Creative Process as a Lesson Planning Tool

Apply what you just learned about the creative process, and the activity and
discussion we just did. Pick a project you’d like your students to create and plan
what the steps in the creative process should look like to get the kids to
successfully create it. This is a formative assessment so this will allow me to see
what we still need to work on. No grades should be given during a formative
assessment.

What is the intended project supposed to look like? (Describe what it is and what kind of art
materials you’d need. What does the final product need to look like?)

 Project Title: Robot Puppets

 Materials:
o Watercolor Paper
o Brads
o White Glue
o Duct tape
o Markers
o Crayons
o Watercolor palettes
o Watercolor brushes
o Cardboard tubes
o Stick on gems
o Tissue paper
o Googly eyes
o Washi tape
o Beads

Step 1: Imagine and Generate (What could you show the students to get them thinking about
the artwork? How will you introduce the project? What themes could be discussed?)

 Introducing Project: Show the students a video of similar puppets being used.
 Get the students thinking: show them examples of how some students have made their
own robot puppets
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Step 2: Plan, Prepare, Explore, and Focus (What exercises, techniques, or mediums could you
have the students practice with to get them ready for the project? Are you assigning any
planning time for sketching? If so what/how many?)

 Plan: have the students generate ideas of what they want their puppet to look like.
 Prepare: have the students practice cutting with scissors and paper so they can cut
squares and strips for the puppet.
 Explore: Let the students play around with watercolors so they can understand how to
use it and what colors work together and which ones don’t
 Focus: Give the students the question of what they would want their robot to look like
(colors, embellishments, etc.) and give them time to sketch out what it would look like

Step 3: Develop and Make (What are you demonstrating, how long will the students have to
work on the piece, how might you guide them through the completion of the piece? What
other assistance might they need?)

 Demonstrating:
o How to cut with scissors properly
o How to use water color paint
o How to glue on pieces correctly
o How to use Brads to assemble the robot
o How to connect the cardboard tube to robot
 Assistance
o Making sure they are cutting their pieces correctly
o Making sure they are using the paint correctly
o Helping them glue on their embellishments correctly
o Putting together the robot with brads
o Connecting the cardboard tube to the robot
 Time for Project: 2-4 (45 minute class periods)
Step 4: Evaluate and Present (How do you intend to evaluate the work? How do you intend to
exhibit the work? How will student know when they are done? What criteria will it need to
have?)

 Criteria needed for finished product:

o Head
o Arms (2)
o Legs (2)
o Eyes
o Color
o And some sort of embellishment

Step 5: Reflect (What kinds of questions could you ask the students in order for them to reflect
on what they’ve learned? Will this be done in a large group, small groups, one-on-one, or as a
writing assignment? Why did you choose this kind of reflective activity?)

 Reflection:
o Large group, have every student present their robot and answer why they chose
to do what they did, what do they like about it, and what would they change if
they could. Then have the remaining students comment on the student’s work
with what they like about it and why.