How Can We Utilize Mixed Media to Create Original

Artwork?

A Unit Plan
Based on Mixed Media

Developed
for
Grade One
Pomaikai Elementary School
Kahului, Maui

By
Kaylie Chong
ITE 326, Visual Arts, Elementary
College of Education
University of Hawaii at Manoa

Summer 2015
Overview
This unit is designed for elementary students in grade one. However, I
believe this unit can be adapted to fit grades one through five, especially if
students have limited experience with visual arts. The benchmark selected
for this unit is specific to grade one, but it is my understanding that the work
in this unit satisfies benchmarks in other grade levels as well.
The focus of this unit is mixed media, more specifically discussing, exploring,
and working with various media independently and then combining media to
create an original work of art. Students will be provided the opportunity to
use mixed media in creating an art piece that will be combined with their
classmates work to create one collective piece. This unit demonstrates the
big idea in Fine Arts Education--- How the Arts are Organized.
The essential question, How can we utilize mixed media to create original
artwork? will serve as the basis for each lesson. The enduring
understanding students will develop throughout this unit is that many
different materials can be used and combined to make art that is original and
unique.
In Lesson One, students will be shown a collection of mixed media artwork
and will engage in a discussion about the art, specifically the media used in
each piece. This is when students will be introduced to visual arts vocabulary
and examples such as medium/media and mixed media. Students will then
brainstorm different media, where they can find these media, how they can
use these media (representation), and what media work well together. I will
tell the students about my plans for the rest of the unit (each student will
create a mixed media quilt piece, present it to the class then combine it with
the work of their peers to make a class quilt).
In Lesson Two, students will first draw a slip of paper from a bowl with a letter
of the alphabet on it. Then, students will be told the assignment (i.e.
students draw/create objects/anything that starts with their letter on a quilt
square using mixed media). The rubric for this assignment will be shown and
explained to the students, as well as the media that will be available for their
use in this project. To spark their imaginations, I will play a song about the
alphabet (i.e. an alliteration song) and students will have the opportunity to
look through books. Lastly, students will engage in an activity known as
Doodle Log (Cornett, 2011, p. 179). For the Doodle Log activity, students will
doodle on paper about what they want to do for their artwork (i.e. what
materials, what objects/things, how they will incorporate their letter) for
about 10 minutes.

In Lesson Three, students will be given/gather their materials (e.g. cardstock

quilt square, media, etc.) for their artwork and use the rest of the lesson to
create their artwork. I will be walking around helping students (e.g.
physically help them with gluing, brainstorming more ideas, answering their
questions, etc.). Classical music will be playing while students work to foster
creativity and concentration. Ten minutes before the end of the lesson, we
will review the rubric and students will be encouraged to make any
necessary changes to their artwork.
In Lesson Four, students will present their artwork to the class and answer
questions: What letter did you have? How did you represent that letter
(explain objects/things)? What media did you use? Why did you choose
those media? Was it difficult or easy? What was your favorite medium/part of
this activity? After this lesson, I will combine students quilt squares to create
a class quilt.
Student learning will be formatively assessed by students comments,
questions, and feedback during the artwork presentation and discussion
(Lesson One), their participation in the activities (Lesson Two), and the
demonstration of their knowledge while creating their quilt square (Lesson
Three). Students summative assessment will be their completed quilt square
and their presentation (Lesson Four).
The work in this unit meets HCPS III Visual Arts Standard 1 and Benchmark
FA. 1.1.1 Use various types of art media.
The initial test of this unit will be sometime in July (No specific date set).
The student for this unit test will be my younger sister, Nikkie, who is 13
years old and will be in 8th grade as of fall 2015 and my younger brother,
Rockie, who is 10 years old and will be in the 5th grade as of fall 2015.
Objectives of this Unit Plan
The objectives of this unit is for students to be able to -- Understand the meaning of media
Identify types of media
Use a variety of media
Create an original work of art
Present and describe their artwork to the class
Analyze images of artwork and describe media
Participate in whole-group discussions
Determine objects/things that begin with a certain letter
Enduring Understanding

Through the experiences in this unit, I hope that our students will develop
the enduring understanding of mixed media and how it can be utilized to
create artwork.
Essential Question
The essential question for this unit is, How can mixed media be used to
create original artwork?
Prior Academic Knowledge and Student Assets
Students are familiar with the media we will be using in this unit. They have
had previous experience with crayons, markers, and colored pencils.
Students are familiar with the other media being used (i.e. yarn, buttons,
foam pieces, plastic bottle caps) but may have not had experience
incorporating them in artwork.
Academic Language Demands
Students may not be familiar with the term media/medium, so during our
first lesson I will explain what media is and how media can be utilized in art. I
will also explain that mixed media is when two or more media are used
together in one artwork. Students will have an opportunity to describe and
explain the media they chose to incorporate into their artwork when
presenting it to the class.
Hawaii Teacher Performance Standards
The Hawaii Teacher Performance Standard that I selected that is evident in
the implementation of this unit is --Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways.
This unit plan demonstrates my ability to create instructional strategies that
foster students deep understanding of content areas and allows them to
construct knowledge through meaningful learning experiences. These
strategies build upon students prior knowledge or experiences with the
materials being used.
Performances:

8(i) The teacher asks questions to stimulate discussion that serves different
purposes (e.g., probing for learner understanding, helping learners articulate
their ideas and thinking processes, stimulating curiosity, and helping learners
to question).
This unit plan demonstrates my ability to design instructional strategies that
encourage discussion and engage students in a variety of cognitive
processes. I will ask high-order thinking questions that allow students to
collaborate, analyze, express, organize, and/or explore content areas and
relevant ideas. In Lesson One, students will engage in a class discussion in
which they analyze images of artwork and describe the media used in those
images. Students will brainstorm different media, where they can find these
media, how they can use these media (representation), and what media work
well together.
Essential Knowledge:
8(n) The teacher knows how to use a wide variety of resources, including
human and technological, to engage students in learning.
This unit plan demonstrates my ability to design instructional strategies that
incorporate a variety of resources including technology and visual arts
material. In Lesson One, students will be shown a PowerPoint of a collection
of mixed media artwork. In Lesson Three, I will play classical music to aid in
their concentration and will provide a variety of resources that the students
will explore and incorporate into their original artwork. Being that these
resources are not standard art materials, students will be encouraged to
think creatively using a broad range of materials.
Critical Dispositions:
8(s) The teacher values flexibility and reciprocity in the teaching process as
necessary for adapting instruction to learner responses, ideas, and needs.
This unit plan demonstrates my ability to remain flexible as I design
instructional strategies. The students will have the opportunity to reciprocate
ideas as they share ideas in the Lesson One discussion about different media
and how it can be used in certain artworks. Based on student needs and
responses during the lessons I will be flexible with the pacing. I will adjust
time limits, giving them more time as needed or advancing in the schedule.
General Learner Outcomes
The General Learner Outcomes that are evident in the implementation of this
unit are --GLO 3: Complex Thinker --- The ability to demonstrate critical thinking and
problem solving

Analyzes mixed media artwork and describes the media used

Considers a variety of media and the uses of that particular media
Generates new ideas for using media in different ways
Thinks creatively when brainstorming possibilities regarding their
artwork
Reflects on and assesses their artwork and the art process

Students will demonstrate critical thinking and problem solving throughout

the learning experiences in this unit plan. For example, they will analyze
images of mixed media artwork and describe the media used. Students will
also consider a variety of media and how that media can be used in different
ways. Furthermore, students will engage in the brainstorming process prior
to creating their artwork and will assess their artwork and reflect on the
stages of the art process.
Hawaii Content and Performance Standards in the Visual Arts, III
The Hawaii Content and Performance Standard, Benchmarks and
Performance Assessments for first grade that are evident in the
implementation of this unit are --Standard 1: VISUAL ARTS
Understand and apply art materials, techniques, and processes in the
creation of works of art and understand how the visual arts communicate a
variety of ideas, feelings, and experiences
Benchmarks
FA.1.1.1 Use various types of art media
Performance Assessments
FA.1.1.1 The students will use various types of art media as they create an
original artwork. They will be offered crayons, markers, colored pencils, foam
pieces/shapes, buttons, yarn, and plastic bottle caps to use in their artwork.
Assessment Strategies
Students will engage in a series of assessment tasks throughout this unit
that are identified below. The teacher will complete a summative assessment
on the students using the criteria in the assessment tool below.
Assessment Tasks
During this unit of study the students will have an opportunity to ---

Analyze images of mixed media artwork

Participate in whole-group discussion
Use 2 or more media when creating a work of art
Represent their designated letter on their artwork
Think creatively to generate objects/things that begin with their
designated letter
Present their artwork to the class
Reflect on the experience they had while engaging in the art process

Assessment Tools
During this unit of study the teacher will use the following assessment tool to
assess student work --The teacher will analyze student artwork to ensure the inclusion of the
criteria listed in the table below.
Student Name: ______________
Teacher Assessment (Mark if
met)

Criteria for mixed media artwork

and presentation
Use 2 or more media
Incorporate designated letter
Objects/Things begin with designated
letter
Presents to the class
Reflects on art process

Instructional Strategies
This is an overview of each lesson that is part of this unit plan,
which focuses on the art process used to produce an original
artwork using mixed media.
Lesson One
The students will engage in a focusing event in which they will view a
collection of mixed media artwork and will discuss the artwork and the media
used in each piece. Next, students will be introduced to the visual arts terms,
medium/media and mixed media, and will engage in a discussion about
the types, uses, and representations of media. To close the lesson, I will brief
students on my plans for the rest of the unit plan by explaining how we will
apply our knowledge of mixed media to create an original artwork.
Focusing Event --- Artwork Viewing and Discussion
The students will ---

 View the PowerPoint of mixed media artwork examples

Participate in discussion/answer questions regarding the PowerPoint
The teacher will -- Research examples of mixed media artwork
Create the PowerPoint to show students
Construct questions regarding the artwork shown in the PowerPoint
(e.g. what do you see in this artwork? What materials did the artist use
in their artwork? etc.)
Set up the technology (i.e. PowerPoint)
Go through PowerPoint with students
Initiate discussion/ask questions about the artwork examples
Content --- Mixed Media Instruction
The students will -- Brainstorm types, uses, and representations of media
Participate in discussion/answer questions regarding media/mixed
media
The teacher will -- Construct open-ended questions regarding media/mixed media (e.g.
what can we use as art media inside this classroom? Oustide this
classroom? etc.)
Initiate discussion/ask questions about media/mixed media (e.g. using
things that will hold up over time)
Closure --- Overview of Unit
The students will -- Ask questions/respond to the unit plan
The teacher will -- Construct an overview of unit plan
Answer questions that may arise regarding subsequent lessons
Lesson Two
Students will draw a slip of paper from a bowl with a letter of the alphabet on
it. Then, students will be told the assignment (i.e. students draw/create
objects/anything that starts with their letter using mixed media on a quilt
square that will be combined to make a class quilt). The rubric for this
assignment will be shown and explained to the students, as well as the
media that will be available for their use in this project. To spark their
imaginations, I will play a song about the alphabet (i.e. an alliteration song)
and students will have the opportunity to look through books. Lastly,
students will engage in an activity known as Doodle Log (Cornett, 2011, p.
179). For the Doodle Log activity, students will doodle on paper about what

they want to do for their artwork (i.e. what materials, what objects/things,
how they will incorporate their letter) for about 10 minutes.
Focusing Event --- Alphabet Letter Draw
The students will -- Pull a slip of paper from the bowl
The teacher will -- Create slips of paper that each have one letter of the alphabet on it
Put slips in a bowl
Pull name popsicle sticks to determine students order in drawing a
letter
Call students up to pull their letter
Content --- Mixed Media Quilt Square Assignment Explanation
The students will -- Ask questions regarding assignment
Generate ideas of possible objects/things to incorporate in artwork
Share ideas with the class
The teacher will -- Explain assignment to students (Overview + Components, Objective:
Fill spaces with images, Guidelines: No violence/weapons, No labeling
of objects/things)
Go over rubric with students (Incorporate designated letter first)
Introduce, display, and explain available media
Answer questions regarding assignment
Ask questions to stimulate brainstorming
Provide examples of ideas and Teacher work sample
Closure --- Song/Books and Doodle Log Activity
The students will -- Use the song to generate ideas for artwork
Use the books to generate ideas for artwork
Organize and record ideas for artwork (i.e. objects, things, media,
strategy, etc.) on a paper
The teacher will -- Find/Choose song about alliteration
Set up technology (i.e. song)
Play song for students
Encourage students to generate ideas from listening to the song
Find/Choose books on alliteration or the alphabets
Bring books to class
Distribute books to students
Encourage students to generate ideas from looking through the books

Distribute paper for Doodle Log activity

Explain the criteria for the activity
Stimulate student creativity by asking questions

Lesson Three
The students will be given/gather their materials (e.g. cardstock quilt square,
media, etc.) for their artwork and will use the rest of the lesson to create
their artwork. Students will first stamp their designated letter on their quilt
square at a station. I will be walking around helping students (e.g. physically
help them with gluing, brainstorming more ideas, answering their questions,
etc.). Classical music will be playing while students work to foster creativity
and concentration. Ten minutes before the end of the lesson, we will review
the rubric and students will be encouraged to make any necessary changes
to their artwork.
Focusing Event --- Prepare for Artwork
The students will -- Clear desks and surrounding area
Gather their materials (things they have in the classroom like markers,
crayons, and colored pencils)
The teacher will -- Prepare the materials
Bring materials to class
Divide materials between students
Distribute materials out to students
Content --- Art Production --- Mixed Media Quilt Square
The students will -- Create their original artwork using the available resources
Brainstorm objects/things to incorporate into artwork
Problem-solve when working with challenging media (i.e. yarn, buttons,
etc.)
Ask questions/respond to feedback
The teacher will -- Model using Elmers glue (i.e. how to put it on various media, how to
handle the artwork afterwards, etc.)
Demonstrate moving pieces of the mixed media composition around to
decide on placement prior to gluing
Find/Choose classical music to play for students
Set up technology (i.e. music)
Play classical music
Provide encouragement, physical and mental help, and clarity to
students

Closure --- Rubric Review & Artwork Revisions

The students will -- Review rubric
Reflect on their artwork in comparison to the criteria stated in the
rubric
Change artwork (if necessary) to satisfy rubric criteria
The teacher will -- Review rubric with students
Stimulate student reflection regarding their artwork
Encourage students to make changes to their artwork to fit the criteria
Lesson Four
Students will be given time to review and reflect on their artwork in relation
to the questions they will answer in their presentation. Then, students will
present their artwork to the class and answer questions: What letter did you
have? How did you represent that letter (explain objects/things)? What media
did you use? Why did you choose those media? Was it difficult or easy?
Why? What was your favorite medium/part of this activity? Lastly, the class
will engage in a whole-group discussion about the experiences theyve had
during this unit. After this lesson, I will combine students quilt squares to
create a class quilt.
Focusing Event --- Review and Reflect on their Artwork
The students will -- Review the rubric
Ask final questions regarding the artwork presentation
Reflect on their artwork and art process
Organize their thoughts for presentation
The teacher will -- Distribute student artwork to each student
Recap and display the rubric for student use
Review questions that students will answer during their artwork
presentation
Answer student questions/provide clarity
Content --- Mixed Media Quilt Square Presentation
The students will -- Present their artwork to the class
Describe their artwork to the class
Answering/asking questions regarding original artwork
Listening to others presentations
The teacher will ---

Construct questions that encourage students to reflect and explain

their art process and artwork
Encourage students in their finished artwork and the presentation of
their artwork

Closure --- Cumulative Class Discussion

The students will -- Engage in discussion regarding the art process, mixed media, and
original artwork
The teacher will -- Review objective and big ideas in unit plan
Exhibition Idea
Students can donate their class quilt to a preschool or kindergarten class at
Pomaikai Elementary School. Their class quilt can be hung inside one of
those classrooms and be used to help those students learn the alphabet.
When presenting their quilt to the chosen class, each student can say their
letter and name the objects/things that they created in their quilt square.
Materials
Based on 25 Students
Lesson One:
Collection of mixed media artwork (physical pictures? If PPT, need to
have adaptors/connectors)
Lesson Two:
26 - Slips of paper with alphabet letters
1 - Bowl
30 - blank cardstock quilt squares
Rubric
Alphabet stamps
Media:
o Markers
o Crayons
o Colored pencils
o Yarn
o Foam pieces/shapes
o Buttons
o Plastic bottle caps
o Pipe cleaners
Laptop (to play song)
Books (for students to look at)

 Timer
Computer paper (for Doodle Log activity)
Lesson Three:
30 pcs. - blank cardstock quilt squares
30 pcs. - paper plates (for mixed media)
Completed Doodle Log papers
Rubric
Alphabet stamps + ink
Media:
o Markers
o Crayons
o Colored pencils
o Yarn
o Foam pieces/shapes
o Buttons
o Plastic bottle caps
o Pipe cleaners
Timer
Glue
Scissors
Lesson Four:
Completed cardstock quilt squares
Rubric
Timer
Resources
Cornett, Claudia. Creating Meaning Through Literature And The Arts, Arts
Integration For Classroom Teachers. 4th ed. Boston,MA: Pearson, 2011.
Print.
Htsb.org, Standard 7: Planning For Instruction | Hawaii Teacher Standards
Board. N.p., 2015. Web. 9 July 2015.
Hawaiipublicschools.org, Hawaii DOE | Learner Outcomes. N.p., 2015. Web.
9 July 2015.
Hawaii Content & Performance Standards III Database, Strand: Visual Arts.
N.p., 2005. Web. 9 July 2015.
Missing:
Alphabet alliteration song
Books

Teacher-created Artwork Sample

Verde
by Kaylie Chong, 2015
Construction paper, yarn, markers, popsicle stick, foam pieces, pipe cleaner, beads, plastic bottle
cap, crayons, colored pencils, pencil, puffy balls, on Cardstock
[6 x 4]
Artists Statement
This original artwork utilizes mixed media to represent the color, green. I chose to construct
money, a turtle, peas in a pod, a green tree snake, a caterpillar, an apple, grass, coconut leaves,
and the Wicked Witch from The Wizard of Oz out of materials I had available. Creating this piece
was important for me to experience because it is the product of a unit plan I designed and will
teach. This artwork will serve as an example to my students when this unit plan is implemented. I
enjoyed discovering creative ways to utilize mixed media in my artwork and hope I can open my
students up to new and exciting experiences using this art form.
Implementation of Unit Plan
I implemented my Visual Arts Unit Plan this summer with two of my younger siblings, Rockie
and Nikkie. Rockie is a 10 year-old boy who will start 5th grade this fall. He has been attending
the same public school for 5 years now and scores well on his report cards. He is Chinese,
Hawaiian, Portuguese, Filipino, and Irish. Rockie is very active and physical although he enjoys
using electronics to play games. Nikkie is a 13 year-old girl who will start 8th grade this fall. She
has been attending the same small private school for 2 years now and is the reigning Spelling
Bee (for 2 consecutive years) and Speech Meet champ. She is Chinese, Hawaiian, Portuguese,
Filipino, and Irish. Nikkie is very gregarious and talkative.

Student-created Artwork Samples

Rockie Chong - He picked the letter G out of the bowl (with all the letters of the alphabet in
it) to represent with mixed media (create objects/things beginning with letter). He
represented/created the color green, Goku (from Dragon Ball Z), gills (on a fish), a gorilla,
gravel, and googly eyes. The media he utilized includes construction paper, yarn, plastic bottle
caps, foam cutouts, fuzzy puff balls, markers, a bead, and crayons.

Nikkie Chong - She picked the letter S out of the bowl (with all the letters of the alphabet in
it) to represent with mixed media (create objects/things beginning with letter). She
represented/created the sun, a smiley face (in the sun), a stop sign, stars, string, shapes, a stick,
sewing (kind of hard to see), and a safety pin. The media she utilized includes construction
paper, yarn, string, plastic bottle caps, foam cutouts, fuzzy puff balls, markers, crayons, and a
pipe cleaner.
Assessment

Student Name: ___Rockie Chong_____

Teacher Assessment (Mark if
met)
X
X
X
X
X

Criteria for mixed media artwork

and presentation
Use 2 or more media
Incorporate designated letter
Objects/Things begin with designated
letter
Presents to the class
Reflects on art process

Student Name: _______Nikkie Chong_______

Teacher Assessment (Check if
met)
X

Criteria for mixed media artwork

and presentation
Use 2 or more media
Incorporate designated letter
X
Objects/Things begin with designated
letter
X
Presents to the class
X
Reflects on art process
*NOTE: I gave students a choice of incorporating designated letter because I wasnt quite sure
of what I wanted to do with that criterion at that point.
I assessed students artwork using this assessment tool while they presented their artwork to the
class. I went down the checklist while viewing their artwork, marking off criteria that were
met. Prior to and during the creation of their artwork, students understood the criteria and were
able to reference this checklist. In students artwork, I checked for the use of 2 or more media,
incorporating their designated letter (refer to *NOTE above for explanation), and creating
objects/things that began with their designated letter. Students were also graded on if they
presented their artwork to the class and reflected on their art process.
Reflection of Unit Plan
Implementing this lesson definitely brought things to my attention that I believe would have
otherwise been neglected. In preparing for this lesson, I realized that I didnt know how to make
large squares with cardstock (for the quilt squares) in an efficient way (not having leftover
scraps). *Update: Will make larger quilt squares
During the lesson, I was asked questions I didnt know the answers to. For example, should
students label each object/thing on their quilt square so others know what it is when they arent
there to explain it? Rockie actually did this because I didnt address that in my directions. I dont
think Ill make that a requirement because I feel like it takes away from the art by having words

all over. However, I think I need to explicitly say, Do not label anything, so we dont have
some students doing it and others not. *Update: Will say Do not label anything.
Another question was, Is it okay to make a gun as one of my objects? This made me think
about all the different things students could make that may be considered inappropriate. This can
include things like knives, kill, murder, stab, etc. I really dont know how to address this.
*Update: Will talk to mentor teacher about addressing this prior to the start of the activity or as
it comes up.
I also reconsidered how and if I wanted students to incorporate their designated letter into their
artwork. Im thinking maybe I should be the one to write their letter in the middle of their quilt
square so its standard and easy to read. However, Im not really sure about this either. *Update:
Students will stamp their letters on their quilt squares at a station prior to decorating it.
For this lesson in particular, I threw in some extra media (i.e. construction paper, beads, string,
and pipe cleaners) for substitution or to see if it worked well for this project and if students
would utilize it. I think the beads and string can be eliminated, although I like the pipe cleaners
and the construction paper. I used beads because I didnt have buttons yet. I feel like the
construction paper is probably too much to handle because it needs to be cut compared to the
other media. *Update: Will add pipe cleaners to media list.
Overall, I think the main thing I have to be mindful of is my time management and setting
realistic time expectations for students. Creating the artwork took longer than expected. I want
to allow students the time to create quality products which I understand may take a while. I
learned a lot from experiencing this unit plan with actual students. *Update: Will ask mentor
teacher about time slot I have to work with
___________________________________________________________________________
NAME: Kaylie Chong
The Scoring Checklist for Self-Assessment of the Unit Plan
Use this as a guide for the formatting of your unit plan and use my sample
unit plan as an example.
___Title Page for the Unit Plan (a photograph of an artwork created in your
unit plan is nice to add later)
___the title of the Unit Plan written in a question format (Example: How
does nature inspire us to create a work of art?)
___your name
___grade level the unit plan is developed for implementation

___ Overview of the Unit Plan that describes in detail

___who the unit is designed for
___what the unit is about
___the essential question you are asking your students
___the enduring understanding you want for your students
___a description of what the students will do in each of the four lessons
that includes what will happen in the culminating event
___how you will assess student learning (formative and summative)
___how it is related to the curriculum goals for your grade level
___when it will be tried this summer
___who you will try your unit plan with this summer
___Objectives of the Unit Plan: Clearly state the objectives of your unit,
making sure you include verbs that demonstrate some high level critical
thinking skills. These should be stated as follows: The students will be able
to and then start each phrase with an active verb. This is often used
because the students will be doing more than just meeting the HCPS III in the
visual arts. See the instructor example in the unit plan provided.
___Enduring Understanding: Describe the enduring understanding in a
very clear and concise manner that starts with the following phrase:
Through the experiences in this unit, I hope that our students will develop
the enduring understanding that Remember to keep it short and
meaningful.
___Essential Question: An essential question is open-ended and can have
many different answers. Constructed one good open-ended question that is
also used as the title of your unit that can have many different answers.
___Prior Academic Knowledge and Student Assets: Describe what you
think your students will need to know to engage in this unit or what you can
safely assume they already know. Notice that is my example, I am not
assuming that my students are already familiar with information they may
need so I am introducting them to a lot of the information as part of the unit.
That is why I think a series of lessons is needed to create a meaningful
visual arts experience. This part is a little different for writing this in the
summer when you have not met your new students year.
___Hawaii Teacher Performance Standards: Select one HTPS that you

think you are meeting through your work with students as part of this unit
plan that includes the short definition of the HTPS selected & how you are
meeting this standard through your work with students in this unit
specifically. These are standards for teachers, not students. See
http://www.htsb.org/standards/teacher/
___General Learner Outcomes: Select one general learner outcome that
is evident in student performance as part of this unit plan that includes the
definition of the GLO and how students will demonstrate they are meeting
this GLO through their work in this unit. To review the DOE General Learning
Outcomes see
http://www.hawaiipublicschools.org/TeachingAndLearning/StudentLearning/Le
arnerOutcomes/Pages/home.aspx
___Hawaii Content and Performance Standard in the Visual Arts:
There is one standard in the Visual Arts identified by the Hawaii DOE. Find
that standards and write it out in this section.
___Benchmarks: Select one benchmark in the visuals arts that students will
meet through the experiences provided in this unit plan that is appropriate
for your field placement grade level. Write out the description of the
benchmark. See http://standardstoolkit.k12.hi.us/
___Performance Assessment Indicator: Create your own performance
assessment indicators that the student work will demonstrate that are
directly related to the benchmarks you have selected and to the experiences
in your unit. This is what you will assess with the assessment tools you
create. Please do not use use the Sample Performance Assessment indicator
that the DOE provides as a sample. The objective is to create your own
indicators that are directly related to the benchmarks, the enduring
understanding, and the objectives below.
___Assessment Strategies: Write a sentence that describes the following:
Students will engage in a series of assessment tasks throughout this unit
that are identified below and two summative assessment tools follow.
____Assessment Tasks: List what students will do throughout the unit
to show evidence of their learning. Remember that these are related to
the benchmarks, performance assessment indicator and objectives
that you
have already identified above.
____Assessment Tools: This is where you create a rubric to help
students create a quality product by identifying specific criteria you are
looking for. This may also be in the form of a checklist. Remember that
these are related to the benchmarks and performance assessment
indicators that you have already identified in the assessment tasks.

You do not have to have an assessment tool for each task. Notice the
examples the instructor created and provided.
___Instructional Strategies: These section will include the Individual
Lessons that include active student learning and include enough details that
others could implement your plan. Begin by writing an short overview of
each lesson. Divide up the sections of the lesson into the Warm-up or
Focusing Event, Content, and Closure. Note the example the instructor
provided and use the format indicated in the example. A minimum of four
lessons is required. The example contains six lessons.
____Lesson One: Write an overview of the lesson and then use
subheadings for different section of the lesson and use bullets that
focus on what the students and teacher will do in each section.
____Lesson Two: Write an overview of the lesson and then use
subheadings for different section of the lesson and use bullets that
focus on what the students and teacher will do in each section.
____Lesson Three: Write an overview of the lesson and then use
subheadings for different section of the lesson and use bullets that
focus on what the students and teacher will do in each section.
____Lesson Four: Write an overview of the lesson and then use
subheadings for different section of the lesson and use bullets that
focus on what the students and teacher will do in each section.
____Additional lessons (optional)
___Exhibition Idea: Include an idea for sharing elementary student work in
an elementary classroom, school, or in the greater community
___Materials: Include the materials you will need to implement this unit
___Resources: Include the resources you used to plan this unit. Please cite
all of your reference materials and consultants.
After you write your Unit Plan will engage in the following work that you will
document as part of this plan
___Teacher-created Artwork Samples: Embed your own artwork in the
document and use a caption to identify your work.
___Implementation of the Unit Plan: Describe the students you
implemented this plan with during the summer.
___Student-created Artwork Samples: Embed three student created
artworks in the document and use a caption to identify the work.

___Assessment of Student Work Using the Assessment Tools you

Created: Show how you used the Assessment Tools and discuss how you
used the assessment tool to assess this student work specifically.