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Art Education: Lesson Plan Assessment Coursework

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Updated: Jul 29th, 2022

Resources/Introduction: Georgia O’Keeffe flower paintings; Vincent Van Gogh landscape drawings; Chinese brush paintings (image resource sheet available)
Materials: Real bell peppers, newsprint, white drawing paper (desired size), pencils, erasers, pen, ink brushes, mixing trays for washes, water dishes
  • Create a variety of realistic, detailed drawn representations of peppers from carefully observing real life models.
  • Select and combine portions of drawings to create a large abstract composition that focuses upon and expresses personally appealing design qualities of peppers.
  • Use ink and watercolor techniques inspired by exploration of style of Van Gogh and traditional Chinese brush painting, as well as stippling, to fill abstracted composition with value and texture.
Students drew several views of peppers from life then combined the drawings to make one larger that life composition. A variety of pen and ink techniques were explored. The goal was to somewhat abstract the peppers.
  1. View O’Keeffe’s work and discuss outstanding features of her flower representations. Also look at contemporary artists’ (online) renditions of bell peppers and talk about options for representation.
  2. Beginning with whole bell peppers (one per two students, labeled with masking tape), draw and shade realistic representations – top, bottom, and side view.
  3. Slice peppers in half lengthwise and into cross sections (trade halves so each team has one of each). Draw these, too. Then cut into single slices and draw – total of six drawings.
  4. When realistic drawings are complete, use a viewfinder to select most appealing sections of the pepper representations (at least three). Redraw these elements, enlarging them and combining them into a unified composition.
  5. Look at and discuss Van Gogh landscape drawings and Chinese brush paintings. Create value scales using ink stippling, watercolor washes, and watercolor brushstrokes in Van Gogh’s “concentric line” style. Employ these techniques to complete large abstracted pepper composition by filling in values and textures.
  6. Critique work
  1. Did students show observation skills in drawing peppers from life?
  2. Did students show skill in using pen, ink and brush to create values – using a variety of techniques (Chinese and Van Gogh’s)
  3. Did students create a interesting composition combining elements of several drawings – utilizing elements and principles of design?

This is a high school lesson submitted by Wendy Free of Eastside High School in Gainesville, Florida. Hello, how are Sunshine State Standards addressed, for Visual Arts Grades 9-12:

Skills and Techniques

Standard 1

The student understands and applies media, techniques, and processes. (VA.A.1.4).

  1. uses two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation, or imagination.
  2. uses tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner.
  3. knows how the elements of art and the principles of design can be used to solve specific art problems.
  4. uses effective control of media, techniques, and tools when communicating an idea in both twodimensional and three-dimensional works of art.

Rationale for Assessment

The methods are admittedly a little subjective. They ask for the artist to demonstrate skill in two areas and to come up with an “interesting” composition in the third area. However, the standard is equally vague in a couple of areas, talking about “effective” control and the solution of art “problems.” A year-long, consistent rubric would be of great use in a class like this.

Absence of Bias

This lesson does not take any personal characteristics into account.


A rubric would be useful in measuring the artistic skill involved in the process.


Given the precise guidelines involved in this assignment, it would be fairly easy to get results that could be scored.


The tasks involved are fairly basic building blocks of the art process, and so would be applicable to a number of other assignments.


The tasks are easily doable with the materials provided.

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