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)
Part of being a naturalist or anthropologist is to continually study one creature or myth to truly understand it. You have created a record of your
discovery on paper, now you need to create a 3-dimensional representation to share with your peers. You are on an island though and therefore
have limited materials at hand. You must improvise from found objects to create your discovery as a sculpture. While working consider the
materials you use and why. Tell another explorer about how the texture, form and structure are unique to the materials and your discovery.

(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, invention, improvisation, structure, texture, form, dimension, re-imagining

Enduring Understanding (s):
(Statements that show a relationship between two [or more] concepts. They synthesize what students should understand—not just know or do—as 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.)
Artists work in both 2-dimensional and 3-dimensional forms to enhance expression
Artists improvise using materials they have access to
Artists persist in creating a stable 3-dimensional structure

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: Bloom’s-Standards-and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. Bloom’s: _____ - Standard: _____. Numeracy, Literacy, and/or Technology)
1. Using found objects students will improvise and repurpose to create a sculptural creature. (Create/Analyze)
2. Referencing previous drawings, students will evaluate what they liked and want to include again, and what they did not like and don’t want to
include in their sculpture. (Reflect/Apply)
3. Using a variety of materials students will consider texture, form and structure in creating their sculpture.
4. Referring to their work students will tell the story of how their materials uniquely compose their creature.

(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)
-What materials would you use ideally to truly
represent your creature, given unlimited resources?
-How might your thinking change if you were not
force to improvise?
1. 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, re-envision, manipulate, origin, composition, invent, habitat, omen, appropriate, unique
Literacy integration: explain and defend decisions and how they uniquely describe your discovery

(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.)
● Clay, Found Objects (plastic bottles, branches, string, sticks, rocks, etc.), Glue, wire, string, tape (ways to attach items together), Spray
bottles, Pottery tools, Acrylic paints, brushes, Water cups, smocks or aprons, pencils, sketchbooks, Previous Mythical Creature Work,
Paper, Towels, Scissors, 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.)
Visual aids showing examples of found object art, mythological and naturalistic sculpture
Prepared examples of teacher work using found object

(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 student’s 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. )
Ask students to think of a time they have seen history or nature on display. Likely they have seen it in a museum. Present examples of 3
dimensional work on display at museums.
―We were exploring an island, so do we have all the materials we could want, or are we limited?‖
―We have to improvise from what we can find.‖
Show images of found object sculpture.

(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 3
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.
-We have been exploring an island and documenting our discoveries. Can
someone tell us what we have discovered? Maybe share what someone else has
told you about their discovery
-How have you seen discoveries like these displayed before? Maybe in a
Show examples of museum dioramas and replicas, tell them they will be
producing their discovery as a sculpture.
-―But we are on an island and got here by boat, so do we have the option to use
whatever materials we want? We need to use whatever we can find on the
island. This is called improvisation, does anybody know what that means?
-Show examples of found object sculpture.
-Model improvisation for students using available materials

*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 should be able to recall both their work and
other’s works

-Students have likely seen dioramas or replicas in a

-some students may have heard of improvisation and
may be able to explain it as it relates to acting, music, or
other performance type behaviors.

-Students should be able to select their own materials
and manipulate them, but may need help with attaching
or assembling.
-Student should consider how form, shape, texture and
structure describe their discovery
-Students should be able to discuss how they decided to
use their materials.

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?