Art Education Workshop Lesson Plan: ART 135

Performing/Presenting/Producing

Group 1 2 3 4 5 6 7 8 (please circle)

Print First and Last Names:
Kyle Anstess Ana Aguilar
Students will design a detailed Media and Techniques Workshop and Lesson Plan for college juniors and
seniors with limited to moderate exposure to
(1) painting/drawing, (2) electronic art, (3) sculpture/fibers, (4) ceramics/pottery, (5) printmaking, (6)
jewelry/metals, (7) photography, and
(8) collage/assemblage. The Lesson will be inspired by course content re the high school learner:
pedagogical choices (Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and
theory (Bird, 2012); key ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p.
4); and assessment (Beattie, 1997).
Lesson Title*: Together We Conquer

Medium*:Sculpture and Fibers

Big Idea*: Fear

Lesson Overview (3 complete sentences)*:

Students will analyze and investigate the process of fiber arts and sculpture within the classroom based on a group oriented
studio project. The studio will allow students to work on fibers and assemble a sculpture as a class that represents their fears.
Students final cohesive piece and the discussion of their fears will further demonstrate an understanding of fear, as well as
their personal understanding of sculpture and fibers, in art education. A proceeding discussion of assigned readings from
Parks and Bird will analyze how the students incorporated the recently learned terminology into their artwork.

Key Concepts (3-4): What you want the students to

know.*
1. Sculpture and fibers are inclusive of many materials
and forms of art
2.As individual artists we may differ on our opinions and
views of what is art
3.We all have fears, and fears can bind and be conquered
by us
4.Through art making, we can overcome fear

Essential Questions (3-4)*:

1. What is fear and how does it impact our art making?
2. Is fear real and/or imagined?
3. How can art making, through sculpture and fibers, help us
overcome fear?

Lesson Objectives of visual art content area (Excellent resource at http://www.teachervision.fen.com/curriculumplanning/new-teacher/48345.html?for_printing=1&detoured=1): What you want the students to do. *
1. The students will (TSW) be able to create and demonstrate their understanding of a sculpture and fibers.

2. The students will (TSW) be able to Students will connect the readings to the studio experience.
3. The students will (TSW) be able to illustrate their fears through fibers and sculpture

National Core Art Standards: Visual Arts (4): Please list number
and description of Anchor Standard.
1. Creating: #2- Organize and develop artistic ideas and work
2. Presenting: #5- Develop and refine artistic work for
presentation
3. Responding: #8- Interpret intent and meaning in artistic work.
4. Connecting: #10- Synthesize and relate knowledge and
personal experiences to make art

Identify and define visual art vocabulary that connect to

the concentration area(s), or medium(s)*: look at VAPA
standards. Warping, weft, loom, tie dye
1. Additive- Refers to the process of joining a series of
parts together to create a sculpture.
2. Structure- The way in which parts are arranged or put
together to form a whole.
3. Form- a three-dimensional shape.
4. Visual literacy- Includes thinking and communication.
Visual thinking is the ability to transform thoughts and
information into images; visual communication takes
place when people are able to construct meaning from the
visual image.
5. Performance art- A type of art in which events are
planned and enacted before an audience for
6. Texture- the way something feels, or looks as if it
would feel, if touched
7. Space- the empty or open area between, around, above,
below or within objects.
8. Assemblage- art made by combining a collection of
three-dimensional objects into a whole.
9. Sculpture- a work of art with three-dimensions, height,
width and depth.
10. Stitchery- term for artwork created with needles,
thread or yarn, and cloth.
11. Quilting- the process of stitching together two layers
of cloth with padding between the layers.
12. Weaving- the process of interlocking threads or fiberlike materials to create fabric.
13. Weft- in weaving, thread or other fiber-like materials
that are woven across the warp from side to side.
14. Warp- series of tight threads stretching lengthwise on
a loom, through which the weft is woven.
15. Subtractive method- technique of making sculpture in
which a form is created by cutting, carving away, or
otherwise removing material.

California Commission on Teacher Credentialing (CCTC) (20032004/2010) (3-5): Subject Matter Requirements for Prospective
Art Teachers http://www.ctc.ca.gov/educatorprep/standards/SSMP-Handbook-Art.pdf
Content Domains (pp. 23-29): Please check all that apply and
add number, letter, and description of applicable benchmark.

Lesson Activities and Procedures (Please be very specific

by highlighting various techniques and materials. Also
include individual roles of group members)*:
1. Kyle and Ana introduce opening slide of presentation
to Sculpture and Fiber.
2. Kyle picks out a student to read out the lesson

___Domain 1. Artistic Perception

3e-Candidates responses express complex sensory, emotional,
and psychological perceptions of works of art and the
environment.
___Domain 2. Creative Expression
2.3- Candidates are expected to possess the ability to develop a
variety of original problems and solutions, expressing thematic
content and individual artistic style.
___Domain 3. Historical and Cultural Context of the Visual Arts
___Domain 4. Aesthetic Valuing
4.1-The program provides coursework that clarifies the
relationship between the art maker, the artwork and the viewer.
Candidates will analyze intentions and motivations of the art
maker, derive meaning, and articulate how form, content and
cultural context influence the making of art.
___Domain 5. Connections, Relationships, and
Applications
5.2- Coursework will develop competency in visual literacy that
includes the ability to transform thoughts and information into
images and construct meaning from the visual image.
___Domain 6. History and Theories of Learning in Art
List all materials needed in the columns below.
Have

Purchase
Paint
Markers
Scissors
Rulers
Watercolor pencils
Watercolor paints/ tempera
cakes
Gesso
Yarn/ string
Glitter
stamps

Tarps
T-shirts

overview
3. Kyle reads off key concepts
4. Ana reads off essential questions
5. Ana calls on student to start popcorn reading of
terminology
6. Students then write a couple of sentences about what
theyve learned from the readings and discuss in peer
groups for 5 minutes.
7. Open the floor for groups to share out what they
discussed for a couple minutes
8. Kyle goes over definition of fear and sculpture
9. Ana goes over definition of fibers
10.Have the students define fear, could be words or
sentences. And discuss their opinion of the definitions
given to sculpture and fibers (5 min.)
11. Kyle and Ana Show examples of sculptures and
Fibers studio they did, include Patties
12. Then have the students turn those fears into imagery.
13. While the students are brainstorming, Kyle and Ana
go around and see how the students are doing and ask if
they need help.
14. Kyle and Ana Show the students the materials that
they could use to create their project.
15. Have the students brainstorm different ways in which
you could illustrate the fears with the materials given.
16. Before they students begin ask if they have any
questions on what they are supposed to be doing.
17. Once that is established have the students start
working on their project while using some of the
techniques that were introduced.
18. While students are working on their project go
around and check if students what students are doing and
keep them on track.
19. Once the students finish illustrating their t-shirt and
are done begin with the next step.
20. Have the students cut and combine the t-shirts
together using the different techniques introduced.
21. Have them talk about their project with a partner of
their choice or one that is assigned.
22. When the class is done combining their t-shirts
together. If comfortable they could share their project
with the class what they shared with their partners.
23. Then have students do the performance part. Before

they begin have them document the project before the

performance part. Or have someone videotape the
performance part of the project.
24. Ana and Kyle will help and lead the class to clear off
all materials, then lay down newspaper and table clothe.
(3-5 min.)
25. The students are then allowed to carefully splatter
paint onto the project and taking turns so that everybody
could splatter paint. Same with the glitter and other
materials available. (5-6 min.)
26. Once finished, have the students document the after
part of the project. (5 min.)
27. Have the students complete the exit part of the lesson
plan by writing a couple or more sentences on whether or
not they learned something new about sculpture and
fibers, what, and why. (5min.)
Anticipatory Set (beginning; example VTS)*:
Students will brainstorm and write down different fears that they
have, they could be quick notes of words or sentences. During the
formative assessment discussion, students will also discuss what
they think is fear.

Closure (ending; example ticket-out) *:

As a part of their summative assessment, students will be
asked to share their fears, that they illustrated, with a peer
and what the student learned about sculpture and fibers.
The student will also discuss, with that same peer, how
they think they can or have overcome that fear.

Formative Assessment strategy (of assigned readings from Bird

and Parks)*: Bird: Abstract Art (p.148), Expressing Inner States
(p.160), Documentary (p.166), Chance (p.168), Performance Art
(p.182)
Parks: Craft (p.50), The Emotive Object (p.68), Interactive Art
(p.94), Performance Art (p.126)
Students will write a couple of sentences about what they learned
from the readings and discuss in peer groups for 5 minutes. The
students will then write down different fears that they have, they
could be words or sentences.

Summative Assessment strategy (studio investigations):

Part 1. On their t-shirt students will use the markers and
other mediums available to form an illustration of one or
all previously brainstormed fears. The students then
combine their individual pieces with the rest of the class
and do their group performance of conquering their
fears.
Part 2. Students will write a couple or more sentences on
whether or not they learned something new about
sculpture and fibers, what, and why.

Please respond to the following questions thoroughly and in complete sentences.

1.
What student prior knowledge will this lesson require/draw upon?
The lesson will require and rely on the students to have prior knowledge and experience with drawing and the different ways
in which they can illustrate, especially when it comes to illustrating their fear. The students should be familiar with
vocabulary from drawing and any of the several elements of art
2.

How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson will allow the students to be creative and come up with different ways in which they could represent their fear(s).
Students will also have to learn what works best while working with the surface of their fabric shirt, as well as combining and
assembling the sculpture from their peers shirts.

3.
How will you engage students in routinely reflecting on their learning?
To routinely engage students in reflecting on their learning, well provide the formative and summative assessment, which
asks them what they knew before, and know after, the lesson about sculpture and fibers. While completing the group
comprised sculpture, they will also be asked by Ana and I how they will incorporate or illustrate their understanding of
recently learned terms (performance art, visual literacy, etc.).

4.
How will you adapt the various aspects of the lesson for differently-abled students?
The way in which this lesson could be adapted for differently-abled students is to find out what things they can and cannot
do on an individual basis so that the lesson could be further adapted to include and consider all students input on group
oriented and comprised final piece. The project can be done verbally if they can not do it visually as well, such as a personal
discussion about their fears; and verbally illustrating with sounds and descriptive adjectives. Performance art can be versatile
to all needs in that it is not a specific action, but many different actions.

5.
What opportunities/activities will you provide for students to share their learning in this lesson?
The opportunities/activities that will be provided so that the students share what they learned from the lesson would be to
have them talk about their fears if comfortable or they could talk about how they would overcome the fear if they wanted to
in the summative assessment and closing section of the lesson and as a group discussion. They will also be given the
opportunity to work alongside their peers in assembling the sculpture/ structure, and discuss how theyre solving to put their
individual pieces together.

Lesson Resources/References (use APA; please identify):

Bird, M. (2012,2014). 100 Ideas that changed Art. London: Laurence King Publishing.
Chapman, L. H. (1992). Art: Images and ideas. Worcester, MA: Davis Publications.
Fear. (n.d.). 2016. In Dictionary.com. Retrieved from http://www.dictionary.com/browse/fear?s=t
Fiber. (n.d.). 2016. In Dictionary.com Retrieved from http://www.dictionary.com/browse/fiber?s=t
Glossary. (2015, October 6). Retrieved April 15, 2016, from http://www.cde.ca.gov/be/st/ss/vaglossary.asp
Parks, J. A. (2015). Universal principles of art: 100 key concepts for understanding, analyzing, and practicing art. Beverly,
Massachusetts: Rockport.
Pierce-Urlando, M., Dr. (2015). Art 133 Elementary School Art Education. Sacramento, CA: Simply Press.

* Include this information during the peer Media and Techniques Workshop.
Some helpful links to new terms:

Anticipatory set: http://www.cultofpedagogy.com/anticipatory-set/

Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148

Formative and Summative Assessment:

https://www.cmu.edu/teaching/assessment/basics/formative-summative.html
Reference
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defini
ng%20Arts%20Integration.pdf