Name:

Cohort:

Lesson Plan
Lesson Title: __Jim Dine Style Hearts_____________ Grade: ___3____ Date: ___________
Subject/Strand: _______Visual Art_____Unit:__________ Location: ___________
_______

Time:

(length in minutes):

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

( A brief description of the activity... enough info for another teacher, such as a supply teacher, to "get' what the lesson is
about. It indicates which Fundamental Concepts are addressed and which aspects of the Creative Process will lead to new
skills/knowledge/understanding. The first or final statement highlights what new skills/knowledge/understanding students will
have by the end of the lesson)

In this lesson students will learn about Jim Dine Heart Style painting. After reviewing some ofJim Dines heart
painting to see his style and the feelings evoked from the paintings, students will draw their own hearts
inspired by Jim Dine using chalk pastels. During this lesson students will extend their understanding of the
emotional impact of lines, shape, and value. Students will produce, explore, plan, inspire through their art
work.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
this task at
Also indicate:

(numbers from documents and detailsrecord only the details which relate to

least 2 of the 3 overalls should be noted

2D or 3D project

Which aspects of the Creative Process are part of this lesson (at least 2 for a strong lesson)(see ppgs 19-21 OAC)
Which Elements or Principles (Fundamental Concepts) are addressed in this lesson
Which art techniques and/or cultural connection /art form
Will they have communicate feelings, understandings, ideas (indicate which ones)

D1 Creating and Presenting: apply the creative process: plan, explore, generate, experiment, using the
elements of lines, shapes, and value, and the principle of variety to communicate feelings, ideas and
understandings.
D2 Reflect, Responding, and Analysing: apply the critical analysis process to respond to their own art work.
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

D1.3 use elements of design in artworks to communicate ideas, messages, and understandings.
D1.4 use a variety of materials, tools, and techniques to respond to designs challenges. (e.g using shape, size,
value,to communicate messages.
D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their
own and others art work.
Fundamental Concepts (Note: only the Arts: Drama, Dance, Music and Visual Arts have Fundamental Concepts. By
grade, it tells you what CONTENT/KNOWLEDGE students are to acquire in this grade. In this box, record which aspects of
elements and principles of design are addressed in the lessonRecord the grade-specific content regarding the Elements
of Design: Line/Shape/Colour/Space/Texture/Value and regarding the Principles of Design: Contrast/Rhythm and
Repetition/Variety/Proportion/Harmony etcBe sure to omit content which does not relate to this particular lesson)

Lakehead University Orillia, 09 02 15

Elements of Design:
Line: variety of lines (e.g thick, thin, bold, dotted)
Shape: symmetrical and asymmetrical shapes.
Value: mixing a range of light colours and dark colours.
Principle of Design:
Variety: slight variation on a major theme, strong contrast (e.g use of different lines, shapes, values to create
interest.
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understandthese are big ideas

Today I will learn

To communicate my personal choices through elements of design

To make design choice and reflect on the choices I made
To mix a range of light colours and dark colours
To use a variety of lines and shapes to respond to design challenge

ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what observable/measurable evidence of learning students will provide to demonstrate their
knowledge, skills and thinking, in language that students can readily understand).

I have: create 2 hearts varying in size (big, small, tiny, etc)

I have: create 2 heart varying in shape (symmetrical, asymmetrical, stretched, divided, oozing, jaggedy, heart
within a heart etc.)
I have: create varying size lines/marks
I have mix a range of warm and cool colours
I have: written my reasoning initial thought/response
I have: used a minimum of 4 colours (warm and cool)
Assessment

How will I know students have learned what I intended? Include attachment of your assessment tool

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;

Application

Assessment For, As, Of Learning (Circle One)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Written: Since there is

no right or wrong
answer, students are
encourage to express
their first reaction to
their work on the back
of their artwork.

Thinking;

Communication;

(Describe way(s) you and/or your students will assess.)

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Create: students will create their own Checklist

heart influenced by Jim Dines art
work and write their initial reaction
to: What is your first impression?
and How might the artwork evoke
emotion?

CONSIDERATIONS FOR PLANNING

Lakehead University Orillia, 09 02 15

Prior Learning: Prior to this lesson, students will have

* have had experience creating a variety of lines

* have had experience creating symmetrical and asymmetrical shapes
* have had previous experience with mixing a range of warm/cool colours
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

ModificationDifferentiation:
* noise cancelling headphones are available for students who feel they need help focusing
students will have option to use a computer to write their initial response
instructions will be given orally, written & displayed on smart board, and, exemplar
Content:
*
Moe will copy one of Jim Dines heart paintings and write about their initial reaction first time seeing their
art work
Process:
*
Emily will have an EA help her implement her design onto the paper
Product:
*
Jimmy will have one picture from Jim Dines heart collection, Jimmy will have to write their initial
reaction to the artwork.
Learning Skills/Work Habits

Highlight/circle ones that are assessed:

self-regulation

collaboration,

initiative,

Vocabulary

(for word wall and/or to develop schema)

responsibility,

organization,

independent work,

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

Pencils
chalk pastels
paper
Jim Dine book/example of his artwork
Learning Environment

(grouping; transitions; physical set up) Attach floor plan with any relevant notes: See file called Floor

Plan Considerations.

Art lesson will be after first nutrition break. Students will sit at the carpet for minds on and part of action.
Upon completion of Jim Dine examples students will create their own hearts.
Cross Curricular Links

Language Writing: 2.2 Voice - establish a personal voice in their writing, with a focus on using concrete words
and images to convey their attitude or feeling towards the subject or audience.
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
What you do to get students brains/hearts engaged, to spark curiosity, pique interest, or activate prior knowledge in
an engaging way?

Lakehead University Orillia, 09 02 15

Time: __10min____-__15min____ (Indicate time breakdown of

instructional elements)

Does anyone have a favourite colour they like to

share with the class? and tell us why that is your
favourite colour?
Does anyones colour change day to day based on
your mood?
Are there particular colour that you associate to a
mood?
When I say red whats the first thing that comes
to your mind?
what about green, pink, blue

James: I like purple, because the ninja turtle Donatello

is purple.
Emily: Blue because I think it looks nice.
Leaf: mine changes often, if Im happy its green if Im
sad its black.
Odesa: red - I think of blood
Jazz: green turtles like the ninja turtles.
Selena: blue - like the water,
Jax: a pink star

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
( Hands onstep by step, include a demo)

Lakehead University Orillia, 09 02 15

Time: __30mins__-___35mins____ (Indicate time breakdown of

instructional elements)

(Teacher shows students Jim Dine Heart art work

and do a brief biography of his life and work)

Brandon: I notice he uses warm and cool colours.

What do you see from these pictures that are

constant and what are different?

Apple: they are all hearts, and they are not all the same
colour, and some of them are small and cool.

Andre: According to the colour wheel warm colours are

What colours do you notice?
(teacher checks for understanding by asking) What reds, yellows, oranges and beige and cool colours are
blues, greens, and greys.
are warm & cool colours?
what do you think of when you look at this
picture? what about the heart lines? (teacher
shows student the picture she selected)
Great observation!
Now I want you to create your own heart inspired
by Jim Dine. Lets review our success criteria.
This is what you are going to be marked on, and it
is also on your worksheet for you to do your own
self assessment.

Cass: He uses a lot of red.

Chuck: the one picture has a lot of black in the
background. I think he was angry when he painted this
one.
Grayson: In this picture his heart line is very thin, you
can see the top half but the tip of the heart is kind off
blended into the background.

On your desk I have put a number, that number

indicates what station you need to go to collect
your materials. I will tell you now but in case you
forget you have a reminder on your Desk. I would
like you to take a few minutes to plan how you are
going to execute this art project! Groups 2, 3, 6
will collect their materials from table 1, and
groups 1, 4, 5 will collect their materials from
table 2. Remember you need to use a minimum of
4 colours (warm & cool) and no more than 10.
Remember: to give yourself some time to reflect
on your work which you will write on the back of
your art work. Questions to consider: Why did you
choose the colours that you did? How were you
feeling as you start this project? Did your emotions
play a role in colour selection? is there anything
you want to change? Your overall thought.
TIDY UP PROCEDURES:
It is time to clean up. Please return your chalk to
your assigned station, and leave your art work on
your desk and James and Emily will collect them.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. ( Reflect and Connect)
How will students show evidence of their new skills/knowledge/understanding? directly related to success criteria and assessment
tools

Lakehead University Orillia, 09 02 15

Time: __5min____-__10mins_____ (Indicate time breakdown of

instructional elements)

We have 10 mins before lunch. Who would like to

share their reflection and art work to the class?

Students share their work to the class!

Thank-you for sharing with us!

Extension Activities/Next Steps/ (where will this lesson lead to next an opportunity for you to extend from level 3-4
with rich links to other lesson ideas/book/web supports and inspiration

Students are given emotions (happy, sad, scared, worried) under each heading students will draw an
image that they feel identifies/captures that emotion.
Adapting Lesson For Different Grades: How could you adjust the focus of this lesson for higher/lower
grades?

Gearing Up: Grade 4: Students create their perfect heart mood using lines to indicate emotions
(jagged for angry, horizontal lines give a feeling of peace & harmony) , positive/negative space
(variation in size creates the illusion of depth, colour (monochromatic through variations in
intensity) and value missing of shades to create emphasis. Their heart affects their mood by
creating their perfect heart they get to choose how they want to feel at all times.
Gearing Down: Grade 2: Students will draw a symmetrical heart, mixing colours with limited
palette.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:

Lakehead University Orillia, 09 02 15

Jim Dine Inspired: Hearts

Lakehead University Orillia, 09 02 15

Lakehead University Orillia, 09 02 15

Colour
Student used multiple
colours in a colour scheme
as discussed in class. (min.
4 colours combination of
warm & cool)

Art Lines
Student have created
various lines/marks.

Reflection

Students have reflected on

their work that illustrates
thinking process.

Size

Students have created 2

hearts varying in size.

Shape
Student have created 2
hearts varying in shape.

Lakehead University Orillia, 09 02 15