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Art Lesson Entry General Guidelines
Please be aware that more than one person from different classes and educational institutions may be working on an entry at any given time. If you place your art lesson entry in the middle of an art content entry or an art lesson entry someone may be accidentally delete part or all of your art lesson. It is important to place your art lesson at the very end of an existing TeachArt Wiki entry and insert a line (click the Horizontal Rule on the Editor bar) to separate your art lesson from the rest.

Each art lesson needs to include the following components:

Art Lesson # (If your lesson is the first one for the content entry, your art lesson is "Art Lesson 1"; the second one would be "Art Lesson 2.")
Title: Give a meaningful art lesson title.
Grade Level: Specify the target level, e.g., Lower Elementary School, Upper Elementary School, Middle School, or High School.
Time: Indicate the total time needed.

Standards and Benchmarks: Use the abbreviated format below to list the National Standards for Arts Education (Visual Arts) content standards and the benchmarks of the appropriate level being addressed in the lesson. Link National Standards for Arts Education to http://artsedge.kennedy-center.org/teach/standards.cfm website. Below is an example.

This lesson meets the following National Standards and Benchmarks for Arts Education.
VA.9-12.1 Understanding and applying media, techniques, and processes (1 & 2)
VA.9-12.2 Using knowledge of structures and functions (2 & 3)
VA.9-12.3 Choosing and evaluating a range of subject matter, symbols, and ideas (1)
VA.9-12.4 Understanding the visual arts in relation to history and cultures (1)
VA.9-12.5 Reflecting upon and assessing the characteristics and merits of their work and the work of others (1 & 2)
VA.9-12.6 Making connections between visual arts and other disciplines (1 & 2)

In addition, in the art lesson, you may also address other standards such as National Educational Technology Standards for Students, National Standards for Language Arts, National Mathematics Standards, Physical Education & Health Standards, National Science Standards, National Social Studies and History Standards.

Central Concepts, Enduring Ideas (Key Concepts and Essential Questions), or Objectives: You may use any of the approaches such as "Central Concepts," or "Enduring Ideas" (Key Concepts and Essential Questions), or "Objectives" to set up the conceptual framework for your art lesson.

Central Concepts
This is a contextual approach that situates an art lesson in a concrete artist/artwork context. First, you analyze the artist/artwork content entry to derive central concepts as the framework for designing teaching and learning activities. Then, list each of the central concepts with brief explanation and annotation. Below are examples of central concepts.

Syncretistic religious practices: Combining multiple religious beliefs and practices into one (definition). The Buddhist cliff sculpture sites in Dazu, Sichuan reflect the growth of popular syncretistic religious practices that blended Buddhism with the Chinese traditions of Confucianism and Daoism. This fusion of belief systems is a religious phenomenon that typifies commonly held beliefs of Chinese people to the present (annotation).

Sinicization: Becoming Chinese like (definition). The style of the imagery in the Buddhist cliff sculpture sites in Dazu, Sichuan is more distinctly Sinicized (Chinese-like) than earlier Buddhist imagery reflecting the full Chinese cultural assimilation of Buddhism (annotation).

For the "Enduring Ideas" approach, please refer to Marilyn Stewart and Sydney Walker (2005) Rethinking Curriculum in Art, Davis Publications.

Lesson Activities: Design three to five activities for your art lesson. Give each activity a title and indicate the time needed for each activity. Under the title of each activity, describe or outline the steps for the activity. Below is an example of the format.

Activity 1: Communal Visual Art Examination, 1 class period.
(Describe or list the steps)

Activity 2: Beauty Contest, 15 minutes.
(Describe or list the steps)

Activity 3: Create Your Own Commercial, 2.5 class periods.
(Describe or list the steps)

Activity 4: Commercial Debut, 1 class period.
(Describe or list the steps)

When designing the teaching and learning activities such as role playing games, comparative inquires, discussions, and studio projects, you need to think about how to use appropriate art education pedagogy to help students learn the significant concepts. An exemplary lesson will employ a constructivist approach that actively engages students, connects with their prior knowledge, references information from various sources, develops students’ higher order thinking, problem solving skills, and empathetic understanding of multiple perspectives in visual arts. The design of the teaching and learning activities must be appropriate for the grade level of the students and promote meaningful art learning. If applicable, include/link handouts and worksheets used in the activities.

Assessment: Include analytical or holistic scoring rubrics for all assignments that will be graded.

References: If applicable, list the print and online sources used to create your art lesson activities.

*There are many good art lesson examples in TeachArt Wiki.



Add Appropriate Tags. When you create a new page it must include one of the following text tags that identifies the artwork’s place of origin. This will allow your entry to be listed in the Table of Contents. The “tag text” box is located below the page Title. Simply type in the appropriate tag (do not include quotation marks) then click Save. After a page is created, to add or edit the tags associated with a page, move your cursor over the Page tab and select "Tags and Details" to access the tags.
  • For Africa use "African artist"
  • For Native America use "Native American artist"
  • For USA use "USA artist" (other than Native American artists)
  • For Canada use “Canadian artist” (other than Native American/First Nation artists)
  • For Central America/Mesoamerica use "Central American artist" (includes Mexico)
  • For South America use "South American artist"
  • For China use "Chinese artist"
  • For Japan use "Japanese artist"
  • For Korea use "Korean artist"
  • For South Asia use "South Asian artist" (This includes India, Pakistan, Bangladesh, and Sri Lanka)
  • For Southeast Asia use "Southeast Asian artist" (This includes Indonesia, Vietnam, Burma, Thailand, Cambodia, Singapore, and Laos)
  • For Himalaya use "Himalayan artist" (This includes Tibet, Nepal, Bhutan and related regions)
  • For Central Asia use "Central Asian" (This includes Mongolia, Kazakhstan, Uzbekistan, Kyrgyzstan, Tajikistan, Afghanistan, and western parts of the People's Republic of China such as Xinjiang and Inner Mongolia, and related regions)
  • For Middle East use "Middle Eastern artist"
  • For Europe use "European artist"
  • For Pacific Islands use "Pacific artist" (This includes Islands of Polynesia, Micronesia, and Melanesia)
  • For Australia use "Australian artist"

To help all TeachArt Wiki users easily find the entry s/he is looking for, in addition to the place of origin tag, all entries need to be tagged with appropriate key words such as artist name (full name), artwork title, art medium(s)/form(s) (e.g., watercolor, installation, sculpture, ink painting, Byobu, etc.), style (e.g., Pop Art, Northern Song landscape painting, etc.), subject/theme/key concept (e.g., identity, community, kimo kawaii, season celebrations, New Year, Yoroboshi, Noh play, etc.), and grade level (i.e., elementary, middle, or high school). When you edit or write content/art lesson for an entry, check to see whether it has all necessary tags. If it does not, please add the missing tags.