This was the template I used for all of my lesson plans in my lesson plan book. We had standards that all of our plans had to include. In 2000, these were the standards of my school district. I would suggest that you find your state art standards and then your local school district standard. Then incorporate them into your template, or mine (if you choose to use it.) I have no problem with your using my template if your principal accepts it. You will have more than enough other work to do- some useful, some not. Save this template on your computer by copying it and saving it in your word processor. Fill in the areas with your plans (or mine-if you want to use them), save it with your title and print it, and put it in your lesson plan book.
Key Concept-Goal: The student will understand and create, by applying a wide variety of media, techniques, and processes, to express visual ideas, feelings, and values through the use of art elements and principles.
Essential Skills-Objectives-Art Aims: The students will:
*express the differences among materials, techniques, and processes.
*know lettering techniques.
*apply different media techniques and processes to communicate ideas,
experiences, and stories.
*utilize art materials and tools in a safe and responsible manner.
*identify, recognize, and apply the principles of design in students’ works, e.g. unity, repetition, variety, movement, emphasis, balance, and proportion.
*create works in a variety of three-dimensional media.
*recognize career opportunities related to art.
Engagement Activities- Procedure:
Organization for distribution:
Assessment-Evaluation: Did the student use the materials, techniques and processes correctly? Did the student consider the elements and principles of design?
Other Teaching Aids and Resources: Magazines: School Arts; Arts and Activities, Textbook: Discover Art., Examples and Visuals.
Higher Order Thinking Skill Questions:
Basic: Did the students identify and recognize a variety of art media and techniques?
Did the students identify connections between the visual arts and other disciplines in the curriculum?
Did the students define the role of an aesthetician and identify the steps involved in judging works of art?
Did the students identify art works of various time periods and cultures and match artists with specific time periods and cultures by using symbols and themes?
Transitional: Did the students demonstrate and apply an understanding of the proper use of a variety of art media to create works of art?
Did the students understand similarities between the characteristics of the arts and other disciplines?
Did the students apply steps involved in art criticism in comparing his/her work with the works of others and other cultures?
Did the students compare and contrast works of art from different time periods and give examples of how early works influenced works of modern art?
Advanced: Did the students compare and make judgments about the different art productions and media used to create them?
Did the students justify and value the art as it relates to other disciplines in the curriculum and learn how art supports and combines with other disciplines in the curriculum?
Did the students draw conclusions, evaluate, and make judgments about specific works of art?
Did the students make critical judgments about works of art?
*Smaller print indicates guidelines from the revised Visual Arts Curriculum Framework Grades K-5.Indianapolis Public Schools
| Indiana State Standards
Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements.
Standard 3: Students describe, research, and interpret works of art and artifacts.
Standard 4: Students identify and apply criteria to make informed judgements about art.
Standard 5: Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art.
Standard 6: Students theorize about art and make informed judgements.
Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
Standard 8: Students understand and apply elements and principles of design effectively in their work.
Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning.
Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills.
Standard 11: Students recognize a variety of art-related professions and careers in our society.
Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts.
Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology.
Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art.