LESSON PLAN #1 Date / Week: _2/20, 2/27, 3/6, 3/20, 4/3, 4/10_

Student Teacher: _Sheyanne Ryan_______

Lesson Title: __Coral Community Sculptures__
Grade Level: ___6th grade________
Number of Students: ___10 students___
Time available for this lesson: 6 40-minute sessions

Central Focus (Big Idea): Students will learn that art can be used to express the importance of
a community and how coral reef communities provide many nutrients for life. Students will learn
that when working together it can inspire change. Students will learn that exhibiting a largely
scaled coral reef can make an impacting statement about what is happening to our coral reefs
today.
i) interpreting art: Students will learn that they can create art that shows their opinion, makes a
statement, and can inspire change.
ii) developing works of art/design: Students will learn that they can create and transform
recyclable materials into a sculpture with various joining/building techniques and paint.
iii) relating art to context: Students will learn that they can work as a community to create
influential and statement art pieces about an issue they are concerned with a variety of
materials they use commonly.

Social Issues/Concepts of the Lesson:

 Marine Conservation
 Climate Change
 Coral Bleaching

Essential Questions:
• Why are environmental issues important concerns for youth cultures?
• How do issues of climate change and responses such as conservation inform youth
activism?
• What is Conservation?
• How can pre-adolescent youth learn about and take action related to marine
conservation?
• How can learning and understanding the great influence of coral reefs on peoples’ lives
support ecological activism in youth cultures?
• How does coral reefs affect people’s lives?
• How can art be used to support ecological awareness?
• How can an art lesson that involves constructing a mixed-media coral community create
awareness about climate change?
State Goals:
Goal #25 Know the language of the arts.
IL 25.A.3e: Analyze how the elements and principles can be organized to convey meaning
through a variety of media and technology.
In this lesson: Students will work together to create coral to make a statement about
the loss of coral in coral reefs. Students will use a variety of media like recyclable
materials and paint to express their coral and the scale of the coral conveys the
meaning of how important coral is.

Goal #26 Through creating and performing, understand how works of art are produced.
IL 26.B.2d: Demonstrate knowledge and skills to create works of visual art using problem-
solving, observing, designing, sketching, and constructing.
In this lesson: Students will do some research about the type of coral they picked and
then make a sketch of their coral. Additionally, students will work together to observe
how they are going to construct it and then create a three-dimensional sculpture.
Students will also create a two-dimensional background and a three-dimensional
middle ground for the habitat of the coral.

1. Objectives: State Goal Codes

1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I: Given a presentation about marine preservation, IL 25.A.3e
students will critically reflect on the making of art and actively
brainstorm how collective action can create positive change.
OBJECTIVE II: Given a coral list and fact packet, student will work IL 25.A.3e
in pairs to accurately identify which coral they care for, is mostly
interested in, and could construct.
OBJECTIVE III: Given a packet, worksheets, and discussions, IL 26.B.2d
student will knowledgably research their chosen coral through
reading, writing, and dialogue.
OBJECTIVE IV: Given worksheets and discussions, student will IL 25.A.3e
critically reflect on how artists can create social change through
class discussions and writing.

1.2 Artistic Skill Objectives:

OBJECTIVE V: Given building materials like foil, thin cardboard, IL 26.B.2d
and tape, student will successfully construct a marine sculpture
that is individually expressive as well as socially conscious.
OBJECTIVE VI: Given examples of coral, students will effectively IL 26.B.2d
work in pairs to create a free-standing three-dimensional coral
sculpture.
OBJECTIVE VII: Given paint and paint brushes, students will IL 25.A.3e
skillfully paint their coral sculptures.
 OBJECTIVE VIII: Given paint and paintbrushes, student will IL 26.B.2d
effectively paint a coral reef background and collaborate with their
peers to create a coral reef display.
OBJECTIVE IX: Given foil, cardboard, pom poms, pipe cleaners, IL 26.B.2d
and paint, student will creatively add an inventive approach to
their coral sculpture.

2. Assessment Criteria:
OBJECTIVE I: Student critically reflected on the making of art and actively brainstormed
how collective action can create positive change.
OBJECTIVE II: Student worked in pairs to accurately identify which coral they cared for, is
mostly interested in, and could construct.
OBJECTIVE III: Student knowledgably researched their chosen coral through reading,
writing, and dialogue.
OBJECTIVE IV: Student critically reflected on how artists can create social change through
class discussions and writing.
OBJECTIVE V: Student successfully constructed a marine sculpture that is individually
expressive as well as socially conscious.
OBJECTIVE VI: Student effectively worked in pairs to create a free-standing three-
dimensional coral sculpture.
OBJECTIVE VII: Student skillfully painted their coral sculpture.
OBJECTIVE VIII: Student effectively painted a coral reef background and collaborated with
their peers to create a coral reef display.
OBJECTIVE IX: Student creatively added an inventive approach to their coral sculpture.

3. Learner Characteristics:

3.1 Developmental Rationale

Making a difference and collaborating with peers is the theme presented in the lesson
relating to coral communities. These students are working together to create a coral that will
lead to all the students building a community. Lowenfeld (1987) explains two methods of
cooperation and states that the second method is also known as the, “objective method of
cooperation deals more directly with group work itself; [additionally, this] type of motivation will
determine its success” (Lowenfeld & Brittain, 1987, pp. 331). Students working together
motivates students to make a statement. By having students work together in this lesson
students can make a statement towards a current issue and work together just like a coral
community. Wachowiak (1977) states, “students in the fifth and sixth grades are sensitive to the
idea of “system,” of a “right” way to do things” (Wachowiak, 1977). This lesson gives students a
variety of options on how to create art. There are various materials and no correct way to create
a coral sculpture. This lesson provides students with enough room to create something together
and solve problems together when it comes to the construction aspect of the sculpture. Wood
(2007) explains that students from ages eleven to twelve are motivated to try new areas of
knowledge and want to stand for something or make a difference. Students want to establish
their identity, so students are willing to try new things and take on challenges (Wood, 2007, pp.
117-144). This lesson connects with an environmental issue that is happening currently and
students are going to learn more about that topic and then demonstrate the importance of the
coral by emphasizing the size of their sculptures. This lesson provides the challenge of creating
something that is free standing and with someone else.

Lowenfeld, V., & Brittain, W. L. (1987). Art motivation. In Creative and mental growth (pp.
329-333). New York: Macmillan
Wachowiak. (1977). A sequential curriculum for grades 5 and 6. In Emphasis Art: A Qualitative
Art Program for the Elementary School. New York: Thomas Y. Crowell Company.
Wood, C. (2007). Eleven year olds and twelve year olds. In Yardsticks: Children in the
classroom, ages 4-14 (pp. 117-144).

3.2 Differentiated Learners

This lesson is very open with what materials students can use to build. If a student with a
physical disability feels more comfortable with clay, this project can be adapted for that. Since
this project focuses on building and texture it will work with anyone who has a visual disability.
Additionally, this project is a group project that focuses on community, so any student who has a
disability will be with a partner. If a student has trouble cutting or folding their partner can help
them.

For students who have a mental disability I can leave cue cards out, so the student has a
place to reference what to do. Furthermore, it is important to have clear instructions ready for
the student and to have the project planned out easily so that students are prepared for the
lesson. I think by having students working in pairs will benefit all the students, but especially a
student with a mental disability. I think the focus on community would be crucial because
students will be working together and can help any student who may be a differentiated learner.

4. Literature and References:

4.1 Rationale of this lesson

Coral reefs are valuable, diverse ecosystems that support many species. The
biodiversity of coral reefs is key to finding new medicines and finding cures for various diseases.
Healthy reefs benefit local economies and tourism. However, coral reefs are now declining fast
due to various changes happening to the ocean. Including the ocean warming, acidifying, and
land-based source pollution (NOAA Ocean Service Education, 2017). The National Oceanic and
Atmospheric Administration Fisheries created a list that consists of 25 different species of
endangered and threatened corals species. This organization has shown how the coral is now
being protected under the Endangered Species Act and has recently made additions to the act.
(NOAA Fisheries, 2015). It is necessary to teach students about the global changes that are
happening around them. It is important for students to know the importance of coral and how it
affects them and the world around them. It is crucial for students to know the changes
happening and to start thinking about how to conserve what is being lost. It is important to
educate students about environmental issues because students can start thinking about
solutions and ways of conserving the areas that are necessary for life.

This lesson provides an opportunity for students to visually articulate a community while
creating awareness of marine conservation. This project allows students to explore the
importance and the issue of coral reefs. Through the process of physically building their coral
community sculpture, the students are working together like a community to create their coral
reef. Freedman (2003) mentions, “it is the foundation of a learning community and a socially
interactive environment that involves individuals and groups in viewing, discussing, analyzing,
debating, and making art” (Freedman, 2003, pp. 147). Students are interreacting, problem-
solving, analyzing, discussing, and making art together as a community. The environment
becomes inviting and students are more comfortable to share their thoughts, feelings, and
opinions. George (1992) explains, “doing things well while working with others not only helps
create situational understanding and cooperation, it also helps cultivate an atmosphere of unity
and mutual pride” (George, 1992). Collectively working together allows students to create a
positive atmosphere and becoming understanding of one another. Students can easily express
themselves and their opinions to other students. Wood (2007) states, “the growing cognitive
strength of the eleven year old is fed by learning new and demanding skills in research” (Wood,
2007, pp. 120). Students researched different endangered and threatened corals and decided
which one they connected with the most and had the most interest in. Students learn about the
importance of coral reefs to life, but also how a community is important in general. Students had
to learn how to reuse materials to make them stable enough to stand on their own and how
painting those materials can transform the once plain looking sculpture into a coral. Lowenfeld
(1987) discusses how, “it is much more important to increase children’s interest in the materials
of expression, it is much more important to provide an opportunity to determine personal
relationships with the world than to worry about how “artistic” particular products look”
(Lowenfeld, 1987, pp. 333). Students get to reinvent the once disposed of materials that are
harming the ocean and create a community that demonstrates the importance of a healthy
working community.
4.2 Background of the topic
During the 1960's people became more aware of their surrounding environment. Scientific
research brought up the realities of earth's resources (Pyla, 1997, pp. 48). Modern
environmentalism is now being associated with political structures of cultural domination. The
concern of the environment has shifted and obscures what is happening in which will affect
everyone (Pyla, 1997, pp. 49). When President Reagan was in office there was a fail in
expressing the environmental crisis we are in. The grass-roots activists start demonstrating that
citizens understand the problem and want changes to start happening (Blandy & Hoffman,
1993, pp. 22-3). In Blandy and Hoffman's article, they lead to the realization that, "art education,
and the environment is a familiar endeavor for art educators" (Blandy & Hoffman, 1993, pp. 23).
Additionally, they discuss McFee's research which discusses how art education has a similar
process to the environment. It is a process that has, "students discover, recognize, and
celebrate community values" (Blandy & Hoffman, 1993, pp. 25). Furthermore, Blandy and
Hoffman argue that the current environmental crisis can change through people changing their
ways in how they interact with the environment. Art educators have turned to community-based
education to enlarge the concept of art having a place. The goal now is for art educators to
teach students about art in a way that they can promote the understanding of interdependence
and interconnectedness of all things (Blandy & Hoffman, 1993, pp. 28). The link between art and
ecology is that ecology can be viewed as nature which is found in many art pieces, but art can
express ecology concerns and can convey an ecological message (Neperud, 1997, pp. 14).
Through the curriculum, if art educators can create an open-ended, flexible approach to their
curriculum they can engage students to discuss and critically think (Neperud, 1997, pp. 18).
Now there are educators taking art education and environmental education and creating eco-art
education (Inwood, 2010, pp. 34). According to Inwood, eco-art education is, "a means of
developing awareness of and engagement with concepts such as interdependence, biodiversity,
conservation, restoration, and sustainability" (Inwood, 2010, pp. 34). Activism has started many
years ago and is now connecting more and more to art education. Art educators are acting on
the environmental crisis that the world is in and are moving forward in creating eco-art
curriculum, so students become more aware of the world they live in. Eco-art educators are now
contributing to the environmental movement, considering greening their pedagogy, and making
efforts to work within the community.
4.3 Information about related artists, styles, movement or culture
 Aurora Robson: Robson is a multi-media artist who mainly creates her work from
waste. Her work stems from reoccurring nightmares that she had when she was a child.
She created a network called Project Vortex that consists of different artists, designers,
and architects that work from plastic debris. Her goal is to shift the views of art and
science education and to help restrict plastic from entering the ocean.
 Courtney Mattison: Mattison is an artist recognized as an ocean advocate who inspires
to conserve our changing seas. She mainly does hand-sculptures and ceramics to
replicate the fragile beauty of the ocean. Mattison creates huge sculptures of coral reefs
and exhibits them at art and science venues.
 Margaret and Christine Wertheim: Margaret and Christine Wertheim are twin sisters
who started the Hyperbolic Crochet Coral Reef Project. The two sisters curate the
project together and create coral by crocheting and knitting. Margaret Wertheim is a
science writer by profession and studied mathematics and physics. She brought her
knowledge of geometry and handicraft to design her coral forms. Christine works in the
Department of Critical Studies at the California Institute of the Arts. She teaches
experimental writing and feminism. Christine contributed to the Project by wanting to add
in plastic to help convey the toxicity happening to the ocean.
 Washed Ashore Organization: The Washed Ashore Organization builds and exhibits
art to educate about plastic pollution in the ocean and waterways. The artwork exhibits
aesthetically powerful art piece across the United States.
 Zaria Forman: Forman documents the affects of climate change throughout the world.
She has traveled with National Geographic to take photos of the changes happening in
the water. She creates pastel drawings of her documented images which mainly consist
of melting icebergs.

4.4 Art Terms/Vocabulary/Higher Level Thinking Verbs

Additive Sculpture: A sculpture created by adding and combining materials together
Analyze: To examine in detail
Background: What is behind the objects in the foreground and middle ground
Balance: How an artwork is arranged to create a sense of evenness
Collaboration: The action of working together to create or produce something
Color: The hue value and the intensity of an object
Composition: How shapes in a sculpture are arranged to look expressive in a well-made way
Conservation: Protecting something from harm
Construct: To build something
Contrast: A large difference between two things
Critique: A detailed analysis or assessment of something
Develop: To expand and grow
Discover: Find something unexpectedly or during a search
Distinguish: Perceive or point out a difference
Emphasis: The use of opposing sizes or shapes to draw attention to an area
Foreground: The objects in the front of an artwork
Form: An object that has depth, width, height
Impact: Having a strong effect on someone or something
Importance: The state or fact of being of great significance or value
Influence: The capacity to have an effect on the character, development, or behavior of
someone or something
Installation: The action and process of putting pieces of art together
Interpret: Explain and understand the meaning of something
Middle ground: In between the foreground and the background
Motive: A reason for doing something
Opinion: A view or judgment formed about something, not necessarily based on fact or
knowledge
Organic: A form that resembles living things
Perceive: Become aware or conscious of something
Repetition: The act of repeating something or creating a pattern
Response: A reaction to something
Scale: The relationship between the real size and the size of the artwork
Sculpture: The making of a three-dimensional representational or abstract form
Sketch: A simple, rough drawing done without detail
Solve: Find an answer to
Statement: A definite or clear expression of something
Support: Give approval, comfort, or encouragement to
Tempera: An opaque, water-soluble paint
Texture: The way a surface feels or looks
Three-Dimensional: An artwork that has that has length, width, and depth
Unity: The appearance of oneness achieved when all parts of a work of art look as though they
belong together
Variety: An assortment of lines, shapes or textures in a work of art

4.5 Description of visual examples

PowerPoint Presentation: A visual presentation of various artists who are doing coral
sculptures and examples of live coral students can look through.
Visual Board: Shows the big idea, vocab, artist examples, and have a sculpture example.
Teacher Examples: Examples show ways students can create their sculptures.
Description Visual Example
Aurora Robson: The Tide Is High
(2017).
This artist does installations with
PET (polyethylene terephthalate),
HDPE (high-density polyethylene),
and LPDE (low-density
polyethylene) that was taken from a
waste stream. This image
demonstrates how an installation
can make a greater statement of the
meaning behind the artwork.

What do you see?

What message is Aurora Robinson
trying to convey related to ocean
conservation?
If this installation was placed
differently would the message
change? http://www.aurorarobson.com/the-tide-is-high

Courtney Mattison: Our Changing

Seas I (2011).
This artist uses plywood, terra cotta,
stoneware, and porcelain to create
her coral. In this image, she is
demonstrating the coral becoming
bleached. Mattison’s sculptures
show how a meaning can be
conveyed through the variety of
coral and how they are changing
compared to each other.

What do you see?

What message is Courtney
Mattison trying to convey related to
ocean conservation?

http://courtneymattison.com/ourchangingseas-original/
Margaret and Christine Wertheim:
Crochet Coral Reef (2005).
These two artists have expanded
their project, but they create coral
reefs through crocheting. These
artists show how a community can
come together and crochet to make
a statement. There is group
following these artists and they
worked together to crochet an entire
coral reef.

What kind of message do you

believe this group is trying to
convey?

http://crochetcoralreef.org/coral-reef-gallery.php
Washed Ashore Organization:
This group created sea anemones,
a starfish, and coral with the use of
plastic. This example demonstrated
how a coral sculpture can be made
with a variety of recyclable materials
and be big in scale.

What materials is this artist using?

How does the artist’s material
choices relate to the idea of ocean
conservation?

http://washedashore.org/photos/the-sculptures/
 Zaria Forman: Greenland no.50
(2012).
Forman drew an iceberg that she
saw on her way to Greenland when
she was with National Geographic.
Forman is documenting the climate
change that is happening.

Who can tell me the message Zaria

Foreman’s artwork is depicting?
Where would be a good location to
display this drawing to bring
attention to the issue of marine
conservation?

http://www.zariaforman.com/greenland

4.6 List of references

Readings:
Blandy, D., & Hoffman, E. (1993). Toward an Art Education of Place. Studies in Art
Education, 35(1), 22-33. doi:10.2307/1320835
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics and the social life of art.
New York, NY: Teachers College Press
George, P. S. (1992). Teachers and Students: Relationships and Results. In The Middle School-
-and Beyond. Association for Supervision and Curriculum Development.
Inwood, H. (2010). Shades of Green: Growing Environmentalism through Art Education. Art
Education, 63(6), 33-38. Retrieved from http://www.jstor.org/stable/20799852
Lowenfeld, V., & Brittain, W. L. (1987). Art motivation. In Creative and mental growth (pp.
329-333). New York: Macmillan
Neperud, R. (1997). Art, Ecology, and Art Education: Practices & Linkages. Art Education, 50(6),
14- 20. doi:10.2307/3193683
Pyla, P. (1997). Gray-areas in Green Politics: Reflections on the Modern Environmental
Movement. Thresholds, (14), 48-53. Retrieved from http://www.jstor.org/stable/43875956
Wachowiak. (1977). A sequential curriculum for grades 5 and 6. In Emphasis Art: A Qualitative
Art Program for the Elementary School. New York: Thomas Y. Crowell Company.
Wood, C. (2007). Eleven year olds and twelve year olds. In Yardsticks: Children in the
classroom, ages 4-14 (pp. 117-144).
Artists:

Aurora Robson: http://aurorarobson.com/

Courtney Mattison: http://courtneymattison.com/

 Margaret and Christine Wertheim: http://crochetcoralreef.org/coral-reef-gallery.php

Washed Ashore Organization: http://washedashore.org/

Zaria Forman: http://www.zariaforman.com/

Websites:

Artist statements: https://www.theartofed.com/2015/09/25/use-this-flowchart-to-help-your-

students-write-authentic-artist-statements/

Coral Facts: https://coralreef.noaa.gov/education/coralfacts.html#eat

Coral NOAA: https://coralreef.noaa.gov/

NOAA Ocean Service Education:

https://oceanservice.noaa.gov/education/kits/corals/coral07_importance.html

Specific Corals: http://www.nmfs.noaa.gov/pr/species/invertebrates/corals.htm

5. Integration/Connecting Links:

5.1 Idea Mapping

5.2 Instructional Resources and Materials

 Artists: Provide to students for further inspiration. Additionally, these artists show
students that there are people making art about the importance of coral and on the issue
the corals are facing.
 Websites: These websites explain corals, show a list of threatened and endangered
corals, and provides various ways people can make a difference. There is also a flow
chart that student can reference when creating their artist statements.
 PowerPoint Presentation: Introduces students to marine conservation and what they
are going to be creating. The presentation shows various artists who create similar art
pieces to the project the students will be doing.
 Visual Board: Showcases the overall aspects of this lesson. The board has vocabulary,
contemporary artworks, and examples of how to create texture and create various
sculptures out of recyclable materials.
 Teacher Examples: The coral example demonstrates visually what I am looking for the
students to be creating.
 Vocabulary Sheet: This handout gives students an idea of what type of terms they will
be learning and using throughout the process.
 Glue Gun Safety: This handout will serve as a reminder and as a guide for students to
follow when using the hot glue guns.
 Day One Worksheet: Students have a plan on what coral they have and how to create
their coral.
 Day Two Worksheet: Students have the space to write all the materials they are using
for reference for next class. Additionally, students will have an opportunity to think about
what vocabulary terms they are using while creating their sculpture.
 Self-Assessment: This will give students an opportunity to reflect on their time working
in pairs and their finished work.
 Artist Statement: This will give the opportunity to students to write about their process
and thoughts behind their piece.
 Coral Facts and List Sheet: This list gives students specific types of coral to choose
from that are endangered or threatened in the ocean.
 Artist Statement Flow Chart: This chart gives students guidance in how to write an
artist statement and offers questions for students to answer to create a coherent artist
statement.
5.3 Art Materials for the Lesson

 Tape
 Duct tape
 Scissors
 Elmer’s glue
 Hot glue gun
 Glue sticks
 Pencil
 Paint
 Paint brushes
 Paper towels
 Paper plates
 Pipe cleaners
 Pom pom balls
 Paper
 Foil
 Plastic warp
 Thin cardboard
 Toilet paper
 Paper towel rolls
 Plastic bottles
 Milk jugs
 Boxes

6. Management and Safety Issues:

 Hot glue gun: Using hot glue guns is a safety risk for this lesson. Before students work
with hot glue guns I will give a demonstration and a set of rules on how to use the hot
glue guns. Additionally, each student will receive a handout of reminders and guidelines
for using hot glue guns. If a student uses the hot glue gun improperly they will receive
tape or Elmer’s glue until they demonstrate the proper behavior. The hot glue guns will
be at a specific station in the room and will be plugged in at the beginning of class and
then unplugged when cleanup is announced.