This unit focuses on architecture and the characteristics and expressive features involved.

We will be
learning about different spaces and things that occupy that space. This unit was created after our first
lesson of getting to know the students. Many students made it apparent that they were interested in
environments, characters, and stories. This unit consists of three lessons that are described below:
Lesson 1: Lesson 1 focuses on the students creating a character/creature. Several topics were introduced
to the students such as planning, ideation, artistic expression, and the artistic process. Students learned
basic clay techniques including coil building, slipping and scoring, and pinch pots. They were also
presented with basic clay tools including an extruder, loop tools, and forks for scratching.
Lesson 2: Lesson 2 focuses on students creating a space for their character/creature to live in. This
lessons goal was to create a painting depicting space. Students used, ideation, paint, and found materials
to create their painting. Students focused on color mixing, space, line, artistic process, and artistic
intention. They were introduced to the tools of paint brushes and found materials.
Lesson 3: Lesson 3 focuses on creating a 3-D model of their space and then building a city. The goal of
this lesson is to create a model of the space that their character will inhibit. Here the students were
transforming a 2D idea into a 3D model. The students will then take their environments and collaborate
with other students to create their own city. This lesson focuses on space, line, scale, modeling,
transferring, and making connections. Students will be presented with the art of sculpture and using found
objects. They will be manipulating found objects into new items.
Significance of Topic: For this unit, students focused on transforming ideas and materials. The students
created their own character and were then instructed to design an environment for that specific character
that included objects connecting their character to their environment. Through this process, students
transformed familiar materials into something completely new and unrecognizable.
Globally: Our architectural unit allows for students to make transformations and connections through the
use of multiple materials. Transformation was a focusing lens that stood out in each lesson, where
students would transform their plans and ideas into art project and also transform materials into
something new. A major concept we focused on in each lesson was enabling the students to see the
transformation of materials through each lesson to the next. This unit allowed students to transfer new
knowledge and build on prior knowledge of techniques, concepts, and processes. From day one, we began
building upon each idea, lesson, and art project. Through ideation, planning, discussion, and reflective
activities, the students addressed the literacy component whether it was through a one-on-one interview or
a class discussion as a group. The students also focused on the complete transformation of materials. For
example, when the students were building their environments out of cardboard, they were instructed to
cover the complete cardboard structure with paint so at the end we could not tell that it was really
cardboard. Throughout this unit, students were encouraged to work together as a group. Their
collaborative inquiry allowed them to solve artistic problems with others, just like solving real world
problems in communal situations.

Personally: To design this unit, the other teachers and I all observed what the students were interested in,
which was characters and environments. We decided to focus on the larger theme of architecture, which
can then be applied to real world situations. We all found a particular aspect of architecture that we were
most interested in and each focused on teaching that aspect of the lesson, connecting it with art. We
wanted to the students to be engaged throughout each lesson so chose to focus on their interests as the
topics.
For this Population: Architecture is constantly changing especially with all the new technology
available for use. Students should be informed of what architecture came from and some of the ideas and
influences behind it. By seeing examples of architecture and environments, students can then witness how
architecture and communities have evolved and how they will continue to evolve in the present and
future. When students can see connections to real world examples outside of the classroom, it will
ultimately cause students to become more engaged in the subject, making personal connections. The
students explored 2D materials and 3D materials throughout this unit, ranging from clay and found
objects to acrylic paint and cardboard, all being materials students of the young second and third grade
age group like to play with. The students were always given many medium options to choose from, to
differentiate choices and also to allow the exploration of materials. When students would continue to
create and build on previous artwork from prior lessons, they would witness the transformation of
materials and objects at firsthand. By incorporating personal subjects and interests, the students of this
age group stayed involved and engaged throughout each lesson.

2-3
Standards

GLEs

PGCs

Relevance

Comprehen
d

1. The identification of
characteristics and
expressive features in
works of art and design
help to determine artistic
intent
2. Characteristics and
expressive features of art
and design are used to
identify and discuss works
of art

Analyze, interpret, and

make meaning of art and
design critically using oral
and written discourse.

Each class begins with an

introduction to what they will be
creating and learning. It includes
PowerPoints, discussions of
previous art, demonstrations, and
ideas for making connections.
For example, students viewed a
wide variety of characters and
were asked questions to prompt
learning. The questions ranged
from, what do you first notice?
to where will this character
live? Following that, the
students viewed photos of
environments and brainstormed
characters that would live there
by making connections.

Reflect

1. Artists, viewers, and

Use specific criteria to

Every class there is time

patrons use the language of discuss and evaluate works designated to discussing the
art to respond to their own of art.
previous weeks art making.
art and the art of others
Here the students make
connections between prior
2. Artists, viewers, and
artworks, personal connections,
patrons make
and classmate connections.
connections among the
Students also generate questions
characteristics,
for each other about their
expressive features, and
processes and finished product.
purposes of art and
Doing this allows the student to
design
think about and talk about their
decisions, their techniques, and
their reasoning behind their
process. For example, a student
was explaining their painted
environment when another
student asked what is that circle
in the corner? The student
responded that is Johns world.
The students decided to connect
their worlds with other students
to make a community.
Create

1. Use familiar symbols

to identify and demonstrate
characteristics and
expressive features of art
and design

2. Demonstrate basic
studio skills

Develop and build

appropriate mastery in artmaking skills, using
traditional and new
technologies and an
understanding of the
characteristics and
expressive features of art
and design.

Every class the students use a

wide variety of materials to
explore new mediums and play.
These differentiated choices
allow students with different
learning styles the option to
choose what works best for
them. This also allows students
to expand and further their
knowledge with familiar
materials. This also allowed
students to transform materials
into something new. Each class
students are expected to
complete the task assigned along
with ideation activities. Each
lesson involves personal
expression, exploration of
materials and creative thinking.
For example, one student added
a found object (a button) on hit

project to show the viewer what

to press in order to set his
volcano off and explode.
Transfer

1. Works of art connect Transfer the value of visual Given the knowledge about
individual ideas to make
arts to lifelong learning
environments, students were
meaning
and the human experience. able to make connections
2. Visual arts respond to
between their created character
human experience by
and their personally designed
relating art to the
environment. This allowed them
community, historical, and
to include objects that were
cultural events.
relevant to the inhabitant and
habitat. For example, one
student created a flower monster.
She decided that the flower
monsters floor would be soft
grass in order to accommodate
for the trees needs. By seeing
the connection to characters and
their environments, students can
begin to understand the
importance of people and
different cultures in a real life
situations.