Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Ted Harrison

Date

Subject/Gra
de Level

Grades 3-5 Art

Time
Duratio
n

45 minute lessons

Unit

NA

Teacher

Cayley van Aken

KSAs: 1, 3, 4, 5, 6, 11

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

LEVEL TWO (GRADES 3 & 4):

Component 4: Main forms and
proportions: Students will perfect forms
and develop more realistic treatments.
Component 6: Qualities and Details:
Students will refine surface qualities of
objects and forms.
Component 4:
E. Landscapes can show middle
ground,
background and foreground.
Component 6:
C. Gradations of tone are useful to
show depth or the effect of light on
objects.

LEVEL THREE (GRADES 3 & 4):

Component 4: Main forms and
proportions: Students will modify forms
by abstraction, distortion and other
transformations.
Component 7: Emphasis:
Students will create emphasis through the
use of structural devices and strategies.
Component 4:
E. Shapes can be abstracted or
reduced to
their essence.
Component 6:
A. Colour harmonies affect the
mood and
feeling of the viewer.
B. Tonal interchanges enhance a
work.

LEARNING OBJECTIVES
Students will:
1. Create gradations of colours (SLO Lvl 2 6.C; lvl 3 6.A & 6.B)
2. Create an abstracted landscape (SLO lvl 2 4.E; lvl 3 4.E)

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Understanding of how to make shades and tones of colours (thumbs up

rating) (LO 1)
Creation of gradations of colours while painting (LO 1)
Creation of abstracted landscape (rough and good copies) (LO 2)

LEARNING RESOURCES CONSULTED

tedharrison.com
Alberta Program of studies Fine Arts

MATERIALS AND EQUIPMENT

Tempera paint
Paint brushes
Water
Paper towel
Rough and good copy papers
PowerPoint
Newspaper for under artwork (if
available)
Exemplars

PROCEDURE
Prior to lesson
Attention Grabber

Set out paints and brushes, put PowerPoint up

Introduction
PowerPoint on the board and exemplars displayed at the front
of the room as students walk in. Tell students that if they are
not done their zentangle drawings, they will have to work on
them another time because today we are starting a new
project.

Adapted from a template created by Dr. K. Roscoe

Time

Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Consolidation of
Learning:

Lesson Plan Template ED 3501 (Version C)

Have any of you seen this style of art before? Have you ever
Seconds
heard of Ted Harrison?
Today we are starting a new project with paint. We dont want
to ruin Miss Burts desks, so were going to put newspaper
underneath our artwork as we paint. Painting is a big
responsibility and I would love to keep painting, but I need you
to demonstrate that you can paint responsibly and that you can
Seconds
clean up in a quick and timely matter. That means all of the
brushes are cleaned and put away, that there isnt paint on the
desks, floors, or yourselves, and that your pieces are put away
in the drying area.
Body
Time
PowerPoint:
Show the class the PowerPoint about Ted Harrison. Talk about
how Ted Harrison found inspiration in the Yukon but painted the
landscape the way that he saw it, which was brighter and more
colourful than it really was. Emphasize using values and shades
5 minutes
of different colours. Ask students how to create these colours
and then ask for a thumbs up if they think they can add white
or black to a colour to create different shades.
Assessment: Students understand how to create gradations of
colour by adding white or black (thumbs and discussion).
Differentiation:
Introduce project:
Give students a piece of paper for a rough copy. Emphasize that
these are rough copies because last project some people put a
lot of effort into their rough copies because they forgot that
they were making a rough copy.
When students are done their rough copies they can show a
5 minutes
teacher and get ready to paint. Remind the class that the paint
or less
must stay on their papers, not on the desks, so they should put
something under the edges of their work to protect the desks. If
students arent done their zentangle drawings, they can work
on those if there isnt enough time in class to start painting.
Assessment: Rough copies reveal understanding of abstract
landscapes. Painting demonstrates ability to mix colours of
different shades.
Differentiation: Encourage students to do this project without
the use of computers. Have exemplars from the PowerPoint up
and ones that youve created circulating. Tell students who are
stuck to copy one of these images and then add their own
creativity when painting. If there is not enough desk space for
all of the grades, send the grade three and four classes back to
their room to work.
Work time:
Students will work on their projects. This project will take at
Until 1:35
least three classes to finish completely. If students finish
painting, they can outline sections with Sharpie markers.
Closure
Time
At the end of the lesson call back student attention. Give
10
adequate time to wash all of the brushes and put away
minutes
the paint. Provide students with an area at the back of the
classroom to dry their work, this will require moving their
quilling pieces to clear the back table. Ensure that students
put their names on their pieces and then put them in
the drying area.
Say: I am going to time how long it takes you to clean up today
so that we will know for future classes. Try your very best to go

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Feedback From
Students:

Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

as quickly as possible.
Give me a five-finger rating to tell me how you feel about this
project. Five being that youre stoked and zero or one being
that your stuck.
(Record names of any students who are stuck to give attention
to next class).
It took you _____ minutes to clean up, do you think you can go
faster next time so youll have more time to work?
If youve put everything away and your desk pod is clean, you
can go to your last class.

Seconds

Seconds
Seconds

When students finish the entire assignment they can continue working on
their zentangle if they are not finished, can make another painting if there is
time, or can free draw. Students will not be allowed to use computers for
this project, and will not be allowed to use them when they are finished
either because it caused too many distractions last time.

Lesson
Title/Focus

Ted Harrison

Date

November 26th

Subject/Gra
de Level

Grades 3-5 Art

Time
Duratio
n

45 minute lessons

Unit

NA

Teacher

Cayley van Aken

KSAs: 1, 3, 4, 5, 6, 11

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

LEVEL TWO (GRADES 3 & 4):

Component 4: Main forms and
proportions: Students will perfect forms
and develop more realistic treatments.
Component 6: Qualities and Details:
Students will refine surface qualities of
objects and forms.
Component 4:
E. Landscapes can show middle
ground,
background and foreground.
Component 6:
C. Gradations of tone are useful to
show depth or the effect of light on
objects.

LEVEL THREE (GRADES 3 & 4):

Component 4: Main forms and
proportions: Students will modify forms
by abstraction, distortion and other
transformations.
Component 7: Emphasis:
Students will create emphasis through the
use of structural devices and strategies.
Component 4:
E. Shapes can be abstracted or
reduced to
their essence.
Component 6:
A. Colour harmonies affect the
mood and
feeling of the viewer.
B. Tonal interchanges enhance a
work.

LEARNING OBJECTIVES
Students will:
3. Create gradations of colours (SLO Lvl 2 6.C; lvl 3 6.A & 6.B)
4. Create an abstracted landscape (SLO lvl 2 4.E; lvl 3 4.E)

ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:

Creation of gradations of colours while painting (LO 1)

Creation of abstracted landscape (rough and good copies) (LO 2)

LEARNING RESOURCES CONSULTED

tedharrison.com
Alberta Program of studies Fine Arts
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Tempera paint
Paint brushes

Lesson Plan Template ED 3501 (Version C)

Water
Paper towel
Paper
PowerPoint
Newspaper for under artwork (if
available)
Exemplars

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From

Set out paints and brushes, put PowerPoint up

Introduction
Put exemplars up on the board. By this class students should
have completed their rough drafts of the project, labeled them,
and are ready to paint.
When was the last time you painted?
Painting is a privilege, and you will have to show me that you
are mature enough to handle this privilege or we wont be able
to paint again. There are a LOT of you in here and if youre
goofing off paint will be flying and it will all be over.
Rules for painting:
Mix the paint on your paper plate, not in the shared
dishes
Wash your paintbrush in between scooping paint
Respect one another and each others art
When youre done, wash your brushes, wipe your desk
with a wet paper towel, and leave your painting on
your desk to dry
Body
Work Period:
Students will begin painting this period. They have created
detailed plans for how and what they want painted in each
area. Have students help you hand out pictures, water, and
paint once youve poured it.
If they ask you to mix a colour for them, or how to mix a colour,
have them consider the primary colours and how to mix white
and black into colours to influence their shade.
When students finish:
They can clean their desk, wash their brushes, and silently
read, draw, help a friend or work on their Zentangle project if
theyre not done. They must clean their area first.
Assessment: Creation of gradations of colours while painting
(LO 1)
Creation of abstracted landscape (rough and good copies) (LO
2)
Differentiation: Mason did not want to work on his project last
class. Give him two options, he can either work outside in the
hall where its quiet or I can draw his background and he can
paint it. Offer other students similar choices.
Closure
At the end of the lesson call back student attention. Give
adequate time to wash all of the brushes and put away
the paint. Students are to leave their paintings on their desks
so that I can collect them when theyre dry tomorrow.
Have students clean up table-by-table, start at least fifteen
minutes before the end of class. Do not let students leave
the classroom until it is clean. If their area is clean, they
can help a friend.
Put up your hand if you are not done this project.

Adapted from a template created by Dr. K. Roscoe

Time
Seconds

1 minute

2 minutes

Time

Until 1:40

Time

15
minutes

Seconds

Lesson Plan Template ED 3501 (Version C)

Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

It took you _____ minutes to clean up, do you think you can go
faster next time so youll have more time to work?
If youve put everything away and your desk pod is clean, you
can go to your last class.

Seconds
Seconds

When students finish the entire assignment they can continue working on
their zentangle if they are not finished, draw, quietly read, or help a friend.
will not be allowed to use computers for this project, and will not be allowed
to use them when they are finished either because of the paint.

Adapted from a template created by Dr. K. Roscoe