STUDENT TEACHING LESSON PLAN (NON UNIT)- (revised 8/2017, TDH)

Kansas State University College of Education

Art Education Program

I. LESSON NUMBER: 1

II. NAME: Mrs. Michaela Funk (Strahm)

III. DATES OF LESSON: February 22, 2018

IV. SCHOOL: Alton High School

V. GRADE LEVEL OF STUDENTS: 10th-12th grade

1
VI. CONTENT AREA: Digital Photo

VII. LENGTH OF LESSON: 50 minutes

VIII. PHILOSOPHY OF ART TEACHING:

Arts need to be part of every child’s education because they teach valuable
skills and lessons that help him or her grow. At its core, art teaches children fine arts
and design skills, critical thinking, and communication.
The Art classroom is expected to be a place where fine art techniques and
design skills are taught. While historically that included physical media and heavy
reliance on art history, today the art classroom and definition of fine art has
expanded. Art has evolved to include digital equipment, such as cameras, as well as
digital processes and programs like Adobe Illustrator. Art is no longer limited to
known materials, but continues to move into the technology world of the twenty-
first century. While it is important to preserve old processes, combining traditional
and digital forms of creativity can have amazing results.
Critical thinking skills are fostered in the Art classroom through integrated
curriculum and project-based learning. Cross curricular lessons, such as teaching
about geology of a place such as the Flint Hills is a great Science integration which
can greatly enhance learning in a core subject. This is also an example of Place Based
Learning. Both of these types of learning enforce art methods as great hands on
learning techniques. Project-Based Learning is a natural fit for art where an
extended period of time is taken to use resources to explore authentic questions,
problems, or challenges. Students can also address real-world ecological problems
through projects involving recycling and architecture. Critical thinking skills can be
applied to any problem, not just in art or arts influenced learning. Thus, learning
them can have a profound impact on the holistic development of each student.
Art is primarily non-verbal, although with the advance of video and sound
art, that is no longer exclusive. Through brainstorming and critiques of works,
students have the opportunity to learn to clearly communicate ideas and specific
decisions. They also get to learn how to reflect and adjust where necessary. In order
for this to be effective, students will learn how to build an environment of respect,
kindness, and collaboration. Students in the classroom will have opportunities to
think of a beneficial project together, in which to also involve their community.
Whether it is a mosaic in a local park, or a benefit art auction to support a
foundation, students in my classroom will learn about service and working together.
In conclusion, these types of communication promote social emotional learning for
the individual and community.
Students need the skills the arts provide. This lesson can nurture
appreciation for artistic skill and how they were used then versus now. Students
will record their process and discover habits of mind that are creative skills. They
will also be challenged to think abstractly as they develop 3-D sculptures out of 2-D
planes.

IX. DESCRIPTIVE LESSON TITLE AND TOPIC:

2
 TITLE: Bringing Images to Life

LESSON TOPIC: Students will use the traditional practice of quilling as well as
modern collage to create a project/box. Students will cross the boundaries between
the 2D and 3D art form, analyzing design ideas and concepts to complete this
project. Today is a work day.

X. RELATIONSHIP TO LIFE: Students will use a common material in uncommon

ways. Students will also have a chance to discover and cross the boundary between
2D and 3D art. Students will be able to practice critical thinking skills

XI. STANDARDS:
A. State Standards:
1. VA:Cn10.1.I Document the process of developing ideas from
early stages to fully elaborated ideas.
i. Achieved by students taking 3 photos of their
projects throughout and writing about things they
learned throughout.
2. VA:Cn11.1.I VA:Cn11.1.II Compare uses of art in a variety
of societal, cultural, and historical contexts and make
connections to uses of art in contemporary and local
contexts. Choose from a range of materials and methods of
traditional and contemporary artistic practices, following
or breaking established conventions, to plan the making of
multiple works of art and design based on a theme, idea, or
concept.
i. Achieved by students using the art of quilling to
create some form of 3-D object/box, as well as
incorporating some form of collage.
B. National Standards:
1. Anchor Standard #1. Generate and Conceptualize artistic
ideas and work.
i. Achieved by sketching ideas, trying out different
placements, and making the project.

XII. RATIONALE: Students will have the opportunity to use a common material in
an uncommon way. They will also cross the boundaries between 2D and 3D art,
historical and modern artistic practices (quilling and collage). Students will grow in
critical thinking and creative skills as they analyze their process as well as use multi-
media.

XIII. LEARNING GOALS AND OBJECTIVES:

3
 A. Students will be able to construct quilled shapes from modern and
historical examples. (Bloom’s Taxonomy: Category-Create; Action-
Construct)
a. Assessed by DEMONSTRATION/CIRCULATING THE ROOM
B. Students will be able to select images to use on their boxes. (Bloom’s
Taxonomy: Category-Evaluate; Action-Select)
a. Assessed by BLOG POST

XIV. INSTRUCTIONAL DESIGN:

A. LEARNING STRATEGIES:
1. DEMONSTRATION: The teacher will demonstrate how to create
quilled shapes and incorporate them into a background image. She
will also discuss
2. ARTISTIC STUDIO HABITS OF MIND: Envisioning and developing
craft are two studio habits of mind that the students will learn
about and practice. Students will practice different shapes as well
as different layouts prior to gluing their final design.

B. ADAPTATIONS/DIFFERENTIATION:
1. Whole Group/Small Group:
a. WHOLE GROUP: No differentiation is necessary.
2. Student A: Learning Disability
a. TIME: The teacher will allow for extra time to answer
questions on tests/projects, if needed.
b. SIMPLIFY: The teacher will work with the student to
simplify the project in terms of using simpler shapes
(quality will be retained).

C. Student B: Attention Deficit Disorder

a. OUTLINE: The teacher will provide an outline of the
assignment/slides from the presentation for the student
to follow along.
b. DAILY GOALS: The teacher will make frequent check-ins
with student and make daily goals to complete.

C. ACTIVITIES:
1. Activities:
a. LESSON THEME: Students will be introduced to the
history of quilling as well as modern examples. Students
will be challenged to transform 2D art into 3D.
b. STUDIO HABITS OF MIND: Students will develop craft and
envision by making and placing shapes prior to gluing
them down.
c. ELEMENTS OF ART: Students will use line and shapes to
make an effective, aesthetically-pleasing, design.

4
 2. Questioning Strategy: Using questions promotes a discovery based
approach to learning, and is more engaging than telling students
the information they need to know. It helps build self-efficacy and
easily make connections to real life.
a. What shape would add drama to this section of your
image?
b. How will each side of your shape fit together in terms of
design?

D. INTEGRATION OF TECHNOLOGY:
1. Teacher Use for Planning and Teaching
a. CHROMEBOOK, PHONE, COMPUTER: the teacher will use a
computer to research information and put together
templates/PowerPoints, as well as show video clips, 3D
models, etc.
b. POWERPOINT: This will be used by the teacher for the
introductory slide show for the lesson, project, as well as to
introduce new information throughout and vocabulary.
2. Student Use During Lesson:
a. CHROMEBOOK, PHONE, COMPUTER: the teacher will use a
computer to research information and put together
templates/PowerPoints, as well as show video clips, 3D
models, etc.

E. INTEGRATION OF READING STRATEGIES:

1. BLOG: Students will create a blog post (in format) using 3 images
of beginning, middle, and final project.

F. INTEGRATION OF CRITICAL THINKING STRATEGIES:

1. MAKING CONNECTIONS: Students will make connections
between modern and historical contexts and artistic media/uses.
They will apply these same principles/techniques to their boxes.
2. BRAINSTORMING: Giving students opportunities to practice
metacognition, thinking about thinking, which will help them get
more out of their learning experiences. Brainstorming broadens
and idea or breaks it down into components that can be altered or
rearranged or added to. This provides multiple solutions to
problems. Students will brainstorm, or practice analytical and
synthetical thinking through placing their made shapes and trying
different arrangements prior to gluing them down.

G. INTEGRATION WITHIN AND ACROSS CONTENT FIELDS:

1. LANGUAGE ARTS: Students will write reflections in a Blog Post
format describing their project process, use of images, as well as
quilling techniques. Also, they will talk about their design
decisions, especially the use of line.

5
 H. COMMUNITY RESOURCES:
1. CLASS BLOG: Use student-written blog pages to connect with
families.

XV. SUPPLIES NEEDED:

A. STUDENT SUPPLIES AND TOOLS:

a. Construction Paper
b. Magazines
c. Scissors
d. Masking Tape
e. Tacky Glue
f. Mod Podge
g. Cardboard
h. Chromebook
i. Hot Glue

B. EXEMPLARS:
a. Finished Example of Quilling Sculpture
b. Examples of Quilled Shapes

C. TEACHER SUPPLEMENTAL MATERIALS AND EQUIPMENT:

a. Introductory Powerpoint

XVI. PROCEDURES:

Introduction:
1. Greet Students
2. Take Roll
3. Announcements
Opening Discussion/Entry Ticket/Bell Ringer/or Journal Prompt:
1. Opening Discussion/Activity: The teacher will ask students to
share their current ideas with the class for group brainstorming.
Demonstration:
1. The teacher will re-demonstrate how to roll/transform the paper
in different ways as a quick review.
2. The students will be reminded to show the teacher their quilled
examples.
Distribution of Supplies:
1. The teacher will instruct students to gather supplies from the
supply cart.
Studio/Work Period:
1. The teacher will ask students to share their themes, color ideas,
etc. with the class, which will be written on the board to help other
students yet undecided.

6
 2. The teacher will show the steps from the introductory slideshow
that students will be addressing today (picking out images to use)
3. The teacher will give the demonstration review.
4. The teacher will also mention additional ways paper can be
modified.
5. Students will be allowed to work, with the teacher circulating the
room.
6. Near the end of class, the teacher will remind students to take a
photo of their projects for their snapshot blogpost that will be
completed by the end of the project.
Concluding Discussion/Exit ticket/Journal Prompt/etc.:
1. The students will be asked to put away their supplies back on the
supply cart.
2. The students will be asked to think about how they can
incorporate different textures, and unify their designs through
line, color, etc.

Clean-Up:
1. Ten minutes prior to the bell ringing, students will be directed to
return scissors, paper, etc. to the supply cart where they got them
from.

XVII. ASSESSMENT:
1. DEMONSTRATION-REVIEW/CIRCULATING THE ROOM: The teacher
will observe students practicing their quilling shapes to determine
current understanding. The teacher will give individual or small group
instruction on how to make it better.
2. BLOG POST: Students will take a photo at the end of class today of
their projects as they document their process. This will show
practiced shapes and selected images.

XVIII. RESEARCH:

1. http://worldofquilling.weebly.com/history-of-paper-quilling.html
2. Paper filigree
3. Rolled, shaped, and glued together to create decorative designs form
flowers, leaves, and various ornamental patterns similar to ironwork.
4. During the Renaissance, French and Italian nuns and monks used
quilling to decorate book covers and religious items. The paper most
commonly used was strips of paper trimmed from the gilded edges of
books. These gilded paper strips were then rolled to create the quilled
shapes. Quilling often imitated the original ironwork of the day.
5. Many quilled art works can be found on cabinets and stands, cribbage
boards, ladies' purses, a wide range of both pictures and frames, work
baskets, tea caddies, coats of arms and wine coasters. Storage boxes,
larger than most jewelry boxes with drawers and/or tops that

7
 opened, quilled lock boxes, and much more. Some items were
specially designed for quilling with recessed surfaces. Quilling was
also combined or married with other techniques such as embroidery
and painting.
6. How did you discover paper craft/quilling?
i. My background is in graphic design, but I always had a tendency to
use hand drawn illustrations quite a lot and have been interested
in various forms of paper craft since school years (as a hobby). It
took me quite a while to find my own way of bringing together my
love of paper with my experience in graphic design, especially
interest in typography. I started to use edge-glued paper technique
more than 7 years ago - I don't always call it quilling because I
have actually discovered a new way of using the basic technique -
as if I'm drawing with paper instead of on it (traditional quilling
often uses a number of basic shapes, so it is a bit different).
ii. The first such paper artwork that I made was my name ‘Yulia’ – I
was looking for an eye-catching way to illustrate my name for
promotional purposes. Somehow I remembered this method of
edge-gluing strips of paper (at that point I had no idea it was called
Quilling) and started gluing the letters of my name. That was the
starting point for my further experiments with paper and
typography; quoting other people, I made quilling cool, modern
and gave this old paper craft technique a new life and significance.
7. Can you explain your process?
i. I always make detailed sketches first and at this stage might look
for some references for inspiration and do a quick research.
Having a clear idea of the design at the sketching stage is
important because once a piece of paper is glued I can’t remove it
without damaging the background to some extent. However this
has never been a real issue: the process is so slow, that I get plenty
of time to see and evaluate how a particular strip of paper looks in
the composition and remove it straight-away, if necessary.
8. How long does it take to create one of your paper artworks?
i. These paper artworks can take from a couple of days to couple of
weeks or even longer – it all depends on the level of detail, size and
design complexity; there are hardly any short-cuts – if you want to
create something beautiful and intricate you have to spend long
hours working on the piece. When I work on a large and intricate
artwork (such as portraits) I try to distract myself with
audiobooks, music, films on the background - anything that will
stop me thinking the thought that should be avoided at all times,
for instance: ‘I can’t see the end of it’, ‘it is going so slow’ and all
the possible variations of it. So when I’am asked ‘how long did it
take exactly’, my answers is often 'LUCKILY I don’t know'. Having
said that, in all these years I never missed a deadline when
working on commercial projects.

8
XV. APPENDIX:
Quilling Shapes Practice

Quilling Shapes Practice:

Make a Tight Circle, Spiral and One of your Choice.
Show your practice shapes to Mrs. Funk to get your project guidelines.

Snapshot Blog Post Rubric

Snapshot Blog
Guidelines:
1. Writing: You will write 1-2 paragraphs about your project.
a. Answer these questions:
i. Did the project turn out like you had planned originally?
ii. How is it different?
iii. Do you think about 2D materials like paper differently, now that you
know it can be used in multiple 3D ways?
2. Photos: Include 3-5 images of your project during the process

9
Project Guidelines

Project Guidelines
Guidelines:
3. You will create a 3D object out of Cardboard pieces, collage, and quilling
techniques.
4. You can make a Cube, Pyramid, OR an abstract Sculpture that has Length, Width,
and Height.
5. There should be Quilling on every surface.
6. The overall sculpture/box/pyramid cannot be more than 6x6”
7. Don’t Forget: You will also be creating a Snapshot Blog of your project! See
Snapshot Blog Guidelines for details!

DUE: March 1st, 2018

10