Kayla Fusselman

Innumerable Item Installation
Big Idea: Artists create art works that can cause
reactions.
Lesson Title: Innumerable item installation
Grade: 8th grade
Time Allotment: four 50-minute class periods

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Overview (full):
Lesson Summary: In this lesson the students will be
introduced to installation art and the differences between
representational art and abstract art. Considering what
non-traditional art entails, artwork location, artist
interaction and reaction, and the material used, the students
will collaborate to create an abstract installation. This installation will be made out
of multiples of the same object. Once the installation is completed the students will
reflect and critique the artwork as a whole as well as each other on participation.
Reference Artwork:
Loo-py Art by Sakir Gökçebag
Thrown to the Wind by Wang Zhiyuan
Net Blow-up by Numen, Yokohama
A long way from the bathroom by Rosie Leventon
Wald {Forest} by Daniel Hafner
Escalator Canopy by Hjalti Karlsson and Jan Wilker
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Key Concepts/Essential Questions:
Art can stand out and make a statement.
-In what ways can art catch your eye or make a statement?
Art can be a public performance.
-How does public art differ from “museum” art?
Art does not have to be ‘serious.’
-In what ways can art be funny?
Standards:
 9.1.8.A: Know and use the elements and principles of each art form to
create works in the arts and humanities.
 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review and revise original works in the
arts.
 9.1.8.D: Demonstrate knowledge of at least two styles within each art form
through performance or exhibition of unique works.
 9.1.8.F: Explain works of others within each art form through performance
or exhibition.
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Kayla Fusselman

 9.1.8.H: Demonstrate and maintain materials, equipment and tools safely at
work and performance spaces
 9.3.8.A: Know and use the critical process of the examination of works in
the arts and humanities.
 9.3.8.E: Interpret and use various types of critical analysis in the arts and
humanities.

Interdisciplinary standard:
 1.6.8.A: Listen critically and respond to others in small and large group
situations.

Interdisciplinary connection: In this lesson the students not only will be working
in the visual arts, but also in the subject of speaking and listening domain. The
students will have to properly respond and express their opinions to their
classmates’ artwork through a critique.

Objectives:

Knowledge:
 The students will prove their knowledge of the important aspects of non-
traditional art and their newly gained knowledge of abstract installations by
sketching on their own, at their table, and as a whole class a blueprint of the
installation.
Skills:
 The students will collaborate with their classmates to create an abstract
installation out of multiples of one item.
 The students will complete an evaluation worksheet detailing their
participation as well as their class’s ability to work together.
Dispositions:
 The students will practice speaking formally by critiquing and forming an
opinion about the installation
 The students will demonstrate collaboration skills by working as entire class
to create a piece of art.

Assessment:
Pre-assessment:
 Students will be assessed on their knowledge of the differences between
representational art and abstract art by responding to the teacher’s
questions.
Formative Assessment:
 The students will utilize their knowledge of artwork location, size, reaction
and interaction, material, and position as a piece of non-traditional art by
sketching out their idea for the installation.
 The students will analyze images of installations and depict whether or not
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Kayla Fusselman

the artworks are abstract or representational, and how it fits into the non-
traditional style, the importance of the size, location, interaction, material,
and what reactions/messages are coming from this artwork.
Summative Assessment:
 The students will be graded off of the Installation Art Rubric.
 The students will fill out a participation evaluation form that will be graded as
a section of the Installation Art Rubric.

Instructional Procedures:

Day 1- Introduction to abstract art and installations. Review important elements
from Lesson 2; Larger than life-size

Hook: Upon entering and finding their seats properly the students will be asked
what they remember from the last lesson (Lesson 2; Larger than life-size). If
needed the teacher will hint at location, size, material, interaction, and reaction
aspects. The students will raise their hand to be called on in order to give their
response. Once the teacher has heard about all of the intended aspects from the
last lesson the teacher will then ask if any student(s) can differentiate between
abstract art and representational art. The students will properly raise their hands
to be called upon to respond.

Development: Once the teacher has had an adequate answer for the
differentiation, the students will be able to engage in a PowerPoint presentation of
installation artworks. The teacher will display the image and inquire from the
students what elements they see of non-traditional art and what art aspects are
seen (size, location, material, etc.) The teacher will explain the installations as
needed, which will lead into the description of the project.
The teacher will tell the students about this lesson’s project. Collaborating
together, drawing from the knowledge and aspects learned from Lesson 2; Larger
than life-sized, the students will work together as a class to create an installation
made completely out of one chosen material. The teacher will outline what the
students will be graded on as seen in the Installation Art Rubric. Allowing for
any questions about the project, the teacher will then instruct the students to think
about an item or material that the class might want to use multiple times in order
to create the installation.
The students will be asked to come up with ideas and raise their hand to be called
upon. The teacher will write the objects on the board. Once a list of at least 15
materials/items has been compiled on the board the teacher will ask the students
to look through the entire list and determine some of the materials that may not be
so easy to work with, are silly or impractical, or are not so easily obtained. After
going through the list and eliminating unnecessary items the teacher will help the
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Kayla Fusselman

students to get the list down to 5 items. The teacher will encourage the students to
think of size, location, react and interaction as deciding factors for the materials. If
the class cannot decide easily on one item a vote will be taken to determine the
final item.
Once the item has been decided upon the students will be asked to sketch in their
sketchbooks some designs and installation elements that might come from their
chosen material. Once brainstorming has been underway fro a few minutes, the
teacher will ask each table to reveal to each other their own ideas and designs.
Utilizing every student, each table will collaborate to draw out a projected
installation blueprint using each other’s ideas and designs. Once every table has
made a blueprint for the final project the teacher will collect them and point out
similarities and differences to be taken into consideration.
Next the teacher will suggest that every student work together to draw and create
what the final installation will look like by utilizing each table’s plan. Working
together the entire class will draw out the final project blue print that will be used
in the next 2 class periods as the basis for the installation creation.

Closing: Once the students have drawn out their final blueprint they will find their
seats again. The teacher will quiz students on new art aspects learned earlier that
class period (representational, abstract, installation, etc.). Once the students have
answered the teacher’s questions they will be reminded to bring in the object the
class has decided on.

Day 2- Review of safety tools, instruction on item use, 1st day of creating

Hook: Once the students properly enter and sit at their table the teacher will ask
each table to think of one important aspect that needs to go into consideration
when creating the installation. The students will talk at their table and designate a
student to raise their hand properly to be called on. The teacher will call on each
table’s representative for an aspect. Answers should include; audience interaction,
size, use of material, audience reaction, etc.

Development: Next the teacher will quickly review proper workshop and tool
safety ensuring to point out what tools will be used most likely for the class
material. The teacher will also demonstrate techniques to be used for the material.
These would include; adhering to it, balance issues, adhering to location.
Once the teacher has finished he demo the students will be allowed to work
together to start creating the installation elements. Students will break off into
smaller groups or even by themselves in order to create a smaller element of the
overall larger project.
The teacher will be available fro suggestion, questions, or help.

Closing: Once the teacher calls clean up the students will store their in progress
elements and dispose of any waste. The teacher will then ask the student to talk at
their table about the possible location for the installation. The teacher will

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Kayla Fusselman

emphasize considering interaction elements and what sites might work better in
the school.
Each table will be asked to submit their location idea. Once a list has been created
the teacher will talk them through with the students pointing out what sites make
the most sense. Once the list is down to two locations a vote will take place. Once
the location has been decided upon the students would be dismissed.

Day 3- 2nd and final day of installation creating

Hook: Finding their seats properly and quietly the students will enter the
classroom. Once seated the teacher will ask the students what they think the rest
of the school would react or think of the installation they are creating? The teacher
will call on a couple students for ideas on others’ opinions. The teacher will
emphasize that this is a public piece of art that will be viewed by any and
everybody in the building.

Development: The students will be allowed the remainder of the class period to
work on elements of the installation. The teacher will be available or questions or
concerns. The teacher will also suggest to the class to set up the installation in the
art room in order to see if it matches up to the blueprint.

Closing: Once clean up is finished the teacher will confirm the location for the
installation and suggest that students check out the space before the next class so
that they know how to install the art for the next class period. Lastly the teacher
will ask the students to start thinking of a title for the artwork. Ideas of names will
be discussed at the next class period.

Day 4- Installation placement and critique/reflection

Hook: Once the students properly enter and sit in the classroom the teacher will
ask the students for title suggestions. The teacher will suggest thinking the word
choices. Will the title be simple, wordy, mysterious, will there be no title, or will the
title be un-related?
The students will raise their hands to be called on. The teacher will call on students
to give name suggestions that will go on the board.

Development: Next the students will gather the installation elements and go to
the location to set it up. The entire class will work together placing and finishing
the artwork at the location. Once the installation is completed the students will
critique and reflect on the art creating process. The teacher will allow for every
student to take a turn commenting or reflecting on the project.
Once everyone has had a turn more reflections can happen if time permits. After
the discussion are over the teacher will remind the students of the title choices and
have the students decide on which one fit’s the artwork.

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Kayla Fusselman

Closing: the installation will be left in the location and will have the decided title
placed by it by the teacher during the next free period. The teacher will ask the
students to fill out a participation evaluation form assessing their participation as
well as the entire class’s effort. This worksheet will be completed by every student
and handed in as a portion of the overall installation project grade.
Lastly the teacher will inquire among the students how the installation would be
different if they made it representational.

Timeline:
 Day 1
o Hook/review  5 minutes
o PowerPoint of installations  6 minutes
o Project Introduction  2 minutes
o Item brainstorming and deliberating  10 minutes
o Individual sketching  5 minutes
o Table blueprint  8 minutes
o Class blueprint  12 minutes
o Closing  2 minutes

 Day 2
o Hook  2 minutes
o Workshop safety review/item techniques  6 minutes
o Creating  30 minutes
o Clean up  8 minutes
o Closing/Location deliberation  4 minutes

 Day 3
o Hook  2 minutes
o Creating  38 minutes
o Clean up 8 minutes
o Closing  2 minutes

 Day 4
o Hook/Title suggestions 5 minutes
o Installation placement  5 minutes
o Critique/reflections  28 minutes
o Title deliberation  3 minutes
o Evaluation worksheet  7 minutes
o Closing  2 minutes

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Kayla Fusselman

Preparation:
Teacher Research and Preparation:
 Research and find examples of installations
 Create PowerPoint
 Create Rubric
 Obtain chosen class item
 Create evaluation worksheet

Instructional Resources:
http://dzinetrip.com/36-feet-high-art-installation-with-reused-plastic-bottles/
http://retaildesignblog.net/tag/installation/page/5/
http://www.scoop.it/t/art-installations/p/1272763196/2012/02/23/rosie-leventon-a-
long-way-from-the-bathroom
http://danielhafner.com/forest.html
http://designapplause.com/2012/first-major-art-installation-for-neocon-2012/26779/

Student Supplies:
 Sketch book
 Pencils
 Classroom decided item
 Glue
 Other adhesives as needed
 Hand tools as needed

Modifications:

Extension: this lesson could be lead into another lesson that depicts
representational art works. A focus could possibly be on the artist Leo Sewell who
uses smaller objects to create a much larger object.
Students could learn about how art has been used to give messages and by
selecting the appropriate materials to create a piece of art that can create the
message.
This could also go in another direction by having the students make a more
traditional piece of artwork but using most of the same elements, size, reaction,
location, etc.

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