SaraMeyerback

MolloyCollege

VisualArts

PaulSemintelli

Grade:8MexicanStillLife
RockvilleCentreSchoolDistrict

VisualArts
SouthSideHighSchool

Topic:FridaKahloinspiredMexicanStillLife
GeneralandSpecificArtisticGoals
GeneralArtisticGoals:

Studentswillusea2dimensionalartprojectinconjunctionwiththeelementsand

principlesofdesign
Studentswilllearnabouttheuseofoilpastelsasadrymedium
StudentswilllearnaboutthehistoryofMexicanartwork

SpecificArtisticGoals:

Studentswillexploretheuseoftheelementsofart:line:whendrawingthe
objects,shape:whenexploringthepositiveandnegativespaceofthesubjects,
form:useof3dimensionalitytocreateanimage,color:whenaddingpigmentto
theirsubjects,usingwarmandcooltonalities,space:thepositiveandnegative
spacebeingusedwithinthecomposition,value:useofthelightnessanddarkness

ofoilpastel
Studentswillexploretheuseoftheprinciplesofart:proportion:howmuch
positiveandnegativespaceisbeingused,balance:useofsymmetricaland
asymmetricalcompositionoftheirobjects,emphasis:obtainingafocalpoint
withinthecomposition,proportion/scale:creatingobjectstoscalecomparedto
otherobjectswithinthecomposition,harmony:creatingacompositionthatworks

wellwiththeobjectsandcolors
Studentswilllearnofthebackgroundinformationaboutthehistoryofoilpastels

andtheirchemicalcomposition
StudentswilllearnaboutthehistoryofFridaKahlo,herartworkandhowherart
changedtheworld

INSTRUCTIONALOBJECTIVES(s)(LessonObjective(s)*)
Afterstudentsreadchapter3inthebook,WhowasFridaKahlo?studentswill
participateinateacherleddiscussionaboutthehistoryofMexicanartandtheartist
FriedaKahlo,successfullyfollowingdirectionsandrespectingmaterialsintheclassroom,
whileconstructingaMexicaninspiredstilllifecompositionusingoilpastelsand
sketchbookpaper.
NYSCCLS/+NYSSTANDARDSANDINDICATORS
CCSS.ELALITERACY.RL.8.2
Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourse
ofthetext,includingitsrelationshiptothecharacters,setting,andplot;providean
objectivesummaryofthetext.

Indicator:thiswillbeevidentwhentheteacherandstudentsdiscusthetheme,
characters,settingandplotofthebook,WhowasFridaKahlo?

CCSS.ELALITERACY.SL.8.1.C
Posequestionsthatconnecttheideasofseveralspeakersandrespondtoothers'questions
andcommentswithrelevantevidence,observations,andideas.

Indicator:thiswillbeevidentwhenthestudentsrespectfullydiscussthebook,
WhowasFridaKahlo?amongstthemselves,withateacherleddiscussion.

CCSS.ELALITERACY.SL.8.1.D
Acknowledgenewinformationexpressedbyothers,and,whenwarranted,qualifyor
justifytheirownviewsinlightoftheevidencepresented.

Indicator:thiswillbeevidentwhenthestudentsareexposedtonewideasfrom
theirclassmatesandrespectfullyacknowledgeotherstudentsideas.

CCSS.ELALITERACY.SL.8.4
Presentclaimsandfindings,emphasizingsalientpointsinafocused,coherentmanner

withrelevantevidence,soundvalidreasoning,andwellchosendetails;useappropriate
eyecontact,adequatevolume,andclearpronunciation.

Indicator:thiswillbeevidentwhenthestudentsexpresstheirideasandcan
supporttheirideaswithbackgroundknowledge,showingpropereyecontactand
clearspeechtotheirclassmatesandteacher.

ArtStandards(NYS)#1:Creating,PerformingandParticipatingintheArts:
Studentswillactivelyengageintheprocessesthatconstitutecreationandperformancein
thearts(dance,music,theatre,andvisualarts)andparticipateinvariousrolesinthearts.

Indicator:thiswillbeevidentwhenthestudentscreatetheirMexicaninspiredstill
life,includingaresearchedbirdoftheirethnic/localbackgroundand3piecesof
fruit.

ArtStandards(NYS)#2:KnowingandUsingArtMaterialsandResources
Studentswillbeknowledgeableaboutandmakeuseofthematerialsandresources
availableforparticipationintheartsinvariousroles.

Indicator:thiswillbeevidentwhentheteachergivesabriefhistoryaboutoil
pastelsandtheproperwaytousethem.

ArtStandards(NYS)#3:RespondingtoandAnalyzingWorksofArt
Studentswillrespondcriticallytoavarietyofworksinthearts,connectingtheindividual
worktootherworksandtootheraspectsofhumanendeavorandthought.

Indicator:thiswillbeevidentwhenthestudentsrespondtotheartworkshown
fromFridaKahloandMexicanartexamplesfromtheteacher.

ArtStandards(NYS)#4:UnderstandingtheCulturalContributionsoftheArts
Studentswilldevelopanunderstandingofthepersonalandculturalforcesthatshape
artisticcommunicationandhowtheartsinturnshapethediverseculturesofpastand
presentsociety.

Indicator:thiswillbeevidentwhenthestudentsdrawconnectionsbetween
MexicanartwithFridaKahlosartwork,andusebothexamples/inspirations
withintheirowncomposition.
INSTRUCTIONALRESOURCES

Teacher

Lessonplan
Rubric
Teacherexamples
WhowasFridaKahlo?book

Student

Paper
Pencils
Markers
Sharpies

MOTIVATION(Engagingthelearner(s)*)
Thestudentswillbeengagedwhenthestudentsread,WhowasFridaKahlo?and
participateinarespectfuldiscussionaboutthebookandFridaKahloherself,aswellas
whentheteachershowsthestudentsteacherexamplesoftheprojectandotherartwork
madebyMexicanartists,likeFridaKahlo.

DEVELOPMENTALPROCEDURES

Studentswillentertheartroomandsitquietlyatthetables,placingallother

materialsinadesignatedareaoftheroom
Thestilllifewillbepreviouslysetupintheclassroom,includingfruit,afakebird

andtheMexicanflag(analyze)
Thestudentswillreadchapter3inthebook,WhoWasFridaKahlo?

(understand)
TheteacherandstudentswilldiscusthebookandFridasworksofart(analyze)
Theteacherwilldemonstratehowtostartdrawingastilllife(create/analyze)
Thestudentswillbeginsketchesofthestilllifeinthefrontoftheroom(create)

Thestudentswillshowtheteacherhisorherstilllifeandbeginoutliningthestill

lifeinoilpastels(create/apply)
Thestudentswillbegincoloringinandshadinghisorherstilllife(create)
5minutesbeforetheperiodends,thestudentswillcleanuptheirareaandthe
teacherwillbrieflyreviewwhattheclassaccomplishedduringthislesson,aswell
asindicatewhatwillbeaccomplishedthenextclass

INSTRUCTIONALSTRATEGIES(LearningStrategies*)
Discussion

Indicator:Thiswillbeevidentafterthestudentsparticipateinadiscussion
aboutFriedaKahloandherartwork,aswellasotherMexicanstilllife
pieces.

Demonstration

Indicator:Thiswillbeevidentwhentheteacherdemonstrateshowtouse
oilpastelsandreproducethestilllifeontotheircardstockpaper.

IndependentStudy:

Indicator:ThiswillbeevidentwhenstudentsresearchotherMexican
artists,includingFriedaKahloshusband,DiegoRivera.

ADAPTATIONS(Exceptionality*)
EnglishLanguageLearnerswillbegivenahandoutintheirnativelanguageandEnglish,
providingvocabularyclassifiedtotheproject.
StudentswithanIEP/504planwillbegivenextratimeafterschooltocompletetheir
project.
Hearingimpairedstudentswillbeputinthefrontoftheclassroom,beprovidedwitha
transcriptofinstructions,orbeassistedbyasigningaidtointerprettheassignment.
Visuallyimpairedstudentswillbeputinthefrontoftheclassroom,givenworksheets
withlargefontandbeprovidedwithbrailhandoutsifnecessary.
DIFFERENTIATIONOFINSTRUCTION

UnitizingGardenerstheoryofMultipleIntelligencesstudentswhoare;

Visual/SpatialLearners:willbeprovidedwithdiagramsandvisualsontheboard

thatwillbepostedaroundtheroom,stepswillbewrittenontheboard.
KinestheticLearners:willusetheirhandstocreatetheproject,asawellasusing

theirtactileabilitytocreatetheirownstilllife,anddrawfromlife.
MusicalLearners:willbeprovidedwithsoftmusicinthebackgroundrelativeto

thelesson.
InterpersonalLearners:willbeallowedtointeractwithotherstudentsduringthe

lesson,andbeseatednearpositiveinfluencesduringtheproject.
IntrapersonalLearners:willbeallowedtoworkindependently,attheirowntable

iftheywish.
Logical/MathematicalLearners:willbeadvisedtodividethepageinto
proportionalpositiveandnegativeareas,proportionofcontrastingcolors,and

createshapesforthestilllife.
LinguisticLearners:willbeincludedinaquestionandanswersegment,which
willdiscussthelesson.

ASSESSMENT(artifacts*andassessment[formal&informal]*)
Throughoutthisproject,studentswillpresentthemselvesasefficientandrespectful
artists,byfollowingdirectionsandrespectingmaterialsandtheirpeers.Studentsmust
showeffortwhencreatingtheirownstilllifeaswellasdrawingtheirstilllife.All
projectsmustbecompletedinatimelyfashion.
Rubric:
Studentswill:

Createadrawingfromastilllifesetupintheclassroom,inspiredbyKahlosfruit

andbirdstilllives.(20points)
Successfullymodellighttodarkvaluesthroughcolorwithintheirstilllife.(20

points)
Createalargecomposition,tofillupthepage.(5points)
Participateinacritique,evaluatingtheirownandtheirclassmateswork.(10

points)
Applyingandunderstandingtheelementsandprinciplesofart(10points)
QuizonFridaKahlo(5points)

Handintheirartworkontime(10points)
Showrespectfortheirartwork(10points)
Presentthemselvesasefficientandrespectfulartists(10points)

Rubric:100points
INDEPENDENTPRACTICE
FollowingthelessononFridaKahloandMexicanartwork,studentswillusethecoloring
techniquesofoilpastelstheylearnedfromthislessontocreatealandscapeorportraitof
theirchoice.
FOLLOWUPACTIVITIES:DIRECTTEACHERINTERVENTIONAND
ACADEMICENRICHMENT
DirectTeacherIntervention:

Thestudent,underdirectinterventionwiththeteacher,willbeprovidedwitha
stilllifetobetraced.

AcademicEnrichment:

Thestudentwillresearchsurrealisticsymbolismwithinherartwork.Theteacher
willprovideassistanceandfeedbackonstudentsindependentassignments.

REFERENCES
C&I.(n.d.).RetrievedNovember09,2016,from
http://www.p12.nysed.gov/ciai/standards.html
CenterforTeaching.(n.d.).RetrievedNovember09,2016,from
https://cft.vanderbilt.edu/guidessubpages/bloomstaxonomy/
Fabiny,S.,&Hoare,J.(2013).WhowasFridaKahlo?NewYork:Grosset&Dunlap.
Gardner'sMultipleIntelligences.(n.d.).RetrievedNovember09,2016,from
http://www.tecweb.org/styles/gardner.html
ReadtheStandards.(n.d.).RetrievedNovember09,2016,from
http://www.corestandards.org/readthestandards/