(UN.1L.

5) 1 of 8 Name: Georgi Beck

DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to create design of
people that are important to each member of the group, uses color to create depth, and
tells a bigger story/message, students will create a mural using canvas squares in a grid
design and display the mural in a public space in the school
Daily Objectives:
-Given examples of murals from handout selection, students will work with a partner to
research and answer questions about that mural and share with the class
-Students will work in small groups of 4-5 students and brainstorm an overall mural
design that includes people that are important to every member of the group
-Given pencils and paper, students will design a mural that depicts people that are
important to every member of the group, uses color to create depth, and creates a bigger
message that tells a story about the depicted people

Assessment Criteria:
-Students work with a partner to research a mural example from the handouts and share
with class
-Students work in small groups of 4-5 and brainstorm ideas for the people to include in
their mural and work respectfully with one another
-Students design a mural that depicts important people, uses color to create depth, and
creates a bigger message that tells a story about the depicted people

Teaching Resources Needed to Support the Lesson:

-PowerPoint Presentation -Computer -Projector -Whiteboard Artists: Partner Mural
Research: Banksy, Maya Hayuk, Keith Haring, Mosque of Heart, Eduardo Kobra, Okuda
San Miguel, Owen Dippe, Shepard Fairey, Ajanta Cave, Microbo, Raphael, Bunnie
Reiss, 1010, Max Sansing, Maya Hayuk

Art Materials Necessary for the Lesson: -acrylic paint -brushes -cups for water -pencils
-workbooks -paper -12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (6 minutes) Introduction:
The teacher will begin with a PowerPoint Students will follow along the PowerPoint
Presentation that talks about the purpose of with their workbooks taking notes on key
public murals. Students will be taking notes concepts and vocabulary. Students will
on key concepts and vocabulary throughout also engage in discussion relating to the
the presentation. artwork in the presentation.
Development: (36 minutes) Development:
For the first 10 minutes, students will work in Students will work in pairs to complete
pairs to research a specific mural from a mural worksheets. Students will
selection made by the teacher. Each pair will complete these in 10 minutes and will
get one mural from a range of locations and share their findings with the class.
historical time points. After 10 minutes,
students will share their findings with the
class and each pair will be expected to give:
1.Brief overview and theme of the mural
2.What message they think the artist is trying
to convey to the public
3.Any important questions/ideas
Students will then engage in class
brainstorm for people who are important to
the student population. This should take
about 10 minutes. The teacher will guide
students to think about people who have
changed society/culture through their work.
People discussed should include a range of
people including role models, leaders,
creators, and other people close to their
community. Students will engage in the class
After the brainstorm, students will get into brainstorming session and think of
groups of 4-5 students. Students will use people important to them. This should
their workbooks to sketch ideas. A possible include people in their community,
random draw is also possible if students people who have changed society, and
aren’t comfortable making their own groups people who inspire them.
or incapable of making productive groups.
These groups will use the class brainstorm
as a jumping off point to choose a person or
persons that are important to them. The
students will be encouraged to consider Students will get into groups of 4-5
color, inclusion of symbols, and creation of students. Students will use workbooks to
depth in their work. sketch ideas and further brainstorm.
Conclusion: (2 minutes) Conclusion: (2 Minutes)
A few students will share their ideas and A few students will share their ideas and
possible mural plan with the class. Teacher possible mural plan with the class.
will instruct students to put away materials.
(UN.1L.5) 2 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.

Daily Objectives:
-Students will work in their groups to finalize an overall design for their mural
-Students engage in a mini-critique to help students improve their final mural design
-Given pencils and paper, students will design a mural that depicts people that are
important to every member of the group, uses color to create depth, and creates a bigger
message that tells a story about the depicted people

Assessment Criteria:
-Students work productively in their groups to finalize an overall design for their mural
-Students engage in mini-critique in a positive way to help other students improve their
mural design
-Students design a mural that depicts important people, uses color to create depth, and
creates a bigger message that tells a story about the depicted people

Teaching Resources Needed to Support the Lesson:

-Computer -PowerPoint Presentation

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (8 minutes) Introduction: (8 minutes)
Teacher will begin the lesson with a short Students will listen to the presentation
PowerPoint Presentation that overviews the and take notes in their workbook as
goals and concepts of the mural. This necessary.
overview will include
•Key concepts from other lessons that have
provided that skills to make a successful
design
•Encouragement for completing a large-
scale project
•Overview of the process of breaking up one
mural design into a manageable pieces by
using a grid
Development: (34 minutes) Development: (34 minutes)
For the first 15 minutes will get back into their Students will get back into their groups to
groups to work on their mural designs. work on their mural designs

After the first 15 minutes, students will come

together as a class again for a mini-critique.
Students will lay out their mural designs in
one space and students will have 1 minute to
look at each one. Before critique begins the
teacher will discuss what critique means to
the students and hand out a critique
guideline handout. Students will discuss
positive versus negative ways to engage in
critique. Students will be reminded that the
purpose of a critique is to help improve or
note strengths in a piece.

Students will spend the rest of time in

critique. Students will be encouraged to
have their workbook to make notes of what
might need to be changed during the next
studio time.
Conclusion: (2 minutes) Conclusion: (2 minutes)
Teacher will instruct students to put away Students put away materials and clean
their materials and clean up their area. up their area.
Students will be reminded that their final
designs will be put on a public space in the
school
(UN.1L.5) 3 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.
Daily Objectives:
-Given a demonstration on how to apply a grid to transfer their small design onto larger
canvas sheets, students will finalize their mural design and apply the grid onto their final
sketches
-Given a demonstration on color mixing for acrylic paint and proper use of the paint on
the canvas squares, students thoughtfully and properly use acrylic paint in their mural

Assessment Criteria:
-Students finalize mural designs, apply grid to their mural design sketch, and transfer
onto the larger canvas square
-Students follow color mixing demonstration and proper use of paint on the canvas
squares, and begin painting once they finalize their mural design
-Students get canvas squares and number them off according to their grid

Teaching Resources Needed to Support the Lesson:

-Color Mixing/Paint Handout -Grid Handout
-Youtube Video Lisa King: (https://www.youtube.com/watch?v=PfuWSpXGxto)

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper -
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (5 minutes) Introduction:
Lisa King Video: Students will answer daily Students answer questions about
questions about featured artists featured artist in their workbook
1.Why does the artist create murals?
2.What is her mural style influenced by?
3.What is her advice about making
mistakes?

Development: (28 minutes) Development:

Teacher gives demonstration on applying Students follow along with
grid to final mural design. Teacher will also demonstrations and take notes as
give a demonstration on mixing acrylic paint necessary. Small ½ sheet handouts will
and proper use and care of materials. also be available for later viewing if
Teacher will also go through proper clean-up student wants to watch the
procedures for paint and do a walk-through demonstration in its entirety
of where all materials are kept on an open
table. This way students can access as
needed throughout the workdays

Students will have this time to work in their Students will work with their groups to
groups. Teacher will be available for one-on- finalize mural design, apply their grids,
one time with the groups as needed. and start transferring their designs onto
Students will be independent on using their canvas sheets.
time to hopefully during this period finish their
mural design sketch, apply their grid, and
start working on their canvas squares.
These expectations will be made clear to
them before they go into independent studio
time. Students will be given a halfway, 10
minute, and 5 minute warning so they are
aware of the time.

Conclusion: (6 minutes) Conclusion:

Students will be instructed to put away their Students will clean up their area and put
materials and clean up their area. Students away all materials in designated
will be reminded on correct brush cleaning locations.
etiquette and 2 students will be in charge of
checking brush cleanliness.
(UN.1L.5) 4 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.

Daily Objectives:
-Given previous demonstrations, students will continue to work on their canvas squares
that transfer their sketch onto larger canvas sheets using acrylic paint, pencil, and
brushes
-Students will actively engage with groups during independent time and complete their 4
assigned squares

Assessment Criteria:
-Students will work on their canvas squares and transfer their sketch onto these squares
-Students will engage with group to complete their 4 assigned squares

Teaching Resources Needed to Support the Lesson:

-Computer -Projector
-Youtube Video: (https://www.youtube.com/watch?v=MNO14EzuPM4)

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper -
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (4 minutes) Introduction:
6 year old explains public art: Students will Students answer questions about
answer daily questions about featured artists featured artist in their workbook
1.What is a benefit of public art?
2.What is one way this 6 year old says is a
way to learn or understand the art
3.What is one question you can ask about
public art?

Development: (35 minutes) Development:

Students engage in independent studio time. Students engage in independent studio
Students will work on transferring their time. Students will have access to all
sketch to their canvas squares. Teacher will materials in the same location as the day
be walking around for one-on-one time with before to allow for easy access.
groups. Students will be given warnings for
halfway, 10 minute, and 5 minutes left of the
lesson.
Music will be playing for students so they can
be fully engaged in the lesson instead of
listening on their phones.

Conclusion: (7 minutes) Conclusion:

Students will be instructed to put away Students will put away their materials and
materials and clean up their areas clean up their areas.
(UN.1L.5) 5 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.

Daily Objectives:
-Given previous demonstrations, students will continue to work on their canvas squares
that transfer their sketch onto larger canvas sheets using acrylic paint, pencil, and
brushes
-Students will actively engage with groups during independent time and complete their 4
assigned squares

Assessment Criteria:
-Students will work on their canvas squares and transfer their sketch onto these squares
-Students will engage with group to complete their 4 assigned squares

Teaching Resources Needed to Support the Lesson:

-Youtube Video (https://www.youtube.com/watch?v=n-kZ-mhI9zA) Ai WeiWei Fences
-Projector -Computer

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (4 minutes) Introduction:
Ai WeiWei Fences Students will answer daily Students answer questions about
questions about featured artists featured artist in their workbook
1.What does the work Fences represent?
2.What is activism? How is this work a piece
of activist art?
3.Why is this work significant to New York?

Development: (36 minutes)

Students engage in independent studio time. Development:
Students will work on transferring their Students engage in independent studio
sketch to their canvas squares. Teacher will time. Students will have access to all
be walking around for one-on-one time with materials in the same location as the day
groups. Students will be given warnings for before to allow for easy access.
halfway, 10 minute, and 5 minutes left of the
lesson.
Music will be playing for students so they can
be fully engaged in the lesson instead of
listening on their phones.

Conclusion: (5 minutes)
Students will be instructed to put away Conclusion:
materials and clean up their areas Students will put away their materials and
clean up their areas.
(UN.1L.5) 6 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.

Daily Objectives:
-Given previous demonstrations, students will continue to work on their canvas squares
that transfer their sketch onto larger canvas sheets using acrylic paint, pencil, and
brushes
-Students will actively engage with groups during independent time and complete their 4
assigned squares

Assessment Criteria:
-Students will work on their canvas squares and transfer their sketch onto these squares
-Students will engage with group to complete their 4 assigned squares

Teaching Resources Needed to Support the Lesson:

-Computer -Projector
-Youtube Video: (https://www.youtube.com/watch?v=l_VSixma864)

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper -
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (4 minutes) Introduction:
Pablo Picasso Geurnica: Students will Students answer questions about
answer daily questions about featured artists featured artist in their workbook
1.What inspired Guernica?
2.What did the artist hope to accomplish by Development:
painting it? Students engage in independent studio
3.What do you think of the quote “A work of time. Students will have access to all
art must make a man react…It must agitate materials in the same location as the day
him and shake him up” before to allow for easy access.

Development: (36 minutes)

Students engage in independent studio time.
Students will work on transferring their
sketch to their canvas squares. Teacher will
be walking around for one-on-one time with
groups. Students will be given warnings for
halfway, 10 minute, and 5 minutes left of the Conclusion:
lesson. Students will put away their materials and
Music will be playing for students so they can clean up their areas.
be fully engaged in the lesson instead of
listening on their phones.

Conclusion: (5 minutes)
Students will be instructed to put away
materials and clean up their areas
(UN.1L.5) 7 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.

Daily Objectives:
-Given previous demonstrations, students will continue to work on their canvas squares
that transfer their sketch onto larger canvas sheets using acrylic paint, pencil, and
brushes
-Students will actively engage with groups during independent time and complete their 4
assigned squares

Assessment Criteria:
-Students will work on their canvas squares and transfer their sketch onto these squares
-Students will engage with group to complete their 4 assigned squares

Teaching Resources Needed to Support the Lesson:

-Computer -Projector -PowerPoint Presentation: Lady Liberty

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (4 minute) Introduction:
Lady Liberty: Students will answer daily Students answer questions about
questions about featured artists featured artist in their workbook
1.Who made Lady Liberty and who was it
made for?
2.What does Lady Liberty represent?
3.Picture yourself as a refugee, an
immigrant, or someone visiting this country.
If this when you first entered the United
States what would you think?

Development: (36 minutes) Development:

Students engage in independent studio time. Students engage in independent studio
Students will work on transferring their time. Students will have access to all
sketch to their canvas squares. Teacher will materials in the same location as the day
be walking around for one-on-one time with before to allow for easy access.
groups. Students will be given warnings for
halfway, 10 minute, and 5 minutes left of the
lesson.
Music will be playing for students so they can
be fully engaged in the lesson instead of
listening on their phones.

Students will be reminded that this is the final

day to complete their canvas squares before
they will be put on display the following
studio day.

Conclusion: (5 minutes) Conclusion:

Students will be instructed to put away Students will put away their materials and
materials and clean up their areas clean up their areas.
(UN.1L.5) 8 of 8 Name: Georgi Beck
DAILY PLAN
Lesson Title: Significant People Group Mural Grade Level: 9th to 12th Grade

Lesson S & S Concept Statements:

- Knowledge of principles, elements, and science of art experience allows for artists to
build base of technical skill
Context of how the individual has created art based on their biophysical response to the
process is important to understand the work
-Knowledge of how the brain processes the elements present in art informs how the art
is interpreted
Daily Formal Qualities (Elements & Principles of Design):
Color, variety, movement, rhythm, repetition, form, line, value, space, proportion,
emphasis, balance

Overall Lesson Objective: Given a PowerPoint Presentation on historical and

contemporary examples of murals, students will work in groups of 4-5 to decide overall
design and message, break up the 4’ by 4’ or 5’ by 5’ mural into 12” squares to be painted
by individual students, and put it back together in a designated space to be seen by the
school population.

Daily Objectives:
-Students will bring their finalized canvas squares and hang them up in a designated
space in the school
-Students will participate in group critique and use previous critique worksheet to engage
respectfully and positively

Assessment Criteria:
-Students bring their finalized canvas squares and hang them up in a public space in the
school
-Students participate in group critique and engage respectfully and positively

Teaching Resources Needed to Support the Lesson:

-Critique handout

Art Materials Necessary for the Lesson:

-acrylic paint -brushes -cups for water -pencils -workbooks -paper -
-12” by 12” canvas paper (4 sheets per person)
 Teacher Directed Activities Student Directed Activities
Introduction: (17 minutes) Introduction:
Students will gather their canvas squares Students will work as a group to hang
and go to designated space in the school. If their mural together for critique.
given the opportunity by the staff, students
will be able to choose where they hang their
murals. If there is more limited space for
hanging their mural, students will hang
where possible.

Once they get to the location, they will work

as a group to hang their canvas squares.
Students will also have a space to put their
process work besides their mural. Students
will then have about 4 minutes to walk
through the murals and look at the process
works alongside the mural.

Development: (20 minutes) Development:

Teacher will remind students of their critique Students will actively and positively
handout that they should follow during engage in critique.
critique. Critique will be structured as follows
1.What do you see?
2.What do you think that means?
3.Group perspective and statement
4.Now that you’ve heard the intent of the
work, how do you think they succeeded?
5.What could this group have improved to
make their message stronger?

Conclusion: (8 minutes) Conclusion:

Teacher will ask the final questions before Students answer final questions and
they head back to the classroom: head back to class during the last 2
1.How do all the murals make you feel? minutes.
2.How are some of the other group’s murals
different from your own?
3.Why are their stories different?
4.Why do you think they made the mural the
way they did?
5.How does understanding how a piece
makes you react change your interpretation
of other groups works?