LESSON PLAN TEMPLATE ~ ART EDUCATION ~ SCHOOL OF EDUCATION ~ 2020-21

TITLE OF LESSON PLAN: Learning About Project Sample

Reflection: Tempera Landscape Painting
NAME OF TEACHER:
Elsbeth Bandli
AGE/GRADE: 3rd
NUMBER OF LESSONS/TIME: 1 Class
Period (1 Hour)

1) CENTRAL FOCUS:

By the end of this lesson, students will understand how light causes reflections on water. Students
will connect abstract scientific learning (reflections) to concrete visual arts representation (painting) by
creating a landscape and water tempera painting that utilizes drawing, painting, and printmaking
techniques. Students will self-assess and reflect on their learning, art skills, and completed project.

2)WI STATE OR NATIONAL VISUAL ART STANDARDS:

o VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes.

o VA:Cr2.2.3a Demonstrate an understanding of the safe and proficient use of materials.
o VA:Re.7.1.3a Speculate about processes an artist uses to create a work of art.
o VA:Re9.1.3a Evaluate an artwork based on given criteria.
o SCI.PS4.B.4 Objects can be seen when light reflected from their surface enters our eyes.

3)OBJECTIVES:

SCIENCE

o I can describe how light bounces off of a surface to create a reflection. (SCI.PS4.B.4)

ART PRODUCTION:

o I can practice using pencils, paint, and markers safely and responsibly in the art room.
(VA:Cr2.2.3a)
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AESTHETICS:

o I can choose color and details that make my artwork special to me. (VA:Cr2.1.3a)

ART HISTORY:

o I can explain how artists use observation and science knowledge to paint reflections.
(VA:Re.7.1.3a)

CRITICISM:

o I can grade my artwork and reflect on my learning. (VA:Re9.1.3a)

4)ACADEMIC LANGUAGE:

o Peter Doig: A contemporary (living) artist who creates landscape paintings.

o Reflection: An image that can be seen when light bounces off a surface.
o Contemporary Artist: An artist that is alive and making art.
o Printmaking: Making art by transferring/moving a design from one surface to another surface.
o Landscape: The area of land, water, and sky that you can see when you look straight in front of
you. A landscape can include natural and manmade elements.

5)ART MATERIALS/INSTRUCTIONAL RESOURCES:

Materials Per Student:

o 1 Piece of White 8.5 x 11 Cardstock or Heavy-Weight Paper

o Blue, White, and Green Tempera Paint
o 2 Paintbrushes: 1 Large (Approx. 1”) 1 Small (Approx. ¼”)
o 1 Pencil
o 1 Eraser
o Water Cup
o Paint Palette/Plate
o 1 Sheet Paper Towel

Instructional Resources:

o Teacher-Made Project Sample (pictured at top of lesson plan)

o Google Slides Presentation
o Landscape Examples Table Group Printouts
o Hand-Held Mirror
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o YouTube Video: https://www.youtube.com/watch?v=9MxKpI0JXIc

o Smartboard or Projector
o National Visual Art Standards: National Coalition for Core Arts Standards
o Wisconsin Standards for Science: Wisconsin Department of Public Instruction

6)PROCEDURE:

Time Instructional Strategies/Learning Tasks Purpose

2 min 0. Self-Control Practice: 0. Employ mindfulness
Welcome students to art class outside of the classroom. strategy and focus
Invite students to “Use walking feet to get to your assigned attention before class
seat. Next, get in a comfortable seating position in your begins.
chair.” Remind students that during self-control all four
legs of their chairs should always be on the ground and that
bodies should be comfortable and still. Guide students
through taking three deep breaths. Before the last breath,
2 min ask students to think of one way that they can be a
respectful, responsible, and safe artist during class. 1.Gauge prior
1. Anticipatory Set: knowledge/understanding
Ask students, “What do you see when you look in the of reflections (formative
mirror?” (hold up a mirror outward facing toward students. pre-assessment). Provides
Pause for responses. If students respond with, “Me, visual, oral, and written
myself” (or something completely different) affirm the instruction. Introduce
student’s response (ex. “You’re right, in a mirror we can essential questions for
see ________, but I am wondering about a science word lesson.
for what it’s called when we see ________ in the mirror. Do
you know what word I am thinking of?”) If students
respond with, “A reflection!” Continue by saying, “That’s
absolutely right! We do see a reflection of ourselves or of
something else in a mirror. Today, we will answer the
questions, What is a reflection?, How are we able to see
5 min reflections?, and How can we create a reflection in our
artwork?” (point to each of these questions on the google
slides presentation: slide #2)
*Note: If students cannot supply “reflection” as the 2. Provides new method
answer, move forward with the lesson by stating, “What of presentation (video)
we see in a mirror is called a reflection. Today we are going and engages students in
to learn more about what reflections are, how reflections discussion. Informally
work, and how to create a reflection in our artwork.” assesses student
2. Introduction of Interdisciplinary Science knowledge and
Concept introduces science
Tell students, “Before we can create a reflection in our academic language.
artwork, we first need to learn more about how our eyes
are able to see reflections.” Tell students, “We are going to
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8 min watch a video that will teach us more about reflections

Turn on your listening ears while you are watching the
video. You will need to share 1 fact with your table group
after the video is over.” Play YouTube Video (Google Slide
#3 0:00-0:58). Instruct students to each share 1 fact they
remember from the video with their table group. Walk 3. Connect science
around the classroom and listen to discussions that groups learning to contemporary
are having. Reflect on what information students recall, art history and introduce
and what information needs more reinforcement. Ask art academic language.
students to share (verbally) their definition of reflection.
Thank students for sharing. Show students slide #4 and
read the definition of reflection. Ask students to raise their
hand with any questions.
3. Science + Visual Arts Connection
Ask students, “Have you ever seen an artwork that has a
painted reflection in it?” Pause and allow for responses.
Switch to slide #5. Tell students, “One contemporary
painter, named Peter Doig paints a lot of reflections in his
artwork.” Ask students, can someone remind me what it
means for an artist to be ‘contemporary’?” Pause and allow
for responses. State, “An artist is a contemporary artist if
they are still alive and making art.” Show the students
4. 2 min examples of Doig’s work (slides #6-#8) and invite students
(one at a time) to walk up to the point to the reflections in
Doig’s artwork. “How do you think that artists like Peter
Doig make reflections in their artwork?” Pause and allow
for responses. Regardless of student answers say, “Thank
you for sharing. Those are great ideas for making
5. 10 min reflections in artwork. I hope to see YOU experiment with 4. Classroom
these ideas in the future.” Tell students, “Artists, like management strategy.
scientists need to observe, or look very closely at what they Provides break for
want to paint to create reflections in their artwork. Today, students with limited
we will be observing pictures and using a printmaking attention span or
technique to create our own reflections in painting. Do you hyperactivity.
remember what printmaking is?” Call on a student with
hand raised. Listen to student response and affirm student
answer. Switch to slide #9 and read the definition of 5. Prepares students to
printmaking for students. Remind students of other work independently and
printmaking projects done in years past (for context). Ask ask questions.
students, “Remember how the people in the video could
see their reflection in the water?” Continue, “Not only can
you see reflections of yourself in water, but we can also see
reflections of landscapes in water too.” Read definition for
landscape.
4. Transition: Body Break
Switch to slide #10. Invite students to “Put a bubble in your
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mouth, stand, stretch, and shake it out.” Remind students

that participating in the body break is a choice (students do
6. 20 min not need to stand and move). Emphasize the importance of
taking care of our bodies while being respectful of
everyone else’s space bubble during our 1-minute break.
5. Demonstration
Switch to slide #12. Invite students to gather around
the demonstration table with their hands behind their
backs (limits touching of supplies and of peers).
Demonstrate each step of the project:
 Fold Paper in Half (hamburger/bathtub
style) 6. Application of learning
 Look at landscape examples. Visually pick from the start of class.
out 5 objects to draw. Write name (first and last Practice for concrete art
7. 5 min initial) and list of 5 objects on the back of paper. skills using materials.
 Draw 5+ objects on the top half of the Teacher/student dialogue
paper using pencil. Make sure that at least one acts as formative
object (like the ground) touches the fold in the assessment.
middle of the paper.
 Paint the bottom half of the paper using
blue paint. (Paint thin so that it dries fast).
 Paint each object (1 at a time). After
8. 7 min painting, fold the paper to make a reflection on the
“water” part of the painting.
 Paint the sky.
 Use a wet brush to lightly smear the 7. Promotes student
reflections on the “water”. responsibility for supplies
 Use black marker to outline the objects and shared ownership of
(top half only). art space.
 Sign the artwork!
Ask students if they have any questions. Using pre-assigned
classroom jobs (based on color-coded seats) invite student
helpers to gather the supplies for their table group from
the supply table and walk them back to their group. Tell the
rest of the students to “Walk back to your seat like a tree- 8.Individual and group
silent and standing tall.” reflection of learning.
6. Independent Student Practice: Summative assessment.
Switch to slide #12 (includes written list of project steps).
Walk around while students are working to monitor the
safe use of supplies and support students with
questions/students who are having difficulty with the
project. Questions to ask students during independent
work time:
 “How did you decide what objects to
include in your landscape?”
 “How can you change blue/green to make
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teal or a lighter version of blue/green?”

 Student: “I’m having X problem.” Teacher:
“Thank you for sharing with me that you need help.
Let’s brainstorm ways that we can fix the problem.”
Ask follow-up questions.
 “It looks like you are off to a great start!
What could you add to make your artwork even
more interesting?”

7. Clean Up:
Instruct students to clean brushes in the sink, wipe down
tables, and return extra paint to the supply table. Tell
students to keep their paintings at their table spot until the
very end of class. Remind students to watch out for other
students when they are walking with messy supplies and to
walk in the art room while cleaning up. Tell students, “I will
know that your table group is ready when I see that all
supplies are put away and you are sitting with your painting
in front of you.”

8. Closure:
Pass out Reflection Landscape Checklist. For the first two
questions, tell students to talk in their table groups (show
slide #13). Then, have students fill out the rest of the
checklist independently.

8)ASSESSMENTS:

DURING THE LESSON: FORMATIVE ASSESSMENT

 Informal Pre-Assessment (Anticipatory Set Conversation)

 Group Discussions (Introduction to Interdisciplinary Science Concept)
 Teacher/Student Dialogue (Independent Student Practice)

*Detailed information outlined in procedure*

AFTER THE LESSON: SUMMATIVE ASSESSMENT

 Reflection Landscape Checklist