Lesson Plan 1



|ART II: Intermediate (Draw/Paint) |

|Lesson Plan |

|Lesson Plan Title: Student Twist on Famous Artwork – 20th Century Artists (One Interim assignment) |

|Concept / Topic To Teach: Students will explore how past art is still relevant today by recreating famous artwork from the 20th century and |

|transforming it to be pertinent for today. Students will become familiar with ten 20th century artists and the art movements they were apart |

|of. The students will discover the contemporary artist Kehinde Wiley. |

|Standards Addressed: SOL AII.1, AII.3, AII.5, AII.7, AII.8, AII.12, AII.13, AII.20, AII.21, AII.24, AII.28, AII.29, AII.31 |

|SOL AII.1 |

|The student will expand the use of a sketchbook/journal by adding preliminary sketches, finished drawings, critical writings, and class notes. |

|SOL AII.3 |

|The student will demonstrate effective use of the elements of art and the principles of design in a variety of art media. |

|SOL AII.5 |

|The student will demonstrate proficiency in the use of an expanded range of art media. |

|SOL AII.7 |

|The student will employ the visual problem-solving process in the production of original works of art. |

|SOL AII.8 |

|The student will adhere to ethical procedures when producing works of art. |

|SOL AII.12 |

|The student will demonstrate an understanding of an art career through oral or written |

|communication. |

|SOL AII.13 |

|The student will identify works of art and artistic developments that relate to historical time periods and locations. |

|SOL AII.20 |

|The student will describe, analyze, interpret, and judge works of art using an expanded art vocabulary. |

|SOL AII.21 |

|The student will use an expanded art vocabulary to assess personal works of art in terms of effectiveness in the communication of ideas. |

|SOL AII.24 |

|The student will participate in class critiques and criticisms based on one or more established models (e.g., Feldman, Broudy, Barrett). |

|SOL AII.28 |

|The student will demonstrate the ability to reflect on and analyze personal responses to works of art and artifacts. |

|SOL AII.29 |

|The student will support opinions by reasoned processes using an expanded art vocabulary. |

|SOL AII.31 |

|The student will research and investigate the intentions of those who created specific works of art. |

|General Goal(s): Intermediate Art – Art History (Artists, Art Movements, Context) |

|The students will be able to describe stylistic features of ten of the most famous 20th century artists, and the art movements they were |

|affiliated with. The students will gain a clear understanding of how past artwork is still relevant to today (context), because history repeats|

|itself and art influences popular culture. The students will examine the works of contemporary artist Kehinde Wiley. |

|Specific Objectives: |

|The student will investigate and become familiar with the following 20th century artists, and the art movements they were affiliated with: |

|Henri Matisse (Fauvism) |

|Andre Derain (Fauvism) |

|Edvard Munch (Expressionism) |

|Egon Schiele (Expressionism) |

|Pablo Picasso (Cubism) |

|Salvador Dali (Surrealism) |

|Rene Magritte (Surrealism) |

|Marcel Duchamp (Cubism/Dada) |

|Andy Warhol (Pop Art) |

|Roy Lichtenstein (Pop Art) |

|The students will discover that past art is still relevant today based on context (history repeats itself). |

|The students will discover that past art influences popular culture, with examples from the artist Kehinde Wiley. |

|Required Materials: |

|PowerPoint on project |

|Handout related to PowerPoint |

|PowerPoint on acrylic paint |

|Artist quality paper (Canva Paper if available) |

|Pencils and erasers |

|Sketchbook |

|Paint brushes (varying in size and shape) |

|Acrylic paint (yellow, orange, red, violet, blue, green, white, black) |

|Palettes |

|Small containers for water |

|Printouts of the ten chosen artist’s artwork |

|“Project evaluation” worksheet |

|Paper towels |

|Saran wrap (for preserving paint) |

|Assignment description handouts |

|Project plans handouts |

|Handout on 10 artists’ styles |

|Anticipatory Set (Lead-In): |

|Show the students the PowerPoint for this assignment. |

|Ask students questions to spark their interest such as: |

|Do you know of any other contemporary borrowed and/or influenced artwork from the past? |

|Can you think of any other current connections to past artwork’s context, in addition to what has already been discussed? |

|What ideas do you have for this assignment? |

|Step-By-Step Procedures:   |

|Show a PowerPoint for this assignment (PowerPoint will include: ten famous artists from the 20th century, art movements from the 10th century, |

|examples of famous artworks with a twist). |

|Have the student fill out the worksheet that correlates to the PowerPoint (this is to be done at the same time as the PowerPoint presentation),|

|and turn it in to be graded at the end of class. |

|Have each student draw three thumbnail sketches for the assignment in his of her sketchbook. |

|Give a short demo on how to use acrylic paint. |

|Have each student draw out their chosen thumbnail sketch. Encourage the students that are having difficulty to use the grid method. |

|Have the students paint their assignments |

|Instruct each student place their finished painting on one of the drying racks to dry before submitting it. |

|Instruct the students to complete their “Project Evaluation” worksheet. |

|Instruct the students to keep all of their handouts in their sketchbooks (after they have been graded by the instructor) to study before their |

|examine. |

|Give a short-guided critique on all of the finished paintings. |

|Have each student paper clip their “Grading Criteria” slip and their “Project Evaluation” handout to their completed painting and turn it in |

|(for grading). |

|Kinesthetic Learners: Have them complete three thumbnail sketches of assignment ideas. Have them complete the assignment. |

|Visual Learners: Show a PowerPoint that includes artwork that demonstrates this assignment’s objectives. |

|Plan For Independent Practice: Have the students complete three thumbnail sketches, in their sketchbooks, of their potential paintings. |

|Closure (Reflect Anticipatory Set): |

|Students will pin-up and share their completed paintings. |

|Have students check their vocabulary and knowledge by participating in an instructor guided critique. |

|Have the students fill out their “Project Evaluation” worksheet. |

|Assessment Based On Objectives: |

|Check for three thumbnail sketches in the students’ sketchbooks. |

|Place the student’s paintings on the “critique” board (chalkboard). Have students participate in an instructor guided critique using proper art|

|terminology and vocabulary from this lesson. |

|Make sure that each painting includes: |

|Context that is relevant to the student and/or current pop culture. |

|Clear borrowed style and subject matter from one of the ten artists from the 20th century. |

|Quality craftsman ship clearly exhibited. |

|Technical skills |

|Image development/originality |

|Check/review student’s “Project Evaluation” worksheet. |

|Check/review worksheet from the PowerPoint presentation. |

|Adaptations (For Students With Learning Disabilities): |

|Provide assistance in choosing a piece of artwork, and possible ways the artwork could be made pertinent to the students or to today. |

|Allow the students to use one of the examples I came up with, from the PowerPoint. |

|Extensions (For Gifted Students): Allow students to research artwork they would like to recreate, as long as it is by one of the ten famous |

|artists required. |

|Possible Connections To Other Subjects: Art History, Vocabulary, Math/Geometry (if a grid is used). |

|Notes: |

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