Lesson Plan Template

Below is a template you will fill in as your lesson plan. It is designed to include the actions of the 4 National Visual Arts Anchor Standards of
Creating, Connecting, Responding and Presenting. The left column you will populate with the lesson criteria. Be thorough and descriptive. The
right column you will share your rationale for the choices you are making. The rationale/reflection should be backed up by readings from the
class, and other content you’ve learned in other courses. Sharing your rationale is important as it asks you to think about why you are doing what
you are doing. Reflecting deeply is a significant aspect of teaching.

Lesson Title: _____Lorna Simpson and Hair Love_______________

Targeted grade Level: ____1st Grade_______ Anticipated Time Frame:____2 Classes_____

Lesson Plan Rationale

1. Conceptual Structure/Big Idea: Why is this a relevant concept for students to explore? How does it connect to
contemporary culture and context?

With Ann Arbor Public Schools and more specifically Bryant Elementary
How does hair represent and reflect our identity as it ties to having a large population of the student body coming from a diverse
ourselves and our culture? background of cultures, languages, and traditions, We found it important
to introduce the concept of how personal identity ties into our
multicultural identity. Through reading and exploring the book Hair Love
and analyzing the art work of Lorna Simpson, we wanted to use this as
the catalyst of getting the idea across.
2. Key Concepts (What ideas, facts, and new knowledge will the students Why is it important for students to know these concepts?
acquire? List the key art concepts that will help students to understand the big idea
as an artist.) wet on wet is one of the foundational art making techniques when it
comes to watercolors and one of the easiest for students to do
successfully. By understanding how to do wet on wet first, they can later
1. wet-on-wet watercolors to create a representation of explore more complicated techniques that are more prone to error after
the self building up initial confidence. often young kids dont have any autonomy
2. Understanding how hair represents culture and the over their own hair when it come to deciding the style or the length.
self. some younger students may often be trying to understand why their hair
3. Explore mixed media and how different kinds of art may look or feel different from their peers. By beginning to talk about hair
with a positive outlook on how all hair is beautiful and a form of
can complement each other. self-reflection students can connect themselves to their heritage. Its
important for students to explore mixed media art projects and consider
how materials work with each other in different ways.
3. Objectives (what students will DO): How do the objectives fully support learning and how do they connect to the
students’ lives? (What evidence can you provide that makes you say this?)

1. I can use wet-on-wet watercolors to create my unique Exploring ways for students to express themselves and pushing for deeper internal
hair self-reflection in the art classroom is a great way to push students to become
more self-aware in their self-discovery. This project focuses on using art materials
2. I can use Collage to create mixed media art in order to successfully make this happen. By exploring more outside-the-box
3. I can use art to express myself and who I am ways to make art, students are able to develop more pathways in the brain
pushing for creativity and critical thinking

4. Essential Questions (BIG overarching questions): How are these questions meaningful to the student? How do you know?

As a child, I still remember how upset I was because for my 3rd grade
1. Does the way I Style myself on the outside through my picture day my dad forced me to wear this ruffly white and pink blouse
clothes and hair represent who I am On the inside? with roses on it. Looking back it was a cute photo, but as a child, the fact
Why or why not? that I didn't have control in my ability to represent myself made me feel
powerless. Through this artwork, students can work on understanding
their own style without having to do anything physical or permanent.
2. How does the way in which media shows people
reflect how others see them?
5. Standards:
NVAS:
1. VA:Cr2.1.1a
a. Explore uses of materials and tools to create works of art
or design.
2. VA:Cn.11.1.1a
a. Understand that people from different places and times
have made art for a variety of reasons.
3. VA:Cr2.2.1a
a. Demonstrate safe and proper procedures for using
materials, tools, and equipment while making art.
Michigan:
1. ART.VA.I.1.1
a. Identify and experiment with materials to communicate
ideas related to the student’s world.
2. ART.VA.II.1.3
 a. Explore and discuss how artists construct ideas in
artworks.
3. ART.VA.III.1.1
a. Explore and discuss reasons behind personal artwork.
4. ART.VA.IV.1.2
a. Describe how the subject matter of artwork may be
connected to the environment in which it was created.

6. Connecting and Responding: Explain how the students will explore the concepts of the big idea through
artists and their artwork. What opportunities will the students have to RESPOND
Teaching Resources: (art work, videos, books, etc) to art? Choose artists whose work exemplifies an exploration of your big idea
Art: (Artists and insert thumbnail photo of examples shared) and include examples of the artist’s work in your presentation.

Lorna Simpsons Art:

- We do VTS with the students having them talk about what they
see and think about Lorna Simpson’s work. Students tend to
point out the photographs and notice some are black and white
and some are color. Students also tend to put a big focus on the
relationship between the colors used in each piece.
 Hair Love Animated Short: - This animated short is a great way to wind down after
https://www.youtubeeducation.com/watch?v=kNw8V_Fkw28 comprehension questions are asked if there is a little extra time.
The film really allows students to empathize with the young girl
as she tries to find a way of showing who she is to the world and
taking pride in her hair.

7. CREATING Share rationale for choices in teaching and learning strategies, here is where I
should see additional evidence of the readings. How will you scaffold the lesson
Lesson Plan Sequence (This will be lengthy and will be broken down into to maximize learning?
days if need be) How will the art teacher help students artistically and creatively
investigate and express the big idea? What is your hook? Explain how you will
facilitate the development of knowledge about CREATING/ARTMAKING that will 1. Day 0: By having the students take their photos during
help students explore subject matter, media, and techniques in their own work. the last class before we actually want to start the
How will you weave opportunities for formative assessment and reflecting into the project, it allows us to not only give the students a
lesson? Bold content specific art vocabulary. Include leading questions that you will
ask to evoke student thinking during this process. hint or something to remember and guess about for
the next project, but also saves time having to print
1. Day 0: During the last day of the last project, We go the photos during the class period.
around the class and take a headshot of all the 2. Day 1: By starting with VTS, students are able to
students. Students can pose however they want and connect this upcoming lesson with past lessons that
they have done and make connections. This helps to
 feels true to themselves and these photos get sent to develop critical thinking skills and develop confidence
be printed. and practice using art terminology when discussing
artwork in the classroom. Using Wet on wet helps to
2. Day 1: We will start the class by going over what the Mirror the artwork of Lorna Simpson and prevent the
students remember from last class as we pull up the students from getting too distracted and focused on
presentation with Lorna Simpsons artwork. Students making it look like actual hair. We end the day back on
get excited seeing the new artwork as they know this the rug like when we started to allow us to share what
is a hint on what their next project will be. Students do we learned and make sure students are grasping why
VTS as we talk about the artwork. We share a student we are doing the things we do in the classroom.
example of the final product and instruct students on
using wet on wet to paint their hair. Once students 3. Day 2: Day two is focused heavily on collaging and
have finished painting on a piece of watercolor paper, bringing together all the loose ends. We start the day
they put it on the drying rack. Students then get their as we always do with talking about and checking in
photo from the last class and a piece of colored with what we did last class. By demonstrating what
construction paper in their favorite color and cut out we do next to continue, students get to see first hand
their shoulders, head, and hair in one piece and what they will need to do to get the best grade and
separate it from the background. This headshot is then final outcome in their work. By using kwik sticks
glued to the bottom of their piece of paper to leave instead of bottled paint, it allows the students to
room for their hair. Students clean up and we talk make more purposeful choices in how they are
about what they learned today and they get to end the applying the final touches and will help to prevent
class watching Hair Love. students from coving their whole paper in paint and
making their previous watercolors a mute point. I
3. Day 2: We check in with students about what they did check in with students while they are working in order
last week and make sure that the class is to hear their thought processes behind what they
understanding the point of the lesson. We came up with. Class ends with covering our learning
demonstrate what we will be doing today in class and goals and making sure students remember and
show the students how they will draw out the shape understand why we did this project.
they want their hair to be on the now-dry watercolor
paper. Students then will get a pair of scissors, cut it
out, and glue it to the paper. On the final construction
paper, the students will use kwik sticks to add more
 hair and details before turning in their project to the
drying rack. The day is ended by checking for
comprehension and cleaning up

8. Differentiation/Accommodations/Modifications (For Share rationale for each

differently abled on both ends of the spectrum)
- This Art project in general is open-ended in a way
that allows for students to make it as difficult as they
- For those who need a bigger challenge: Students can
want it to be. If a students desires a challenge,
do more detail-orientated work using the Kwik sticks
gamifying adding the elements and haing them me
and strive to create a more recognizable style with
more careful with the tools and provide a challenge
their cut-out hair.
some students may need
- For those who need it to be simplified: For students
who may find it overwhelming, or may be unable to - Students who need extra assistance from their TA can
use the scissors, we can work with the students one on often use all the materials in this project as they are
one to help them cut out the shapes for their hair. very accessible and dont require fine motor skills in
the way that other art materials might. Providing
extra help with scissors and gluing can typically help a
student from getting overwhelmed and shutting
down.
9. Assessment Strategies: (Connecting and Responding) What evidence from Share rationale for formative and summative assessment, HOW will this reveal
performances and products demonstrate deep understanding and generalizable knowledge acquired and how they will use it?
new knowledge?) What evidence of pre-thinking, in process ideation and How will you know what your students have learned about:
development will be required? • the big idea that they investigated
• the artistic concepts and depth of knowledgebase
• art creating and production/process
- Day 1: • reflecting on their own work and connecting and responding to other
- Pre-Assessment: Analyze students' prior art work
•How will the students’ voices be represented in the assessment and
understanding through what they notice in presentation of their work?
VTS. Look at students past painting
assignments and compare how they applied - Day one: By having the students share what they see on
technique then vs during this assignment. the rug, we get to develop an idea of what the general
population of the class notices and for the students who
 - Formative: Students Share what they learned in may have missed some of the things shared, it allows them
class today at the end of the day. an opportunity to catch up and get on the same page. VTS
- Day 2: also allows the students to practice using their art
- Formative: Students recall what they terminology and think critically about the kinds of art
techniques they see in the artwork and how they might go
remember from last week's class and predict
about creating them on their own. We end the day
where the lesson will be going moving forward.
focusing on what they learned in order to push for further
- Summative: The student's final Artwork comprehension and more long-term understanding.
- Day Two: By students recalling information, it not only
helps to prevent things from needing me be explained over
and over again, but can also help build pride in being able
to remember. Students' final art work is a reflection of
their overall comprehension of the subject and their ability
to apply the principles covered from the lesson in their
own work.

10 Insert photo of teacher created exemplar here: Rationale here should discuss the significance of what was created and address
prior knowledge (ideas, context etc) students will need to understand the
lesson content.

We used black and white photography in order to mirror

the photos that Lorna Simpson used in her art work. But
cutting out an abstract shape with the paper to
represent their hair, students can push themselves to
think beyond what hair could be and not feel limited by
the constraints of the actual world. This even goes into
making their hair a shape that could go beyond the edge
of the paper. The Kwik Stix can be used to bring line and
texture into the piece and bring it into finish.
11. Materials/Tools/Art supplies needed What prior knowledge students will need to effectively use materials to express
their ideas? (you may complete this AFTER making your teacher exemplar)

- Pencil Students will need to know how to use a wet-on-wet painting

- Paper technique. Students will need to know how to cut carefully with
- watercolor scissors. Students will need to know gluestick and kwik stix rules
- Colored construction paper (only a little bit out at a time. Dont slam the lid on lots of paint.)
- Printer paper with their face
- Glue
- scissors
- Watercolors
- Cup of water
- Brushs
- paint
- kwik stix

12. Materials Distribution/Clean Up Describe possible systems and management strategies

Students have access to grab certain materials on their own.

Things like papers will be handed out by name and the kwik
sticks will be put on their tables before they arrive. Students
know where to return their supplies typically but the last 6/7 Stratagy explained on the left
mins of class are reserved for putting supplies back where
they belong and cleaning up the classroom at the end of the
day. I watch and help whenever an issue seems to be present.
13. PRESENTING How will your students’ work be PRESENTED and Who is the audience? What kind of feedback will the artists receive?
curated?

Students' artwork will be presented in the hallways of the

school along with their class name next to the work so that
everyone in the school can see all the amazing things they
have created. The artwork typically stays up for a couple of
weeks until new artwork is made to replace it. Process explained on the left.