Cut Paper Drawing Lesson Plan

Lesson Plan
Teacher: Emerson West Grade Level: 10-12

Subject Area: Art II
Standard(s) Lesson Objectives
CR.2.H: I can practice safety, proper The students will expand their knowledge and
technique, and conservation in the use of skills of using positive and negative space and
tools, materials, and equipment contour lines through their cut paper drawing.
independently. I can select various art The students will create a drawing out of a 2-
elements and design principles to create Dimensional media.
effects in composition.
PR.6.I: I can make, explain, and justify
connections between artists or artwork and
social, cultural, and political history.
RE.7.G: I can describe aspects of art
based on personal and artistic intent. I can
analyze a piece of art based on perceptual
influence and human experience.
Cn.10. I: I can apply knowledge of media,
styles, and techniques to my personal
work.
How will you assess learning from this lesson?
I will use questioning to evaluate learning throughout the discussion. I will use observation to
assess learning during the activity. I will also evaluate their understanding of the lesson
through the outcome of their final artwork. The google form they submit will give me written
insight to their takeaways from the lesson.
What related topics did you teach before this lesson?
Positive and Negative space through Notans. Using box cutters and exacto knifes to make
paper art. These cut paper drawings explore Chinese paper cutting styles, where-as the
Notans explored the Japanese paper cutting styles. This project is an expansion of paper
cutting; it will give the students more room to showcase their craftsmanship.
The day before, the students will also explore contour lines through a contour line activity.
During this activity, students will move from table to table in 5-10 minute increments and create
a contour line drawing of the object that is on the desk of the station they are at.
What related topics will you teach after this lesson?
Illustration design, then possibly printmaking. An illustration lesson would go together with
paper cutting, because it would just be the more traditional forms of drawing. The students
would be expanding on their design skills. Printmaking would relate to paper cutting because it
involves cutting out positive and negative space, which the students will be greatly familiar with
after this lesson especially.
Lesson Plan Time

Anticipatory Set (hook for interest) 15
minutes
I will give a brief history over paper-cutting and show multiple contemporary artists
who specialize in paper-cutting through the PowerPoint presentation I prepared.
Below is the link to the presentation.
https://docs.google.com/presentation/d/
1yIDy55zyA0tOO8RMOChPXtJMDxO6NXiAhipV6pXrWrA/edit?usp=sharing
Lesson Activities (Include groupings, strategies, materials, and technology 35- 40

being used *You will attach copies of all instructional materials) minutes
each
day
Day 1:
The students will explore contour lines through a contour line activity.
The teacher will demonstrate how to create a contour line drawing of a plant using
the Elmo and Smart Board.
The students will get out 5 sheets of paper, or sketchbook.
The teacher will have objects (plants/ stuffed animals) set up at each table.
The students will spread out (1-2 per table).
The teacher will set a timer for 5 minutes.
The students will draw a contour line of the object at their desk until the timer to
switch tables goes off.
The students will rotate tables after the timer until they have been at each of the
tables and drew each of the objects.
Once everyone has completed each station, the teacher will tell the students to
submit a photo to google classroom for us to print off for them. The image must
cover most of the page, be connected to the student’s interests, and the subject of
the image must be connected to at least three edges of the paper. Can be an
original artwork, or a picture from a copyright free source.
The teacher will remind the students that their image needs to be flipped if there are
words (because the final product will be reversed).
The teacher will approve the photos before being printed.
The students will hold on to their pictures for next class (they wont know what they
will use them for yet).
Day 2:
The teacher will present the Power Point over the history of paper cutting and
introduce artists who use cut paper.
The students will participate in the presentation by answering any guiding questions
the teacher may ask.
The teacher will go over the steps of the project and demonstrate how to create a
contour line drawing of the image.
The students will get out the printed image they have chosen and create a contour
line drawing on their print using their practice of contour line drawing from the
previous day (using an ink pen or colored pencil).
Day 3:
The teacher will check the student’s contour line drawings to make sure it will work
for the assignment.
The teacher will remind the students how to transfer an image using oil pastels.
The students will get a black piece of construction paper and transfer the contour
line from their image onto it.
The teacher will remind the students of safe practices when using a boxcutter or
exacto knife.
The students will work on cutting their image for the remainder of class.
Day 4-5:
The students will use their class time to work on cutting out their images.
The teacher will monitor the classroom and remind the students of safe practices,
due dates, and the goals of this lesson while the students are working.
Day 6:
The teacher will have the students get out their completed artworks.
The students will get into small groups at their tables and present their artwork and
critique their peer’s artwork.
The teacher will remind the students of things they need to comment on about their
artwork and their peers artwork when critiquing.
The teacher will have the guiding critique question on the board.
The remainder of the class time will be used for the students to complete their
google forms to reflect on the project.
Differentiation (check which one and describe how you differentiated) N/A
● Content: Dual Processing- text, verbal instructions, and visual images.
● Process: Students with a lack of motor skills have the option to use an exacto
knife rather than
Closure (formative assessment) 15-20

minutes
I will have the class do critiques at their tables (combine to 3 tables). I will monitor
while they are doing this and add some guided questions. I think the students do
better presenting and critiquing in smaller groups because they are more
comfortable.
Summative Assessment 10
minutes
I will have the students fill out and submit a google form that will asses their learning
and give them an outlet to give me feedback about the lesson. Below is the link to
the form.
https://docs.google.com/forms/d/e/1FAIpQLSffsmmzyKcxtWx6S1Zq1ljz-
J6Pi_CLhgzdGogEwvalcCynDw/viewform?usp=sf_link
Accommodations/Modifications
Preferential seating, repeated instructions, and modified assignments.
For example, my student who has an IEP, I will provide her an alternative form of critique. She
does great with written work, she just does not enjoy talking in front of the class, so I will have
her complete an alternative critique form that she will use to assess one of her peers. Below is
a link to the alternative critique form.
https://docs.google.com/document/d/
12eA3IFmXoQNRP4havbPyJ6pEo3rjzMpj5KM3M1TDY0I/edit?usp=sharing
How did you consider:

● Socioeconomic Status
I will be providing all of the materials necessary to complete this project. Paper is also a
very cheap material, so that makes it affordable for students who would like to create
more cut paper drawings outside of the classroom.
● Multicultural aspects of your class
In my PowerPoint presentation, I will teach the history of Chinese paper cutting, and
show artists of various ethnicities.
● ESL
I do not have any students who do not speak English, but if I did, I could easily provide
handouts of the directions and of the presentation in the student’s native language.
● Gender
This project is not influenced by either gender. I included both female and male artists
as cultural exemplars, so that should show the students that any gender can participate
in paper cutting.
● Student interests
The student’s will be encouraged to have their artwork include, or be based off of, their
interests. They have the freedom to decide the subject of their artwork.
Rubric:
1dZ44BCZA3YsK5HjXtLXOZwK5VzpmbIBImHazzLT3sTw/edit?usp=sharing
Presentation:
https://docs.google.com/presentation/d/
1yIDy55zyA0tOO8RMOChPXtJMDxO6NXiAhipV6pXrWrA/edit?usp=sharing
Modified Critique Worksheet:
12eA3IFmXoQNRP4havbPyJ6pEo3rjzMpj5KM3M1TDY0I/edit?usp=sharing
Reflection Form:
https://docs.google.com/forms/d/e/1FAIpQLSffsmmzyKcxtWx6S1Zq1ljz-
J6Pi_CLhgzdGogEwvalcCynDw/viewform?usp=sf_link

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Lesson Plan

Teacher: Emerson West Grade Level: 10-12

Standard(s) Lesson Objectives

How will you assess learning from this lesson?

What related topics did you teach before this lesson?

What related topics will you teach after this lesson?

Lesson Plan Time

Lesson Activities (Include groupings, strategies, materials, and technology 35- 40

Closure (formative assessment) 15-20

How did you consider:

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