Lesson Plan Title : Profiles & Masaccio

Overview and Purpose: Explain what a profile and silhouette is to the students. Also teach who Masaccio is and what he did with profiles. Conduct an activity that applies the lesson. Students trace shadows of each other's face profile.

The students will be making a cube and shading.

Vocabulary: SHADE, SHADOW.


1. Learn what a silhouette/profile is
2. Learn about the artist, Masaccio
3. Apply the knowledge to art.
4. Create a Cube.
5. What is shade? how is it created?
6. Shade the cube.


1. Pay attention to the outside edges of objects
2. Learn about shadows and recognize the bold statement of a silhouette
3. Be able to trace a shadow
4. Be able to find/recognize silhouettes in a worksheet
5. Make sure the students are participating.
6. Ask if they need help.
7. Have step by step instructions.


Overhead projectors (as many as possible)
Big rolls of paper (curriculum lab)
Markers, color pencils, crayons
Name tags--boy and girl cut outs in various colors



1. Use the powerpoint to talk about what a profile and silhouette is.
2. Masaccio is an artist who used profiles.
3. Present information about Masaccio, and where he is from, incorporating geography.
4. Explain the activity
5. I am doing this project for my teaching academy class.
6. I would like your help, so today i am going to teach you how to draw a cube and shade it.
7. Does anyone know what shade and shadows are? how are they formed?


1. Show to the class an example of the finished project.
2. Explain that emphasis is focused to the outer edge of an object.
3. Explain positive and negative space.
4. Create the shape with them, so they can see each step by step process.

Class Practice:

1. Separate students into pairs
2. One pair comes up at a time (depends on how many overheads there are) to take turns tracing each other's profile shadow onto a piece of paper on the wall.
3. Other students work on worksheets while they wait their turn.
4 1. Work with the students.
5. See if any of them know how to draw 3D shapes?

Independent Practice:

1. Walk around class room to look at progress.
2. Ask if anyone needs help.
3. Put pencils down when completed task.
4. Worksheets (easy and hard)

Differentiated Instruction:

If the harder face search worksheets are not easy enough for some students, there will be an easier one provided, vice versa.

Learning Checkup:

1. Monitor whether they understand how to trace each other's face on the wall.
2. Ask them review questions, such as, "Who is the muse" and "Who is the artist", or "What time of day would you normally see a silhouette of a person".
3. Monitor their progress on the worksheets.

Wrap Up:

1. Now that you have completed a cube and shaded it, what do you think?
2. Thank you for allowing me to teach you how to draw and shade a 3D cube.
3. Finish up with body tracing with chalk on the sidewalk outside if there is enough time.

Students will peer evaluate all work. Rubrics for each students collage.