Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Zentangle and Pattern Drawing

Date

November 5th 2014

Subject/Gra
de Level

3-6 Art

Time
Duratio
n

45 minutes

Unit

NA

Teacher

Cayley van Aken

KSAs: 3, 6

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 7: Emphasis:
Students will create emphasis by the
treatment of forms and qualities
Component 8: Unity:
Students will create unity by interrelating
the parts of a composition.
Component 4:
C. Images can be portrayed in
varying
degrees of realism.
Component 7:
A. The centre of interest can be
made prominent by contrasting its size,
shape,
colour or texture from the
other parts of the composition.
C. Details, accents and outlines
will
enhance the dominant area or
thing.
Component 8:
D. Limited colours and materials
tighten
the composition.

LEVEL THREE (GRADES 5 & 6):

Component 4: Main forms and
proportions: Students will modify forms
by abstraction, distortion and other
transformations.
Component 8: Unity:
Students will create unity by integrating
the parts of a composition into the whole.
Component 4:
B. Shapes can be enhanced with
complexities, embedded or
extended
forms.
E. Shapes can be abstracted or
reduced to
their essence.
Component 8:
D. Attention should be given to
well- distributed negative space, as well
as to the balance of positive forms.
E. Interesting negative space
complements and binds the
positive
areas into a harmonious
whole.

LEARNING OBJECTIVES
Students will:
1. Understand zentangle techniques as a way to purposefully
abstract in art.
2. Use positive and negative space and patterns to create a
point of interest
3. Create unity in a piece by using limited colours and
negative space

LEVEL TWO
1. SLO 4.C
2. SLO 7.A &
7.C
3. SLO 8.D

LEVEL THREE
1. SLO 4.B &
4.E
2. SLO 4.D &
8.E
3. SLO 8.E

ASSESSMENTS
Observations:

Discussion of zentangle style and different types of lines (LO 1)

Key Questions:
Products/Performan
ces:

Piece using zentangle style, keeping in mind patterns and unity (LO 2 & 3)

LEARNING RESOURCES CONSULTED

SchoolArts
Alberta Program of Studies Fine Arts

MATERIALS AND EQUIPMENT

Paper
Black pens
Pencils

PROCEDURE
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Set out materials and set up PowerPoint

Introduction
Have PowerPoint on the board
Hands up if youve done a zentangle drawing or have seen this
type of art before?
Today we are going to draw using markers, however before you
start your project I want you to plan out your drawing in pencil.
Please dont rush your planning stage as it will help your final
product in the end. Just draw out the outline, dont worry about
the patterns yet.
Today Im going to introduce a new lesson. Im going to use this
PowerPoint only to give you examples. Then we will move back
to our rooms and work on the project. As I said before, you have
to plan the outline of your piece before you use markers to add
the patterns.
Body
PowerPoint:
Identify patterns and unity in zentangle art examples. Show
how sections of patterns are distinct but work together to
create overall harmony.
Thumbs up if you understand this concept.
Assessment: Student discussion and responses reveal
understanding of patterns and unity and thumbs up ratings (LO
1)
Differentiation: Allow students the opportunity to look up
examples on the school laptops if they need ideas after work on
the project begins.
Project:
Introduce the project. Students are to create a piece using the
zentangle style. Encourage creativity, but the starting point for
this project is using the shape of a favourite animal.
Ensure that students plan their piece before they use markers
to create more polished work. Give them plain paper to do a
rough draft, have the students show you the draft before they
can move on to their good copy. Students will work on this
project for multiple classes. Grades 3 & 4 will return to their
classroom and work on this project there.
Assessment: Projects should include zentangle patterns, which
will naturally incorporate positive and negative space as well as
a sense of unity. As students show their rough copy you will
know whether they understand the concept or not and it will
provide an opportunity to assist them if theyre lost.
Differentiation: Students can take this project to whatever level
they want. They can be as detailed as they want with their
designs. Encourage them to take their time.
Closure

Time
30
seconds
30
seconds

30
seconds
Time
3 minutes

3 minutes
intro
rest of
class to
work

Time

Transition To Next
Lesson

Students pack up supplies and head to their next lesson.

Sponge
Activity/Activities

When students finish the project they can resume their quilling names.

Reflections from the lesson:

This group is extremely overwhelming at first. Since it is four grades in a single class, there
are 57 students at one time. Usually once they understand a new assignment they split into two
classrooms, but for the instructions they are usually in one room. Additionally, this is the second last
class of the day, and its art. All of these things combined made it a very difficult first official lesson.
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

I can already tell that my biggest struggle in this class will be management. Today my lesson
was overall successful, if you consider success that each student got a great start on his or her
project. However, when you consider my overall classroom management, it was a battle not yet won.
I began with ideal teaching in mind, I figured it was art so it was fun, and sure it was a concept theyd
never done before, but theyd want to listen because theyd want to do the project. Hah.
The first thing Id change about my lesson was my mindset coming in. Today was the first
lesson I completely created and taught during this practicum, and although Id worked with small
groups in each of these grades, all 57 at once was a completely different experience. I lacked
confidence in my teaching and although I used attention grabbers like clapping or counting down
from five, I continued talking before waiting for complete silence. I didnt wait for that silence until
closer to the end of the lesson, but when I did It was glorious. Talking before the students were
completely quiet prevented them from hearing my instructions, took away my power, and further
lowered my confidence as I reflected on how poorly Id done. Next time I need to relax, I need to
count in my head and have confidence that the students will quiet eventually. I need to give myself
the power that being the teacher deserve.
The second thing that Id change was not printing my lesson plan. This largely plays into the
confidence aspect because I didnt have the lesson plan in front of me I didnt have anything to fall
back on. I was up in front of all those students alone.
The third thing Id change was my focus of the lesson. I invited students to draw animals and
many were excited by that idea. However, many students, especially the boys, werent as excited
about drawing their favourite animals. I could have included in my lesson a portion where students
could contribute ideas of things to draw using the zentangle style, which would have helped students
find an idea that worked for them. Many of the boys ended up drawing tractors or trucks and
suddenly loved the assignment when I released them from the limitations of drawing animals.
However, although Im being hard on myself, the lesson went fairly well. I am glad that I had
students show me their rough copy before starting their good copies because it allowed me to assess
each students understanding of the concept. For the most part, students had very little to change
about their projects, but it allowed me to encourage them to tweak little things like making their
animals larger or leaving larger spaces for patterns.
Another thing that I did well was continuing to ask for the class attention using attention
grabbers that werent just raising my voice. I used some techniques that Ive seen used in the
classes before, such as counting down from five, and used my own, such as clapping if you can hear
me.
Finally, my PowerPoint was an awesome tool. I had a lot of examples and it allowed me to
demonstrate the concept to the students where they could all see it. Without it, the lesson would
have been impossible. Also, as students worked they asked me for particular pictures from the
PowerPoint and I was able to put all of those pictures on the same slide so that multiple students
could reference their pictures at once. I am glad that I used it and could be flexible in this way.

Adapted from a template created by Dr. K. Roscoe