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Unit: Safety
Grade: High School - Ceramics and Sculpture II

Prepared by: Aubrey K. Martin


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Aubrey Martin
High School – Ceramics & Sculpture II
Unit: Safety

Big Ideas:

- Visual Art is a means by which an artist can experiment with various subjects in their applied
forms.
- Skills build on one another.
- Proper sequencing is vital in artmaking.
- Focused collaboration cultivates enhanced understanding for every individual involved.
-The ability to problem-solve enhances the value of previously acquired knowledge.
- Accidents are necessary in the process of meaning-making.
- A narrative can be revealed intentionally by the artist through the use of specific imagery and
artistic techniques.
- The ability to accurately self-asses one’s accomplishments is improved over time through
thoughtful practice.

Rationale/Description of Learning:

I am in the process of being ushered into a stage of life that is rife with change, excitement, and
uncertainty. Partly in response to this, I have been considering the concept of Safety as a big idea in
my own life. Where do I feel safe? When do I feel most confident? What is the role of memory and
nostalgia in my personal interpretation of Safety? In this unit, students will be challenged to create
their own abstracted personal symbol for Safety. Students will learn to manipulate a challenging
material and experiment with various techniques in order to combine and refine components of their
sculptures. Students will be rewarded for their persistence and perseverance when they present a
finished piece at the close of this unit.

Standards (1st Grade):


Lesson 1 –
 Standard 3. Invent and Discover to Create
GLE 1. Establish a practice of planning and experimentation to advance concepts and technical
skills.
 EOa. Research and generate possible concepts that can be used to build deeper meaning
in preparation for making.
 EOb. Research and consider various iterations of an idea and draft possible solutions
using a variety of media.
 EOc. Practice techniques and improve skills by testing media to consider constraints
and potential of materials.

Lesson 2 –
 Standard 3. Invent and Discover to Create
GLE 1. Establish a practice of planning and experimentation to advance concepts and technical
skills.
 EOc. Practice techniques and improve skills by testing media to consider constraints and
potential of materials.
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 Standard 4. Relate and Connect to Transfer


GLE 2. Develop proficiency in visual communication skills that extends learning to new
contexts.
 EOa. Use reasoning to identify problems and conceive solutions in artmaking that
demonstrate independent judgment.
 EOb. Transfer and integrate concepts and skills to inform innovative ideas and solutions.

Lesson 3 –
 Standard 4. Relate and Connect to Transfer
GLE 2. Develop proficiency in visual communication skills that extends learning to new
contexts.
 EOa. Use reasoning to identify problems and conceive solutions in artmaking that
demonstrate independent judgment.
 EOb. Transfer and integrate concepts and skills to inform innovative ideas and solutions.
GLE 3. Utilize the practice of artmaking, and research historical and cultural contexts, to
discern between different viewpoints, critique social problems and effect social change.
 EOa. Demonstrate autonomous meaning-making and problem-solving skills to create
works that reveal agency in thinking.

Lesson 4 –
 Standard 2. Envision and Critique to Reflect
GLE 1. Use criteria and personal discernment to evaluate works of art and design, taking into
consideration the variables that influence how the work is perceived.
 EOb. Communicate interpretive and evaluative conclusions that justify intention and
purpose.
 EOd. Determine how knowledge gained from critique may affect the creation or
modification of an existing or new work of art.

Lesson 5 –
 Standard 3. Invent and Discover to Create
GLE 1. Establish a practice of planning and experimentation to advance concepts and technical
skills.
 EOd. Create works of art representing personal narratives that use traditional and
contemporary media.

Lesson 6 –
 Standard 1. Observe and Learn to Comprehend
GLE 3. Use artmaking processes as forms of inquiry to increase independent reasoning and
perception skills to increase knowledge.
 EOb. Compare personal work within the larger discourse of visual art and design practices
to identify purpose and function.

 Standard 2. Envision and Critique to Reflect


GLE 1. Use criteria and personal discernment to evaluate works of art and design, taking into
consideration the variables that influence how the work is perceived.
 EOa. Identify concepts, themes and viewpoints that are visible and suggested in a work of
art.
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 EOb. Communicate interpretive and evaluative conclusions that justify intention and
purpose.

Enduring Understandings:

- Process and planning inform understanding.


- Communication can provide artists with newfound insight into physical elements of their
world.
- Problem-solving and experimentation take numerous forms in daily life.
- Problem-solving can be used to spark new ideas and deepen the meaning behind an artwork.
- Sometimes what is included in an artwork can be just as important as what is excluded from a
piece when constructing meaning.
- Personal biases might hinder the process of self-assessment.

Essential Questions:

- How does sequencing inform decision-making?


- How might problem-solving enhance a person’s character and life experience?
- How does collaboration inform decision-making?
- How does an artist differentiate between the components of an artwork that can be re-worked
and those that cannot?
- How can an artist enhance the meaning of their piece through visual imagery?
- How does a person decide if an artwork is finished?
- Can an artwork ever be truly finished?

Unit Goals:

At the end of this unit students will understand:


 How to manipulate a medium in order to enhance a visual effect in order to illustrate a
personal narrative
 Art is connected to other content areas
 How to respectfully work within a community of artists
 How skills build on each other in order to create a more complete understanding
 How elements in our world can be broken down into simpler forms/parts
 The importance of persistence
 The necessity of mistakes
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Topic Map:

Objectives from lesson plans and sketches:

Lesson 1 – Students will explore abstraction and conceptual ideas through sculpture.

Lesson 2 – Students will problem solve through experimentation with their design and the materials
provided.

Lesson 3 – Students will utilize problem-solving in order to further communicate the intended
meaning of their piece.

Lesson 4 – Students will enhance the structure of their piece and incorporate advice gained through
discussion and collaboration into the structure of their design.

Lesson 5 – Students will continue the process of meaning-making as they further refine the visual
components of their designs.

Lesson 6 – Students will focus on finishing and refining their sculptures to create an end product with
a distinct professional polish.
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Pre and Post Summative Assessment Plan:

For the Summative Pre-Assessment I instructed students to write a note on the back of their
initial sketches that specifies whether they have worked with wire before this project. This will give
me a better idea of which students might require additional support throughout the course of this
project. This information will be taken into account throughout instruction and when compiling Post-
Assessment data. I will also gather information on which students possess an understanding of
abstraction before they begin their project. I will continue to monitor the development of this
understanding as they create their artwork.
The Post Summative Assessment will be an analysis of the student’s project, which is the Post
Assessment Activity. I have designed a rubric that specifically looks at the students’ growth in their
depth of knowledge as well as their ability to communicate their ideas visually. The criteria is focused
on the student’s development of their piece and how well they have utilized elements of abstraction to
contribute to the meaning/visual narrative of their artwork. The students’ observations about ideas
communicated or shown in this unit will be reflected in their use of the following elements –
abstraction, form, planning, composition, and professional polish. In the Post-Assessment I will be
reviewing their artwork using the rubric I created. This rubric can be found in the Appendices under
“Assessment Tools.”

Content Integration:

Lesson 1 –
 Geometry: Students will plan out the size of their sculpture and work out how
various sections will fit together.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
 Language Arts: Students will be introduced to various art-related vocabulary and
apply them to their artwork.

Lesson 2 –
 Geometry: Students will plan out the size of their sculpture and work out how
various sections will fit together.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.

Lesson 3 –
 Geometry: Students will continue to alter/plan out the physical components of
their sculptures.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.

Lesson 4 –
 Engineering: Students will assess the structure of their sculpture and add
reinforcement where needed.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.

Lesson 5 –
 Geometry: Students will continue to alter/plan out the physical components of
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their sculptures.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.

Lesson 6 –
 Language Arts: Students will write a short self-evaluation critiquing their work.
They will outline the strengths and shortcomings of their piece as well as any areas
where they might have struggled.

Outline of Lessons:
Teacher Will Students Will
Lesson 1 –  Conduct the Pre-  Plan out their wire
Assessment mesh sculptures.
discussion and  Create 4 sketches of
introduce the first potential designs.
project.  Explore abstraction
 Offer help and advice and choose subject
when needed. matter based on their
 Assess progress in personal interpretation
project of the Unit Big Idea –
 Facilitate cleanup and Safety.
lineup.  Decide on a design
after exploring its
feasibility and the
strength of the idea.
(Note: I will “okay”
everyone’s designs
before they move on
to creating a
template.)
Lesson 2 –  Review the previous  Begin to execute their
class and introduce plans for their wire
today’s goals mesh sculpture
 Offer help and advice designs.
when needed.  Add changes to their
 Assess progress in design as needed, in
project response to any issues
 Facilitate cleanup and they might face with
lineup. its construction.

Lesson 3 –  Review the previous  Continue to work on


class and introduce their wire mesh
today’s goals. sculptures.
 Offer help and advice  Focus on
when needed. creating/enhancing a
 Assess progress in 3-dimensional shape.
project.  Add components of
design that will assist
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 Facilitate cleanup and in communicating the


lineup. intended meaning of
their artwork.
 Remove/alter pieces
in their sculpture that
hinder their visual
message.

Lesson 4 –  Review the previous  Continue working on


class and introduce their sculptures.
today’s goals.  Briefly discuss how to
 Offer help and advice improve their designs.
when needed.  Begin adding tissue
 Assess progress in paper to their piece.
project.  Focus on reinforcing
 Facilitate cleanup and any weak areas of
lineup. their design.

Lesson 5 –  Review the previous  Focus on adding


class and introduce components of design
today’s goals. that will assist in
 Offer help and advice communicating the
when needed. intended meaning of
 Facilitate cleanup and their artwork.
lineup.  Remove/alter pieces
in their sculpture that
hinder their visual
message.

Lesson 6 –  Review the previous  Add final revisions to


class and introduce their designs.
today’s goals: Today  Add finishing touches
is the last day to work to their piece and self-
on this project! analyze to decide if
 Offer help and advice they have fully
when needed. completed their
 Facilitate cleanup and artwork.
lineup.  Fill out a self-
evaluation form once
they have turned in
their project.
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Visuals:

http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/

http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/

http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/

http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
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http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/

http://www.62group.org.uk/artist/atsuko-yamamoto/

https://www.pinterest.com/pin/422142165071599140/
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https://www.pinterest.com/pin/422142165071598566/

https://www.pinterest.com/pin/422142165071599144/

https://www.pinterest.com/pin/422142165071598564/
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http://www.equinesculptor.com/commissioned_bronze_horse_sculpture.html

http://www.redraggallery.co.uk/showInventory.asp?iId=11763&title=Circus%20Horse&artist=Stanley
%20DOVE

https://wildlifewonders.com/chickadee-and-sunflower-bronze-sculpture-sunshine-72037/
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https://www.pinterest.com/pin/463026405430972037/

Resources:
 The Art Story
 The Sixty-Two Group of Textile Artists
 ThoughtCo
 Fubiz
 Pinterest
 Artists Studied:
o Atsuko Yamamoto
o Peter Gentenaar

Bibliography:

The Art Story. Comparison of Abstract vs. Figurative Art. (n.d.). Retrieved from
https://www.theartstory.org/definition-abstract-vs-figurative-art.htm

Atsuko Yamamoto. (n.d.). Retrieved from http://www.62group.org.uk/artist/atsuko-yamamoto/

Boddy-Evans, M. (2019, January 06). 7 Major Painting Styles, From Realism to Abstract. Retrieved
from https://www.thoughtco.com/art-styles-explained-realism-to-abstract-2578625

D. (n.d.). Paper Sculptures Suspended in Mid-Air. Retrieved from


http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
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Appendices
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Aubrey K. Martin
Lesson I – Mixed Media Sculpture
Grade Level: High School, Ceramics & Sculpture II

Colorado Academic Standards: High School

Standard 3. Invent and Discover to Create


GLE 1. Establish a practice of planning and experimentation to advance concepts and technical skills.
 EOa. Research and generate possible concepts that can be used to build deeper meaning
in preparation for making.
 EOb. Research and consider various iterations of an idea and draft possible solutions
using a variety of media.
 EOc. Practice techniques and improve skills by testing media to consider constraints
and potential of materials.

I. Big Idea(s):
- Visual Art is a means by which an artist can experiment with various subjects in their applied
forms.
- Skills build on one another.
- Proper sequencing is vital in artmaking.

II. Enduring Understandings: Process and planning inform understanding.

III. Essential Questions: How does sequencing inform decision-making?

IV. Daily Lesson Objectives: Students will explore abstraction and conceptual ideas through
sculpture.

V. Activity: The students will plan out their wire mesh sculptures. The students will create 4
sketches of potential designs. Students will explore abstraction and choose subject matter
based on their personal interpretation of the Unit Big Idea – Safety. They will decide on a
design after exploring its feasibility and the strength of the idea. (Note: I will “okay”
everyone’s designs before they move on to creating a template.)

VI. Content Integration:


 Geometry: Students will plan out the size of their sculpture and work out how
various sections will fit together.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
 Language Arts: Students will be introduced to various art-related vocabulary and
apply them to their artwork.

VII. Pre-Assessment (& Unit Pre-Assessment): On the back of their sketches students will specify
whether they have worked with wire before this project. This will give me a better idea of
which students might require additional support throughout the course of this project. This
information will be taken into account when compiling Post-Assessment data. I will also gather
information on who has an understanding of abstraction.
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VIII. Success Criteria: Evidence of participation/active listening during the intro. and demo.
Completed 4 sketches and paper template.

IX. Post-Assessment: Look for evidence of understanding in the student’s plan – in their
sketches and paper template. Have they thought about the size of their elements and how
they might fit together and attach? Has the student considered the visual relationships their
chosen elements have to abstraction?

X. Accommodations and Modifications:

 Level of Support:
o Location: Preferential Seating – Seat students who have difficulty
concentrating towards the front and beside peer mentors. If a student cannot
focus with others around them provide an additional seating area where they
can concentrate better.
o Provide certain students with additional support/behavioral checks
o Peer Mentors: Encourage students who are having difficulty grasping the
topics to collaborate with their peers.
 Output:
o Students who are uncomfortable giving verbal responses can respond with a
visual cue instead.
 Input:
o Use a combination of visuals, physical demonstration, written, and verbal
instruction throughout the lesson.
 Time:
o Offer extra time for students who are struggling to finish their projects.

XI. Visuals/References: See PPT

XII. Supplies and equipment:

 Pencils
 Paper (for sketches and template)
 Rulers
 Access to Wi-Fi
 Pliers
 Scissors
 Wire mesh rolls

XIII. Safety concerns:


 Social dynamic with other students
 Wire mesh (sharp)
 Scissors

XIV. Teaching procedure:

Beginning---Introduction or Anticipatory Set


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As students enter the room, I will take attendance. Once the bell rings I will
begin introducing the project. The Unit Big Idea – Safety – will be introduced as
well as the concept of abstraction in sculpture.

Instruction/demonstration

At this point, I will demo how to create/use a paper template. I will illustrate how to use a
few basic methods of attachment including crimping, folding, curling, and creating a
seam. I will make sure to touch on the importance of creating a base or hanging
mechanism for their sculptures. Demonstrate what this might look like.

Middle---Student Creating Phase

The students will begin their 4 planning sketches. They will consider objects/subject
matter to use for their personal representation of Safety. The students will sketch out how
they will abstract these objects. After the sketches are complete and approved by me, the
students may start creating their paper templates. (Note: As I approve students’ sketches, I
am looking for any potential issues they might have in constructing their designs later-on.
I am also encouraging students to expand on their ideas before they begin constructing.)
Students will use this time to begin working out any structural issues or design errors that
may affect the stability of their final product.

End---Closure

I will instruct the students to store their artwork and to make sure that the supplies are
back in their containers. They will also check the floor for trash and wipe down the
tables. Cleanup will be about 10 minutes. (Note: I may make cleanup earlier depending
on how focused/on-task students are on that day.)

5 Minute Breakdown – 90 Minutes


Time Teacher Students
5 Take attendance as Calmly enter the
students enter the art classroom and find
room. Share with students assigned seat. Display
the plan for the day. active listening while
receiving instruction.

10 Begin the project Display active listening


introduction. Show while receiving
examples of instruction. Actively
contemporary, mixed- participate in discussion
media wire sculptures. and answer questions.
Ask students questions!
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Place particular emphasis


on abstraction and the
topic of Safety.
15 Continue project intro. Display active listening
Show examples and while receiving
clearly identify the instruction. Actively
differences between participate in discussion
abstracted and realistic and answer questions.
sculptures.
20 Conduct the demo. Display active listening
Placing special emphasis while receiving
on how to fold, create instruction.
seams, crimp, and twist
the wire mesh.
25 Wrap up the demo and Display active listening
help the students while receiving
transition to the planning instruction. Begin
phase. Circulate around planning!
the classroom offering
advice and encouragement
when needed.
30 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
35 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
40 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
45 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
50 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
55 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
60 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
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and encouragement when


needed.
65 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
70 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
75 Circulate around the Continue planning! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
80 Facilitate cleanup. Cleanup.

85 Facilitate cleanup. Cleanup.

90 Facilitate cleanup. Cleanup.

XV. Post lesson reflection

Areas of improvement/note:

 Some students finished too early – had to really encourage them to keep developing their
sketches
 Students were anxious to move on to construction

Plan of Action:

 Develop strategies to increase student engagement in this part of the process


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Aubrey K. Martin
Lesson IV – Mixed Media Sculpture
Grade Level: High School, Ceramics & Sculpture II

Colorado Academic Standards: High School

Standard 2. Envision and Critique to Reflect


GLE 1. Use criteria and personal discernment to evaluate works of art and design, taking into
consideration the variables that influence how the work is perceived.
 EOb. Communicate interpretive and evaluative conclusions that justify intention and
purpose.
 EOd. Determine how knowledge gained from critique may affect the creation or
modification of an existing or new work of art.

I. Big Idea(s):
- Focused collaboration cultivates enhanced understanding for every individual involved.

II. Enduring Understandings: Communication can provide artists with newfound insight into
physical elements of their world.

III. Essential Questions: How does collaboration inform decision-making?

IV. Daily Lesson Objectives: Students will enhance the structure of their piece and incorporate
advice gained through discussion and collaboration into the structure of their design.

V. Activity: The students will continue working on their sculptures. The students will briefly
discuss how to improve their designs. They will begin adding tissue paper to their piece.
Students will also focus on reinforcing any weak areas of their design.

VI. Content Integration:


 Engineering: Students will assess the structure of their sculpture and add
reinforcement where needed.
 Science: Students will study the breaking point of wire through hands-on
experimentation with the material.

VII. Pre-Assessment: Brief collaborative activity – With a partner, (the person sitting next to them)
have students make note of potential weak spots in each other’s sculptures. They can also use
this time to ask for advice on attaching the wire mesh. Give students about 1 minute to do this.
After bringing their attention back to the front and finishing the demo. Check in with kids as
they work. Ask about what they noticed with their partner. Put a check by the names of kids
who seem to understand where they will need to reinforce their piece.

VIII. Success Criteria: Evidence of participation/active listening during the intro. and demo.
Stronger, more structured piece. Added reinforcement.

IX. Post-Assessment: Look for evidence of structure and reinforcement within each student’s
piece.
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X. Accommodations and Modifications:

 Level of Support:
o Location: Preferential Seating – Seat students who have difficulty
concentrating towards the front and beside peer mentors. If a student cannot
focus with others around them provide an additional seating area where they
can concentrate better.
o Provide certain students with additional support/behavioral checks
o Peer Mentors: Encourage students who are having difficulty grasping the
topics to collaborate with their peers.
 Output:
o Students who are uncomfortable giving verbal responses can respond with a
visual cue instead.
 Input:
o Use a combination of visuals, physical demonstration, written, and verbal
instruction throughout the lesson.
 Time:
o Offer extra time for students who are struggling to finish their projects.

XI. Visuals/References: See PPT

XII. Supplies and equipment:

 Newsprint covers for the tables


 Tissue paper
 Old bristle brushes
 Plastic containers and lids for glue
 Toothpicks
 Pliers
 Scissors
 Wire mesh rolls

XIII. Safety concerns:


 Social dynamic with other students
 Wire mesh (sharp)
 Scissors

XIV. Teaching procedure:

Beginning---Introduction or Anticipatory Set

As students enter the room, I will take attendance. Once the bell rings I will
begin by outlining the day’s expectations as well as the due date for this project.
The lights will be off, and the doc cam will be on to give the students visual
cues for where they will need to be.

Instruction/demonstration
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At this point, I will demo how to apply the tissue paper to the sculpture using a mixture
of glue and water. When dry, these elements will harden and act as a protective layer
around the outside of the sculpture. The more layers there are, the sturdier it will be. I
will illustrate the importance of cutting or tearing the tissue paper into smaller sheets for
ease of application. (Note: Students should not re-position or turn sculpture during this
stage of the process or tissue paper will begin to fall off.) Finally, I will demonstrate how
to properly clean the brushes after using them to apply the glue-mixture.

Middle---Student Creating Phase

The students will continue working on their sculptures. Those who are ready will begin to
apply tissue paper to their piece. They will consider which colors they will want to include
in their design based on the nature of their chosen object and by how the chosen colors
might combine.

End---Closure

I will instruct the students to store their artwork and to make sure that the supplies are
back in their containers. They will also check the floor for trash and wipe down the
tables. Cleanup will be about 10 minutes. (Note: I may make cleanup earlier depending
on how focused/on-task students are on that day.)

5 Minute Breakdown – 90 Minutes


Time Teacher Students
5 Take attendance as Calmly enter the
students enter the art classroom and find
room. Share with students assigned seat. Display
the plan for the day. active listening while
receiving instruction.

10 Conduct the demo. Display active listening


Placing special emphasis while receiving
on how students will need instruction.
to take their time as they
carefully brush on the
tissue paper and glue-
water mixture.
15 Wrap up the demo and Display active listening
help the students while receiving
transition to the creating instruction.
phase. Circulate around
the classroom offering
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advice and encouragement


when needed.
20 Circulate around the Display active listening
classroom offering advice while receiving
and encouragement when instruction.
needed.
25 Circulate around the Display active listening
classroom offering advice while receiving
and encouragement when instruction. Begin
needed. artmaking!
30 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
35 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
40 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
45 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
50 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
55 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
60 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
65 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
70 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
and encouragement when
needed.
75 Circulate around the Continue artmaking! Ask
classroom offering advice questions when needed.
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and encouragement when


needed.
80 Facilitate cleanup. Cleanup.

85 Facilitate cleanup. Cleanup.

90 Facilitate cleanup. Cleanup.

XV. Post lesson reflection

Areas of improvement/note:
 The students did not collaborate or ask each other for advice during the beginning nearly as
much as I had hoped. However, with a few of the students this started to occur naturally when
they were not instructed to do so.

Plan of Action:
 Figure out a way to encourage planning/collaboration to develop between students more
naturally.
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Post Assessment Tool: