin, black outline.
Closure is showing some successful pieces in front of the class, encouraging and praising, and comparing student
work to Pop Art.
Evaluation
Students will be evaluated on the standard 5 point scale as seen in the Elementary Report Card (5 - Excellent, 4 Very Good, 3 - Satisfactory, 2 - Improvement Needed, 1 - Unsatisfactory)
A test on the history of Pop Art and important components of Pop Art will be given later in this unit.
LESSON #2 - ADVERTISING AS ART
Specific Objectives
Psychomotor
Students will use models to make drawings with increasing accuracy
Students will abstract or simplify forms.
Cognitive
Students will understand reasons for making images with an increasing degree of difficulty and sophistication,
students will express a feeling or message.
Students will understand that specific messages, beliefs, and interests can be interpreted visually or symbolized to
create an original composition, object, or space based on supplied motivation.
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Affective
Students will act with consideration and care of classmates.s
Vocabulary
literal vs. symbolic meaning, abstraction, simplification, advertising, consumerism.

Warhol, Andy. Campbells Soup Can.
Ramos, Mel. Chiquita
Pages of advertisements of products from local stores.
pencils, eraser, pencil crayons, ruler.
Lesson Sequence
Introduce Pop Art, and create a discussion of advertising and its place in art history, also, what does this art mean to
us?
Explain it was born out of commercialism and mass ad campaigns of the 60's
Talk will be common themes in Pop Art pieces (simplicity, appropriated images).
We will be choosing products from the local newspapers and reproducing them as closely to the original as possible.
These products will then stand out as works by the Pop Artist did.
1. We will draw lightly the outline of our products to ensure accuracy (and affect of the intended message).
2. We will then darken the image and product to gain an overall sense of readiness into the coloring stage.
3. We will then carefully color, continually checking the accuracy of work.
Closure is showing some successful pieces in front of class, encouraging and praising, and comparing student work
to Pop Art.
Evaluation
Students will be evaluated on the standard 5 point scale as seen in the Elementary report Card (5 - excellent, 4 - Very
Good, 3 - Satisfactory, 2 - Improvement Needed, 1 - Unsatisfactory)
LESSON #5 - SYMBOLS OF ORDINARY LIFE
Specific objectives
Psychomotor
Students will use distortion of line and shape in drawing for special effects, cartoons, or caricatures.
Cognitive
Students will understand that shapes can be distorted or reduced to their essences.
Students will understand that arrangement of forms into shapes and patterns can tighten a design, direct attention
and hold interest in a composition.
Students will understand that transitions of colour, texture, or tone relate the parts of a composition to a unified
whole.
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Affective
Students will willingly experiment with different styles, techniques, etc. as is required.

Lichtenstein, Roy. Whaam. 1963
Lichtenstein, Roy. Big Painting. 1963
Warhol, Andy. Popeye
See lesson 19 in Adventures in Art, Laura Chapman.
Lesson Sequence
Introduce icons and ask kids to think about shoes. What would a painting of shoes mean to you?
Discuss idea of shoes as symbols of life and the subject of still life.
What does advertising make you want to do? (Buy their product)
Artists who work in this style get many of their ideas from advertising and other things that many people see or buy.
Pop artists have created art works about hot dogs, comic strips, movie stars, and billboard signs.
Find an item that has a special meaning to you. Have students sketch it in several different positions.
Think about your subject as a symbol for a person, a way of life, or a special time.
Goal of this lesson: create an artwork so that the colors, textures, and other visual elements help tell about the
meaning of the shoes. Plan the artwork so that the object is the center of interest.
Close the lesson by paraphrasing the objectives.
Evaluation
Students will be evaluated on the standard 5 point scale as seen in the Elementary Report Card (5 - Excellent, 4 Very Good, 3 - Satisfactory, 2 - Improvement Needed, 1 - Unsatisfactory)
A test on Pop Art history will be given later in this unit.
Ask students to get into their groups and discuss each other's work. Ask them to focus on the symbolism, special
characteristics and design qualities.
Ask each group to identify some style differences (realism, expressionism, abstraction) in their drawings.
Call on each group to share, with the class, some insights gained from discussing each other's work.
This could easily be used to teach critical awareness of how ads work: Who are they targeting? What is the
relationship of image to text? How do ads get your attention? What are the subliminal messages? Look at
Barbara Kruger - Puts her own text on ads which causes a defamiliarization of your usual expectations.
LESSON #6 - COLLAGING
Specific Objectives
Psychomotor
Students will continue to explore ways of using drawing materials.
Cognitive
Students will understand that a form can be examined analytically to see how the whole is composed of its parts.
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Students will understand that artistic style affects the emotional impact of an art work.
Affective
Students will learn how important it is to accept justified criticism from others.

Rauschenberg, Robert. Estate. 1963
Rosenquist, James. F-111. 1965
Lesson Sequence
Discuss the idea of collaging in technical terms. - juxtaposing images and text layering meaning
Ask the kids to think of things that may be used in collaging (paint, pencil, cut paper, pictures)
What kind of pictures does this contain? (Show Rauschenberg slide).
Discuss icons again and brainstorm as to ideas or icons that they could incorporate into art. What are the icons of
their generation?
First, we need to come up with individual plans on the theme of your works.
The themes will depend on the subject matter that you have chosen.
Arrange your subject matter in a sketchy drawing in your scribbler.
Give everyone about 10 minutes to brainstorm.
When you're ready to go on to the good copy, put up your hand, I'll give you the green light to go if you're ready to
start your good copy.
Give out 1 hall pass to everyone which means they can take one - 10 minute trip to the art room to collage a portion
of their work.
Give children goals...
to be done their rough copy by 8:45
to be collaged by 9:30
to be 3/4 done their good copy by 10:10 (recess)
Close the lesson by paraphrasing the objectives.
Evaluation
Students will be evaluated on the standard 5 point scale as seen in the Elementary Report Card (5 - Excellent, 4 Very Good, 3 - Satisfactory, 2- Improvement Needed, 1 - Unsatisfactory)
Ask students to get into their groups and discuss each other's work. Ask them to focus on the symbolism, special
characteristics and design qualities.
Ask each group to identify some style differences (realism, expressionism, abstraction) in their drawings.
Call on each group to share with the class, some insights gained from discussing each other's work.
How would they represent themselves using icons?

How would they represent their generation - politically, socially, economically compared let's say to the 60's when
"pop art" become a term?
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Printmaking
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- Positive and negative space.

- Rachael and I presented.
We discussed printmaking and the several applications that you
can use printmaking for.

-screen printing
- Wood cuts
- engraving
- lino cuts
- T-shirt production
- comic books
The activity showed the use of different screens and how to use
stencils. This also worked to look at negative and positive space.

We discussed scratch art and how you could use to get students
interested in printmaking or to practice their stencil.

- Once you make your mark you cant erase it. Makes students think
about the marks they are making and the choices towards their artwork.
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ART Pop Art and Technology: Stage 1 Desired Results

Established Goals TRANSFER GOAL
Students will:
- create a value scale using at least 4 values of grey
-explain characteristics of the Pop art movement
-explore the photo editing program Pixlr
-take digital photos and manipulate them using effects
- create a painting that uses a grayscale that has been previously manipulated in an
online program
Students will be able to create many values of one color and become familiar with
photo editing.
Students will explore the connection between technology and the pop art movement
through painting and technological mediums.
Students will:
online program
MEANING
Students will:
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online program
Students will understand that
U1 Value creates interest and space within an artwork
U2 To create successful value scales they will need to explore mixing colors and the
addition and subtraction of white
U3 personal interest and portraiture can be used to create stimulating images
U4- technology can be used to create visual effects
U5- technology can be used to change the intended effects of an image
Students will understand that
U1 Value creates interest and space within an artwork
U2 To create successful value scales they will need to explore mixing colors and the
addition and subtraction of white
U3 personal interest and portraiture can be used to create stimulating images
U4- technology can be used to create visual effects
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U5- technology can be used to change the intended effects of an image

Students will keep considering
Q 1 What are characteristics of the pop art movement?
Q2 How are images reduced in pop art?
Q3 In what ways does technology mimic pop art?
Q4 Can representational art and technology be used together?
Q5- What can we learn from studying other artists work?
Q6- What does the work of pop artists remind you of?
Students will:
online program
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
[Compositions] Components 1 A:
[Compositions] Relationships 2
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B: Describing and discussion components of design are part of the process of

analyzing ones own work.
[Compositions] Organizations 1
A: Various materials alter representational formats and processes used in achieving
certain intended effects.
Students will know
[Compositions] Components 1 A:
[Compositions] Relationships 2
B: Describing and discussion components of design are part of the process of
analyzing ones own work.
[Compositions] Organizations 1
A: Various materials alter
representational formats and processes used in achieving certain intended effects.
Students will be skilled at
[Drawing] Articulate & Evaluate
A: Discussing the components of composition is part of learning to talk about art
[Compositions] Relationships 2 A:
Describing and discussion media and techniques used in ones own work will develop
vocabulary.
[Encounters] Sources of Images
A: Artists simplify, exaggerate and rearrange parts of objects in their depictions of
images.
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STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of - Assessment Evidence
Students will need to show their learning by:
Participation
Exit Slips
Completion of 3
assignments
Critique
Rubric for assignment
Participation
Exit Slips
Completion of 3
assignments
Critique
Rubric for assignment
Transfer Task:
The students will show their learning through the development of skills in the
completion of a value scale and manipulation of a digital image. Their final project will
require them to apply their learning of value, photo manipulation, and pop art to create a
painting that explores are three of these aspects. My notes: Good scaffolding!
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Transfer Task:
The students will show their learning through the development of skills in the
completion of a value scale and manipulation of a digital image. Their final project will
require them to apply their learning of value, photo manipulation, and pop art to create a
painting that explores are three of these aspects.
Rationale:
In todays world we are constantly being exposed to visual information and the use of
technology. Students are surrounded by technology whether it be through their phones,
internet, computers, etc and it is important to provide them with tools to engage in this
activity. As they build their technological skills, they have a greater understanding of the
world around them and they can actively participate in the visual world we live in. Students at
this age often have trouble recognizing technology as an art form and this unit will allow
students to explore technological effects of art while also transferring them to a painted
image. With this particular group of students it is important to incorporate aspects that they
find interesting. With a class of mainly hockey playing boys they are able to explore the
constant visual imagery of their personal interests as well as those that they may not have
noticed previously. At this age it is also crucial to have structured lessons that build upon each
other to give clear instructions of what is expected as well as provide them with the
knowledge and skills to achieve success.
Unit Summary:
This unit focuses on giving students the knowledge and skills that are necessary for
the completion of their final project. Each lesson will build upon each other and explore
students understandings of value, technology, and finally creating an end product that
combines them both. Background in the Pop Art movement will be used to make connections
between the simplification of images, flattening of images, and style of artists. This will allow
students to explore examples of their final project as well as draw inspiration from artists
working in a similar style. This unit can be further expanded to silkscreening and can become
an introduction to the silk screen process. The conceptual domain of learning will be
explored through students exploration of pop art and the connections they will draw
between this movement and their own works. Each lesson will focus on the psychomotor
domain of learning as students will constantly be developing their skills of painting through
hands on activities and through their experimentation with an online computer editing
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program. It is important to develop students art language and they will be given many
opportunities to talk critically about artwork, their own and others, in discussion and in a
written rationale.
Lesson 1 Summary:
In this lesson students will be creating a grayscale in preparation for their final project.
Students will begin to explore the Pop art movement and specifically the work of Andy
Warhol. Discussion will examine characteristics of the Pop Art movement and the ways in
which they tried to elevate popular culture to the level of fine art. Examples of Andy Warhol
will be used to reinforce the movement and encourage students to begin to characterize
these images. They will be introduced to the final project and begin to explore values within a
grayscale. Students will individually experiment creating a grayscale first in pencil, and then
with paint. After students have successfully created a grayscale they will complete an exit slip
that reinforces their learning of pop art and the difficulties they may have had to overcome in
creating a grayscale.
Lesson 2 Summary:
Students will be exposed to photo manipulation and begin to explore the online
program Pixlr. Through this activity they are required to upload, resize, and manipulate an
image in preparation for their final project. They will use their previous knowledge of
grayscales to convert images into shapes of grey. This will allow them to visually see how
their final project will come together as well as begin to explore images more critically. They
will experiment with image manipulation and develop an understanding of how an artists
chosen medium will allow for certain intended effects.
Lesson 3 Summary:
In this final lessons, students will observe examples that reflect their final project. This
lesson will focus on students developing their own final product with paint. They are required
to find (or take) an image that they can upload to Pixlr and manipulate it into simplified
shapes of grey. Students will create at least 4 values within their paintings using their image.
They will project the image to produce a replica on a larger scale. Students will apply their
knowledge from the previous lessons to their final project. They are required to complete a
rationale explaining the content of their image, the values depicted, and their choice of a
single colour.
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Method of Evaluation (Including differentiation):

Much of the evaluation will focus on observation and participation within group
discussions. This will not only encourage students to being to talk about art but it will also
allow for formative assessment. The final project will be evaluated based on a rubric that
explores students demonstration of their understanding of a monochromatic color scheme; 4
values in all. Craftsmanship, creative expression, and critical thinking within a critique will be
the focus. My Notes: Clear idea of assessment and aligns with objectives.
Students with varying abilities will have the opportunity to create a slightly different
final project. For those who have difficulty, they will be given the opportunity to explore all 4
values of grey or they may choose to add only 2-3 values. Some students may fall within an
upper level of art and they will need to show more than 4 values. This will encourage them to
test their abilities and keep the final project challenging. Because students will be working
individually, they are able to work based on their own abilities yet complete the same end
product.
Unit topic: Pop Art & Technology Class Length: 70 mins
Date: March 10, 2014 Grade: 10
Lesson 1: Experimenting with Value through Color
GLOs 10:
[Drawing] Articulate & Evaluate: Use the vocabulary and techniques of art criticism to
analyze their own works
[Compositions] Components 1: Extend their knowledge of and familiarity with the
elements and principles of design through practice in composing two and three dimensional
images
SLOs 10:
[Drawing] Articulate & Evaluate A: Discussing the components of composition is part
of learning to talk about art
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[Compositions] Components 1 A: Colour and value concepts are important

components of an artists compositional skill
1. analyze the works of Andy Warhol and the Pop Art movement
2. explain the Pop art style using vocabulary to talk about art
3. create a grayscale in both pencil and acrylic paint
4. explore value within a grayscale
Resources Consulted:
-Alberta Education High School Fine Arts Program of Study
-Pop Art- Andy Warhol
-Roy Lichtenstein
-Peter Max
Materials:
-White blank paper
-Black and White paint
-Primary colors
-Paintbrushes
-Water containers
-Exit Slip
-Lecture, hands-on painting, examples, and class discussion
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Introduction (10 mins):

- As a class we will discuss the Pop art movement and I will introduce the final project
that will come out of it.
-Pop artists wanted to create visually vivid, entertaining, images generally of famous
people. Their goal was to reintroduce identifiable imagery, this was generally things drawn
from mass media and popular culture. They celebrated commonplace objects and people of
everyday life, in this way seeking to elevate popular culture to the level of fine art, essentially
they aimed to blur the boundaries between high and low culture.
-The artist Andy Warhol is the most common name associated with this movement, he
was a highly successful. My notes: Good encounter and accessible to the students.
magazine illustrator and graphic
designer. Andy Warhol made the whole idea of "fame" more famous and he turned
the idea of a celebrity portrait into an art form. Treating already familiar images of celebrities
in artistic and interesting ways, Warhol, Peter Max and numerous artists have showed us new
ways to present our favourite celebrities as art.
- How could you describe this image? What do you notice about the imagery? How
does this expose the Pop art movement? Liz, Andy Warhol
-What colours do you see? Is there any visual differences within the colours? (are they
blocks of colour, are there different variations within the same colour?)
-Does this work look familiar? Is it similar to any work you have seen? Where from?
Campbells Soup, Andy Warhol
-Where have you seen this before? How is it used in everyday life? My Notes: I like the
relation to everyday life.
-Andy Warhol often used images of everyday products to show the connection
between high and low art. This was his attempt to produce high art with content of mass
produced, everyday products.
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-Within these two images what do you notice about the simplicity? How does he
reduce these images?
-Warhol looks to the simple shapes within an image and exposes the print through
shapes of colour. This often creates flat imagery.
Body (50 mins): Create a Grayscale
1) Introduce the final project to show the connection between the pop art style.
Show students examples of possible final project ideas. Explain that students will be
required to search for an image that reflects a personal interest of their own that will
fall under one of three of the following categories: favourite celebrity, sport, or self-portrait.
They will look to the style of Andy Warhol to reduce the images to shapes of colour
(grayscale) with a pop of one colour. The final project will be further explained in lesson 3 but
this introduction will be used to get students to begin thinking about the pop art style.
2) Create a grayscale
Now that students understand their final project will be constructed using a
grayscale they will need to be able to make their own.
Students will work first with pencil to create a scale that shows at least 5 shades of
gray, including white and black in their sketchbook.
Once students have mastered this, they will move to paint (because their final
project will use paint) and create a scale with at least 6 shades of grey, including white and
black. This will be conducted on a long sheet of mayfair paper.
Observes students mixing greys and give any tips that may allow them to clearly see
the difference in greys.
When students have finished ask them, what did you find difficult about making a
grayscale? Would you have done it differently a second time? Can you clearly see the
scale from white to black? Can you count that different greys clearly? (If students have
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finished at different times this process may be conducted individually or within small
groups of students) My Notes: Good way to assess individually or as a group. Also
could be a useful discussion topic.
Conclusion (10 mins):
What are some ways you can create interest using only grays, white, and black?
Have students discuss in groups of 3-4 how they can create depth using only a
grayscale. As a class choose two groups to share their ideas.
Students will complete an exit slip the asks the following questions:
Where do pop artists draw their inspiration from? What is one key characteristic of
Andy Warhols style? What was the most difficult part of creating a grayscale?
Sponge Activity:
Students will use the computers or their cell phones to begin searching for an image
they may be interested in using for their final project.
Assessment Methods:
Learning Objective 1: Observe student participation in class discussion about
characteristics of the Pop art movement and works of Andy Warhol.
Learning Objective 2: Observe students use of art language to describe works.
Student participation within class discussion will expose this further.
Learning Objective 3: Completed grayscale's in both pencil and paint.
Learning Objective 4: Students completed grayscales as well as responses to
questions that explore the values within the scale.
Date: March 10, 2014 Grade: 10
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Lesson Two: Introduction to Pixlr and finding an Image

GLOs 10:
[Compositions] Relationships 2: Use the vocabulary of art criticism to develop and
accept
analyses of their own work.
[Compositions] Organizations 1: Experiment with various representational formats
[Encounters] Sources of Images: Investigate the process of abstracting form from a
source in order to create objects and images
SLOs 10:
[Compositions] Relationships 2 A: Describing and discussion media and techniques
used in ones own work will develop vocabulary.
[Compositions] Relationships 2 B: Describing and discussion components of design
are part of the process of analyzing ones own work.
[Compositions] Organizations 1 A: Various materials alter representational formats and
processes used in achieving certain intended effects.
[Encounters] Sources of Images A: Artists simplify, exaggerate and rearrange parts of
objects in their depictions of images.
1. investigate a basic photo manipulation program
2. alter the colors and properties of an existing image
3. discuss how technology can impact the creation of images
-Alberta Education Fine Arts Program of Studies
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-Pixlr online program

Materials:
-Laptop computer or computer lab
-Example images to discuss with the class
-Internet connection to find images, OR cellphones and cords to upload images
-Lecture, class discussion, individual computer work, hands on activity
The students will be shown a variety of examples of classic photo manipulation and
will be asked to guess how the artist created it. They will compare these images with those
shown in the previous class of Andy Warhol and compare design elements.
This image is similar to the Andy Warhols. What do you notice about this image?
What has changed from the original Andy Warhol image? How do you think this image was
made?
Compare the above images of Marilyn Monroe. What one is a silkscreen print, a
photoshop manipulation, and the original? How do they differ.
Explain that technology has become a large part of the art making process and
through manipulation programs artists can create similar effects. Depending on the medium
the artists chooses, will allow for certain intended effects.
Body (50 mins):
Students will be given a basic portrait image and as a class the teacher will begin to
instruct the students to manipulate the image.
Students will be introduced to the PIXLR program. (pixlr.com) They will choose the
editor option.
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As a class, they will import a previously chosen image.

With the given image, students will be given 5 minutes to explore the program on
their own.
Once students have explored, they will come together as a class and resize the
image. (somewhere between 800 x 600 pixels and 1024 x 768)
With the final project in mind, explain to students that our objective with this
program is to create an image that shows shapes of color, similar to the previously seen
example below.
Change the image into a grayscale. (Adjustments--desaturate )
Create a grayscale with shapes of color (Adjustments--posterize)
Refine the shapes to create smooth edges (Filter--denoise)
Discuss with students how the image has changed. How has the image now
changed? How many levels of grey can you count?
Explain that their task is to do this process with their own image that they will use for
their final project. For the final project they will need to depict at least 4 levels of grey within
their image. Keeping this in mind, remind students of this aspect as they manipulate images.
Ask students to volunteer the works they have been able to complete within class.
Do a mini critique of these images based upon the subject matter, grayscale, and the ability
to turn that into a final project.
If students have any questions or input allow students to voice concerns or opinions.
Sponge Activity:
Students have the opportunity to begin searching for, and uploading images for
their final project.
Assessment Methods:
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Learning Objective 1: Observation of students participation and discussion.

Learning Objective 2: Observation and completed practice image.
Learning Objective 3: Discussion of using photo manipulation programs and the
comparisons.
Date: March 10, 2014 Grade: 10/11
Lesson Three: Final Pop Art Image
GLOs 10:
[Drawings] Articulate and Evaluate: Use the vocabulary and techniques of art criticism
to analyze their own works.
[Compositions] Components 1: Extend their knowledge of and familiarity with the
elements and principles of design through practice in composing two and three dimensional
images.
[Compositions] Relationships 2: Use the vocabulary of art criticism to develop and
accept analyses of their own work.
SLOs 10:
[Drawings] Articulate and Evaluate A: Discussing the components of composition is
part of learning to talk about art.
[Compositions] Components 1 A: Color and value concepts are important
components of an artists compositional skill.
[Compositions] Relationships 2 B: Describing and discussing components of design
are part of the process of analyzing ones own work.
1. discuss final artworks through the critique process
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2. create a final image that depicts 4 values of grey

3. manipulate an image in a basic photo program
-Alberta Education Fine Arts Program of Studies
-Pixlr online program
Materials:
-Board
-Primer
-Paint (white, black, primary colors)
-Transparencies
-Projector and printer
-Paint brushes
-Lecture, hands-on painting, examples, class discussion, critique
Show examples of possible final products.
Explain to students that they must choose an image to manipulate that falls within
one of the following categories: favorite celebrity, sport, self-portrait.
Explore the following images:
What do you see in this image? How many values of gray can you see?
Notice the shapes within the values
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Explain to students the importance of looking closely at the image and critiquing it
to see whether or not it will be a good fit for the final project.
Look to this image to explain the second part of the project. To add one single pop
of colour within their image. This colour can either help explain the content of the image, or
it can be used to explore an opposite meaning of the content.
Body (2-4 Classes):
Students will find an image (whether from the internet, or taken from their phone),
upload the image into pixlr, and being the manipulation process learned in the previous
lesson.
Students will print their image onto a transparency and project it onto a white board
(12 x
16). Using a pencil, they will trace the shapes of grey.
Once their image is completed on their board they will decide what aspect will
become a single colour.
Students will mix their values of grey and begin to fill in the shapes.
Remind students that they need to have at least 4 values within their image.
Students will write a rationale that explains the content of their image, values
depicted, choice for color and placement of color.
There will be a critique process when students have completed their work, the class
will walk around all works.
After everyone has viewed the works, we will begin a critique.
Being by discussing each piece
Describe what they see. What is interesting. What it may remind them of. What
would change or what they would have done differently.
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Sponge Activity:
Students may research an artist who works in a similar manner or they can explore
the pop art movement.
Assessment Methods:
Learning Objective 1: Discussion and observations of the critique process. Students
completed rationale of the final project. This assessment will be based on a rubric.
Learning Objective 2: Students finished painting. This assessment will be based on a
rubric.
Learning Objective 3: Final Image projected. Final painting.
Silk Screening
Janice Rahn Unit
Rationale
Social Context: This is a very motivational unit because it appeals to the everyday lives of the
students. It is playful, irreverent, and relevant. It allows them to play with images and materials from
their day-to-day lives.
Issues of identity are addressed in questioning what images they wear on their clothes and look at
everyday in posters. How are their clothes like walking billboards for companies who work in third
world countries? Do they question the right to own public space? For example, we are confronted
daily with ubiquitous posters that advertise products yet public art has to go through a very lengthy
juried process. Look at graffiti stencil art (Swoon and Banksy) who treat stencil art like posters, putting
them up all over the city. This is an example of integration of art and social studies. issues of
democracy, globalization, market economies
Art curriculum: The concept of positive/negative space is very important to learn at any grade level
to understand compositional design concepts. It is reinforced in different ways from elementary to
high school. It is important to make art public. By wearing t- shirts you can bring art into the school
in a playful highly visible way. You could have all the classes print t-shirts on the theme of identity and
logos for example, and have all the students wear their t-shirts on the same day. This is an example of
how art can add to the sense of community in the school in the same way sports does with teams and
team uniforms. Art on the other hand is promoting students to explore issues such as personal identity
and marketing. Often the art room is used as a factory to create posters and t- shirts with readymade
logos. I always resisted this becoming part of my program though I allowed students in the art club to
use art materials to do things like this for the school.
I made it clear that such an entrepreneurial enterprise was different in intent then the art program. It
was to contribute to the school community and students learned important skills, but our purpose in
art education was not to be a servant to the needs of sports and other programs who needed
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promotional images. Warhol was very commercial, playing with the notion that art was separate from
crass commercialization. However, he was in control of production and his approach was ironic.
Unit Objectives:
Conceptual: Students will learn to teach concepts by framing studio activities on a study of art
history.
Students will compare pop art to graffiti art. For example: high/low culture, consumer culture,
mechanical reproduction, and issues of public space.
Students will question pop and graffiti artists material methods through the work of Andy Warhol and
Robert Rauschenburg, Banksy, and Swoon.
Students will learn the relationship of positive and negative space.
Students will critique logo designs and create their own original design that references their personal
identity.
Psychomotor:
Students will draw and cut out a stencil.
Affective: Students will print on t-shirt as a way to personalize their images.
Rationale
Introduce the history of silkscreening in pop art: Andy Warhol, Rauschenburg, My Notes; Good
Encounters
What is pop art? Pop art was playing with concepts of high/low art. It was reacting to the ideology of
abstract expressionism that raised art to a lofty level, like a religion that only a few educated few could
understand. You needed critics like Greenberg to interpret. You needed museums to house these icons
of high culture. Pop art looked to the everyday images and materials. Dada was the beginning of pop
art Duchamp
Contemporary stencil artists who use stencil and reproduction of images in public space: Swoon,
Banksy. Have students google urban expression and street art to find more stencil artists.
Lesson One
Unit Introduction - Art History: Warhol: Who is this person? (Marilyn) Why is this image
considered an icon of the 60s. Why did Warhol reproduce it over and over in different colours? How
does this represent media in the 60s? What new phenomenon was changing the lives of every home,
(tv)? How has media changed since then? How is this approach different from Abstract art that was
popular in museums and art academies at that time? Where did these artists get their ideas and choice
of images? This was the sixties when media was being celebrated. Now we live in a time where such
images often control our identity. Artists like Banksy remain anonymous because he is critiquing the
idea of celebrity. He is more politically motivated.
Introduce Banksy slides and question his political motivation and sense of humor. He is a good
example of the history
th of social critique in art.
lives. Art in the 20 century is often about critiquing media rather than celebrating it. (Look at book
contemporary art and multiculturalism). Do you want to buy into the reality of advertising promoted
through their logos on posters and clothing, or do you want to create your own symbols? Before
critiquing logos, it is helpful to study what makes an effective logo design. Look at logos and
advertising images. Analyze what makes a good design. Look at Swoon stencils.
Procedure:
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On newsprint, doodle thumbnail sketches using your image bank of personal images for ideas. The
goal is to create a symbol that represents you. Be prepared to talk about what this symbol means to
you. It can be a logo created from letters or a character.
This first class is to generate many sketches working uncritically and fluidly, like automatic writing,
generating a resource to edit and rework into their own logos. Continue to draw different possibilities.
Choose the one they like best to make into a silk screen. Silkscreening takes time to cut the stencil
and to print. Therefore, this encourages students to work out their ideas in drawings first.
Once they decide on a drawing, they make it into a stencil drawing. They look at it in terms of
positive and negative space. What areas do they want to print black and what areas will stay white.
Paper blocks the ink. Wherever they want white lines or details, they need paper blocking the ink.
Lesson Two
Wearable Art Silkscreen a personal logo on a t-shirt.
Choose an image that has become a personal symbol for you.
Now that you know how to create a stencil, take your time to cut a good stencil that has detail and
interesting use of positive and negative space.
Lesson three - Poster
Create stencil art based on the work of Banksy. Print and put in a public space as a poster.
Followup Printmaking Unit.
Art history Part Two Non-Western Printmaking
traditions: Inuit and Japanese prints
Other cultures have used multiples as a way to make money. Printmaking is an industry in the
Canadian North among the Inuit. John Housten who started the print industry in the Arctic was
introduced to printmaking when he visited print shops in Japan. It is important to show how art
functions in different cultures. Art production allowed the Inuit to maintain their autonomy like they
had as hunters. Now they are dependent on southern goods where they money to purchase gas to hunt
or southern foods. Art production allows them to create images of their own culture rather then
consume southern images. It promotes their traditional way of life. These images often become
controlled by the assumptions and desires of tourism. The co-ops often inhibit change and creativity by
encouraging the Inuit to reproduce stereotypical images. If you had to represent your own youth
culture, what would you reproduce? Like the co-ops, advertising can try to create your image for you.
How can you take control of your own identity through self- representation?
Students will learn to create multiples by silkscreening their image in a series. They can print it on
different surfaces: paper, canvas, a board, masonite, a piece of cotton cloth which could become sewed
or collaged into another work. How does it change the image to create multiples? How does this reflect
commercial art? Whats different about the
way artists play with multiples? How can the silkscreened images become a starting
point for a mixed media piece? (could silkscreen on canvas to combine the repeated silkscreened
image with other methods and materials, such as transfers, painting, collage)
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Visual Literacy
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Advertising:
- What influences advertising:

- Line
- Theme
- Colour
- Composition
- Image
The catch phrase is usually short, humorous, and can pose a
question to the viewer.

Language arts integration and how it applies. Juxtaposition and
how the image relates to the text and vice versa.

Tableau: recreating the images and what they are selling. Possibly
creating a parody and changing the image. They can create an ad that
addresses adolescents and self reflection.
- They can make spoof ads
- Make slogans
- Looks at the composition of an ad and what it focuses on. (line,
colour, body.)
- technological integration
Looks at historical influences on advertisement. Jeff wall, Manet,
and David Hockney

Can integrate it into several other classes.
Both a group and an individual activity.
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Unit Plan: Integration of Language Arts and Art

Logo and Story Boards
3 weeks/15 classes
Grade 7
Erin Field
G.R Davis Middle School
Overview:
The main focus of this unit is to integrate Language Arts with Art and CTS. The
topics that will be explored are designing logos, creating story boards and make use of
technology to create an interesting and unique form of writing. The emphasis of this
unit is to motivate the students to think of logos and how they can create a piece of
writing in relation to an image. Students will be introduced to the idea of advertising.
They will analyze and think critically about how advertisers try to sell a product using
image and other sales tactics. Students will think expressively by creating a logo for a
particular product. This image will be the starting point for the projects to follow within
the unit. Students will take their logo and create a story that explains how the logo came
about. This story will be looked at as a way to entice an audience and how to make their
product more appealing. Students will take their story and recreate it using power point
application as well as paint application on the computer, therefore utilizing technology.
This will lead to a unique and fun form of writing that students will present to their
classmates. When the students are presenting their stories, they will be asked to do it
in a fashion that is like they are trying to sell their product to myself and their
classmates. In the end, students will silkscreen their actual logo onto a shirt and will
have an everlasting representation of all their hard work.
My Notes; I like the emphasis of visual literacy and literacy.
Rationale/Purpose:
This grade 7 unit is designed to integrate Language Arts with Art as well as with
CTS. The main purpose is to motivate students to write about an image they have
created. This image will then be based on advertisement, which is a topic we will be
discussing in class. Since logos tie directly into the field of advertisement, students will
be using this logo and the idea or advertising to come up with a pitch. At this age,
students are clearly involved with consumer culture and brand names can be a major
source of inspiration. Here, the students will be able to come up with their own idea for
a major brand name, which in turn can motivate them to write and talk about their
choices. This unit focuses on a lot of different elements that can appeal to the students
interests. Students will find this unit intriguing because it allows them to write about
something that they have created, while getting them to think of how they are influenced
through consumer culture.
Technology plays a big role in this unit and it is a source of motivation for
students at this age. In stead of students just writing a story on paper, they will be able
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to explore different technical aspects in their writing. Getting students motivated to write
is the main purpose for this unit. Also, I want students to think of the elements of design
while creating their logos. The idea that students will be creating something completely
unique can be seen as a source of motivation for them. This unit is designed to have
students critically think of what and why they are writing for, and in the end, the silkscreened shirts can be a reward for all of their hard work for coming up with their own
distinctive ideas.
Resources/Materials:
Felts
Paper
Scissors
Computers
Paint Application
Power Point Application
Projector
Shirts
Paint
Silk-screens
Squeegees
Language Arts Objectives:

General Outcome 1: Students will listen, speak, read, write, view and represent to
explore thoughts, ideas, feelings and experiences.
1. Discover and Explore
Express Ideas and develop understanding
1a. extend understanding of ideas and information by finding and exploring oral, print and other
media texts on related topics and themes.
2. Clarify and Extend
Extend Understanding
1b. talk with others to elaborate ideas, and ask specific questions to seek helpful feedback.
comprehend and respond personally and critically to oral. Print and other media
text.
2.1 Use Strategies and Cues
Use Prior Knowledge
2a. use expectations and preferences developed during previous experiences to select and read
new texts with purpose.
2.2 Respond to Texts
Experience Various Texts
2b. organize interpretations of other media texts around two key ideas.
Appreciate the Artistry of texts
2c. discusses how techniques such as colour, shape, composition are used to communicate
meaning and enhance effects in media texts.
2.3 Understand Forms, Elements and Techniques
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Understand Techniques and Elements

2d. explain how sound and image work together to create effects in media texts.
2e. create a variety of oral, print and other media texts to explore ideas related to particular topics
or themes.
manage ideas and information.
3.1 Plan and Focus
Plan to Gather Information
3a. plan and organize data collection based on instructions, explanations and pre-established
parameters.
3.3 Organize, Record and Evaluate
Organize Information
3b. produce oral, print and other media texts with well-developed and well-linked ideas and
sections.
3.4 Share and Review
Share Ideas and Information
3c. communicate ideas and information in a variety of media texts, such as presentations.
3d. use appropriate visual, print and/or other media effectively to inform and engage the
audience.
enhance the clarity and artistry of communication.
4.1 Enhance and Improve
Appraise Own and Others Work
4a. incorporate particular content features of effective texts into own oral, print and other media
texts.
Revise and Edit
4b. use paragraphs, appropriately, to organize narrative and expository texts.
Enhance Legibility
4c. identify how the format of documents enhances the presentation of content.
4.2 Attend to Conventions
Attend to Capitalization and punctuation
4d. use periods and commas with quotation marks that indicate direct speech in own writing.
4e. use commas to separate phrases and clauses in own writing.
4.3 Present and Share
Enhance Presentation
4f. clarify and support ideas with details, visuals or media techniques.
respect, support and collaborate with others
5.1 Respect Others and Strengthen Community
Appreciate Diversity
5a. explain how differing perspectives and unique reactions expand understanding.
5.2 Work Within a Group
5b. contribute ideas, knowledge and questions to establish an information base for research or
investigation.
Art Objectives:
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Drawings
Record: Students will acquire a repertoire of approaches to record visual information
1a. Students will record single images
Communicate: Students will demonstrate technical competencies and express individual insights.
1b. Students will use expressiveness in their use of elements in the making of images (logos)
Compositions
Components: Students will develop competence with the components of images: media, techniques and
design elements
1c. Students will experiment with techniques and media within complete compositions.
Encounters
Sources of Images: Students will identify similarities and differences in expression
1d. Students will recognize the significance of the visual symbols within their logos.
CTS Outcomes:
Category: Communicating, Inquiring, Decision Making and Problem Solving
C1: Students will access use and communicate information from a variety of technologies
Division 3:
3a. Students will access and retrieve information through the electronic network
3b. Students will communicate in a persuasive and engaging manner through multimedia
presentations.
Category: Foundational Operations. Knowledge and Concepts
F1: Students will demonstrate an understanding of the nature of technology
3c. Students will demonstrate an understanding that information can be transmitted through a
variety of media.
P3: Students will communicate through multimedia
3d. Students will create multimedia presentations that incorporate meaningful graphics, audio,
video and text gathered from remote sources.
F6: Students will demonstrate a basic understanding of the operating skills required in a variety of
technologies.
3e. Students will connect and use audio, video and digital equipment.
F4: Students will become discerning consumers of mass media and electronic information
3f. Students will identify aspects of style in a presentation
3g. Students will understand the nature of various media and how they are consciously used to
influence an audience.
Learning Activities:
This unit is full of different learning activities that will motivate students to think
and write critically. The students first exposure to the unit will be an introduction to
logos in which there will be class discussion leading to students designing their own
logos. I will be bringing in different types of clothing that students will examine, which
all bare some sort of brand name and logo.
Students will be introduced to the concept of storyboards, which is where they will
be writing about their logos. There will be a demonstration that I have created in order
to get the students understanding the composition of the storyboard.
The students will also be introduced to power point and paint application through
a hands on session. I will be demonstrating how to use power point in relation to their
already completed storyboards. Students will have time to experience power point and
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to discover all its abilities. Once students are finished their power point presentations,
the students will be involved in a presentation of their stories. Students will all
experience each others stories as well as present their own.
There will be lots of different issues raised in class, such as consumer culture and
why people are inclined to buy brand names, which will spark classroom debate as well
as questions.
The unit will come to a close with the students actually silk-screening their logos
onto shirts. This will make the unit complete and students will be able to learn how to
silk-screen shirts and will have a finished product.
Evaluation:
Logo-10
Story board-10
Presentation-20
Effort-10
Day 1: Talk to students about my expectations and respect for other students ideas and
work. Go over the unit with the students and discuss evaluation and attitude. Begin the
class by talking about how students are the main target of businesses and how
advertisement is geared towards their interests. Begin looking at brand names and why
they are appealing to consumers. Students will get into groups and look at 2 specific
advertisements. They will critically look at the advertisements and answer questions
about how the advertisers are trying to sell the product, what the product is, what
aspects of color and design make it aesthetically pleasing, and what is the
advertisement emphasizing? Students will be asked to look for hidden sales tactics and
how advertisements use other aspects of culture (such as sex, money etc) to sell a
product. Students will then present their analysis to the rest of the class.
Day 2: Finish up students analysis of their advertisements. Students will then be asked
to choose a group to work with to create their product/logo. After the students have
chosen their group, explain that they will be making a logo that will accompany a
product, which will later be silk-screened onto a shirt. Explain how silk-screening works
and explain elements of design that have to be used in order to create a t-shirt. Then
go over the idea of a slogan. Talk about slogans and give examples (ex. McDonalds
Im lovin it Nike just do it etc) Tell the students that their logo must have a slogan
as well. Students will then be told to think of themselves as owners of a company and
to design their logo/slogan to appeal to the consumer. Students will then get started on
designing their logos.
Day 3: Students will have this class to work on their logos. The class will go to the
computer lab to search the internet for ideas for what they want their logo to be.
Remind the students of the expectations and let them get to work. Tell the students that
when they have come up with an idea to come let me see it.
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Day 4: Students will take this class to come up with their finished products. They will be
asked to have their logo/slogan done on a blank sheet of white paper colored and ready
to present.
Day 5: Finish up logos and have the groups present their ideas to the rest of the class.
Get feedback sheets where students can write what appealed to them about the logo
and what they thought made it an interesting idea (this will be a good beginning for the
writing project that will come up next) I will ask students about their choices and why
they have chosen this specific logo/slogan. This will get students thinking about their
choices.
Day 6: Read the Abercrombie and Fitch story as a class. Discuss the elements in the
story that relate to their product. Then, students will be introduced to the concept of the
storyboard and we will discuss how this idea will begin to create their final project.
Students will see an example of a storyboard and we will discuss how image is just as
important as the writing. Students will then get into their groups and start brainstorming
a story to accompany their logo/product. If the students are not done their logo, they
must finish it by the end of this class.
Day 7: Students will work on their stories in the classroom. They will be working on a
rough copy that will turn into their power point presentation.
Day 8: Students will be working on their stories again.
Day 9: Students will be working on the computers to start their stories on power point.
They will also be using Paint application to create the images that accompany their
story.
Day 10: Students will be working on their power point presentations.
Day 11: Students will finish their power point presentations. The students will also get a
rubric for the presentations next day.
Day 12: Students will present their presentations. Before they begin I will remind them
of the expectations for their presentations, as well as the expectations for being good
listeners.
Day 13: Presentations continueRemind the students to bring a shirt for next day in
order to participate in the silk-screening activity.
Day 14: Students will prepare for the silk screening. They will be informed to each
create their own template for their shirts
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Day 15: Silk-screening class. Students will be informed of what they must do in order
to create a sufficient t-shirt. Expectations will be explained and those who do not wish
to participate will be asked to work on language arts worksheets.
Lesson 1: Day 1
Subject: Language Arts
Time: 1 hour 15 minutes
Materials:
Advertisements from magazines
Procedure:
Introduction:
Before starting the unit, I will discuss with the class my expectations of the unit. I will
discuss aspects such as respect for each other and respect within the small groups they will be
working in. Students will be reminded that everyone has input in the groups and that no one
should put down another students ideas or perceptions. Here, I will also explain the unit to the
students. I will discuss how the unit is about looking at advertisements and seeing how they
appeal to consumers. Students will discover that within this unit they will be analyzing
advertisements and creating their own. Students will understand that they are to create a logo
that applies to a specific company and product. They will be given the option to make this
product clothing, sportswear, a drink, etcThe students will be informed of the importance of
this logo, as it will apply to the rest of the unit in the form of a story as well as a presentation.
Evaluation will be discussed as well and students will know that they will be marked on logos/
slogan, power point, presentation and attitude.
Body:
I will then begin discussing brand names with the students. We will discuss why brand
names are so popular and what they are trying to do. We will talk about different types of brand
names and how they influence consumers into buying specific products. Before they begin to
look at their advertisements we will (as a class) look at one specific advertisement and analyze
how that company is trying to sell the product. Students will then be placed in groups of 2 and
will be handed out two specific advertisements. Students will be asked to critically look at their
advertisements and answer the following questions:
1. What is the product?
2. How are they trying to sell the product?
3. What aspects of colour/design make it aesthetically pleasing?
4. What is the advertisement emphasizing? Is it the actual product or something else that
makes it attractive?
Students will be asked to look for hidden sales tactics that may be advertised along with the
product.
Closure:
Students will answer the questions and then present their answers and ideas to the rest
of the class.
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Lesson 2: Day 2
Materials:
Paper
Felts
Pencils
Advertisements from magazines
Computers
www.tattoo-me.com
Procedure:
Introduction:
Students that did not present their answers to the magazine articles will present
their answers and ideas to the rest of the class. Once last days lesson is complete,
students will be introduced to the idea of logos. We will look at the logos on the
advertisements from last class and look to see what logo represents which product.
Body:
Students will be introduced to the concept of a slogan. We will discuss that a
slogans purpose is to attract the consumer through a catchy phrase. I will ask the
students if they can think of any slogans and why they find them attractive. I will get
them thinking by talking about some companies slogans, such as McDonalds Im
Lovin it Nikes Just Do it and others that they may come up with.
I will then tell the students to think of themselves as owners of a company (ex the
owners of Reeboks) and to design their logo/slogan to appeal to consumers. If students
are having a hard time grasping an idea, I will tell them to design a logo/slogan that
would appeal to their own interests. Students will then choose their groups and begin to
design their logos. Students will be allowed to go up to the computer lab to help find
designs that they may want to use as their logo.
Closure:
Students who have come up with an idea will be asked to report to me and
explain their ideas. The students will be told that they are expected to have their logo/
slogan idea ready to work on next class.
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Lesson 3: Day 4
Materials:
Abercrombie and Fitch Story (33 Copies)
Storyboard example
Paper
Felts
Procedure:
Introduction:
The students will now be introduced to the writing assignment that will
accompany their logo. As a class we will read the Abercrombie and Fitch story to
introduce the idea of writing about a chosen image. After reading the story, I will ask the
students distinctive questions about the story, such as what aspects of the story made it
interesting? Intriguing? Appealing?
Body:
After discussing the writing aspects of the story, I will then begin discussing
imagery within their stories. I will ask them how the Abercrombie and Fitch story could
have been more appealing with more visual aids. The imagery will tie into the concept
of the storyboard and students will be introduced to an images ability to describe a
story, rather than accompany it. I will ask the students if they see the story as a good
way to advertise a product and how it can appeal to a consumers interests.
I will then ask the students to start thinking about how the logo they have
designed can be turned into a story describing how they came up with their idea. How
can they make this story into something interesting that will appeal to a consumer while
making the product have more of a purpose?
I will then show an example on the board of how I want the rough draft of their
story to look. I will draw 8 squares on the board and will show that each box will
represent one slide in their up coming power point presentation. The expectations will
be as follows:
1. Your story must consist of 8 different images in relation to your product.
2. You must create an opening page (The Story ofyour product name here)
3. Each of the 8 slides must be accompanied by 1 paragraph (6 sentences, more if
necessary) that tells a story of your product.
4. Your rough draft must include brief drawings of what your images will be on your
power point and you must have the paragraphs done and edited by me.
Students will now work on their stories first and create a drawing for each of their
paragraphs.
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Closure:
Students will clean up their work and can come and discuss any difficulties with
me that they may be experiencing. Remind students that their logos will be due
next class.
Lesson 5
SLO: 5.1 Respect Others and Strengthen Community
Appreciate Diversity
5a. explain how differing perspectives and unique reactions expand understanding.
3.1 Plan and Focus
Plan to Gather Information
3a. plan and organize data collection based on instructions, explanations and pre-established
parameters.
GLO: Students will discuss their choices leading up to their logos and will continue to work/edit their
stories.
Materials:
Students logos
Students Stories
Procedure:
Introduction:
Students will get their logos handed back with the rubrics attached. I will then talk to the students
about how proud I am of their work and how everyone did a good job. I will tell those who have not
handed me in a logo that they have already lost .5 of a mark and this will continue if they are not handed
into me. I will then tell the students that they will be presenting their logos/slogans to the rest of the class
and they must explain:
1. Why they chose their logo?
2. What they think makes it appealing to consumers?
3. What age group does their product appeal to?
4. How they think their logo/slogan would sell? Would people be attracted to this product? Why?
Body:
After each of the groups have presented, I will then talk to they students about their stories and
my expectations that I had stated on the first day. I will remind the students that it is a privilege to work
with their friends in groups and that this is a serious unit. I want the kids to understand that even though
we are having fun, we still need to focus on the learning aspects as well. I will then question the students
what they think the purpose of this unit is? (To get them looking at advertisements and what types of
imagery and words can make a person attracted to a particular product. Also, to get students to write a
story based on an image they have created, instead of writing a story first, and then illustrating it. Its all
about getting ideas from images.) Students will then have time to write/edit their stories.
Closure:
Students will clean up and we will discuss what point each group is at in their work. I will remind
the students that next day will be the last day to work on their stories in class.
Lesson 6
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SLO: General
Outcome 1: Students will listen, speak, read, write, view and

represent to explore thoughts, ideas, feelings and experiences.
GLO:
Extend Understanding
1b. talk with others to elaborate ideas, and ask specific questions to seek helpful feedback.
Materials:
Students stories
Procedure:
Introduction:
For todays class the students will be working on their stories again. I will begin the class by
discussing how we do not have much time on the computers, so there will be another major component
added to this unit. I will state that we need (as consumers and as learners in this unit) to understand
what it is that attracts us to products. What is it that leads to us buying a product? I will ask the students
to answer the following questions:
1. What products are you most attracted to? Why?
2. What is it that makes you so attracted to these products?
3. Why do you feel the need to buy something just because of a brand name that is placed on the
product?
4. How do you think consumers target your age group? What tactics do they use to entice you to
buy what they are selling?
Once these questions have been answered and handed back in, I will inform the students that we will
be taking these ideas that have been presented and will be using them in a unique way, but it is a
surprise!!
I will then tell the students, those who are done their stories will get together with other finished
groups to read their stories to each other. Each group must visit two other groups and get feedback (on
the feed back sheet provided.) This feedback will be the final step in refining their stories.
Those who are still working on their stories will go to the lab and finish up. If they finish their
stories, they will begin the peer edit/feedback step with the others.
The students who do not have anything (or barely anything written) will stay with me to get help.
Closure:
All the students will return to the class and we will discuss where everyone is at. After I
determine where the class is I will ask the students to critically think about what it is that makes
advertising such a powerful thing. I will make statements like look what it can make us do! It can take
one page to make a person really think they want something It can really get someone to believe that it
is absolutely necessary to have something they might not really need! I will then get the students to
think (for 3 minutes) about something they have that they have bought because they thought they
ABSOLUTLY needed it, but now believe it was a waste of money. Once students have answered this, I
will take in all stories that need to be edited.
Lesson 7
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General Outcome 3: Students will listen, speak, read, write, view and
represent to manage ideas and information.
GLO:
SLO: Organize Information

sections.
Experience Various Texts
2b. organize interpretations of other media texts around two key ideas.
Appreciate the Artistry of texts
2c. discusses how techniques such as colour, shape, composition are used to communicate
meaning and enhance effects in media texts.
Materials
Computers
Students stories
Procedure:
Introduction:
Before we go up to the computer lab to work on stories, I will inform the students that this class
time is very important due to our lack of time in the computer lab. Students must be on task, or they will
loose their privilege of working on the computers. I will tell then that this means, no internet and no
fooling around. I will remind them that they know what they should be doing and how important this
project is to their final grade in this unit. I will state that we have lucked out, as we have the smart board
from the grade 6 class and we will be able to do their presentations in our own classroom, which gives us
one extra period in the computer labs. However, this does not mean slacking off time, because that is still
only giving them 3 and a half hours to get this done!
Body:
Before we head up to the computer lab, I will ask the students who can tell me the expectations
for their stories. The students will be re-informed that they must complete a power point presentation that
includes 9 slides, 7 of which must be accompanied by one paragraph to go with their images. I will tell
the students that their images will be done in the paint application (which they already know) and can be
cut and pasted to their power point presentation. Again, I will stress the importance of the images as well
as the stories. The images should be able to tell the story as well, not just the words. Students will be
informed that they must bring their rough draft up into the computer lab to work on. ANYONE WHO IS
CAUGHT ON THE INTERNET OR NOT ON TASK WILL LOSE ALL PRIVILEGES. If a student isnt on
task, they will not be participating in this project and will then be asked to write a paper on the advantages
and disadvantages of advertisement (like discussed in class before.) We will then go up to the computer
labs where students will work on their stories. I will remind the students to save their work on their
personal folder, not on the desktop. Once up in the computer lab, students will have the remainder of the
class to work on their stories.
Closure:
I will ask the students to make sure they save their work and log off of their computers. I will then
get them to walk quietly back to class, where we will discuss where they are at in their projects and how
they feel it is coming along.
Lesson 8
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General Outcome 4: Students will listen, speak, read, write, view and
represent to enhance the clarity and artistry of communication.
respect, support and collaborate with others
GLO:
SLO: 3.3 Organize, Record and Evaluate

Organize Information
sections.
4.3 Present and Share
Enhance Presentation
4f. clarify and support ideas with details, visuals or media techniques.
Materials:
Advertisement Handouts
Procedure:
Introduction:
Since we have been talking about advertisement so much in this unit, it is now time to talk about
the pros and cons. Todays class will end in a debate, half the class will argue for the good parts of
advertisement, while the other side will look at the negative aspects. I will begin the class by handing out
a sheet that looks at the aspects of advertisement. As a class we will read the handout. After we have
read the article, I will then tell the students that we will be having a debate. But first I will ask the
students:
Body:
I will explain to the class that a debate is sort of like an argument. There is one issue and two
people talk to try and make their point seem like the right one. So, here we will take the issues of
advertisement and try to see who can get their point across the best. I will divide the class into four
groups, two of which will be focusing on the good points of advertisement, while the other side will look at
the negative affects. I will then tell the students that together, they must compile an argument that makes
me want to believe what they say to be true. The whole point of the debate is to make me feel strongly
for their opinion. Due to the large size of the class, the groups will be in 4, so, I will hear 4 arguments. I
will tell the students to make it like a speech. I will ask what are the aspects of a speech that can make it
effective. (Charisma, Loud voice, humour etc) Students will then have the rest of the class to compile
their arguments.
The debate will be two people from each group coming up to face off about their views.
I will then ask the students if all the directions are clear and if there are any problems. I will send one
group over to the lab, and the other half will stay in the class.
Closure:
I will bring the class back together at about 10:00 and we will sit down and discuss what is
expected for the next class. I will tell the students that they must be prepared to make their argument. I
will be looking for whose speech can be the most interesting and that they need to think of how they can
grab my attention better than the other groups! Maybe they want to dress up for it, have costumes? Its
all up to them!
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GRAPHIC DESIGN UNIT PLAN

Lesson #1 Minimalism and Graphic Design Through History
Lesson #2 Text in Design
Lesson #3 Colour and stenciling
Lesson 1: Minimalism and Graphic Design Through History

Name: Emma Turner and Sarah Olsen
Duration: 60 minutes
Unit: Graphic Design
Level: Art 30
GLO: Composition: Use personal experiences as sources for image making

SLO: The selection and presentation of perceptions, conceptions and experience as visual
content for artworks is an important aim of the artist.
Objectives:
Students will:
Question the relationship between artistic design and advertising
Identify examples of minimalist of graphic design within advertisements/logos
Analyze the elements of art within a graphic
Illustrate a graphic to represent a subject of their choosing in the minimalist style
Materials:
Sketchbook
Scissors
Magazines
Internet
Introduction: 10 minutes
Slide presentation (PowerPoint) on the history and progression of graphic design:
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-Start with art nouveau advertisements. Moulin Rouge: La Goulue

is an advertisement for a popular French club, Moulin Rouge.
-This style was the first major artistic stylistic movement where
mass-produced graphics played a key role in advertising. Colour
printing was relatively newly introduced to Paris in advertising
using lithographs.
Question: Does artistic style play a role in this advertisement?
How big of a role does graphic design play in effective advertising?
"
Moulin Rouge La Goulue

Henri De Toulouse-Lautrec
1891, Lithrograph
Art Nouveau
-Inspired by the natural world, with long flowing lines.
-The colourful, eye-catching and artistic posters of this time
created by European and American graphic artists were
being published in various periodical books. This
encouraged corporations to invest more into advertising
because they realized the value in artistic integrity.
Questions: What do you notice about these advertisements?
Art Nouveau was inspired by Japanese woodblock prints,

which appeared in Western markets mostly in the form of
prints when trading rights were established with Japan in
the 1860s. They were inspired by these prints because of
their reference to the natural world and its organic form.
Art Deco
- Inspired by geometric shapes, glamorous and luxurious
lifestyles. Influenced by futuristic ideas.
Questions:
What difference or similarities do you see between Art
Deco and Art Nouveau?
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"
Jules Cheret
La Loie Fuller
1893
"
Midnight: The Hours of

the Rat; Mother and Sleepy
Child, Edo period (16151868), ca. 1790
Kitagawa Utamaro (Japanese, 17531806)
"
A. M. CASSANDRE (1901-1968)
'toile du Nord', 1927
(Compagnie Internationale des Wagons-Lits Poster)
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"
El Lissitzky
Beat the Whites with the Red Wedge, 1919
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Constructivism
Question: How do these images symbolically

represent the band/movie displayed?
- Originated in Russia. Rejected the idea of

autonomous art. It favoured art for social purpose.
This movement had emphasis on graphic and
industrial design. It influenced artists at Bauhaus.
Questions:
-The Bauhaus was a school in Germany that
focused Art into Industry, stressing the importance
of mass production and design.
De Stijl is a Dutch art movement that focuses on a
reduction of the essentials of form and colour, they
simplified visual compositions to the vertical and
horizontal directions and used only primary colours
along with black and white.
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Body: 45 minutes
Student Activity: 10 minutes
After students have been introduced to contemporary graphic design, have them do a quick 5-10
minute search in magazines to find minimalist ad designs. After the time allotted, bring students
back into a group and have a discussion on the findings. Use this time to have a guided
discussion on the elements of design (what makes a good advertisement/design).
Questions: What makes this design minimalist? What do you notice about the space in the
image? What do you notice about line in the image? How does the text in the design emphasize
the image?
Second Activity: 35 minutes
After this exercise, have students take what theyve learned about graphic design elements and
minimalism to come up with an image on their own. This image will be based off of the students
favourite artist, band, book or movie. They will be designing T-Shirts or posters for this
particular chosen band, book or movie. Students can research current book, album or poster
designs of what they chose on the internet and get inspiration to re-design from there. They are
to 1. Brainstorm a list of favourite bands/movies/books and choose one 2. Think about the
audience for their design 2. In their sketchbook, come up with 3-5 minimalist symbols/images
that they think represent the subject they chose. 3. For next class, come back with 3 refined
images for the next class. My Notes: Good way to use what the students have just learned.
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Closure: 5 minutes
Have students quickly share the thumbnails they have come up with in class by volunteer. Have
the students discuss what design elements they think are successfully working in their image.
Tell students that for next class they need to have 3 thumbnails refined in their sketchbook done.
Lesson 2: Text in Design

Level: Art 30
GLO: Investigate: Develop and refine drawing skills and styles.

SLO: Explorations of a technical or creative nature may lead individuals into highly
personalized work sessions.
Objectives:
Students will:
Questioning the role of text within
a graphic design/advertisement
Describe the relationship between
text and image
Experiment with typography
Combine text and image to create a
cohesive graphic design
Materials:
Sketchbooks
Fine point felt pens
Various drawing materials
Slide show/discussion on how typography influences design images.
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"
Coke Lemon
Toyota
"
Rogaine
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-To create effective type on an ad you need to say

little and convey a lot. You need to get the readers
attention right away. (Discuss how the text and
images interact with each other)
Questions: What do you notice about the
typography in this image? Why is this way of
creating letters and words so interesting and
effective? My notes: I like the question and find the
language to be engaging.
BECK with MGMT poster 2008
- How might the specific font affect the advertisement?
Broken Social Scene poster 2008
Questions: How does text affect the image design?

How does the text interact with the image?
-What do you think is important to consider when
using text in graphic design and minimalist
advertising? (Short, simple, clear, concise, direct)
Body: 40 minutes
Student Activity: 20 minutes
Students will play/experiment with different
fonts in their sketchbook. Have reference
resources available for the students to look at.
They will copy or create their own. Students
will be told to play with line weight, shape,
size, and organic and geometric forms.

-Who might use typography in their work?
(Comic book artists, illustrators, graffiti artists)
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Activity 2:
Choose your favourite thumbnail design from last class and choose a font design that will work
well with it. Students will play/experiment with integrating text into image. They will be
encouraged to try different placements, sizes, etc. Their homework will be to come to class
prepared with a finished graphic based on minimalist design that will be used to make a poster or
t-shirt.
Lesson 3: Colour and stenciling

Level: Art 30
GLO:
Use personal experiences as sources for image making
SLO:
Colour modifies the experience or idea presented in visual form.
Objectives:
Students will:
Assemble a minimalist pallet for their graphic
Design a stencil for their graphic
Create a print of their graphic
Materials:
-Oil pastel, pencil crayon, paint
-Sketchbooks
-Pencils
-Manila paper
Start with a slide and discuss the use of colour in these two images. Use these images to evoke a
discussion comparing and contrasting the use of colour and how it may or may not reflect the
content in the image.
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Question: What can you infer about the content in these

images based on the use of colour? What do you notice
about the colour in minimalist designs in general?
Do certain colours convey different messages or emotions?
How might this be important in creating a minimalist
design?
-Minimalist designs generally have a restricted colour
pallet, are flat, compliment each other or analogous colour
schemes, they can reflect mood and they achieve unity and
balance. My Notes: Good definition for minimalism.
"
-Show the students previous students work to so they know

what past successes look like. Show the student both the
stencil and the final result so they can visualize the positive
and negative space that the stencil creates.
Body:
Sketchbook Activity: 20 minutes
Students will experiment with colours in their sketchbooks to create a few different pallets
consisting of 2 or 3 colours excluding black and white. Explain to students that they should then
choose one colour pallet they will use for their T-Shirt or poster design.
Second Activity: 30 minutes
After 20 minutes, introduce the students to the process of making a stencil. Have a book of
stencils to show students. Explain the procedure of how to cut out a stencil. Each colour needs a
new stencil. The colour needs to be layered from lightest colour to darkest colour. Whatever
they choose to cut out will be coloured with ink, and be the positive space in their final print.
Students will work on finalizing their designs and cutting out their stencil.
Tell students for next lesson they need to have their design finalized and their stencil cut out for
printing.
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Closure:
Tell students for next lesson they need to have their design finalized and their stencil cut out for
printing. They can either print their design on a T-shirt or on paper.
Assessment: This unit would have one more lesson after this lesson, where they would be
printing out their designs and writing up a rationale for their final works.
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Bookmaking
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Bookmaking: Visual Texture vs actual texture.
- Using books for a visual representation.

- Use of language.
- Exploring their environment.
- Exploring different types of images and how you can create them with
paper.
- Layering and different tonal qualities
- Sense of perspective
- Accordion book.
Using the combination or art and language.
- New creative ways to look at writing.
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Unit Plan: 5 Lessons

Printmaking & Papermaking
By: Angela McPeake
Art 20: Lino-prints on Handmade Paper
Included in this Unit:

1. Papermaking
2. Compositional Study
3. Lino-cut & Lino-print
4. Digital Documentation
5. Digital Art Portfolios
Rational
In this unit plan I will mainly be using traditional technology as the students will be
focused on creating lino-cut prints on handmade paper. Lino-cut printmaking will allow the
student to explore the quality and elements of creating line, shape, movement, texture, and
colour through the step by step process. This printmaking technique is intended to engage the
student in thinking about the basic qualities and elements of art and for the students to reflect on
craftsmanship and ownership in their artworks. Within this lesson I will compare traditional
technology to newer digital technology; a comparison can be made between a handmade ink
print and a computer generated print. In addition to the use of traditional media, I have chosen to
use new digital forms to document the students final product of their lino-cut prints. The
classroom is equipped with two desktop computers, digital cameras, and backdrops for
photographing artwork. I have made the decision to integrate technology into my lesson as a
means of documentation. I think this is an important focus to make on the lesson because it
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introduces the students to new ways of organization and creating professional portfolios. In this
lesson students will be creating online art portfolios using the website builder, Weebly. By
creating this online art portfolio the students will gain the skills to create a website, and
understand the benefits associated with digital documentation.
I have not included any stereotypical or gender based content in this unit. The purpose of
this unit is for the students to explore the techniques and materials used in paper making, linocut, lino-print, and digital documentation. Within developing these technical skills I intend for
the students to explore and generate work from their personal interests. I have left the guidelines
open for what the students choose to create in their lino-prints, and what recycled materials they
choose to create their paper with. The artists I will be covering in this unit do not exhibit
stereotypical or gender issues in their works. There will not be restrictions on students including
stereotypes or gender focus within their works, but it will a topic touched on during critique and
discussion among the class, should these topics arise. My Notes: I like the generalization and
creation of personal interests.
Within this unit I will include a brief history of the origin of papermaking and artists who
have been influenced by this process. Papermaking is derived from nature and natural materials
which makes a connection to how papermaking would vary according to different regions and
cultures. I intend for the students to explore and think about how this influences their choices in
creating their paper. This also connects to the content of the lino-cut they will be creating do
print on their paper. I will highlight artists of different culture in the printmaking lesson. I will be
looking at aboriginal artists who explore cultural content and how that connects to their personal
beliefs and values. The shape, color, and line within some of the aboriginal works I will explore
with the students will display different methods of style and expression within the prints. This
focus is intended to demonstrate the personal expression an individual reflects within their work
according to culture, beliefs, and values.
The students I will be teaching all range in socioeconomic backgrounds, from high to
low. This unit does not target any specific social groups. Throughout this unit the students will
be asked to show their personal feelings, values, and beliefs through their art work. This can be
done throughout specific content which stems and reflects their socioeconomic backgrounds.
This may led into interesting discussion throughout the critique process. It is important for the
students to understand the content within their work and whether it does reflect specific qualities
about themselves. Emotional connections are also derived from the choice of content the
students will be illustrating within their lino-cut prints and their handmade paper. I believe the
students will explore the emotional connections between their work and their peers work
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associated to culture, beliefs, values, and personal experience. For this reason I have left the
students choice of content up to them. Within lino-cut prints the students will be able to display
feeling and emotion using line, colour, texture, and composition. All of these elements are
essential to the students final work and I feel they will best be explored through peer and selfreflection. In the instance that students are having difficulty finding a personal theme they would
like to explore in their papermaking and/or lino-cut, they will be encouraged to investigate
different methods of creating the paper that are visually appealing and how different line, colour,
texture contribute to the overall composition of an artwork. I encourage the students to produce
multiple test prints of their lino-cut before printing it on their handmade paper. In this process the
students will be able to make changes within their cut to adapt the composition.
All areas of this unit include aspects of 21st century learning. This unit includes
communication through personal expression in the students artwork and also between the
student and their peers. I have highlighted collaboration along the process of this unit beginning
with papermaking. The students will have the opportunity to work together in creating the
formula of their paper and how they can make the paper cohesive with the content of their linocut print. This also involves critical thinking and creativity in how the student will approach their
work and resolve their outcome. I will be encouraging critical thinking regarding the final
products in the form of one on one discussions and a final inclusive classroom critique. The
students self-expression through the papermaking process and the lino-cut prints will engage
thinking regarding the competencies of social responsibilities including cultural, global, and
environmental awareness. This will also be included in the critique discussions. This unit also
includes digital citizenship, as the students will be required to document their artworks by
creating online professional portfolios. I believe the students will see the value of online
portfolios in relation to convenience, preservation of work, and for the use in future education
and employment. A combination of all this competencies will reflect the students lifelong
learning.
Unit Summary:
Unit: Papermaking and Printmaking
Grade: Art 20
*This unit is disciplinary as the students are gaining skills and understanding through
specific practice of papermaking, printmaking, compositional studies, critique, and digital
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documentation.
GLOs/SLOs:
ENCOUNTERS
1. Impact of images: Acquire a repertoire of visual skills useful for the comprehension of
different art forms
Concept C. Throughout history a wide range of media and techniques have been used to
make art
2. Transformations Through Time: Investigate the impact of technology on the intentions and
productions of the artist.
Concept B. Technology has an impact on the artists role in modern society.
DRAWINGS
3. Communicate: Explore a personal selection of expressions.
Concept A. Personally selected themes can provide images for expressive drawing
investigations.
4. Articulate and Evaluate: Use the vocabulary and techniques of art criticism to interpret and
evaluate both their own works and the work of others.
Concept A. Understanding styles or artistic movements related to visual studies is part of

developing critical abilities.
Concept B. Discussing the compositional relationships and effectiveness of components

is part of learning to interpret ones own artwork.
Concept C. Identifying similarities in artworks can enhance interpretive discussions of

concerns, themes, subjects or treatments
COMPOSITIONS
5. Organization: Demonstrate control over various components of compositions
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Concept B. An important aim of the artist is to develop compositional skills
Materials and Main ideas:

1. Papermaking: We will look at the history of paper making and using recycled items to
create a functional object (paper):
o Plants, seeds, cardboard, recycled paper, and other found items. Paper mold, bin,
water, felt sheets, sponge, blender.
2. Compositional studies: We will investigate different ways to create a composition:
o Post-it notes, pencils or pens, sketchbooks.
3. Lino-cut & Lino-print: We will be using different tools and techniques to create a linoprint on handmade paper.
o Linoleum, carving tools, print ink (water based if available to quicken drying
time), Brayer, rubbing tools such as a barren or wooden spoon, scrap paper,
handmade paper.
4. Digital Documentation & Online Art Portfolios: We will photograph our artwork and
create an online art portfolio to showcase the work.
o Computer, digital camera, plinth, backdrop, tripod, adjustable lighting.
Skills and Concepts:
We will be working up step by step in the process of creating lino-prints. Each step of
papermaking, compositional studies, lino-cut, and lino-print will be given their own focus. This
will allow the student to develop skills, techniques, and ideas focused in these specific areas.
Through a group critique students will be able to self-reflect and demonstrate their findings and
understandings of the process.
Artists:
1. Papermaking:
a. Michelle Brody
b. Elaine Cooper
2. Lino-cut Prints:
a. Matisse
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a. Picasso
b. Hidalgo Arnera
c. Stanley Donwood
d. Burn Bjoern
e. Mark Hearld
f. Ann Lewis
g. Rachel Newling
h. Norval Morrisseau (Silk screen) My Notes: good encounters. Diverse.
Lesson Summaries
Lesson 1: Handmade paper
We will look at the history of papermaking and investigate handmade paper versus
manufactured paper. Students will create their own handmade paper by making
considerations of recycled material, living material, natural material.
Lesson 2: Compositional Studies & Lino-cut
We will explore the means of composition within an artwork and students will create a
series of compositional studies which will influence their final sketch for their lino-cut.
Students will create a lino-cut using a variety of carving tools.
Lesson 3: Lino-Print
Students will create a relief print on their handmade paper using their lino-cut from the
previous lesson. We will apply techniques and tools used in printmaking.
Lesson 4: Critique
Students will explore effective questions to critique an artwork and apply their
understanding to a group critique of the lino-prints on handmade paper. Students will
self-reflect and draw insights from the critique to write a brief reflection on their linoprints.
Lesson 5: Digital Documentation & Online Digital Art Portfolios
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In this lesson, students will digitally document their artwork. They will understand and
apply how to take a high quality photograph of their artwork. Students will then create an
online digital art portfolio and showcase the photograph of their lino-cut along with their
brief reflection from the critique. My Notes: I like the diversity and the process of
studying the different techniques connected with printmaking.
Papermaking Instructions:
Materials:
*Recycled paper (choice of color),
* natural materials,
* live materials,
*white glue,
*3 gallons warm water,
* container to hold mater and fit mold,
*mold to make paper,
*felt sheets,
* sponge,
* blender.
1. Heat three gallons of water until warm but not hot
2. Rip paper into small squares, add half of the paper to the blender with five cups of water. 3.
Let it stand for one or two minutes before processing. Mix in the blender for one minute. 4.
Deposit the mix in the container
5. Do the same with the remaining sheets of paper
If you want, you can mix the two sheets of white paper, this will make for a smoother
colour
6. Mix everything together in the containerWater, glue and paper pulp.
Add another four cups of warm water and mix well, you should have a fine pulp of paper
7. Submerge mold in pulp, the pulp should form a fine film over the screen sheet. You can keep
adding more water if you think it is still too thick. The consistency should be soupy.
You wont necessarily use all 3 gallons of water
8. Submerge the mold completely in the pulp, then pull the mold up
Let the excess water drain
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9. Once the paper pulp settles in the mold, Immediately after straining the excess water put mold
with pulp facing down on top of the felt sheet
Press with the sponge to remove any remaining excess water. DO that until no more
water comes out
10. Start pulling the mold from the felt sheet slowly, your paper should peel off completely from
the screen sheet
Once it is on the felt sheet let it dry, it takes about two days to dry completely
Pre- Assessment: My Notes: I like these and could see them being useful.
Let me get to know you!

Your Name:_____________________________
Your hobbies and
interests:______________________________________________________
__________________________________________________________________________
__
A favourite book and/or movie:
__________________________________________________
Your favourite art medium(s) (paint, graphite, clay,
etc):______________________________
Background Knowledge:
Do you have experience in:
_____ Papermaking
_____ Lino- print
_____ Critique
_____ Digitally documenting artwork
_____ Creating online art portfolios
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Your definition of composition:

__________________________________________________________________________
____
__________________________________________________________________________
____
__________________________________________________________________________
____
__________________________________________________________________________
____
Weighing 20% of total unit grade
Papermaking Checklist:
Name: _______________________
In your sheet of paper did you include:

___ Color
What color ___________________________________
___ Texture
A lot or A little? _______________________________
___ Natural materials
Indicate: _____________________________________
___ Manmade materials
Indicate:_____________________________________
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___ Living materials

Indicate______________________________________
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Lesson Title/
Focus
Lesson 2: Lino-cut
Date
03/12/2015
Subject/Grade
Level
Art 11
Time
Duration
90 Minutes
Unit
Papermaking and Printmaking
Teacher
Angela McPeake
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Communicate: Explore a personal selection of expressions.
Specific
Learning
Outcomes:
Concept A. Personally selected themes can provide images for expressive

drawing investigations.
Organization: Demonstrate control over various components of compositions
Concept B. An important aim of the artist is to develop compositional skills

LEARNING OBJECTIVES
Students will:
1) Construct an effective composition that explores shape and line
2) Explore different means of self expression
ASSESSMENTS
Essential
Questions:
Key Questions:
In what ways does this medium affect your decisions in your

final
composition in terms of line and space?
What are some of the ways that compositions could interact

with the material they were printed on?
How can line affect composition?

How can shape affect composition?
How do these elements come together to create space?
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Products/
Performances:
* 20 thirty second post it note compositions

* 3 draft compositions
* 1 linocut
LEARNING RESOURCES CONSULTED

Alberta Art Curriculum: Elementary Teacher
Resource 1985
http://lyndaburke.net/linocut-technique
MATERIALS AND EQUIPMENT

* Linoleum
* Carving tools
* Post It Notes
* Carving boards
* Sharpening stones
http://bearclawgallery.com/artists/norvalmorrisseau-prints/
PROCEDURE
Prior to lesson
Hand out materials ready for distribution

-Post-it note pads
Introduction
Assessment of Prior
Knowledge
Advance Organizer/
Agenda
Time
* Pre-Assessment done in Lesson 1

1. Discussion about composition and Elements of
lino-prints
2. Post-it note composition sketches
3. Lino-cut demo
4. Work period: 3 draft sketches, lino carving
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Vocabulary
* Line
* Shape
* Space: Foreground, middle ground, background
* Composition
* Colour
* Lino-cut
* Carving tools
* Linoleum
Artists of Influence
*
*
*
*
*
*
*
*
*
Matisse
Hidalgo Arnera
Pablo Picasso
Stanley Donwood
Burn Bjoern
Mark Hearld
Ann Lewis
Rachel Newling
Aboriginal Artist: Norval Morrisseau
Body
Time
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Learning Activity
#1
History of Linocut
* Begin with a slideshow of examples of Linocut prints
and their artists
* A linocut print is a variation of a woodblock print
* Linoleum: It was first manufactured in 1860 and is
made of rubber and linseed oil with a backing. Because
it is a soft material it is very easy to cut into and leave
marks
* When you create a print, it is important to remember
that whatever you carve into your linoleum, it will be in
reverse on your print
* The areas that you cut away will be white (or whatever
colour your paper is) and the areas left in relief will
hold the ink and print the colour of your ink
* To make a print the surface of the carved block it
covered in ink using a rubber roller called a brayer. A
paper is laid on the surface of the block and the back of
it is rubbed by a baren or smooth rubbing tool such as a
wooden spoon. This transfers the ink onto the paper
and once peeled away, the print is laid out to dry. If
possible, it is good to cover the print in a sheet of
newsprint and press between slabs of wood or books in
order to dry flat
Review and Discussion Questions:
* What are some different types of line?
* How do these lines affects space differently
* How could you compare organic and geometric shape?
* How could you combine a variety of these elements to
create an abstract composition?
10 mins
5 mins
Artist of influence:
* Norval Morrisseau: Aboriginal Canadian artist.
* Explores legends, cultural and political tensions,
spirituality. Uses thick black lines, organic shape, bold
color.
Digital Portfolio
January 7, 2016
Teacher Notes:
Assessments/
Differentiation
Blooms Taxonomy Level:

Type 1: Understanding
-History of Linocut Prints
*Questions answered and input discussion will reflect
learning and understanding
Learning Activity
#2
Post It Note Compositions

* 20 thirty second drawings on post it notes exploring a
variety of line and shape in order to create space within
your compositions
* these drawings will serve as a preliminary sketch for
your final composition
10 mins
---------- 5 minute break, look at others sketches--------Practice Compositions

* Create three compositions using ideas that came up
though your post it note explorations
* These compositions should be to scale to whatever
dimensions you will be using for your linocut
* These drawings should use a variety of line and shape
* Once finished, decide which drawing you wish to use as
the composition for your linocut
25 mins
* Copy this drawing directly onto your piece of linoleum
using a pencil
Digital Portfolio
January 7, 2016
Teacher Notes:
Assessments/
Differentiation

Type 2: Applying, Analyzing
-Post-it note compositions
Type 3: Creating and Evaluating
-Compositional Draft drawings
Assessment:
Begin 1:1 conferences with students. As students finish their
compositions, circulate the room and provide students with a
checklist to go over with them regarding their ideas and
progress in their papermaking and lino-cut compositional
draft.
Digital Portfolio
January 7, 2016
Learning Activity
#3
Demo: Linoleum carving

Materials: Carving tools, Linoleum, sharpening blocks,
stabilizing cutting board, pencil & draft drawing
10 mins
* Tools, Safety and Materials

* Discuss each individual tool and its purpose; Carving
tools, different ends for different effects
* Reminder that whatever parts you carve out will show
up as white (paper) within your print and the relief
(areas that are left) show up the colour of ink
* Reminder that whatever you carve into your linoleum is
backwards when you print
* Discuss safe handling of carving tools
* Always carve away from your body
* Place hands behind where you are carving
* When walking with tools have them facing down
* Be careful when changing heads of carving tools
* Take time when sharpening tools
* Reminder that each student only gets one slab of
linoleum, make sure you cut it to the dimensions that
you decided within your final sketch
* Use a piece of the extra linoleum as a test slab
* On this test slab, try all of the different headings to see
the different kinds of marks that they create
* Once you feel that you are ready to being, start carving
over your lines that you drew onto your linoleum
* Take your time so that you do not make mistakes
Work Period:
* Students will work independently to complete their
lino-cut.
3-5
classes
Digital Portfolio
January 7, 2016
Teacher Notes:
Assessments/
Differentiation

-Tools, safety, and materials
Type 2: Applying and Analyzing
-Understanding of materials and tools in creating the desired
lino-cut outcome
- Lino-cut based upon a compositional draft
Assessments:
* Continuing 1:1 conferencing
* Rubrics handed out for Lino-cut
Closure
Consolidation of
Learning:
Time
* Importance of composition in an artwork.

* Why is it important to create a variation of
compositions?
* What is something you learned about the materials?
Feedback From
Students:
* Formative through questions

* Formative through display of techniques and
throughout process.
* Formative through 1:1 conference and checklist
Feedback To
Students
1:1 conference (checklist), verbal feedback throughout

process and discussion.
Sponge Activity/
Activities
Work on sketchbook assignments

Work on continuing/ unfinished projects
Digital Portfolio
January 7, 2016
Norval Morrisseau:
This is the way it is

Medium: Serigraph, Edition of 195
Size: 21 x 16 Inches
Loon Communication
Medium: Serigraph on Paper
Size: 20 x 28 Inche
Digital Portfolio
January 7, 2016
Composition and Lino-cut Rubric

Level Gold
Silver
Bronze
Tin*
Provides
adequate use
and
consideration of
compositional
elements within
the lino-cut
Provides
simplistic use
and
consideration
of
compositional
elements
within the
lino-cut
Demonstrates a
minimal
application of
techniques, use
of carving tools,
and safety
Demonstrates
a undeveloped
application of
techniques, use
of carving
tools, and
safety
Criteria
Use of
Compositional
elements of
line, space,
shape, texture.
Provides skillful
use and
consideration of
compositional
elements within
the lino-cut
Provides
effective use
and
consideration
of
compositional
elements
within the
lino-cut
Consideration
of theme/
content in
connection of
compositional
elements and
material
Shows a
insightful
understanding in
the connection of
compositional
elements and
material
Shows a
meaningful
understanding
in the
connection of
compositional
elements and
material
Application of
techniques,
carving tools
and safety
Demonstrates a
comprehensive
application of
techniques, use of
carving tools, and
safety
Demonstrates
a thorough
application of
techniques, use
of carving
tools, and
safety
Insufficient/
No
Product*
No score is
given
because
there is
insufficient
evidence of
student
performance
regarding the
Shows a
Shows a vague requirement
basic
understanding of the task.
understanding in in the
the connection
connection of
of compositional compositional
elements and
elements and
material
material
*Interventions will be made by the teacher to assist the student in improvement
Digital Portfolio
January 7, 2016
Lesson Title/
Focus
Lesson 3: Lino-Print
Date
03/16/2015
Subject/Grade
Level
Art 11
Time
Duration
90 Minutes
Unit
Teacher
Angela McPeake

General
Learning
Outcomes:
Organization: Demonstrate control over various components of

compositions
Specific
Learning
Outcomes:
Concept B: An important aim of the artist is to develop compositional skills

LEARNING OBJECTIVES
Students will:
1) Construct an effective composition that explores shape and line
2) Explore different means of self expression
ASSESSMENTS
Essential
Questions:
Key Questions:
How does the colour of the print interact with the homemade
paper?
How are craftsmanship and ownership interconnected?
Products/
Performances:
* 4 test prints
* 1 final print on homemade paper
In what ways does this medium affect your decisions in your

final compostion in terms of line and space?
What are some of the ways that compostions could interact
with the material they were printed on?
Digital Portfolio
January 7, 2016

Resource 1985

* Linoleum cut
* Print ink
* Brayer
* Glass sheet to roll ink
* Rubbing tools
* Handmade Paper
* Newsprint paper
* Rubber gloves
PROCEDURE
Prior to lesson
Hand out materials ready for distribution, exemplars to show

Introduction
Attention Grabber
Time
Roll a dice and answer critique questions according to a

lino-print artwork
5 mins
* Introduction to effective critique questions

Assessment of Prior
Knowledge
Advance Organizer/
Agenda
*Pre-Assessment done in Lesson 1

*Review lino-print artists
1. Roll-a-dice game
2. Demo: Pulling prints
3. Work period
Vocabulary
* Colour
* Print
* Relief
* Test print
* Brayer
* Baren
Digital Portfolio
January 7, 2016
Artists of Influence
*
*
*
*
*
*
*
Henri Matisse
Hidalgo Arnera
Pablo Picasso
Stanley Donwood
Burn Bjoern
Mark Hearld
Ann Lewis
Rachel Newling
Body
Time
Pulling Prints:
* Tools and Technique:
* Review the different tools used for pulling prints
* Brayer: Roller for ink
* Baren: Flat surface for rubbing print
Demo:
* Explain how ink needs to be rolled out on glass
sheet. By rolling the ink first vertically and then
horizontally it helps to get an even coat on the
brayer.
* Apply ink to lino-cut
* Put paper on top of stamp and use Baren or wooden
spoon to evenly rub the back of the print
* Carefully peel print off of linoleum
* Press print between two layers of newsprint and lay
between two slabs of wood or books to dry flat
Show exemplars of good and bad reliefs, have students
critique the good and bad qualities of the prints.
Teacher Notes:
Assessments/
Differentiation
10 mins

-Discussion and questions of tools, techniques, and
materials
Digital Portfolio
January 7, 2016
Work Period:
* Students will need to predetermine what colour of
ink they will use for their print
* They should consider the relationship between the
colour they choose and the colour/ materials used
within their homemade paper
* Students are expected to pull four test prints using
the colour that they plan to do their final print with
* At this point students can determine if they need to
further work into their carvings.
* Once these test prints are complete students will
pull a final print on their homemade paper
* Place on drying racks
2-3
Classes
Once finished these five prints, students have the option

to explore printing in different colour on the material of
their choice
Teacher Notes:
Assessments/
Differentiation

-Apply knowledge of how to use tools, techniques, and
materials to pull a print
Type 3: Creating
-Students will determine their ink colour in correlation to
their final product
Assessments:
* Continue 1:1 conferencing with students
* Rubrics handed out for grading of final print
Closure
Consolidation of
Learning:
Time
When you pull a print from your lino-cut its called a

relief. For your overall composition of your print it is
important to consider all factors of your relief, including
ink color and placement on the paper.
Digital Portfolio
January 7, 2016
Feedback From
Students:
*Formative
Exit Slip: What were some of the challenges you had in
making the relief print? What is your reasoning for your
colour choice?
Feedback To
Students
*Formative through questions and discussion
Sponge Activity/
Activities
*Formative through the display of understanding of

concepts and techniques throughout process
Work on continuing/unfinished projects
Roll-A-Dice: Critique this lino-print
Digital Portfolio
January 7, 2016
Critique Questions:
1. Describe the elements of the work (line, movement, color, texture, shape).
2. Describe the subject matter of the work .
3. What are some of the points of emphasis in the work?
4. Is there a relationship between material and subject matter?
5. Does this work relate to ideas, events or issues in the world (personal or political)?
6. Describe the composition of the work.
Digital Portfolio
January 7, 2016
Lino-Print Rubric
Level
Gold
Silver
Bronze
Tin*
Insufficient/
No
Product*
Applies a
insightful
understanding
and use of the
components
within their
composition
Applies a
meaningful
understanding
and use of the
components
within their
composition
Applies a
adequate
understanding
and use of the
components
within their
composition
Applies a
simplistic
understanding
and use of the
components
within their
composition
No score is
given
because
there is
insufficient
evidence of
student
performance
regarding the
requirement
of the task.
Exhibits a
skillful
application of
techniques and
use of print tools
Exhibits a
effective
application of
techniques and
use of print
tools
Exhibits a
adequate
application of
techniques and
use of print tools
Exhibits a
rudimentary
application of
techniques and
use of print
tools
Partially
complete*
Incomplete*
Incomplete*
Criteria
Overall
composition:
Consideration
of placement of
the relief on the
paper, and the
ink color in
relation to
content/theme
Craftsmanship:
Application of
techniques and
Print tools
Requirements:
Completion of 4
test prints and 1 Complete
final print on
5/5 prints
handmade paper
*Interventions will be made by the teacher to assist the student in improvement
Digital Portfolio
January 7, 2016
Lesson Title/
Focus
Lesson 4: Critique
Date
03/27/2015
Subject/Grade
Level
Art 11
Time
Duration
90 Minutes
Unit
Teacher
Angela McPeake

General
Learning
Outcomes:
Articulate and Evaluate: Use the vocabulary and techniques of art criticism
to interpret and evaluate both their own works and the work of others.
Specific
Learning
Outcomes:
Concept A. Understanding styles or artistic movements related to visual

studies is part of developing critical abilities.
Concept B. Discussing the compositional relationships and effectiveness of

components is part of learning to interpret ones own artwork.
Concept C. Identifying similarities in artworks can enhance interpretive

discussions of concerns, themes, subjects or treatments
LEARNING OBJECTIVES
Students will:
1) Demonstrate understanding of effective critique questions
2) understand the importance of critiquing ones artwork
ASSESSMENTS
Digital Portfolio
January 7, 2016
Key Questions:
Is it important to include the elements of art into

constructing critique questions?
Is it beneficial to self-critique your artwork?
Is it beneficial have peers critique your artwork and
provide another perspective?
Products/Performances:
What are effective critique questions?

What insights can you gain from critiques?
Participate within the critique of their artwork and their

peers artwork.

Resource 1985

Final lino-cut prints
Bulldog clips and push pins
PROCEDURE
Prior to lesson
Hand out materials ready for distribution: bull dog clips and
push pins
Introduction
Assessment of Prior
Knowledge
Advance Organizer/
Agenda
Time
*Discussion: what are some effective critique

questions?
5 mins
1. Discussion of effective critique questions

2. Students set up their works
3. Classroom critique of lino-prints
4. Exit-slip: Student reflection of work
Digital Portfolio
January 7, 2016
Vocabulary
* Critique
* Representation
* Juxtaposition
* Composition
* Elements of art
* Expression
Body
Time
Review effective critique questions in a group

discussion.
10 mins
* Students will reflect on their own work in
connection to the questions discussed.
Teacher Notes:
Assessments/
Differentiation

- Students will understand effective critique questions.
Assessment:
*Formative Observation of understanding
Digital Portfolio
January 7, 2016
Set up for critique:

* Set up three works at a time. Hang the print
using bull dog clips and push pins.
* Draw names from a hat, for the order of student
critiques.
Critique format:
* As a group we will critique three artworks at a
time. We will look at similarities and differences
within the works.
* Brain break at mid-point: drawing a picture on
top of your head.
Critique Questions:
* What theme, subject, or content is expressed in
the artwork?
* Is the content of the artwork personal or
political? What representation or viewpoint is
illustrated?
60 mins
* What elements of art are noticed in the artwork?

(line, shape, color, texture, etc)
* What connections can be made between the
materials used?
* How would you identify and describe the
composition of the work?
* What are some similarities or differences among
the artworks?
* Can you make connections to the influence of
another artist?
*If students are having difficulty creating conversation,
offer to roll the dice and answer question.
*Stimulate discussion by asking questions
Digital Portfolio
January 7, 2016
Teacher Notes:
Assessments/
Differentiation

-Critically thinking about artwork
Assessment:
*Formative assessment of discussion and questions
asked.
Exit SlipSelf Reflection of Artwork

* Students will reflect on the feedback and
discussion raised in the group critique. Students will
write a brief reflection of these findings. Students
will also reflect and briefly write on their experience
in the critique.
10 mins
Essential question:
* What are the benefits and insights we can gain
from critiquing our own artwork and other artists
work?
Teacher Notes:
Assessments/
Differentiation

-Students will analyse and reflect on their artwork in
relation to the critique and an application of critique
questions.
Assessment:
*Exit Slip: Summative assessment of self-reflection
and understanding of work.
Closure
Time
Digital Portfolio
January 7, 2016
Consolidation of
Learning:
Today we experienced a group critique. We asked and

answered questions which are important to the
understanding of our own artwork, and our peers
artwork.
Feedback From
Students:
*Formative: What are some of the benefits of

critiquing artwork?
Feedback To Students
*Formative: Discussion and answering questions

*Formative: Response and feedback to exit slips
Sponge Activity/
Activities

Digital Portfolio
January 7, 2016
Lesson Title/
Focus
Lesson 5: Digital Documentation
Date
03/30/2015
Subject/Grade
Level
Art 11
Time
Duration
90 Minutes
Unit
Teacher
Angela McPeake

General
Learning
Outcomes:
Encounters: Transformations Through Time: Investigate the impact of

technology on the intentions and productions of the artist.
Specific
Learning
Outcomes:
Concept B. Technology has an impact on the artists role in modern

society.
LEARNING OBJECTIVES
Students will:
1) Create a Weebly account for their online Art Portfolios
2) Digitally Document their Lino-cut Print
ASSESSMENTS
Key Questions:
What advantages are provided to artists in using online

digital portfolios?
Why is it important to document artwork digitally in
addition to the original piece of work?
Why digitally document your work?
Why is an online artist portfolio useful?
What are the advantages to taking quality
(plinth, white background, focused camera, level
and in the frame) photographs for documentation
of artwork?
Digital Portfolio
January 7, 2016
Products/Performances:
Digital documentation of lino-cut print.

Weebly site for Art Portfolio

Resource 1985
* Digital camera
* Tripod
* Plinth
* White background
* Computer/Internet
* Artwork
PROCEDURE
Prior to lesson
Hand out materials ready for distribution

Introduction
Attention Grabber
Quick drawing activity.

-Exquisite corpse
Assessment of Prior
Knowledge
Hands up:
Time
10 mins
* Does anyone document their work digitally?

* Does anyone have a digital art portfolio or an
online website?
*Pre- assessment in lesson one regarding use of tools,
techniques and experience.
Advance Organizer/
Agenda
1. Quick drawing game

2. Discussion about digital documentation and
online digital art portfolios
3. Show my exemplar
4. Demo: digital documentation
5. Demo: creating an a Weebly site
6. Work period
Digital Portfolio
January 7, 2016
Vocabulary
* Plinth
* Backdrop
* Digital camera
* Tripod
* Documentation
* Portfolio
* Technology
Body
Time
Discussion about digital documentation and online digital

art portfolios:
* What reasons would an artist digitally document
their work?
* What are the advantages and disadvantages of
digitally documenting artwork?
* What purpose does an online art portfolio serve?
5 mins
* Is an online art portfolio beneficial to an artist?

*An online art portfolio can be used to display artwork for
future employers and educators. Quality of the
photographs are valuable to the professional aspect of the
portfolio.
*Show exemplar of online art portfolio and quality
photographs documenting artwork.
Digital Portfolio
January 7, 2016
Teacher Notes:
Assessments/
Differentiation
Blooms Taxonomy Levels:
Demo: Digital Documentation
-Students will show understanding through discussion and
questioning.
* How to take a quality photograph

* Consider use of lighting, backdrop, plinth, and
tripod.
* Students will be provided with a checklist of these
considerations they will need to incorporate.
Demo: Weebly websites (online digital art portfolio )
* How to access Weebly; connecting to the class
page
15 mins
* How to add a page: Art portfolio

* How to add a photograph
* How to add text
* How to publish
*Handout of instructions will be provided
*Checklist of requirements for the online digital art
portfolio will be provided
Teacher Notes:
Assessments/
Differentiation

-Formative: Discussion and questioning
Digital Portfolio
January 7, 2016
Work period
* Students are expected to work independently or
with small groups to document artwork and create their
online digital art portfolio
2 classes
* Limited equipment means students will need to

take turns. When waiting students are expected to work
on sketchbook assignments or on-going projects.
Teacher Notes:
Assessments/
Differentiation

-Application and considerations of quality documentation
- Creating a quality photograph, developing a personal
online art portfolio
Assessments:
*Summative: Checklist of requirements and
considerations
Closure
Time
Consolidation of
Learning:
Digital documentation assists an artist in preserving

and sharing their artwork. Digital portfolios are easily
accessible and a professional means of exhibiting
artwork to employers and educators.
Feedback From
Students:
How has current technology changed the way an artist

can document and share artwork?
Feedback To Students *Descriptive feedback will be provided to the students

in response to their digital documentation and online art
portfolios
*Formative feedback will be provided through
discussion and inquiry
Digital Portfolio
January 7, 2016
Sponge Activity/
Activities

Digital Portfolio
January 7, 2016

Name: ________________________________
Digital Documentation Checklist:

When photographing artwork, did you use:
_____ Controlled lighting
_____ Plinth
_____ Backdrop
_____ Camera Tripod
Did you:
_____ Center the photograph
_____ Focus the camera
_____
Online Digital Art Portfolio Checklist:

_____ Create Weebly account
_____ Create page labelled Art Portfolio
_____ Add photograph artwork
_____ Add brief reflection of artwork
Digital Portfolio
January 7, 2016

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What are some concerns students have about teaching art?

What are some concerns students have about teaching art?

What assignment did each student present in class and why did they like it?

What assignment did each student present in class and why did they like it?

Digital Portfolio

Me, Myself, & My Class

Digital Portfolio, Page 1

what are some of the practices we saw in our PS1 practicums?

we had to explain why we liked the assignment.

DRAWING UNIT PLAN

Unit Topic: Value

Digital Portfolio, Page 3

Rough Draft C&I for Art

1. Acquire a repertoire of approaches to

1. combine description, expression and

Game: Facebook Game Draw My Thing. OR Draw Something

Bridgman's Complete Guide to Drawing from Life by George Bridgman

Boomhower, Doug. "Gesture Drawing." Captures Movement. Doug Boomhower,

Digital Portfolio, Page 4

Picasso, Pablo. "Gesture Drawing as a Learning Skill Part 1: Introduction."

Artists discussed in this unit:

Digital Portfolio, Page 5

Lesson Three: Timed drawing exercise 2D and Model

Digital Portfolio, Page 6

Lesson Four: Gesture painting

Digital Portfolio, Page 7

Digital Portfolio, Page 8

Cartooning and Drawing

Different Types of Units

- Integrated Units: Units that are connected to other courses in the

Digital Portfolio, Page 9

- Drawing on the right side of your brain by Betty Edwards

- Musical chair abstract art game:

Unit Plans : Self Portrait Unit Plan

Digital Portfolio, Page 10

Lesson 1: Material Exploration 4 - 49 minute classes

Digital Portfolio, Page 11

Conte (White and black)

Digital Portfolio, Page 14

Day 1 March 18th Graphite 49 min. (Minus 7 min from intro)

Goal: Students will explore graphite

Day 2 March 19th Charcoal 49 min.

Goal: Students will explore charcoal

Digital Portfolio, Page 15

Activity #2 Value Scale

Day 3 March 20th Conte 49 min

Goal: Students will explore conte

Digital Portfolio, Page 16

Day 4 March 21st Ink 49 min

Goal: Students will explore ink

Lesson #2: Portraits Proportion and Structure 4 - 49 minute classes

Digital Portfolio, Page 17

Graphite value scale

Day 5 March 25th - Proportion 49 minutes

Digital Portfolio, Page 18

Man Ray (ink)

- What is emphasized in this portrait? Eyes and nose

Day 6 March 26th Details 49 minutes

Activity #1: Eyelashes and Eyebrow observations