The Ohio State University Department of Arts Administration, Education and Policy UNIT PLAN OVERVIEW (Revised 2 !!

" Teacher Candidate: Sarah #utchler School: $an%y Elementary UNIT TITLE: Symbols of Identity Grade Level of Unit 5 Len th of Cla!! Period "# $in A%%ro&i'ate ( of St)dent! in Each Cla!! Period ** +e innin ,ate for thi! Unit -an)ar. **/ *#0" Endin ,ate for the Unit11111111111111111111 Unit Goal2!3 24hat acade'ic content !tandard! and learnin o)tco'e! 4ill thi! )nit addre!!53: 2PE-Identify and communicate how historical and cultural contexts influence ideas that inform artists PE-In!esti"ate the role of cultural ob#ects in our e!eryday en!ironment $PE %ocus attention on selected artwor&s to identify and 'ose (uestions about aesthetic (ualities )e*"*+ sensory+ or"ani,ational+ emotional- in the wor&s* .P/-Select and use the elements and 'rinci'les of art and desi"n to communicate understandin" of an interdisci'linary conce't* 2/E-0escribe how 'ersonal ex'eriences can influence artistic 'references* $/E-Ex'ress what was learned and the challen"es that remain when assessin" their artwor&s 1/ITI12L ISSUE or 3I4 I0E2: Students &ill create a personal illuminated letter to descri%e their individual identity as &ell as e'plore the elements and principles of art( Students &ill %e introduced to the history and process of illumination and ho& sym%ols in art convey meanin) and lead us to identification and understandin)( Students e'perience the process of creatin) an *illuminated manuscript+ &hen they assem%le their ,ournals &ith a focus on the desi)n of their illuminated letter &hich &ill %e placed on the front cover of their personal art ,ournals( Po!!i6le inte ration: -ritin) Rationale: . &ant students to reco)ni/e ho& the use of visual sym%ols leads to identification( -e &ill loo0 at #edieval .llumination to uncover ho& these artists used decorative sym%ols in their art&or0( Students &ill %e introduced to several e'amples of .lluminated letters( -e &ill discuss &hat 0ind of te't this letter &ould help introduce in a manuscript or &ho it may have %een intended for %ased on the surroundin) visual elements( .t is important for students to %e a%le to connect visual sym%ols &ith common ideas of society as they )ro&n and develop( They &ill 1uestion &hat sym%ols they &ould choose to descri%e their o&n identity( .t is also important for students to e'amine the process of illumination and the steps in developin) an illuminated manuscript( Today, so many of our materials and tools are handed to us, manufactured %y factory &or0ers and machines( .t is crucial that students understand the initial processes of craft prior to technolo)y of the 2!st century( -e &ill loo0 at the step my step process of creatin) a manuscript includin) the team of individuals involved and his2her specific tas0 for completion of the

final &or0( . &ant to convey the importance of %oth careful process and team&or0 in creatin) a successful &or0( Throu)hout the process, students &ill communicate &ith peers to esta%lish ne& ideas for ma0in) and conveyin) their o&n identities( E!!ential 7)e!tion! 2%rovocative/ en a in / critical3: 1. -hy did artists use the illumination techni1ue3 2. $o& do sym%ols help us identify3 3. Are all sym%ols visual3 4. Are our names2initials sym%ols3 5. Does a letter %ecome art &hen em%ellishments are added or is a simple letter considered art3 Do you vie& the letter differently &hen decorative elements are added3 6. -hy are %oth process and colla%oration important for completin) a successful &or0 of art3 ,e!cri%tion of the e!!ential ed)cational content of thi! )nit: Title of each le!!on and le!!on de!cri%tion: Le!!on One Title: Illumination-terms, materials, and process5Symbols and Illumination/Planning Le!!on de!cri%tion: Students &ill %e introduced to illumination and the terms and processes of creatin) an illuminated letter as &ell as a full manuscript( Students &ill have a visual of the step my step process and the materials and procedures artists used to create these &or0s( Students &ill o%serve several e'amples of .lluminated letters from various time periods( -e &ill discuss the elements of an illuminated letter4sym%ols, colors, elements and principles of desi)n, %orders, etc( -e &ill discuss ho& sym%ols scaffold us in meanin) and identification( Students &ill identify sym%ols in the e'amples of illuminated letters and discuss their meanin)( . &ill introduce the final assi)nment and sho& students my teacher e'ample of an illuminated letter( -e &ill discuss the sym%ols . have used to convey my identity and the various techni1ues . have included in creatin) my letter( Students &ill %e)in &or0in) on identity surveys (see attached" and preliminary s0etches( Le!!on T4o Title: Construct Cover-finish sketches Le!!on de!cri%tion: Revie& of process of illumination and &hat ma0es up our identity( Students &ill construct their s0etch%oo0 covers %y &rappin) their *leather+ around a thic0 sheet of paper( Students &ill then %e)in s0etchin) their letter( Le!!on Three Title: Creating an Illuminated Letter5Assembling ooks Le!!on de!cri%tion: 5or this lesson, students &ill ta0e on the role of .lluminator as &ell as 6oo0 6inder( Students &ill create their illuminated letter on their *leather+ cover( After completin) their letter, students &ill %e)in %indin) %oo0s %y tyin) the pa)es to)ether &ith strin)s of leather( After the %oo0 is assem%led, students &ill complete a chec0list as &ell as &rite a reflection a%out their process in their ne& art ,ournals( E&%lain ho4 technolo . ha! 6een )!ed in thi! )nit !tr)ct)re: . &ill use Po&erPoint to introduce illumination as &ell as to sho& visual e'amples of illuminated letters(

LESSON PLAN 8OR$AT Le!!on: 7! Title: Illumination! "erms, history, materials, and process Teacher Candidate: Sarah #utchler School: $an%y Elementary Grade Level of Unit 5 Len th of Cla!! Period "# $in A%%ro&i'ate ( of St)dent! in Each Cla!! Period ** +e innin ,ate for thi! Unit -an)ar. 0"/ *#0" Endin ,ate for the Unit: -an)ar. 0"/ *#0" Lesson 1om'onents: Critical I!!)e9+i Idea: Students &ill %e introduced to terms, materials, history, and processes of illumination includin) illuminated letters as &ell as manuscripts( .t is crucial for students to e'amine the step %y step process of creatin) these &or0s as &ell as the colla%oration involved and incorporate these ideas in their o&n artma0in) as &ell as real life situations( Content Standard2!3 Addre!!ed: (list standard(s" and )rade level indicators" (!PE"4Understand that the conte't of an art o%,ect has an effect on ho& that o%,ect is perceived (2PE".dentify and communicate ho& historical and cultural conte'ts influence ideas that inform artists Perfor'ance:6a!ed O6;ective!: Durin) closure, . &ill pass around slips of paper( Students &ill &rite one ne& idea they found interestin) from class( They &ill %e as0ed to put their name on the %ac0 and put it into a ,ar( .f time permits . &ill dra& a student8s slip and they &ill %ecome the teacher descri%in) their interest of the lesson( .f time does not allo& for this, . &ill %e)in the follo&in) class &ith selectin) a name( Perfor'ance:6a!ed A!!e!!'ent Strate ie!: Randomly selected students &ill ta0e the role of the teacher to descri%e their interests to the class and &hat they have )ained from the lesson( A e:a%%ro%riate Voca6)lar.: 1. .llumination4to fill &ith li)ht 2. .lluminated 9etter4An illuminated letter &as usually the first letter of a pa)e or para)raph( .t &as al&ays enlar)ed and in color &ith )old applied in areas, &hile the rest of the te't remained %lac0( The ima)es used to enhance the letters include animals, plants, and mytholo)ical creatures( These ima)es &ere modified to fit into or around the letter, or in some cases too0 on the shape of the letter itself( 3. .lluminated #anuscripts4hand &ritten te't supplemented %y the addition of decoration (decorated initials, %orders, and miniature illustrations" 4. Em%ellishment4a decorative detail or feature added to somethin) to ma0e it more appealin) 5. Parchment ma0er4prepared the dra&in) and &ritin) surface( 6. Scri%e4copied information onto each pa)e 7. .lluminator4created illuminated letters and other decorations on each pa)e 8. :othic Art4A style of #edieval art that developed in ;orthern 5rance out of Romanes1ue art in !2th century, led %y concurrent development of :othic architecture( 9. :old 9eaf4e'tremely thin foil made of )old< availa%le in various color( 444<artle&<co'

htt%:99444<fit=')!e)'<ca' Acco''odation! for S%ecial Po%)lation!: $andouts &ill %e )iven &ith terms paired &ith %oth ima)es and &ritten definition( ( Art9Vi!)al C)lt)re E&a'%le!: e'amples of illuminated letter2manuscripts( E'amples &ill %e sho&n on Po&erPoint (see attached" as &ell as physical e'amples posted on the %oard( .lluminated letters from the middle a)es as &ell as manuscripts from artists49im%our) 6rothers (Tres $eures de duc du 6erry" Pre%aration! #aterials2Resources for Teacher Student $andouts Po&erPoint ;otes =isual e'amples to post on %oard paper %a) -ater paint4tempera ca0es tempera )loss #aterials for Students $andouts Pencils Paper %a) &ater paint4tempera ca0es tempera )loss 2Sta e Three3 Learnin Activit. Gettin the Cla!!roo' Environ'ent Read.: upload Po&erPoint Put handouts in ta%le folders Post .ma)es on %oard Proced)re! for the Teachin 9Learnin Str)ct)re: (>#in"4:reet Students :reet Students at door .ntroduce myself2mana)ement plan .ntroduce topic of .llumination (illuminated letters and manuscripts"4sho& teacher e'ample (!? #in" Po&erPoint (see attached"4.ntroduce .llumination2Sho& artists2E'plain Process2discuss Personal identity4%rainstorm4&hat ma0es up our identity3 Discuss Po&erPoint slides to students4introduce terms, history, process Sho& students visual e'amples from artists such as 9im%our) 6rothers Pose 1uestions a%out art&or04$o& is the Du0e8s identity revealed throu)h the &or03 -hat 0ind of person is he3 @an you tell &hich individual is the Du0e3 Sho& e'amples of illuminated letters

Tell !t)dent! to a!> the'!elve!<<<< 2%o!t in roo'3 4ur)e students to al&ays as0 themselves theses 1uestions &hen loo0in) at any form of art((( !i'%le 1uestions ans&er the most complicated 1uestionsAAA -hat do . see3 -hat is the art&or0 a%out3 $o& do . 0no&3 Sho& and e'plain to students &hat they &ill %e doin) for their final assi)nment4(creatin) an illuminated letter for their already made %oo0s that uses sym%ols to inform their identity to others" -rite identity on the lar)e sheet of paper on %oard Refer students to their handout4turn to pa)e &ith &e%4&rite identity in center circle4&rite on the %oard as students &rite in handouts $o& &as the Du0e8s identity portrayed %y the 9im%our) 6rothers3 $o& did the 9im%our) 6rothers )ive us hints of his identity3 -hat ma0es up one8s identity344(&rite in &e% as students ma0e su))estions" Thin0 of your o&n identity -rite student su))estions on lar)e sheet4 (they should do same on their handout"4also ma0e note of any personal ideas on identity you &ould li0e to include in your illuminated letter e'plain identity survey that students &ill ta0e (include in pac0et" that &ill assist in ideas for illuminated letter desi)n4sym%ols (B #in" Paper 6a)49eather Demo4Students as Parchment ma0ers Demo &rite name on side of %a) &ith &ritin) (%ac0" sho& students completed transformation of %a)4leather 6e)in %y crumplin) the %a) at least C times4%rea0 do&n fi%ers4 ma0e paper soft4%e careful as it is more prone to rip Once paper is soft, )et %rush &et as if usin) &atercolor4not soppin) &et ,ust a nice layer of &ater over the paper -hen paper is damp, dip &et %rush into tempra (red, %ro&n, or %lac0", and spread across %a) Once paper is the color you &ant, coat &ith layer of tempera )loss to )et te'ture of leather Once you have added )loss put on dryin) rac0 to dry (!2 #in" Students transform %a)s students are released to preform %a) transformation if finished early4&or0 on s0etch of letter desi)n4&hat sym%ols &ill you incorporate3 (2 #in"4@losure, Revie&, Anticipation Students should place handouts in ta%le folders Thin0 a%out your identity2&hat you mi)ht &ant to include on your letter I'a e E&a'%le!:Li'6o)r +ro!< 2Tre! ?e)re! de ,)c d) +err.3 Ill)'inated $an)!cri%t

LESSON PLAN 8OR$AT Le!!on: 72 Title: "he Illuminated Letter- rainstorming and Pre-Planning Teacher Candidate: Sarah #utchler School: $an%y Elementary Grade Level of Unit 5 Len th of Cla!! Period "# $in A%%ro&i'ate ( of St)dent! in Each Cla!! Period ** +e innin ,ate for thi! Unit -an)ar. 05/ *#0" Endin ,ate for the Unit: -an)ar. 05/ *#0" Lesson 1om'onents: Critical I!!)e9+i Idea: Students &ill assem%le the covers of their s0etch%oo0s %y &rappin) their *leather+ around thic0 paper( Once the cover is &rapped, students &ill %e)in on their s0etches for their final illuminated letter desi)ns( Content Standard2!3 Addre!!ed: (list standard(s" and )rade level indicators" (?PR"4Durin) colla%orative artma0in) e'periences, demonstrate respect and support for peer ideas and creativity (!PR"4.nte)rate o%servational and technical s0ills to stren)then artma0in) 8or'ative A!!e!!'ent chec0 for completion of assem%lin) cover and letter s0etches s Acco''odation! for S%ecial Po%)lation!: 9etter hand4outs and %oo0s &ill %e provided Art9Vi!)al C)lt)re E&a'%le!: E'amples of illuminated letters throu)hout history, visual e'amples of sym%ols< $and out &ith visual e'amples of illuminated letters< handout &ith process of illumination( Pre%aration! #aterials2Resources for Teacher Student $andouts4%rainstormin) &or0sheet, illuminated letter ima)e e'amples4process handout ta%le folders thic0 paper to %e &rapped (DEF" *leather+ %a) letter &or0sheets2%oo0s as reference :lue #aterials for Students $andouts for %rainstormin)2reference Pencils )lue thic0 paper *leather+ %a)s practice paper

2Sta e Three3 Learnin Activit. Gettin the Cla!!roo' Environ'ent Read.: demonstration materials:4ra%%in 6oo> and !tartin !>etch Proced)re! for the Teachin 9Learnin Str)ct)re: (> #in"4:reet Students :reet Students at door .ntroduction2Revie&4&e &ill %e assem%lin) our covers today and startin) our s0etches 2@ 'in3 ,e'o place thic0 paper in middle of dried %a)4e'plain it is important to find center ta0e thic0 paper off4cover %a) &ith )lue4the side &ith &ritin) (non painted" Place thic0 paper %ac0 in the middle4fold in sides There &ill %e e'tra4cut off and fold in corners @hoose colorful paper to %e put over the folds4)lue once paper is &rapped, put name small on colorful paper4put in ta%le folder and %e)in s0etchin) letter4handouts and %oo0s on %ac0 ta%le for assistance (2? #in"4Assem%le cover, %e)in s0etchin) &al0 around for assistance sho& e'amples2e'ample s0etches (? #in"4@lean Up2Revie& Students put covers in ta%le folders Revie& 9im%our) 6ros and process of illumination

LESSON PLAN 8OR$AT Le!!on: 7> Title: Illuminated letter designs-bind book Teacher Candidate: Sarah #utchler School: $an%y Elementary Grade Level of Unit 5 Len th of Cla!! Period "# $in A%%ro&i'ate ( of St)dent! in Each Cla!! Period ** +e innin ,ate for thi! Unit -an)ar. 0A/ *#0" Endin ,ate for the Unit: -an)ar. 0A/ *#0" Lesson 1om'onents: Critical I!!)e9+i Idea:Students &ill Content Standard2!3 Addre!!ed: (list standard(s" and )rade level indicators" (?PE"45ocus attention on selected art&or0s to identify and pose 1uestions a%out aesthetic 1ualities (e()(, sensory, or)ani/ational, emotional" in the &or0s( (!PR"4.nte)rate o%servational and technical s0ills to stren)then artma0in) (2RE"4Descri%e ho& personal e'periences can influence artistic preferences( Perfor'ance:6a!ed O6;ective!: Students &ill %ind %oo0s, complete %rainstormin) sheet, %e)in illumination Perfor'ance:6a!ed A!!e!!'ent Strate ie!: Students &ill complete %indin) process, sho& me %rainstormin) sheet, %e)in s0etchin) illuminated letter A e:a%%ro%riate Voca6)lar.: (httpG22&&&()etty(edu2art2e'hi%itions2ma0in)2" !( 6indin) Once the &ritin) and illuminatin) had %een completed, the parchment sheets &ere folded and nested into )roups called )atherin)s( The )atherin)s &ere ordered in their proper se1uence and se&n to)ether onto cords or leather thon)s that served as supports( Once the se&in) &as finished, the ends of the supports &ere laced throu)h channels carved into the &ooden %oards that formed the front and %ac0 covers of the %oo0( The %indin) &as usually then covered in leather or a decorative fa%ric( This %indin)8s most stunnin) ornamentations are the metal corner pieces and raised medallions that &ould protect the %indin) as it rested on a surface( The dyed parchment pieces inset into the central medallion &ere once %ri)htly colored yello&, )reen, and %lue, creatin) a stained4)lass4&indo& effect on the covers of the manuscript >( .llumination .llumination, from the 9atin illuminare, Hto li)ht up or illuminate,H descri%es the )lo& created %y the colors, especially )old and silver, used to em%ellish manuscripts( .n ma0in) an illumination,

the artist first made an outline dra&in) &ith leadpoint or 1uill and in0( ;e't, he or she painted the areas to receive )old leaf &ith a stic0y su%stance such as %ole (a refined red clay" or )um ammoniac (sap"( The )old leaf &as then laid do&n and %urnished, or ru%%ed, to create a shiny surface, &hich spar0les as the pa)es are turned( 5inally, the illuminator applied paints that &ere made from a &ide variety of colorin) a)entsG )round minerals, or)anic dyes e'tracted from plants, and chemically produced colorants( These pi)ments &ere usually mi'ed &ith e)) &hite to form a 0ind of paint called tempera( The deep %lue of this illumination &as pro%a%ly made from crushed stone, &hile the %ac0)round is a solid mass of shinin) )old leaf(

Acco''odation! for S%ecial Po%)lation!: 9etter handouts and %oo0s &ill %e provided Art9Vi!)al C)lt)re E&a'%le!: E'amples of illuminated letters throu)hout history, visual e'amples of sym%ols< $and out &ith visual e'amples of illuminated letters< handout &ith process of illumination( Pre%aration! #aterials2Resources for Teacher Student $andouts4%rainstormin) &or0sheet, illuminated letter ima)e e'amples4process handout ta%le folders (amount to chan)e dependin) on ho& many students still need to finish leather" D small %uc0ets of &ater old plastic2vinyl l ta%le cloths paper to&els .ron Small .ronin) %oard Parchment paper ;otes =isual e'amples to post on %oard D colored pencil %o'es Step %y Step directions paper %a)s scissors lar)e identity sheet paper %a) thic0 paper old ra)s2to&els spon)es (if students finished &ith leather" my transformed leather %a) Thic0 paper scissors )lue pop sic0le stic0s Pencil :el pens illumination mar0ers colored pencils

oils pastels ruler

#aterials for Students $andouts for %rainstormin)2reference Pencils @olored Pencils scissors paper %a)s %ristol2thic> paper (not sure yetA" cut !2'!I )lue pop sic0le stic0s old ra)s2to&els spon)es ruler 2Sta e Three3 Learnin Activit. Gettin the Cla!!roo' Environ'ent Read.: @ollect papers from dryin) rac0 place on ta%les ta%le folders on ta%les desi)nate ta%le for those not finished &ith leather4set appropriate materials post e'amples on %oard prepare demonstration spot Proced)re! for the Teachin 9Learnin Str)ct)re: (>#in"4:reet Students :reet Students at door .nform students they &ill %e 6inders and .lluminators todayA Revie& each role important to stay on tas0A (! #in" 6indin) Demonstration ,e'o 1. e'plain paper %a) &ill %e lar)er than &e need so &e &ill have to cut do&n 2. place thic0 paper flat on top of *leather+ 3. Jou &ant to have a%out a one inch %oarder around your thic0 paper4measure 4. Sho& students the one inch on ruler and measure that one inch of leather frames the thic0 paper 5. Trim ed)es so that one inch %oarder surrounds all sides 6. :lue Place a small amount of )lue on thic0 paper, Smear around to cover &ith pop sic0le stic0 flop thic0 paper over to center on leather Press do&n )ently4don8t &orry a%out )lue %umps4it &ill add to loo0 of leather B( once paper is )lued &e &ill %e)in to &rap the thic0 paper to secure the paper4thin0 of foldin) ed)es &hen &rappin) presents I( cut slits from each corner of the leather to the thic0 paper( Stop the cut &hen you reach the thic0 paper F( Place )lue the same &ay on the 2 vertical side flaps

! ( fold over and press do&n4should create a sharp point at top &hen folded !!( 5old do&n this point into a trian)le !2( no& )lue and fold do&n vertical flaps !>( 5old and )lue flaps same &ay &e did vertical !C( 5old %oo0 in half

($ave step ima)es of step %y step process(" Release students to complete leather or %indin)4)lue (2 #in"46indin) Students %e)in %indin) (B #in"4@lousre, Revie&, Anticipation Return )lue %ottles ma0e sure name is visi%le place in ta%le folder handouts in ta%le folder Revie& tas0s completed thus far4parchment ma0er, %inder4tomorro& illuminator then scri%e :ive students sheet4%inder 9esson @ontinued Students &or0 on illuminated letters #aterials4%oo0 covers, illuminated mar0ers, pencils, ruler, colored pencil, mod pod)e, old paint %rushes 2@ 'in3 ,e'o !( use %rainstormin) sheet to compose letter 2( @reate a ! inch %oarder4sho& ho& to mar0 and use ruler >( 6e)in to form letter4first do an outline of %asic shape49.:$T9J C( 6e)in to esta%lish the loo0 of letter4have my completed e'ample ?( sho& ho& each material loo0s on *leather+4mar0ers, )el pens, pencils, D( Read over ru%ric B( Sho& these items in my o&n e'ample (2I #in"Students released to &or0 on letter (? #in"4@lean up Pic0 up ta%le folders @hoose helpers to collect materials and %rin) to %ac0 ta%le (#ay ta0e 24> days" After students complete illuminated letter4add mod pod)e for final sta)e in creatin) letters ,e'o Pour small amount into dish %rush on thin layer4&ill loo0 li0e you have destroyed &or04&ill dry clear no &orries Place on dryin) rac0 5inal Sta)e4Scri%e

Students &ill reflect in their ne& ,ournal a%out the assi)nment4&ill have sheet of 1uestions to include in their reflection( Encoura)ed to add decorative elements similar to manuscripts &e have discussed an loo0ed at

9ast day4attach cover to %oo0 (discuss &ith #rs( Perrone on ho& this &ill %e done" At end students &ill receive paper that they have ta0en on role of parchment ma0er, %inder, illuminator, and scri%e and have completed their o&n manuscript( They &ill place this paper on the opposite side of their reflection(