LESSON PLAN TEMPLATE ED 3601(F) Spring 2018

ART EDUCATION LESSON PLAN

Grade:_____​8_​_________ Lesson Title: ___​Introduction to Mood​________ Lesson Duration (mins): ​_60__

Overview of lesson

Students will be introduced to the concept of mood, and which techniques

they can employ to create mood in their future work. Students will examine examples of traditional and
contemporary art pieces, and discuss how artists can create a sense of emotion in their work. Students will
demonstrate their understanding of concepts such as lighting, colour, value, and gesture in a summative
“mood” piece.

Alberta Program of Study – Visual Art

Goals and Objectives (Drawing, Composition, Encounters)

-use expressiveness in their use of elements in the making of images
-experiment with value, light, atmosphere, and colour selection to reflect mood in composition

Scope and Sequence:

-use the vocabulary of art criticism to develop a positive analysis of their work (Drawing)
-experiment with value, light, atmosphere, and colour selection to reflect mood in composition
(Composition)
-compare varying interpretations of natural forms and man-made artifacts through time and across cultures
(Encounters)

Critical Questions

Inquiry Question:
What elements and techniques can artists use to create mood?

Guiding Questions for the lesson:

What elements can we use in order to create a collage portraying a specific mood?
How can colour be used to convey mood?
How can symbols be used to convey mood?
How can lighting convey mood?
How can drawing styles and gestures convey mood?

Learning Objectives
Students will​:
1. Define “mood” in the context of visual art
2. Identify mood in examples of artwork
3. Employ techniques in their artwork to create mood
4. Collaborate with peers to demonstrate understanding of mood
5. Contribute to discussions about visual art viewed in class

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LESSON PLAN TEMPLATE ED 3601(F) Spring 2018

Assessments
Formative: Summative:
Whole-group discussion on art examples Croup collage and presentation
Informal critique of collages

Learning Resources
Resource #1: Powerpoint slides and smartboard
Resource #2: Art picture books (for inspiration)
Resource #3:​ ​Vocabulary list

Material and Equipment

List: ​Large drawing paper (or poster), magazine photos, sketchbooks, glue, drawing tools (pencils, pencil
crayons, markers, etc)
Teachers will arrive ahead of class time to assemble collage supplies and set up the powerpoint slides.
As students arrive, they will be asked to assemble at their tables in equal groups of 3-4 in preparation for
the day’s activity.

Lesson Procedures
Introduction ​(5 min.)​:
Hook/Attention Grabber: ​Have questions “What is mood? How do artists create mood?” on the board.
Assessment of Prior Knowledge (Diagnostic)​ Group Discussion about the questions on the board.
Expectations for Learning and Behavior: ​Students will treat each other and the space with respect.
Advance Organizer/Agenda: ​Summary of unit and timeline of lessons, and an agenda listing today's
schedule on the board.
Today’s schedule is:
1. Historical portrayals of mood
2. Independent student sketching
3. Group Collaboration Collage
4. Collage Sharing
Transition to Body: ​We will now go into historical examples of mood.
Body ​(50min.)​:
10 mins- Historical Portrayals​ (Direct Instruction)
Hand out vocabulary sheet
Explain to students that as we go through the unit in depth definition will be developed and that this
vocabulary will become useful for critiques. For today, students will only fill the first column.
Go through the powerpoint of historical artists and draw specific attention to elements present on the
vocabulary sheet and how they create mood.
(time permitting) Once finished ask students if they have any examples of other artworks which effectively,
you can pull these up on the smartboard as they come up.
10 mins - Independent Sketching ​(Student Exploration)
Explain to students that they will be creating an individual sketch based on a given mood which will then
be used in a collaborative collage. Students will be encouraged to focus on their individual sketches, rather
than “copying” their table-group members. This ensures that the group will have diversity and choice in

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their source material when they collaborate in collage creation. Table groups are not to share their mood to
other table groups as we will attempt to guess what their mood is.
Hand out a mood indicator to each table group.
Give students time on their sketches.
Circulate in order to confirm student understanding, and give students a guiding hand if needed.
Give students a five minute warning when appropriate.
After 5 minute warning handout poster paper and collage material in preparation for the next section
15 mins - Collaborative Collage ​(Group Work)
Tell students that it is time to move on to the group collage.
Remind them that their collage must still portray the mood assigned to their table group.
Circulate in order to confirm student understanding, and give students a guiding hand if needed.
Give students a five minute warning when appropriate.
Remind students where materials go once they have finished their collage
Tell students that once their station is clean then we can move on to the critique
15 mins - Collage sharing ​(Student Led Critique)
Once students have cleaned their stations ask for a volunteer group to go first.
Ask groups not to state their mood but instead to allow their classmates to guess the mood.
Remind the class to look at their vocabulary list in order to effectively provide feedback to other groups.
For each group ask students “What mood is being portrayed? And why/how do you know this?”
Spend 3-4 minutes on each group
Once all groups have been critiqued reinforce concept of how mood is portrayed.
Closure ​( 5min.)​:
Consolidation Learning: ​Closure, discuss response to collages
Transition to Next Lesson: ​Explain that there will be a focus on tone and lighting in the next class
Indicate clean up protocol, material management etc. ​Clean up will occur after collage creation. Groups
will be responsible for their own space. The teacher will re-state clean up routines and places for recycling,
scissors, glue, etc.

Professional Reflections:

NA

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Vocabulary Word Initial thoughts As we go through the unit

Mood

Lighting

Symbolism

Line

Gesture

Tone

Colour

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Vocabulary Word Initial thoughts As we go through the unit

Mood The general atmosphere, or state of mind

and feelings, that a work of ​art​ generates.

Lighting Lighting can create many different moods

based on how it is present in the piece this
includes brilliant, or bright, dark, shade,
holy light, night light, moonlight,
sunlight, morning light, dusk, diffused,
dim,, clear, foggy, mystical, realistic

Symbolism using ​symbols​ especially by investing

things with a ​symbolic​ meaning or by
expressing the invisible or intangible by
means of visible or sensuous
representations

Line -Curved lines​ suggest comfort and ease

-Horizontal lines​ suggest distance and
calm ​-Vertical lines​ suggest height and
strength ​-Jagged lines​ suggest turmoil
and anxiety

Gesture Gesture is feeling portrayed by the

application of materials, or in the case of
gesture drawing it is ​a laying in of the
action, form, and pose of a model/figure.

Tone Using lightness and darkness to create

different moods, emphazing dark or light
emotions.

Colour Colours can portray different moods and

emotions. Red-Anger, excitment,
Blue-Calm,sadness, Yellow-Happy,
Green - energy, new