LESSON PLAN TEMPLATE

AE392/393/480
Organizer/Cover Sheet
Name: Kara Marie White

School: St Thomas More High School

Date: FA21

Cooperating Teacher: Jodi Brzezinski

College Supervisor: Andrea Skyberg

Title of Unit/Lesson: News Paper Armature

Grade: High School

AE392/393/480 LESSON, SEGMENT, or UNIT PLAN

Lesson Title: Armature

Rationale: Learner & Context

This group of high schoolers includes grades, 10th, 11th and 12th. They are talkative while
working and appear to enjoy interacting with peers. These students are in a ceramics class
working on their final assignment. The project includes combining two animals and sculpting it
out of clay. This class appears to be diverse in terms of race, finical background, and gender.
Because these students are older and working on a second level art course they are working
throughout all of Bloom’s taxonomy, including creating. They are motivated to use the media
because it is an elective course, where students are interested in learning about ceramics. UDL
strategies include written and verbal instructions as well as visual modeling. Providing the
different modes of learning allows students to have a better understanding of content. This lesson
is part of a unit and provides technical skills to create their final exam.

Goal(s): Students will learn how to create a paper armature using basic forms of their two
assigned animals that can later be used to form their clay animals on.

National Art Standards:

VA:Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate acquisition of
skills and knowledge in a chosen art form
VA:Re.7.1.IIa Recognize and describe personal aesthetic and empathetic responses to the
natural world and constructed environments.
VA:Cn10.1.Ia Document the process of developing ideas from early stages to fully elaborated
ideas.

Learning Objectives

LWBAT Analyze images animal body and transform into 3D form

LWBAT Assemble basic form of two assigned animals in armature technique using newspaper
LWBAT to create an armature structure that supports weight of clay figure.
LWBAT accurately explain the purpose of an armature in student journal.
LWBAT observe body structure of assigned animals and apply it to a 3D form.

Historical/Contemporary/Cultural Connection to the Art World: Artist example included in

PowerPoint (As a reference of artwork where armatures can be used)

https://docs.google.com/presentation/d/
1BSdIwuzxUl7vh1pgGm0RKqT0V3y8_8bwB4yLZiGmrpc/edit?usp=sharing

Enduring/BIG IDEA: Imagination

Essential Questions:
Unit: How far should we tamper with our own biology and chemistry?

Lesson: Why do artists choose particular tools, techniques, and materials to express their ideas?

Materials Needed

- Newspaper (large chunk- decent amount for all students)

- Masking Tape (7 rolls- one for each table plus teacher)
- Scissors
- PowerPoint [
https://docs.google.com/presentation/d/1BSdIwuzxUl7vh1pgGm0RKqT0V3y8_8bwB4y
LZiGmrpc/edit?usp=sharing ]

Academic Language
Form: an element of art, means objects that have three dimensions.
Crumple: crushed to form creases and wrinkles.
Connect: bring together or into contact so that a real or notional link is established.
Structure: a building or other object constructed from several parts.
Craftmanship of construction
Armature: a skeleton or framework used by an artist to support a figure being modeled in
soft plastic material.

Lesson Pacing & Scripting

Introduction to Lesson

- Write on board: Armature is a part of structure that can help hold or suspend
pieces of a sculpture
- We are going to create armatures out of newspaper and tape to create our animals
for our final project. This will burn up in the kiln when it is fired. By adding an
armature we are going to make sure our sculptures are hollow and support the
weight of the clay.
-
Presentation
- Show artist example of armature
- Show parts of video demonstration pointing out key points (Referencing her
sketches, adding additional newspaper to already taped area, connecting two
pieces together)

Teacher Demonstrations & Work Time

- Before you start to form your armature out of the newspaper, I suggest cutting
some tape pieces and putting them on the edge of your table.
- I am going to crumple the paper into the general form of my animal and wrap tape
around it until it creates a solid form.
- When creating our armatures something you want to consider is the sizing. Your
sculptures are supposed to be at least 10 inches. Because you’re going to be
building on top of your armature, your sculpture will be a little bigger than your
armature. If you look at my armature, I included a beak, this is because my beak
is going to be pretty large, if I wanted a very small beak I might not include it in
my armature because the clay would make whatever I have already placed,
bigger.
- If you look at my example armature do you see this leg? Do you think this will
stay where it is supposed to be once I start to place clay onto it? How would I fix
this?
- What if I decided I didn’t want this tail anymore? How could I fix this?

Closure:
- Collect materials
- Student reflections
Assessment of Learning
In students journals – Reflection
When doing your reflections in your sketchbooks today make sure to take note on the following:
- Sizing - Once you have added clay is your sculpture going to be at least 10 inches?
- Referencing images or sketches – Does your armature reflect your sketches or photo
references?
- Change anything about body shape - Reviewing your references again, is there anything
you would like to change about your armature before beginning your clay?
- Support clay figure – Is your armature physically able to hold the weight of the clay?

Strategies for students requiring additional assistance

Written instruction

Key Points of paper Armature:

- Made out of newspaper and tape
- Used to support clay and keep sculpture hollow
- Clay will wrap newspaper
- Continually reference sketches and photos

PLANNING CRITERIA/Self-assessment
Using the following criteria, evaluate your lesson plan carefully prior to teaching it. When you
are satisfied that you have met each criterion, check it off. This will help you to decide if any
components of your lesson plan require additional work or clarification.

❑ The rationale is clearly articulated and addresses all points listed in the instructions (red text).
❑ The focus of the lesson is indicated and consistent with the design of the plan.
❑ The big idea and the goal are clearly and simply stated and student-oriented. Big ideas and
Goals are not usually measurable.
❑ Opportunities for meaning making and choice are clearly articulated and are visible in the
rationale and learning objectives.
❑ The national standards reflect one or more of the following: Creating, Presenting,
Responding, Connecting.
❑ The objective(s) are clearly stating the learning in the lesson and are:
❑ Observable and student-oriented

❑ Stated using a verb based on Bloom’s taxonomy

❑ Show the quality of what is being learned
❑ Describe the form the learning takes
❑ The materials to be used are listed in detail and include quantity, type, and include tech and
resources as well as art supplies.
❑ Academic Language is planned for and explained.
❑ The essential questions created are appropriate for facilitating a discussion that has many
entry points to learning and experiences.
❑ The scripting and pacing section lists procedures logically and sequentially focus on what the
students will do.
❑ The time frame is laid out and is appropriate for the learning.
❑ The closure is designed to capture the essence of the lesson.
❑ The assessment is linked to the learning objectives and in keeping with the lesson design.
❑ This lesson is free of spelling or grammatical errors.
❑ All of the red text directives have been deleted.