UNIT PLAN
- Anastasia Lamiy
- May 24, 2024
- 12 min read
ART CLASS: Introduction to Art
GRADE LEVEL: 9th-12th
TEACHER: Anastasia Lamiy
TITLE OF UNIT: Creating Personal Awareness Through Childhood Memories
ARTIST NAME: Helen Frankenthaler
TITLE OF CONTEXTUAL ART OBJECT: Round Trip
MEDIA: Oil on Canvas
SIZE: 70 1/4 x 70 1/4 inches
DATE OF ARTWORK’S CREATION: 1957
RATIONALE OF THE ARTWORK SELECTION: I picked Helen Frankenthaler as the artist for this unit because of two reasons: her soak-stain technique and her focus on abstract expressionism. I want the students to experience abstract expressionism art in a fun and real light and that is important because it will show them that art does not have to be so direct and that they can express themselves through art without being direct, too.
VISUAL ART STANDARDS:
Prof. VA: Cr 2.1: Engage in making a work of art or design without having a preconceived plan.
Prof. VA: Pr 6: Analyze and Describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
Prof. VA: Re 7.1: Hypothesize ways in which art influences perception, and understanding of human experience.
Prof. VA: Cn 11: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
LEARNING EXPERIENCES:
Creating: Students will analyze their favorite childhood trip and portray it through simple shapes and colors (abstract expressionism). They will use watercolor to replicate the same effect of the soak-stain technique. In addition, students will immediately start painting on the canvas without sketching or thinking of a design. They will continue to use this piece as the main reference for the rest of the unit for discussion and analysis.
Presenting (revised): Students will analyze how painting their childhood memory affects the world around them. They will treat the painting like it is a person of its own and write an explanation for what the painting is meant to highlight to the world around them and how it can make others feel.
Responding (revised): Students will ask themselves: “What was my favorite thing about this memory and why is it so?” They will spend time thinking about how the painting affects them and what it means to them now.
Connecting: Students will generate multiple hypotheses on how and why childhood memories affect people’s personalities and characters. They will write a personal reason as to why they think that and about how their childhood memories affected them.
Artistic Process: CREATING Learning Experience/Lesson
Lesson Title: Journey of Shapes: Abstract Expressions of Childhood Memories
Time Duration: 12 Class Sessions
Standard Addressed: Prof. VA: Cr 2.1: Engage in making a work of art or design without having a preconceived plan.
Description of Learning Experience Outcome:
Students will analyze their favorite childhood trip and portray it through simple shapes and colors (abstract expressionism). They will use watercolor to replicate the same effect of the soak-stain technique. In addition, students will immediately start painting on the canvas without sketching or thinking of a design. They will continue to use this piece as the main reference for the rest of the unit for discussion and analysis.
[NOTE: the art project should be A MEANINGFUL ART MAKING experience that maintains the integrity [style, media, theme] of the artwork you selected to study. How or why is it meaningful in their lives (Personal Relevance), their imagined world, their daily life, their inner world, their thought processes, their hopes/dreams, etc..]
Description of Learning Activity
1. Introduction/Starter/Anticipatory Set:
Students will listen to a presentation from the teacher about Helen Frankinthaler and her soak-stain technique. Students will discuss and analyze Frankinthaler’s artwork: Round Trip. They will pair up with a partner and discuss their favorite childhood memory – this can be a trip, a fun outing, or even a small fun event. They will be discussing this to warm up ideas for this creative project later. They will discuss this topic specifically because “Round Trip” was inspired by Frankinthaler’s childhood trips. After discussing, students will share with the classroom 2 pieces of information about their childhood memory: location and people they were with.
2. Sequence of Teacher Activities and Student Activities:
After students have revisited their favorite childhood memory,the teacher will do a brief presentation on abstract expressionism in art, highlighting Helen Frankinthaler’s work: Round Trip. The teacher will, then, demonstrate how to imitate the same “soak-stain” effect with tempera paint by mixing the paint with water. After that the teacher will display a few examples of her own to the students. The teacher will continue on to paint with the tempera-water mix she just created to show students how to do it.
After that students will pick up their brushes and start painting on a 11x14in watercolor canvas. This will be their final piece to fulfill the Art Standard for the lesson. They will paint their art piece and illustrate their memory strictly through shapes and basic figures.
3. Evidence of Learning:
11x14in abstract expressive painting using the soak-stain technique.
4. Assessment Criteria/Assessment Tool:
Students will be assessed on the following RUBRIC:
Content:
The student’s favorite childhood memory is clearly illustrated in the artwork through the existence of a setting and basic figure.
Advanced — Proficient — Approaching — Beginning — No Effort
Application of Principle of Design:
Students used abstract expressionism like Helen Frankinthaler through the application of shapes, different hues, and shades/tints.
Advanced — Proficient — Approaching — Beginning — No Effort
Technique:
Student demonstrates the ability to achieve the “soak-stain” effect through the use of tempera paint.
Advanced — Proficient — Approaching — Beginning — No Effort
Student demonstrates understanding of color theory and relation between color and its meaning.
Advanced — Proficient — Approaching — Beginning — No Effort
TEACHER MATERIALS:
Presentations: Helen Frankinthaler & Abstract Expressionism
11x14 watercolor paper (count: 34)
Tempera Paint
Brushes
STUDENT MATERIALS:
11x14 watercolor paper (count: 34)
Tempera Paint
Brushes
ELD and Special Education Modifications/Accommodations:
ELD-Additional language support, Visual Art Word list, Pair-support, Dictionaries.
SpecEd- Differentiated rubric, additional time, Resource Aide.
Post-Teaching Teacher Reflection: (A place to reflect on how the unit went each year)
_____________________________________________________________________________
Artistic Process: PRESENTING Learning Experience/Lesson
Lesson Title: The Voice of Art: Speaking Through Paintings
Time Duration: 4 Class Sessions
Standard Addressed: Prof. VA: Pr 6: Analyze and Describe the impact that an exhibition or collection has on personal awareness of social, cultural, or political beliefs and understandings.
Description of Learning Experience Outcome: Students will analyze how painting their childhood memory affects the world around them. They will treat the painting like it is a person of its own and write an explanation for what the painting is meant to highlight to the world around them and how it can make others feel.
Description of Learning Activity
1. Introduction/Starter/Anticipatory Set:
The lesson will start with the teacher introducing the idea that each art piece has a personality of its own. The teacher will say something like this: “Treat your art like it is a person with a personality, emotions, a message, and a purpose. Each person has a way (or multiple ways) that people perceive them. And each person works hard to be perceived the way they want to be perceived. If your painting was treated like a person, what do you think it would want people to understand about it? In what way do you think it will want people to perceive it? What do you think its message will be to others in the community?
2. Sequence of Teacher Activities and Student Activities:
After the activity starter, the teacher will explain the assignment to the students. Students will be asked to write a paragraph answering the prompt proposed by the teacher in the activity starter. The teacher will show an example of a finished paragraph by her. Students will take time to analyze their paintings and sit with them and try to understand them. Then they will take time to write their thoughts. After writing the paragraph, the students will be asked to write 2 brief sentences about how the painting made them feel about themselves and what it helps them understand about themselves.
3. Evidence of Learning:
One paragraph answering the prompt
Two self-reflecting sentences
4. Assessment Criteria/Assessment Tool:
Letter Checklist:
Excellent Meets — Expectations —- Needs Some Revisions
The writing gives clear points on what the painting would want others to understand about it.
The writing is written from a first person perspective (from the painting’s perspective)
The 2 additional sentences relate directly to the painting and the artist.
ELD and Special Education Modifications/Accommodations:
ELD-Additional language support, Visual Art Word list, Pair-support, Dictionaries.
SpecEd- Differentiated rubric, additional time, Resource Aide.
Post-Teaching Teacher Reflection: (A place to reflect on how the unit went each year)
_____________________________________________________________________________
Artistic Process: RESPONDING Learning Experience/Lesson
Lesson Title: Reflective Journey: Understanding the Influence of Art
Time Duration: 5 Class Sessions
Standard Addressed: Prof. VA: Re 7.1: Hypothesize ways in which art influences perception, and understanding of human experience.
Description of Learning Experience Outcome:Students will ask themselves: “What was my favorite thing about this memory and why is it so?” They will spend time thinking about how the painting affects them and what it means to them now.
Description of Learning Activity
1. Introduction/Starter/Anticipatory Set:
The introduction of this lesson will include the students taking out their painting and writing from the “presenting” lesson. Students will spend time (about 15 minutes) connecting with the painting and their writing. They will look at the painting and ask themselves 4 questions:
What was my favorite thing about this memory?
Why was that my favorite thing about this memory?
How does this painting affect me?
What does it mean to me in the present time?
2. Sequence of Teacher Activities and Student Activities:
After the introduction, the teacher will show examples of this analysis. Then students will use the rest of class time to answer these questions in 2 paragraphs answering the 4 questions from the introduction. Students will work on this project for 3 days. They will then take time to organize a few things they would like to share to the class from both writings from the presenting lesson and this lesson as well. Each student will present to the class what they would like to share with them. Each presentation should take about 3 to 5 minutes.
3. Evidence of Learning:
2 paragraphs answering the 4 questions
Class presentation
4. Assessment Criteria/Assessment Tool:
Presentation Score Sheet
Presentation reflects on the painting and personal connection. | 1 | 2 | 3 |
Student shares points from the presenting lesson writing. | 1 | 2 | 3 |
Student shares points from the four questions given for this lesson's writing assignment. | 1 | 2 | 3 |
Presentation is between 3-5 minutes | 0 | 1 | |
Total Points | ? | / | 10 |
ELD and Special Education Modifications/Accommodations:
ELD-Additional language support, Visual Art Word list, Pair-support, Dictionary
Post-Teaching Teacher Reflection: (A place to reflect on how the unit went each year)
_____________________________________________________________________________
Artistic Process: CONNECTING Learning Experience/Lesson
Lesson Title: The Roots of Identity: Exploring Childhood Influences
Time Duration: 4 Class Sessions
Standard Addressed: Prof. VA: Cn 11: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
Description of Learning Experience Outcome: Students will generate multiple hypotheses on how and why childhood memories affect people’s personalities and characters. They will write a personal reason as to why they think that and about how their childhood memories affected them.
Description of Learning Activity
1. Introduction/Starter/Anticipatory Set:
The students will start out by reading a short blog called, “The Enduring Impact of Childhood Experiences on Adulthood”. The teacher will assist with the reading and will engage students to highlight several points in the article through discussion. Students will take notes while reading to show understanding.
2. Sequence of Teacher Activities and Student Activities:
After the starter activity, the teacher will present a slideshow explaining the assignment for the lesson. As the teacher presents he will show the students some examples of how the assignment should look and what the expectations for it is. During the presentation, the teacher will ask the students to do 4 things:
Come up with multiple hypotheses on how and why childhood experience/memories affect people’s personalities and characters (at least 3)
Write a personal reason as to why they thought of these hypotheses
Write about how their own childhood memory effects them
Explain how the memory they painted in lesson one may display how their childhood affected them in current time.
3. Evidence of Learning:
Notes from reading the blog
Writing reflective assignment
4. Assessment Criteria/Assessment Tool:
Notes Rubric
Excellent | Had at least 7 points listed | 5 |
Meets Expectation | Has at least 4 points listed | 4 |
Needs Improvement | Has 1-3 points listed | 1 |
Grade | ?/5 |
Writing Reflection Assignment Rubric
Excellent | Answered all 4 required Quests/ Questions clearly and elaboratively | Listed at least 3 hypotheses | 5 |
Meets Expectation | Answered all 4 required Quests/ Questions clearly | Listed 2 hypotheses | 4 |
Needs Improvement | Answered Quests/ Questions hastily/ incompletely | Listed 1 hypotheses | 1 |
Grade | ?/5 |
ELD and Special Education Modifications/Accommodations:
ELD-Additional language support, Visual Art Word list, Pair-support, Dictionaries.
SpecEd- Differentiated rubric, additional time, Resource Aide.
Post-Teaching Teacher Reflection: (A place to reflect on how the unit went each year)
____________________________________________________________________________
OVERALL UNIT PLAN
SEQUENCE OF THE WHOLE UNIT: The unit is anchored by the exploration of Helen Frankenthaler's "Round Trip," serving as a guiding inspiration throughout the students' artistic and self-observing journey. Frankenthaler's masterpiece not only exemplifies abstract expressionism but also embodies the mixing of personal experience and artistic expression. In the initial lesson: CREATING, "Journey of Shapes: Abstract Expressions of Childhood Memories," students connect between Frankenthaler's artistic process and their own, using her soak-stain technique as an inspiration for their own creative journey. As they engage in the process of translating their favorite childhood memories into abstract artworks, Frankenthaler's "Round Trip" serves as both a model and a source of inspiration, illustrating how personal experiences can be distilled into abstract visual language. In the next lessons: PRESENTING & RESPONDING,"The Voice of Art: Speaking Through Paintings" and "Reflective Journey: Understanding the Influence of Art," students continue to draw on the themes and techniques present in Frankenthaler's work, using it as a reference point for their own reflections on the intersection of art and personal experience. Finally, in the CONNECTING lesson "The Roots of Identity: Exploring Childhood Influences," students reflect on the enduring impact of childhood memories, drawing connections between their own experiences and the themes present in Frankenthaler's art. Through this cohesive journey, Frankenthaler's "Round Trip" remains a constant touchstone, illuminating the ways in which art can serve as a mirror to personal history and identity.
List your sequence day by day:
Days 1-2: Introduction to Abstract Expressionism and Childhood Memories (2 sessions)
Teacher presents on Helen Frankenthaler and her soak-stain technique.
Students analyze "Round Trip" and discuss its inspiration from childhood memories.
Students share their own favorite childhood memories with a partner, focusing on location and people involved.
Days 3-4: Understanding Abstract Expressionism (2 sessions)
Teacher presents abstract expressionism, emphasizing Frankenthaler's approach.
Demonstration of soak-stain technique using tempera paint mixed with water.
Teacher showcases examples of artworks created using this technique.
Days 5-7: Creating Initial Sketches (3 sessions)
Students sketch out initial ideas for their artworks based on their childhood memories.
Teacher provides feedback and guidance on sketching techniques.
Students refine their sketches, focusing on simplifying shapes and compositions.
Days 8-10: Painting Process (3 sessions)
Students transfer their sketches onto 11x14 watercolor paper.
Students begin painting using tempera paint, applying the soak-stain technique.
Teacher provides individualized support and feedback during the painting process.
Days 11-12: Finalizing Artworks and Reflection (2 sessions)
Students complete their paintings, ensuring the expression of their childhood memories through shapes and colors.
Peer critique session where students provide feedback to each other.
Reflection activity where students discuss how their artworks represent their personal experiences.
Day 13: Introducing the Voice of Art (1 session)
Teacher introduces the concept of treating artwork like a person with its own personality, emotions, and message.
Students engage in a discussion about how they perceive art and what they think art might want others to understand about it.
Days 14-15: Writing and Reflecting (2 sessions)
Teacher explains the assignment: students will write a paragraph from the perspective of their painting, expressing what it wants others to understand about it.
Teacher provides an example paragraph.
Students spend time analyzing their paintings and writing their paragraphs.
After writing, students reflect on how their paintings make them feel about themselves and what insights they gain.
Day 16: Sharing and Assessment (1 session)
Students share their paragraphs with the class, either by reading aloud or displaying them visually.
Classmates provide feedback and discuss the different perspectives portrayed through the paintings.
Teacher assesses the written work using the provided rubric, focusing on clarity, perspective, and self-reflection.
Day 17: Connecting with the Painting (1 session)
Students spend 15 minutes reconnecting with their paintings and writings from the presenting lesson.
They ask themselves four questions:
What was my favorite thing about this memory?
Why was that my favorite thing about this memory?
How does this painting affect me?
What does it mean to me in the present time?
Days 18- 20: Writing and Preparation (3 sessions)
Teacher showcases examples of how to analyze the painting and articulate personal connections.
Students spend the remaining class time over three days writing two paragraphs answering the four questions.
They also organize key points they want to share with the class from both the presenting lesson and this lesson.
Day 21: Class Presentations (1 session)
Each student presents to the class for 3 to 5 minutes, sharing insights from their painting and writings.
Presentations include reflections on personal connections, favorite memories, and the significance of the artwork.
Classmates provide feedback and engage in discussions after each presentation.
Day 22 : Reading and Discussion (1 session)
Students read a short blog titled "The Enduring Impact of Childhood Experiences on Adulthood".
Teacher facilitates a discussion highlighting key points from the article.
Students take notes to demonstrate their understanding of the reading.
Day 23: Presentation and Hypotheses Generation (1 session)
Teacher presents a slideshow explaining the assignment for the lesson.
Examples of the assignment's expectations are shown to the students.
Students are instructed to:
Generate multiple hypotheses on how and why childhood experiences/memories affect personalities and characters (at least 3).
Write a personal rationale for their hypotheses.
Reflect on how their own childhood memories impact them.
Explain how the childhood memory they painted in the previous lesson reflects their present selves.
Day 24: Writing Reflection Assignment (1 session)
Students work on writing their reflective assignments, incorporating the hypotheses and personal reflections.
Teacher provides support and guidance as needed.
Completed assignments are collected for assessment.
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