Operation :

ENDANGERED HYBRIDS
DANIELLE VOGEL

LEARNING OBJECTIVES/ GOALS

QUALITY INDICATORS/ SKILLS

Studen ts w ill create a h ybrid creature of an

en dan gered species an d th em selves to raise
aw aren ess of poten tial th reats to extin ction .
Th rough sch olarly research an d collaborative
action studen ts w ill dem on strate bein g
global, em path etic th in kers. Th e fin al
artifact w ill reflect th e ch allen ges
surroun din g th ese an im als th rough use of
m aterials w h ile raisin g question s an d
solution s for th e 21st Cen tury.

Iden tify on e en dan gered species & research

an atom y, h abitat, an d ch aracteristics of th is
an im al.
Main tain a sketch book/ journ al th at
dem on strates person al expression & grow th
Sh ow th e ability to in tegrate con ceptual
an d tech n ical approach es in ch oosin g
appropriate m edia an d tech n iques
Studen ts w ill be able to con duct research .
Studen ts w ill be able to classify an d assign
im portan ce to research ed m aterials.
Studen ts w ill be able to create a visual
artifact th at is a m etaph orical
represen tation of an en dan gered an im al
h ybridized w ith th em selves.
Studen ts w ill ch oose appropriate m aterials
for th e species th ey are research in g.
Studen ts w ill dem on strate em path y by
h ybridizin g th em selves w ith an en dan gered
an im al.
Dem on strate m etaph orical th in kin g in th e
creation of a h ybrid creature.
An alyze, select, an d curate artifacts an d or
artw orks for presen tation an d preservation
Studen ts w ill use artist journ als to record
ideas, cam eras for docum en tin g
self-portraits, ph oto m an ipulation to
in vestigate th eir ideas
Studen ts w ill w ork togeth er in groups an d
as a class to get h elpful feedback

MO GLE'S

NATIONAL STANDARDS

*Depen din g on ch oice of m edium ,

Stran d I w ill be m et th rough draw in g,
pain tin g, digital/ com puter, oth er
m edia, sculpture FA1 Stran d II w h ich
elem en t/ prin ciple? Need to n arrow
th is dow n depen din g on direction th is
goes FA2

CREATING:

Stran d IV Explain h ow h istorical even ts

an d social ideas are reflected in
artw orks from selected cultures or
h istorical tim e periods. FA3
HS Level 1-describe on e artw ork,
an alyze use of elem en ts an d
prin ciples, in terpret m ean in g, judge
th e w ork from various perspectives
sh ow in g real or idealized im age of
life (im itation alism ), expressin g feelin gs
(em otion alism / expression ism ),
em ph asis on elem en ts an d prin ciples
(form alism ), servin g a purpose to
society (fun ction alism ). FA3

Visualize an d h ypoth esize to gen erate

plan s for ideas an d direction s creatin g art
an d design th at can effect social ch an ge
(VA:Cr1.1.lla)
Ch oose from a ran ge of m aterials an d
m eth ods of tradition al an d con tem porary
artistic practices to plan w orks of art an d
design (VA:CR1.2.lla)
Sh ape an artistic in vestigation of an aspect
of presen t day life usin g a con tem porary
practice of art or design (VA:CR1.2.la)
Th rough experim en tation , practice, an d
persisten ce, dem on strate acquisition of skills
an d kn ow ledge in a ch osen art form
(VA:Cr2.1.lla).
PRESENTING
An alyze, select, an d curate artifacts an d or
artw orks for presen tation an d preservation
(Pr4.1.lla).
RESPONDING
Hypoth esize w ays in w h ich art in fluen ces
perception an d un derstan din g of h um an
experien ces (VA:re.7.1.lla).
Recogn ize an d describe person al aesth etic
an d em path etic respon ses to th e n atural
w orld an d con structed en viron m en ts
(VA:Re.7.1.lla).
Evaluate th e effectiven ess of an im age or
im ages to in fluen ces ideas, feelin gs, an d
beh aviors of specific audien ces
(VA:Re.7.2.lla).
Iden tify types of con textual in form ation
useful in th e process of con structin g
in terpretation s of an artw ork r collection of
w orks (CA:Re8.1.la).
CONNECTING
Syn th esize kn ow ledge of social, cultural,
h istorical, an d person al life w ith art-m akin g
approach es to create m ean in gful w orks of
art or design (VA:Cn 10.1.llla).

In troduce th e Lesson
W h at you can SAY...
W e are goin g to be lookin g at th e im pacts of en dan gered
species on our w orld today an d h ow th at im pacts you as an
in dividual. W e are goin g to research en dan gered, th reaten ed
an d vuln erable species, ch oose on e, an d m ake a w ork of art
h ybridizin g yourself w ith th e an im al you h ave ch osen .

I w an t you to th in k about h ow th e an im al w ould feel if th ey

could un derstan d th eir position an d create a dyn am ic w ork
of art th at con veys th at feelin g. You are also goin g to be
lookin g at w h y th ey are en dan gered. W e are goin g to th in k
about w h at m aterials w e can use to talk about w h y th ey are
en dan gered. An exam ple of th is is th e leath er back sea
turtle. Th ey are en dan gered for a few reason s. On e reason
is fish in g n ets from fish erm an are catch in g th e turtles an d
killin g th em . An oth er reason is due to oil spills in our
ocean s. A th ird reason is due to pollution in th e ocean .
Turtles th in k th at plastic floatin g in th e ocean (th in k a plastic
6 pack) is a special kin d of seaw eed th at th ey eat. Could
you h ybridize yourself an d use oil pain t an d a fish in g n et to
talk about th is in your w ork?

First, lets do som e research an d fin d tw o an im als th at you

are draw n to an d begin th in kin g about our lesson .

EXEMPLAR ARTISTS

Artist Un kn ow n

Fran cesco Sam bo

Kelly Blevin s

Artist Un kn ow n
Su b-h eadin gs

Ch arlotte Cory

Catrin W elz-Stein

EXEMPLAR ARTISTS

Tom b of In h erkau, Egypt

Adrian Arleo
Lucian Rudaux
Su b-h eadin gs

Milton Glaser, 1966

Native Am erican
Totem Pole

EXEMPLAR ARTISTS

Su b-h eadin gs

Dan ielle Vogel

Red Panda, Oil paint, ash, bamboo &
charcoal on press board, 27x18x1"

Su b-h eadin gs
Am y Tousch m idt

W h itn ey Carn ah an

Sh aryn Hyatt-W ade

ESSENTIAL QUESTIONS
-

W h y is it im portan t to kn ow about
en dan gered an im als?
How can you raise aw aren ess
about curren t en dan gered an im als?
How does collaboratin g w ith your
peers h elp explore th is
con versation ?
W h at can w e do to raise
aw aren ess in our com m un ity?

DAY ONE: RESEARCH DAY

Pre-Assessm en t: Have studen ts w rite in journ al
(10 m in utes) w h at th ey kn ow about
en dan gered species.

Question s to referen ce:

-

W h at is an en dan gered an im al?

Can you list 3?
Do you kn ow w h y th ey are
en dan gered?
W h y do an im als becom e en dan gered?

In troduction to en dan gered, th reaten ed an d

vuln erable species in th e w orld (sh ow slide
sh ow in cludin g exem plar w ork).

VTS im age (see exam ple of VTS im age).

(Allow for 15-20 m in utes) Th is can be m odified
to "VT-ESQUE".

Discuss th e overall assign m en t an d provide

resources for th e first assign m en t, fin din g th e
en dan gered an im al th ey w an t to focus on .
See Learn in g Activity 1.

LEARNING ACTIVITY 1
Studen ts w ill research en dan gered species
an d presen t 2 an im als th ey are in terested
in focusin g on . Here are w ebsites w ith
option s to ch oose from :
http://a-z-animals.com/animals/
endangered/
https://www.worldwildlife.org/
species/directory?direction=desc&
sort=extinction_status
http://www.earthsendangered.com/
search.asp

ARTIST JOURNAL PROMPT

DAY ONE
Have studen ts docum en t th eir fin din gs in
th eir artist journ al to sh are w ith th e class.
Studen ts w ill n arrow th eir ch oice dow n
to ONE an im al of th eir ch oice.
Th ey w ill presen t th e TW O an im als to
th e class an d th eir FINAL CHOICE on DAY
TW O. Hopefully th ere is n o overlap
am on g studen ts. Th is m ay give oth er
studen ts th e opportun ity to discover a
n ew an im al th ey w ere n ot fam iliar w ith .

DAY TW O: RESEARCH DAY

-

Studen ts w ill presen t th eir 2 an im als to

th e class an d m ake a fin al decision on
th e an im al th ey are w an tin g to
represen t.
Discuss ch oosin g appropriate m aterials
to h elp raise aw aren ess about ch osen
an im al an d get th e studen ts th in kin g
about th e con n ection betw een w h y
th e an im al is en dan gered an d h ow
th ey could in clude th at in th eir fin al

DAY THREE: RISK PODS

& PLAY
Risk pods w ill provide th e studen ts w ith
opportun ities to use differen t form s of
m edia w h ile w orkin g on a collaborative
exercise to h ybridize th eir n eigh bors.

LEARNING ACTIVITY 3
Risk Pods-Play w ith Hybrid Classm ates

LEARNING ACTIVITY 2
-

Studen ts w ill research an d fin d 1

exem plar artists to get an idea of
w h at kin d of m aterials th ey are
th in kin g about usin g to create th eir
piece. (Studen ts w ill be given tim e in
class to do th is).
Im ages w ill be displayed on th e w all
an d as a group w e w ill iden tify types
of art presen t, discuss m essage
con veyed th rough use of m aterials,
studen ts w ill sh are w h y th ey ch ose
th e artist th ey did an d w h ere th ey
are curren tly h eaded.

ARTIST JOURNAL PROMPT 2

Artist Journ al at en d of day w ith 3 ideas of
w h at m aterials th ey could use an d h ow
th ey can use th em to talk about th eir
en dan gered species.

Studen ts w ill break in to 3-4 per group.

Th ey w ill be asked to describe an an im al
quality of th e person to th eir righ t. Th ey
w ill th en draw or sculpt th at quality quickly.
Th e goal is to create a h ybrid an im al form
com bin in g 3-4 traits of everyon e in th e
group. Th e groups w ill m ove aroun d to
differen t pods experim en tin g w ith differen t
m edium s. Allow for 10-15 m in utes per pod.
Th e idea is to get th em to m ove quickly
an d en gage is spon tan eous play.

ARTIST JOURNAL PROMPT 3

AFTER EXPERIMENTING W ITH DIFFERENT
FORMS OF MEDIA, DECIDE ON ONE AND
BRAINSTORM W HY YOU ARE CHOOSING THE
MATERIAL YOU HAVE CHOSEN. ON DAY
FOUR STUDENTS W ILL W AIT FOR APPROVAL
FROM THE TEACHER TO BEGIN TAKING
SELF-PORTRAITS.

Day 4

ARTIST JOURNAL PROMPT 4

Studen ts w ill take self-portraits to use for

referen ce w h en h ybridizin g th em selves
an d th eir ch ose en dan gered an im al.
Th ey m ay h ave to m ove aroun d th e
class or outside of th e classroom / buildin g.
Th ey n eed to collect 5 poses total.

W rite an d sketch ideas for your fin al piece

in your journ al. Con sider all of th e
elem en ts you h ave w orked on up to th is
poin t (your an im al, th eir h abitat, w h y th ey
are en dan gered, your self-portrait im ages,
w h at position , w h at settin g, an d w h at
m edium best speaks to w h at you are
tryin g to say).

*Altern ative option : Have studen ts brin g in

an im age of th em selves from h om e.

LEARNING ACTIVITY 4

BRAIN BUZZ

Take 10 self-portrait im ages you could use

to h ybridize yourself w ith your en dan gered
an im al. Th ese im ages w ill be for th e
studen t to referen ce w h en w orkin g on th e
fin al piece.

Begin to th in k about w h ere you th in k w e

could display our artw ork in th e
com m un ity or on lin e. W rite 2 ideas in
your artist journ al.

QUESTIONS TO ASK:
-

Do you w an t your h ead in your

im age w ith th e body of your
an im al?
Do you w an t your an im al to h ave
your arm s?
Do you w an t your body w ith th e
h ead of your an im al?

DAY 5: STUDIO DAY

Begin w orkin g on th e fin al piece.

Option al Addition to
Learn in g Activity 4
Studen ts can h ybridize th em selves an d
th eir an im al in Ph otosh op for referen ce,
w h ile w orkin g on th e fin al piece.

DAY 6: STUDIO DAY

Con tin ue to w ork on your fin al piece. In
progress feedback w ill take place durin g
class today.

DAY 7: STUDIO DAY

Have studen ts adjust an d tw eak as th ey
w ork. At th is stage, begin to m ove in to
th e fin al touch es.

DAY 9: FINAL PRESENTATION

& FEEDBACK FROM PEERS
Each studen t w ill presen t th e self-portrait
th ey ch ose to w ork from , th e im age of
th eir en dan gered species, th e fin al piece
an d th eir artist statem en t to th e class.

Day 8: STUDIO DAY/

W RITING DAY
DAY 10: INSTALL ARTW ORK
Studen ts w ill fin ish up th eir fin al touch es
an d w rite an artist statem en t. Refer to
artist statem en t prom pts. Th is n eeds to be
in cluded in th eir artist journ al. See
learn in g activity 5.

As a class fin d som ew h ere to in stall th e

fin ish ed artw ork in th e buildin g.

FOLLOW UP TO LESSON/
CULMINATING ACTIVITY
LEARNING ACTIVITY 5
W rite an artist statem en t. Have studen ts
view prom pts for h elp if th ey n eed a
laun ch in g poin t. Th e statem en t sh ould
explain w h at w e are lookin g at an d w h y it
is im portan t.

ARTIST JOURNAL PROMPT 5

Review artist journ al prom pts an d w rite an
artist statem en t for th e fin ish ed w ork.
See n ext page for prom pts...

Fin al presen tation of fin ish ed artw ork.

Self-portrait used as referen ce,
Ph otosh op im age, artist statem en t.
Presen t to class.
Studen ts w ill ch oose a place th ey
w ould like to display th eir w ork
w ith in th e sch ool.
Option to display w ork aroun d th eir
com m un ity by reach in g out to local
con servation departm en t, city h all,
library or oth er public space.
Studen ts could post im ages on on lin e
gallery for th eir class (exam ple:
Artson ia).

Artist Statem en t Prom pts...

The ARTIST STATEMENT (Provided by Sharon Hyatt-Wade)

An ar t ist st at em en t in t en ds t o explain , ju st if y an d/ or con t ext u alize a
body of ar t w or k . It som et im es places t h e w or k in r elat ion sh ip t o ar t
h ist or y, t h eor y, aest h et ics, an d cu r r en t issu es.Th e st at em en t ser ves
t o sh ow t h at t h e ar t ist is con sciou s of t h eir in t en t ion s an d of t h e
discou r se su r r ou n din g it . It n ot on ly descr ibes an d su ppor t s t h e w or k
t h u s in f or m in g t h e view er , bu t it in dicat es t h e in dicat es t h e level of
t h e ar t ist ?s ow n com pr eh en sion an d r elevan ce. Hyatt?s ARTIST
STATEM ENT SENTENCE STARTERS - These images embracE.....They also
address.....I explor e.....This is a reflection on.....My intention is to.....
I execute works that.....My drawings pay homage to.....Th e im ages I
cr eat e.....
I attempt to distill.....My work is composed of.....I feel an affinity with.....I
seek to undermine.....
M y w or k is an accu m u lat ion of .....I wish to expand the notion of.....My
goal as an artist is to translate.....I am con cer n ed w it h .....Through my
work I investigate.....My drawings function as.....My work has components
of.....Opposing elements in my work.....My latest work refers to.....These
works are a direct response to.....My art questions.....In creating these works
I .....It is
through this process that.....Throughout my work runs the common
theme.....With all my work comes.....My art is a composite of..... ______ is
my muse.....etc.

ASSESSMENTS
PRE-ASSESSMENT (See Day On e)
Have studen ts respon d in artist journ als to
th e follow in g question s:
-

W h at is an en dan gered an im al?

Can you list 3?
Do you kn ow w h y th ey are
en dan gered?
W h y do an im als becom e en dan gered?

FORMATIVE ASSESSMENT
Look at each activity th e studen ts h ave
don e. Did th ey fin d artists? Do th ey h ave an
an im al picked out? Are th ey th in kin g about
m aterials? Are th ey on task w ith each
assign m en t? How are th e self-portraits? Do
th ey align w ith th eir Ph otosh op sketch up?
How is th e in progress critique? Can th ey
talk about th eir use of m aterials w ith th e
class? Are th ey usin g th e m aterials
effectively?

SUMMATIVE ASSESSMENT
Fin al piece an d artist statem en t

THEORIES

OPPORTUNITIES FOR
DIFFERENTIATED
INSTRUCTION
Lesson can be m odified to m eet th e n eeds
of all learn ers.
Studen ts can focus on research an d
draw in g if th ey do n ot h ave m otor skill
developm en t to carry out th e tasks.
Studen ts can be asked to be special h elpers
w ith tasks an d m aterials to keep h an ds
an d bodies m ovin g.
Lesson can be altered to look for im ages
on lin e th at are an im als of people an d
th en collage.

OTHER RESOURCES
& MATERIALS
Videos, prin ter, com puter, iPad, ph on es,
cam eras, m aterials of ch oice per studen t,
artist journ als, poten tial use of clay,
w atercolor, acrylic, oil, in k, graph ite, foun d
objects, m agazin es, glue, scissors, various
paper, video, ph oto, etc.

*Com puter lin ks are listed un der learn in g

activities.

RITA IRW IN - A/ r/ tograph y

INTEGRATION OPPORTUNITIES
TECHNOLOGY TO BE USED
Com puters, iPads, ph on es, cam eras,
Ph otosh op (or oth er editin g application s)

Th is un it plan could in tegrate w ith th e

scien ces, h istory, geograph y an d en glish .

Teach er Rubric

Date :

Studen t:

Project:

Exception al; Above an d Beyon d; Stealth Nin ja (4pts.)

Substan tial Effort an d Un derstan din g (3 pts.)

Visible Un derstan din g an d Requirem en ts Met (2 pts.)

Needs Guidan ce or Support (1 pt.)

In com plete

PRE-THINKING

PROCESS

Participated in class discussion s

Used class tim e appropriatley

Participated in VTS discussion s

Artistic obstacles overcom e/ solved

Participated in class activities

Im proved proficien cy of tech n ical

skill

Com pleted artist journ al prom pts

AJ en tries/ research sh ow depth of
th ough t

Tim e spen t on craftsm an sh ip

Evolution of artistic process eviden t

Prelim in ary research com pleted

Collaborated w ith peers an d/ or

in structor

Multiple artistic option s explored

In corporated lean rin g/ tech n iques

Exploration of m aterials an d
tech n iques

Exhibited problem solving and risk

taking

PRODUCT
Artw ork com plete w ith artist statem en t
Artw ork/ AJ turn ed in on tim e
Artw ork exh ibits creative in terpretation of project prom pt
Un derstan din g of lesson con ten t eviden t (exam ple artists,
ideas, tech n iques, etc.
Man ipulated artistic tools an d tech n iques to create
artw ork
In dividual m ean in g an d person al expression eviden t
Com preh en sive artist statem en t en capsulates artistic
th in kin g an d ch oices
Participation an d collaboration w ith peers on
culm in atin g activity
Adapted from Sh ayron Hyatt-W ade's Rubrics

NOTES:

Self Assessm en t

Date :

Studen t:

Project:

Exception al; Above an d Beyon d; Stealth Nin ja (4pts.)

Substan tial Effort an d Un derstan din g (3 pts.)

Visible Un derstan din g an d Requirem en ts Met (2 pts.)

Needs Guidan ce or Support (1 pt.)

In com plete

PRE-THINKING

PROCESS

Participated in class discussion s

Participated in VTS discussion s

Used class tim e appropriatley

Artistic obstacles overcom e/ solved

Participated in class activities

Im proved proficien cy of tech n ical

skill

Com pleted artist journ al prom pts

Tim e spen t on craftsm an sh ip

AJ en tries/ research sh ow depth of

th ough t

Evolution of artistic process eviden t

Prelim in ary research com pleted

Collaborated w ith peers an d/ or

in structor

Multiple artistic option s explored

In corporated lean rin g/ tech n iques

Exploration of m aterials an d

Exhibited problem solving and risk

taking

tech n iques

PRODUCT
Artw ork com plete w ith artist statem en t
Artw ork/ AJ turn ed in on tim e
Artw ork exh ibits creative in terpretation of project prom pt
Un derstan din g of lesson con ten t eviden t (exam ple artists,
ideas, tech n iques, etc.
Man ipulated artistic tools an d tech n iques to create
artw ork
In dividual m ean in g an d person al expression eviden t
Com preh en sive artist statem en t en capsulates artistic
th in kin g an d ch oices
Participation an d collaboration w ith peers on
culm in atin g activity
Adapted from Sh ayron Hyatt-W ade's Rubrics

NOTES: