Art Education Lesson Plan Template

1.) Poetic Emotion Drawings /6-8 Grade /4-5 day project

2.) Goals:
○ Students will explore the concept of emotions by transforming the emotion
conveyed in poetry in their visual artwork. Students will be learning about poetry
in their literature class and in art they will express the same emotions conveyed in
their poems in their drawings.

3a.) Objectives:
3b.)​ National Core Art Standards
3c.) Studio Habits:

● Students will ​sketch​ at least 3 ideas to help create more than just one right answer to a
‘problem.’ (VA:Cr1.1.7a) (Envision & Stretch and Explore)
● Students will ​recognize​ and ​discuss​ the intersection between writing and creating artwork
with emotion. (VA:Cn11.1.8a ) (Stretch and explore)
● Students will also ​analysis​ the way in which artists have accomplished expressed emotion
in their artwork. (VA:Cn11.1.8a ) (Understand the Art World)
● Students will take skills they have developed from other lessons and apply them to this
lesson (including drawing) (VA:Cr2.1.7a ) (Develop Craft)
● Students will ​deconstruct ​ways in which they can/have translate emotions into artwork
and the way artwork can be beneficial to express the things they can’t put into words.
(significance, significance of the color, symbols, mark making, etc.) (VA:Cr2.3.7a)
(Engage & Persist)
● Students will learn how to use materials in a safe and thoughtful way to ​create​ their
artwork. (VA:Cr2.2.4a AND VA:Cr2.2.5a) (develop craft, envision)
● Students will reflect on how the artwork has conveyed a feeling or emotion in their
gallery walk. (VA:Pr6.1.8a) (Observe, Reflect)
● Students will ​share​ their artwork with their peers and teacher in a class critique and will
discuss the way in which the viewer may perceive the artwork. (VA:Re8.1.8a AND
VA:Re.7.2.8a ) (Reflect)
● Students will ​reflect​ on their drawing experience and the poem they wrote to accompany
it through a self-reflection. (VA:Re8.1.8a ) (Reflect
4.) Prerequisites:

Student will need to know about poetry and writing in general, how it can convey a feeling or
emotion to the reader. Students will also have to have created a poem that is very descriptive to
accompany their artwork.
Also students need to know some drawing techniques that could be useful within this lesson.
Should all know at least how to make different marks (cross hatching, scribbling, contour lines,
pointillism, stippling)

5.) Materials:
Sketch books
Poetry (from language art class)
Pencils
Pens
Color pastels
Colored pencils
Access to computer and printing

​6.) Safety Hazards:

N/A

7.) Vocabulary:
● Poetry: ​literary work in which special intensity is given to the expression of feelings and
ideas by the use of distinctive style and rhythm; poems collectively or as a genre of
literature.
● Contrast: ​the state of being strikingly different from something else in juxtaposition or
close association. (Black vs White shading)
● Value: ​Value is relevant to the lightness or darkness of any color, but its importance is
easy to visualize in a work with grayscale.
● Composition: ​is the placement or arrangement of visual elements or 'ingredients' in a
work of art, as distinct from the subject
● Mark making: is a term used to describe the different lines, patterns, and textures we
create ​in a piece of art.

8.) Interdisciplinary Connections:

This art lesson is accompanying a language art lesson, along with a poetry lesson, taking their
poems from language arts class and expressing emotions from the poems in their artwork.

Students will be reading their poems aloud, the listener create a mental image to help with idea
for their artwork.
9.) Artist (at least 3 images)/Other Resources :
William Kentridge

Mary Cassatt

Pablo Picasso
10.) Lesson Procedure
Day 1
Introduction (these need to be in your lesson)
*Students will already have had a poetry lesson in their language arts class. All students will
bring their poetry for inspiration
1.) Today we will be discussing emotions. ​Think back to your poetry assignment in language art.
Think about the emotions that were conveyed through your poems or the poems that you read.
Consider those things.
2.) ​Now partner up. Decide who will be A and who will be B. Alright if you are A you will be
reading B’s poem to them, B you will be thinking about the mental image that your mind creates
while you listen to your poem. Think about the emotion you feel from listening to your poem. B
write a few notes in your sketchbook and then switch. B will read A’s poem to them. And A will
write some notes. Now in your sketchbook create a word web of possible ways to convey the
emotion in your poem in a visual drawing or painting. Try to think of 5 or more ideas. Consider
what colors may help convey those emotions.
3.) Alright when everyone has a few ideas, we will look at some art work for inspiration, we will
look at the powerpoint of contemporary and art history artworks that convey emotion. Notice
how they conveyed a feeling or emotion to the viewer.
4.) Students will take the ideas from before and ideas from the powerpoint to start creating
sketches (at least 3 sketches and written ideas) of what your visual could look like. By next class
you need to have your ideas.
5.) Thumbs up if it is clear, sideways if it is not quite clear , and down if nothing is making
sense.

Day 2
1.) Everyone should have an idea of what you are creating. Everyone be a part of a in process
critique. Students will be given a sticky note for a positive comment and a sticky note for a
constructive criticism and/or question.
2.) Students will take a look at the critique and have time to ask questions if they are unsure how
to apply that criticism.
3.) Students that are ready will begin their drawing or painting. I will be coming around asking
each person to explain their idea and use that time to give suggestions if it applies. I will also be
around to help anyone with questions.
4.) Check for understanding by listening, observing, asking and answering questions, and
identifying students who need a little more help.

Day 3
1.) Last work day (unless seems like they need more time)
2.) Students will begin the class, students will have another critique within their table. Table
will give students constructive criticism, ask questions and share positive feedback.
3.) Students will use the rest of the time to ask questions pertaining to the criticism. Next
class we will be finishing this artwork.
4.) Students will use the rest of the class to finish their artwork. Those that are ready, will
hang and display their artwork
Day 4
Gallery Walk
We will create labels that include the title, medium, and name. They will hang the label and art
in the hallway along with their poem. Students will reflect on the process, they will discuss what
they see and highlight them in the discussion.
Also I may ask some general question to the class, like what emotions were conveyed, what went
well, is there an artwork that sticks out, why, if anyone would change anything what would it be
and why. At the end of class, students will be given a reflection sheet and it will be due by the
next art class.

11.) Student Artwork Display Blurb

Students have been learning how to express themselves through writing and artwork. In language
art class they wrote their own poems and learned how to convey emotion to the reader. In art
class, they created drawings based on those poems emotion.

12.) Assessment/Evaluation

Formative:
Student Sketchbook – Students record in a journal their understanding of the topic, concept or
lesson taught. The teacher reviews the entry to see if the student has gained an understanding of
the topic, lesson or concept that was taught.

In Process Critique- Students will display their ideas. Students will then have sticky notes and
will make constructive criticism comments, question for the artist, and positive comments ( more
than just good job).

Gallery Walks - Students will display their poem and their artwork. Students will then have
sticky notes and are to comments to works ( more than just good job). Then discuss what they
see and highlight them in the discussion.

Summative:

Reflective Artist Statements-

Students will fill out a questionnaire, with questions like: What emotion did you convey? How
did you interpret the emotion into visual artwork? What went well?, What didn’t go well? What
parts are you proud of?, What would you change if done again?