LESSON PLAN

University of North Texas

Art Education
Brandan Haag
Courtney Nixon
Vanessa Ontiveros

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson Number: Facilitation #3
Grade Level: 3rd to 5th
Title: Terence Clarke
Duration: 30-40 minutes
II. Lesson Rationale:
Students will learn the ties between contemporary and historical artists.
Students will learn how to create compositions for still life.
Students will learn to use Photoshop to manipulate digital images.
III. Key Concepts:
Control over forced perspective.
Using technology in an art setting.
The ability to critique art.
IV. Essential Question:
Investigate how artists come up with still life compositions.
Compare and contrast student work to artist Terence Clarke i.e. what methods have the students used that he
might not have
Compare and contrast the students work to other inspirational artists.
V. Lesson Objectives:
The student will be able to organize and develop artistic ideas and work.
The student will be able to refine and complete artistic work.
The student will be able to apply criteria to evaluate artistic work.
VI. Specific Art Content:

Shape

Line

Color

Space

Value

Unity

Contrast

Balance

Photography

Style

VII. Resources & Materials for Teacher

 Terence, C. Contemporary Artist from the UK. (2013, June 23). Retrieved from
http://www.artistsandart.org/2013/06/terence-clarke-contemporary-artist-from.html.
Terence, C. (2015, April 10). Retrieved from http://www.artdecorgallery.co.uk/artists/artist/41terence-clarke.html.
Terence Clarke, About. (2016, January 8). Retrieved from
http://www.terenceclarke.co.uk/About.html
Cezanne; Still Life with a Skull; Oil on Canvas 213/8 in. x 25 5/8 in.
Picasso; Still Life with a Mandolin and Guitar; Oil on Canvas
Van Gogh; Still Life with Twelve Sunflowers; Oil on Canvas
OKeeffe; Cow Skull with Calico Roses; Oil on Canvas 36 x 24 in.
VIII. Resources & Materials for Students:

Photo capturing device

digital copies of still life composition
USB or flash drive

IX. Instruction and Its Sequencing:

Day of the Lesson
1.
Introduction/Motivation:
Students will be able to make colorful images
Students will be able to show off objects that they like
Students will be able to experiment with computers in art
2.
Guided Practice
Instructors will demonstrate by:
Performing walkthroughs of Photoshop effects on a sample image
Layering Photoshop effects on a sample image.
3. Independent Practice
Students will:
Manipulate their image(s) until satisfied.
Save their image(s) at the end of the lesson.
Post their image(s) online with appropriate hashtags.
4. Closure
Students will be asked to:
Compare/contrast their images with Terence Clarke.
Compare/contrast their images with past artists.
Explain how media effects our perceptions
5.

Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity

6.

Classroom Management Procedures

Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate methods used in developing their image.

X. Summative Assessment and Evaluation:

Students will be assessed by a rubric with multiple requirements and a sliding scale of grading. Students will be
assessed on their still life photograph, minimum object requirement, composition, creativity, image
manipulation, their participation and quality of critique, and the ability to make connections between modern
and historical art. Students will be monitored and prompted to meet the expectations for this lesson.
Unsatisfactory

Progressing

Meets
Expectations

Exceeds
Expectations

The student did

not bring in a
photograph to use
or brought in a
photograph of
something other
than a still life.

The student brought

in a photograph but
showed little to no
effort in the
composition
(thrown together) of
their image.

The student
brought in a
photograph and
showed effort in
creating a
composition.

The student brought

in a photograph and
showed incredible
effort in creating an
interesting
composition.

Object
Requirements
(Minimum of 3
items)

The student did

not include any
objects in their
composition.

The student
included objects in
their composition
but did not meet the
minimum
requirements.

The student
included the
minimum number
of objects.

The student included

more than the
minimum object
requirements in their
composition.

Manipulation

The student did

not manipulate
their image in any
way.

The student
manipulated their
image but did not
meet the minimum
effect requirements

The student
manipulated their
image and met the
minimum effect
requirements

The student
manipulated their
image and exceed
the minimum effect
requirements

Creativity

The student did

not show any
creativity in the
creation of their
image

The student showed

limited creativity in
the creation of their
image

The student
showed a good
amount creativity
in the creation of
their image

The student showed

incredible amounts
of creativity in the
creation of their
image

Critique
(Meaningful and at
least two other
students)

The student does

not participate in
critique.

The student
participates in
critique but
comments with I
like/dislike it

The student
actively
participates in
critiques and
makes comments

The student always

participates in
critiques and makes
meaningful
comments about the

Photographed Still
Life Composition
(Do you have it? Is
it interesting?)

(Minimum of 2
effects)

Connections or
Compare/Contrast

The student is
unable to connect
this activity to
modern or
historical artists.

without explanation.

about the artwork

artwork

The student is to
connect this activity
to either modern or
historical artists.

The student is
able to connect
this activity to
modern and
historical artists
and some of the
comparisons.

The student is able

to connect this
activity to modern
and historical artists
as well as the
comparisons
between them.

XI. Interdisciplinary Connections:

3rd Grade TEKS
(1) History. The student understands how individuals, events, and ideas have influenced the history of various
communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities, past and present;
(3) History. The student understands the concepts of time and chronology. The student is expected to:
(A) use vocabulary related to chronology, including past, present, and future times;
5th Grade TEKS
(21) Culture. The student understands the relationship between the arts and the times during which they were
created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods in U.S. history such
as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and
(B) explain how examples of art, music, and literature reflect the times during which they were created.

XII. References & Resources:

Rubin, C. B. (2014, October 23). Simplifying Images in Photoshop. Retrieved from
http://www.cbrubin.net/digital_skills/imaging/photoshop/simplify.html
Bradley, H. (2015, March 17). Change the Color of Your House in Adobe Photoshop to paint your house [Video
file]. Retrieved from https://www.youtube.com/watch?v=_Oapki1g3IM

XIII. Art TEKS

(1) Foundations: observation and perception. The student develops and expands visual literacy skills using
critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding,
and applying the elements of art, principles of design, and expressive qualities. The student uses what the
student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The
student is expected to:

(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity; and
(C) discuss the elements of art as building blocks and the principles of design as organizers of works of
art.
(2) Creative expression. The student communicates ideas through original artworks using a variety of media
with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination,
fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The
student is expected to:
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such
as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of
materials.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and culture by
analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and
respect for the traditions and contributions of diverse cultures. The student is expected to:
(A) identify simple main ideas expressed in artworks from various times and places;
(B) compare and contrast artworks created by historical and contemporary men and women, making
connections to various cultures;
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and others,
contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The
student is expected to:
(A) evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers,
and historical and contemporary artists;
XIV. National Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 7: Perceive and analyze artistic work
Anchor Standard 9: Apply criteria to evaluate artistic work.