KSU

BLOCK II LESSON PLAN TEMPLATE- (revised 8/2017, TDH)

Kansas State University College of Education
Art Education Program

I. LESSON NUMBER: 1

II. NAME: Ms. Michaela Strahm

III. DATES OF LESSON: n/a

IV. SCHOOL: Manhattan High School West Campus

V. GRADE LEVEL OF STUDENTS: 9th or 10th

VI. CONTENT AREA: Art 1

VII. LENGTH OF LESSON: 45 minutes

VIII. DESCRIPTIVE LESSON TITLE AND TOPIC:

TITLE: First Impressions

LESSON TOPIC: Today is the intro day. Students will come into the classroom
and fill out an entry ticket to gage student awareness of
upcycling/repurposing. Verbal Questioning will be used to discuss student
answers. Next, students will have an introduction to the Unit by the teacher
using an introductory slide show. The teacher will show students examples
of artists and professionals that take simple things and accomplish amazing
things, such as Shigeru Ban. Other examples of artists that turn limitations
into genius include Chuck Close and Phil Hansen, both artists. Students will
learn about previous project examples, and that this project is to help them
think like a designer and make good use of their resources.

IX. RELATIONSHIP TO THE UNIT: This lesson introduces the topic of creative and
critical thinking as an studio habit of mind and life skill. Students learn that
creativity can occur and often be helped by limitations. They begin brainstorming
today.

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X. RELATIONSHIP TO LIFE: Creative and critical thinking skills are lifelong, and
can be applied to any life circumstance. Particularly, students are learning to engage
and persist, envision, express, and to not think of resources in terms of what they
are, but what they could be. This lesson also incorporates modern day artists and
designers, helping students to see real-life applications now.

XI. STANDARDS:
A. State Standards:
1. Standard: VA:Cn10.1.I Document the process of developing
ideas from early stages to fully elaborated ideas.
a. This standard is addressed in this lesson through
students beginning to brainstorm, using both
concept maps and bouncing ideas off of other
students.
2. Standard: VA:Cr1.1.I Use multiple approaches to begin
creative endeavors.
a. This standard is address in this lesson through using
the approach of concept maps, and questioning
strategies to spur brainstorming.

XII. RATIONALE: Students need to know how to research through both

documentation and experimentation. They need to know how to creatively
approach a problem from different angles.

XIII. LEARNING GOALS AND OBJECTIVES:

1. Objective A: The student will be able to describe a product’s physical,
mechanical, and biological properties. (Bloom’s Taxonomy: Category-
Understand, Action-Describe)
2. Objective B: The student will be able to construct new ways of using an
already-made product. (Bloom’s Taxonomy: Category-Create, Action-
Construct)

XIV. INSTRUCTIONAL DESIGN:

A. LEARNING STRATEGIES:
1. VISUAL EXAMPLES: Near the beginning, previous project
examples will be shown so students will see what the final project
should look like. Process examples of concept maps, research, etc.
will also be shown to which students can refer.
2. CONCEPT MAPPING: Students will be given concept maps to break
down and flesh out their products in their entirety of
characteristics through research, as well as think of adaptations
for 30 new purposes.

B. ADAPTATIONS/DIFFERENTIATION:
1. Whole Group:

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 a. WHOLE-CLASS DISCUSSION: Individual students will be asked to
respond to verbal questioning at various points. Their answers
benefit the whole in terms of understanding the project, product
development, brainstorming, etc.

2. Small Groups:
a. SMALL GROUP DISCUSSION: On day one, and during project
development, students will discuss prior knowledge, and then feed
ideas off of one another. These are helpful in the brainstorming
process and learning to collaborate with other individuals.
Students will gain new perspectives from students that are aware
of different needs because of their own sub-cultures.
3. Student A: emotional/social disorder
a. This student can participate equitably.

4. Student B: autism
a. This student can participate equitably.

C. ACTIVE INQUIRY, STUDENT CENTERED, AND MEANINGFUL STUDENT

ENGAGEMENT:
1. Activities:
a. Concept Mapping: Students will develop their products by
brainstorming through breaking down their product to discover
its individual components, and then reconstructing to form 30 new
purposes. Not a simple task, students must engage and persist,
envision, and express (Studio Habits of Mind) to convey their
findings. Studio Habits of Mind: Engage and Persist
b. Research: As students research properties of products and
develop ideas for products, they will be integrating engineering,
and scientific principles and facts. This could be mechanisms,
technology, particular product combinations, chemical alterations,
etc.
c. Visualizing: When students make their representations of their
product ideas, whether in a photograph, sculpture, drawing, or
painting they will use principles of design, and elements of art to
present their models in the most appealing and aesthetic way.

D. INTEGRATION OF TECHNOLOGY:
1. Teacher Use for Planning and Teaching
a. iPad, Phone or Computer: the teacher will use a video
device to record prototypes that include motion.
Computers will be used in Research.
b. Camera: This technology is used to photograph
representations of new purposes.

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 c. Photoshop: This technology can be used to photoshop
multiple photos together, as the teacher may not have the
physical resources to set up a representation.
d. Powerpoint or Movie Maker: This will be used by the
teacher for the introductory slide show/movie.

2. Student Use During Lesson:

1. iPad, Phone or Computer: Computers will be used in
research.

E. INTEGRATION OF READING STRATEGIES:

1. Entry Ticket: Students will be given questions prior to beginning
the lesson to stimulate thinking about what they may be learning
about prior to actual learning. Students will think about what they
will learn from the project, practicing metacognition.
2. Concept Map: Students will research products and break down
what they know already about the object, and research what they
don’t know. This is part of the initial brainstorming process when
researching 3 products, one concept map of which will be further
investigated once one product is decided upon to deeply research.
3. Research: Students will look at historical, economic, biological,
material, physical properties of their product to determine its
facets, profitability, and what possible purpose these things could
translate well to. Students will put their finding into writing,
discussing their learning process as well, successes, and ideas that
didn’t work.

F. INTEGRATION OF CRITICAL THINKING STRATEGIES:

1. Developing Intellectual Perseverance: Finding 30 new purposes is
not an easy task. Some ideas may seem silly, even, but students
will learn to take those risks, and come up with some incredible
ideas.
2. Brainstorming: Giving students opportunities to practice
metacognition, thinking about thinking, will help them get more
out of their learning experiences. Brainstorming broadens and
idea or breaks it down into components that can be altered or
rearranged or added to. This provides multiple solutions, and
different “products” entirely.
3. Making Connections: Students will make connections between
altering products and real-life needs and issues. For example,
using a salad-spinner as a centrifuge to separate blood plasma and
detect anemia levels may be used in third world countries to
detect diseases like HIV.

G. INTEGRATION WITHIN AND ACROSS CONTENT FIELDS:

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 1. Science: Students will explore materials in terms of their
chemical, biological, and physical properties. Knowing this
information allows for different applications.
2. Language Arts: Research will go into the study of the
product, and will be reported, along with student findings
during their creative process, in a paper that will be turned
in at the end of the project.

H. COMMUNITY RESOURCES:
1. n/a

XV. SUPPLIES NEEDED:

A. STUDENT SUPPLIES AND TOOLS:

a. Sketchpad/Journal
b. Pencil
c. iPad, Laptops to Research
d. Concept Maps
e. Paper Tubes
f. Scissors
g. Tape

B. EXEMPLARS:
a. 1. Brainstorming List (teacher created)
b. 2. Powerpoint Presentation of Salad Spinner project (teacher
created introductory slideshow)

C. TEACHER SUPPLEMENTAL MATERIALS AND EQUIPMENT:

D. Projector
E. Laptop
F. Teacher-Created Slide Show: the Un-Limited Project
G. Phil Hansen: Embracing the Shake
a. http://www.philinthecircle.com/
b. https://www.youtube.com/watch?v=YrZTho_o_is
H. Shigeru Ban: Emergency Shelters made from Paper Tubes
a. https://www.youtube.com/watch?v=q43uXdOKPD8
I. John Spencer: The Creative Power of Limitations
a. https://www.youtube.com/watch?v=F-Wm0glaZ7E
J. Chuck Close
a. http://chuckclose.com/

XVI. PROCEDURES:

Introduction:
1. Announcements

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 Opening Discussion/Entry Ticket/Bell Ringer/or Journal Prompt:
1. Entry Ticket: : Asks questions regarding student exposure to repurposing,
recycling, engineering, and design-thinking practices.
Distribution of Supplies: Put paper tubes, scissors, tape on table.
Studio/Work Period:
1. Students will come in and start on the Entry Tickets right away. The teacher
will have them on the corner of her desk. Students will be given 8 minutes to
respond. Then the teacher will ask the class their responses, prompting
discussion. The entry tickets will be collected
2. The teacher will give each group paper tubes (look like paper towel
cardboard centers), about 3-4 per table top. Tell students they have 10
minutes to build something out of the tubes in table groups. They can also
use scissors and tape.
3. After the 10 minutes, students can walk around and look at each other’s
projects.
4. Once everyone has a seat again (give them about 2 minutes to walk around),
the teacher will go through the introductory slides for the next project called
the “Unlimited Project”. The teacher will talk about Shigeru Ban and talk
about his accomplishment of designing sustainable emergency housing out of
paper tubes.
5. Next, the teacher will talk about Chuck Close and Phil Hansen, modern day
artists that have found new creativity through their limitations. Watch the
video clip on the slide with circles on it (just the Phil Hansen video clip).
6. Next, the teacher will introduce the project challenge slide and talk about
choosing a product with a specific purpose. Students will be led in a Concept-
Mapping exercise that they can draw in their sketchbooks.
Concluding Discussion/Exit ticket/Journal Prompt/etc.:
1. Students will be asked to be prepared to have two more concept maps made
for 2 additional products by next class.
Clean-Up:
1. Students will be given 7 minutes at the end of the period to clean up. Each is
responsible for wiping down his/her section of their studio table. No one gets
to leave if the sinks have trash around them (cleaning supplies are okay).
Everyone should have all of their papers, journals either put away in their
storage section or they should take it with them.

XVII. ASSESSMENT:
1. Pre-Diagnostic Assessment:
1. Entry Ticket: Asks questions regarding student exposure to
repurposing, recycling, engineering, and design-thinking practices.

XVIII. RESEARCH:
1. Unlimited People
a. Chuck Close

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 i.
ii. Self Portrait
1. Facts about Chuck Close:
a. Uses a grid to enlarge images
b. Paints with brushes strapped to his wrists due to
a sudden rupture of a spinal artery, and
subsequent paralysis.
c. CBS Interview Link:
https://www.youtube.com/watch?v=f5zXOSWR
zwE
b. Shigeru Ban

i.
ii. Yufu Tourist Center

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 iii.
iv. Paper Temporary Shelter-Phillipines
1. Typhoon Yolanda (locally known as)
2. Facts about Shigeru:
a. Japanese Architect
b. Featured in TIME magazine
c. Ted Talk Link:
https://www.youtube.com/watch?v=q43uXdOK
PD8
c. Phil Hansen

1.
2. Facts about Phil:
a. Phil Hansen makes artwork using fire, broken
records, bacon, you name it. Prior to his current
work as an artist, he was primarily making

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 pointillism art until he had an accident leaving
him with a hand tremor that stopped his art for
awhile.
b. Ted Talk Link:
https://www.youtube.com/watch?v=YrZTho_o_i
s&t=431s
c. Art Videos Link: philinthecircle.com
2. Research Question:
a. Every day, we used products to complete our tasks. We use items to
help us brush our teeth, make our food, clean, organize, sew, see, etc.
These items have a prescribed purpose. Some are more specific than
others. How can you use a product that you only use for one or a few
purposes in 30 new ways?
3. 10 Questions
a. What products are in your home?
b. What products have a specific purpose?
c. What products do you use the least?
d. What is this product made of?
e. What could this product do to help with personal hygiene?
f. What could this product do to help either grow, make, or eat food?
g. How could this product be used on or as a piece of clothing?
h. How could this product be used as a building material?
i. How could this product be used as a children’s toy?
j. Could this product be used mechanically as part of a machine?
k. How could this product be reconstructed?

XIX. REFERENCES:

May, K.A. (2013, March 5). Can limitations make you more creative? A Q&A with artist
Phil Hansen. Retrieved from https://blog.ted.com/can-limitations-make-you-
more-creative-a-qa-with-artist-phil-hansen/

XX. APPENDIX:

Entry Ticket

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1. What is upcycling to
you?__________________________________________________________________________________
_______________________________________________________________________________________
2. Do you think recycling is important? Why or why not?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. How do you think people come up with ‘new’ ideas?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. Is creativity found in absolute freedom or within
limitations?__________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
5. Name 10 products you have used in the past week (ex. pencil, toothbrush,
blender, plastic cup, dishwasher,
etc.)__________________________________________________________________________________
_______________________________________________________________________________________

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