My Unit Plan

Teacher: Melissa Conner Art III
Unit Plan: The Creative Portrait
Duration: 3 Weeks
I. Unit Plan Overview:

Rationale
The purpose of this unit is to introduce the student to portraiture from a historical,
technological, and artistic perspective. The student will become acquainted with artists pertinent
to different movements, styles, and types of artistic processes. The intent of the unit is to
encourage students to develop a style and hone basic techniques in photography, painting,
printmaking, and ceramics. Students will acquire skills which will permit them to create
meaningful works of art. The primary purpose of the unit is to introduce students to influential
artists with innovative styles and technical skills. By providing students with a historical
background of art pertinent to each lesson the student will learn to apply the same skills to their
own individual work. The educator aspires for the students to develop a rigorous work ethic and
acquire the skill to look at their work critically.
Goals for Unit Plan
The student will become familiar with various processes in art as well as the cultural
impact of the artist on the work.
The student will produce work of a high caliber.
The student will gain an appreciation for art and the process.
The student will learn different techniques in photography, printmaking, painting, and
ceramics.
The student will gain social and cultural awareness.
The student will carefully plan and execute meaningful works of art.
The student will understand what qualities make a good portrait.
The student will work independently.
The student will learn about the evolution of the portrait.
The student will be able to interpret images and their significance.
The student will learn about different artists
The student will learn to write about works of art.
TEKS
117.304. Art, Level III (One Credit), Adopted 2013.
(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 original artwork.
The student is expected to:
(A)
(C)
(D)
Creative expression. The student communicates ideas through original artwork 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:
(A)
(B)
(D)
(F)
(3)
Duration: 3 Weeks
analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility

in solving problems, create multiple solutions, and think imaginatively;
compare and contrast the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;
compare and contrast the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal
artwork; and
explore the suitability of art media and processes and select those appropriate to
express specific ideas such as content, meaning, message, and metaphor relating to
visual themes to interpret the expressive qualities of artwork.
(B)
(2)
create original artwork using multiple solutions from direct observation, original
sources, experiences, and imagination in order to expand personal themes that
demonstrate artistic intent;
solve visual problems and develop multiple solutions for designing ideas, creating
practical applications, clarifying presentations, and evaluating consumer choices
in order to make successful design decisions;
create original artwork to communicate thoughts, feelings, ideas, or impressions
select from a variety of art media and tools to express intent in drawing, painting,
printmaking, sculpture, ceramics, fiber art, design, digital art and media,
photography, jewelry, and mixed media.
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)
(4)
research selected historical periods, artists, general themes, trends, and styles of
art;
(B)
distinguish the correlation between specific characteristics and influences of
various cultures and contemporary artwork;
Critical evaluation and response. The student responds to and analyzes the artworks of
self and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations. The student is expected to:
(A)
interpret, evaluate, and justify artistic decisions in artwork such as that in

museums, local galleries, art exhibits, and websites based on evaluation of
(B)
(C)
Duration: 3 Weeks
developmental progress, competency in problem solving, and a variety of visual

ideas;
evaluate and analyze artwork using a method of critique such as describing the
artwork, analyzing the way it is organized, interpreting the artist's intention, and
evaluating the success of the artwork;
analyze personal artwork in order to create a written response such as an artist's
statement reflecting intent, inspiration, the elements of art and principles of design
within the artwork, and measure of uniqueness;
Learning Objectives
The student will be able to (A) create (B) an original painting in the style of a chosen
artist (C) with 80% accuracy (D).
Cognitive Synthesis/ Psychomotor Creating
The student will (A) develop (B) an appropriate (D) understanding of important
painters in art history(C). Cognitive Application
The student will be able to (A) explain (B) their individual work of art in a brief essay
of no more than 250 words (C) which references one influential painter discussed in
class (D). Cognitive Evaluation
The student will be able to (A) properly (D) differentiate (B) between different
artistic styles(C). Affective Receiving
The student will be able to (A) create (B) an original linoleum print (linocut)(C) using
printmaking techniques with 90% accuracy(D). Cognitive Synthesis
The student will be able to (A) demonstrate (B) an applicable (D) understanding of
Burroughs use of cultural influences in her work(C). Affective Internalizing
The student will (A) properly (D) grasp (B) printmaking tools(C) with precision (D).
Psychomotor Moving
The student will be able to(A) create(B) prints on various surfaces (C) with 100%
accuracy (D). Cognitive Synthesis
The student will (A) assemble (B) a thorough (D) PowerPoint presentation on one
influential printmaker to present in class (C) . Psychomotor Communicating
The student will be able to (A) produce (B) three photographic portraits (C)
efficiently (D). Cognitive Synthesis
The student will (A) compose (B) a brief statement about their photographs (C)
referencing at least one influential photographer (D). Cognitive Synthesis
The student will be able to (A) accurately (D) interpret (B) the meaning of
photographs (C). Cognitive Evaluation
The student will (A) practice (B) correct (D) procedures in the darkroom (C).
Affective Internalizing
The student will (A) demonstrate (B) an appropriate (D) understanding of
photographic history (C). Affective Internalizing
The student will be able to (A) create(B) an original 3-dimensional clay work of art
(C) using an original photograph(D). Cognitive Synthesis
The student will be able to (A) glaze (B) the clay portrait transfer (C) appropriately
(D). Psychomotor Manipulating
3
Duration: 3 Weeks
The student will (A) demonstrate (B) a suitable (D) understanding of cultural
influences in art(C). Affective Internalizing
The student will (A) demonstrate(B) an applicable (D) understanding of technical
process when applying a photograph to clay in art(C). Affective Internalizing
The student will(A) write (B) a brief statement about their finished work (C)with
100% accuracy (D). Cognitive evaluation
The student will be able to (A) proficiently (D) create (B) an original work of art
using a found or used book(C). Cognitive Synthesis
The student will be able to (A) fully (D) recognize (B) the history of book arts(C).
Affective Receiving
The student will be able to(A) create(B) an original work of art utilizing various
media(C) with the principles of design and organization considered(D). Cognitive
Synthesis
The student will (A) appropriately (D) integrate (B) aspects of their own cultural
identity, beliefs, and other personal aspects into their work of art(C).Affective
Organizing
The student will be able to (A) fully (D) explain (B) their work of art in class
discussion(C). Cognitive Evaluation
Unit Overview
The students will learn about painting a portrait in the painting style of various artists of
varying periods discussed in class. The student will adopt the artistic style of a chosen artist and
replicate the style in an original painting. Several painters as well as artistic periods will be
discussed ranging from the Impressionists to Pop Artists. The second lesson will require the
student to produce one relief print on burlap material for printmaking. The students will be
introduced to processes which involve the use of different surfaces that provide texture and
significance in a work of art. Lesson three will require students to produce three well printed
photographs accompanied by a statement about their work. Several influential photographers
(both documentary and art photographers) will be discussed. Contemporary approaches will also
be shown. The fourth lesson will permit students to experiment three dimensionally by creating a
work involving the technique of transferring a printed portrait to a ceramic surface. The final
lesson will encourage students to utilize different techniques acquired through experience in
previous lessons to produce a work of art by manipulating materials. The altered book project
will allow students to integrate skill as well as personal connection to their work. Throughout the
projects the students will learn about the evolution of the portrait from painting to photography
and finally to modern unconventional approaches.
Assessment
The students will be expected to produce one painting in the style of the chosen artist
discussed in lesson one. Additionally the students will develop a series of photograph portraits
successfully representing documentary or an artistic style of photography. Also the students will
4
Duration: 3 Weeks
produce a print either a linocut or lithograph which represents a societal issue or concern the
student finds problematic. The students will compose the print on burlap material. The students
will also produce a ceramic piece using photographic transfer process. Lastly the students will
transform a discarded book into a work of art in the altered book project. They will add personal
attributes to the piece. The number of pieces that will be produced will illustrate the students
understanding of different techniques, processes, and interpretations in art. The students will
additionally be expected to compose three brief statements, one PowerPoint, and involvement in
one class discussion/critique. about their finished works. This will assess the students ability to
explain processes utilized as well as artists who influenced the chosen aesthetic approach. Each
project will be graded based on four major components.
Rubric for Assessment
The
Portrait
Creativity
12 3 45
1= Not creative
2= begins to
show progress
but not original
3= Could show
more personal
connection
4= Good
creativity could
go further
5= Excellent
clearly shows a
development of
personal style
Completeness
1 2 3 45
1= Not attempted
2=Not turned in
3= Incomplete
4= Near finished
but not suitable
for display
5= Clearly
Complete
Written/ Oral
Explanation
12 3 45
1= Not well
thought out
2= Could be longer
in length,
incomplete, or
doesnt meet
requirements
3 = Good
explanation, but
could provide
further
information
4= Meets
expectations
5= Excellent, goes
beyond
expectations
Effort
1 2 3 45
1= Little or no
effort
2= Lack of focus
3 = Could
display greater
effort, attention
to detail
4= Good effort,
meets
expectations
5= Exceeds
expectations
(additional
work,
photographs,
time spent)
Total = Possible
20 points per
project for
entire unit
totaling 100
Painted
Portrait
Print
(Linocut)
Photographs
Ceramic
Transfer
Altered book
project
5
Duration: 3 Weeks
Materials/Supplies
Acrylic paint
Computer
Screen (projector)
Canvas
Easel
Paint brushes
Water
Cup
Pencil
Paper (sketchbook)
Palette
Natural Burlap
Soluble black printing ink
Soft rubber brayer
Linoleum cutters
Wooden ink plate
Bamboo baren
Brushes
Pen
Clay
Glaze
Sponge
Water
A used or discarded book
Glue
Scissors
Paint
Photographs
Wire
Rope (if needed)
Ribbon
Exacto blade
String
Tape
Color pencils
Oil pastels
Ceramic cutting Tools
Printer
Photo editing software (Photoshop, Picasa)
Camera
Duration: 3 Weeks
II. Daily Lesson Plans:

Teacher: Melissa Conner
Class: Art III
Grade 11
Length of Class Period: 90 min
Lesson #1
Topic: Painting a Portrait
TEKS: 117.304 1A, 1B, 1C, 2B, 2D, 3A, 3B, 4A

Steps:
1. Review*
____5__Minutes
The review will consist of discussing familiar portraits and important components of the
portrait.
2. Anticipatory Set*
__15____Minutes
The students will embark on a virtual tour of an art museum focusing on specific portrait
artists of varying periods in painting. Snippets of video will be viewed.
http://www.youtube.com/watch?v=0oly6d0zlZM
http://www.youtube.com/watch?v=r7uxxS2diTE
3. Instructional Objectives*:
The student will be able to (A) create (B) an original painting in the style of a chosen
artist (C) with 80% accuracy (D).
Cognitive Synthesis/ Psychomotor Creating
The student will (A) develop (B) an appropriate (D) understanding of important
painters in art history(C). Cognitive Application
The student will be able to (A) explain (B) their individual work of art in a brief essay
of no more than 250 words (C) which references one influential painter discussed in
class (D). Cognitive Evaluation
The student will be able to (A) properly (D) differentiate (B) between different
artistic styles(C). Affective Receiving
___5___Minutes (state objective/s)
4. Input and Modeling*
(Instructional Procedures):
___10___Minutes Activity 1:
The students will watch a power point presentation exhibiting a collection of
eminent painters of various time periods in art. The presentation will focus on the
Renaissance, Romantic, Impressionist, Expressionist, Surrealist, and Pop Art Periods.
The artists covered will include Da Vinci, Rembrandt, Vermeer, Caterina van Hamessen,
Judith Leyster, Mary Cassatt, Manet, Marisot, Seurat, Van Gogh, Munch, Picasso, Frida
Kahlo, Jacob Lawrence, Warhol, and Lichtenstein.
__10____Minutes Activity 2:
Duration: 3 Weeks
The student will also watch a demonstration by the educator indicating how to make
certain brush strokes. It will be further reinforced that the type of brush stroke indicates
the period. For example a style Seurat employed was pointillism which involved several
dots which combined create an image.
___10___Minutes Activity 3:
The student will work in groups to categorize printed images into stylistic periods
(Renaissance, Romanticism, Impressionist, Abstract Expressionist, Surrealist, and
Pop Art).There will also be a discussion of the decision made by each of the student
groups. The group will designate a speaker who will discuss why they chose to pair the
paintings with the period.
5. Checking Understanding*
The educator will check for understanding as the groups discuss their pairings of the
portrait with the artistic period. The educator will additionally check for understanding as
the students create their sketches prior to painting.
6. Guided Practice*
__30____Minutes
The students will begin to work on sketches independently as the educator goes around
the room writing down the choice painter the student has decided to stylistically emulate.
The students will then work on their paintings.
7. Independent Practice*
____0__Minutes (included in guided practice)
The paintings will be completed in class; however sketches and further research by the
student on an elective basis can be decided by the student.
Lesson Closure: (Restate what students learned)
___5___Minutes
8. Materials and Equipment Needed:
Acrylic paint
Computer (for PowerPoint)
Screen (projector)
Canvas
Easel
Paint brushes
Water
Cup
Pencil
Paper (sketchbook)
Palette
9. Reflection and Revision:
The educator will reflect on the success of the project and different aspects that could be changed
to better accommodate the student
8
Class: Art III
Lesson #2
Duration: 3 Weeks
Grade: 11
Topic: Printmaking (Linocut on Burlap )
TEKS: 117.304 1A, 1B, 1C, 1D, 2D, 3B

Steps:
1. Review*
____5__Minutes
The review will consist of discussing characteristics of portraiture. The differences and
similarities between painting and printmaking will be discussed.
__15____Minutes
A video regarding astute printmaker Burroughs and the linocut process she utilizes will
be shown to the class.
The student will be able to (A) create (B) an original linoleum print (linocut)(C)
using printmaking techniques with 90% accuracy(D). Cognitive Synthesis
The student will be able to (A) demonstrate (B) an applicable (D) understanding
of Burroughs use of cultural influences in her work(C). Affective Internalizing
The student will (A) properly (D) grasp (B) printmaking tools(C) with precision
(D). Psychomotor Moving
The student will be able to (A) create(B) prints on various surfaces (C) with 100%
accuracy (D). Cognitive Synthesis
The student will (A) assemble (B) a thorough (D) PowerPoint presentation on one
influential printmaker to present in class (C) . Psychomotor Communicating
___10___Minutes Activity 1: A PowerPoint will be shown to illustrate the history of
printmaking. Kate Kollwitz, Gericault, Burroughs, Shepard Farey, and other various
printmakers and types of printmaking will be explored.
__10____Minutes Activity 2: A demonstration by the educator will illustrate the linocut
process.
___10___Minutes Activity 3: A continuation of the demonstration will show how
students will apply their print to a square cut of a burlap sack.
The educator will assess understanding by looking at sketches independently and
discussing design concerns with each student.
9
Duration: 3 Weeks
6. Guided Practice*
__30____Minutes
The students will begin to work on linoleum cut in class and will look at the human shape
as a biomorphic figure. They will look at positive/negative space when creating sketches
and prior to cutting the linoleum surface. Students will additionally be encouraged to
think about a social issue or concern they would like to advocate for through their works
of art.
The prints will be completed in class; however sketches and further research by the
student on an elective basis can be decided by the student.
___5___Minutes
Pencil
Paper (sketchbook)
Natural Burlap
Soluble black printing ink
Soft rubber brayer
Linoleum cutters
Wooden ink plate
Bamboo baren
Brushes
Reflective thoughts about the lesson after taught:
Suggestions for revision:
Class: Art III
Length of Class Period: 90 minutes Lesson #3
Grade: 11
Topic: Photographic Portraiture
TEKS: 117.304 2D, 3A, 3B, 4C

Steps:
1. Review*
__10___Minutes The class will review different types of photographs. There are
documentary portraits and artistic portraits. The educator will discuss specific attributes
to each type and write them on the board as a reference.
__20____Minutes
The anticipatory set will consist of four short YouTube videos discussing the impact of
photographers well known for their portraits. The artists represented will be Diane Arbus,
10
Duration: 3 Weeks
Gordon Parks, Sebastiao Salgado, and Richard Avedon. The photographers will represent
two types of photographic types, artistic and documentary.
http://www.youtube.com/watch?v=nHJWgQxTous Sebastaio Salgado
http://www.youtube.com/watch?v=NDEWN5k53yY Gordon Parks
http://www.youtube.com/watch?v=_d08Lr16AUY Diane Arbus
http://www.youtube.com/watch?v=spNOy3YBEH4 Diane Arbus
http://www.youtube.com/watch?v=X-y5H6uyRaA Richard Avedon
3. Instructional Objectives*: (Use ABCD format)

The student will be able to (A) produce (B) three photographic portraits (C)
efficiently (D). Cognitive Synthesis
The student will (A) compose (B) a brief statement about their photographs (C)
referencing at least one influential photographer (D). Cognitive Synthesis
The student will be able to (A) accurately (D) interpret (B) the meaning of
photographs (C). Cognitive Evaluation
The student will (A) practice (B) correct (D) procedures in the darkroom (C).
Affective Internalizing
The student will (A) demonstrate (B) an appropriate (D) understanding of
photographic history (C). Affective Internalizing
__5____Minutes (state objective/s)
____10__Minutes Activity 1:
The class will discuss the photographers in the video. The teacher will additionally
discuss one photographic image as an example on how to interpret a photograph.
____15__Minutes Activity 2:
The students will in groups discuss the meaning of a photographic portrait and what they
believe is the intent of the artist or the message they are trying to deliver. The groups will
then share their opinions with the class in a discussion.
As the students are creating sketches of their individual designs for the project the
educator will check for understanding. The educator will ask questions about the
6. Guided Practice*
__30____Minutes
The students will first work on producing a photograph in the darkroom or in a digital
format using Photoshop after taking an original photo. In addition to producing three
photographs the student will produce a short report on an influential photographer and
brief statement on their own work to accompany their photographs.
11
Duration: 3 Weeks
All work will be completed in class.

____5__Minutes
Pencils
Pen
Darkroom
Camera
Computer and Photo editing Software
The educator will reflect on the success of the project and different aspects that could be
changed to better accommodate the student.
Class: Art III
Lesson: #4
Grade: 11
Topic: Ceramic Portrait Transfer
TEKS: 117.304 1D, 2A, 2B, 2D, 2F, 3B, 4C

Steps:
1. Review*
____10_Minutes
The review will consist of discussing ceramic processes and techniques of rolling slabs of
clay, coiling, and applying an appropriate amount of water to the clay surface learned in
art I and II. Portraiture and the photographic medium will be briefly discusses relating to
lesson 3.
__10__Minutes
Questions will be posed to the students regarding application of photographs to a clay
surface. Can a photograph be applied to clay? How do you think this is possible? What
steps do you think you would take?
Students will brainstorm with their peers.
The student will be able to (A) create(B) an original 3-dimensional clay work of
art (C) using an original photograph(D). Cognitive Synthesis
The student will be able to (A) glaze (B) the clay portrait transfer (C)
appropriately (D). Psychomotor Manipulating
The student will (A) demonstrate (B) a suitable (D) understanding of cultural
influences in art(C). Affective Internalizing
The student will (A) demonstrate(B) an applicable (D) understanding of technical
process when applying a photograph to clay in art(C). Affective Internalizing
12
Duration: 3 Weeks
The student will(A) write (B) a brief statement about their finished work (C)with
100% accuracy (D). Cognitive evaluation

___10___Minutes Activity 1: Video demonstration will be provided showing different
techniques. http://www.youtube.com/watch?v=eHxlab3Djw0
__10____Minutes Activity 2: Teacher Demonstration will illustrate how to appropriately
apply the portrait to the clay.
___10___Minutes Activity 3: Finished product demonstration and example of written
explanation of work will be given.
The educator will check for understanding as students are working on applying the
photographic image to the clay.
6. Guided Practice*
__30____Minutes
The students will choose to utilize a photographic portrait utilized in lesson 3 or take a
new digital portrait this will be the students choice. The teacher will assist students with
the actual transfer of the digital print to the wet clay which must be prepared prior to
printing the image.
The ceramic work will be completed in class, however further research by the student on
an elective basis can be decided by the student.

___5___Minutes
Pencil
Clay
Printer
Computer
Photo editing software (photoshop)
Ceramic cutting Tools
Glaze
Sponge
Water
13
Duration: 3 Weeks
changed to better accommodate the student
Class: Art III
Length of Class Period: 90 minutes
Lesson #5
Grade: 11
Topic: Altered Book Project
TEKS: 117.304 1A, 1D, 2B, 2D, 2F, 4B

Steps:
1. Review*
__10____Minutes
The review will consist of a brief history of the altered book project. The review will also
elaborate on the expectations of the student in regards to use of media. Students in Art III
are advanced and will be required to draw on prior experiences in photography, painting,
printmaking, drawing, and sculpture to create a personal and imaginative work of art for
this project. This is a mixed media project.
__25____Minutes
The students will be shown a video on various artists who create works of art by using
found objects including altered books. This will also provide a partial history of the
recent art form to the student. Real life examples presented by the artists will provide a
visual aid for the student.
3. Instructional Objectives*: (Use ABCD format)
The student will be able to (A) proficiently (D) create (B) an original work of art
using a found or used book(C). Cognitive Synthesis
The student will be able to (A) fully (D) recognize (B) the history of book arts(C).
Affective Receiving
The student will be able to(A) create(B) an original work of art utilizing various
media(C) with the principles of design and organization considered(D). Cognitive
Synthesis
The student will (A) appropriately (D) integrate (B) aspects of their own cultural
identity, beliefs, and other personal aspects into their work of art(C).Affective
Organizing
The student will be able to (A) fully (D) explain(B) their work of art in class
discussion(C). Cognitive Evaluation
__5____Minutes (state objective/s)
14
Duration: 3 Weeks

____5__Minutes Activity 1: The educator will display three different altered books
each representing various stages in the project. The first altered book will involve the
combination of photography into the work. Tools utilized will also be noted and
demonstrated. Each student will be expected to focus on a theme of the students choice.
____5__Minutes Activity 2: The educator will display the second altered book as an
example which will illustrate the personal expectation for the student. The student will be
expected to draw from personal narrative or experience to make a work of art that is
original. The teacher will illustrate what makes an altered book personal.
_____5_Minutes Activity 3: The educator will show how the finished product should
resemble noting that every students work will differ. The finished project will include
different media and personal aspects or perspectives of the student.
As the students are creating sketches of their individual designs for the project the
educator will check for understanding. The educator will ask questions about the
construction of the book and how the student intends to achieve the desired result.
6. Guided Practice*
__30____Minutes
The students will first work on a design for the project in class. The design must be
approved by the instructor prior to the beginning of the project. The educator will be able
to see the students understanding of how their individual book will or should appear and
the students artistic intentions. The teacher will be able to aid the student in resolving
design issue prior to altering the book.
All work will be completed in class. For this project the student will be required to bring
a used or discarded book that will be altered. The sketches will be started in class for the
project however they can be completed prior to the next class at home for independent
work.
____5__Minutes
A used or discarded book
Glue
Scissors
Paint
Photographs
15
Duration: 3 Weeks
Wire
Rope (if needed)
Ribbon
Exacto blade
String
Pencils
Pen
Tape
Color pencils
Oil pastels
changed to better accommodate the student.
16

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Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

I. Unit Plan Overview:

Teacher: Melissa Conner Art III

analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility

Unit Plan: The Creative Portrait

Historical and cultural relevance. The student demonstrates an understanding of art

interpret, evaluate, and justify artistic decisions in artwork such as that in

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

developmental progress, competency in problem solving, and a variety of visual

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

II. Daily Lesson Plans:

Class: Art III

Length of Class Period: 90 min

Topic: Painting a Portrait

TEKS: 117.304 1A, 1B, 1C, 2B, 2D, 3A, 3B, 4A

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Teacher: Melissa Conner

Class: Art III

Length of Class Period: 90 min

TEKS: 117.304 1A, 1B, 1C, 1D, 2D, 3B

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Class: Art III

Length of Class Period: 90 minutes Lesson #3

TEKS: 117.304 2D, 3A, 3B, 4C

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

3. Instructional Objectives*: (Use ABCD format)

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

All work will be completed in class.

Class: Art III

Length of Class Period: 90 min

TEKS: 117.304 1D, 2A, 2B, 2D, 2F, 3B, 4C

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

4. Input and Modeling*

Lesson Closure: (Restate what students learned)

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait

Teacher: Melissa Conner

Class: Art III

Length of Class Period: 90 minutes

TEKS: 117.304 1A, 1D, 2B, 2D, 2F, 4B

Teacher: Melissa Conner Art III

Unit Plan: The Creative Portrait