Art Education Lesson Plan Your Name: Kylee Holland Unit Title: Sculpture Room Number: 8 !

t$ t$ "rade: # %&' (ay)(ate Lesson Tau*$t: April +, Time o- Lesson: .:!/%#: 0 ' &! Lesson Title: 1ire 1rapped 2e3elry Number o- Students: &. T$is is t$e &st lesson o- ! pro4ected lessons 56er6ie3 o- t$e Lesson Students will be introduced to jewelry making in the form of several different wire wrapped techniques, terms, and tools. Students will then be tested on what prior knowledge they may or may not have to establish how many instructor based demos will be required throughout this unit. Students will be asked to design and later create a unique, wearable, and aesthetically pleasing piece of jewelry.

Rationale Jewelry making provides students with production skills that focus on and reinforce previously learned formal elements, principles, and foundations of art (i.e. balance, unity, line, color, shape, craftsmanship, & etc. !lternate forms of jewelry creation can provide historical conte"t for lessons and the pieces created are often functional. Student Per-ormance 5b4ect: #. Students will be able to define several vocabulary words associated with jewelry making and more specifically in terms of wire wrapped jewelry. $. Students will be able to create a piece of jewelry using a variety of wrapping techniques. %. Students will be able to create a work of jewelry focused on the foundations of art. &. Students will be able to create a piece of functioning jewelry (i.e. able to open, close, & is wearable '. Student will e"hibit appropriate(proper craftsmanship skills Standards: 7nstructor)8ourse based Sculpture 5b49 & ) *escribe and apply the foundations of art. + 7nd9 & ) ,onsider the elements of art (line, form, shape, color, te"ture, value, space and develop artwork using those elements + 7nd9 ' ) ,onsider the principles of art (balance, unity, movement, proportion, emphasis, repetition, variety and develop artwork using the principles + 7nd9 + ) ,ritique artworks using the steps of criticism (describe, analy-e, interpret, judge 5b49 ' ) ,onstruct an additive project (i.e. clay, mi"ed medium, sculpt + 7nd9 & ) .llustrate various creative ideas for the preparation of additive scultpures

7nd9 ' : .dentify and generate craftsmanship in additive sculptures (i.e. clay, create an armature, add clay, hollow to proper thickness, reassemble, fire in kiln, and apply color through paint or gla-e

Teac$er ;aterials
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Self+made /re-i(/ower/oint presentation ) !00 !1234 5.67 56!//7* J757068 7"ample work pieces (student and mine /re+test 5ire9 assortment of gauges 1eads /aper 6ulers 6ound :ose /liers ;lat :ose /liers 1andaides (in case of cuts or pokes by wire .nformation sheet(questionnaire + with /re-i link( # per student ;lush ,utters

Student ;aterials #. /encil $. ,hromebook %. Sketches(.deas &. !dditional beading and(or wire materials9 junk or recycled jewelry from home works great< Anticipatory Set);oti6ation: Students proceed into their regular seats. .n a situation where the students wouldn=t normally carry their own ,hromebooks or laptops, . would have a smart board or projector set up with the 5ire 5rapped /re-i up and already running. !s typical, the class is greeted and welcomed into the room following the tardy bell. !fter the class greeting, . ask the students for their attention and inform them that we are starting a new lesson. 1ecause . want to know what prior knowledge, facts, and concerns students have with jewelry making, . will introduce the subject and unit to the class, and then inform them that we will be taking a pretest so that . can gather any of that needed information. . pass out the pre+test and students are reassured that if they don=t know something, that is just fine, we will all be learning together. 4he qui- should last no longer than ' minutes. 4he students have either been provided with a resource or information sheet that supplies them with some

helpful tips and tricks of jewelry making, as well as some blank gaps that they will need to fill in as we discuss the unit. 4hese questions happen to be repeated from the pre+test they just took. 4his sheet also contains a link to the /re-i. . ask the students to follow log onto their ,hromebooks and follow along with the presentation. 4he first scene in the /re-i has the title of the unit about to be covered. . begin the presentation, but do not read it word for word, as . feel the students get more out of the discussion that just reading or hearing me read. . inform the students that they need to keep track and pay attention during the presentation to be able to fill in blanks on their resource sheet. 4hese sheets will later be used to study for the post+test. 4he /re-i contains vocabulary words, tips, facts, and photos of jewelry that the students can use as a later resource. Readin* Strate*y: .ntroduce students to vocabulary associated with theme and supporting the project theme. 4hese words will be repeated several times throughout the presentation and while we create our pieces9 students are reminded to keep these definitions and ideas in mind. ! qui- will later be implemented. 8oncepts)<ocabulary 5ire 5rapping( 5ire 5rapped Jewelry + a method of crafting jewelry by hand9 with wire & a few simple hand tools. .t involves wrapping, weaving, and twisting wires together to create wearable jewelry9 can=t be created via mass production or by machine. /liers + !ny of a variety of hand tools used for holding and working on jewelry or pieces of metal used to create jewelry. 6ound :ose /liers + 4he nose of the pliers are wide at the base and taper to smaller round ends. 4hey are used to make loops, hold small components, open and close jump rings, for wire wrapping or making chain. ;lat :ose /liers + 4he jaws are flat on the ends and are perfect for bending wire at angles and opening and closing jump rings. 4he flat smooth jaws hold round beads without nicking or scratching them. ,an also be used to straighten wire or to hold a wire in place while wrapping. 5ire ,utters + !re used for cutting wire or cord. Several varieties are available depending on the individual=s needs. :eedle :ose + ,omes to a finer taper at the end then flat nose for better precision. 3se for gripping or to bend angles in narrow areas, bending wire, opening and closing jump rings, repairs, or where tight work is required. 5ire >etal ) ,omes in a various shapes, round, square, triangle, beaded, half+round, and double half+ round. *ifferent thicknesses are measured by gauge. >alleable ) 4he ability to be hammered or bent with e"tended force without breaking. ?auge ) 6efers to the thickness of metal, the higher the number, the thinner the metal. Jump 6ing + a wire ring made by bringing the two ends together without soldering or welding.

,lasp + a device with interlocking parts used for fastening things together. /endant ) 2rnament or a piece of jewelry that hangs from a chain worn around the neck9 focal point of a piece of jewelry. ,hains ) ! Series of fle"ible connected pieces of metal. 0inks ) @oops of metals used to piece together jewelry. 7nstruction);odelin*: 2nce we work through the presentation students are then handed out informed of what the actual project is and what the minimal e"pectations at this point are. . will . then ask all the students to gather around where . am standing and . will demonstrate $+% wire wrapping techniques. 1ecause . think it is important that the class be introduced to a wide variety of techniques . will reassure them that they will be shown more demos as the unit progresses, but encourage them to do online research on their own time. ;ollowing the few short demos, . ask students to grab some sketch paper and begin designing % intricate and realistic designs depicting functioning jewelry they will possibly create. Students are given the remaining time to quietly sketch and are encouraged to use the resources provided for inspiration or do their own research. ,hromebooks are only allowed during this class period and for these reasons only9 sketches will be due ne"t time. 8$ec= -or 8ompre$ension: 4he resource sheet contains the definitions and questions that students >3S4 fill out or review for inspiration. /rior to this the pre+test will inform me what the students do or don=t know. 1ased on observation, students that appear to be struggling will be encouraged to do more online research. "uided Practice: Students are instructed to first sketch out their designs and do simple research. 7"pectations were given prior to the demos. .nstructor monitors progress, giving hints and tips. 7ndependent Practice: Students are e"pected to use all available resources to help begin %+&, complete and accurate sketches of possible works of jewelry they would like to complete. # sketch must be of a bracelet idea, and # must be of a necklace idea. 4he other #+$ sketches can be either(or. >anipulation of materials such as the different gauges of wire is encouraged if students are struggling with brainstorming. 8losure: 7ach student is responsible to clean their designated seat placement. 5hile the grouped tables are e"pected to work together to organi-e all materials and replace the table to the way it was upon arrival.

,leanup begins '+#A minutes prior to class ending. Student helpers can volunteer or be asked to help pick up supplies or projects. Students are reminded to keep their resource sheet in a safe place and that the % completed sketches are due ne"t class period. E6aluation o- Student Per-ormance 5b4ecti6e: .nstructor will review pre+tests and gather information. .nstructor monitors, interacts with, and reviews student participation for this particular class period. /articipation points are given based on these indicatorsB #. 5as the student present, physicallyC 5ere they active participants during the whole lessonC $. *id the student complete the today=s projectC 5as their time used wiselyC %. *id the student follow instructionsC

Resources: $ttp:))3339connie-o>9com)Education)1ireS=ills)?asic@' 1ire@' S=ills9$tm $ttp:))33394e3elrylessons9com) $ttp:))4e3elry%ma=in*9com)4mtutorials9$tml $ttp:))4e3elryma=in*9cra-t*ossip9com) $ttp:))3339pinterest9com)llinebau*$)paper%beads%and%4e3elry)