This document outlines a multi-day lesson plan on expressive painting. It includes pre-assessments, reading assignments, research activities, demonstrations on techniques like value and color mixing, discussions on topics like deforestation and its impacts, and opportunities for student artwork incorporating expressive elements. The lessons incorporate interdisciplinary connections to other subjects and encourage community involvement through a collaborative mosaic project. The overall goals are to build students' painting skills while increasing awareness of environmental and social issues.

1. Transformative Unit
Plan : Painting

2. Multi-day Lesson Plan #3 Expressive Colour - 5.5
Unit Days
Pretest of prior knowledge
Framework Read & Respond to Scholastic Magazine: Franz
Marc - Working with Color
Multi-day Lesson Plan #1 Research & Sketch initial animal ideas.
Value - 4 Days
Landscape quick sketches
Painting with Value /
Aesthetic Feminist Game
Deforestation Discussion
Identifying Value with
continuous value scale Transfers Images & their habitat
Aesthetics Essay
Learn about expressive Colour
Add expressive colour
Multi-day Lesson Plan #2
Colour Mixing - 1 Day
Fill in the blank expressive color quiz
Eco-Justice Responding
Session & Colour Mixing
Self assessment

3. Paintings With Value:
Oil Pastel on Paper
Grade Level: 9-12
ATP: 2.5 (45 Minute) class period
Prior Knowledge:
- Ss will need to know about the
Principles & Elements of Design
- Ss will need to have basic knowledge
of value and it's relationship with form.

4. Unit Level
Essential Questions
To what extent have Artists; across
cultures, time periods, movements,
etc, been able to use value to make
powerful artwork?

5. Lesson Level
Essential Questions:
To what extent have each artist been
successful with using value to depict
an image?
To what extent does the artist
consciously use value in their
composition

6. Is It A Duck or Is it A Bunny?

7. Aesthetic Game:
Feminist Pedagogy

8. Objectives:
The Ss will create a value scale
depicting 6 values that exists within an
artists work.
The Ss will work in groups to describe;
the content, the context[interpretations],
the use of P&E of design, and
judgement of an assigned image

9. White Rose: Georgia O'Keefe
[Oil on Canvas]

10. Closure:
After clean up;
-I will pass out a small print of each
students assigned image.
-I will pass out rolls of tape & ask the
Ss to tape their image somewhere near
their scales along with a heading
including; Title, Artist Name, & Medium
I will then ask the Ss to post their work
up on the board

11. Closure
[Continued]
As an exit ticket, I will ask:
Lets think about what we talk about at
the beginning of class; the Duck or
Bunny Dilemma. I would like some
volunteers to explain in their own
words, to what extent of does that
discussion connect with how everyone
broke down and interpreted the values

12. Extension Activity:
Turn your papers over & explain
your general feelings about the
piece you were assigned. Then
describe what you like about it and
what you don't like about it. Finally,
to what extent the Artists use of
value was effective.

13. Interdisciplinary
Connections:
History: Ss can learn about the Pop Art
Movement & the figures the Pop Art God:
Andy Warhol used as subject matter
Math: Ss can learn about symmetry & the
grid/proportion process
Spanish: Ss can study the history of events
that occurred in Guernica, Spain & the
impact on society.

14. Colour Mixing:
Acrylic On Paper
Grade Level 9-12
ATP: 2.5 (45 minute) class periods
Prior Knowledge:
- Ss will need to know about primary,
secondary & Tertiary Colours
- Ss will need to have the basic knowledge
of what air pollution is and how it effects
our air.

15. Unit Level
Essential Question
To what extent are Artists able to
make us more aware of the
relationship of industrialization,
pollution & it's impacts on what our
planet once was?

16. Lesson Level
Essential Questions:
To what extent have large facilities,
such as Steam Electric Generating
Plants, effected our current quality of
air?
To what extent have artists tried to
convey the destruction, the outrage,
and the losses that have come from air
polluting corporations?

17. What do ya see, what's the story, how do
ya feel, is this bad or good art, why?

18. Segue into
Colour Mixing
Demo &
Worksheet

19. Objectives:
Ss will create a colour mixing chart
depicting colours asked of in each
colour recipe. [Ss will use a palette
knife, glass palette, & brush]

20. Closure:
While the Ss are cleaning up, I will let my Ss know that
next class we will be beginning the final project of our
painting unit.
As a transformative Hw Assignment; I will ask my Ss to
go home & research 3 different artists that use animals
in their artwork; to find a variety of styles, maybe
different time periods, cultures, mediums, and not just
males. Find out a little bit about them and explain to
me to which extent were the artists successful in their
Art. Bring your data & images to class and prepare to
talk about them as part of our warm up ext class.

21. Extension Activity
Choose a colour of your choice, and
creates 1 tint & 1 shade, then define
in your own words what a tint and a
shade are. Explain in your own
words; in deep detail you process of
mixing your tint & shade; and to
what extent were you successful?

22. Interdisciplinary
Connections:
Chemistry: Ss could learn about the atomic
structure of pollutants and their effects & uses
Earth Science
History: Ss could research & learn about the history
of the industrial revolution & it's effects on our
land, air, & water.
Math: Ss can study statistics & create graphs that
trace the history of the release of specific air,
land, & water toxins.

23. Expressive Animal/ Self Portraits:
Water Soluble Oil Pastels on
Canvas Paper
Grade Level: 9-12
ATP: 6(45 Minute) class periods
Prior Knowledge:
- Ss will need to know the P&E of design
_ Ss will need to have basic knowledge of drawing
- Ss will need to have basic knowledge of what
deforestation is
- Ss will need to have basic knowledge of Middle, Fore
& Background
- Ss will need to know concepts of value & colour
mixing of Secondary & Tertiary Colours

24. Unit Level
Essential Question
To what extent does deforestation
effect our Rain-forests today & in
turn how does that effect everyone
globally?

25. Lesson Level
Essential Questions:
To what extent are our rain forests being
destroyed?
To what extent are our rain forests
important to our planet?
What is more important to you: harvest
resources from rain forests, or allowing
rain forests to thrive and to what extent
do we have alternative resources elsewhere?

26. Fallen Mias: Walton Ford
Water Colour & Gouache on Watercolour Paper

27. Visit & Read these
Articles
rainforestconcern.org
click the why being destroyed link
click the why the importance link

28. Objectives:
Ss will lightly transfer their animales
& their habitats to coloured tag
board using drawing pencils
Ss will add expressive colour to their
drawings using water soluble oil
pastels & option brush and water

29. Closure:
After the Ss clean up, I will ask the
Ss to explain in their own words why
they think using natural light as a
tracing tool has a positive effect on
our environment
As an exit ticket; I will put a slide
of Franz Marc's and Falling Mias...

31. Closure
[continued]
To what extent are these works alike?
To what extent are they different?
To which extent is one more expressive?
As a transformative assignment; I will ask the Ss to go
home & find images of their animals habitats and images
of their habitat being destroyed [3-4 images] They mush
also find[if any] research on how deforestation is effecting
their animals. They are to bring them to class for us to
share and also use as photo references.

32. Extension Activity:
In their artist journals, Ss can
practice colour palettes that they
may want to use for their final
projects using coloured pencil

33. Interdisciplinary
Connections:
Environmental Science: Ss can study the natural habitats of a
species of the rain forest & their dependance of that habitat
History: Ss could research the history of the depletion of the
rain forest & jungle habitats
Math: Ss can develop research based graphs & tables of rain
forest and jungle depletion & the percentage of habitat lost
due to deforestation
Business Math: Ss can create a mock ledge of money pools of
large corporations
Health: Ss can create posters of the produce harvested from the
rainforest & their nutritional facts & benefits

34. Community Involvement
There will be an ongoing classroom/community
mosaic depicting the towns highlights & history.
There will be after school meetings for volunteer
artists, students, family, etc