Task 1 Part B: Lesson Plans for Learning Segment

Student Teacher: Christa Matundan

Date / Week: 2/20/20-4/6/20

Lesson Title: Raising Social Awareness through Public Art Displays

Grade Level: 7th

Number of Students: 16

Time available for this lesson: 6 lessons, 40 minutes each

Central Focus (Big Idea): Students will understand that public artwork can be used to raise
awareness about social issues through designing their own public art piece which reflects a
social issue that is personal to them using at least 1 element and 1 principle of design.

Social Issues / Concepts of the Lesson

Essential Questions:
 What is a social issue?
 How can social issues affect us in our daily lives?
 How can we communicate ideas through artwork?
 What is public art? How does public art affect our experiences of a location?
 How can you create a visual design project that incorporates the real world?

Students were tasked with choosing their own social issue for this project, however bigger
overall concepts are:
 Civic Engagement
 Art as a form of communication
 Agency

Standards and Objectives:

i) Interpreting art: Students will have class discussions on various artworks that
convey social issues and decipher the underlying social issues and investigating
what the artist was trying to say with their artwork and why.
ii) Developing works of art/design: Students will be learning how to create and
complete paintings by learning how to use masking tape to create crisp lines and
learning how to paint flat to leave no patchy areas of color.
Illinois Arts Learning Standards:

Standard # VA:Re7.1.7
a. Explain how the method of display, the location, and the experience of an artwork
influence how it is perceived and valued.

In this lesson: Students will discuss how the given artists in the presentation used their
location as a platform to bring attention to their chosen social issue. When deciding what
they are going to do for their proposals, they need to be able to explain their choice of
location and how the artwork will fit into that environment.

Standard # VA:Cr2.3.7
b. Apply visual organizational strategies to design and produce a work of art, design,
or media that clearly communicates information or ideas.
In this lesson: Students will incorporate a variety of elements and principals of design
within their artwork that will aid in telling the viewers what their social issue is through its
visual qualities and narrative power.

Standard # VA:Cr3.1.7
c. Reflect on and explain important information about personal artwork in an artist
statement or another format.

In this lesson: Students will write a short paragraph explaining their social issue and how
they used their proposed public artwork to send their message based on the context of its
location. This will have students understand in words how their artwork can affect their
audience in said space. The students will be able to explain what and why they have chosen
their social issue and how it relates to them personally.

Standard # VA:Re7.1.7
d. Explain how the method of display, the location , and the experience of an artwork
influence how it is perceived and valued.

In this lesson: Students will have access to look at the work of the rest of their peers and
each other’s artist statements. Afterwards, students will submit thoughtful comments on at
least two other students’ work that relate to the artwork itself, how it is displayed or their
reactions.
1. Objectives: IALS Goal Codes

1.1 Conceptual/Cognitive Objectives:

OBJECTIVE I VA:Re8.1.7
Given a PowerPoint presentation on artists tackling social/global
issues such as Ai Wei Wei, Tatyana Fazlalizadeh, Christo and Jeanne-
Claude, students will clearly identify what social issues are being
communicated through the artwork.

OBJECTIVE II VA:Pr6.1.7
Given a PowerPoint of site-specific artworks by Alfredo Jaar, Patricia VA:Re7.1.7
Cronin, and Doris Salcedo students will attentively consider how
public art interacts with the viewer in context of its location through
class discussion.

OBJECTIVE III VA:Cr3.1.7

Given a discussion of public spaces and buildings, students will VA:Cn11.1.7
thoughtfully choose a space that is appropriate for their public art VA:Cr3.1.7
design and rationalize why in their artist statement.

1.2 Artistic Skill Objectives:

OBJECTIVE IV VA:Cr2.3.7
Given definitions on the elements and principles of design, students
will choose at least 1 element and 1 principle to meaningfully
incorporate into their design.

OBJECTIVE V VA:Cr2.3.7
Given acrylic paint, paper and tape, students will creatively design a
public artwork that addresses their social issue appropriate to their
chosen public space.
VA:Cr2.3.7
OBJECTIVE VI
Given a printout of an environment, glue and X-Acto knife, students
will neatly cut and paste a small scale model of their public artwork
 into said space.
VA:Re7.1.7
OBJECTIVE VII
Given a handout for reflection, students will thoughtfully write and
type up a final artist statement reflecting upon their project and the
meaning of their work.

OBJECTIVE VIII VA:Re7.1.7

Given their artist statements and final artworks, students will take a
gallery tour of their peers’ work and write give feedback and comment
on each other’s work, giving feedback to at least two other students.

2. Assessment Criteria:
OBJECTIVE I Student clearly identified a social issue and how it was translated through art.

OBJECTIVE II Student carefully analyzed how public art interacts with the space it inhabits.

OBJECTIVE III Student mindfully chose an appropriate location to display their proposed public
art.

OBJECTIVE IV Student incorporated one element and one principle of design into their artwork
and are able to explain how it adds to the meaning of their design.

OBJECTIVE V Student creatively used paint and tape to make a public art design that addresses
a social issue.

OBJECTIVE VI Student accurately collaged their artwork to fit in their public art location.

OBJECTIVE VII Student thoughtfully typed an artist statement that includes a reflection on their
artwork and their artistic process.

OBJECTIVE VIII Student considerately responded to at least two other students about their
artwork and artist statement with pointing out specific details that stood out to them.

3. Learner Characteristics:
3.1 Developmental Rationale
The students in seventh grade are between the ages twelve and thirteen. During this time,
students are trying to navigate their own identity as they grow out of childhood and into
 adolescence. In the Wood readings, it mentions that “young teens need to see and feel the
recognition from adults and their peers that they are changing and growing into responsible
members of the adult community” (1994, p. 137). In this lesson, one of my main goals is for
students to recognize that they can use public art to bring awareness of a social issue. Because
public art is accessible to those of all ages, students will need to make sure the message they
want to spread is treated thoughtfully and maturely.
Wood (1994) also mentions that cognitively, students have “high interest in current events,
politics, social justice” (pg. 139). For thirteen year old’s, students during this time are
interested in “issues of fairness and justice” and tend to “write better than they speak” (pg.
156). This ties into my lesson as students will identify social issues that are personal to them
and will write an artist statement rather than having an in class full critique to allow
themselves the freedom to be more expressive and clearer about their project and the intent
behind it.
In Lowenfeld’s research, children between ages ten and twelve “characterize the
environment by indicating its distinguishing features” (1987, p. 50). This means that children
are able to analyze their real world better and to think about their own perspective. My lesson
is about how public artwork is displayed and what that does to change the environment we are
experiencing because public artwork draws our attention. Students in my project have to take
in consideration their location’s features and how it will interact how we perceive their
artwork in said space.
According to Wachowiak (2009) in Emphasis Art, students like work that has “expressive
content—to convey a mood and have a message” (p.119). Within my project, I am having
students use paint as a medium to design their own public artwork, and this medium’s capacity
for color mixing and mark-making make it possible for students to use elements such as color
and texture in order to create mood while also generating a statement regarding their chosen
social issue.
My project for seventh graders was made in order to cater to their growing worldview and
to empower them to interact with social issues that are personal and serious. By having
students choose their issues they are interested in them, they will come to recognize a sense of
social responsibility when creating their artwork that is meant for public display. My chosen
medium of paint will allow them to then explore color mixing and the ability for control in
their artworks.

Sources:

Brittain, W. L., & Lowenfeld, V. (1987) The dawning realism. In, creative and mental growth
(pp. 48-67). New York, NY: Macmillian.

Wachowiak, F. (2009). Emphasis art. New York: Harper & Row.

Wood, Chip. Yardsticks: children in the classroom, ages 4-12. Greenfield, MA : Northeast
Foundation For Children, 1994. Print.

3.2 Students with special needs

Cognitive Based:
I would accommodate this project for these students by giving them options of places and
choices based on what information they are willing to share with me and help guide them
more in terms of clarifying ideas and having a concrete plan. I would encourage them to
think small and ask up from something extremely personal to a broader social issue.

Motor Based:
For these students, I give the option of using materials they are more comfortable with
holding and using if they do not like to use paint- like markers or pastels, as long as they
have access to a medium that allows for color mixing and filling up large areas of space in
a manageable timeframe.

4. Literature and References

(For Bound Lesson Only- 4.1 and 4.2)
4.1 Rationale of this lesson
This lesson’s main topic is connecting and supporting student interest with larger issues in
the world that exist through making public artwork designs. By giving students choice to pick
their social issues, they are more engaged through establishing a personal and emotional
connection with the artmaking process. Hochtritt et al. (2018) states that, “Artmaking and
public performances can be used as counter-narratives to fight oppressive forces” (p. 290).
Protest art such as posters, murals, public demonstrations etc. have been used throughout
history to fight against tyranny and these abusive power structures in place. From images such
as the raised fist or peace sign, these iconic images were used to relay messages and awareness
about equality, challenging the power structures at play. As we live in such a complex society
and issues of race, gender, sexual orientation and socioeconomic status, social awareness
becomes important now more than ever. As social media and technology spreads the amount
information and misinformation about different groups of people, now more than ever is to
make sure that students research about social issues to then enact change in their own lives.
Lowenfeld (1987) believes that teachers need to promote “a greater sensitivity to a changing
environment and awareness of their own thinking, feeling, and perceiving to help them
develop their fullest potential” (p. 325). Teaching students about social issues and how to send
a message about them through hypothetical public artwork forces students to think with
sensitivity and care because they are choosing social issues that affect them or are personal to
their own identities and livelihoods.
 Shore (as cited in Pennisi, 1989, p. 128) states that curriculum comes from “the life,
language, culture, and themes of the students”. Social issues affect all students because they
each come from unique backgrounds and all live under one social ecosystem that uplifts some
and demoralizes others. By students bringing in their own ideas to the artwork, they are
actively engaged with the content and makes learning go back and forth between teacher and
student, not just the teacher lecturing and telling students what to do and what to care about by
spreading their own biased agenda. My topic allows for students to actively engage with what
is going on in the world, looking deeper into examining their own personal perspectives,
cultures and livelihoods.

4.2 Background of the topic

Spiers and Sandell (1999) state that “Social change must begin with ourselves—a deeper
awareness of our own attitudes, beliefs, and biases that are transferred through instruction” (p. 6).
When we teach social issues in the classroom, we are asking students to look into themselves and
critically think and reflect upon society and what we hope to come out is the hope and drive to
change these issues. By having students look at their biases and examine their perspectives and
how they think about their world, they can then find out their passions and understand their own
values as a human being. Having students care about larger issues can later drive them in life to
figuring out what they want to do with their lives and how they want to leave their own impact
on the world.
Bolin and Brandy (as cited in Quinn, 2003) define material culture as “purposeful human
intervention, based on cultural activity” (p. 28). This is similar to Freedman’s (2003) definition
of visual culture in which objects are created by people and range from popular media arts like
video games or tv shows to fine arts like paintings or drawings (p. 1). Social justice issues are
constantly in popular media, as creators create visual or material culture in order to reflect the
society of what we are currently living in. Brandy (as cited in Quinn, 2012) believes that this
material culture “supports solidarity within a movement while simultaneously communicating
the values, attitudes, and beliefs of the movement to those outside” (p. 30). By spreading
awareness and encouraging students to look into social issues, they become civically engaged
and socially aware of the systematic and problematic ideas that still plague society today.
Freedman (2003) states that “imagery has a wide range of sociopolitical and economic issues
which, in turn, influence students’ identities, notions of citizenship, beliefs about democracy, and
so on” (p. 97). Sociopolitical and economic issues are under the umbrella of social issues, which
affect students of all backgrounds in one way or another. By having students identify these issues
and create imagery about them, not only do they get to communicate their opinions and ideas to
the world, but also imagery of this nature helps form student’s identities and who they are as a
person.

Freedman, K. (2003). Teaching visual culture: curriculum, aesthetics and the social life of art.
 New York, NY: Teachers College Press.

Hochtritt, L., Ahlschede, W., Halsey-Dutton, B., Fiesel, L. M., Chevalier, L., Miller, T., &

Farrar, C. (2018).

Public pedagogy and social justice in arts education. International Journal of Art & Design

Education,37(2). 287-299. http://www.ulib.niu.edu:2619/ehost/detail/detail?

vid=0&sid=e0ff1b56-b5fe-4e7c-8079-248869e7bd04%40pdc-v-

sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=EJ1178882&db

=eric

Pennisi, A. C. (2013). Negotiating to engagement: Creating an art curriculum with eighth-

graders.

National Art Education Association Studies in Art Education: A Journal of Issues and

Research, 54(2). 127-142.

Quinn, T., Ploof, J., & Hochtritt, L. (2012). Art and social justice education: Culture as

commons.

New York, NY. Routledge.

Sandell, R., Speirs, P. (1999). Feminist concerns and gender issues in art education. A Refereed

Publication of the National Art Education Association,8(17). 1-6.

4.3 Information about related artists, styles, movement or cultures

 Ai Wei Wei (b. 1957- ): A contemporary Chinese artist and activist who is known for his
work that deals with social justice and criticizing the Chinese government. He has made a
variety of works such as sculptures, public installations, photographs and videos. Because
of how he critiques the Chinese government, he is considered a political dissident of his
 country. His current themes revolve around global issue such as the refugee crisis and
exclusionary immigration policies in the world.
https://www.britannica.com/biography/Ai-Weiwei
 Alfredo Jaar (b. 1956- ): A Chilean born artist; his perspective comes from an idealized
notion of saving the world. He is mostly known for his installations and covering socio-
political issues and war. One of his most famous projects was bringing awareness about
the Rwandan genocide in 1994, through public posters and his exhibition which
incorporated photographs and using scale to evoke emotion and empathy.
https://www.tate.org.uk/art/artists/alfredo-jaar-8378
 Patricia Cronin (b. 1963- ): An American New York based artist, she is known for her
photographs, painting and sculptures dealing with contemporary human rights issues such
as feminism and LGBT+ issues. Specifically, we are going to be looking at her series, A
Shrine for Girls which deals with human trafficking of girls on a global scale.
https://www.patriciacronin.net/art.html
http://www.shrineforgirls.org/venice.html
 Cristo (b. 1935- ) and Jeanne Claude (b.1935-2009): These two artists are known for
their collaborations to propose and create large installations that interact with the natural
environment that they are placed in. Their public works transform their locations which
changes how the audience perceives the new environment.
https://www.theartstory.org/artist/christo/
https://www.khanacademy.org/humanities/ap-art-history/global-contemporary/a/christo-
and-jeanne-claude-the-gates
 Yayoi Kusama (b.1929- ): A Japanese artist who is currently known for her ‘infinity’
rooms which uses mirrors combined with other elements such as lights or sculptures so
their forms seem endless with repetition. Through these infinity rooms, viewers go
through an experience of infinity and endlessness where they can contemplate recurring
themes of life, death and the afterlife
https://hirshhorn.si.edu/kusama/infinity-rooms/
 Tatyana Fazlalizadeh (b.1985- ): A Black/Iranian artist who creates street art to address
social issues faced by marginalized and oppressed peoples. She has an entire series called
Stop Telling Women to Smile which exists as street art across the world. This series is
aimed to discuss the harassment faced by women in the street as depicts women who
Fazlalizadeh has interviewed who have experienced such harassment.
http://tlynnfaz.com/Bio-CV
 Doris Salcedo (b.1958- ): A Columbian artist who focuses on sculptures and installations
inspired by the violence and political conflict from her home country. Through
interviewing victims, she shares their stories and combines everyday materials and
objects to create a sense of sadness and horror. By doing this, she confronts the past with
the ideas of loss, fragility and healing.
.
4.4 Art Terms/Vocabulary/Higher Level Thinking Verbs
Analyze: To look at something and try to see what it is made out of
Describe: to be able to tell what your eyes are seeing
Question: to ask something in order to understand or find out more information
Interpret: To figure out and try to understand what you are seeing
Emphasis: special attention given to one particular area in an artwork, where your eye
automatically wants to go
Color: The element of art based on ROYGBIV, using warm vs cool or complements to
create interest or emotion
Dull color: when you add a compliment to a bright color
Vivid color/hue: the purity and brightness in a color
Flat (painting): to paint a solid color with no streaks
Contrast: A design principle that is about putting opposites next to each other in a
composition
Movement: A design principle that allows your eyes to travel across the composition
Line: An element of art based on making strokes with a thickness, direction, curve, length
Size/Scale: the relationship between one object or another in a composition
Texture: An element based on what the artwork feels like if we were able to touch it
(implied) or the actual surface’s quality (actual)
Social Issue: a problem in society that affects a group people
Installation: artwork that is not just seen, but acts as an experience
Public Art: work that is displayed so it is accessible to anyone in the area
Audience: the viewers of your artwork
Repetition: reusing an object or shape in an artwork multiple times

4.5 Description of visual examples

This poster by Jaar started his Rwanda
project which was to call attention to the
Rwandan genocide in 1994. This early
poster shows how Jaar is using public art
to call attention to what was an ignored
war going on at the time.

Alfredo Jaar, Rwanda, Rwanda (1994)

This installation by Cronin is site specific

as the saris reference to girls in India
despite its display in Venice. For students,
this shows how Cronin is able to take
global issues around the world in order to
bring more awareness, and the use of saris
brings a cultural specificity and emotional
weight to the piece. This can help students
see how objects can create contrast which
adds an emotional weight to a piece.

Patricia Cronin, A Shrine for Girls, (2015)

These posters of blown up drawings by

Fazlalizadeh is part of her Stop Telling
Women to Smile series and this form of
street art sends a message about social
issues concerning feminism and the unfair
harassment women face due to catcalling
and other inappropriate behavior. The fact
that this work is located where harassment
commonly happens (in the streets) adds to
the piece and shows how art and its
context of location work together to add to
its meaning.

Tatyana Fazlalizadeh, Stop Telling

Women to Smile (2015)
This installation by Ai Wei Wei shows
how scale and material work together as a
commentary on the refugee crisis. This
work was held at an international art show
(Sydney Bicentennial), and its size shows
students how scale affects our perception
and its material the fragility and danger of
how these refugees are travelling while on
these boats.
Ai Wei Wei Law of the Journey, (2018)
This piece by Ai Wei Wei commemorates
students who died during a building
collapse in China due to poor building
codes. He uses backpacks which creates
the connection to the lives of all the
students lost, and his use of simple colors
relates to the innocence and youth of the
children. This piece demonstrates how
materials and location work together to
create meaning.

Ai Wei Wei, Remembering, (2009)

The Gates show students how art/color

can alter the viewer’s experience of a
place they might have previously
overlooked or pass by. This piece is not a
singular statue or work, but a place made
for its audience to think deeply about the
context of the environment they are in
which is an important aspect I want
students to focus on- how public art
changes how we see and experience
places.
Christo and Jeanne-Claude, The Gates
(1979-2005)

The Infinity Rooms by Kusama allow for

the viewer to experience something
unique and what seems never ending. I am
including it because I want students to
think about how their artwork has the
possibility to inspire and create a unique
experience for each individual who views
it. This piece also shows how the
properties of everyday materials and
objects such as mirror can be used to
create something grand.

Yayoi Kusama, Aftermath of Obliteration

of Eternity (2009)

In this artwork Noviembre 6 y 7, Doris

Salcedo was made to memorialize the
victims of the Palace of Justice siege in
Bogota in 1985 where 100 people died.
The chairs were lowered over 2 days, to
give each victim a spotlight of their
absence. I want students to see how using
recycled objects can carry meanings and
how something is displayed affects how
we perceive the art.

Doris Salcedo, Noviembre 6 y 7 (2002)

 In this recent work by Salcedo called
Quebrantos, she uses broken glass to
write the names of 165/500 activists who
died after raising their voices against
human rights violations in regard to the
revoking of land, illicit crops or illegal
mining. This work shows students how
materials and installations create a unique
experience, as well as focusing on deep
themes such as memory and taking private
acts of mourning into public space to raise
awareness.

Doris Salcedo, Quebrantos (2019)

4.6 List of references.

(n.d.). Tatyana Fazlalizadeh Bio/CV. Retrieved from http://tlynnfaz.com/Bio-CV

Bravo, D. (n.d.). Christo and Jeanne-Claude, The Gates (article). Retrieved from

https://www.khanacademy.org/humanities/ap-art-history/global-contemporary/a/christo-and-

jeanne-claude-the-gates

Connellan, S. (2018, March 13). Ai Weiwei makes bold statement about the refugee crisis with giant

inflatable boat. Retrieved from https://mashable.com/2018/03/13/ai-weiwei-biennale-of-sydney/

Cunningham, J. M. (2019, December 6). Ai Weiwei. Retrieved from

https://www.britannica.com/biography/Ai-Weiwei

Doris Salcedo. (n.d.). Retrieved from http://www.artnet.com/artists/doris-salcedo/biography

Doris Salcedo. (2015). Retrieved from https://mcachicago.org/Exhibitions/2015/Doris-Salcedo

Fiesel, L. (2016, June 28). Christo Installations, Bio, Ideas. Retrieved from

https://www.theartstory.org/artist/christo/

Infinity Mirror Rooms – Yayoi Kusama: Infinity Mirrors: Hirshhorn Museum: Smithsonian. (n.d.).

Retrieved from https://hirshhorn.si.edu/kusama/infinity-rooms/

Jones, J. (2016, June 8). 'This is not America': a Chilean artist's newly electric message to Trump.

Retrieved from https://www.theguardian.com/artanddesign/jonathanjonesblog/2016/jun/08/this-

is-not-america-chilean-artist-message-to-trump-alfredo-jaar-logo-for-america

Rozo, C. (2019, June 11). 'Quebrantos', the collective mourning of Colombia for its murdered

leaders: Colombia. Retrieved from https://newsy-today.com/quebrantos-the-collective-mourning-

of-colombia-for-its-murdered-leaders-colombia/

Shrine for Girls, Dublin. (n.d.). Retrieved from https://www.patriciacronin.net/exhibitions/shrine-

for-girls-dublin.html

(n.d.). Retrieved from http://www.shrineforgirls.org/venice.html

Tan, S. (2018, March 18). Activist-Artist Ai Weiwei Built A 61 Metre Lifeboat For Refugee

Awareness. Retrieved from https://www.pedestrian.tv/news/ai-weiwei-lifeboat-refugee-

awareness/

Tate. (1970, January 1). Alfredo Jaar born 1956. Retrieved from

https://www.tate.org.uk/art/artists/alfredo-jaar-8378

5. Integration/Connecting Links

5.1 Idea Mapping

 5.2 Instructional Resources and Materials:
 Ai Wei Wei, Alfredo Jaar, and Patricia Cronin tackled social issues pertaining to human
rights as well as war and their work aims for their viewer to care about global issues that
may not affect them directly.
 Cristo, Jeanne Claude, and Yayoi Kusama are artists that create unique experiences for
their viewers through their colorful installations and encourage their audience to
contemplate their environment as well as their existence in life. They are important
examples to show students on ways in which they can create art for their audience to
experience and reflect long after seeing it.
 Tatyana Fazlalizadeth is included in my lesson because she combines poster making
with traditional street art, and her focus in terms of social issues is based upon how
people interact with one another in daily life, rather than a specific political issue that
everyday people can feel disconnected with since they do not live in those areas. She
serves as an example of everyday societal issues in case students are concerned with
picking something too political.
 Doris Salcedo is known for how she reuses different mundane objects to create site
specific installations that are very personal and somber. I am including her in my lesson
because like Alfredo Jaar, she comes from a background of political chaos and is
interesting because her work is about focusing on the absence and what is not there.

5.3
Art Materials for the Lesson:
 Projector
 Powerpoint
 Think sheets
 Glue sticks
 X-Actor knives
 Cutting Matts
 Artist Statement Handout
 Acrylic Paint
 Paintbrushes
 Water cups
 Masking Tape
 Scissors
 Pencil
 Rulers
 Painting Palette
 Colored Pencils
  Watercolor Paper 11x15
 Black construction paper 12x18

6. Management and Safety Issues: Students will be using X-acto knives to precisely cut out
their artwork in order to put them in a printout of their installation and will need
instruction in order to not hurt themselves by using rulers to keep their fingers
away from the blade. They will also have to cut only on the cutting mats and
reminded to use even pressure and speed while slicing.

6.1 Organization of Supplies

DAY 1: Students will need white paper, pencils, lined paper for note taking and their papers
will be kept in manila folders by the teacher with their names written on the tabs. These
materials will be distributed on their desks before class begins and collected when class is
over. Their name tags will also be distributed before class and then kept in said folders. All of
these materials will be kept in a white reusable bag at the front of the class every day.

DAY 2: Students will need their manila folders and its contents, pencils, and colored pencils
in order to start planning out their public artwork proposals. If student has their sketches done
and checked, they will receive a larger 11x15 watercolor paper to start drawing their final draft
and may also have a ruler and masking tape to close off areas. For teaching materials, a
projector is needed for the power point presentation.
DAY 3: Students will need their manila folder, pencil, and ruler so they may start drawing on
their final paper. Students who are already finished with their final drawing draft can start to
paint and use masking tape in order to have clean lines and edges. Students painting will then
need water cups, acrylic paint, paint brushes, masking tape, paint palette, rag, and butcher
paper to keep tables clean. Paint will be kept at the front of the room and a cart or separate
table will have all the other materials on it. Students at clean up time will dump their palettes,
brushes and cups in the sink.

DAY 4: Students will have a work period to continue painting their public art proposal.
Needed supplies will be the same: acrylic paint, paint palette, masking tape, butcher paper,
water cups, paintbrushes and a rag. They will also need access to their manila folders so they
can have their sketches and ideas at hand. Paint will be kept at the front of the room and a cart
or separate table will have all the other materials on it. Students at clean up time will dump
their palettes, brushes and cups in the sink.

DAY 5: By this time, students’ paintings should be near done- students will need their work in
progress, acrylic paint, pallet, brushes, water cups, butcher paper, masking tape and rag.
Students will use this class period to fully finish their paintings. If students have finished their
 paintings last class, they may either work on their artist statement handouts or will move on to
cutting out their scanned artwork to paste into their final location.

DAY 6: Students will have time to cutting and pasting their public art into its new
environment. They will need an X-acto knife, cutting mats, scissors and glue to cut out their
designs and paste them into their printed out chosen locations. The cutting and pasting
materials will be kept in a bin that will be at the ‘teacher desk’ in the front of the room and
shared between two students. Students will also need their final artist statements to be printed
out and used for discussion.

6.2 Clean-Up of Supplies

Day 1: For Day 1, students will pass their manila folders to one end of the classroom to be
picked up and put away by the classroom helpers as they will be instructed to come to the front
of the classroom to put into the reusable bag.

Day 2-5: Students will be chosen each class period to help collect and distribute materials.
The nametags given out will each have different artist works that we have covered class. The
student helpers will rotate for the majority of the ‘studio’ days as there are more materials out
and being used. Each student in a group of 4 will be in charge of distributing and collecting
certain materials: paint pallets, brushes/water cups, projects/papers, tape/rulers.
Helper in the classroom will be in charge of rolling up the butcher paper at the end of the
class period as well as distributing acrylic paint onto palettes. Classroom helper will also aid in
distributing and collecting X-Acto knives when needed. Projects will be stored at the back of the
classroom waiting to dry, and if dry, they will be stacked and later put back into a white reusable
bag to be collected.

Day 6: Classroom helper will be in charge of distributing and collecting X-Acto knives
when needed. Teacher will pick volunteers the final day for the jobs of distributing/collecting
final artwork, artist statements, drawing materials, glue, cutting mats, and manila folders.

7. Vocabulary:
Analyze: To look at something and try to see what it is made out of
Describe: to be able to tell what your eyes are seeing
Question: to ask something in order to understand or find out more information
Interpret: To figure out and try to understand what you are seeing
Emphasis: special attention given to one particular area in an artwork, where your eye
automatically wants to go
Color: The element of art based on ROYGBIV, using warm vs cool or complements to
create interest or emotion
 Dull color: when you add a compliment to a bright color
Vivid color/hue: the purity and brightness in a color
Flat (painting): to paint a solid color with no streaks
Contrast: A design principle that is about putting opposites next to each other in a
composition
Movement: A design principle that allows your eyes to travel across the composition
Line: An element of art based on making strokes with a thickness, direction, curve, length
Size/Scale: the relationship between one object or another in a composition
Texture: An element based on what the artwork feels like if we were able to touch it
(implied) or the actual surface’s quality (actual)
Social Issue: a problem in society that affects a group people
Installation: artwork that is not just seen, but acts as an experience
Public Art: work that is displayed so it is accessible to anyone in the area
Audience: the viewers of your artwork
Repetition: reusing an object or shape in an artwork multiple times

8. In-Class Activities:
Time Learning Activities Purpose
Day 1
5 mins Orientation/Engagement/Motivation:
As students walk into the room, teacher Students will get to know
will direct them to sit where their assigned about the teacher and vice
nametags are on the tables. Then, versa.
teacher will introduce themselves to the
students with PowerPoint.

Hello, welcome to 7th Grade art class St.

Mary Students! My name is Ms.
Matundan and here are three things about
me…

Q: Now, I will go down the tables and you

tell me your name, the last movie you
watched, and a song you like

A: Jonah, The Avengers, Bad Guy by

Billie Eillish / Ana, To All the Boys I’ve
Loved Before, Watermelon Sugar by
 Harry Styles / Delaney, Wreck it Ralph,
Old Town Road by Lil Nas X
2 mins Students will understand
Teacher will go over five classroom rules what behavior is to be
via PowerPoint and call on students to expected in the classroom.
read aloud each rule.

Q: Now, let’s go over some basic

classroom rules and how our classroom
should run, can *insert student volunteer*
read this first rule?

A: Keep a respectable noise level/Not a

place to debate political views- zero
tolerance on gun violence/Respect each
other and their ideas.

Then I will have everyone to raise their

hand to agree to these rules.

(Raise your hand to indicate that you

agree to these terms and conditions, then
we can get started with our lesson.)

3 mins Teacher will get to know if

Then, teacher will give students 30 students have previous
seconds to think of the definition of a knowledge on if they
social issue. Teacher will call on students understand what a social
to tell their own definition before giving issue is and then clarify if
‘proper’ definition on PowerPoint. needed.
5 mins
Topic Question: Students will get a formal
For our class project, we are going to understanding what a
tackle social issues that are important to social issue is, and
us. But first, what is your definition of a clarification if their answers
social issue? are close or not.

A: A problem in society, something bad

 that’s happening in our culture, something
that is impacting our society in a bad way

Teacher will then show the dictionary

definition of a social issue and clarify any
confusion as well as validate student
answers.

According to Google, this is a dictionary

definition of a social issue, however your
answers are also correct if it is generally
talking about a perceived problem in our
society.
Teacher will understand
Teacher will then ask what social issues their students’ perspective
are important to the students and have a and students will have
student volunteer to write on the examples of ideas to later
whiteboard their peers examples. inspire their projects.

Association Questions:
1. What are current issues that you
have heard about that are going
on right now?
A: Corona virus, the environment,
female rights, toxic masculinity,
poverty
2. -and how have they impacted
you?
A: Worried about health, global
warming makes extreme weather
conditions, equal pay and
10 mins discrimination) Teacher and students will
learn how to discuss and
Transitional Questions: analyze art together and
1. What are some ways people bring understand how art brings
attention to these issues? awareness about social
A: Talking about them on the issues.
news, social media, petitions
 2. How can art be used to draw
attention to issues?
A: Poster or sign making,
banners, murals

Teacher will then show pictures of

different artworks, Law of the Journey by
Ai Wei Wei, The Gates by Christo and
Jeanne-Claude, and Tatyana
Fazlalizadeh’s Stop Telling Women to
Smile to discuss with students how these
commentates on different social issues
and how it functions in its environment.

The Gates by Christo and Jeanne-Claude

Teacher will see how
Topic Question: students discuss artwork
1. What do you see? and how they observe it.
A: Orange sheets or cloth, a
frozen lake, orange arches
2. Looking at this zoomed out image,
do you recognize where this is?
A: Central Park, New York City,
Chicago

Teacher will then explain that this is called

The Gates by Christo and Jeanne-Claude
where it was installed in Central Park,
New York.

Association Question: These questions open up

1. How does the color orange affect
how you view this park?
A: It makes it look pretty, It adds a
brightness to the dead trees, It
makes me feel warm.
2. If you were in Central Park when
this was displayed, would it make
to the students how public
installations can change
how we experience a
place. Students will see
how color can express
moods or feelings and how
artists are using their work
 you want to follow the path of to interact with the
Orange gates? environment.
A: Yes, because I would want to
see where it would take me, Yes
because it would make a fun
maze, No because it’s too long.
3. Do you think the pathways were
created by the artist? What is the
point of the pathways?
A: Yes, because they designed
the artwork, Yes because they
wanted to fill up the whole park
This information explains
Teacher then explains that Christo and how colors and material
Jeanne-Claude used orange to make work together to create an
warm shadows during the coldness of experience, also adds
February and put on existing pathways context as to why they are
that people used all the time. arranged in such a way.

Teacher moves onto next slide.

The Law of the Journey by Ai Wei Wei

This artist example shows
Association Question: students how art can be
1. What do you think this is made out used to create a statement
of? What is happening in this about complex social
sculpture? issues. These questions
A: Rubber, plastic, parachutes. It address also how material
looks like people crammed into a changes how we create
big raft or life boat. meaning out of the work.
2. What story do you think the artist
is telling? Could it be related to
any of the social issues we
mentioned earlier in class?
A: Refugee crisis, immigration,
travel ban
3. How would you describe the
passengers in this piece? What
 about this piece makes you think
this is about a social issue?
A: The passengers have no faces-
meaning it could be anyone.
Because the boat looks cramped,
the people look uncomfortable,
Because the piece is inflated, it
could be popped which is bad for
the passengers.
This context tells students
Teacher will then reveal that to Ai Wei how social issues are
Wei Wei, “There is no refugee crisis, only global and extend past
a human crisis”. race or ethnicity.

Teacher will then move on to the next
piece.
In Ai Wei Wei’s piece, he made his figures
anonymous- but this next piece, we have
the opposite.
This narrows the essence
of what the project is to the
students which is how art
can bring attention to a
social issue and how art
changes a space.

Stop Telling Women to Smile by

Tatyana Fazlalizadeh
Students will discuss how
Topic Questions: social issues in art are not
1. What are their expressions? If just global but can be
they were to speak to you, what personal to their lives. This
would they say? piece also reinforces the
A: They look upset, they look importance of location and
mad, they look strong. how it adds to the meaning
2. Who is being depicted? of the work.
A: Women, citizens, females.
3. Where do you think is located?
A: Parking garage, streets,
outside.
4. Do you think the artist is making a
statement about a social issue?
A: Yes, maybe it’s a
 commemoration, No because it’s
just portraits.
Teacher will then tell reveal the title Stop
Telling Women to Smile.
Association Question:
5. Knowing the title and information,
how does this change your
perception of the artwork?
A: I can understand what the
piece is about, This piece to me
reads to not tell women to smile.
3 min Presentation/Explicit Instruction:
Teacher will show a slide stating that the
focus of their project is to see how art
changes a space.
This will show students that
social issues can be tied to
gender and social
interactions or behavior.
This last question also
plants the idea how a good
title can also aid in queuing
their audience as to how
they should interpret an
artwork.
Students will know one of
the main concepts of this
lesson is based on
locations.

Then teacher with pictures of various Teacher models what the

places in Dekalb. Teacher will then tell social issue is and cites
students their chosen social issue is previous research to back
diversity and representation in Hollywood up as to why it is personally
and explain why it is important to them. important.

Recently, I have almost all of the movies

that were up for Best Picture for the
Oscars. Parasite won best picture,
breaking history as being the first
international language film to win,
featuring an all Asian cast. However,
none of its cast was nominated for the
best actress/actor categories. There has
never been an Asian woman nominated
for Best Actress, and Halle Barry is the
only black woman to have ever won this
award 19 years ago in 2001.
Representation is important to me
 because it makes me feel visible and
connected with the rest of the world.
Teacher will then show a picture of an old
movie theatre in Dekalb via PowerPoint.
Association Question:
This is a picture of a theatre in Dekalb.
Why would I pick this as a spot for my
public art installation?
A: Because your concept is about
Hollywood and the movies, Because your
social issue is about media and
entertainment
Closure Question:
How can art be used attention to a social
issue?
A: Art can spread messages without
words, Art can be controversial and draw
news attention
10 mins Structured Practice/Exploration:
Teacher will instruct students to log on
their chromebooks and to start
researching possible locations or more
information about their social issue.
Ok everyone, I will now need you to take
out your chromebooks. By the end of
class today, I want you to pick out a social
issue and where you would want to call
attention to this social issue in Dekalb.
Social issues can be broad or specific, as
long as it is something perceived as a
problem and you care about it. Feel free
to use Google Maps and make sure you
save whatever images or inspiration you
need to have to convey your social issue.
This models what students
will have to do for their
project.
This question will allow for
students to understand and
see how my social issue is
connected with my chosen
location for my public
artwork.
This question will make
students think of ways art
can create social change.
Students will have a
resource to conduct basic
research on their social
issue.
Students will have time to
find out more reasons why
their social issue needs
awareness and why it is
important to them and have
a place to record it.
 Teacher will tell students to refer to the list
on the board made at the beginning, and
to write down important research notes on
their artist statement handout.
Refer to the board if you need some
inspiration for different social issues, and
make sure to write down anything
important you want to include for your
artist statement on your think sheet. An
artist statement serves as your
explanation for your work, so it is
important to have pertinent information to
give more context to the viewer.
Students will be able to use
examples brought up in
class if they are stuck and
keep important information
that will serve as inspiration
for their sketches next
class. Students will also
know that they will
eventually have to write
about what they made and
why via artist statement.

5 mins Closure
Students will receive a two minute Students have time to finish
warning to put away their materials. up before leaving.

Student helpers will be chosen to collect Clean-up is kept efficient

research materials, pencils and name and fast.
tags to be brought to teacher’s desk.

Teacher will ask students if they know Teacher can gauge on how
what social issues they are considering, many of the students will be
and/or where their public artwork is going ready for next class period.
to be.
Closure Questions:
1. Before class ends, show of hands
if anyone have an idea of what
social issue they are going to do?
A: Climate change, sexism,
poverty
2. Show of hands if you know where
you might want to out your
artwork?
A: A park, at school, by the
 supermarket.

Teacher will then remind students that for

next class they need to have these two Students will remember
aspects figured out for the next step of the what needs to be done by
project. next class.

Time Learning Activities Purpose

Day 2
2 minutes Orientation/Engagement/Motivation:
Teacher will tell students to find their seat Students will get refreshed
and to put on their name tags. Then on last class period.
teacher will reintroduce their name and
ask 1 to 2 students to review what was
discussed last class.
Motivational Question:
Hello class! How is everyone?
A: Fine, Great, Tired
Transition Question:
Can anyone tell me what we did last class
period?
A: Scale, social issues, public art

12 mins Teacher will then introduce artists such as
Patricia Cronin, Yayoi Kusama, Alfredo
Jaar and Doris Salcedo through a
PowerPoint, discussing with students
these artists’ materials, social issues, and
how they are effective at evoking emotion.
Students will be exposed to
more artists as well as
what kinds of media they
would like to use for their
public artwork mock-ups.

Today, we are first going to look at works Students will see how
by Yayoi Kusama and Doris Salcedo. the repetition can be
Kusama’s rooms uses repetition to create used in art to create
different effects in their art. movement or
emotion.
Association Questions:
1. What does repetition mean? These questions
A: To repeat, the same thing over incorporate art
 and over again, multiples terminology as well
2. What would it be like to be in one as open up how art
of Kusama’s Infinity Rooms? can create an
A: Feels like I’m floating in space, emotional experience.
Claustrophobic, Free, Dazed

Teacher will then move on to Doris

Salcedo, showing Noviembre 6 y 7 and
Quebrantos. Students will see how
repetition can create
3. What does the chairs look like movement and how
they’re doing? How does the the composition of an
arrangement of the chairs in instillation such as
Solcedo’s installation make you this is integral to how
feel? we interpret it.
A: They’re floating, looks fragile,
like they could fall at any moment,
scary
4. If the chairs were arranged
differently, perhaps a grid, would it
change how you view this work?
A: Yes, it would feel less personal,
It would look less serious or sad

Quebrantos means ‘Shattered’ and is

located in Columbia’s capital. These are
all names of deceased community leaders Students understand
who were likely targeted by mining how materials are
companies, gangs or paramilitaries. important to consider
when creating an
5. Knowing the context, how does installation or public
the use of glass aid into the work.
meaning of the work as a whole?
A: It makes it look fragile, Glass is
transparent and ghostly, Glass
has sharp edges which can hurt
you like how the leaders were
hurt.
 Teacher will then introduce Alfredo Jaar
and Patricia Cronin, two artists who also
focus on issues such as feminism and
anti-war/human rights violations. Students will have
more examples to
Alfredo Jaar is a Chilean artists who is consider when
most known for his Rwanda project, which thinking about what
aimed to bring awareness to the kind of social issue
Rwandan Genocide in 1994. Patricia based art they want
Cronin has been creating installations to create.
using saris and women’s clothes to honor
exploited women who died tragically in
their home countries.

Visualization Question:
1. How does the black and white of
RWANDA affect how you read this
poster?
A: It creates a heavy contrast that
is bold and eye catching, It’s Students will see how
simple yet effective contrast is used to
2. How does color create emphasis draw attention or
in the Shrine for Girls? create emphasis.
A: Because its colorful, our eye is
drawn to it, Colors signify
importance, Colors represent the
culture from which the clothes
came from.

10 Presentation/Explicit Instruction:
minutes Teacher will have student helper pass out During the set up time,
manila folders that contain their current teacher can get ready the
research and colored pencils. activity via whiteboard.

Then, Teacher will ask students to get out Students will be able to
their Elements and Principles worksheet, have a reference sheet to
and Teacher will start to go over the remember the elements
 elements and principles of design by and principles of design.
drawing small thumbnails in the order of
their worksheet. Teacher will first ask if
students know what the word is, and then
explain what it means in terms of art.

Visualization Dialogue: These vocabulary questions

1. What does the word repetition familiarize students to the
mean in art? elements and principles that
A: Repeating symbols, the same were used the most within
object or material over and over our artist examples.
again
2. How does scale affect how we
view sculptures versus
drawings/paintings?
A: If we see a big sculpture, we
feel very small, and a small
sculpture makes us have to look
harder, If the scale is wrong, the
picture might look funny or
unrealistic
3. How does an artwork have a
sense of movement?
A: Our eye has a place to follow
across the work, we know where
to start and where to end looking,
it feels alive
4. What does it mean to show
emphasis?
A: Emphasis makes it easy to see
what is important, it’s a focal point,
where our eye is drawn to
12 Structured Practice/Exploration:
minutes Teacher will then ask students to pull out Students will have access
their chromebooks and their thumbnail to research materials from
sketches handout. last class and get ready for
main activity.
Now, please pull out your Chromebook if
 you still need to research as well as the
worksheet that has four large boxes on
them, these are for your thumbnail
sketches.
Teacher will explain what a thumbnail
sketch is and that students will be
required to put at least one element and
principles into their design. Teacher will
refer to the visual board as to what a
thumbnail sketch should look like.
A thumbnail sketch is a quick drawing that
is detailed enough that you can grasp
what the composition is overall. You can
label different parts or symbols but it does
not have to be anywhere near a full,
perfect drawing.
Students will be instructed to continue
their research and to start sketching their
thumbnails for their final paintings.
2 minutes Guided Practice/Feedback:
Teacher will walk around tables to see
what students are working on, as well as
assist students who have questions
regarding their locations or social issues.
Visualization Questions:
1. What does this location in Dekalb
mean to you? How is it tied to your
social issue?
A: I chose my school because I
want to bring attention to
standardized testing, I chose the
grocery store because I wanted to
Student will understand that
a thumbnail is not too
detailed and will begin to
plan their final drawing and
be informed about the one
requirement regarding
elements and principles.
Student will have sketches
ready for their final painting
so they have a plan for next
class period.
Teacher will be able to see
the progress of how the
class is doing.
Students will be asked
specific questions and
checked if they are
choosing something that is
personal to them and if they
are already plotting what
they want their piece to look
like.
 talk about unhealthy eating, This
piece is going to be at a gas
station because it’s about fossil
fuels and going green

2. What social issue did you decide

on? Why is it personal to you?
A: I chose climate change
because I care about the
environment and recycling, I
chose healthy eating because I
know people with diet/exercise
issues, I picked feminism because
I have had been affected by
sexism.

3. What elements or principles are

you interested in exploring with
your work?
A: I really liked repetition and how
it added movement like in
Salcedo’s chairs, I want to use
color to create contrast between
my piece and my location, I want
to use scale so everyone will have
to look at it
2 minutes Closure
Teacher will go to one random slide from Teacher will be able to see
one of the artists in class and will ask if students are
students if they can identify at least one understanding how the
element or principle used in the piece of elements and principles
artwork in pairs. affect our perception of how
we experience the world.
Closure Question:
1. What element or principle is found
in Yayoi’s Infinity Room?
A: Repetition, Color, Movement
Time Learning Activities Purpose
Day 3
8 minutes Orientation/Engagement/Motivation:
Teacher will instruct students to sit at their Students will already be
desks while student helpers gather their prepared for what they
peers’ manila folders and colored pencils. need majority of the lesson.

After all students are seated, Teacher will Students will know what is
ask students what the requirements for expected and teacher can
the project are so far to clarify. answer any questions.

Transition Question:
1. Okay class, who can tell me what Students will be refreshed
we need to include or know for our on what their finished
public artwork proposals? artwork and artist
A: Location, Medium, Social statement will need to
Issue, 1 elements/principles of include. Students will also
design have an opportunity to
2. Who can pull out their artist bring up any confusion they
statement think sheet and tell me have with the purpose of
one aspect that will be included in their project.
it?
A: We need to know what
materials it would be made out of,
Why we chose our location, what
our process was like
3. Are there any questions,
comments or concerns at this
point?
A: What are we working on today,
what should already be done, can
you check my sketches
Students will know in full
Teacher will then cover any forgotten what is expected by the
requirements and then announces that end of the class period.
students will need to finish their sketches
and start working on their final draft.

12 Presentation/Explicit Instruction:
minutes Teacher will be leaving the requirements Students will be able to see
up on the projector, as well as refer to the what they need for their
visual board for questions relating to artwork design.
elements and principles of design.

As you are sketching, please keep these

elements and principles in mind in order
to create an effective design.

Teacher will then demonstrate how to

move from sketch to final paper.

1. After you done with your quick Students with finished

thumbnails, raise your hand and I
will ask which design you are most
set on as well as what elements
and principles of design you have
chosen to use.
2. To start the final paper, you need
to first use the painter’s tape that
will be passed out at each table to
tape down the margins for clean
edges. The tape should be straight
and not pressed too hard to
prevent paper tears when lifted off
at the end.
sketches can start once
they get teacher approval
without having to wait for
paper.
Student is being checked
for comprehension of
assignments and what is
needed to be successful.

Teacher will then hold up sample where

painter’s tape was used to align with the
edge of the paper.
3. Because we are going to use
paint, you do not need to do a fully
detailed drawing of your sketch- it
is best to stick to the main shapes
within your composition. Do not
bother drawing in tiny details as
Students will be able to see
how masking tape is used
to block off edges of the
painting.
Students are reminded that
the final sketch outline
should not take that long
because it is not super
 you will be layering paint in mainly detailed and is manageable
opaque layers and won’t be able to finish in allotted class
to see it. time.

Teacher will hold up sample of a sketched

out final draft, that has been outlined in
sharpie.
Students from the back of
the classroom will be able
to see how undetailed the
final draft drawing is.
Teacher will then introduce how tape can Students will be adhering to
be used to mask off their painting and classroom rules.
start taping off areas in the sample piece
using overlapping, ripped and straight Students will know that they
pieces. still have access to the tape
if they want to methodically
4. If there are areas in your plan that plan out their entire piece.
need sharp edges, like blocking
out shapes or if you want to create
ripped textures use the masking
tape for these areas. Masking tape
works as a resist to paint and can
be peeled off after the paint is dry.
You can also use masking tape in
between layers provided the layer
underneath the tape is dry.

Teacher will call on student helpers to

pass out final watercolor paper 11x15 and
masking tape for students (1 roll for 2
people each). Students will have the
opportunity to draw
immediately after their mini-
On the board I am going to leave up meeting with me about their
today’s agenda and by the end of this concept.
class period, all of you will be finished
with sketching on your final paper. In case students are
 overwhelmed, they still
Teacher will then ask for students to raise know what to do by the end.
their hands when they are done sketching
and to also point out which
elements/principals are being used, as Teacher will be able to do a
well as show a picture of their intended short in progress critique
location. and see how students are
grasping what is being
When you are done sketching thumbnails, asked of them.
raise your hand and I will come to you.
15 Structured Practice/Exploration:
minutes Students will spend class period finishing Student will be forced to
their thumbnails and start working towards think deeper by creating
finishing their final draft for their public art. multiple sketches and
solutions.

When a student is finished with a Teacher will know

thumbnail, Teacher will approve final beforehand what the
design and have them finish on final draft student is working on and
on bigger 11x15 paper. will approve the design that
meets the requirements and
challenges/excites the
student.
2 minutes Guided Practice/Feedback:
Teacher will walk about the room and call Students work will get
for student helpers to start collecting and collected and put away for
folders. next class.

As a five minute warning, I am having

today’s student helpers collect work so we
can discuss the progress you have all
made today.

Teacher will then start stating concerns or Students will be reminded if

observations if any in regard to sketches they are unfinished that
and concepts. Teacher will also reiterate they need work fast for next
that the sketches on the final paper do not class in order to finish.
need to be full drawings, as they will be
 painting their designs.
3 minutes Closure
Teacher will ask the class to go over the Student requirements will
requirements again, calling on students to be reinforced so students
state one until all are said. will know what is being
asked of them.
Students who finish early can then be a Students will then self-
step ahead for next layer for sure. gauge how much work they
still have to do.
Transition Questions:
1. Who can tell me what about Students will know formal
elements and principles need to requirements and what
be put into your final draft? information they need.
A: You need one element and one
principle in your design
2. How detailed should your final
draft be?
A: Not super detailed, only
general shapes
3. Can someone tell me what you
need for your artist statement and
research- location and social
issue?
A: You need background info for
artist statement, need to know
your location and why you chose
it, what social issue you want to
highlight

Teacher will then preview next class Students will be self-aware

period, and states that students should be of how far they are and
ready to paint by next class period. know what activities will be
planned next.
By next class period, your final drafts
need to be done quickly, as you should be
ready to paint right after my demo.
Time Learning Activities Purpose
Day 4
2 minutes Orientation/Engagement/Motivation:
Teacher directs students to sit in their Students will have
desks while student helpers pass out materials needed to start
manila folders. their day.

Teacher will ask one to two students what To review what was said to
was done last class. check for student
Transition Question: comprehension.
1. What are some of our
requirements for our public
artwork painting?
A: 1 element and principle in our
design, know our materials and
location, incorporate a social issue
2. What needs to be finished as soon
as possible and not too heavily
detailed?
A: Four quick sketches and an
outline for our final draft with
masked out boarders.
5-7 Presentation/Explicit Instruction:
minutes*
Teacher will call for students to surround This is so all students will
largest desk in the room, asking them to be able to see for the
either pull up a chair or stand with their demonstration.
hands behind their backs. This table will
already be set up with painting materials-
palette, brushes, paint, rag, water cup and
extra masking tape.

Okay seventh grade, we are going to be

moving onto the next phase of our artwork
which is to paint our design for our mural,
installation or sculpture concept.

Teacher will then ask students if they are Teacher will then know how
familiar with the color wheel- mainly in depth they need to be for
primary and secondary colors.* painting demo.
Raise your hands if you remember what a
color wheel is, or how to mix primary
colors such as Red, Yellow and Blue to
create Orange, Green and Purple.

*If students are aware of the cool wheel, Teacher is introducing the
Teacher will go over how to create concept of dull versus
secondary colors and explain how to vibrant color to students.
create dull versus vibrant color.
Students are using prior
Transition Questions: knowledge to deduce what
1. What does dull mean? dull and vibrant colors
A: Muted, boring, not shiny mean.

Dull in terms of color is what happens

when you mix one complimentary color
into another.

2. What does vibrant mean?

A: Bright, colorful, lively Students are able to see
how colors can create
Vibrant is then an opposite of dull in terms contrast without just using
of color- this means the color is still bright complimentary colors.
and pure, think of dull color to vibrant
color like slushy snow versus fresh,
untouched snow. When you put a dull
color next to a vibrant color you get
contrast. Students will be seeing
familiar examples that
1. Teacher will then pull out from last builds upon their previous
class the outlined sketch for class instruction.
painting with masked off edges
and areas. This serves to remind
students that their final draft
Here is my finished draft sketch for this sketches do not need to be
piece. Notice how I have already masked fully detailed in order to
off the edges to leave a nice margin, and continue painting.
my outline is relatively simple.
Students will be able to
offer their own input and
Transitional Question: What is one way see other ways in which
to create a tree texture for my painting? they can handle the
A: You could rip up tape pieces, you painting material.
could paint with jagged lines Students will know to be
careful when they use tape
in order to not damage their
Yes, you can use tape to mask off piece in the process.
different shapes and edges which is what
I am going to do by ripping up some
masking tape before placing it on my
piece. Whatever you mask off, remember
not to press to hard because then you will
have difficulty removing the tape and risk
damaging your paper.

2. Teacher will then use paint and

palette to mix colors on before
painting in the flat areas, making
sure to use different strokes and
mark-making.
Students will know how to
Transitional Question: paint effectively using the
palette.
1. Why would it better to mix your
paint on your palette before
transferring it to your paper?
A: So, its mixed thoroughly, you
won’t get different colored streaks, Students will call upon prior
to make sure you have the right knowledge if they know
color you want. what it means to paint flat.
2. What do you think it means to
paint flat?
A: It doesn’t look dimensional, it Students will know how to
looks solid, even paint opaque layers that are
even.
 To paint flat means that whatever section
you are painting looks even and opaque.
To do this, you need to first need paint in
one direction, then the opposite. For
example, if you paint a section
horizontally, then when its dry paint the
same section in the opposite way- which Students can have more
is vertically. time to focus on their
projects instead of wasting
Teacher will then end the demo, time to wait for paint to dry.
explaining that they will peel off the
painted over tape once the layer is dry
and show the class.

Okay class, I am just going to let this layer

dry and peel off the tape afterwards. Then
I will walk around your tables afterwards Students will see the proper
to show how it turned out, way to put away materials.

Teacher will then model clean up by

putting the pallets/cups/paint to the sink
when finished.

When I give out a ten minute warning

before class is over, you should reach a
stopping point in your painting, and then
begin to clean up by putting everything
into this large bucket. Now, return to your
seats so I can call up groups to get paint.
20 Structured Practice/Exploration:
minutes Teacher will have student helpers of the Materials will be handed out
day to pass out painting materials: effectively and fast.
brushes, palettes, rags to students. Every
two students will share a water cup and
roll of masking tape.

Today’s student helpers will first pass out Students are rewarded with
 the painting materials. Then when you are good behavior the ability to
settled, I will dismiss you by table to come have access to the
line up at the paint cart to pour your colors materials faster.
in an orderly fashion.

Teacher will dismiss tables.

Students will come up to the demo desk
by pairs to get paint colors.

Students start working. Students will begin work.

2-3 Guided Practice/Feedback:
minutes Teacher will walk around the classroom Teacher will be able to
during work time offering feedback on check on student progress.
color choices, paint coverage as well as
ask if they need advice on technique.

A reminder to everyone is to go from big Teacher will try and have

to small- try to cover large areas first
before focusing on smaller details that are
more time consuming, otherwise you will
not finish on time
8 minutes Closure
Teacher will give a ten minute warning
beforehand to students, so that they may
finish up whatever section they are
working on. Student helpers will be
selected to the collect the materials, and
students will be directed by teacher to put
their wet paintings on an empty table in
the back of the room.
students move from big to
small to ensure they finish
in time.
Students will be aware of
time constraints and will
start to help each other to
clean up in an orderly
fashion.

Okay class, this is a ten minute warning Students will get their
before class is over. At this time, I will drawings organized and put
have the student workers collect your away collectively.
materials. You now need to finish up
whatever section you are working on, and
then place your wet painting at the back
of the classroom to dry in an orderly
 fashion.
Students will have a chance
After clean-up is finished, Teacher will to voice concerns and
have students sit in their chairs and will triumphs in terms of their
ask for students to talk about something artwork in progress.
they’ve worked on in class, and
something they plan to get done by next
class.

Closure Questions:
1. What was one success you are
having so far with your piece?
A: I like my use color, I am able to
create repetition easily, I finished
painting all my larger flat areas.
2. What is something you need to
work on next class to finish in
time?
A: I need to finish my flat areas; I
need to add more detail on this
section.
Time Day Learning Activities Purpose
5
5 minutes Orientation/Engagement/Motivation:
Teacher will have students sit down as Students will get all of their
student helpers start passing out materials in an orderly
materials. manner, and only those
well behaved will be
Good morning students, today’s helpers rewarded to start working
will be passing out materials, so we can before anyone else.
go straight into painting.

Student helpers will pass our palettes,

water cups, masking tape and projects,
the paint will remain at the front of the
classroom just as last period and I will call
you up to get paint.
 Teacher will then use PowerPoint to
display the agenda for today, and then will
start setting up the final demonstration.

Today we will continue working on our Students will know what

public artwork, and our goal is to finish they should be done with
our paintings and I will then do a demo of by the end of the class
how we are going to mount our work into period.
our chosen locations.

5-10 Presentation/Explicit Instruction:

minutes Teacher will get out a cutting mat, Teacher will have all
scissors, X-Acto knife, liquid glue, picture materials ready for
of chosen location, printed artist demonstration for easy
statement, 12x18 black paper and access.
scanned painting of finished installation.

Teacher will then call for all students to
come up to the demo table after all the
painting materials are out.
Okay everyone, gather around this table
and I am going to show you how we are
going to collage our finished pieces into
the places we want them to be displayed.
Students will be called after
they get their materials so
by the time the demo is
over, they are able to go
straight into work.

Teacher will go over the materials Students will be prepared to

needed, and then go over safety use a more dangerous tool
concerns/tips when using an X-Acto knife: and have tips/tricks on how
to make sure they cut as
1. Always cut with a cutting map neat as possible when the
underneath to not ruin the table. time comes.
2. Make sure your fingers are away
from the direction you are cutting.
3. If you need to cut a straight line,
make sure you use a ruler for
maximum accuracy.
4. Hold knife with blade down when
 walking in the classroom.
5. Cap when done.

Transition Questions: Students will be double

1. Can someone tell me one safety checked for safety
measure I am using while I have regulation.
this tool?
A: You are not running with them,
the blade is down, when they
aren’t used the blade is down.
2. What tool can I use in order to get
a nice, straight line?
A: A ruler, straight edge

Now, after you finish your painting, before Students are reminded to
this class period is over, you need to send their location photos
upload or email your location so I can to Teacher via
have it printed and ready for next class chromebooks.
period. Make sure in the title of the file or
email you write your name so I know it is
you.

Teacher will then proceed to cut out the Students will see what the
scanned version of the painting and use finished project should look
glue sticks in order to paste the like when it is finally set and
installation onto the chosen location. done.

This is what the final piece will look like-

we will have the original concept painting
and then a separate collage of your
original work in your chosen location.
Please do not forget to send me a photo
of your location for your piece before
class is over.

Teacher will instruct students that when Students will know that
they are finished with their piece, they will crafting their final version of
 need to refer back to their Artist
Statement hand out and write a small
paragraph making sure to include the
sections on the worksheet into their Artist
Statement.
their artist statement has to
be written around the same
time their collages are
completed.

This the other most important task for you

to do after sending me a photo of your
location- you need to handwrite your artist
statement.

Transitional Question:
1. Can someone take out their artist This causes students to
statement think sheet and quickly remind each other that they
in your own words what needs to need to include within their
be included in your artist artist statements.
statement?
A: What your piece is about- the
social issue, materials we would
need, location and why we chose
that space, artistic process-
struggles and successes and how
the artwork its personal to you.
Students will know the
Teacher will then read off their artist requirements for a good
statement, making sure to highlight what artist statement.
areas need to be included: social issue,
location and meaning.
15-20 Structured Practice/Exploration:
minutes Students will use this period to finish up Students will have other
their final paintings. If they are finished, tasks that they can work on
Teacher will direct students to use this if they are already finished
time to refer back to their artist statement with their painting.
think sheet and start writing their artist
statement.

Teacher will then put up a PowerPoint Students will make sure

slide with their school email, directing that they have the right
 students to send photos of their locations picture to send to the
so Teacher will be able to have them all teacher for where they want
printed out for last day of class. their work to be displayed.

Students who happen to be finished with Students will have more

their artist statement and paintings can options on what to do no
use the class period to either free draw or matter how ahead they are.
decorate their 12x18 construction paper
with paint.
5 minutes Guided Practice/Feedback:
Teacher will go around the room to check All students will be able to
each section of the room and their current receive attention to see how
projects one on one. they are doing and teacher
will be able to provide
Okay 7th grade, I will be going around to assistance if they are
touch base with each one of you today struggling.
before class is over to see how you are
doing, and see if you have any questions,
comments or concerns.

3 minutes Closure
Students will receive a warning to start
cleaning up within the last ten minutes of
class. Student helpers will be in charge of
putting all the painting materials in a sink
as well as checking the floor for scraps.
Students will have time to
start cleaning up and
putting their projects away
in the proper locations.

Class, we are in the final stretch of our

time together, please finish up whatever
you are working on and student helpers
please start gathering supplies and
checking for scraps. If your painting is
done and dry, please place it up front to
start a pile, if your painting is fresh please
put it on the back table to dry.

Teacher will then take a class poll on how Teacher will get to see how
far each student is by asking them to raise far class progress is and if
 their hand to indicate their progress. accommodations are
needed for the last day.
If you are done painting, raise your hand.
If you are writing your artist statement
raise your hand. If you still need to send
me a picture of your location for your
artwork, raise your hand.

Time Learning Activities Purpose

Day 6
2 minutes Orientation/Engagement/Motivation:
Teacher will go over today’s agenda Students will know what is
which is for students to start mounting going on in class today.
their work and discussing artist
statements.

Hello class, today we are focusing on

quickly mounting our collages, and then
coming back together as a class to
discuss our pieces with our written artist
statements.
3 minutes Presentation/Explicit Instruction:
Teacher will hold up final example of what Students will see everything
the work is going to look like- both the come together- their original
original painting and next to it the finished painting, self-made
‘installation’ of the painting. installation and artist
statement.
Halfway through this period, we need to
be sitting quietly and finished to this
degree- the final painting, collage, and
artist statement so we can have a good
class discussion regarding what you have
accomplished over these six lessons.

Teacher will direct student helpers to pass Students will have needed
out cutting mats, glue, scissors and X- materials ready for them
acto knives. today.
 Ok student helpers, last time for you to
pass out materials for today.
Teacher will call up for students by table
to collect their scanned artwork and
location print to then collage together.
Class, I will be passing out your collage
materials.
Students will be instructed to write a final
artist statement and will be allowed to look
at my example and what I included in
mine on my visual board.
7 minutes Structured Practice/Exploration:
Teacher will have students work on
cutting out their print outs carefully so they
can collage them onto their chosen
location.
Teacher will then direct students to finish
handwriting their artist statement.
8 minutes Guided Practice/Feedback:
Teacher will have students come up with
their artist statement to quickly scan over
if it addresses what is required.
Teacher will be scanning over classroom
periodically to make sure students are
using X-Acto knives correctly and safely.
20 Closure
Students will get access to
their pieces in an orderly
manner.
Students have access to an
example of what an artist
statement should have to
use to guide their own
writing.
Students will work to finish
up their collages.
Students will have their
printed out artist statements
to explain their artwork.
Students will get feedback if
needed to make sure their
artist statement has all
requirements.
Teacher will see that
students are being safe and
responsible with dangerous
tools.
minutes Teacher will direct students to clean up
total their desks and put away materials. Then,
students will be told to have just their
5 minutes artwork and mounted collage next to each
other and silently walk around the room to
look at what their peers have done.
(We are now going to have a silent gallery
2 minutes walk around the classroom to see what
each other has accomplished during our
six class sessions.)
2 minutes Teacher will then ask students to sit down
and talk to their seat partner about what
they have learned over the course of 6
lessons, whether it be related to
techniques, social issues or their peers.
Then I will ask 1 person from each pair to
share with the class what they talked
about.
We are now going to do a pair share- with
two of your seatmates I want you to talk
about what you have learned from this
class, what you liked, what you took away
in regard to social issues and public art as
a whole. Give each other feedback on
each other’s work and be specific on what
you are commenting on.
Then I am going to go around rapid fire
ask what you and your partner talked
about.
10
minutes Closure Questions:
1. Did doing this project have any
impact on how you view social
issues in your personal life?
Students will have time to
clean up as well as time to
reflect upon what they
made as well as be able to
see what their peers did.
Students will feel
comfortable talking with one
other person about their
experiences in the
classroom, and Teacher will
be able to get some
feedback on the unit as a
whole.
Students who are shy might
feel more comfortable
talking to a classmate about
social issues rather than.
Rapid fire Q and A’s can be
used to make sure that
everyone has a chance to
speak.
These questions reflect the
main goals of this project
which is analyzing how
location and public art
interact with one another.
 2. In your piece, how does your
location add to the meaning and
understanding of your work?
3. Has this project changed how you
critically analyze artwork?
4. How can art be used to
communicate complex social
1 minutes issues? Collecting work at the end
of class to be saved for the
After class discussion, teacher will have art show.
students pass their works to the ends of
their tables to be collected by the teacher. Teacher able to say final
greeting.
Thank you, class, for spending your time
with me, I hope going forward you
continue to analyze art critically and
recognize art as a way to communicate
ideas.

9. Critical Comments and Reflections: (For Bound Lesson Only)

Overall Teaching Surprises:

My lesson was about students engaging in social issues that were personal to their interests.

Some topics such as food insecurity and suicide surprised me because it reminded me that

students at this age are not naïve to what goes on in the world, and that students have the ability

to connect with large world issues. From my lessons, what surprised me is how important it is to

have the ability to think on your feet as a teacher. You as a teacher need to have the flexibility to

change how you are asking a question or use different techniques or methods to increase

engagement in the classroom and check for understanding.

Best:
A. Student Responses:
 During discussions, students such as Alexander and Nicholas seemed to pick up what I

was teaching more easily than the rest of the class. During class, Alexander was always eager to

respond to my questions and even when he changed his topic to the COVID-19, he had detailed

sketches of maps and factories and was able to tell me his plans like the color palette or story

behind his concepts. Nicholas L, whose topic was ‘the future of technology’, was able to go in

depth about how he thinks society should not get too consumed into technology and let it take

over their lives. I think that these students have just been exposed to or are already developed

interests of this nature outside of class, so they are bringing their knowledge with them to the

classroom. As a teacher to support them, I can ask up further questions about why these topics

are their interests or have them explore different aspects of the same issues.

B. Questions/Dialogue:
On the third day of teaching I felt the biggest breakthrough start to happen in relation to

understanding the concept of how public art and installations interact and evoke emotion from a

viewer. When I started asking questions about visual culture related topics such as Tangled and

relating the lights scene to Kusama’s “Infinity Rooms”, the students were able to respond more

in terms of how art evokes emotion and a reaction from a viewer. These questions were

successful because the visual culture connections were something that they could relate to and

talk about. I also incorporated academic language referring to elements and principles when

giving my students feedback on their think sheet papers and when asking questions about the

artist examples during class. I incorporated academic language so that students can use these
specific elements and principles as tools in order to create public artwork designs that were

effective and visually appealing.

C. Problem & Solving:

The biggest problem I realized was the students understanding how the location of their

design proposal relates to their social issue. To help with this, I created the scenario of an

installation where I would cover a wall of their classroom in homework and how they would

feel. Students had an immediate reaction, and that was a great step into helping them understand

the concept of art and location going together. Another problem they had was coming up with

concept sketches of their social issue design works. I solved this by researching different public

artworks that were related to their social issue in some way, which helped students greatly with

having inspiration off which to base new ideas.

D. Organization:
Having my students each have an individual folder to hold their think sheet, sketches, and

final paper made it easy to keep their work all together with one another as well as having their

name tag attached, as it made it easy to read and pass out. By day three, I decided to organize

students by their progress. This was helpful because it kept me organized by knowing who or

what I was dealing with when I visited each table. I also made sure to have feedback written on

different post it notes, so students can know the progress of my communication with them and

will be reminded to all have equal and neat margins in their paintings.

E. Quality of Student Work:

Looking at all my students, some were nearly finished or started drawing on their final
pieces, while others had start finishing solid sketches. For example, Nathan T. and Ana were able

to fill the entire space of the composition, using symmetry and scale within their final drafts.

Kevin, who wanted to do his project on drugs, once given inspiration to use objects and not just

anti-drug signs, wanted to create a design by scaling up prescription drug bottles and use a

factory space to comment on the drug pharmacy which was highly conceptual and thought out

compared to his earlier sketches. These students were able to be successful because as a teacher I

made sure to give them all specific examples that related to their social issue that they can get

inspired by, and because I made sure to sit down with each individual student at least once

during their brainstorming sessions in order to check their progress and push them in the right

direction.

Improvement:
A. Student Responses:
For student responses, I wish I was able to ask students themselves if they were engaged

in the project and fully confident about their social issues, as well as working on their

understanding of what I was teaching them conceptually. I needed to keep checking their

understanding because what I was teaching them at this developmental age is quite abstract and

complex, which is challenging to their thinking skills, meaning that I need to scaffold my lessons

with more support so they are not completely lost in class. To do this, I would not only try to be

more open and have clarity about the direction of the project, but also having more room for

group collaboration and students talking to their neighbors, not just me calling on people after

posing a question to increase engagement and dialogue within the class.

 B. Questions/Dialogue:
At the middle level, this teaching experience made me realize that I need to work on my

vocabulary level as a teacher and using terms appropriate for their age level. When I used words

such as- “interact”, “installation”, and even the abstract concept of ”art as an experience”, those

phrases and ideas can be completely foreign to students at this level. I think that I should have

definitely incorporated more visual culture because once I started to do that on Day 3, I felt that

the attitudes of my students changed for the better. Also, I need to work on including more

academic language throughout my presentations and interactions with the students. To better

include academic language in my lessons and dialogue, I would make sure to go over vocabulary

and when asking students questions about their artwork or artist examples, to make sure they

name the specific elements or principles in their answers. Repetition is important with

vocabulary to normalize it in the classroom.

C. Problem & Solving:

In this class specifically, one student, Jack was known at times for his sarcasm and

inappropriate answers that I felt were trying to derail the conversation with humor or for him to

start talking politics. I tried to give him the benefit of the doubt and reason with him, but I felt

that he did not respect me and I would either try and continue my stern nature or ask his actual

teacher on how to handle his behavior. I would try to have a one on one conversation about his

behavior, as well as try to find interests that I know that I would be able to talk about with him,

or at least try to open his mind to other topics that are similar to his interests and redirect his

energy and wit to be productive and somehow infuse it with his artmaking.
 D. Organization:
For organization I wish I was able to assign jobs to students according to their name tags

and taking advantage of the symbols I put on them. I would make sure to point out to the

students about the symbols and gone over that on the first day and create a normalized routine of

switching between groups. I think that I should have been better in terms of time management,

making sure to have a proper closure in class so students will remember what concepts they

needed to learn that day, and expectations for next class. This could have been aided by me

remembering the times of the class and checking my watch more when possible. And, when

giving students work time, making sure that I keep track and when I say something like ‘You

have 5 minutes left’, actually meaning it and following through by getting students ready for the

next step.

E. Quality of Student Work:

In terms of quality, I wish I was able to give more clarity on how students should be

drawing in shapes rather than lines and keeping them on track to finish what they needed to by

the end of each days. Shapes would have been larger for them to paint in, and I needed to remind

the students that it is not the little detailed single lines that make a painting, rather the large

overall color and composition as a whole. I should have reminded students to draw even larger,

as well as to keep in their heads that their work will have to take in consideration their chosen

location for display. I could have done this by showing my example from earlier as well as

bringing it with me when I would check in with the students.

Differentiated Teaching:
 My focus student, Ana, was quiet but was clearly gifted in drawing and picked a complex

issue which was suicide. Because of school policies, I tried to guide her to mental health in

general, but looking at her drawing now, I did notice she had a figure hanging themselves. I

specifically spoke to her about the school policies, and what was appropriate, and instead of

focusing on the act of suicide itself, I reminded her about what comes before suicide, which is

the importance of one’s mental health and their emotions. However, I would still focus on

talking with her to make sure her drawing is art show appropriate, while also praising her on the

movement created through figures going up and down.

Conclusion:

I realized that as a teacher, I need to be mindful of the language I am using in class, by

making sure it is appropriate for the grade level and keeping students engaged by constantly

checking for their comprehension of what I am trying to teach. Moving forward, I want to make

sure my lesson plans have clarity in what I plan to do with the students and what I want to get

from them and also connecting to the students more with their personal lives and what they know

within visual culture to keep them engaged in learning. It is important for my students to feel

comfortable to ask me questions when I am being too technical or advanced, because it is about

their learning at their level, not them feeling intimidated to ask me questions and me giving them

answers.

During my teaching experience, when I would ask open-ended questions to students, I

realize now that because I tend to speak at a high vocabulary and my personality is not very
extroverted and peppy, it might have made students disinterested, confused or too scared to

answer my questions incase their interpretations were wrong. Over time, and especially on Day 3

where I asked bluntly if students were confused was when I felt a breakthrough with my teaching

and started to relate more to the students and they opened up for more discussion. I would

continue to include more visual culture within my lessons, and asking students about their own

general past experiences with art whether it be public art or in museums.

I think that some students are definitely on track with what I outlined in my lesson plan, but

many were behind, from either not figuring out their final design ideas and needed to go back to

square one with more research, or they just finalized their ideas and needed to start drawing. I

tried to give them time when I could, but because most of them were still confused by the

assignment and conceptual ideas, I think it hindered their progress greatly in what they were

doing. To improve on this, I would stagger the demos I planned so that those who were on track

can progress further and I can then give more time for other students to catch up to the class by

offering advice as well as asking what specific problems confused them.

From the three lessons I taught, I think that that I never gave myself and the class time for a

full closure session. If anything, it would be a fleeting question right before they were dismissed,

but otherwise because I was not doing great at time management, I never got to delve deep with

closure at the end of the lesson. I think I would need to sacrifice some parts of lecture or

discussion by either having pair-shares and limit to one to two answers before moving on to the

more imperative parts of the lesson.

 I think that the students who were on track their work quality is doing well. My focus

student, Ana had all of her figures and building drawn, and were on track to start painting soon.

However, I would have encouraged her to draw her figures larger to make them easier for

paining. Some students like Nicholas L who was doing a robot and Kevin who chose to do his on

drugs had very detailed and well thought out plans in their sketches of large pill bottles and robot

parts. I think that Kevin could have still drawn his pill bottles larger and would suggest he think

about the perspective how we are viewing the drawing. For Nicholas, I would want to know

more about his location and how he would want to display his robot in his public space.

However, some students still needed to finish finalizing their final sketches and start drawing,

like Ciara who was still confused on the assignment. Making sure the students were drawing

large and understood the assignment well so that they could be confident doing it would have

helped them feel more at ease and get them on track fast since drawing in large shapes is simpler

than focusing on only details. I would also give written feedback about their drawings and talk to

them one on one to know where they are headed and what specific issues they need help with.

I made sure that during their sketching time and starting final drafts on Day 3 I checked on

each student individually as well as in a group. I separated students by how done they seemed in

order to see which group of students needed my help versus those who just needed quick

confirmations or were doing well when left alone. I did this not only to keep myself organized,

but in hopes that students in the same boat could help each other. It allowed for me not have to

flit back between two students in similar situations as I can handle them both at the same time.
 I could have definitely improved making sure that I had more time for closure in order to

review that my students did in fact learn something new in class. By asking them questions it

reinforces what they have learned it as well as let me know what they still did not understand. I

also could have checked students more for comprehension by asking them questions as well as

encouraging group work and collaboration with answers so that they could feel more

comfortable talking to me. I also think that my personality can come off awkward and a little

cold, so being livelier could also help with establishing relationships with the students since they

would feel more comfortable talking to me.

I think that after my Day 2 feedback, I think that Kevin specifically was one of my greatest

improvement in terms of ideas. Because I was able to give him an anti-drug artwork that used

pill bottles to create a skeleton, he was inspired to use the bottles instead by scaling them up of

just making signs that say, ‘No drugs!’ with the red circle and the slash through out. I was glad

that I made sure to look up different examples for each student that related to their social issue so

they had a specific reference to get inspiration from. I think also on Day 3 when I started

involving examples using visual culture such as Tangled, or an example that was school related

like homework covering the walls of a classroom, students were more engaged because they

could relate to what I was talking about because it was familiar to their personal lives. Making

sure you have simple examples that easily relate to the students at an appropriate level not only

makes them more open to talking to you but also helps them understand the concepts better.
Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools:
2.
Day 2
3. Handouts
Left (descending) Final painting, final draft sketch, paint mixing
swatches.
Right descending: Final project collage with artist statement,
teacher example for video demo
 4. Student Artwork Examples

Top: Final draft drawing by

student with her thumbnail
sketches on t he side
In progress final draft and
various thumbnail sketches
by students.