Art Edtpa Lesson Plan

COELD Lesson Plan Template
TEACHER CANDIDATE INFORMATION
Name: Ashley Osendorf
SCSU Course: Art 394/96
Date: April 22, 2024
LESSON JUSTIFICATION/CONTENT FOR LEARNING
Lesson Title: Abstract Art
Grade Level: 4th
Subject Area: Art
Unit of Study: Abstract Art
How does this lesson connect with and build on previous lessons and how will it connect
to subsequent lesson(s)? (What came before and what will come next?)
The lesson before this would have the students create their own self-portraits. This will allow
the students to see the difference between realistic and abstract art.
After this lesson, I will have the students create another abstract art piece using clay.
ACADEMIC LANGUAGE
Language Function (Highlight one or both): Students will be able to verbally communicate
with their peers how they created their artwork.
Syntax OR Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
➢ Google Slideshow
➢ Other Artist's Artwork for Inspiration
Content Vocabulary (word/term and grade level appropriate definition):

➢ Abstract - How something feels, not how it looks
Supporting Vocabulary (word/term and grade level appropriate definition):

➢ Revise - make adjustments to the original piece.
➢ Plagiarism - presenting work that was created by others as your own.
➢ Interpret - How someone understands what something actually means
STANDARDS AND LEARNING OBJECTIVES

Content & Language Content Objective Assessment
Standard (What skill will the student (How will you measure the skill,
(Code and Benchmark) demonstrate and how will you determine proficiency, and give
assess it?) feedback to students?)
5.4.2.3.2 Identify issues Students will be able to create Measurement Tool(s):

involving copying and their own art using ideas from Visual (Watching)
originality in artmaking other artmakers. Verbal (How students talk
about their project)
Indicator/Criteria for
Proficiency:
Students explain how they
used ideas from other artists
to create their artwork
Means of Feedback to
Student:
Verbal Feedback to the
students.
5.4.2.2.1 Generate new ideas Students will be able to Measurement Tool(s):

by combining dissimilar ideas discuss how their art is Visual (Watching)
together. different from the artwork Verbal (How students talk
they got their ideas from. about their project)
Indicator/Criteria for
Proficiency:
Students explain how their
artwork is different from
others' artwork.
Student:
students.
4.3.2.1 Use vocabulary, Students will be able to Measurement Tool(s):

language, structure and verbally communicate with Answer Questions Fully
features of spoken language their peers about how they
to convey ideas precisely in created their artwork. Indicator/Criteria for
communicating with others in Proficiency:
social and academic Clearly state about their
situations. artwork
Answer the questions fully
Listen to others as they speak
Student:
students
MATERIALS/RESOURCES/TECHNOLOGY
Laptop (Slideshow presentation)

White Paper
Pencils
Colored Markers/Crayons/Pencils
Black Markers
PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS
Time Instructional Strategy/Learning Task Differentiation

(Estimate in (Break-up each task into easy-to-follow steps that include (How will you serve
Minutes) what you would say, directions, examples of possible SPED/EL/Gifted students?
student responses, key notes or information, etc… A Students with varying reading/math
substitute should be able to replicate your lesson abilities?)
successfully using this procedure.)
2 min (Have Slideshow ready)

Into T: Today, we are going to be learning how to
make abstract art.
Does anyone know what abstract art means
S: (Answers will vary)
T: Abstract means that you are creating your

image through feelings and not through looks.
Today we are going to learn how to create
abstract art and we are going to learn from a very
famous artist named Pablo Picasso who is known
for his abstract artwork.
5 min (Next slide on Slideshow) Visual: There is a slideshow

Backgrou T: When creating art, it is very important to that shows visual images.
nd Info. create art that represents us. This will help any students
We should not be plagiarizing other people's art, who may have trouble
but we should be using their artwork to create our concentrating.
own ideas. Does anyone know what plagiarizing
means? This slide show can also have
both English and EL
S: (Answers will vary) languages on it so EL
students can understand the
T: Plagiarizing means presenting work that was content.
created by others as your own.
Today we will be using Picasso’s art pieces to
help us generate ideas of our own.
(Next Slide)
T: This is an art piece that Picasso created named
Portrait of a Woman with a Hat.
What about this piece makes it either realistic or
abstract?
S: (Answer will vary)
T: (Explain how the art piece is abstract)

(The colors are not realistic colors of a human)
(The facial features are not realistic (Bring up this
point!!))
(Next Slide)
T: Is this piece more or less abstract than the
other piece?
S: (Answers may vary)
T: I personally think that this piece is more

abstract because it has less visible facial features
than the other piece. We can still see the image of
a face, but two different people might interpret
what this artwork means.
5 min (Next Slide)

Project T: Today we are going to be making our very
own abstract faces.
(Explain each of the 3 different abstract faces on

the slideshow)
(Show them the artwork created by me and

explain how I used the ideas from the three
images to help me create my artwork)
20 min T: Now you all are going to create your own IEP:
Create abstract art piece. Unable to hold a pencil: A
While you are creating your art piece I will leave para can draw the image for
these three images up as inspiration. them and they can color it.
Before we start creating our artwork I want to Have head, neck, and body
remind you that these images are an inspiration already made.
for you to create your very own abstract art.
(Start Demonstrating)
- Hand Out white paper
- Have students grab a pencil
1. Create the bottom of the head.

- Draw the bottom of the head (the jaw).
Take your pencil and start on the line side
of the page and create a curved line that
ends on the other side of your page.
2. Create a neck
- Draw two lines going down from the head
to the neck
3. Create a body
- Draw shoulders from the neck going off
the side of the page on each side of the
page.
4. Create a face (nose, eyes, mouth…)
- Inside the head
- Can look like anything. This is where they
are going to start making their art abstract.
5. Create different lines inside the face that will
be the outlines of different colors colored on the
face.
6. Color
- Color each section of the face/body in
different colors.
7. Outline
- Outline all of the lines in black marker.
CLOSURE
(Check for understanding, warp-up, reminders, connections to tomorrow’s lesson)
At the end of the lesson, the students will share their artwork.
They will state why they created their abstract artwork the way they did and how they used
others' artwork to inspire their work.
- How did you use ideas from other artists to create your artwork?
- How is your art different from the artwork that was shown to you?
CITATIONS
(2023). Easy How to Draw an Abstract Face Tutorial and Coloring Page. Art Projects for Kids.
https://artprojectsforkids.org/abstract-face-tutorial-2/
SELF-ASSESSMENT/REFLECTION
(Complete after teaching)

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COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Ashley Osendorf

SCSU Course: Art 394/96

Date: April 22, 2024

LESSON JUSTIFICATION/CONTENT FOR LEARNING

Lesson Title: Abstract Art

Grade Level: 4th

Subject Area: Art

Unit of Study: Abstract Art

Content Vocabulary (word/term and grade level appropriate definition):

Supporting Vocabulary (word/term and grade level appropriate definition):

STANDARDS AND LEARNING OBJECTIVES

5.4.2.3.2 Identify issues Students will be able to create Measurement Tool(s):

5.4.2.2.1 Generate new ideas Students will be able to Measurement Tool(s):

4.3.2.1 Use vocabulary, Students will be able to Measurement Tool(s):

Laptop (Slideshow presentation)

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation

2 min (Have Slideshow ready)

S: (Answers will vary)

T: Abstract means that you are creating your

5 min (Next slide on Slideshow) Visual: There is a slideshow

S: (Answer will vary)

T: (Explain how the art piece is abstract)

S: (Answers may vary)

T: I personally think that this piece is more

5 min (Next Slide)

(Explain each of the 3 different abstract faces on

(Show them the artwork created by me and

1. Create the bottom of the head.

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