Stencil and Design Lesson Activity Plan 2

Stencil and Design Lesson Activity Plan 2

1. Content: Students will be learning about the artist movement, Cubism, to continue their art history marathon. Then students will continue working on their stencil design projects. At this point most students are at the design stage and will be creating 8 different designs, coloring four in black sharpie and four in colored pencil. If finished, students will be working on their final design stencil piece, tracing their stencil and designing the positive and negative space of their design.

2. Learning goals: S.W.B.A.T.

• Recognize artwork from the Cubism movement of the early 20th century
• Create a series of original designs using both black and white and color
• Incorporate stencils with their designs to create a cohesive work

3. Rationale: I am implementing an art history marathon as part of my curriculum to further my students’ frame of reference of different artistic styles and movements. By having students explore design through a series of ‘thumbnail’-type sketches, students can use their creative process to make mistakes and work through designs that they come up with. Alternating designs in color and black and white allows students to see the different effects of their mediums.

4. Assessment: Students will be required to take both visual and written noted during the art history marathon, which will be checked out at the end of the week. The stencil design project requires a lot of attention to detail so students will be assessed on whether of not they are on task. I will be looking to see whether designs are original and varied.

5. Personalization and Equity: Prototypes will be shown at the beginning of class and distributed if necessary. However, I will emphasize student originality and encourage them to begin on their own before they look at prototypes. I will walk around and individualize help, primarily checking in with my ELLs and students with special needs.

6. Agenda:

Time / Teacher / Student
0-5 / Greets students, takes attendance, reads bellringer to class / Enter class, take a seat in assigned seats, completebellringer: Review notes on art history. We are doing an art history marathon this week and I will be reviewing each movement/style at the beginning of each class before presenting a new one.
5-15 / Presents powerpoint on Cubism. Asks students what they notice, like or dislike. / Participate by stating observations and opinions. Take notes.
15-17 / Distributes design projects. Explains that students will continue working on these projects at whatever stage they happen to be at. / Receive projects, get materials they need (sharpie, pens, colored pencils, scissors)
17-42 / Circulates the classroom and gives individual assistance. / Work on projects, ask teacher for assistance if needed.
42-47 / Explains clean-up, students must paperclip together all their papers. Distributes exit slip: what are some characteristics of cubism. / Clean up and complete exit slip.

7. Standards:

4.10Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment

1.9Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools

5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary

8. Reflection: For those students continuing these projects in sharpie, I would re-emphasize the importance of balancing line thickness, and black and white. Many pieces were becoming too dark or were imbalanced in black and white areas.