Kayla Fusselman

Expressive
Eyes
Big Idea: Artists can create art
works that connect and represent
themselves.
Lesson Title: Expressive Eyes
Grade: 9-12
Time Allotment: 1 -50 minute
class

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Overview:
Lesson Summary: In this lesson the students will learn about eye bombing.
Using this knowledge the students will choose a pair of googly eyes that
connect and represent them. The students will place their pair of googly eyes
on an object or item in the classroom that they personally connect to or
identify with.
Reference Artwork:

 Nose Cone on eyebombing.com
 The Coal People on eyebombing.com
 Boom on eyebombing.com
 Roger the Blue Park Pole on eyebombing.com

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Key Concepts/Essential Questions:

 Art can be made to connect with the artist.
o In what ways to artists connect with their art?
 People can connect to everyday objects.
o How do people connect personally to everyday objects?
 Art can stand out and make a difference.
o In what ways can art catch your eye or make a statement?

Standards:
9.1.12.A: Know and use the elements and principles of each art form to
create works in the arts and humanities.
9.1.12.H: Incorporate the effective and safe use of materials, equipment and
tools into the production of works in the arts at work and performance
spaces.
Kayla Fusselman

VA:Cn10.1: Synthesize and relate knowledge and personal experiences to
make art.

Objectives:

 Knowledge:
o Students will prove their knowledge of eye bombing by filling in a
worksheet that details what a pair of googly eyes would do to an
object.
 Skills:
o Students will define their identity through the selection of googly
eyes.
o Students will analyze inanimate objects to find their connected
identity in an object.
o Students will draw a picture of their object with their googly
eyes. The drawing will include reasons why the eyes and object
connect to the student.
 Disposition:
o Students will express their opinion nonverbally and verbally by
participating in a token response style critique.

Assessment:
Pre Assessment:

 Students will fill out a worksheet that asks for how an inanimate object
would be like with a pair of googly eyes. (3 points)

Formative Assessment:

 Students will participate in a class discussion of how artists connect to
their art. (2 points)
 Students will hand in a drawing of their googly eyes on their object
with explanations of why they all connect to the student. (10 points
possible)

Summative:

 Students will be graded on their overall engagement in the lesson with
a checklist. This would include previous activities and participating in a
token response by holding up specific symbols that reflect their
opinions of their classmates’ work. It will be optional for students to
explain why they chose that symbol. (5 points for the token response)

Self-Assessment:
Kayla Fusselman

 Students will be given a sheet to fill out asking them about their
participation and presentation of previous activities and the token
response. (5 points)

Instructional Procedure:
Day 1: History, Placing, and Token Response
Hook:
Students will enter the room and find their seats. The teacher will ask
the students if they know what eye bombing is. If nobody knows then the
teacher will tell the class and show a BBC video on eye bombing to better
explain the cultural trend.
Development:
Once the video has been played the students will fill out a worksheet
that asks for how an animate object would be like with a pair of googly eyes.
Next the students will have a discussion on how artists connect to their
artwork. This will lead into the introduction of the project.
The students will be informed to choose a pair of googly eyes that they
connect with and then find a place that they also connect and identify with.
Once the students have placed their googly eyes on their object they will be
instructed to draw their object with their googly eyes in their sketchbook.
The students must also write down reasons why they connect to their googly
eyes and their object.
Once the students have completed their sketch and have turned it in,
the entire class will participate in a token response assessment. Students will
be given a group of symbols that each has their own meaning; = Love it,
= I could spot that a mile away, = that makes me happy, = I’m not
a fan, = bright idea, and = puts me to sleep (boring).
Each student will have a turn to point out their googly eyes and say
why they connected to the eyes and the place. The students will be asked to
hold up a token to respond to every classmate’s googly eye placement. If a
student would like to, they may explain why they chose the token they held
up. The teacher will encourage students who hold up negative tokens to
explain.
Closing:
After each student has explained their googly eyes and the token
response assessment has finish the students will allowed to either keep their
eyes up or take them down. The students will be given a self-assessment
asking their participation in the entire lesson. This sheet will be due the next
class period in order to keep more time for the token response. Lastly the
students will be asked how they felt the googly eyes cause a reaction and
what the students in the next art class will think of the googly eyes. Once
some students have responded, the teacher will dismiss the class.

Timeline:
Day 1
Kayla Fusselman

 Hook  4 minutes
 Worksheet  5 minutes
 Googly eye placement  5 minutes
 Sketch  6 minutes
 Token Response  27 minutes
 Closing  3 minutes

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Preparation:
Teacher Research and Preparation:

 Research and gather eye bombing and images and video
 Create worksheet
 Create tokens
 Create self-assessment
 Create grading checklist

Instructional Resources:
http://eyebombing.com/
http://eyebombing.com/about

Student Supplies:

 Googly eyes
 Glue dots
 Sketchbook
 Pencils

Modifications:
If the token response was to take too long it could be extended into
another day which would push back the self-assessment form being handed
out.
For students with disabilities, they may work with a partner who could
help they place their eyes. Students who have verbal disabilities would be
allowed to write out their explanation for their project instead of explaining it
verbally.
For gifted students, they could add more detail and even color to their
sketches. During token responses, the gifted students might also want to
participate more or give more reasons on their sketches as to how they all
connect and relate.
Kayla Fusselman

Worksheet:

Explain in at least 3 full sentences how putting a pair of googly eyes on a
trashcan, would affect it and how it is viewed.

Self-Assessment:
Check all that apply. (5 points, 1 per check)

o Complete the worksheet
o Participate in the class discussion
o Do a sketch of your googly eye placement with connections
o Participated in token response
o Explained you connects to class

Checklist (done by teacher)
Kayla Fusselman

o Did the student complete the worksheet with at least 3 full sentences?
__/3 (1 point per sentence)
o Did the student participate at least once in the class discussion? __/2
o Did the student sketch and make connections with the object and
googly eyes? __/10 (sketch of the specific pair of googly eyes, sketch
includes the object, 3 connections to eyes and object; 2 points per
connection, 2 points for sketching specific eyes, and 2 points for
sketching object)
o Did the student hold up a token for every classmate’s googly eye
placement? __/5 (5= every time, 4= almost every time, 3= the
majority of the time, 2= less than half of the time, 1= barely anytime,
and 0= never)
o Did the student fill out the self-assessment? __/5 (points are
determined by how many checks the student gave themselves based
off of their own work and participation)

Total possible score of 25 points