Washington Township Middle SchoolLesson Plan Form

Teacher: Content Area: NJCCCS/CCSS: Week of: Jeffrey Hull Talented Art 8 1.3.8.D.2 10/5/2015Type of LessonDQ2: Introducing New Knowledge

M T W R FDom. Element(s):

DQ3: Deepening or Practicing

M T W R FDom. Element(s):

DQ4: Generating & Testing Hypotheses M T W R F

Dom. Element(s):

Unit Goal(s):Students will know portrait painting.

Daily Objectives:

Monday: Students will know vocabulary and History of artist Horace Pippin. DQ2-E6

Tuesday: Students will know narrative. DQ2-E6

Wednesday: Students will know facial proportions. DQ2-E10

Thursday: Students will know characteristics of Acrylic painting. DQ2-E6

Friday: Students will know acrylic painting. DQ2-E8

Lesson Activities/Instructional StrategiesM

Students will be shown PowerPoint of the work of Horace Pippen.Outsider Art, Narrative, and portraiture will be discussed.

Classically trained portrait artist (same time period) John Singer Sargent’s work will

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Class will discuss narrative in Pippin’s painting A Country Doctor: A Night Call.

Students will be asked to tell the story of the person who influenced and inspired their life in a special way. Students will document the

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Students will be shown the use of facial guidelines via teacher demonstration. Students will be given facial proportion wkst. Class will discuss sketching facial proportions using guidelines on paper.

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Students will be shown set up of tools for acrylic painting. Class will be shown transferring sketched compositions onto canvas board with pencil. Light drawing and no value will be stressed. Simple shapes in composition will be

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Teacher demonstration for acrylic paint: students will be shown washes, painting alla prima (all at once), and glazing techniques.

Reasons for each technique will be

Washington Township Middle SchoolLesson Plan Form

be compared and contrasted with that of the Pippin portraits.

Students will discuss major differences with work of similar time period artist work.

Vocabulary for portrait paintings will be discussed and documented on Vocabulary wkst.

***HW: Photo of person who greatly influences and inspires in student’s life.

relationship and tell about the person’s life through writing.

Students may recall a moment, a day, or the personality of the chosen individual and document it. Students will be required to write 3 paragraphs (introductory, body, and closing paragraphs) and will use a thesis sentence in the introduction.

Thumbnail sketching will be shown and students will begin sketches for compositions individually.

Monitoring and check for understanding will take place.

Materials to begin portraits will be organized.

Using guidelines for proportions, students will begin drawing portraits of chosen person on paper.

Monitoring and check for understanding will take place.

shown.

Teacher will stress minimal sketching as to not have cloudy canvas due to too much graphite.

Students will begin drawing individually.

Monitoring and check for understanding will take place.

discussed.

Stylistic emphasis will be placed on Pippin’s painting style based on simple shapes.

Starting the painting will be shown. Students will begin painting using washes on drawing so that later layers and color blocking can take palace.

Students will use order to paint:

1.Washes2. Painting Directly3. Wet on wet (in small amounts)

Students will begin painting individually.

Monitoring and check for understanding will take place.

Adaptations for Co-Teachers:M T W R F

Resources and Materials:

Washington Township Middle SchoolLesson Plan Form

Pippin PowerPoint, Pippen history and narrative wkst, Facial proportion Wkst, Pippin vocabulary, 3H pencils, canvas board, brushes, acrylic paint, palettes, Matte medium

Evaluation / Assessment:

Formal Critique

Homework / Assignment(s):M T W R F