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Lesson Plan Title: Creature Workshop with Centers Length: 1.

5 hours

(What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
You are ship wrecked on an island, you come across this creature that you have never seen before. What is it? How did it come to exist? Tell a
story about this imaginary creature in multiple forms. Today we will re-explore our creatures through found objects and clay. In order to
understand how imaginary creatures come to exist we will talk about myths from various cultures and share our own mythical creature with you.

(List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation)
Exploration, myth, origin, culture, invention, nature, Storytelling

Enduring Understanding (s):
(Statements that show a relationship between two [or more] concepts. They synthesize what students should understandnot just know or doas a result of studying a particular area of art. Moreover, they articulate
what students should revisit over the course of their lifetimes in relationship to art. These ideas are universal, timeless and transferrable.)
Exploring the origins of myths, students will be able to create and tell their own story to explain unknown occurances.

Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
(Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms-Standards-and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. Blooms: _____ - Standard: _____. Numeracy, Literacy, and/or Technology)
1. Using the images of creatures from previous classes, students will be able to evaluate what they would like to add or take away from
their myth. (Blooms: Analyzing- Standard: Numeracy, Literacy- GLE: Works of art articulate and express different points of view)
2. Incorporating found objects, students will transform their creature from 2D to 3D. (Blooms: Create- Standards: Literacy- GLE:
Materials and processes can be used in traditional, unique and inventive ways)
3. Coming together to discuss their creature, students will be able to defend their artistic decisions. (Blooms: Evaluating Standards:
Literacy- GLE: Viewers and patrons make personal meaning and infer artistic intent)

(Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
Access (Resources and/or Process) Expression (Products and/or Performance)
-Work alongside students to engage in discussion on
their work, as well as having their prior related
work accessible.
-Different materials to work with allow for a variety
of construction methods. Will be set up like
1. Students may need guidance in how to assemble parts of their
creature, so we can be there to discuss and guide them.
2. The materials provided offer infinite ways in which they can
be manipulated and formed to create an object; a variety of
ways to express their idea.
Extensions for depth and complexity: Access (Resources and/or Process) Expressiosn (Products and/or Performance)
Clay and Found Object 1. Students may be bored with working 2-
dimensionally or on a flat surface and may be
more intrigued by working sculpturally.
2. The notion of transforming the materials into a
mythical creature touches upon transforming their
2-D project into a 3-D project.
3. For added challenge (if needed) push students to
alter materials (cutting, tearing, etc.) so it has no
original context as they use it.

(List terms [vocabulary] specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.)
Vocabulary: Myth, Found-Object, Photography, Environmental art, re-envision, manipulate, origin, composition, invent, habitat, omen, appropriate
literacy integration: telling the story of their creature with a photograph.

(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.)
Found Objects (plastic bottles, branches, string, sticks, rocks, etc.)
Glue, wire, string, tape (ways to attach items together)
Spray bottles
Pottery tools
Acrylic paints
Water cups
smocks or aprons
Previous Mythical Creature Work
Paper Towels
Photo Paper
hot glue guns
glue sticks
table mats

(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.)

-Bring our own mythological creature
-Visual aids: Found object sculpture examples (print-out from google images), their previous work
-Teacher working with students on their own sculpture.

(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)
-We need to gather a variety of found objects that they students could use.
-We need to assess what supplies are already in the room.
-Create our own mythological creature
-Place mats on tables, with supplies

(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)
-It is important to wear painting shirts or smocks, so our clothing stays clean.
-Some objects may be sharp-use caution
-Hot glue may be used as an adehesive, extremely hot!

Action to motivate/anticipatory set:
(Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a
skit, telling a story, posing a series of questions, role-playing, etc. )
Does anyone remember what we did last week or for our second project?
How might your creature look if it wasnt flat?
What materials could you make your creature out of?
How can we manipulate our materials to do what we want them to do or look the way we want?

(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.)
-What happens when we express the same thing in different ways?
-Does our understanding of things change when we see it in different forms? Why?
-Did you like working 2-dimensionally or 3-dimensionally? Why?
-What is something fascinating you see in your work?
-How else can we express and idea visually?

Procedures: (Align with instructional methodologies and approximate times for instruction.)
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)

Day 1
3-D Mythical Creature
-Gather the group
-If you could have one super power, what would it be? How would you use
-Recall what we have been working on the last few class periods and where we
left off last class. 10min.
-Introduce part 2 of the mythical creature project (transferring to 3-d) and
explore the kinds of materials available to use.
*The new creature does not have to look exactly like the first version! Make it
funky! 10min
-Let the students pick the center they want to work at (Clay or found object)
-Teachers split up to work at different stations with the students and engage in
working on their own creature with the students. Stop at 1:30
-Discuss new creature next to the original version
-Clean up (all materials that ares till usable should be returned to the object box,
clean any paint palettes and brushes, and return all supplies).

- Students will reflect on works they have already
- Students will identify what materials could be
used to turn their creatures from 2D to 3D
- Students will defend their artistic decisions
through storytelling.

Student reflective/inquiry activity:
(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Gather once again in a group,
-Present your myth and explain how it changed from the last class to this one?
-Would you want to go further with it?
-Did you explore where the creature lives? Do you think it is better to explain the creature in 2D or 3D? Does it matter?
-Which part of creating your creature did you have the most trouble with?