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Lesson Plan

Title: Grade 8 Surrealistic Eye Length: 5 Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Formative and summative assessments conducted by the classroom mentoring teacher and me, the student teacher, have revealed several common
deficiencies in student art-making proficiency. Student understanding of how to work from observation and an understanding of the importance of
observing to create art are issues which have occurred regularly with students in these classes. Significant difficulty with the ideation process has
been observed during sketchbook and planned projects for most students. Many students exhibit an incomplete understanding of drawing and
shading techniques. Anecdotal evidence suggests that many students are interested in creating work that provides opportunity for self-expression
and a broad range of creative choice.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

• Student artists will create a drawing using graphite, charcoal, colored pencil, etc. that expresses a belief, fear, feeling, activity, etc. that is of
a personal nature to communicate with the viewer

• Students will create art using direct observation for a significant part of their artwork

• Students will use a mind-map to generate personal creative ideas for their artwork

• Students will learn about and explore the art style of surrealism

You are an artist creating an artwork that communicates something about your inner self. Create a drawing, using media of your choice, that tells
the audience something about your subconscious, dreams, or inner self.

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Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Composition Observation
Expression Improvisation
Technique Imagination

Enduring Understanding (s):


Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Artists combine close observation with improvised and imaginative elements to express ideas visually

Standards: (All lessons should address all standards.)


1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

After demonstration and instruction, students will create a drawing or artwork using direct observation
Bloom’s: Create
Standard: Observe and Learn to Comprehend
GLE: Conceptual art theories explain how works of art are created
Art Learning: Materials(s)/technique(s)

Upon completion of this project, students will be able to describe the art-making process of this project using a reflective rubric
Bloom’s: Analyze
Standard: Envision and Critique to Reflect
GLE: Visual literacy skills help to establish personal meaning and artistic intent in works of art
Art Learning: Critical reflection/aesthetics/transfer

Following instruction, students will be able to create an expressive image that includes an eye
Bloom’s: Apply
Standard: Invent and Discover to Create
GLE: Utilize current and available technology to refine an idea, and create original and imaginative works of art
Art Learning: Conceptual/ideation/personal grounding

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Upon completion of the project, students will be able to describe mind-map graphic organizers and at least one practical application
Bloom’s: Evaluate
Standard: Relate and Connect to Transfer
GLE: Visual arts are valuable for a variety of art and non-art related lifelong endeavors
Art Learning: Critical reflection/aesthetics/transfer

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Students may need hands on assistance to ensure proper
completion of their project. For some students, this may The product each student produces will reflect the student’s prior
include a pre-drawn image outline, etc.
knowledge, individual attributes, and personal experience. As in
A demonstration video will be viewed to engage diverse most art projects, the process in which the student engages is the
learners
more significant aspect of the learning than the final project
Students who require more detailed instruction and produced. Students will be continually observed and
demonstration will be addressed as individuals and/or as small
communicated with during the completion of this project. The
groups
assessment of the product and performance will weigh the
Students may use computer images, printed images, mirror
formative and summative assessment to reflect the student’s
reflections, etc. in order to observe the human eye
individual experience and challenges.
Students will be observed closely to determine if unforeseen
challenges exist. Should said difficulties be identified,
necessary steps will be taken

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

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As is typical, this project will provide a relatively open-ended This project will allow students to express themselves at any
opportunity for the student to extend his or her learning point along a long continuum based on the student’s ability and
according to the individual’s ability and motivation motivation
Students will be encouraged to extend themselves in terms of
Students will be engaged in direct interactions to discuss work creative expression at all points of instruction
progress, difficulties, and opportunities for extension
Students may use available 2-D media of their choice to create
Students who finish their work quickly may be instructed to their artwork
create a second eye-related artwork; to reflect on their work in
writing, or to research and write about a surrealist artist of their Students will determine the content, quality, and complexity of
choice their finished product

Students who work slowly or who experience extraordinary Students with lower and advanced artistic proficiencies will
difficulty with this process, will be given the opportunity to have the freedom to plan and create artwork that is
work on their project outside of class, to work on it during commensurate with their abilities
ELO, to reduce the size of their project, etc. As process rather
than product is the learning goal, students who work slowly Student work will be evaluated according to engagement in the
will be evaluated according to engagement and less heavily on art process, individual effort, and initial artistic proficiency, as
the finished product. well as finished art product

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Surrealism Expressive

Observation Content

Ideation Modeling

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Students supply #2 pencils


Student sketchbooks for ideation
School supply dark b soft pencils
Charcoal
Grey or white paper for different media (9”x12” graphite; 11”x15” charcoal)
Framing paper in black and white
Students will have some freedom of choice and materials may be necessary which are not listed here
Mirrors

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Students may use cell phones or computers to photograph and view their own eye

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

PowerPoint for Lesson


https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Surrealistic%20Eye%208/surrealisim%20-
%20eye.pptx

Rubric
https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Surrealistic%20Eye%208/Surreal%20Eye%2
0Rubric.docx

Surrealistic Eye Handout


https://d.docs.live.net/738fbf6a672e9555/Teaching/Kinard%20Student%20Teaching/Lesson%20Plans/Surrealistic%20Eye%208/Lesson%20Materi
als/Surrealistic%20Eye%20Handout.docx

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Create PowerPoint presentation


Create examples
Develop ideation protocol and list of prompts
Create rubric
Assemble materials (paper, charcoal, handouts, etc.)

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

There should be no significant safety concerns with this assignment

Action to motivate/Inquiry Questions:


Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

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This is a project that relies heavily on student choice; choice of media, choice of content and self-expression. This project provides a venue for the
student to share something personal about themselves through art. This is a chance to make an artwork that expresses something personal and
which is a product of the student’s own imagination.

How might you use this image in your own life or at home?

Is there some part of your inner self that you wish other people understood?

Would your drawing make an interesting sticker, skateboard design, t-shirt, etc.?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What type of information can artist share visually?

What idea or information do you want to tell others?

What mood will your art convey? Fear, excitement, romantic, scary, confidence?

Students will create a mind-map as an ideation tool to assist them in the generation of ideas, image content, and creative solutions

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Instructor will introduce the lesson using a PowerPoint presentation


and included video resource

Instructor will describe the major parts of the project Students will learn about the major parts of the lesson and how they relate
• A general description of the project using example images to each other
• A general overview of surrealism Students will learn about an art style and period in art history 10
• The way students will use the mind map ideation tool and Students will learn that ideation is an important part of this lesson

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process
• Instructor will describe some of the potential choices that Students will learn the lesson criteria and options
students will make regarding media, project size, subject
matter, etc. Students will learn about the purpose of the lesson and how their work
• The lesson objectives and assessment criteria will be assessed

• How might you use this image in your own life or at home?

• Is there some part of your inner self that you wish other
people understood?

• Would your drawing make an interesting sticker, skateboard


design, t-shirt, etc.?

Instructor will play an instructional video describing how to draw the Students will learn about drawing the human eye using a video 5
human eye presentation format to engage diverse learners

Instructor will direct students to collect their own sketchbooks from


their bins and to return to their seats to work
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Instructor will distribute charcoal, kneaded rubber erasers, and


blending stumps to every student

Instructor will complete a drawing demonstration using a document Students will learn how to draw the human eye through demonstration
camera and instruction
15-20

Instructor will direct students to follow along with the demonstration Students will learn to draw the human eye and to use charcoal as a
and create an eye drawing according to instruction and drawing tool by following instruction and demonstration
demonstration

Instructor will describe the mind-map graphic organizer Students will learn about the use and value of mind-maps as a graphic 5
• How it is made organizer
• What it is used for
• How it may be used to generate creative solutions
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• How it may be used for other academic and personal
activities

Instructor will engage the students in the creation of an example


mind-map

Instructor will complete a mind-map graphic organizer using student Students will learn how to create a mind map through participation and 15 for both
responses to populate the map observation graphic
organizers

Instructor will guide and ask students to share ideas based on the Students will learn how to generate ideas by drawing correlations and
group mind-map extrapolations from a mind-map organizer

Instructor will record student responses in a second graphic organizer

Instructor will direct students to create at least one mind map in their Students will reinforce learning related to mind-mapping by engaging in 10-15
sketchbook to generate ideas related to potential surrealism themes the process independently
the students wish to explore

What type of information can artist share visually?

What idea or information do you want to tell others?

What mood will your art convey? Fear, excitement, romantic, scary,
confidence?

Instructor will circulate among the class to ensure participation and


to answer questions

Instructor will direct students to work independently and in small


Students will learn to utilize information organized in a mind-map to 15
groups to create a list of locations, themes, objects, etc. that may be
generate ideas independently and collaboratively
included in a finished drawing based on mind map results and record
them in their sketchbook on the page opposite of their mind-map

Instructor will direct students to submit their sketchbooks for


evaluation
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Instructor will direct students to clean up and prepare to leave by:
Placing charcoal and charcoal supplies in the appropriate container
Wiping charcoal dust from tables and cleaning hands
Placing stools under the tables
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Day
2 Instructor will conduct a short review of the main points of the
previous lesson period: Students will learn expectations and scope of project through rehearsal 10
• Lesson and project overview and discussion
• Lesson objectives and assessment criteria
• Creative options
• The concept of surrealism

Instructor will return student sketchbooks with assessment notation Students will learn how they are doing with the process and through 5
and individual direction as needed participation

Instructor will direct students to revisit their list of ideas, subject


matter, themes, etc. 10

Instructor will direct students to generate at least three sketches in Students will learn to explore, trouble shoot, and generate creative 20
their sketchbooks that explores the ideas in a distinctly different way solutions through sketch

Instructor will interact with students as students work to provide


assistance and to evaluate student participation

Instructor will direct students to evaluate peer work of students at Students will learn to reflect on their own artwork and that of others 10
their table in order to help the artist refine the visual message Students will learn how to communicate effectively through art

Instructor will direct students to create a full-page sketch based on Students will learn to plan and problem-solve visually 20
the idea which they plan to use for their project

Instructor will direct students to prepare for the end of class 5


Return sketchbooks and supplies
Clean tables
Push chairs under tables

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Day
3 Instructor will conduct a short review of the main points of the Students will learn expectations and scope of project through rehearsal
previous lesson period: and discussion 10
• Lesson and project overview
• Lesson objectives and assessment criteria
• Creative options
• The concept of surrealism

Instructor will direct students to create a list of necessary visual Students will learn to organize materials and resources for a project 10
references next to their full-page sketch
Instructor will direct students to list media they expect to use
Instructor will direct students to note the observation device(s) they
intend to utilize for the project

Instructor will direct students to use classroom computers to find and Students will learn how to collect resources needed to create art 25-30
print visual references for their work

While students are collecting resources, instructor will meet with Students will learn how to utilize feedback and to problem-solve
individual students to provide preliminary feedback for their plan
and to provide insight and direction

Instructor will do a quick sketching demonstration to illustrate how Students will learn how to compose a drawing and to make necessary 5
to construct a drawing and to adjust and edit a drawing adjustments before making difficult to remove marks

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Instructor will direct students to begin the sketching process or to
seek instructor assistance if the student is not ready to begin his or
her sketch

Instructor will direct students to prepare for the end of class 5


Return sketchbooks and supplies
Clean tables
Push chairs under tables

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Day Instructor will conduct a short review of the main points of the
4 previous lesson period: Students will learn expectations and scope of project through rehearsal 5
• Lesson and project overview and discussion
• Lesson objectives and assessment criteria
• Creative options
• The concept of surrealism

Instructor will perform a brief review of shading techniques using a Students will learn through a review of shading techniques 10
preliminary sketch of a human eye

Instructor will direct students to use their sketchbook sketches to


experiment with shading techniques before using them on their Students will learn how to experiment with different techniques
finished project

Instructor will direct students to work independently and to seek Students will learn a variety of skills through creative problem-solving 60
instructor assistance as needed and implementation

Instructor will notify students midway through the work session to


take a personal break

Instructor will circulate among working students for the duration of


the class to provide assistance, feedback, and advice

Instructor will direct students to prepare for the end of class 5


Return sketchbooks and supplies
Clean tables
Push chairs under tables

Day
5 Instructor will remind students of the assessment criteria and lesson Students will learn expectations and scope of project through rehearsal 5
objectives and discussion

Instructor will advise students that this is the last work day for this Students will learn the project deadline by being reminded
project

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Instructor will describe how students will self-evaluate their work Students will learn how their work will be evaluated
and reflect on the art-making process using the rubric 5

Instructor will describe how finished work and completed rubrics Students will learn the work submission procedure
will be submitted

Instructor will talk about options for students who will not finish the Students will learn about time management and project submission and 5
project during the class period assessment options

Work time and


Instructor will direct students to work independently and to seek reflection 65
instructor approval before submitting finished artwork and minutes
completing the reflective rubric

Instructor will direct students to prepare for the end of class


Return sketchbooks and supplies 5
Clean tables
Push chairs under tables

Student reflective/inquiry activity:


Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students will engage in small group discussions during the creative phase of this assignment to refine the content and imagery of their work

Students will have regular conversations with their instructor during which the student will be prompted to engage in a reflective evaluation of
some aspect of his or her work

Students will complete a reflective rubric at the end of the assignment

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Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:
Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
• Can student create a drawing or artwork using direct observation? This checklist will be completed in response to student directed questions designed to
• Is student be able to describe the art-making process of this project using a elicit an appropriate response. This checklist will be used to determine student
reflective rubric? comprehension and the potential need for further instruction or clarification
• Can student create an expressive image that includes an eye?
• Is student able to describe mind-map graphic organizers and at least one  Did student create a drawing or artwork using direct observation?
practical application?  Could student describe the art-making process of this project using a
reflective rubric?
 Did student create an expressive image that includes an eye?
 Could student describe mind-map graphic organizers and at least one
practical application?

Rubric attached to the bottom of lesson plan

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

My primary concern with this lesson was engagement and participation. I expected my advanced students to be interested but I thought that my
more reluctant students might balk at the ideation process and preliminary work needed to be successful. That has not been the case. These students
have required substantial support. They have needed help finding and assembling source materials. In some cases, they have needed some
assistance creating a feasible and interesting composition. This support has come in the form of one on one direction in the process of thumbnail
sketching and problem solving. Naturally, student work varies in terms of the final product. As product is not the primary goal or measure of this
assignment, I consider this lesson to be quite successful. The eye image itself appeals to a range of students. The direction to include imagery
related to one’s self is appealing to many students. Finally, I believe the fact that this is a surrealistic image that does not over emphasize technical
perfection gives some students license to proceed without fear of failure. Lastly, I believe that the lessons students have taken from previous
classes this year have given them more confidence and have made them more comfortable expressing themselves visually.

The fact that the eye is a common subject of student doodling seems to be a double-edged sword. There is a level of comfort with the subject.
However, there is also a reluctance to address the eye as a learning opportunity. It has taken some effort to get students to observe their own eyes in
mirrors or to consult an image regularly during the drawing process. I might include a still life project or some other observation heavy project
prior to assigning this work in the future.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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Eye Related Quote Pages for Inspiration

https://www.goodreads.com/quotes/tag/eyes

https://www.brainyquote.com/topics/eyes

http://www.wiseoldsayings.com/eyes-quotes/

Page of surrealistic eye examples

https://www.google.com/search?q=surrealistic+eye&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiY57Gr18_dAhVs_4MKHcdSDpYQ_AUIDigB&biw=1507&bih=678

Project: Surrealistic Eye

Surrealism Modeling Expressive


Observation Content Ideation

Name: Class Period:

Criteria 4 Points 3 Points 2 Points 1 Point Student Teacher


What You Did Advanced Proficient Partially Proficient Unsatisfactory Score Score
• Advanced design and • Design is visually • Some problems with • Design is not well
Planning/Design communication interesting design developed
• Excellent integration • Communicates with the • Communication is unclear • Communication is
with eye image viewer • Eye drawn somewhat well minimal
• Includes a well-drawn eye • Eye drawn poorly
• Excellent drawing • Drawing techniques used • Drawing techniques
Craftsmanship/ technique is used • Good drawing technique is properly at times not used appropriately
Drawing • Form, texture, light, and uses • Form, texture, light, and • Form, texture, light,
shadow are indicated • Form, texture, light, and shadow indicated and shadow not
consistently shadow are indicated sporadically indicated
• Lengthy explanations • Short or incomplete •
Reflection that are closely related to • Questions are answered answers • Very short responses
the finished product and fully • Vocabulary is not used or unanswered
process of making art • Relevant vocabulary is used regularly or correctly at • Vocabulary not used
• Good use of vocabulary appropriately times or not used correctly

Student Reflection Instructions: Let me know what you know and what is confusing Be Descriptive and Specific Give Examples
What did you communicate about yourself? How? _________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
What is something about your drawing that you like? Why? _________________________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
What is something about your drawing you wish you could change? Why? ______________________________________________________________________
___________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
Pre-assessment will occur in the form of a classroom dialogue during the introduction and demonstration of this assignment. Students will see a series of images related to this project. Upon viewing each image, a question
and answer conversation will be used to determine how the students read the images and their understanding of how an artist communicates with his or her audience visually using art.

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