Lesson Plan Title: Homage Mobiles Lesson__________________________________

Length:_________________________________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.

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

Pre Assessment

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

You are an artist creating a piece to represent someone important in your life. Your
goal is to pay homage to this person, whether they be someone in your personal life or a
public figure who means something special to you. Representing them for the public
with respect and honor through your mobile is your goal. How will you communicate
with the public the feelings this person gives you?
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of
concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.

Symbolism
Line
Movement
Balance
Abstract
Kinetic Art

Homage:
special honor or respect shown publicly.
"a masterly work written in homage to Beethoven"

Enduring Understanding (s):

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

How can abstract art be meaningful?

How does an artist create balance and movement in their art?
How does an artist use line to create movement in their art?
How does an artist think like an engineer?
 Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

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

After watching a movie on Alexander Calder, students will be able to identify work by Calder and
identify mobiles and stabiles.
(Bloom’s: Remembering / Standard: Comprehend / GLE: Works of art articulate and express
different points of view / Art learning: Historical and multicultural content)

After seeing examples and learning about “homage”, students will create a word web to ideate
whom they want to give homage to and choose one person and list traits about this person.
(Bloom’s: Create / Standard: Create / GLE: Use media to express and communicate ideas / Art
learning: Conceptual-Ideation and Expressive features)

After learning about four ways to connect wire, students will be able to complete 4 joining
techniques and 1 inventive technique.
(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in
traditional, unique, and inventive ways / Art learning: Materials and techniques)

After learning about line and wire bending techniques, students will be able to “write” their name
with wire and continuous line.
(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in
traditional, unique, and inventive ways / Art learning: Materials and techniques)

After learning about mobiles and how wire connects, students will be able to sketch out their 5
symbols.
(Bloom’s: Create / Standard: Create / GLE: Establish a practice of planning and
experimentation to advance concepts and technical skills. U: Conceptual-Ideation and
Expressive features)

After learning about balancing points, students will be able to build a mobile with wire and found
materials.
(Bloom’s: Applying / Standard: Create / GLE: Establish a practice of planning and
experimentation to advance concepts and technical skills./ 2. Ideate and build works of art and
design to demonstrate growth and proficiency in traditional and new art media. Art learning:
Materials and techniques)

After making progress on their sculptures, students will be able to participate in a working critique
to give and receive feedback using vocabulary learned.
(Bloom’s: Create / Standard: Reflect / GLE: The critique process informs judgments about
works of art / Art learning: Critical reflection / Literacy)

After finishing their sculptures, students will be able to write a reflection and artist statement on
their mobiles and participate in a “round robin” gallery walk.
(Bloom’s: Evaluate / Standard: Transfer / GLE: Viewers and patrons make personal meaning
and infer artistic intent / Art learning: Assessment-Evaluation / Literacy)

After creating mobiles and learning vocabulary, students will be able to take a post assessment on
vocabulary and reflect on what they’ve learned. (Bloom’s: Evaluate / Standard: Transfer / GLE:
Develop proficiency in visual communication skills that extends learning to new contexts/ Art
learning: Assessment-Evaluation / Literacy)

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

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

(Multiple means for students to access Performance)
content and multiple modes for student to
express understanding.) Students (Lyndsey) may -No late work counted against
have extra time to complete student.
sketchbook assignments
Students may need
challenge (Mila, Emi, -For letter sketchbook
Katelyn) assignment, may need ideas
for a shape to create if
finished early
-May need to add complexity
to symbols
Extensions for depth and Access (Resources and/or Process) Expression (Products and/or
complexity: Performance)

-Youtube links for more -Products may result in

bending techniques and more complex symbols
wire art on Google or more simple symbols.
Classroom

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is
integrated into the lesson.
 Engineer:
a person who designs, builds, or maintains engines, machines, or public works.
Engineers, as practitioners of engineering, are professionals who invent,
design, analyze, build and test machines, complex systems, structures,
gadgets and materials to fulfill functional objectives and requirements while
considering the limitations imposed by practicality, regulation, safety and cost.

Kinetic Art: art that depends on motion for its effects.

Mobile: a type of sculpture that is formed of delicate components which are

suspended in the air and move in response to air currents or motor power.

Line is defined as a point moving in space where its length is greater than its
width. Lines can be two or three dimensional, implied or abstract. Different types
of lines include continuous, broken, jagged, vertical, horizontal, or diagonal.
Lines are the foundation of drawing.

Homage:
special honor or respect shown publicly.
"a masterly work written in homage to Beethoven"

Balance refers to the overall distribution of visual weight in a composition. A

well-balanced composition feels comfortable to look at. Each visual component of an
artwork has visual weight. Different than actual weight, visual weight is not measured
using a scale but must be observed instead.

Alexander Calder-

an American sculptor known both for his innovative mobiles that embrace chance in their
aesthetic, and static "stabiles" monumental public sculptures. He didn't limit his art to
sculptures; he also created paintings, jewelry, theatre sets and costumes.

Movement: Visual movement is the principle of art used to create the

impression of action in a work of art. ... Movement can apply to a single
component in a composition or to the whole composition at once. Visual
movement is dependent on the other elements and principles of art.
 Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the
materials students will use.) List all materials in a bulleted format.

Sketchbooks
Movie on Calder and DVD player
Smart board
Pencils and colored pencils
Pliers - round, flat, and wire cutters
Matte board/ cardboard
Acrylic paints
Spray paints
Steel wire (20, 18-, 16- or 14-gauge)
Tape
Fishing line or swivels (optional)
Material for shaped pieces (poster board, plastic sheeting, aluminum flashing, sheet
metal etc.
Scissors

Resources:

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

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
 ● Research and try bending and joining techniques for demo
● Research and try writing name with wire
● Practice word web before demo
● Research and try building mobile with found objects.
● Create compact lesson plans for sketchbook days
● Get out wire, pliers- round, flat, and cutting
● Tape and scissors for sketchbooks

Safety:

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

● Students must be careful with pliers not to pinch themselves

● Students must be careful with scissors not to cut themselves
● Students must be careful with wire not to poke themselves!

Action to motivate/Inquiry Questions:

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

Who in your life do you respect and honor?

Maybe it’s someone who is still around, maybe they’re not. Maybe it’s someone who is
famous but has shaped or inspired your life. Perhaps a musician, famous athlete, etc.
What did they do to make you respect them?
What memories do you have of them?
How do they make you feel, and how can you share that feeling with the world through
your art?
Teacher will show example of Louise Bourgeois’ Maman
● Asks students how it makes them feel
● Asks students how it may feel to be underneath the spider sculpture
● Teacher shows artist statement on spider and her mom and intentions for the
viewer

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

Teacher will demo a Word Web to think about who to pay homage to.
Teacher will demo writing adjectives-character traits and personality traits of the
person.
Students will do the same and share with a partner.

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

Da Instruction - The teacher will... (Be
y specific about what concepts,
1 information, understandings, etc. will be
taught.) Identify instructional
methodology. KNOW (Content) and
DO (Skill)
Learning - Students will... i.e.: explore Time
ideation by making connections,
comparing, contrasting; synthesize
possibilities for each painting technique; etc.
(Be specific about what will be the
intended result of the instruction as it
relates to learning.) UNDERSTAND

Teacher will introduce kinetic art and Students will observe and learn about
mobiles through the video “Calder, kinetic art and balance in art. 50min
Sculptor of Air” and give students
handout to check for comprehension.
 Teacher will reflect on video by going
through handout with students.
Da Teacher states: “Calder began as an
y engineer. Do you think he used his
2 engineering knowledge for his artwork?
How so?
“Let’s say NASA hired you to build a
rocketship. What are some steps you’d
take to design that?”
-Engineers problem solve
through trial and error
-Engineers experiment
-Engineers play & plan
-Engineers use their intuition
-Engineers research
“Artists do the same especially when
working with a new material. Let’s have
this mindset while working with a new
material today.’
Teacher introduces 4 joining techniques
and demos each one. Teacher demos right
and wrong way. Teacher shows how
different pliers do different things.
Teacher instructs students to team up and
experiment with each joining technique
for sketchbooks and create one extra.
Teacher checks for understanding with
each pair of students and helps with any
questions.
Teacher facilitates students sharing what
inventive technique each pair came up
with as well as their struggles and how
they overcame them.
Students will reflect on Calder’s
experience and engineering process of 10 min
creating the mobile and Mondrian’s
influence on Calder’s work.
Students reflect on questions and connect 10min
them to themselves and the world and
discuss. STudents understand that artists and
engineers think alike.
5 min
Students observe and learn about different
joining techniques they can use for their
mobile.
40min
Students pair or team up and experiment
with different techniques with youtube
video for reference. And tapes to
sketchbook with labels + one inventive
technique. Students create and discover.
Students understand the 4 techniques and
how to make them.
5min
Students articulate and reflect their process
and inventive techniques with class.
Da Teacher begins class with slideshow. -Students connect and reflect and transfer 20min
y -Teacher asks how to pronounce the word information to the real world and to their
3 on the board “homage”. own art.
-Teacher asks what they think it means. -Students observe and comprehend
-Teacher provides definition and sculpture and how sculpture is paying
examples homage to someone.
-Teacher gives example of Louis Students understand that artists create to pay
Bourgeois' Spider homage and to communicate emotion to the
-Teacher asks for “first feelings” about viewer
the sculpture.
-Teacher then asks students to imagine
how it would feel to stand underneath the
spider
-Teacher shows artist statement on .
homage to Bourgeois’ mother and
adjectives that describe her as well as
intentions for the viewer’s experience
-Teacher connects concept their mobiles
-Teacher asks for questions

-Teacher introduces Word Webs and -students observe and learn to comprehend 10 min
demos her own: how to ideate using a word web.
-how to choose people, ideate
characteristics, personality traits,
memories, colors etc.
-how to narrow down to one person
-how to expand on one person.
-Teacher provides slide on different types
of people students can choose from
(family, friend, TV character, musician,
etc.

-Teacher instructs students to do their own

and share with a partner when they are
finished and have partner give input. -Students invent and discover using word 25min
webs in order to create mobile.

-Students reflect on ideas in partners and

change or add to their ideas. 5min
Da -Teacher starts by giving a slideshow on
y wire art and wire lettering.
4 -Teacher emphasizes that artists use line
to create movement and form.
-Teacher introduces project with
examples and rubric
-Teacher gives quick demo on bending
wire to write name
-Teacher allows students to work,
checking around the room (formative
assessment)
-Students observe and learn that line creates -15min
movement and direction for the viewer
-Students observe and understand how to -5min
use pliers to bend wire in a continuous line.
-Students create name with bending wire -40min
and tape to sketchbook. Students create a
shape if finished.

Da -Teacher starts with reviewing joining -Students connect and transfer information -5min
y techniques, bending techniques, and they’ve learned about wire into a big picture
5 word web- gives examples for project for project.
and has rubric up on smartboard -Students understand what’s expected of
Teacher reviews symbols and found them for project. -5min
objects. -Students understand the concept of symbols -1min
-Teacher asks what questions they have. and found objects.
-Teacher intros topic of balancing points -Students understand how to get started with -10min
and shows video on how to find them. balancing points and test it out.
-Teacher gives demo on how to start
project -Students begin to create and discover their -34min
-Teacher allows students to begin project.
ideating and creating symbols.

Da -Work Days -Students ideate, create, and problem solve -4 60min

y -Teachers check for progress and answer classes
6- questions
9

Da Working Critique -Students reflect on work done so far -20 min

y
10 -Teacher asks students to take out work
so far.
-Teacher passes out stacks of sticky notes
-Teacher instructs students to walk
around the room giving each person a
“grow” and a “glow” on the desk the
project is on (or hanging under if they are
that far in)
-Teacher lets students work and make -Students continue working on projects, -40min
changes making any changes from their “grows”
Da -Work Days -Students ideate, create, and problem solve -4 60min
ys -Teachers check for progress and answer classes
11 questions
-1
4

Da -Teacher instructs students on Students write Artist Statement/Reflection 60 min

y expectations for Artist Statement and and fill out post assessment
15 gives examples on Google Classroom
-Teacher shows students where to find
Post Assessment on Google Classroom

Student reflective/inquiry activity:

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

Students will create an Artist Statement about their piece:

Firstly, please write an Artist Statement for your piece.

The length shouldn't be more than a page. 25% of the grade will be spelling, grammar,
and formatting. The other 75% is your content, which should include:
-The title of your piece
-Your intentions behind your artistic choices (ie, the representation of color, patterns,
texture, etc in relation to your story).
-Your hopes for your viewer's experience (what do you hope they will notice and
interpret?)
-Your reflection on your process (what came easily to you and what did you struggle
with the most? When did you have to problem-solve? What mistakes did you make, and
what did you learn from them? What did you learn about yourself as an artist?)

Secondly, please self-assess your weaving using the rubric attached.

Thanks so much for all your hard work, young artists!!

 Post-Assessment (teacher-centered/objectives as Post-Assessment Instrument:
questions): How well have students achieved the objectives and grade
Have students achieved the objectives and grade level level expectations specified in your lesson plan? Include
expectations specified in your lesson plan? your rubric, checklist, rating scale, etc.

Post Assessment

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently.
Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you
envision for the next lesson? (Continued practice, reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.
Calder- Sculptor of Air Video
How to create mobile
How to Create a Mobile
Homage Ideation Slides
Rubric
Calder Video Worksheet
How to Make a Mobile Worksheet
Pre Assessment
Wire Joining Techniques
Wire Bending Techniques & Intro to Project Slides
Post Assessment

8/9/15 Fahey