Lesson Plan Title: Creature Workshop with Centers Length: 1.

5 hours

Performance:
(What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
We have been explorers on an island for a couple days now, you come across this creature that you have never seen before. What is it? How did it
come to exist? Tell a story about this imaginary creature in multiple forms. You will get to create these mythical creatures through paint, collage or
clay. In order to understand how imaginary creatures come to exist we will talk about myths from various cultures and share our own mythical
creature with you.


Concepts:
(List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation)
Exploration, myth, origin, culture, invention, nature, storytelling

Enduring Understanding (s):
(Statements that show a relationship between two [or more] concepts. They synthesize what students should understandnot just know or doas a result of studying a particular area of art. Moreover, they articulate
what students should revisit over the course of their lifetimes in relationship to art. These ideas are universal, timeless and transferrable.)
Explore notions of storytelling/myth in order to formulate explanations.
Explore a singular idea through different methods of invention.


Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
(Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms-Standards-and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. Blooms: _____ - Standard: _____. Numeracy, Literacy, and/or Technology)
1. Given images of animals, the student will be able to brainstorm and list various creatures that could be found in their imagination (Blooms:
Analyzing- Standard: literacy, numeracy; GLE: Use media to express and communicate ideas about an issue of personal interest.)
2. Students will reference previous drawings to evaluate what they liked and want to include again, and what they did not like and dont want to
include in their sculpture. (Reflect/Apply; GLE: Apply an understanding of art processes and creative thinking to plan and create art)
3. Using paint, collage or clay, students will be able to demonstrate their ability to mix media to create a creature of their choice. (Blooms:
Understanding, Creating- Standard: Literacy; GLE: Use media to express and communicate ideas about an issue of personal interest)







Differentiation:
(Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.)

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)
Access (Resources and/or Process) Expression (Products and/or Performance)
Work alongside students to engage in discussion on
their work, as well as having their prior related
work accessible. Different materials to work with
allow for a variety of construction methods. Will
be set up like centers.
1. Students may need guidance in how to assemble parts of their
creature, so we can be there to discuss and guide them.
2. The materials provided offer infinite ways in which they can
be manipulated and formed to create an object; a variety of
ways to express their idea.
Extensions for depth and complexity: Access (Resources and/or Process) Expressiosn (Products and/or Performance)
Clay 1. Students may be bored with working 2-
dimensionally or on a flat surface and may be
more intrigued by working sculpturally.
2. The notion of transforming the materials into a
mythical creature touches upon transforming their
2-D project into a 3-D project.

Literacy:
(List terms [vocabulary] specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.)
Vocabulary: Myth, Found-Object, Photography, Environmental art, re-envision, manipulate, origin, composition, invent, habitat, omen
literacy integration: telling the story of their creature,

Materials:
(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.)
Clay
Found Objects (plastic bottles, branches, string, sticks, rocks, etc.)
Glue, wire, string, tape (ways to attach items together)
Spray bottles
Pottery tools
Acrylic paints
brushes
Water cups
smocks or aprons
pencils,
sketchbooks,
Previous Mythical Creature Work
Paper Towels
Scissors
camera
Photo Paper
hot glue guns
glue sticks
table mats


Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.)

-Bring our own mythological creature
-Visual aids: Found object sculpture examples (print-out), their previous work
-Teacher working with students on their own sculpture.

Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)
-We need to assess what supplies are already in the room.
-Create our own mythological creature
-Place mats on tables, with supplies


Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)
-It is important to wear painting shirts or smocks, so our clothing stays clean.
-Some objects may be sharp-use caution

Action to motivate/anticipatory set:
(Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a
skit, telling a story, posing a series of questions, role-playing, etc. )
Does anyone remember what we did last week or for our second project?
How might your creature look if it wasnt flat?
What materials could you make your creature out of?
How can we manipulate our materials to do what we want them to do or look the way we want?

Ideation/Inquiry:
(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.)
-What happens when we express the same thing in different ways?
-Does our understanding of things change when we see it in different forms? Why?
-Did you like working 2-dimensionally or 3-dimensionally? Why?
-What is something fascinating you see in your work?
-How else can we express and idea visually?


Procedures: (Align with instructional methodologies and approximate times for instruction.)

Day 2
-What is the grossest food you have ever had? Re-introduce ourselves as we
go around and share the response to the questions.
-What was your favorite part about creating myths last week?
-If you could add more to your myth what would it be?
- Today we are going to do things a little bit different, each of us will be at a
different center where you can bring your myth and continue to add to your
image with any of the materials that we have provided for you. You will also be
able to explore using clay, which Matt will assist you in doing. 10 minutes

Station #1 Collage/ mixed medium (Jesse):
-Prior to class, there will be magazines set out as well as some pre-cut images of
heads, tails, wings, etc.
-Feathers and other various materials that can add texture will be present at the
table
-Conversations about what the students are creating and how they want to
incorporate the various materials to a single image will take place, which will
allow for one on one conversation about mixed media. Go until 1:50, giving
the students freedom to move from one station to another as they choose



Station 2: Painting
-At this station students will have the opportunity to continue painting their
Memory or the their Myth paintings.
-Setup with paints, palettes and brushes, water cups. (Before Class)
-Take 5 minutes to explore color mixing and various mark types that different
brushes can achieve.
1. Students can recall names and continue to get to know
each other in a way that is engaging.
2. Students will recall our previous time together and
engage in what aspect was memorable.
3. Students will list verbally (or in their sketchbook)
what else they may be interested in exploring in their
work.
4. Get the students excited about the various elements of
art making they will be able to explore

5. Last week much time was spent searching, but in
order to allow more time for creation, pre-cut images
will allow for students to explore their ideas.
6. encourage various exploration through having various
materials that they can incorporate into their image.
7. Help students to understand the concept of mixed
media work, without simply giving them the word and
definition, but rather through exploration and discovery.






1. students should know primary and secondary, some
may know tertiary
2. Students will have many ideas about different uses of
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)
-Ask student why I might want a different color or mark, how they plan to use
color and different marks to tell their story. 2 minutes
-As students work encourage them to think about one area of their painting that
they find particularly successful and why, and one area that they want to
develop more and why. Until 1:50
-Clean up Have students return/wash any materials they borrowed from the
room. 5 minutes
-Students will have the option to share with the class what they have been
creating and why. 5 minutes

Station #3 Clay Working
-Prior to class there will be pre mixed clay (which will be mixed prior to class)
sitting around the the clay center at the table by the pottery wheels.
-Students who choose to work with the clay may take as much as they would
like as they begin to hand-build an object relating to the mythology activity.
-If students begin hand building and finish, become uninterested in completing
the other actities from prior classes, Matt will do a demonstration of throwing a
simple pot on the wheel.
-The students may attempt using the wheel if they desire with our supervision
and guidence.
-Conversations on why the clay may be behaving a certain way, technique,
processes/stages of the clay.
-End at 1:50
color, may need help coming up with different uses for
marks.
3. Students should identify what is most successful about
their piece (color, composition, story, etc.) and aspects
they could improve upon (mark-making, representation,
etc.)




Student reflective/inquiry activity:
(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Gather once again in a group,
-Present your myth and explain how it changed from the last class to this one?
-Would you want to go further with it?