Lesson Plan Title:__________​Key Assignment​__________________________ Length:_________________________________

Pre-Assessment:
This will need to be done prior to teaching your lesson. ​Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Students complete a checklist and check off all of the things they have done previously. Checklist will ask students if they’ve: used/put together a
jeweler’s saw, used a polishing machine, heard of polishing before, etc. This way teacher can see which students don’t have experience with
certain things and tailor instruction according to that.

Performance:
What will students accomplish as a result of this lesson? ​This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)

Students will create a key that unlocks something they love. For example, if students love motorcycling and that’s a big part of their life, they
would create a key with a design inspired by motorcycles. The key does not need to be “functional” but can have a creative twist to the actual
design of keys. (Head, teeth, etc)

Role - Student
Audience - Peers, Teachers, Parents
Format - Copper, nikel, or brass metal, cut by a jeweler's saw
Topic - Creating a key that unlocks something you love.

Concepts:
List the ​big ideas​ students will be introduced to in the lesson. ​These ideas are universal, timeless and transferrable​. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation ​Look for concepts in the standards, content
specific curriculum, etc.

Technique
Style
Symbol
Polishing
Line
Expressions
Elements/Principles

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Enduring Understanding (s):
Enduring Understandings ​show a relationship between two or more concepts​; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Students will understand how technique and polishing can enhance style/professionalism in a piece

Students will understand how to convey unlocking something they love by using lines and symbols.

Students will understand how to use artistic elements and principles to express a certain meaning or convey expression.

Standards: (All lessons should address all standards.)

1. Observe and Learn to ​Comprehend
2.​ ​Envision and Critique to​ Reflect
3. Invent and Discover to ​Create
4. Relate and Connect to ​Transfer

Objectives/Outcomes/Learning Targets:
Objectives ​describe a learning experience​ with a​ condition → behavior (measurable) → criterion. A
​ ligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as:​ Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Students will create a key out of metal that unlocks something they love. (Bloom’s: Create - Standard: create - GLE: Ideate and build works of art and design to demonstrate
growth and proficiency in traditional and new art media - Art learning: Polishing, sanding, filing, sawing - Numeracy, literacy, and/or technology: artist statement, new vocab
words, pictures of past examples)

Students will write an artist statement highlighting what they learned and decision-making along the way. (Bloom’s: Analyzing, Evaluating - Standard: Reflect - GLE: Use
criteria and personal discernment to evaluate works of art and design, taking into consideration the variables that influence how the work is perceived - Art learning:
communicating about art work, reflecting on art making - Literacy: artist statement involves writing)

Students will be shown examples of other artists/students who have created keys in this manner. (Bloom’s: remember, understand - Standard: Comprehend, Transfer - GLE:
Utilize the inquiry method of observation and the language of visual art and design to gather information and determine meaning. - Art learning: observing work, discussing
work, ideation based on example - Technology: Pictures shown on projector of past examples)

Students will file, sand, and polish their cutout key to a high professional manner. (Bloom’s: apply, create - Standard: Create - GLE: Establish a practice of planning and
experimentation to advance concepts and technical skills. - Art Learning: Polishing, sanding, filing, generally cleaning metal projects - Technology: students must know how to
use certain machines to achieve a professional polish)

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Differentiation:
Explain ​specifically​ how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. ​Students must still meet the objectives​.

Differentiation: Access​ ​(Resources and/or Process) Expression​ ​(Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
Extensions for depth and complexity:
- Students get to choose their design for their key
including amount of negative spaces, type of
movement, etc.
- Students are given a choice of metal as well as
information about every type of metal so they can
make an informed decision
Access​ ​(Resources and/or Process)
- Students get to choose their design for their
key including amount of negative spaces,
type of movement, etc.
- For an extra challenge, students can try to
create a piece that highlights their favorite
state AND something important to them
- Students get to choose their design for their key
including amount of negative spaces, type of
movement, etc.
- Students are given a choice of metal as well
Expression​ ​(Products and/or Performance)
- Students get to choose their design for their
key including amount of negative apces, type
of movement, etc

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson ​and describe how literacy is integrated into the lesson.

Polishing
Jeweler’s saw
Professionalism

Literacy will be integrated during demonstrations. As students are being shown certain processes, they will be told new vocabulary words, as well
as the definitions, the implications, etc. Literacy will also come into play when students write their artist statement. Students are required to
consider what they have learned, what elements of art they used, if they were successful, etc.

Materials:
Must be grade level appropriate. ​List​ ​everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) ​List all materials in a bulleted format.

Brass

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Nikel
Copper
Jeweler’s saw
Polishing machine
Sand paper
Files
Saw blades
Clamp/ Wooden block for sawing
Drill tool for negative space

Resources:
List​ ​all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. ​Make reference to where the material can be found.​ (These are the resources used by the teacher to
support/develop the lesson.)​ List all resources in a bulleted format.

Resources are all pictures of past student work (That way students can see what has been done in the past, what the teacher counts as success, etc.)

Preparation:
What do you need to prepare for this experience? ​List steps of preparation in a bulleted format.

- I made examples of my own so students could see an example in person

- Made sure the polishing machine was working
- Cut out squares of 220, 320, 400, 600 sandpaper
- Prepare artist statement questions for the end of the project
- Anticipate student needs

Safety:
Be specific about the safety procedures that need to be addressed with students.​ List all safety issue in a bulleted format.

- Wear safety goggles while operating polishing machine

- Wear little finger gloves things while operating polishing machine in order to protect your fingers from the friction heat
- Always use a woodblock for sawing to keep your fingers safe
- Clean-up after sawing to ensure no metal dust fragments are breathed
- Always turn on safety switch before operating polishing machine

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Action to​ ​motivate/Inquiry Questions:
Describe how you will begin the lesson to ​stimulate student’s interest​. How will you pique their curiosity and make them interested and excited about the lesson? ​What inquiry questions will you pose?​ Be specific
about what ​you will say and do​ to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

What would it look like if you could create a key to unlock something important to you? Something you love?

How would you create a key that conveys to everyone around you what you care about and what’s important to you?

What is important to you?? Why? How can you convey that in a tiny design for a key?

What do keys mean to you? Are they insignificant or significant? Why?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract.​ ​List and describe inquiry questions
and​ processes you will engage students in to help them develop ideas and plans for their artwork.

Students will first be asked their feelings about keys. After reflecting on that, students will be asked several questions above (without hearing about
the assignment first) so they are forced to contemplate and consider these broad questions. Students can quick write about the questions, talk in
partners, share in a group discussion, whatever the vibe in the classroom is that day. After that, students will be shown examples of keys in the past,
and fully introduced to the assignment. Doing it this way will force students to contemplate and think deeply, without knowing what expectations
are for the project (it gives them a chance to think freely). Students will be shown MANY past examples to see exactly what was successful and
what wasn’t, what ideas can be pursued, how students in the past handled the topic, etc. Students can use past examples, as well as the answers to
the above questions, to guide their design and come up with a truly unique concept. Students are asked to sketch out at least three separate ideas,
based on the examples and questions.

Instruction:
Give a detailed account ​(in bulleted form) ​of ​what​ you will teach. ​Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc.​ Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction​ - Learning​ - Students will...

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10 mins - ​Intro
48 - Because the project was introduced at the beginning of last - Understand the criteria and project requirements for key project
mins class, the intro today is fairly short so students can jump - Finish and turn in their faux bone project
right in - Begin working on and/or completely realize design for key
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 - Teacher talks about the different metal choices (Students - Use class time wisely so they are ready to cut for block day
may choose between brass, copper, or nickel silver)
- Teacher highlights advantages and disadvantages of each
one (harder to cut through, easier to heat evenly, etc) so
students can make informed decision
- Students are given a few more details about the project, as
well as shown a few more examples
38 mins - ​Work time
- Students are given rest of class time to work
- Students who are not done with faux bone project should
finish up and write their artist statements by the end of class
- Most students will be sketching/transferring a design to
their metal, but some may start sawing today
- Students are expected to have faux bone project turned in,
and design more or less developed and finished by the end
of class

Day
2 10 mins - ​Block Day Reflection - Understand strengths and weaknesses in different key designs to
- Students are given a prompt for their block day reflection. create a more successful design
85 Today, the prompt is asking them to critique 2 examples of - Create and transfer their design onto their metal
mins keys, focusing on strengths and weaknesses - Clean up their spaces and tools thoroughly
- After a few minutes of thinking and writing, students are - Develop a clear and successful design for their key
asked to discuss their thoughts. Students may receive saw
blades as a “prize” for participating in the discussion
- Students are shown a few more examples of keys, as well as
why they are successful/unsuccessful
70 mins - ​Work time
- Students are given most of the rest of time to work on their
keys
- Today, students need to finish coming up with their design
and gluing it onto their metal
- Most students will probably get started with cutting today as
well, although that’s not necessarily a requirement for
today
- Teachers will come around and answer any questions that
may arise
5 mins - ​Clean-up
- Students are given the end of class time to clean up their
tools and spaces
- Students need to pay special attention to metal shavings that
may have come off while sawing
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Day
3 10 mins - ​Intro/Demo - Understand how to file and sand effectively
- Students are given a list of things they need to get done - Finish cutting out piece +negative spaces
48 today - Understand what is expected of them for the day
mins - Students must finishing cutting out their piece and the - Work on their keys
negative spaces in their piece - Clean and file their key to create a more successful piece
- Students are given a short demo on how to file and sand - Clean up their tools and spaces thoroughly
their piece
- Students can’t use dremel tool for metal project because it’ll
make the metal even coarser
- Students are expected to file all edges and use every grit of
sandpaper on their pieces
- Students are reminded how to sand and file so they know
what is expected of them
33 mins - ​Work time
- Students are given the rest of class time to work on key
- Students are expected to finish most of cutting and begin
filing their pieces by the end of class
- Teachers will walk around and answer questions as they
arise
- Students are expected to file according the the
demonstration today
5 mins - ​Clean-up
- Students are given the end of class time to clean up their
tools and spaces
- Students need to pay special attention to metal shavings that
may have come off while sawing

Day 10 mins - ​Polishing demo

4 - Class starts with teacher giving a demo on how to use the - Understand how to use the polishing machine safely and
polishing machine effectively
48 - Students are asked to crowd around polishing machine and - Finish cutting out their key
mins listen closely - Work on filing and sanding their key down well before polishing
- Teacher goes over safety procedures (including covering - Follow safety procedures for polishing
fingers and eyes, putting long hair back, etc) - Clean up spaces thoroughly and completely.
- Teacher then shows students how to turn on the machine,
how to hold the metal against the machine, and what to do
after polishing (as well as what to avoid while polishing)
33 mins - ​Work time
- Students are given most of time to continue working on key

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 - Most students should be focusing on filing and sanding their
keyes, getting them ready to be polished
- If not fully cut out yet, students should focus on finishing
that today
5 mins - ​Clean-up
- Students are given the end of class time to clean up their
tools and spaces
- Students need to pay special attention to metal shavings that
may have come off while sawing

Day
5 10 mins - ​Grading Breakdown - Understand how they will be graded, and let that guide their
- Students are shown exactly how these keys will be graded decision making
48 - Keys are graded on professionalism, creativity, - Continue to file, polish, and sand their key
mins craftsmanship, the presence of negative space - Clean up their tools and spaces thoroughly
- Students should fully understand what is expected of them
for this project and how they will be graded
33 mins - ​Work time
- Students are given most of class time to work on key project
- Students should be completely done with cutting at this
point
- Ideally, most students will be finishing up polishing and
filing this class and next class
- If students finish early, they will be given an extra credit
assignment involving cutting out a US state from metal
5 mins - ​Clean-up
- Students are given the end of class time to clean up their
tools and spaces
- Students need to pay special attention to metal shavings that
may have come off while sawing, filing, or sanding

Day 15 mins - ​Intro/stamping demo

6 - Students begin the day by being asked what their motto for - Understand what the next project is
their life would be - Understand how to stamp metal
85 - Students are asked to jot down a few ideas - Brainstorm ideas for next project
mins - Students are asked to share what they wrote in a class - Practice stamping their metal
discussion - Finish polishing their key
- Students are then introduced to the next project so they can - Create an artist statement and turn in key
start formulating ideas - Clean up their tools and spaces thoroughly
- Students are then given a small demo on how to stamp (Use
an anvil, line up stamp, give it 2-3 taps with a metal
hammer)
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 - Students are then told that once they finish their key, they
must practice stamping for the rest of class on scrap metal
65 mins - ​Work time
- Students are given the rest of class time to finish their keys
and practice stamping
- Students are expected to finish polishing their keys by the
end of class
- Students also need to write an artist statement for their piece
before turning in
5 mins - ​Clean-up
- Students are given the end of class time to clean up their
tools and spaces
- Students need to pay special attention to metal shavings that
may have come off while sawing, filing, or sanding

Day 10 mins - ​Intro

7 - A little more information is given to students about the ring - Understand what is expected of them with the ring project
project - Begin thinking of unique designs/brainstorming
48 - Several examples are shown to help students visualize how - Finish working on key project
mins to create a unique shape or use negative space to their - Write an artist statement for their key project
advantage - Clean up their tools and spaces thoroughly
- Students are reminded how to size ring, how to stamp ring,
etc.
33 mins - ​Work time
- Students are given most of time to work on keys
- Students are expected to finish key project and turn in with
an artist statement next class (or at the end of this one)
- Students are expected to polish in class since they can do
every other step outside of class
5 mins - ​Clean-up
- Students are given the end of class time to clean up their
tools and spaces
- Students need to pay special attention to metal shavings that
may have come off while sawing, filing, or sanding

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Students are asked to complete an artist statement based on a series of predetermined questions. This helps teacher gauge the level of
understanding, the purpose behind each piece, and how the student feels about the particular assignment. In order to go a little more in depth,
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students are asked to share their thoughts and ideas with a partner before turning in their key and artist statement. This way, students are allowed to
feel accomplished and practice talking about their art in an academic manner. The artist statements are a great tool for reflections, partner work is a
great tool for learning how to talk about art.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Execution, originality, and uniqueness (Did students create a key out of

metal to “unlock” something they love? (See appendix)

Requirements and Craftsmanship (Did students write an artist's

statement? Did students file, sand, and polish their piece to a
professional level?

Studio Time and Work ethic (Did students use their time wisely, take
advantage of every period, etc)

Ideation (Did students gather inspiration from previous examples?)

Self-Reflection: ​After the lesson is concluded​ write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives
achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again?

This lesson was very successful, and very engaging for my students. Because this is one of the very first lessons for a metals 1 class, it was a fairly
simple project. However, the criteria for it allowed students to be truly creative and create pieces they could be proud of. The objectives of this
lesson were highly achieved by students. The main thing I wanted them to learn how to do was polishing their piece to a high professional level. I
felt as though the students who put forth the effort were extremely successful in this objective. Although other students weren’t as successful, the
main reason was simply because they didn’t have the patience to go through all sand grits and use the polishing machine. Because of this, I feel the
only improvement this lesson needed was more motivation for students. The project itself was really cool, and you could tell students were excited
to create personal keys. However, some students just didn’t have enough excitement to carry them through all grits and polishing. To combat this, I
could’ve tried to come up with some kind of moral booster for the middle of the lesson that would reinvigorate my students and give them enough
excitement and inspiration to reach my objectives.

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 Other than a moral booster during the lesson, there weren’t many things I would have changed about this lesson. The demo went extremely well,
and it was clear that students understood exactly how to use the polishing machine safely by the end of the lesson. Most of the keys my class turned
in ended up in the display case because of how beautiful and detailed they were. Perhaps this lesson would have been enhanced if I had shown
more artists who created pieces similar to these. However, I specifically chose to only show past student work because it made students more
comfortable with the idea, it showed them that people in their age group have been extremely successful (and they can too), and it didn’t intimidate
them like an artist’s work might. All in all, this was a great lesson that the students enjoyed thoroughly. Now that they can successfully use the drill
press, polishing machine, and jeweler’s saw, the next lesson will feature a demo on soldering.

Appendix:​ Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Artist Statement:

Name: ______________
Date: _____________

Artist Statement Sheet

1) Describe your goals and/or meaning behind your piece.

2) What elements/principles of art are present in your design? How?

3) What did you learn while creating this piece?

4) Do you feel successful? Why or why not?

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5) If there was one thing you could change about your piece, what would it be?
Rubric:
Exemplary
100
Execution, Originality, - Students create a key that is
bold, brave, and completely
and Uniqueness original
- Artwork is highly reflective of
personal “voice”
- Rick taking was clearly part
of the process
Requirements and - Not only are requirements
met, but they are exceeded
Craftsmanship - Exceptional awareness of
techniques and steps shown in
a high quality, neat, engaging
artwork
Studio Time and Work - Student ALWAYS puts in
effort and ALWAYS
Ethic perseveres when problems
arise
- Tools and materials are
properly used and maintained
- Student is on task and
always working toward
improvement
- Always helps and
encourages others
Ideation - Highly inspiring level of
exploration into idea
- More than 3 sketches with
notes taken from presentation
of previous examples
- Profound connections made
on a personal level
Advanced
90
- Student creates a key that is
completely original and
reflective of personal “voice”
and style as an artist
- Risk taking is evident and
artist has made new
connections to
material/process
- All requirements are met
- High level of
awareness/understanding of
techniques and steps shown
- Strong quality, neat,
engaging artwork
- Student often puts in effort
and almost always perseveres
when problems arise
- Tools and materials are
properly used and maintained
- Student is on task and
consistently working toward
improvement
- Helps and encourages others
- Inspiring level of exploration
into idea
- 3 sketches with notes taken
from presentation of previous
examples
- Clear connections made on a
personal level
Meets Expectations
80
- Student creates a key that is
original and somewhat
reflective of personal “voice”
and style as an artist
- Risk taking could be pushed
to make deeper connections to
material/process
- Most requirements are met
- Strong level of
awareness/understanding of
techniques
- Acceptable quality, level of
neatness, engaging artwork
- Student usually puts in effort
and perseveres when
problems arise
- Tools and materials are
properly used and maintained
- Student is usually on task
and working towards
improvement
- Helps and encourages others
- Effective level of thought and
exploration
- 2 sketches with notes taken
from presentation of previous
examples
- Connections could be
pushed further
Emerging
70
- Student creates a key that
feels somewhat cliche
- Personal “voice” and style as
an artist needs further
exploration
- Minimal risk taking shown
- Some requirements are met
- Satisfactory level of
awareness/understanding of
techniques
- quality and level of neatness
needs improvement
- Artwork lacks engagement
- Student sometimes puts in
effort and perseveres when
problems arise
- Tools and materials could be
treated more respectfully
- Student is sometimes on
task, but needs to work harder
towards improvement
- Some level of thought and
exploration
- 1 sketch with notes taken
from presentation of previous
examples
- Work lacks connections on a
personal level
Unsatisfactory
60-0
- Student creates an artwork
that feels cliche or “done
before” or copied from the
internet
- Little to no personal “voice”
or style as an artist
- No risk taking shown
- OR student did not complete
project
- Minimal requirements are
met
- awareness /understanding of
techniques not shown
- Artwork lacks a sense of
PRIDE or focus
- Artwork is not complete
- Student rarely puts in effort
and often gives up when
problems arise
- tools and materials not cared
for or maintained
- Student is rarely on task,
and/or shows little interest in
growth or improvement
- Minimal or no thought and
exploration
- no sketches and/or no notes
taken
- No interest in connecting on
a personal level
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