Work Sample

Paulina Wilkerson
K-12 Art Education, Undergraduate

ART 445 Work Sample
Think Outside the Box
K-2nd grade
Chappelow K-8 Arts Magnet School

Greeley-Evans School District 6
2001 34th Street, Evans, Colorado
Cooperating Teacher: Alison Myers
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Table of Contents:
SECTION I: UNIT DESIGN………………………………………………………………….3-9
SECTION 11: DESCRIPTION OF SETTING………………………………………………10-16
SECTION III: LESSON PLANS…………………………………………………………….17-61
LESSON PLAN 1: Understanding What We Know
LESSON PLAN 2: Watercolor Resist
LESSON PLAN 3: Sticky Notes
LESSON PLAN 4: Yarn
LESSON PLAN 5: Altered Books
LESSON PLAN 6: Final Project Planning / Altered Books Continued
LESSON PLAN 7: Final Project
LESSON PLAN 8: Final Project Continued
SECTION IV: ASSESSMENT……………………………..………………………………..62-74
SECTION V: RELECTION………………………………………………………………….75
SECTION VI: REFERENCES……………………………………………………………….76
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Section I: Unit Design
Brief Description:
Have you ever created something awesome but weren’t sure if it was considered “art”? Well, I’m
here to show you that just about anything can be art! This art club is going to be all about
understanding your materials and how to use them in different ways. We will be working with
things like yarn, paint, bubbles, and so much more. Come join me in exploring art together!
Colorado Academic Standards:
Visual Arts
Kindergarten
Standard 2: Envision and Critique to Reflect
GLE 1: Notice and discuss what can be seen in works of visual art and design.
Standard 3: Invent and Discover to Create
GLE 1. Investigate the properties of materials to support the planning and making of works of
art.
First Grade
Standard 1: Observe and Learn to Comprehend
GLE 1: Investigate how visual art and design tell the many stories of people, places or things.
GLE 1: Question and respond to the stories told and the feelings expressed in works of visual art
and design.
GLE 1: Investigate the properties of materials to support the planning and making of works of art
to communicate.
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Standard 4: Relate and Connect to Transfer
GLE 1: Identify how artists and designers make connections through personal stories between
self, family and friends.
Rationale:
This unit is valuable artistically and educationally because it will allow students to
expand their creative thinking and motor skills. Using the Kindergarten and First Grade
Standards 3, students will be able to investigate various materials and plan out their ideas. This
allows them to explore techniques and further understand what it means to create. Kindergarten
Standard 2 will help them to further build on these ideas by being able to discuss what they are
learning. As students’ progress they will be able to understand how certain materials work better
in getting across the message they wish (First Grade, Standard 1, GLE 1). Once they do this,
students are able to see how artists can connect their experiences to their artwork (First Grade,
Standard 4, GLE 1). This helps to make the students work that is more personal and meaningful
to the audience. By doing this it also causes the student to begin to analyze meanings within
other people’s work (First Grade, Standard 2, GLE 1), thus further developing them into a well-
rounded artist. This then leads to the idea of being able to plan out what steps they will take into
creating their work (First Grade, Standard 3, GLE 1). The activities in this unit will help students
to understand that anyone can be an artist given the right materials and skills.
A Topic Map:
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Big Idea(s):
Exploration of Media
Creating a Story
Enduring Understanding(s):
Students explore background knowledge of materials and art making.
Students explore traditional medias in a non-traditional way.
Students explore both 2D and 3D medias.
Students use intention to choose materials in order to create a work of art that tells a story.
Students apply learned knowledge to a new project.
Essential Questions:
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What are art materials?
Why are materials important?
How is art created?
What is considered art?
Who can make art?
How can you express an idea through art?
Why is “play” important in art making?
What steps go into the creative process?
How to plan out a project?
Why is it important for people to wait their turn before speaking?
What does it mean to be a good listener?
Difference between 2D and 3D art?
How can you tell a story through art?
Objectives (Learning Targets; Learning Outcomes):
Students will recognize that explorative play with materials can inspire ideas for visual art and
design.
Students will investigate properties of tools and materials.
Students will recognize that artists intentionally choose materials to help tell their stories.
Students will identify how works of art express specific feelings using the language of visual art
and design.
Students will envision the potential of a material to be transformed to tell a story.
Students will describe the steps used in creating works of art.
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Students will identify how visual art and design are used to remember and document personal
stories and feelings.
Pre-Assessment:
I will ask the students what materials they use to make art. We will then talk about how these
materials are typically used. I will be looking to see if they used new materials/techniques or if
they stuck with things they already knew how to do.
Success Criteria:
Students will have a work of art that expresses their understanding of the materials. They will
also be able to explain what their art work is about and how they made it.
Post-Assessment:
Students will have explored various medias. I will be looking at how much they are stretching
and exploring based on their final works and their explanations. I will also look to see if/how
they used the new techniques and materials to get across their intended ideas.
Outline:
I. Finding out what the students already know
a. Back to Basics
i. Markers, crayons, colored pencils
b. Pre-assessment
i. What the students know about art
ii. What materials the students are familiar with
II. Exploring traditional 2D media in a non-traditional way
a. Watercolors
b. Resist techniques
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i. Wax resist (crayons)
ii. Salt effect
III. Exploring non-traditional 2D media
a. Sticky notes
i. Collage
ii. Sculpture
iii. 2D to 3D
iv. Mixing 2D and 3D together
IV. Exploring 3D media
a. Yarn
i. Figures
ii. Moving away from 2D media
iii. Out of their comfort zone
iv. Stretching and growing their knowledge
b. Altered Books
i. Journals
ii. New story
1. Developing storytelling skills
iii. Collage
iv. Sculpture
v. Further developing 3D skills
V. Using intention to choose materials and create a story
a. Planning for final project
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i. Brainstorming
ii. Sketches
iii. Written descriptions
VI. Students applying their new knowledge about art making, materials, and story telling
a. Final project introduction
i. Various materials
ii. Student specific
b. Final project conclusion
i. Students chance to show how they want to use the skills they have learned
ii. Post-assessment
iii. Did they create a final product using new techniques/materials
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Section II: Description of the Setting
City of Evans
Population: 20,757
White: 50.2%
Hispanic/Latino: 45.4%
Black/African American: 0.2%
Asian: 1.9%
American Indian & Alaska Native: 0.4%
Other: 1.9%
Chappelow Elementary School
Total Student Enrollment at Chappelow: 687
100% School Choice Campus
Demographics
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White: 37.85%
Hispanic/Latino: 62%
Asian: 0.75%
Multi-Racial: 2.4%
Diverse Learners
Culturally and Linguistically Diverse: 15%
Gifted and Talented: 13%
Special Education: 12%
Other: 60%
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The demographics of Evans shows that their population is roughly half White and half
Hispanic/Latino. The demographics of Chappelow are similar. However, it does show that the
Hispanic/Latino at Chappelow turns out to be a little more than half. This makes for an
interesting balance of students and various backgrounds. However, because majority of the
population is a minority group, it is likely that most of the population consists of lower-income
families. This shows that Chappelow may be one of the lower-income schools within the district.
This all effects the teaching process because it means that the students may have a wide variety
of challenges because of their background. This could be things like language barriers, cultural
barriers, tough home life, financial struggles, etc. These are all things that could lead to
behavioral issues or fatigue. These are also all factors that I must consider when creating my
accommodations and modification for my lessons. It is also something to consider when working
on classroom management.
Chappelow Arts Magnet School is also “the only K-8 school in the region that offers an
integrated arts strand. From kindergarten through eighth-grade, Chappelow’s students are
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immersed in meaningful, purposeful and rigorous daily instruction. Chappelow believes that an
arts-rich education is a key factor for academic success. Our K-4 students develop and grow
through our Arts Education Programs. Taught by certified art educators, students are developing
artistic literacies in music, theater, and visual arts. Our 5th-8th grade students continue their
educational development in our Artful Learning Program. In this program, students develop
deeper skills in selected art forms and are able to use those skills in focused creative
expressions.”
Art Club
Total Enrollment in Think Outside the Box Art Club: 12
Male: 2
Female: 10
Demographics
White: 33.33%
Hispanic/Latino: 58.34%
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Diverse Learners
Culturally and Linguistically Diverse: 17%
Gifted and Talented: 8%
Special Education: 8%
Other: 67%
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My art club was mainly a female Hispanic/Latino class. This was interesting for me because
women of color are a minority within the Art World, so it was good to see that programs like this
could change that. It also added an interesting aspect to our classroom environment. Because it
was mainly a female class, the two males in my class really stuck together and ended up
influencing each other’s art. I also noticed that a lot of students didn’t feel like they could make
art at home. I think this may have to do with the ethnic demographics because often lower-
income families often cannot afford to have art supplies at home. These demographics also
influenced my instruction techniques. I had to use more visuals and offer the option to verbally
share rather than write/draw about their ideas.
Off Limits Classroom Supplies
Student Work Table

Carpet
(Opening Area)
Student Work Table
Supply Table
Off Limits Classroom Supplies

Backpack/Coat Area
The physical classroom was also something that influenced my instructional techniques. Being in
another teacher’s classroom always comes with challenges but these challenges are heightened
when the students are familiar with said space. In my case, I was in the elementary art room so
all of my students were already familiar with the space. This was good because they were
comfortable, but it was also difficult because I had to always keep track of materials they were
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using and make sure that they were not using supplies from the general classroom. I had to make
sure I was really on top of my classroom management and continuously reminding my students
of what they were and were not allowed to work with. This was difficult at times because
students were so used to being able to work with whatever they wanted to within that space.
Because of this I had to implement more classroom management than I had originally planned.
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Section III: Lesson Plans with supporting materials
LESSON PLAN 1: Understanding What We Know
Kindergarten
art.
1st Grade
to communicate.
Big Idea(s):
Enduring Understandings:
Students explore background knowledge of materials and art making.
How is art created?
Who can make art?
Daily lesson objectives:
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Activity:
In lesson one we will start with the materials that students are familiar with. We will talk about
how these are used. There will be time for students to then work with the materials provided. We
will then talk about other ways these materials may be used and what things the students hope to
explore in the upcoming weeks.
Content Integration:
Reading, Writing and Communicating
Kindergarten
Standard 1: Oral Expression and Listening
GLE 1. Communicate using verbal and nonverbal language.
Pre-Assessment:
I will ask the students what they know about art, what materials they use to make art, and who
can make art. We will then talk more in depth about the materials they are familiar with and what
other materials they wish to explore throughout the next seven weeks.
Success Criteria:
also be able to explain how they created their project.
Post-Assessment:
Students will have investigated the media and described the steps they took to create a work of
art. This will then be recorded on a class list.
Accommodations and Modifications:
- Organize supplies within students reach
- Keep discussions active for students with shorter attention spans
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- Let students know what they will be doing for the day and give frequent reminders of
what will be happening next
- Have extra activities available for students that may finish faster than others
Visuals:
No visuals used for this particular lesson because I want students to show what knowledge
they already have. This also shows what materials and subject matter the student is used to.
Supplies and equipment:
Paper
Markers
Pencils
Colored pencils
Crayons
Scissors
Glue
Safety concerns:
Scissor safety – proper use and what to do if a student gets cut
Comprehensive Health
Kindergarten
Standard 3: Social and Emotional Wellness
GLE 1: Recognize the relationship between emotions and actions.
GLE 2: Demonstrate how to effectively communicate and cooperate with others.
Standard 4: Prevention and Risk Management
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GLE 1: Explain the importance of respecting the personal space and boundaries of self and
others.
Teaching procedure:
Beginning
Start the day by greeting students and having them gather for snack time. While they are eating I
will set up all the supplies and the demo for the day. Once snack is over I will take them on a
bathroom break and then get started with the lesson. This will consist of an introduction to the
topic and finding out what background knowledge the students have.
Middle
Once the introduction and demo period are finished I will then allow the students time to work /
explore. During this time I will walk around the room and ask students about the choices they are
making with their art. I will find out what they are learning about the materials and if they have
discovered anything new. This is a time for me to make sure the students are on track with the
success criteria.
End
I will end the day by having the students go through clean up tasks. Once finished, if there is
extra time students will have the opportunity to share out. At 4:25 students will gather their
belongings and line up. I will then take them outside for pick up.
LESSON PLAN 2: Watercolor Resist
Kindergarten
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art.
Big Idea(s):
Students explore traditional medias in a non-traditional way.
Students apply learned knowledge to a project.
How is art created?
Why is “play” important in art making?
design.
Activity:
In lesson two the students will begin exploring different ways to use the media they are already
familiar with. They will be experimenting with different ways to used resists in watercolor. For
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example, they will be able to see the way salt and wax (crayons) react differently with
watercolors. Students will have time to explore and create. At the end they will all be given the
opportunity to share in front of their peers.
Kindergarten
Science
Second Grade
Standard 1: Physical Science
GLE 1: Matter exists as different substances that have observable different properties.
Pre-Assessment:
I will ask students what they know about watercolors. I will ask if they have ever worked with
resist techniques such as wax resist using crayons. If not I will then go over the new techniques
we will be learning for the day. If they have I will go more in depth about these topics.
Success Criteria:
Students will have a work of art that expresses their understanding of the materials. They will be
able to discuss ideas that could be inspired by working with this material.
Post-Assessment:
Students will have explored the media provided. They will have an idea about how to use this
media in the future for other projects.
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- Have visual examples for students that may have language difference or hearing
impairments
Visuals:
Salt Resist Affect Example
Wax Resist (Crayons) Technique Example
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Watercolor Paper
Watercolors
Crayons
Salt
Paint brushes
Safety concerns:
Respect for materials – proper use of watercolors and how to clean brushes
Kindergarten
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others.
Teaching procedure:
Beginning
Middle
success criteria.
End
LESSON PLAN 3: Sticky Note Art
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Kindergarten
art.
First Grade
and design.
to communicate.
Big Idea(s):
Exploration of media
Creating a Story
Students explore both 2D and 3D medias.
How is art created?
What steps go into the creative process?
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Activity:
In lesson three the students will begin exploring different ways to use sticky notes as a media.
For example, they might create a sculpture, story, bookmark, etc. out of sticky notes. Students
will have time to explore and create. At the end they will all be given the opportunity to share in
front of their peers.
Kindergarten
Pre-Assessment:
I will ask students what they know about sticky notes and if they have ever used them to create
art.
Success Criteria:
also be able to explain what their art work is about and how they created it.
Post-Assessment:
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Students will have explored the media, created a story within their work, and be able to explain
how they created it.
impairments
Visuals:
Sticky Note Art Example
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Sticky notes
Tape
Glue
Scissors
Markers
Colored pencils
Crayons
Construction paper
Safety concerns:
Scissor Safety – reminder of the proper use and what to do in an accident
Kindergarten
others.
Teaching procedure:
Beginning
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Middle
success criteria.
End
LESSON PLAN 4: Yarn
Kindergarten
art.
1st Grade
to communicate.
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Big Idea(s):
Creating a Story
Students explore 3D media.
How is art created?
Activity:
In lesson four students will use yarn to create figures. These figures will help students to better
understand three-dimensional art and how to create it. Students will have time to explore and
create. If they have extra time after they create their figure, they will be able to create other 3D
works using yarn. For example, they may create an additional figure, accessories, more details
for their figure, etc. At the end they will all be given the opportunity to share in front of their
peers.
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Kindergarten
Pre-Assessment:
I will ask students what they know about using yarn within art and if they have ever used it
before. If they have, I will ask them about the things they have made using yarn.
Success Criteria:
also be able to explain how they created their work.
Post-Assessment:
Students will have explored the media and be able to discuss the process of creating their project.
impairments
Visuals:
Menu / Instructional Steps
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Yarn Figure Example
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Yarn
Scissors
Safety concerns:
Scissor safety – reminder of what to do if an accident happens
Kindergarten
others.
Teaching procedure:
Beginning
Middle
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success criteria.
End
LESSON PLAN 5: Altered Books
Kindergarten
art.
First Grade
and design.
Big Idea(s):
Exploration of media
Creating a Story
Students discuss background knowledge of materials and art making.
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How is art created?
Activity:
In lesson five students will be exploring a different type of 3D art. They will do this by exploring
different ways to create an altered book. For example, they might create a sculpture, journal, or
collage. Students will have time to explore and create. At the end they will all be given the
Kindergarten
Mathematics
Second Grade
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Standard 3: Data, Statistics, and Probability
GLE 2.MD.A. Measurement & Data: Measure and estimate lengths in standard units.
Pre-Assessment:
I will ask students what they know about altered books. I will also ask them about what they
remember about 3D art. If they have worked with altered books before, I will ask what they have
created.
Success Criteria:
also be able to explain what their art work is about.
Post-Assessment:
Students will have explored media. They will also discuss what their work is about.
impairments
Visuals:
Altered Book Example
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Books
Scissors
Glue
Paper
Safety concerns:
Respect the materials – only rip out pages if necessary and do not be wasteful with glue/tape
Scissor Safety – reminder of procedures
Kindergarten
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others.
Teaching procedure:
Beginning
Middle
success criteria.
End
LESSON PLAN 6: Final Project Planning / Altered Books Continued
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Kindergarten
art.
First Grade
and design.
to communicate.
Big Idea(s):
Creating a Story
Students discuss background knowledge of materials and art making.
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How is art created?
How can you tell a story through art?
Students will recognize that artists intentionally choose materials to help tell their stories.
Activity: In lesson six students will be brainstorming their final project and then continuing to
expand on their altered books. Their brainstorming should include chosen materials and what
they want their final product to be. As for their books, they will continue adding pages and start
working on their story. At the end they will all be given the opportunity to share in front of their
peers.
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Kindergarten
Mathematics
Second Grade
Pre-Assessment:
I will ask students what they learned from lesson five. I will also ask them about how they will
build on that prior knowledge today and within their final projects.
Success Criteria:
Students will have a plan for their final project that includes intentionally chosen materials, a
project idea/story, and how it relates to themselves/what they have learned. Students a work of
art that expresses their understanding of the altered books. They will be able to explain what
their book is about.
Post-Assessment:
Students will have a completed and checked plan for their final project that includes intentionally
chosen materials, a project idea/story, and how it relates to themselves/what they have learned.
Students will have explored altered book materials and created a story within their work.
impairments
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Visuals:
Final Project Brainstorming Sheet
Altered Book Example
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Books
Scissors
Glue
Paper
Markers
Crayons
Safety concerns:
Respect the materials – reminder of how to respect the supplies
Kindergarten
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others.
Teaching procedure:
Beginning
Start the day by greeting students and having them gather for snack time. Once they are done, I
will take them on a bathroom break and then get started with the rest of the lesson. I will start by
talking to them about the art show and then go over everything we have done throughout art
club. They will then have time to work on their brainstorming sheet.
Middle
Once students finish their brainstorming they will then continue working on their books. This is a
time for me to make sure the students are on track with the success criteria. This is also time for
me to go over what students chose for their final project.
End
LESSON PLAN 7: Final Project
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Kindergarten
art.
First Grade
Big Idea(s):
Creating a Story
How is art created?
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and design.
Activity:
In lesson seven students will begin working on their final project. They will be working with
various materials of their choice in order. They will use these materials to begin creating the
work described in their brainstorming from last week. If there is time at the end they will all be
given the opportunity to share in front of their peers.
Kindergarten
Mathematics
Second Grade
Pre-Assessment:
I will ask students about what they remember from their brainstorming sheets. Remind them
about their projects and have options for students that finished early.
Success Criteria:
Post-Assessment:
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Students will have explored their media of choice. They will also be able to discuss the meaning
behind their work.
impairments
Visuals:
Individual Project Plans
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49
50
51
52
53
Markers
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Crayons
Colored Pencils
Paper
Glue
Tape
Cardboard
Watercolors
Books
Safety concerns:
Kindergarten
others.
Teaching procedure:
Beginning
will take them on a bathroom break and then get started with the rest of the lesson. This will
consist of an introduction to their final projects and making sure that everyone knows what they
are working on today.
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Middle
For those who missed last week I will have them fill out their brainstorming sheets and talk with
me about their ideas. I will then allow the students time to work / explore. During this time I will
walk around the room and ask students about the choices they are making with their art. This is a
time for me to make sure the students are on track with the success criteria.
End
LESSON PLAN 8: Final Project Continued
Kindergarten
art.
First Grade
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to communicate.
Big Idea(s):
Creating a Story
How is art created?
design.
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and design.
Activity:
In lesson eight students will continue working on their final project. They will be working with
various materials of their choice in order. They will use these materials to begin creating the
work described in their brainstorming. If there is time at the end they will all be given the
Kindergarten
Mathematics
Second Grade
Pre-Assessment:
I will ask students about what they remember from their brainstorming sheets.
Success Criteria:
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Post-Assessment:
Students will have explored a media or multiple medias of their choice to create a work of art
that tells a story. Students will also be able to discuss the meaning behind their work.
impairments
Visuals:
Individual Project Plans
- Images above in lesson seven
Markers
Crayons
Colored Pencils
Paper
Glue
Tape
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Cardboard
Watercolors
Books
Safety concerns:
Kindergarten
others.
Teaching procedure:
Beginning
will take them on a bathroom break and then get started with the rest of the lesson. This will
consist of a recap on their final projects and making sure that everyone knows what they are
working on today.
Middle
I will then allow the students time to work / explore. During this time I will walk around the
room and ask students about the choices they are making with their art. This is a time for me to
make sure the students are on track with the success criteria.
End
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Section IV: Pre and Post Assessment Description, Results, and
Analysis
Pre-Assessment:
I will ask the students what materials they use to make art. We will then talk about how these
materials are typically used. I will be looking at students work to determine what materials and
techniques they already know how to use. This will set the expectations for the rest of the eight
weeks.
Post-Assessment:
Students will have explored media(s) of their choice in order to create a final project. They will
need to be able to discuss the story/meaning of their work. I will be determining how much they
have stretched and explored based on their final works and their explanations. I will also look to
see if and how they used the new techniques and materials they learned throughout the eight
weeks. Lastly, I will be checking their brainstorming sheets with their final work to determine if
they were able to stick to their plan.
Summative Rubric:
3 2 1
Excelled Got It Needs More
Students used multiple Students used at least Students did not use
Investigate new materials and/or one new material any new materials
materials techniques they and/or technique they and/or techniques
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explored in order to explored in order to within a work of art.
create a work of art. create a work of art.
Students had an in- Students briefly Students were unable
Description of the depth description of the described the meaning to discuss the
story or meaning meaning or story behind or story behind their meaning or story
behind their project. their project. project. behind their project.
Students created a Students created a Students created a
Planning / Intention project that followed project that followed a project that did not
and perfected a plan / plan / brainstorming follow a plan /
brainstorming sheet sheet they created for brainstorming sheet
they created for themselves. they created for
themselves. themselves.
Analysis of Pre-Assessment:
Student Grade Reasoning
A Materials: 1/3 Student A got a 1/3 on investigating
Share: 2/3 materials because they only worked with
Art making: 1/3 media they were familiar with. They used
This student is a female
Overall score: 5/9 crayons to create a flower drawing.
with traits of ADHD. It
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is hard for her to stay on
task for extended Student A got a 2/3 on description
amounts of time. because they only had a brief description
Because of this she often of the flower and their reason of liking
finishes project fairly flowers.
early.
Student A got a 1/3 on planning/intention
because they did not follow a plan while
they were creating their artwork.
B Materials: 1/3 Student B got a 1/3 on investigating
Overall score: 5/9 markers and basic collage techniques.
student of color. This
student does not see to

Student B got a 3/3 on description
have any disabilities or
because they had an in-depth description
language difficulties.
of their images and their reason for
writing names.
Student B got a 1/3 on planning/intention
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C Materials: 1/3 Student C got a 1/3 on investigating
Art making: 2/3 media they were familiar with. They
This student is a male Overall score: 6/9 used colored pencils to create a drawing.
student of color. He has
traits of being GT. Student C got a 3/3 on description
Because of this he gets because they had an in-depth description
frustrated when his of the character they had drawn and the
projects do not turn out reasoning behind it.
the way he envisioned
them. Student C got a 2/3 on planning/intention
because they followed a plan while
creating their artwork.
D Materials: 1/3 Student D got a 1/3 on investigating
This is a female student
Overall score: 5/9 colored pencils and markers to create a
of color. I believe that
drawing.
she has some language
differences. Because of
Student D got a 2/3 on description
this she sometimes needs
because they had a brief description of
further instruction.
their images they had drawn.
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Student D got a 1/3 on planning/intention
E Materials: 1/3 Student E got a 1/3 on investigating
This student is a white
Overall score: 3/9 markers and basic collage making
female. She does not
techniques.
seem to have any
disabilities or language
Student E got a 1/3 on description
differences.
because they were unable to discuss the
meaning or story behind their work.
Student E got a 1/3 on planning/intention
66
F Materials: 1/3 Student F got a 1/3 on investigating
This student is a male of
Overall score: 3/9 colored pencils and basic collage making
color. I believe he is
techniques.
ELL/CLD. He often
needs further instruction

Student F got a 1/3 on description
and needs to look at the
because they t were unable to discuss the
visuals to better
meaning or story behind their work.
understand what we are
working on.
Student F got a 1/3 on planning/intention
Post Assessment Analysis:
Student Grade Reasoning
A Materials: 2/3 Student A got a 2/3 on investigating
Share: 3/3 materials because they used at least one
Art making: 2/3 new material and/or technique they

Overall score: 7/9 explored in order to create a final work.
with traits of ADHD. It
They experimented with paint to create
is hard for her to stay on
an abstracted cupcake painting.
67
task for extended
amounts of time. Student A got a 3/3 on description
Because of this she often because they had an in-depth description
finishes project fairly of the meaning behind their work and
early. why they chose what they did.
Student A got a 2/3 on planning/intention
because they created a project that
followed a plan / brainstorming sheet
they created for themselves.
B Materials: 3/3 Student B got a 3/3 on investigating
Share: 1/3 materials because they explored multiple
Art making: 3/3 new medias and/or techniques to create

Overall score: 7/9 their final project. They experimented
student of color. This
with paint, collage, drawing, and
student does not see to
sculpture.
have any disabilities or
language difficulties.
Student B got a 1/3 on description
because they were unable to discuss the
meaning/story behind their work.
Student B got a 3/3 on planning/intention
68
followed and perfected a plan /
brainstorming sheet they created for
themselves.
C Materials: 3/3 Student C got a 3/3 on investigating
This student is a male Overall score: 9/9 their final project.
student of color. He has
traits of being GT. Student C got a 3/3 on description
Because of this he gets because they had an in-depth description
frustrated when his of the meaning behind their work and
projects do not turn out why they chose what they did. They even
the way he envisioned had explanations for small details.
them.
Student C got a 3/3 on planning/intention
themselves.
69
D Materials: 2/3 Student D got a 2/3 on materials because
Share: 2/3 they explored at least one new material
Art making: 3/3 and/or technique to create their final

This is a female student
Overall score: 7/9 project. They used markers and basic
of color. I believe that
collage techniques to create a 2D work.
she has some language
differences. Because of
Student D got a 2/3 on description
this she sometimes needs
because they only had a brief description
further instruction.
of what their final project was about.
Student D got a 3/3 on planning/intention
themselves.
E Materials: 3/3 Student E got a 3/3 on investigating

This student is a white
Overall score: 8/9 their final project. They used collage,
female. She does not
drawing, 3D sculpture, and the idea of
seem to have any
creating their own story.
disabilities or language
differences.
Student E got a 3/3 on description
70
because they had an in-depth description
of the meaning behind their work and
why they chose what they did.
Student E got a 2/3 on planning/intention
followed a plan / brainstorming sheet
they created for themselves.
F Materials: 1/3 Student F got a 1/3 on investigating
Share: 2/3 materials because they did not use any
Art making: 1/3 new materials and/or techniques in order

This student is a male of
Overall score: 4/9 to create their final project.
color. I believe he is
ELL/CLD. He often
Student C got a 2/3 on description
needs further instruction
because they only had a brief description
and needs to look at the
of what their final project was about.
visuals to better
understand what we are

Student F got a 1/3 on planning/intention
working on.
because they created a project that did
not follow a plan / brainstorming sheet.
They originally started working on a
project from their plan and then just
71
suddenly changed track.
Pre and Post-Assessment Results:
72
The graphs above represent the data collected from both the pre and post-assessments. In the
graph the pre-assessment is represented by the blue columns. This data shows that all the
students started at slightly different levels. They all had different things they needed to improve
on throughout the eight weeks. Throughout the eight weeks we all worked on exploring new
materials and working to create something that had meaning or told a story Because all students
had some background knowledge of basic art materials I jumped right into exploring. I decided
to start with what they were already comfortable with (2D) and then progressed into more
difficult techniques (3D). I believe that this gradual progression helped students to really stretch
and explore within their final projects. This reflects in the post-assessment results shown above
in the orange columns. Majority of students improved by 2 or more points. I am very proud of
these results and of my students’ growth. This process has taught me that assessments must
directly align with the objectives being taught. When this is done correctly it is apparent whether
students are learning what they are meant to. It also has made me really think about what is
73
important about my lessons and what I want my students to get out of them. I think I
accomplished what I was trying to based on my results but I also could have done things
differently to get better scores in certain categories.
74
Section V: Reflective Essay and Artwork
This experience has taught me so much about becoming an educator. I learned that no
matter how many plans you make things will still always be a little unpredictable but that is
okay. It is about being as prepared as you can and keeping your classroom management.
Classroom management includes having class rules, attention signals, routines, etc. Being
prepared includes always having your instructional planning done ahead of time and planning for
all types of students. This experience has taught me how to properly plan and different strategies
on how to accommodate for all types of learners. For example, I learned about how to implement
visuals into my lessons to accommodate for ELL/CLD learners. I also learned about how to
integrate cross content areas into my lessons such as language arts, mathematics, and science.
Not only did I learn about professional procedures though. I also learned about myself as a
person and an educator. I learned to have patience and compassion towards my students. I
learned what it takes to build relationships and trust with my students. I also learned that I can
accomplish anything I put my mind to. The relationships I built with my students though were
the most rewarding part this whole experience. It helped to remind me of why I want to become
an educator and the type of environment I wish to create for my students. I still strive to be the
teacher that gives the “bad kids” a chance. The kind of teacher that creates a safe place for all.
This experience has gotten me one step closer to this and how I will be able to accomplish all
these things in the future. I am thrilled to continue my journey and explore all that I have yet to
learn.
75
Section VI: References
(n.d.). Retrieved from https://study.com/academy/lesson/altered-book-project-ideas.html.
2020 Colorado Academic Standards Online. (n.d.). Retrieved from
https://www.cde.state.co.us/apps/standards/.
Anna. (2015, December 9). 20 Knotty Yarn Crafts For Kids. Retrieved from
http://www.playideas.com/20-knotty-yarn-crafts-for-kids/.
Arts learning in the classroom. (n.d.). Retrieved from https://artbookscreativity.org/.
Chelsey, Cherry, M., Cherry, M., Natasha, Natasha, Leslie, … Buddy. (2018, September 24). 30
Super Cool Art Techniques for Kids. Retrieved from https://buggyandbuddy.com/super-cool-
art-techniques-kids/.
Demographics. (n.d.). Retrieved from
https://www.evanscolorado.gov/economicdevelopment/demographics.
School Information / Home. (n.d.). Retrieved from
https://www.greeleyschools.org/domain/3379.
The Power of Arts Education / Home. (n.d.). Retrieved from
https://www.greeleyschools.org/domain/3670.
76

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Paulina Wilkerson

K-12 Art Education, Undergraduate

Chappelow K-8 Arts Magnet School

SECTION I: UNIT DESIGN………………………………………………………………….3-9

SECTION 11: DESCRIPTION OF SETTING………………………………………………10-16

SECTION III: LESSON PLANS…………………………………………………………….17-61

LESSON PLAN 1: Understanding What We Know

LESSON PLAN 2: Watercolor Resist

LESSON PLAN 3: Sticky Notes

LESSON PLAN 4: Yarn

LESSON PLAN 5: Altered Books

LESSON PLAN 6: Final Project Planning / Altered Books Continued

LESSON PLAN 7: Final Project

LESSON PLAN 8: Final Project Continued

SECTION IV: ASSESSMENT……………………………..………………………………..62-74

SECTION VI: REFERENCES……………………………………………………………….76

Colorado Academic Standards:

Standard 2: Envision and Critique to Reflect

Standard 3: Invent and Discover to Create

Standard 1: Observe and Learn to Comprehend

Standard 2: Envision and Critique to Reflect

Standard 3: Invent and Discover to Create

self, family and friends.

Students explore background knowledge of materials and art making.

Students explore traditional medias in a non-traditional way.

Students explore both 2D and 3D medias.

Students apply learned knowledge to a new project.

Why are materials important?

How is art created?

What is considered art?

Who can make art?

How can you express an idea through art?

Why is “play” important in art making?

What steps go into the creative process?

How to plan out a project?

Why is it important for people to wait their turn before speaking?

What does it mean to be a good listener?

Difference between 2D and 3D art?

How can you tell a story through art?

Objectives (Learning Targets; Learning Outcomes):

Students will investigate properties of tools and materials.

Students will envision the potential of a material to be transformed to tell a story.

Students will describe the steps used in creating works of art.

stories and feelings.

they stuck with things they already knew how to do.

I. Finding out what the students already know

i. Markers, crayons, colored pencils

i. What the students know about art

ii. What materials the students are familiar with

II. Exploring traditional 2D media in a non-traditional way

ii. Salt effect

III. Exploring non-traditional 2D media

iv. Mixing 2D and 3D together

IV. Exploring 3D media

ii. Moving away from 2D media

iii. Out of their comfort zone

iv. Stretching and growing their knowledge

ii. New story

1. Developing storytelling skills

v. Further developing 3D skills

V. Using intention to choose materials and create a story

a. Planning for final project

iii. Written descriptions

a. Final project introduction