LizzyandJonathanLessonPlan2

Title:___TransportationSculpture____
Length:___Three90minuteclassperiods____

Note:
Beforeyouplanandwriteartexperiencespreassessyourstudentsbasedontheproposedconcepts,enduringunderstandings,andobjectives
oftheunit/lesson(s).Youmayalsogatherthisinformationfrom(previous)teachers,byreviewingalreadycompletedartwork,consultingcurriculum
materials,etc.,togetabetterunderstandingofwhatcontentstudents
alreadyknow

and
whatthey
will

needtoknow
tobesuccessful.

PreAssessment:
Thiswillneedtobedonepriortoteachingyourlesson.
Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/enduringunderstandings/objectivesofthelesson.
(Hint:turntheseintoquestions.)Bespecificindescribingwhatyouwouldrecognizeasproficientskill/knowledge.

Howwellcanthestudentbrainstormanddiscussfunctionalitycomponentsofavehiclebasedonwhattypeofenvironmentitgoesin?

Dothestudentsknowwhatformisinartandhowtouseit?

Shownartworkbycontemporaryartistsandbyfellowstudents,howwellcanthestudentmakeandexplaininferencesabouttheinfluencesandintentoftheartworkwithan
emphasisonfoundmaterials?

Shownexamplesofsculptureswithvaryingdegreesofqualitycraftsmanship,canthestudentsidentifyeachartworkslevelofqualityandexplainwhy?

Basedonthepreviousproject,howclearlywerethestudentsabletodiscussandreflectupontheirartworksstrengthsandweaknesses?

Inquiryquestions:
Circle:
Whatsyourfavoritemodeoftransportation?
Whatis
form
inart?
Howdoartistsdecidewhattotitletheirartworks?
Discoveryboard:

Howisyourtransportationgoingtobe/showbothTechnologyandArt?
Whatwasyourfavoritematerialtoworkwithtodayandwhy?Leastfavorite?
Howwillviewersknowhowyourtransportationworksandwhatsortofworlditbelongsto?
Inprogresscritique:
Whatdoyoulikeaboutthispiecesofar?Why?Howdoesyourtransportationpiecefunctionorworkonthehabitableplanetyoucreated?
Whichphotoorvideoshownduringclassinspiredyourmodeoftransportationthemost?(describeasbestasyoucan!)
Whatareyourplanstofinishthepiece?
Ifyourtransportationcouldbeusedtoday,howcoulditbestbeusedonEarth?

Performance:
Whatwillstudentsaccomplishasaresultofthislesson?
Thiscanbepresentedtostudentsintheformofastory.Inthisnarrativethestudentstakeonaroleandcreatealearningproductaboutaspecifictopicfora
certainaudience.(RAFTRole/Audience/Format/Topic)

YournewplanethaspassedEarthstestsforasustainablelifethatmeansitistimeforpeopletostartmovingtoyourplanetfromEarth!Before
thespaceshipofpeoplearrive,youneedtocreateawayforthemtogetaroundyourplanet.Justlikewehavecars,buses,trainsandplaneshereon
Earth,yourplanetneedstogivepeopletheabilitytogetaround!YourMISSIONistocreateanewvehicleforyourplanet!

thestudentswillhavecreateda3dimensionaltransportationobject

Concepts:
Listthe
bigideas
studentswillbeintroducedtointhelesson.
Theseideasareuniversal,timelessandtransferable
.Examplesofconceptsusedinartmightinclude:Composition,Patterns,Technique,Rhythm,Paradox,
Influence,Style,Force,Culture,Space/Time/Energy,Line,Law/Rules,Value,Expressions,Emotions,Tradition,Symbol,Movement,Shape,Improvisation,andObservation
Lookforconceptsinthestandards,content
specificcurriculum,etc.

Space/Time/Energy
Form
Style
Observation
Force
Craftsmanship
Functionality

EnduringUnderstanding(s):
EnduringUnderstandings
showarelationshipbetweentwoormoreconcepts
connectedwithanactiveverb.Thebestenduringunderstandingsnotonlylinktwoormoreconceptsbutdemonstratewhythisrelationship
isimportant.Likeconcepts,theyaretimeless,transferableanduniversal.
AlignStandards,PreparedGraduateCompetencies(PGCs)andGradeLevelExpectations(GLEs)toEnduringUnderstandings.

Throughartmaking,artistsanddesignersmakemeaningbyinvestigationanddevelopingawarenessofperceptions,knowledge,andexperiences
(Comprehend/Recognize,interpret,andvalidatethatthecreativeprocessbuildsonthedevelopmentofideasthroughaprocessofinquiry,discovery,andresearch
/Visualartslearninginvolvesanalyzingtheformalandsensoryqualitiesofart)

Artistsanddesignersexperimentwithforms,structures,materials,concepts,media,andartmakingapproaches
(Create/Createworksofartthatarticulatemoresophisticatedideas,feelings,emotions,andpointsofviewaboutartanddesignthroughanexpandeduseofmedia
andtechnologies/Useartisticmediaandexpressiontocommunicatepersonalandobjectivepointsofview)

Standards:(Alllessonsshouldaddressallstandards.)
1.ObserveandLearnto
Comprehend
2.

EnvisionandCritiqueto
Reflect
3.InventandDiscoverto
Create
4.RelateandConnectto
Transfer
Objectives/Outcomes/LearningTargets:
Objectives
describealearningexperience
witha
conditionbehavior(measurable)criterion.
Alignedto:BloomsStandardsGLEsArtlearningand,whenappropriate,Numeracy,LiteracyandTechnology.
Shouldbewrittenas:
Objective.(Blooms:_____Standard:_____GLE:_____Artlearning:_____Numeracy,Literacy,and/orTechnology)

5CategoriesofObjectives:

Ideation
o

Inherentcharacteristics/expressivefeatures(elementsandprinciples)
o

Media/techniques
o

Arthistory/culture
o

Reflection/assessment

GiventheRAFTpromptfromthislesson,TSWBATbrainstorminnovativetransportationdesignsthatareoriginalandwellthoughtout,andcorrelatetotheworldthey
designedinthepreviouslesson.(CreatingReflectGLE2IdeationLiteracy/Numeracy)

Givenvarioussculpturalmaterials,TSWBATcreateafullroundsculpturethatdemonstratestheinherentcharacteristicsandexpressivefeaturesofart,withanemphasison
form.(CreatingCreateGLE1Inherentcharacteristics/expressivefeatures)

Shownassembledartworkbycontemporaryartists(inourpowerpoint:seeattached)andbyfellowstudents,TSWBATmakeandexplaininferencesabouttheinfluencesand
intentoftheartwork.(AnalysingComprehendGLE2Arthistory/cultureLiteracy)

Givenvarioussculpturalmaterials,TSWBATcreateafullroundsculptureofanoriginalmodeoftransportationwithcarefulcraftsmanshipandimpliedfunctionalitythatis
relevanttotheirdesignedworld.(ApplyingComprehendGLE3Media/techniques)

Usingtheircompletedsculptures,TSWBATreflectuponanddiscusstheuseofform,functionality,andcorrelationtotheirdesignedworld.(EvaluatingTransferGLE1
Reflection/assessmentLiteracy)

Differentiation:
Explain
specifically
howyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowth
beyondwhatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.
Studentsmuststillmeettheobjectives
.

Differentiation:
(Multiplemeansforstudentstoaccesscontentand
multiplemodesforstudenttoexpress
understanding.)

Extensionsfordepthandcomplexity:

Access

(Resourcesand/orProcess)

Expression

(Productsand/orPerformance)

Allowstudentstoexpresstheirbrainstormingideasinwriting
orinwords
Providemodelingclayforstudentstobrainstormtheirideas
kinesthetically

Written/verbalbrainstorming
Allowforsmallervehicles,lessmaterialsused

Access

(Resourcesand/orProcess)

Expression

(Productsand/orPerformance)

Havestudentsdraworplanhowtheirvehiclewouldfitintothe
worldtheydesignedforthelastlesson

Studentscanmakeanenvironmentaroundtheirvehicle,add
detail/color,ormakeitfunctional

Literacy:
Listterms(vocabulary)specifictothetopicthatstudentswillbeintroducedtointhelesson
anddescribehowliteracyisintegratedintothelesson.

ThreeDimensional
3

Transportation(andhowitcomparestoEarthstransportation)
Form(3D)vs.Shape(2D)
Functionality(Doesitactuallywork?)
Knowingandunderstandingthevocabularyabove,writtenandverbalactivitieswillbeaccomplishedduringclasstoshowthestudents
understandingofeachconceptandtheirexpectedoutcome.

Materials:

Mustbegradelevelappropriate.
List

everythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)
Listallmaterialsinabulletedformat.

Recyclablematerials(cardboard,plastic)
Hotglueguns
Pipecleaners
Modelingclay
Sketchbooks
Bagsofdrawingmaterials
Markers
Scissors

Resources:

List

allvisualaidsandreferencematerial(books,slides,posters,etc.Bespecificincludetitle,artist,etc.
Makereferencetowherethematerialcanbefound.
(Thesearetheresourcesusedbytheteacherto
support/developthelesson.)
Listallresourcesinabulletedformat.

Sculptureexamplesofvaryingquality


Examplesofoldformsoftransportationandtheevolutiontomoderninnovativetransportation
Hoverdrone:
https://www.youtube.com/watch?v=Bfa9HrieUyQ


ShortclipfromTopGearbeforecritiquetodemonstrateahumorousandengagingapproachtodiscussingvehiclecharacteristics(ADD)
https://www.youtube.com/watch?v=uiXu7LwXRO8
Stopplayingat2:20min.Talkaboutthenecessitiesofyourworlddoyouhavelotsofwater
andneedtransportationlikethis?Willyourtransportationgounderoroverthewater/land?
https://www.youtube.com/watch?v=mkpCzp0CmjY
Playstartingat1:52minandstopat4:50talkaboutthingslikeroadwaysortracksand
willyourtravelbemoreaboutspeedorsightseeing?

Preparation:
Whatdoyouneedtoprepareforthisexperience?
Liststepsofpreparationinabulletedformat.

Findsculptureexamplesofvaryingquality
Findvideo/photosofinnovativefuturistictransportation
MakePowerPointoftheaboveresources
Obtainandtransportmodelingclay,aswellasanyothermaterialswedontalreadyhaveinthebucket
Bringsketchbooks
Saveupandbringrecyclablematerials
Planwheretostorestudentwork

Safety:
Bespecificaboutthesafetyproceduresthatneedtobeaddressedwithstudents.
Listallsafetyissueinabulletedformat.

ClassroomrulesapplyduringArttimethestudentswillbeheldtothesameexpectations.
(ex:norunning,nothrowingmaterials,respectyourneighborsspace...etc)
Rulesofusinghotglueguns:nevertouchthetip,neverpointatorhorseplaywithyourneighbor


Actionto

motivate/InquiryQuestions:

Describehowyouwillbeginthelessonto
stimulatestudentsinterest
.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?
Whatinquiryquestionswillyoupose?
Bespecific
aboutwhat
youwillsayanddo
tomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:tellingastory,
posingaseriesofquestions,roleplaying,etc.

Resources:Wewillbeshowingawesomeartistexamplesofsculpture,andvideosofexciting,groundbreakingmodesoffuturistictransportationto
getthestudentsexcitedandgivethemsomeideasofwhatspossible!(seeresourcessectionforspecificexamples)

RAFT:YournewplanethaspassedEarthstestsforasustainablelifethatmeansitistimeforpeopletostartmovingtoyourplanetfromEarth!
Beforethespaceshipofpeoplearrive,youneedtocreateawayforthemtogetaroundyourplanet.Justlikewehavecars,buses,trainsandplanes
hereonEarth,yourplanetneedstogivepeopletheabilitytogetaround!YourMISSIONistocreateanewvehicleforyourplanet!

Ideation/Inquiry:
Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.

Listanddescribeinquiry
questions
and
processesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.

Howwillthepeopleonyourplanetgetaround?Wherewilltheyneedtogetaroundto?
Whatistherelationshipbetweentechnologyandart?Howisyourtransportationart?ANDHowisittechnology?
Howdoesartprovideinformationabout
culture
?(Whatdoesittelloutsidersaboutyourworld?)

Studentswillbebrainstormingthroughwriting,sketchingintheirsketchbooks,andbuildingpotentialmodelswithmodelingclay.

Instruction:
Giveadetailedaccount
(inbulletedform)
of
what
youwillteach.
Besuretoincludeapproximatetimeforeachactivityandinstructionalmethodology:skills,lecture,inquiry,etc.
Includemotivationand
ideation/inquirywhereappropriateincludingwhatstudentwillunderstandasaresultoftheartexperience

Day
1

Instruction
Theteacherwill...(Be
specific
aboutwhatconcepts,
information,understandings,etc.willbetaught.)
Identifyinstructional
methodology.KNOW(Content)andDO(Skill)

1. Sitinacirclewithallofthestudentsatthefrontoftheroom.Have
everyonegoaroundoneatatimeandsaytheirname,givearating
from110oftheirenergylevelandenthusiasm,andanswer
Whatsyourfavoritemodeoftransportation?
(CooperativeLearningSocialskills)

2. RAFT:YournewplanethaspassedEarthstestsforasustainable
lifethatmeansitistimeforpeopletostartmovingtoyourplanet

Learning
Studentswill...i.e.:exploreideationbymaking
connections,
comparing,contrastingsynthesizepossibilitiesforeachpainting
techniqueetc.(Be
specific
aboutwhatwillbethe
intended
result
oftheinstructionasitrelatestolearning.)
UNDERSTAND

1. Listeningcritically,thinkingindependently,andgiving
reasonsandevaluatingevidence.

2. Listeningcritically:theartofsilentdialogue

Time

3.
4.

fromEarth!Beforethespaceshipofpeoplearrive,youneedto
createawayforthemtogetaroundyourplanet.Justlikewehave
cars,buses,trainsandplaneshereonEarth,yourplanetneedsto
givepeopletheabilitytogetaround!YourMISSIONistocreatea
newvehicleforyourplanet!

Worktimegivethestudentsmodelingclayandletthemplaywith
afocusoncreatingvehicles.

BringstudentsbacktocircleatfrontforPowerPointpresentation.
a. Showartistexamplesofsculpturesofvaryingqualityask
students:
i.
Doyouthinkthissculptureisgoodqualityornot?
Why?
b. Show2topgearvideosandpicturesofawiderangeof
transportationaskstudents:
i.
Wouldanythethevehiclesshownworkinyour
world?
ii.
Whatkindsofpathsareyouthinkingofusing
foryourtransportation?(tracks,roads,sky,
water?)
iii.
Howcanyouchangeittomakeityourown?
(CooperativeLearningSocialskills)
c. Brieflydescribethematerialswewillbeproviding
Recyclables:Cardboard,plasticbottles/containers..plastic
bags,constructionpaper,feathers,buttons,
pipecleaners,hotglueguns...etc.

5.

6.

Worktimebrainstormideasinsketchbook
a. Goal:completeideationforfinalpiece.
i.
Studentscanreturntomodelingclaytomakea
roughdraftoftheirsculptureideaiftheyare
readyearly
(CooperativeLearningIndividualandgroup
accountability)

Cleanuponepersonreturnssketchbooksandmodelingclayto
teacher.Theotherstudent(s)atthetablerecyclethenewspaper,put
alldrawingmaterialsbackintothebag,andreturnthattothe

3.

Analyzingorevaluatingarguments,interpretations,
beliefs,ortheories

4.

Comparinganalogoussituations:transferringinsightsto
newcontextsanddevelopconfidenceinreason

5.

Thinkingindependently,makingplausibleinferences,
andcomparingandcontrastingideaswithactualpractice

6.

Developingintellectualgoodfaithorintegrity.

7.

Thinkingpreciselyaboutthinking:usingcritical
vocabulary.

Day
2

teacher.

7. Discoveryboardprompt:
a. Askstudentswhofinishbeforetheresttosharetheir
answerwiththeclasswhiletheywait.
Question:Howisyourtransportationgoingtobe/showbothTechnologyand
Art?(CooperativeLearningGroupProcessing)
1. Sitinacirclewithallofthestudentsatthefrontoftheroom.Have
everyonegoaroundoneatatimeandsaytheirname,givearating
from110oftheirenergylevelandenthusiasm,andanswerWhat
is
form
inart?
(CooperativeLearningSocialskills)
a. Explainthatitisthe3dimensionalversionofshape.
Explainwithsculpture,itisimportanttoconsiderhowthe
formlooksfromallangles,notjustthefront.

b. Gooversafetyrulesforusingthehotglueguns.
i.
Theywillbeavailableatonetablewhichwillbe
thehotgluegunstation.
ii.
Donttouchthetipofit
iii.
NEVERhorseplaywithitorpointitatsomeone
else

2. Worktimestudentscancontinuetheirideationforashortwhileif
needed,thenworkontheirfinalsculpture.

3. Worktimestudentscontinueworkingontheirfinalsculpture.
(CooperativeLearningIndividualandgroupaccountability)

4. Cleanuponepersonreturnssketchbooks,glue,tapeandscissors
toteacher.Theotherstudent(s)atthetablerecyclethenewspaper,
putbackalloftherecyclableandfoundobjects,andthenall
studentspickeverythingupoffthefloor.

5. Discoveryboard:Whatwasyourfavoritematerialtoworkwith
todayandwhy?Leastfavorite?(CooperativeLearningGroup
Processing)

1.

2.
3.
4.

5.

Listeningcritically,thinkingindependently,andgiving
reasonsandevaluatingevidence.

Makereasoneddecisions,explorealternatives,interpret
informationbeyondsurfacemeaning.

Makereasoneddecisions,explorealternatives,interpret
informationbeyondsurfacemeaning.

Developingintellectualgoodfaithorintegrity.

Thinkingpreciselyaboutthinking:usingcritical
vocabulary.

8:15

8:25

9:05

9:35

9:40

Day
3

1.

Sitinacirclewithallofthestudentsatthefrontoftheroom.Have
everyonegoaroundoneatatimeandsaytheirname,givearating
from110oftheirenergylevelandenthusiasm,andanswerHow
doartistsdecidewhattotitletheirartworks?
(CooperativeLearningSocialskills)

1.

2.
2.

3.

4.

Inprogresscritique
a. Handoutquestionworksheetsforeveryonetofillout
Questionsonworksheet:
i.
Whatdoyoulikeaboutthispiecesofar?Why?
ii.
Howdoesyourtransportationpiecefunctionor
workonthehabitableplanetyoucreated?
iii.
Whichphotoorvideoshownduringclassinspired
yourmodeoftransportationthemost?(describe
asbestasyoucan!)
iv.
Whatareyourplanstofinishthepiece?
v.
Ifyourtransportationcouldbeusedtoday,how
coulditbestbeusedonEarth?
b. Afterwritingtheirresponses,studentswilldiscussallof
theiranswerswitheveryoneattheirtable.
c. Studentswillalsocompletethebackoftheworksheet,
whichsimplyasksfortheirtitlesoftheirpaintingand
sculpture(lessthan5wordseach).
(CooperativeLearningFacetofacepromotive
interaction)

Worktimeforcompletingsculptures
a. Studentswhofinishtheirsculpturesearlycandraw
whatevertheywantintheirsketchbookstheycangoto
Silasstableiftheywanttousepaint
i.
ProvideacrylicpaintingmaterialsforSilas
(studentwhowasabsentforthefinaldayofour
paintingproject)tocompletehispaintingoncehe
hasfinishedhissculpture

Cleanuponepersonreturnssketchbooks,glue,tapeandscissors
toteacher.Theotherstudent(s)atthetablerecyclethenewspaper,

Listeningcritically,thinkingindependently,andgiving
reasonsandevaluatingevidence.

Makereasoneddecisions,explorealternatives,interpret
informationbeyondsurfacemeaning.

3.

Comparingandcontrastingideaswithactualpractice,
notingsignificantsimilaritiesanddifferences,thinking
aboutthinking.

4.

Developingintellectualgoodfaithorintegrity.

5.

Thinkingpreciselyaboutthinking:usingcritical
vocabulary.

8:15

8:25

8:45

9:30

10

5.

putbackalloftherecyclableandfoundobjects,andthenall

studentspickeverythingupoffthefloor.

DiscoveryBoard:Howwillviewersknowhowyourtransportation
worksandwhatsortofworlditbelongsto?(CooperativeLearning
GroupProcessing)

9:40

Studentreflective/inquiryactivity:
Samplequestionsandactivities(i.e.games,gallerywalk,artiststatement,interview)intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsand
gradelevelexpectationsofthelesson.)

Circlequestionsfromthebeginningofeachclass:

Whatsyourfavoritemodeoftransportation?
Whatis
form
inart?
Howdoartistsdecidewhattotitletheirartworks?

Discoveryboardpostit:Attheendofeachdaythestudentswillputapostontheboardpromptedbytheteachers.

Howisyourtransportationgoingtobe/showbothTechnologyandArt?
Whatwasyourfavoritematerialtoworkwithtodayandwhy?Leastfavorite?
Howwillviewersknowhowyourtransportationworksandwhatsortofworlditbelongsto?

Gallerywalks:periodicallythroughoutthedifferentstagesofdesignandcreationofthispainting,wewillwalkaroundtheroomtoviewstudents
work,thentalkandreflectaboutwhatwejustsaw.
Thefinalcritiquewillbeintheformatofvideointerviews.Studentswillcompleteareflectiveworksheet,thenchoosefourquestionswhichtheir
partnerwillaskthemintheinterview.
What do you like about this piece so far? Why? How does your transportation piece function or work on the habitable planet you created?
Which photo or video shown during class inspired your mode of transportation the most? (describe as best as you can!)
What are your plans to finish the piece?
If your transportation could be used today, how could it best be used on Earth?

PostAssessment
(teachercentered/objectivesas
questions):

PostAssessmentInstrument:
Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?Includeyourrubric,checklist,ratingscale,etc.

Havestudentsachievedtheobjectivesandgradelevel
expectationsspecifiedinyourlessonplan?

GiventheRAFTpromptfromthislesson,
WTSBATbrainstorminnovative
transportationdesignsthatareoriginaland

Criteria

Basic

Developing

Proficient

Advanced

11

wellthoughtout,andcorrelatetotheworld
theydesignedinthepreviouslesson?

Givenvarioussculpturalmaterials,
WTSBATcreateafullroundsculpturethat
demonstratestheinherentcharacteristics
andexpressivefeaturesofart,withan
emphasisonformandspace?

Shownartworkbycontemporaryartists
andbyfellowstudents,WTSBATmakeand
explaininferencesabouttheinfluencesand
intentoftheartwork?

Givenvarioussculpturalmaterials,
WTSBATcreateafullroundsculptureof
anoriginalmodeoftransportationwith
impliedfunctionalityandcareful
craftsmanship?

Usingtheircompletedsculptures,
WTSBATreflectuponanddiscusstheuse
ofspaceandvalueintheirownartwork?

GiventheRAFT
promptfromthis
lesson,TSWBAT
brainstorm
innovative
transportation
designsthatare
originalandwell
thoughtout,and
correlatetotheworld
theydesignedinthe
previouslesson

Ideationisunoriginal
andunfinishedwith
01designs.Designs
showminimal
relevancetothe
worlddesignedin
thepreviouslesson.

Ideationis
somewhatoriginal
andsomewhat
thoroughwithoneor
twodesigns.
Designsshow
moderaterelevance
totheworld
designedinthe
previouslesson.

Ideationismostly
originalandmostly
thoroughwith
severaldesigns.
Designsshow
substantial
relevancetothe
worlddesignedin
thepreviouslesson.

Ideationisoriginal
andthoroughwith
severaldesigns.
Designsshow
relevancetothe
worlddesignedin
thepreviouslesson.

Givenvarious
sculpturalmaterials,
TSWBATcreatea
fullroundsculpture
thatdemonstrates
theinherent
characteristicsand
expressivefeatures
ofart,withan
emphasisonform
andspace.

Sculptureisnotin
fullroundand
demonstrates
minimallyeffective
useofformand
space.

Sculptureisnotin
fullroundand
demonstrates
moderatelyeffective
useofformand
space.

Sculptureisfull
roundand
demonstrates
effectiveuseofform
andspace.

Sculptureisfull
roundand
demonstrateshighly
effectiveuseofform
andspace.

Shownassembled
artworkby
contemporaryartists
andbyfellow
students,TSWBAT
makeandexplain
inferencesaboutthe
influencesandintent
oftheartwork.

Studentcan
minimallyeffectively
makeandexplain
inferencesabout
assembledartwork
bytheartists
presented.

Studentcan
moderately
effectivelymakeand
explaininferences
aboutassembled
artworkbytheartists
presented.

Studentcan
effectivelymakeand
explaininferences
aboutassembled
artworkbytheartists
presented.

Studentcanhighly
effectivelymakeand
explaininferences
aboutassembled
artworkbytheartists
presented.

Givenvarious
sculpturalmaterials,
TSWBATcreatea
fullroundsculpture
ofanoriginalmode

Sculpturerepresents
anunoriginalmode
oftransportationwith
minimallyimplied
functionalitythatis

Sculpturerepresents
asomewhatoriginal
modeof
transportationwith
moderatelyimplied

Sculpturerepresents
anoriginalmodeof
transportationwith
substantiallyimplied
functionalitythatis

Sculpturerepresents
ahighlyoriginal
modeof
transportationwith
clearlyimpliedor

12

oftransportationwith
careful
craftsmanshipand
impliedfunctionality
thatisrelevantto
theirdesignedworld.

minimallyrelevantto
theirworld.
Craftsmanshipis
poor.

functionalitythatis
somewhatrelevant
totheirworld.
Craftsmanshipis
inconsistentor
underdeveloped.

relevanttotheir
world.
Craftsmanshipis
mostlycareful.

actualfunctionality
thatisrelevantto
theirworld.
Craftsmanshipis
outstanding.

Usingtheir
completed
sculptures,TSWBAT
reflectuponand
discusstheuseof
spaceandformin
theirownfinished
sculpture.

Studentminimally
effectivelydiscusses
theirintentionaluse
ofspaceandformin
theirownfinished
sculpture.

Studentmoderately
effectivelydiscusses
theirintentionaluse
ofspaceandformin
theirownfinished
sculpture.

Studenteffectively
discussestheir
intentionaluseof
spaceandformin
theirownfinished
sculpture.

Studenthighly
effectivelydiscusses
theirintentionaluse
ofspaceandformin
theirownfinished
sculpture.

SelfReflection:
Afterthelessonisconcluded
writeabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilize
assessmentdatatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,
reteachcontent,etc.)

Day1:
Whatworkedwellforthisartexperience?Why?
Wehavefinallystartedanewlesson!Althoughtheclasswasextremelyengagedinourlastone,bothJonathanandIareexcitedtoseethestudentsworkingwithanewmaterial.
Thebestpartoftodaywasthestudentengagementanddiscussionwehadduringdifferentexamplesandvideosshownthroughoutclass.Wehadtheclassideateandplaywith
moldingclay.Wesawalotofcreaturesbeingmadeatfirst,andthenwebroughttheclassbacktothecircleandshowedimagesofdifferentsculpturesrepresentingqualityand
craftsmanship.Thediscussionaboutwhichsculpturesthestudentslikedanddislikedwasspotonandtheywereabletodefendwhytheythoughtthesculptureswerewellput
together.Thisdiscussionfinishedwithourexpectationsfortheirsculptures.Wefinishedthecirclewithvariousformsoftransportationandtwovideosthiswasthehighlightofthe
lesson,thestudentsweresoengagedandreadytotalkaboutwhattheyhadseenandhowitwouldapplytotheirownworld.

Whatdidntworkwellforthisartexperience?Why?

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Duringouropeningcircle,wegavethestudentsthemoldingclaytowarmupbecauseweknewitwouldnotbemalleablewhenitwastimetowork.Theideawasgreatitgave
themsomethingtoplaywithwhilelisteningtotheirclassmates.Weshouldhaveputinplacesomestricterparametersforthestudentswhenholdingtheclayduringthecircle.We
alsohadafewchatterboxesduringclass.AtonepointJonathanseparatedstudentsbysittinginbetweenthemandthatseemedtosolvetheissues.Lastly,wehaveonestudent
thatisaconstantstruggleinclass.Althoughweusethemeasuresgiventousfordealingwithhisbehaviors,hisinitialbehaviordoesnotseemtobeimprovingwhileweare
teaching.

Whatwouldyoudodifferently?Why?
AsIhadmentionedabove,Ithinkthebiggestchangewouldbegivingthestudentsafewmoreruleswhenitcametohandlingtheclayduringcircletime.Thiswouldensure
studentserelisteningandthattheclaywouldnotendupalloverthefloor.Oneothersuggestionwouldbetohavedifferentideationmaterialssuchaspipecleanersorwireto
workwithalongwiththeclay.Thedifferentoptionswouldgivestudentstheopportunitytoputideastogetherindifferentcombinationswithmultiplematerials.

Day2:
Whatworkedwellforthisartexperience?Why?
Thestudentsreallylovedgettingtoplayandexplorewiththewidevarietyofrecyclableandfoundmaterialsthatwebroughtinfortheirsculptures.Theydidagreatjobofbeing
cautiouswiththehotglueguns.Also,Isawmanyinstancesofstudentshelpingeachothersolveproblemsabouthowtomakecertainformsintheirsculptures.Theirsculptures
generallyshowedattentiontocomplexity,function,anddetail.

Whatdidntworkwellforthisartexperience?Why?
Sometimestheclassgotprettyloudandcrazy,buttheywereusuallyfocusedontheirsculptures.Acoupleofstudentswereworkingfartooslowly.Surprisingly,mostofthe
studentswereinsecureabouttheirdecisionmakingwiththesenewmaterials.Theyoftenaskedustohelpwithtasksordecisionsthatwereextremelysimpleandstraightforward,
suchascuttingsomethingorgluingapieceontoanotherpiece.Whenweencouragedthemtotrythingsontheirownorgethelpfromtheirpeers,theyweresuccessfulandwere
abletofigurethosethingsout.

Whatwouldyoudodifferently?Why?
Wecouldconsiderrequiringthestudentstofigurethingsoutbythemselvesorwitheachotherunlessitsaproblemthattheirentiretableisunabletofigureoutasolutionfor.This
wouldhelpthemtaketheinitiativeintheirownlearningwithoutcomingtousfirst,andwouldmakecollaborationandrisktakingmandatory.Wealsoshouldhaveestablisheda
clearminimumsizefortheirsculptures,becauseacoupleofstudentsmadetinysculpturesthatweredonefairlywellbutalsotookaveryshorttimetocomplete.

Day3:
Whatworkedwellforthisartexperience?Why?
Whenschoolstarted,weonlyhadhalfoftheclasspresent.ThismadebothJonathanandIverynervous,butbythetimeoutintrocirclehadfinished,wewereonlymissing2
students.Wehadalottogetthrough,mainlybecauseitwasthelastworkdayandwehadafewactivitiesforthestudentsonebeingareflectiononthecurrentprojectandthe

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otherwasthetaskofnamingtheirpieces.Inourcircletalkwehadadiscussionaboutnamingtheirpiecesandtooursurprisetheywerespoton!Ourbiggestsuccess:theclass
ranextremelysmoothly,evenwiththehighamountoftransitions,andthatiswhatledtoasuccessfulclassperiod.

Whatdidntworkwellforthisartexperience?Why?
AsIsaidabove,wehadalotoftransitionstobeawareofthefirstbeingthereflectionoftheirsculptureandnamingoftheirtwoartpieces,thentheyhadtofindtheirassigned
partnerandtalkabouttheiranswers.Forthemostpartthisworkedgreatitwasavariationofourartistinterviewsbutwithouttheuseofcameras.Theissuewasgettingthose
whocameinlatetocatchupwiththeclassandgivethedirectionstoeachstudentseparately,whichtookawayfromuswalkingaround,recordingandlisteningtothestudents
answers.
Westillhadafewstudentscominguptousaskingtohelpthemwithtaskstheycoulddothemselves,butitimprovedastheclassperiodwenton.

Whatwouldyoudodifferently?Why?
Itwouldhavebeenreallyhelpfultohaveallofthestudentsatschoolontime.Althoughthatisnotinourcontrol,givingdirectionsoverandoverisnotonlytakinguptheteachers
timebutalsothestudents.Ifwehadalongertimespanwiththestudentsitwouldhavebeenbeneficialtoputinplaceasystemforthosewhowalkedinlate(itwasextremely
frequentinthisclass).
Overallthislastclasswentgreat!Everyonewasworkinghardtofinishtheirsculpturefortheexhibitionandengagedintheactivitieswehadprovided.

Appendix:
Includeallhandouts,prompts,writtenmaterials,rubrics,etc.thatwillbegiventostudents.

8/9/15Fahey

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