Lesson Plan 5
Lesson Plan 5
Lesson Plan 5
Essential Understanding (s): What are the big ideas? What specific
1) Artists grow and acquire skills over time, build on 1) Why do artist sometimes make art over a long
ideas and explore different materials in order to
period of time?
2)
Why would artists take inspiration from the natural
further themselves in their ability to create.
world/their own lives?
Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and
skill? ...Compare and contrast art work; analyze sketches?
1) Demonstrate the crayon and ink coloring process onto their clay vessels, with an understanding of how
color ties into the 3D quality of a piece
2) Recognize the concept of inner volume, and how that can be transformed
3) Demonstrate previous learned skills such as the transference of 3D art by 2D techniques such as painting
or collage
4) Evaluate interests and decisions during the process of making and communicate to peers during gallery
walk
understanding be judged?
Pre-assessment:
How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are
coming from (prior knowledge, interests)?
1) Our idea bubble gives nice starting point towards the over-arching theme of habitats
2) We will also look back at previous ideas to show our progression and understand what weve learned
about 3D art highlighting prior knowledge.
3) Demonstrate the coloring process, showing the various possibilities.
Motivation:
How will you hook all students and hold their interest?
Ideation:
How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?
Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and
revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?
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1) Introduction: Idea bubble that includes all of the previous concepts and a new idea
bubble for the concept for this week (habitats, environments, and spaces) (10 minutes)
With old idea bubbles, well review our past projects and the ideas that were involved in creating them,
giving a students a chance to reflect.
Weve explored a lot of materials and learned a lot about what it takes to create a piece over a period of
time, as well as installing it and collaborating with other artists.
Point out the over-arching themes weve covered and what was created.
all of the different objects created for the sky installation
the mobiles and the different techniques used on those
MOVEMENT
INSTALLATION
COLLABORATION
emphasize the last clay project because we are carrying it over to this class
Introduce process for coloring the clay pieces
We are going to use a different, fun way to add color to our clay pieces from last week! It involves using
crayons and India ink.
First, we use the crayons to add color where we want it.
Second, we do a layer of ink over the crayon to add a finished look.
Introduce the optional habitat project: if you finish coloring your clay piece and want something else
to work on you can create a habitat!
So what is a habitat?
definition of a habitat: the place where a person or thing is usually found...a special environment for
living in over an extended period
Ask questions like: What would your dream habitat be like? What are some kinds of habitats, and who
would they be for? what would they involve?
example: a princess would have a very fancy, pretty habitat
what is said here will go in the idea bubble
We have these little chambers for you guys to create habitats inside of!
They can be for anyone or anything
Making (1 hr and 30 minutes)
Students will be able to choose what they will be creating. There will be two separate stations with
different materials. They will be able to either (or do both) add color to their clay project, or create a
habitat within the box/chambers that we will provide.
The materials for creating a habitat will include everything weve used so far (i.e. pipe cleaners,
styrofoam, aluminum foil, wire, glue, paint, tape and so on)
Students will group their finished habitats together to form an installation of several unique and diverse
habitats all coming together.
During making teachers will be narrating students theme specific artistic choices and interests they see
happening and sharing this with the whole class when adding an idea to the idea bubble.
During making the teachers will take the time to document student work through photos. This will allow
for students and the teachers to assess and review the process of the students art from start to finish. This
is a form of pre and final assessment that we can use to evaluate our students and if they have met
outcomes
Gallery Walk (15 minutes)
This is our final gallery walk. Well look at what weve made today, and how they ultimately created
their final piece. Then well spend a brief amount of time covering what weve learned over the past 5
weeks and how that has translated into our piece from today.
Prompts
-What sort of colors did you choose for your clay piece, and why?
(2) -What is your habitat for and how are the visual elements of what youve created related?
(3) -What materials did you use to create the habitat? Are they materials that youve already used or new
ones?
(4) -ask about choices that were made in the making, what lead them to do that?
Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.
crayons
india ink
cardboard boxes for the chambers
styrofoam
string/yarn
markers
paint
trash bag table covers for painting stations and stations with india ink
glitter
feathers
pipe cleaners
puffballs
aluminum foil
wire
fabric
tape
glue
scissors
wire cutters
cardboard
magazines
station with found objects
Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and
safety in a bulleted format.
1)
2)
3)
4)
Accommodations:
How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or
Process) and Expression (Products and/or Performance)?
1) Our different stations are for the sake of students that wish to explore several materials and dont work
well sitting in the same spot.
2) Supply gloves for paint, india ink, glue etc.
3) supply aprons for paint, india ink, glue etc.
4) be prepared with several extra chambers for students that wish to create more than one habitat