Findingbalanceunitplan

Finding Balance Through Chaos and Order:
A Collaborative Art Making Experience
Overview:
This unit is intended to encourage students to recognize the human inclination towards achieving balance.
Students will explore different ways that balance manifests itself in art, math, and life in general. Through engaging
with processes that emphasize ordered and chaotic art making, students will experience for themselves that both
structured and structured elements must be present in order to achieve balance. By the end of this unit, students
will have a collaborative piece that contains ordered and chaotic elements. In addition to having a final product
that points to these elements, the process of making the work will require students to engage in ordered art
making processes as well as chaotic art making processes.
Big Idea(s): Balance (Chaos-> Order)
a. Key Concepts:
Striving to achieve balance is a natural tendency for human beings.
The need to achieve balance can be found in
1. Art
2. Math &
3. Other aspects of life.
Elements of both order and chaos must be present if balance is to be achieved.
Art can be made through chaotic means
Art can be made through ordered means
Parts come together to create a whole
b. Essential Questions:
In what ways is balance a part of math? When have you needed to find balance in solving problems?
In what ways is balance a part of art making? How do artists attempt to find that balance?
In what ways is balance a part of your life? How do you try to find balance in your life?
When can it be hard to find balance?
How can chaos play a role in art making?
How can order play a role in art making?
How do smaller parts come together to help a whole function?
Rationale:
This unit will encourage students to draw from their own life experiences while engaging with mathematical and
artistic processes. The Big Idea of Balance (and sub Big Ideas of Order and Chaos) will help students draw
connections between their lives (at home, in their community, etc) and what they are learning in the classroom.
This is valuable because having students make connections between their lives in school and out of school
increases the possibility that learning will become more engaging and more of an investment for them. Asking the
students to think critically about their own life experiences can make learning the material more relatable, more
accessible. Such an approach has the potential to create more meaning for the students. Balance in particular is an
important concept for students to investigate, especially since this older group of middle school aged students are
preparing to move on to the next level of education in which more responsibility will be expected of them. Being
able to find a balance between having fun and taking on more adult responsibilities will be vital for students
belonging to this age group. It seems appropriate that they should begin thinking critically about the importance of
finding that balance. This unit will also include a collaborative element, which can help students build relationships
with one another and cultivate cooperative skills.
Target Student Group:
8th grade Exceptional Education Math, Urban Setting (This unit was originally created with this group of students in
mind, but it can be adapted to other classes and other grade levels)
Anticipated Length of Unit: This unit will be the second half of a larger two-week unit of instruction. This part
two will consist of 5 lessons, each of which will run for 70 minutes (Originally, this unit was created for a class that
ran from 10:40 a.m. until 11:50 a.m.).
Specific Unit Objectives:

Lesson 1- Chaotic Deconstruction (pt. 1)
Objective:
The lesson will begin with a Snapshot review of what was done last week: have the unique shapes hanging on the
board for the students to see when they come in to get them excited/help remind them of what was learned. Using
the Post-It Note Assessment Method, students should answer a question pertaining to what was learned last week
(What important things in your life does your unique shape remind you of?). Following this, students will engage in
an activity that emphasizes parts/wholes. There will be a follow-up presentation for this activity. After this,
students will receive photocopies of the initial collection of sketches they used as inspiration for their unique
shapes. They will begin deconstructing these photocopied sketches. This will be a day of unstructured, chaotic
photocopy deconstructing. The purpose of doing this is to see how the students approach this unstructured
process. What different ways do they go about art making without specific guidelines set in stone? In terms of
concepts, the goal is for students to understand that parts come together to create a whole and that art making can
happen through chaotic means. In terms of process, the goal is for students to experience less structured art
making firsthand. In terms of production, the goal is for students to have several deconstructed photocopies by the
end of the class period.
Lesson 2- Ordered Deconstruction (pt. 2)

Objective:
This lesson will start with a review of what was done the day before during the Snapshot. The focus should be on
the Parts-of-a-Whole activity and follow-up presentation/discussion that took place during the previous class.
Today, students will continue deconstructing their shapes. The main focus will be on engaging with ordered
deconstructing processes. Start with an instruction-based activity for the Hook and use it to lead into an
introduction to Instruction-Based art. At the end of this brief introduction, note that todays lesson will challenge
the students to deconstruct their photocopies using the specified guidelines for deconstruction. Demonstrate the
techniques and lead into the Independent Practice. At the end of this, engage the students in a reflection activity
that asks them to talk about the ordered process (what they noticed about the art making process today versus the
day before). Ask probing questions that guide students towards the concept of order. The goal is to have students
begin to see that chaos and order are a part of art making. In terms of process, the goal is for students to gain first
experience with more structured, direction-based art making. In terms of production, the goal for the end of the
day is for students to have deconstructed photocopies that have employed ordered deconstructing techniques.
Lesson 3 Deconstruction pt. 3, Intro to Assembling

Objective:
Review what was done the day before during the Snapshot. Ask the students to use the Post-It Note Assessment
Method to answer the Snapshot question. For the Hook, students will answer a question about their preferences
for deconstructing the photocopies on a sticky note. Then, students will go over chaotic versus ordered art making
methods and will be introduced to ideas related to the next part of the project involving assembling/arranging
their cut photocopies during a presentation. Students will continue deconstructing using ordered deconstructing
processes, but will also have the opportunity to engage in more chaotic deconstructing. The lesson will end with a
discussion in which the students will identify the possible advantages and disadvantages of too much or too little of
chaos and order, especially as this pertains to the art making they are doing. This will lead into talking about
finding balance through chaos and order. In terms of concepts, the goal is for students to make further connections
between chaos and order and the art making processes they are engaging with as well as consider how balance can
be achieved in the next phase of the project. In terms of process, the goal for today is that students will finish
deconstructing and will begin to think about assembling/arranging for the collaborative element of the piece.
Lesson 4 (Assembling pt. 1 & Intro to Anoka Faruqee)

Objective:
For the Snapshot, students will use the Post-It Note Assessment Method to answer questions that springboard off
of the closing discussion from lesson three (questions related to finding balance, see below in the Snapshot section
for details). For the Hook activity, students will watch a video clip that focuses on putting pieces together to create
a whole using collaborative methods. Students will then view a piece by Anoka Faruqee and will assess how many
little parts come together to make a whole unified piece. This is intended to create more connections to the
parts/whole concepts earlier during this unit. They will then be introduced to the next phase of the project, which
will involve arranging and assembling their deconstructed photocopy pieces. Students will watch a demo
pertaining to the arranging and assembling of their deconstructed photocopies. Students will be encouraged to
consider chaos and order in terms of art making processes, specifically how finding a mix of the two can lead to
achieving a balanced art making approach. The goal is for students to try and find balance in the art making
process during this next phase of the project. In terms of concepts, students will make connections between this
idea of balance and math, between balance and art, and between balance and their own lives. By the end of the
class, students will have begun the assembling/arranging aspect of the project and should be about halfway done
with the collaborative mural.
Lesson 5 (Assembling pt. 2 & Reflection)

Objective:
During the Snapshot, students will begin a worksheet that will help them generate ideas for writing their artist
statements (Writing Your Artist Statement Handout). For the Hook, students will participate in a discussion in
which they will discuss these questions (and other questions not specifically covered on the worksheet if there is
time) that they have considered throughout this unit of instruction. Then, all of the students will look at what has
been done so far with assembling the photocopies and from there will decide collectively how they want to
proceed. The students will continue (and finish) arranging and assembling their deconstructed photocopies. Their
unique shapes will be added on top of the collaborative mural piece at the end. During a closure discussion,
students will reflect on the final works, the different processes they engaged in (chaotic vs. ordered), and will share
any new insights they gained with respect to the concepts of Chaos, Order, and Balance. They will use all of the
writing they have done to come up with a brief artist statement.
National Art Standards:

Content Standard #1, Understanding and applying media, techniques, and processes
Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to
enhance communication of their experiences and ideas
Content Standard #2, Using knowledge of structures and functions
Employ organizational structures and analyze what makes them effective or not effective in the
communication of ideas
Select and use the qualities of structures and functions of art to improve communications of their ideas
Content Standard #3, Choosing and evaluating a range of subject matter, symbols, and ideas
Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their
artworks
Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks
Content Standard #5, Reflecting upon an assessing he characteristics and merits of their work and the
work of others
Describe and compare a variety of individual responses to their own artworks and to artworks
from various eras and cultures
Content Standard #6, Making connections between visual arts and other disciplines
Describe the ways in which the principles and subject matter of other disciplines taught in the school are
interrelated with the visual arts
Virginia Art SOLs:

8.4
8.6
8.7
8.14
8.15
8.17
8.20
8.21
The student will synthesize prior knowledge and experience to create works of art.
The student will communicate ideas, experiences, and narratives through the creation of original works of
art, using selected media.
The student will independently make ethical decisions in art making.
The student will identify the roles of artists in society
The student will analyze how visual organization in works of art affects the communication of ideas.
The student will communicate how personal experiences influence critical interpretations and evaluations
of works of art.
The student will analyze purposes, values, and meanings of works of art.
The student will describe and justify personal responses to visual qualities in works of art.
Virginia Math 8 SOLs:

8.8
The student will

a) apply transformations to plane figures; and
b) identify applications of transformations
Lesson #1- Chaotic Deconstruction (pt. 1)

*Note: This unit is the second part of a larger, collaborative unit of instruction consisting of ten lessons total. This
lesson is the first of those last five lessons. For clarification on what was done during the first five lessons, refer
back to part one.
Objective:
The lesson will begin with a Snapshot review of what was done last week: have the unique shapes hanging on the
board for the students to see when they come in to get them excited/help remind them of what was learned. Using
the Post-It Note Assessment Method, students should answer a question pertaining to what was learned last week
(What important things in your life does your unique shape remind you of?). Following this, students will engage in
an activity that emphasizes parts/wholes. There will be a follow-up presentation for this activity. After this,
students will receive photocopies of the initial collection of sketches they used as inspiration for their unique
shapes. They will begin deconstructing these photocopied sketches. This will be a day of unstructured, chaotic
photocopy deconstructing. The purpose of doing this is to see how the students approach this unstructured
process. What different ways do they go about art making without specific guidelines set in stone? In terms of
concepts, the goal is for students to understand that parts come together to create a whole and that art making can
happen through chaotic means. In terms of process, the goal is for students to experience less structured art
making firsthand. In terms of production, the goal is for students to have several deconstructed photocopies by the
end of the class period.
Key Concepts:

Essential Question:

How can chaos play a role in art making?
Approximate Breakdown of Pacing (70 minutes total):
Introduction (5 minutes)
Snapshot (5 minutes)
Hook (10 minutes)
Instructional Input (10 minutes)
Guided Practice (5 minutes)
Independent Practice (25 minutes)
Closure (10 minutes)
Instructional Materials:
Sticky Notes for Post-It Note Snapshot

Large piece of paper with Snapshot question written on it (laminating this would probably help the Post-its
stick more effectively, refer to as question signage or Snapshot question signs)
Powerpoint presentation with Lesson One slides
Digital projector for Powerpoint presentation
Worksheet for the Hook activity on Parts/Wholes (one per student + extras)
Photocopies of sample six, gridded sketches (for demo)
Deconstructed photocopy examples (unstructured deconstruction)
Magnets to hang students unique shapes
Ziplock baggies w/ students names on them (for deconstructed photocopies)
Extra Ziplock baggies
Large Index Cards for Ticket-Out-The-Door
Handmade Cards to acknowledge good behavior, effort, etc with space to hand write a note to the student
specifying what they did that you appreciated.
Laptop as a back-up in case digital projector malfunctions
Materials for Students:
Parts/Wholes Worksheet
Post-It Notes for Snapshot (one per student + extras)
Photocopies of their six, gridded sketches (five to start with + extras)
Scissors
Markers
Group folders (for worksheets)
Ziplock baggies (w/ names on them)
Introduction (5 minutes):
Welcome the students back for the second part of their art learning experience. Let the students know that you will
have high expectations of them for the remainder of this experience. Go over the class guidelines using the Please
Be Respectful poster. Call on students to read each point aloud and have them give an example of what would be
acceptable behavior in relation to that guideline. Once the students have gone through all of the rules on the poster,
take the time to put students into (new) groups if needed. Next, have the students look at the image projected on
the board (Image of Allan McCollums Shapes Project). Ask them if they recognize the image and if they remember
what we did last week. Use this to switch gears and move on to the Snapshot.
*Note: The introduction outlined above is tailored to the specific group this lesson was first taught to. Different
approaches to articulating behavior-related expectations can be used in place of this. Or, if this is being taught to a
group of students who are already familiar with classroom guidelines and do not require re-hashing of
expectations, this Introduction can be skipped or repurposed in some way. Allan McCollum should still be
referenced as a way to remind students what was done during the preceding unit (part one).
Snapshot (5 minutes):
Review-of-Last-Week (Quick Writing Refresher)

Last week we created our unique shapes (make sure theirs are hanging on the board), each of which are composed of
isolated aspects from four of the six specific shapes we drew in our grids (hold up your grid for the students to see).
When I created my unique shape, I chose to incorporate specific elements from these four shapes (point to those four
shapes). Each of these four shapes means something to me, is important to me in some way. Suffice it to say, this
unique shape Ive created reminds me of these four individual shapes I drew inspiration from to create it. So, whenever
I look at my unique shape, I am reminded of those four specific things that are important to me. For our Snapshot,
were going to respond to the following question:
What important things in your life does your unique shape remind you of?
(Have a large sheet of laminated paper with the question on it
posted on the board) Take a few minutes to answer this question
on the sticky note you have been provided with. Heres my sticky
note that I wrote out in response to this question (take sticky note
off of signage with question written on it, show it to students, and
read it out loud). When youve finished responding to the question
on your sticky note, make sure to put your name on the back of it.
Then you may stick your response to the this sign with the question
written on it like this (stick your note to the signage). Well need
these later on in the week, so Ill hold on to them for you for the time
being. Now, lets go ahead and get started- you have about 3 or 4
minutes before we have to move on.
*Note: If you have the wall space in you classroom, hang all of
these Snapshot question signs up so the students can easily
reference them throughout the unit of instruction!
(Formative Assessment)
*Include a slide on the Powerpoint presentation with the question and instructions for this activity.
Differentiated Instruction: Students may engage in alternative means of responding to this question. If drawing is a
more suitable method of responding for that student, then drawing is absolutely acceptable. The ultimate goal is
for the student to communicate their ideas and doing that can be achieved in a number of different ways.
When most of the students have finished responding to the Snapshot (or when the time limit is up), transition into
the Hook.
Hook (10 minutes):
Parts-of-a-Whole Activity:
For this activity, students will be grouped together with the groups they will be in for the collaborative
assembling/arranging that will be happening later on in the week. Each group will receive an object that performs
some kind of function (hand-held mixer and a fan). The students will be tasked with identifying as many individual
parts that make up the object as a whole as they can within the time limit (this will be a timed activity). In addition,
they will be challenged to answer as many of the following questions related to each part they identify:
What function does the part perform? How does it help the object as a whole?
If the part were to be removed, would the object still work the way it is intended to?
Is this part made up of smaller parts? If so, what are those smaller parts?
The students should receive a worksheet with these questions as well as designated space for responding to the
questions. The handout should also include an image of the object the students will be visually dissecting. Note
that for larger classes, more objects may need to come into play so that individual groups arent too big.
*Include a slide on the Powerpoint presentation with instructions for this Hook activity.
Make sure to give the students frequent updates on how much time they have left to complete the activity. Once the
time is up, collect the objects and direct student attention towards the board where the first slide for the
presentation should be projected.
Instructional Input (10 minutes):
For the Instructional Input, engage the students in a lecture/discussion-based presentation called Parts That Make
Up A Whole. *Note: there will be a review worksheet based on the activity and this presentation during the next
class. Therefore it could be beneficial to have the students take notes during the presentation (provide them with
an index card or piece of paper to take notes on that they can keep in their folder).
Use the Hook activity to transition into this mini-presentation on Parts That Make Up A Whole. The presentation
should include the following elements (a slide per key idea):
1. Parts Come Together to Create a Whole
-During the activity, we identified the different parts that make up the objects as a whole. What were some of those
parts? (Each group will share one or two parts that make up their object)
2. A Whole Needs Its Individual Parts In Order To Function
-During the activity, we thought about how the different parts help the object as a whole function. Pick one part
and identify how you think removing it might effect the way the object functions.
3. Parts And Wholes That Are Man-Made
-Weve already seen during the activity that man-made objects consist of parts that make up a whole. Aside from
the objects weve already looked at, what other man-made objects can you think of that are made up of and depend
on many different parts in order to function? You can look around the classroom for inspiration. (List an
example/examples)
4. Parts And Wholes In Nature
-How about in nature? What are some whole things in nature and what individual parts do they depend on in order
to function? (List an example/examples)
5. Parts And Wholes in Math
-Identify ways that you have encountered parts that make up a whole in math. (List an example: An equation is a
whole that is made up of many parts; A shape is a whole that can be sectioned into different parts and, thus,
consists of those parts; GEMDAS is a whole [a system of operations]-> each part of GEMDAS comes together to help
you solve a problem in the proper order. The different parts are G [groupings], E [exponents], MD [multiplication,
division], AS [addition, subtraction])
(Instructional Strategy #1: Visual Presentation w/ Lecture/Discussion Elements)
Well spend the rest of the class period looking back at those parts that we used last week to create our unique shapes
(hold up photocopies of your initial grid shapes). Im holding in my hand photocopies of my grid with the shapes I
used to create my unique shape Switch gears and move on to the Guided Practice.
Guided Practice (5 minutes):
For today, students will be deconstructing their photocopies using a chaotic

approach. The key with this mini-demo is not to get too structured. The point
is for students to have the freedom to approach deconstructing their
photocopies using a less structured approach. This will change during the
next lesson in which the students will be given very detailed instructions on
how to go about deconstructing their photocopies (more ordered process of
deconstructing). Afterwards (on day two, following the ordered
deconstructing), they will be asked to reflect on these two different
approaches to making: the more chaotic/less structured approach vs. the
more ordered/structured approach.
For this demo, briefly show the students some of the ways you
deconstructed your photocopies to give them some ideas. Ask them if there
are any they would like to see you demonstrate. Then, encourage them to
explore these approaches and any other ways of deconstructing they can
think of during the Independent Practice portion of the lesson.
Independent Practice (25 minutes):
During the Independent Practice portion of this lesson, the students will be deconstructing their photocopies using
a more chaotic (unstructured) approach. Students will be encouraged to try some of the techniques demonstrated
to them while also experimenting with any other ideas they come up with. Each student will receive five
photocopies of their gridded sketches to begin with (subsequent copies can be handed out as
needed, but not exceeding ten altogether).
*Include a slide on the Powerpoint detailing what is expected of the students during this
time:
Deconstruct you photocopies using a variety of different techniques
Experiment! Think about the different ways you can deconstruct your photocopies
Add color to your deconstructed photocopies
Make sure to write your name on the backs of your deconstructed photocopies
Make sure to give the students frequent updates on how much time they have left to work.
Have students put down their scissors, pencils, markers, etc and transition into closure
when the time comes.
Closure (10 minutes):
During closure, have the students engage in a discussion in which they will reflect on the deconstruction process
they encountered today. Use the following questions to guide this closing discussion (about 7 minutes):
1. What are some ways you deconstructed your photocopies today?
2. Lets think about how we approached deconstructing today: I didnt really give you any specific directions
for doing this. How did you feel about being left to your own devices on this? (What is freeing?
Overwhelming?)
3. What were some things you liked about this approach? What did you find less appealing?
4. Think back to some of the things we were talking about last week. What were two big concepts we talked
about in particular? (Chaos and order)
5. Now think about how we just approached art making. Do you think the process was more chaotic in
nature? Or was it ordered? (Have students explain their answers)
(Instructional Strategy #2, Closing Discussion)
For their Ticket-Out-The-Door, have students respond to the following questions on an index card:
1. What was your favorite way of deconstructing your photocopies today? and
2. Why was that your favorite way of deconstructing? Explain your answer.
*When answering these questions, think about the different techniques you used
Differentiated Instruction: As with the Snapshot activity, students may engage in alternative means of responding
to questions. The main goal is for the student to communicate their ideas and doing that can be achieved in a
number of different ways.
Have the students clean up their materials: All deconstructed photocopies should go in the Ziplock baggy with their
name on it. Ziplock baggies, scissors, and markers (which should be put back in their boxes) should be placed at the
center of the table. Any unwanted paper scraps should be thrown away. Students may be dismissed once they have
done this and the bell has rung. They should hand in their Ticket-Out-The-Door as they are leaving.
*Include a slide on the Powerpoint presentation with the Ticket-Out-The-Door questions and guidelines for cleanup.
Lesson #2- Ordered Deconstruction (pt. 2)

lesson is the second of those last five lessons. For clarification on what was done during the first five lessons, refer
back to part one.
Objective:
This lesson will start with a review of what was done the day before during the Snapshot. The focus should be on
the Parts-of-a-Whole activity and follow-up presentation/discussion that took place during the previous class.
Today, students will continue deconstructing their shapes. The main focus will be on engaging with ordered
deconstructing processes. Start with an instruction-based activity for the Hook and use it to lead into an
introduction to Instruction-Based art. At the end of this brief introduction, note that todays lesson will challenge
the students to deconstruct their photocopies using the specified guidelines for deconstruction. Demonstrate the
techniques and lead into the Independent Practice. At the end of this, engage the students in a reflection activity
that asks them to talk about the ordered process (what they noticed about the art making process today versus the
day before). Ask probing questions that guide students towards the concept of order. The goal is to have students
begin to see that chaos and order are a part of art making. In terms of process, the goal is for students to gain first
experience with more structured, direction-based art making. In terms of production, the goal for the end of the
day is for students to have deconstructed photocopies that have employed ordered deconstructing techniques.
Key Concept:
Essential Questions:
How can order play a role in art making?

Hook (10 minutes)
Worksheet for Snapshot (one per student + extras)

Checklist for ordered deconstruction #1 (one per student + extras)
Powerpoint presentation with Lesson Two slides
Large Index Cards (for Ticket-Out-The-Door)
Sticky Notes (just in case)
Deconstructed photocopy examples (unstructured/structured examples)
Extras of all handouts from previous lesson
Materials For Students:
Photocopies of their six gridded sketches (five to start with + extras)

Scissors
Markers
Group folders (for worksheets)
Ziplock baggies(w/ names on them)
Worksheet for Snapshot
Checklist for ordered deconstruction #1
The Snapshot for today will be a review of what happened during the last class period. Use the following questions
to help students remember what went on during the last class period:
-One of the first things we did last class was a Parts-of-a-Whole activity. Can I
have a volunteer describe what we did during that activity (you may look at
your activity handout if you need help remembering)?
-We talked about parts and how they come together to create a whole. Can I
have a volunteer share what object they looked at during the activity and
name some of the different parts that particular object is made up of?
-After the activity, we identified other places where we find things that
consist of many different parts that work together to create that whole object
or thing. What are some man-made objects that are made up of many parts?
What are some of those parts?
-How about things in the natural world? Can you think of something you see
in nature that is made of several parts? What are some of those parts?
-How about in math? In what ways do we see this idea of parts that make up
a whole in math? Can you think of an example we came up with during class
yesterday?
(*Note, for the sake of time, the questioning outlined above may need to be omitted. However, students should be
told before they begin the worksheet that they are more than welcome (even encouraged) to ask one of the
teachers any questions they may have while completing the worksheet.)
After briefly asking these questions to get students thinking about what went on during the last class, have the
students work on a handout that reviews these concepts. Students may work together on these worksheets, but
make sure it is made clear to them that this is a form of assessment (worth 5 points, make sure this is indicated on
the actual worksheet). They may use handouts and any notes they have to complete this worksheet, and may at any
time raise their hand if they need to ask the teacher a question/questions. Be sure to stress to the students that this
worksheet will be graded and can be viewed as a quiz. The following are the questions that will appear on the
actual handout:
1.) What object did you and your group visually dissect for this activity?
2.) What were some of the individual parts that made up your object?
3.) Name one man-made object and list three of its individual parts.
4.) Name something found in nature and list three of its individual parts.
5.) Give an example of parts and wholes in math.
(Summative Assessment)
*Include a slide on the Powerpoint presentation with the directions for the Snapshot as well as the questions that
will appear on the handout.
Differentiated Instruction: As with other writing based assignments, students may engage in alternative means of
responding to questions. The main goal is for the student to communicate their ideas and doing that can be
achieved in a number of different ways.
Make-Up Assignment: For students who missed last class- have them complete the Hook activity from the first
lesson (Parts/Wholes activity). Students who were present last class may work on the review worksheet (quiz).
Parts-of-a-Whole Activity:
For this activity, students will be grouped together with the groups they will be in for the collaborative
assembling/arranging that will be happening later on in the week. Each group will receive an object that performs
some kind of function (hand-held mixer and a fan). The students will be tasked with identifying as many individual
parts that make up the object as a whole as they can within the time limit (this will be a timed activity). In addition,
they will be challenged to answer as many of the following questions related to each part they identify:
What function does the part perform? How does it help the object as a whole?
If the part were to be removed, would the object still work the way it is intended to?
Is this part made up of smaller parts? If so, what are those smaller parts?
The students should receive a handout with these questions as well as designated space for responding to the
questions. The handout should also include an image of the object the students will be visually dissecting.
Hook (10 minutes):
An activity will be used as a lead in to introducing the students to Instruction-Based Art. This activity will require
that students be very attentive to directions. This activity will be based on the kind of instructions Sol LeWitt has
developed for his art making assignments. Students will be working individually but on one large sheet of paper
(use a sheet of butcher paper and divide it into six sections, one section per student). When were done with the
making part of the activity, the students will see how even though they were given the same directions their work
still differs on an individual basis. Let the students know ahead of time that this is an opportunity for them to get
some extra credit points on any assignment of their choosing. But they have to listen to directions really carefully!
Students who follow directions and participate will get the extra credit points.
Read the directions aloud to the students one at a time. Make sure each student has had a chance to draw based on
the direction before moving on to the next one. Use the following as the directions the students will need to follow
during this activity:
1.) Draw a circle as big as you can in your square.
2.) Draw a diagonal line through the middle of your square.
3.) Draw a triangle in the upper right-hand corner of your square.
4.) Draw a squiggly line going from the top left corner of your square down to the bottom left corner of your
square.
5.) Draw a rectangle the size of your hand in the middle of your square.
6.) Write your name at the top of your square
*Include a slide on the Powerpoint presentation that outlines expectations for the activity.
After the having the students participate in the Hook activity, switch gears and briefly introduce them to some of
the main concepts surrounding Instruction-Based Art. Use the work of Sol LeWitt to describe Instruction-Based
Art. This slide should be up on the board, but the students should still be gathered around the table where they
were doing the Hook activity. Use the following questions to talk about the work of Sol LeWitt as well as the
sketches the students just created during the Hook activity:
Sol LeWitt is an artist who writes out instructions for art making. Other people interpret these instructions
and create work based on said instructions. On the slide there are three images. One is an image of Sol
LeWitts instructions. The other two images show two different interpretations of the instructions detailed
in the other image. Are both of these images the same? (No) Why do you think these images look different if
they are both based on the same set of instructions?
How about the sketches we just created based on the directions I read aloud: did they all turn out the same?
(Instructional Strategy, Visual Presentation w/ Discussion Elements)
*Include a slide on the Powerpoint presentation that shows an example of Sol LeWitts work and the accompanying
instructions.
Have the students gather around one table and set out samples. Briefly demonstrate the techniques the students
will be asked to engage with during the Independent Practice portion of the lesson. Each student will receive a
handout with the specific instructions outlined. The instructions should also be posted on the board. The directions
the students will have to follow are outlined below in the Independent Practice section. Remember to reiterate to
the students that they will need to follow each direction at least once, but must continue to use the directions
throughout the entire deconstructing process for the day. Ask them to keep in mind the activity they just did as
well as the work of Sol LeWitt: even though they have specific directions to follow, its still up to them to interpret
those directions.

Students will follow the provided instructions to deconstruct their photocopies using a more ordered process. All
photocopies must be deconstructed following the guidelines provided, even if those guidelines must be repeated
more than once while deconstructing. That is, each guideline must be followed at least once. When a student
reaches the point where they have followed all of the guidelines at least once, they must still continue using the
guidelines for deconstructing. They can get creative, however, because there is room within these guidelines for
individual interpretation.
Each student will receive five photocopies of their gridded sketches to begin with (subsequent copies can be
handed out as needed, but no more than ten altogether).
*Include a slide on the Powerpoint presentation detailing what is expected of the students during this time:
Instruction-Based Directions:
Deconstructing
1. Cut out one of your squares and cut as close to the lines as possible. Dont do anything
else to it.
2. Cut one of your squares in half diagonally so you have two triangles.
3. Cut one of your squares in half so that you have two rectangles.
4. Cut one of your squares into thirds.
5. Cut out one of your squares and fold it twice.
Color
1. Draw a purple line diagonally across one of your squares.

2. Draw circles in one of your squares.
3. Draw a green triangle intersecting with a blue triangle in one of your squares.
4. Color half of one of your squares.
5. Color the entirety of one of your squares (fill the whole thing with color).
Make sure to write your name on the backs of your deconstructed photocopies
Each student should receive a checklist for the guidelines listed above. As they complete a direction, they can check
it off their list. This will help them remember which instructions they have completed and which ones they still
have to do.
*Students who need to make up work from yesterday: They will start with the Instruction Based deconstructing.
Once they have done the requirement of completing each step at least once, they will be allowed to deconstruct
their photocopies as they wish.
During closure, have the students engage in a discussion in which they will reflect on the deconstruction process
they encountered today. Use the following questions to guide this closing discussion (about 7 minutes):
1. What different deconstruction instructions did you encounter today? Were any in particular more exciting
than others?
2. How did todays deconstructing of the photocopies differ from yesterdays?
3. Did you find todays direction-based approach to deconstructing more appealing? Or did you prefer
deconstructing without specific guidelines?
4. Lets look at some of the ways we each deconstructed our photocopies based on the instructions: Did
everyone interpret the directions the same way? What are some reasons why we interpret directions
differently?
5. Think back to some of the things we were talking about last week. What were two big concepts we talked
about in particular? (Chaos and order)
6. Now think about how we just approached art making. Do you think the process was more chaotic in
nature? Or was it ordered? (Have students explain their answers)
(Instructional Strategy, Closing Discussion)
*Include a slide or two on the Powerpoint presentation that outlines these discussion questions.
For their Ticket-Out-The-Door, have students respond to the following questions on an index card (about 3
minutes):
1. What was your favorite way of deconstructing your photocopies today? and
2. Why was that your favorite way of deconstructing? Explain your answer.
*When answering these questions, think about the different techniques you used
center of the table. Any unwanted paper scraps should be thrown away. Students may be dismissed once they have
*Include a slide on the Powerpoint presentation with the Ticket-Out-The-Door questions and guidelines for cleanup
Lesson #3- Deconstruction pt. 3 & Intro to Assembling

lesson is the third of those last five lessons. For clarification on what was done during the first five lessons, refer
back to part one.
Objective:
Review what was done the day before during the Snapshot. Ask the
students to use the Post-It Note Assessment Method to answer the
Snapshot question. For the Hook, students will answer a question
about their preferences for deconstructing the photocopies on a sticky
note. Then, students will go over chaotic versus ordered art making
methods and will be introduced to ideas related to the next part of the
project involving assembling/arranging their cut photocopies during a
presentation. Students will continue deconstructing using ordered
deconstructing processes, but will also have the opportunity to engage
in more chaotic deconstructing. The lesson will end with a discussion
in which the students will identify the possible advantages and
disadvantages of too much or too little of chaos and order, especially
as this pertains to the art making they are doing. This will lead into
talking about finding balance through chaos and order. In terms of
concepts, the goal is for students to make further connections between
chaos and order and the art making processes they are engaging with
as well as consider how balance can be achieved in the next phase of
the project. In terms of process, the goal for today is that students will
finish deconstructing and will begin to think about
assembling/arranging for the collaborative element of the piece.
Key Concept:
In what ways is balance a part of art making? How do artists attempt to find balance?
When can it be hard to find balance?
Sticky Notes for Snapshot/Hook activities

Snapshot question sign
Powerpoint presentation with Lesson Three slides
Index Cards (for Ticket-Out-The-Door)
Checklist for ordered deconstruction #2 (one per student + extras)
Checklist for ordered deconstruction #1 (extra copies just in case)
Extras of all handouts from previous lessons
Deconstructed photocopy examples (unstructured/structured examples)
Photocopies of their six, gridded sketches (five to start with + extras)

Scissors
Markers
Group folders
Ziplock baggies (w/names on them)
Sticky notes for Snapshot and Hook activities (three per student + extras)
Checklist for ordered deconstruction #2
Checklist for ordered deconstruction #1 (if they need to finish it)
Snapshot (5 minutes, 10:40-10:45)

Hook (5 minutes, 10:45-10:50)
Using the Post-It Note Assessment Method, have students reflect on the following
questions:
1. What is Instruction-Based art making?
2. Do you think this process is more chaotic or more ordered in nature?
Explain your reasoning.
Since students will have already been introduced to the structure for this Post-It
Note Assessment Activity, they may post their responses on the signage with the
question on it as they finish. Each student should receive one post-it note per
question (2 post-it notes). Students should be asked to write the corresponding
question number next to their response and use one post-it per question.
*Note: If you have the wall space in you classroom, hang all of these Snapshot
question signs up so the students can easily reference them throughout the unit
of instruction!
*Include a slide on the Powerpoint presentation and include these questions posted on the board along with the
Snapshot question sign.
As students start to finish the Snapshot, give them a new post-it note for them to respond to the Hook question.
Once most of the students have finished the Snapshot (or the 5 minute limit is up), have them stop what theyre
doing so that you can go over the question for the Hook.
Hook (5 minutes):
For the Hook, students will be asked to answer the following question: What has been your favorite way of
deconstructing the photocopies and why? Give the students an example of an answer to this question by telling them
what your favorite deconstructing method is and why its your favorite (For Example: I like having structure and
directions because I like figuring out the different ways I can interpret a direction). Students should answer the
question on a sticky note, but unlike with the Snapshot they will be asked to hold on to these sticky notes so that
they can reference them throughout the lesson. Tell them this before they get started and reiterate as needed. As
students are wrapping up, ask if there is anybody who would like to volunteer to share their answer. If you need to,
call on a student to share their answer. Once theyve shared, ask them if they think the deconstructing method they
like best is chaotic or ordered in nature and why. Use this to lead into the presentation that begins by talking about
chaotic/unstructured vs. ordered/structured.
After the Hook, shift gears and move on to a presentation that begins by touching on Chaotic/Unstructured vs.
Ordered/Structured and then leads into a brief introduction to assembling and arranging. The first part of the
presentation should talk specifically about the chaos and order the students have encountered while
deconstructing their photocopies. Start off by noting that the methods for deconstructing on day vs. day two were
very different in nature. For the first two bulleted points below, use a Venn Diagram format to compare and
contrast the information the students come up with regarding Day One and Day Two deconstructing processes:
Ask the students to describe the art
making processes they engaged with
during day one. Have them say
specifically what kinds of things they
did. They may look at their cut pieces
to help them remember. On the white
board, compile a list under the title
Day One of the techniques they
employed as they are giving answers
(write out this list to the left of the
projected Powerpoint presentation).
After students have listed the different techniques they used during day one, ask them if they think these
processes were more unstructured (chaotic) or more structured (ordered). Ask them to give reasons for
their answers and ultimately guide them towards the idea that the processes used during day one were
more unstructured. Based on that realization, ask the students if there are any other processes of paper
deconstructing they can think of that are more unstructured in nature. List any additional ideas in a new
color under the Day One list.
Switch to the next slide and ask students to describe the art making processes they engaged with during
day two. Ask them to again specify the processes they engaged with. On the white board, create a new list
(to the right of the projected Powerpoint presentation) title Day Two and create a list based on the
students answers. After students have listed the different techniques they employed during day two, ask
them if they think these processes were more ordered or more chaotic in nature. Ask them to explain their
reasoning and guide them towards the idea that day two processes were much more structured/ordered.
Specifically, try to get students to see that a major reason day two felt more ordered was because of the
very specific guidelines they were ask to follow for deconstructing.
Snap a picture of the Venn Diagram before moving on to the next slide.
Next, as a way to review before moving on, have a slide or two with images of photocopies that have been
deconstructed using chaotic and ordered processes. The students will be asked to identify whether the
photocopy went through a form of ordered deconstruction or a form of chaotic deconstruction. Write the
answers the students give on the white board under the corresponding image.
Now, lets look back so we can start thinking about the next phase of the project. Remember how we talked
about Parts and Wholes on day 1? What did we talk about that day? What did we do? The slide you show
should reference the activity in some way, and should note the main idea of parts coming together to create
a whole. Use this to lead into the next slide which will introduce the students to the next phase of the
project, which will involve assembling their photocopies
Once we are done deconstructing our photocopies, we will use different ways of assembling and arranging to
create a piece that is made up of all of our photocopies. Include a picture of two photocopies that have been
woven together on the slide and have a physical sample that you can show the students at this time. The
purpose of this is to introduce them to the next phase. They will not actually start assembling until the next
class period. This introduction is intended to get the cogs turning and give the students a glimpse at what is
to come, get them excited.
The next slide should tell the students exactly what is expected of them during the Independent Practice.
The specifics for what should be included on this slide are listed under Independent Practice.
(Instructional Strategy, Presentation with Lecture/Discussion Elements)
Use this time to go over deconstructing techniques with the students again. Have students share their favorite
deconstructing technique with the rest of the class. Show the different types of deconstructing techniques that you
and the students have used during the past two class periods. If any new ideas for deconstructing came up during
the presentation, demo those if necessary. Ask the students if any of them need refreshers on any of the processes
and demonstrate as needed.
Students will continue working on the deconstructing of their photocopies. They will have an ordered/structured
format to follow for some of the photocopies (for which they will be provided with a specific list of guidelines to
follow). For the chaotic/unstructured portion, they will have the freedom to choose how they deconstruct their
photocopies. As they are deconstructing, they will also need to add color to their photocopies. Each student should
receive five photocopy sheets (six gridded sketches constitutes one sheet) to begin with.
*Include a slide on the Powerpoint presentation that includes the following information regarding what is expected
of the students at this time:
Use the following guidelines to deconstruct six of your photocopied sketches:
1. Cut out one of your squares and draw an orange circle overlapping a
green triangle in it.
2. Cut out one of your squares and draw a red square, a purple circle,
and a yellow triangle.
3. Cut out one of your squares and write your name using at least three
different colors.
4. Cut out one of your squares and cut it into 5 different parts.
5. Cut out one of your squares and draw at least 5 different colored lines.
6. Cut out one of your squares and color half of the square with any
colors you like.
If you have not already done so, finish each of the instructions on Checklist #1
from yesterday at least once. After you have finished that, you may move on
and use any method of deconstruction for the remainder of studio time
(remember to add color to these ones!)
For the lesson closure today, students will have a discussion and identify the advantages and disadvantages of the
structured vs. unstructured methods for deconstructing their photocopies. This discussion will start by identifying
those advantages and disadvantages and will ultimately lead into a discussion about finding balance through chaos
and order. Use the following questions to get students thinking about the different processes they have used to
deconstruct their photocopies and how those processes relate to chaos, order, and balance (13 minutes):
1. How do you think the more unstructured deconstructing was beneficial to your art making? What were
its limitations?
2. How do you think the more structured deconstructing was beneficial to your art making? What were its
limitations?
3. What are some ways that chaos is beneficial? What are some of its drawbacks?
4. How about order? When is it beneficial? What are some of its drawbacks?
5. At what point do you think balance can be achieved? (Guide towards the idea that it can be achieved
when there is equal parts chaos and order present)
6. Why do you think balance is important?
7. How do you think we can find balance in the art making process when we start the next phase of the
project (collaborative mural)?
8. What kinds of challenges do you think we might encounter in achieving balance during this next phase
of the project? (In terms of the making, collaborating, etc?)
(Instructional Strategy, Closing Discussion)
For their Ticket-Out-The-Door, have students respond to the following question on an index card (2 minutes):
1. What are some ways that we can put our photocopy pieces together?
center of the table. Any unwanted paper scraps should be thrown out. Students may be dismissed once they have
*Include a slide on the Powerpoint presentation with the Ticket-Out-The-Door questions and guidelines for cleanup
Lesson #4- Assembling (pt. 1) & Intro to Anoka Faruqee

lesson is the fourth of those last five lessons. For clarification on what was done during the first five lessons, refer
back to part one.
Objective:
For the Snapshot, students will use the Post-It Note Assessment Method to answer questions that springboard off
of the closing discussion from lesson three (questions related to finding balance, see below in the Snapshot section
for details). For the Hook activity, students will watch a video clip that focuses on putting pieces together to create
a whole using collaborative methods. Students will then view a piece by Anoka Faruqee and will assess how many
little parts come together to make a whole unified piece. This is intended to create more connections to the
parts/whole concepts earlier during this unit. They
will then be introduced to the next phase of the
project, which will involve arranging and assembling
their deconstructed photocopy pieces. Students will
watch a demo pertaining to the arranging and
assembling of their deconstructed photocopies.
Students will be encouraged to consider chaos and
order in terms of art making processes, specifically
how finding a mix of the two can lead to achieving a
balanced art making approach. The goal is for students
to try and find balance in the art making process
during this next phase of the project. In terms of
concepts, students will make connections between this
idea of balance and math, between balance and art,
and between balance and their own lives. By the end
of the class, students will have begun the
assembling/arranging aspect of the project and should
Artist: Anoka Faruqee
be about halfway done with the collaborative mural.
Key Concepts:

Elements of both order and chaos must be present if balance is to be achieved
The need to achieve balance can be found in art, math, and other aspects of life
Essential Question:

In what ways is balance a part of math? When have you needed to find balance in solving problems?
In what ways is balance a part of art making? How do artists attempt to find balance?
Snapshot question sign

Powerpoint presentation with Lesson Four slides
Video clip for Hook activity
Samples (assembled photocopies)
Scissors (for demo)
Gluestick (for demo)
Large sheet of craft paper (surface for collaborative mural)
Deconstructed photocopies (for demo)
Deconstructed photocopy examples (structured/unstructured)

Sheet of craft paper, roughly 18X24 (for demo)
Handmade cards to give to students for demonstrating appropriate behavior, contributing in class, etc
Extra copies of all past worksheets (for students who were absent)
Index cards (for extra credit writing responses)
Materials for Students:
Sticky Notes for Snapshot activity

Scissors (for assembling)
Gluesticks (for assembling)
Markers
Group folders (for handouts)
Background butcher paper for photocopy mural
Deconstructed photocopies (in ziplock baggies)
Snapshot question
Photocopies of six gridded sketches (in case we do more deconstructing)
Approximate Breakdown of Pacing (70 minutes total)

Hook (10 minutes)
Closure (5 minutes)
Using the Post-It Note Assessment Method, have students reflect on the following questions:
1. We have been talking about balance and how it can be a challenge to achieve balance in art making.
How about in math? How can balance be achieved in math? Give an example of a time you had to find
balance in math.
2. How about in life? How do you try to find balance in your life? Give an example of how you try to
achieve balance in your life.
Since students will have already been introduced to the structure for this Post-It Note Assessment Activity,
they may post their responses on the signage with the question on it as they finish. Each student should
receive one post-it note per question (2 post-it notes). Students should be asked to write the corresponding
question number next to their response and use one post-it per question.
*Note: If you have the wall space in you classroom, hang all of these Snapshot question signs up so the
students can easily reference them throughout the unit of instruction!
*Include a slide on the Powerpoint presentation and include these questions posted on the board along with the
Snapshot question sign.
Hook (10 minutes):
Watch this clip of the NIH Huskies basketball court being put together:
http://www.youtube.com/watch?v=fZiLRywNpao (2:36)
Before playing the video, let the students know that there is no sound so they will need to pay close attention to the
visual aspect of the video. They will be watching the video for a few seconds in silence, but then questions will be
asked during the rest of the clip and directly following it.
Ask the following questions while the video is going (and write down any key points the students make note of on
the white board as the clip is playing):
What is going on in this video? Does it remind you of
anything youve seen before? Have you created something
in this way before but on a smaller scale? (puzzles)
Putting something together How is this being done?
Is this a job for one person?
What are some of the different things the people in this
clip are doing? (piecing parts together, giving directions)
Ask the following questions after the video has come to a stop
(include these questions on the next slide in the Powerpoint):
How do you think this video relates to what we have been doing in class? (Parts that make up a whole)
Would putting this together have been possible if the people hadnt been working together? Why or why
not?
(Instructional Strategy #3, Video Presentation)
*Include a slide on the Powerpoint presentation with the Youtube clip (include URL hyperlink just in case).
For the next phase of our project, we are going to be assembling and arranging our deconstructed photocopy sketches.
This means that like the people in the video we just watched, were going to have to work together for the final project
to come together. Before we talk some more about this process, however, Id like to introduce you to an artist whose
work consists of a lot of smaller parts that come together to create a larger whole.
Switch to a slide that shows a piece by Anoka Faruqee. Ask
students to describe the work they are looking at. Then use the
following questions to help them dig a little deeper into the work:
Describe the work you are looking at: What kinds of colors do
you see? What is going on with pattern? Repetition (what is
being repeated?)?
Does this remind you of anything you are familiar with?
What are some thoughts/phrases that come to mind when
you are viewing this work?
How might you connect this artwork with the video clip we
just watched? (Many smaller pieces make up the whole
artwork, puzzle-like) transition into:
The next phase of the project will involve arranging and assembling
our deconstructed photocopies. Much like the basketball court we
saw being put together piece-by-piece, we will be putting our
deconstructed photocopy pieces together to create a whole artwork
(paper-based mural). We will all beworking on one big sheet of
paper, so again, much like the people in the clip we just watched,
we will need to work together to make this happen.
Equator, Anoka Faruqee
(Instructional Strategy, Visual Presentation w/
Discussion Elements)
*Include a slide with a piece by Anoka Faruqee on the Powerpoint presentation (I showed the students Equator
and included a slide that zoomed in on a small section of the piece to help illustrate the idea of small parts creating
a unified whole).
The demonstration will go over ways that students can

assemble and arrange their deconstructed photocopies. Show
the students the sample you created and then demonstrate how
you would go about arranging and assembling this kind of work.
Make sure to emphasize that the students should pay attention
to arranging the deconstructed photocopies before gluing them
down: show the students how you lay down each piece, making
sure to arrange it the way you want to before gluing it down.
While you are demonstrating, make sure to note that when the
students are doing this they will need to work together and
cooperate. Its super important that they collaborate like the
people in the video clip so that we can work efficiently on
assembling the mural. Mention to the students that part of the
collaborative process will involve finding balance in regards to
how we work together to create the work. Achieving balance in
the collaborative sense may depend on a number of different
things, such as making sure that everyone has equal amount
access to the art making, for an equal amount of time, etc
There should be certain elements of chaos and order present in
the making. The order can manifest itself in the presence of
certain guidelines the students must adhere to throughout the
entire making process (such as making sure that students dont
place two or more of their own deconstructed photocopies next
to each other- must be placed next to/overlap with other
students work). The students must follow these specific
guidelines, but they will also have a certain degree of freedom
compared to the much more regimented deconstructed processes they encountered in past lessons (the more
chaos oriented aspect of the making). Make sure these guidelines are made clear and are posted for the students to
reference throughout the studio portion of the lesson.
*Note: One possibility is to make a game out of the process! This could be a fun way to challenge students to engage
with the art making in a way that promotes finding balance in collaborating. You could have the students pretend
that theyre creating this mural in a way that is similar to playing cards: the first person puts their piece down and
then its the next persons turn to place a card down, and so on and so forth.
*Include a slide on the Powerpoint presentation that outlines expectations as well as any specific guidelines for
collaborating.
Students will start by arranging and assembling the photocopies they have already deconstructed.
Some students may need to spend some time towards the end of designated studio time deconstructing more of
their photocopies. Assess how far along with assembling the students are when there are about 10 minutes left of
studio time. If it looks like the students are moving quickly enough with assembling and/or they are running out of
deconstructed photocopies to arrange and assemble, it may be that the remaining 10 minutes of studio time should
be dedicated to more photocopy deconstructing.
For todays closure, students will be asked a few questions about using the collaborative approach to art making.
Use the following questions to help guide the discussion:
What are your thoughts on collaborating? What were some things you enjoyed about it? What were some
thing you found difficult about collaborating?
For the things that were difficult: how might we be able to make those things less difficult? What are some
ways that we can make collaborating as efficient and enjoyable as possible?
What are some important things that we need to keep in mind when we continue collaborating tomorrow
(and when we collaborate in general)?
What might we do differently tomorrow (if we need to change anything)?
Do you think we found balance in our art making practice today? Why or why not?
(Instructional Strategy, Discussion)
*No Ticket-Out-The-Door planned for this lesson

Have the students clean up their materials: Any leftover deconstructed photocopies should go in the Ziplock baggy
with their name on it. Ziplock baggies, scissors, gluesticks and markers (which should be put back in their boxes)
should be placed on the materials table. Paper scraps should be thrown away. Students may be dismissed once
they have done this and the bell has rung.
*Include a slide on the Powerpoint presentation with the guidelines for clean-up.
Lesson #5- Assembling (pt. 2) & Reflection

lesson is the last of those last five lessons. For clarification on what was done during the first five lessons, refer
back to part one.
Objective:
During the Snapshot, students will begin a worksheet that will help them generate ideas for writing their artist
statements (Writing Your Artist Statement Handout). For the Hook, students will participate in a discussion in
which they will discuss these questions (and other questions not specifically covered on the worksheet if there is
time) that they have considered throughout this unit of instruction. Then, all of the students will look at what has
been done so far with assembling the photocopies and from there will decide collectively how they want to
proceed. The students will continue (and finish) arranging and assembling their deconstructed photocopies. Their
unique shapes will be added on top of the collaborative mural piece at the end. During a closure discussion,
students will reflect on the final works, the different processes they engaged in (chaotic vs. ordered), and will share
any new insights they gained with respect to the concepts of Chaos, Order, and Balance. They will use all of the
writing they have done to come up with a brief artist statement.
Key Concept:
In what ways is balance a part of art making?
Handout: Writing Your Artist Statement

Scissors (for demo)
Gluestick (for demo)
Samples (assembled photocopies)
Deconstructed photocopies (for demo)
Deconstructed photocopy examples (structured/unstructured)
Powerpoint with slides for Lesson Five
Handmade cards to give to students for demonstrating appropriate behavior, contributing in class, etc
Extra copies of all past worksheets (for students who were absent)
Index cards (for extra credit writing responses)
Deconstructed photocopies (in Ziplock baggies)

Gluesticks (for assembling)
Scissors (for assembling)
Markers
Group folders (for handouts)
Pencils (for writing assignments)
Handout: Writing Your Artist Statement (one per student + extras)
Collaborative mural (to continue working on)
Photocopies of six gridded sketches (in case we do more deconstructing)
Approximate Breakdown of Pacing (70 minutes total)

Hook (10 minutes)
For the Snapshot today, the students will begin a worksheet that will help them write their artist statements later
on during the class period (Writing Your Artist Statement Handout). Make sure to tell the students before they
begin this activity that they will be using the answers they come up with now to help them write their artist
statements, which will accompany the finished artwork when it is displayed. The questions they will need to
respond to are as follows:
What does your unique shape mean to you? What are some of the important things in your life that your
unique shape reminds you of?
What was your favorite way of deconstructing your photocopies?
Did you prefer the structured (ordered) or the unstructured (chaotic) method for deconstructing your
photocopies?
What has been your favorite way of putting together (assembling) the deconstructed photocopies?
What was your experience with collaboration during this project? How did you and your classmates try to
achieve balance during collaborative art making?
How has this art making experience contributed to your understanding of chaos, order, and balance? State
one new insight (can be related to math, art, or your and/or your own life).
Many of the students have already answered some of these questions for various formative assessments (ticketout-the-door, post-it note assessment, etc). They may look at these while working on their worksheets and add to
them and/or refine their answers. They will not be required to finish this whole worksheet right now- having them
start it during the Snapshot is just a way to get them started on thinking about how they will write their artist
statements later on during the lesson.
*Include a slide on the Powerpoint presentation that outlines these questions on the handout.
Hook (10 minutes):
For the Hook today, students will engage in a discussion related to the worksheet they started during the Snapshot.
Students who did not have the chance to answer one or more of these questions throughout the unit of instruction
(as a result of absence) will be encouraged to write down answers during the discussion (though it should be
recommended that everyone take some kind of notes). The purpose of discussing these questions now is so that
students will have the chance to think beyond the answers they originally wrote down on their own. Students will
be encouraged to listen to their classmates answers and consider those answers in terms of their own answers.
Sharing thoughts and ideas and refining answers for the artist statements is the main focus of this activity.
(Instructional Strategy, Discussion)
For the Instructional Input, the students will look at what they have accomplished so far in regards to assembling
the deconstructed photocopies into a paper-based mural. Based on their findings the students will decide what
they need to do in order to finish the collaborative mural. Use the following questioning to help guide the students
as they decide how they will need to proceed with the time they have left to work:
How much do you think is left to do for the mural? Is it close to being finished? What else would you like to
do to it?
How are we going to accomplish this? What should we keep in mind as we continue to collaborate?
During the Guided Practice, go over any arranging/assembling processes the students would like to see
demonstrated again before finishing up. Bring out the in-progress sample and add to it for the demonstration.
Make sure that the completed sample with the added unique shapes is also viewable. Let the students know that
adding the unique shapes will be the last step involved in the art making process. While students are working on
assembling, stress that they should focus on building off of one anothers work. Students should avoid having all of
their deconstructed photocopies end up in one section of the mural. Instead, their photocopy pieces should be
interspersed throughout the entire mural.
For the independent practice, the students will finish assembling and arranging the deconstructed photocopies.
They will add their unique shapes to the finished mural as the final touch. Reiterate that the students should
focus on achieving balance with this collaborative art making process. Achieving balance in the collaborative sense
may depend on a number of different things, such as making sure that everyone has equal amount access to the art
making, for an equal amount of time, etc There should be certain elements of chaos and order present in the
making. The order can manifest itself in the presence of certain guidelines the students must adhere to throughout
the entire making process (such as making sure that students dont place two or more of their own deconstructed
photocopies next to each other- must be placed next to/overlap with other students work). The students must
follow these specific guidelines, but they will also have a certain degree of freedom compared to the much more
regimented deconstructed processes they encountered in past lessons (the more chaos oriented aspect of the
making). Make sure these guidelines are made clear and are posted for the students to reference throughout the
studio portion of the lesson.
As students run out of photocopy pieces to add to the mural, have them transition into working on their handouts
from earlier.
*Include a slide on the Powerpoint presentation that outlines expectations for finishing the project.
Students will use the Closure portion of the lesson to reflect on the project as a whole and write their artist
statements using the different writing assignments completed throughout this unit (especially the handout they
received during the Snapshot). Share a sample artist statement with the students to give them some ideas
regarding how they can use their responses to the questions on the worksheet to create a thorough and articulate
artist statement.
(Summative Assessment)
Note: Students may talk to each other about their answers and share ideas. However, all conversations not directly
related to the questions and what the students have been working on during this two week learning experience
should be avoided. Make sure to stress this to the students. (Please limit conversation to that which is directly
related to what we have been working on in class these past couple of weeks.)
*Switch back to the slide from the Snapshot that outlines the questions on the Writing Your Artist Statement
handout (OR have a new slide that includes the sample artist statement).
achieved in a number of different ways. In terms of the artist statement, it would be good to, at the very least,
gather verbal statements from students, if that is a possibility.
Wrap up the unit by having each student share at least one thing they enjoyed about this project with the
rest of the class. They may share a response they had on the worksheet. They may share part of their artist
statement.
Have the students clean up their materials: Any leftover deconstructed photocopies should go in the Ziplock baggy
with their name on it. Ziplock baggies, scissors, gluesticks and markers (which should be put back in their boxes)
should be placed on the materials table. Paper scraps should be thrown away. Students may be dismissed once
they have done this and the bell has rung.
*Include a slide on the Powerpoint presentation with the guidelines for clean-up.
Reflection:
Writing is and always has been an important of my art making process. I would wager that if I had not
chosen to pursue a career in the arts, I would most likely have been drawn to English as a major for my
undergraduate work. My love for writing and my belief that it is an incredibly useful and important tool to use for
art making is very evident in my lesson plans. In this particular unit, I have the students doing some kind of
reflective writing every class period and most often not just once. These lessons fairly accurately reflect the way
that I enjoy learning, so I get pretty excited about them.
Which is why when I get the vibe that the students arent jazzed about my lessons I get a little bummed.
And I know that most of the time its not so much that my lessons are unexciting but that for some students lessons
that are very much writing-based just dont fit their learning styles as well. What I absolutely know to be true but
havent quiet figured out how to fully embrace it yet is that people learn differently. No one method for learning is
going to work for everyone, which is why it is important to include a plethora of learning strategies that
complement a variety of learning styles.
While teaching this unit for the first time, I had to accept the fact that my enthusiasm for writing was not
shared by all of the students. For some students, alternatives to writing would have been more beneficial. As a
result of this realization, I have indicated in my revised unit plan that any writing assignment can be adapted to
better meet the needs of students. With all of the writing-oriented assignments (all assignments in general, really)
my main goal is to be able to assess the students understanding of learning material. Though I personally find
writing to be one of my stronger and preferred methods of communicating ideas, I realize thats not the case for
everyone. If a student were to feel more comfortable drawing as a way to respond to writing prompts, that would
be absolutely fine. If a student felt they would be better able to express their thoughts vocally, that would also be
acceptable. Again, what matters most to me is being able to see that the student comprehends the material.
My hope is that the next time I teach this unit I will be able to experiment with differentiated instruction. In
the mean time, I will use this experience as further motivation to explore the different ways that practicing
educators currently differentiate instruction for their students.

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Finding Balance Through Chaos and Order:

A Collaborative Art Making Experience

Big Idea(s): Balance (Chaos-> Order)

Target Student Group:

Specific Unit Objectives:

Lesson 2- Ordered Deconstruction (pt. 2)

Lesson 3 Deconstruction pt. 3, Intro to Assembling

Lesson 4 (Assembling pt. 1 & Intro to Anoka Faruqee)

Lesson 5 (Assembling pt. 2 & Reflection)

National Art Standards:

Content Standard #2, Using knowledge of structures and functions

Virginia Art SOLs:

Virginia Math 8 SOLs:

The student will

Lesson #1- Chaotic Deconstruction (pt. 1)

Parts come together to create a whole

How do smaller parts come together to help a whole function?

Approximate Breakdown of Pacing (70 minutes total):

Sticky Notes for Post-It Note Snapshot

Laptop as a back-up in case digital projector malfunctions

Materials for Students:

Review-of-Last-Week (Quick Writing Refresher)

Hook (10 minutes):

Instructional Input (10 minutes):

Guided Practice (5 minutes):

For today, students will be deconstructing their photocopies using a chaotic

Independent Practice (25 minutes):

Closure (10 minutes):

Lesson #2- Ordered Deconstruction (pt. 2)

Art can be made through ordered means

How can order play a role in art making?

Approximate Breakdown of Pacing (70 minutes total):

Snapshot (10 minutes)

Worksheet for Snapshot (one per student + extras)

Materials For Students:

Photocopies of their six gridded sketches (five to start with + extras)

Snapshot (10 minutes):

Hook (10 minutes):

Instructional Input (5 minutes):

Guided Practice (5 minutes):

Independent Practice (30 minutes):

1. Draw a purple line diagonally across one of your squares.

Closure (10 minutes):

Lesson #3- Deconstruction pt. 3 & Intro to Assembling

Elements of both order and chaos must be present if balance is to be achieved.

Sticky Notes for Snapshot/Hook activities

Materials For Students:

Photocopies of their six, gridded sketches (five to start with + extras)

Approximate Breakdown of Pacing (70 minutes total):

Snapshot (5 minutes, 10:40-10:45)

Instructional Input (20 minutes):

Guided Practice (5 minutes):

Independent Practice (20 minutes):

Closure (15 minutes):

Lesson #4- Assembling (pt. 1) & Intro to Anoka Faruqee

Parts come together to create a whole

How do smaller parts come together to help a whole function?

Snapshot question sign

Deconstructed photocopy examples (structured/unstructured)

Materials for Students:

Sticky Notes for Snapshot activity

Approximate Breakdown of Pacing (70 minutes total)

Snapshot (10 minutes)