Name: Jessica and Sabrina Grade Level: 5th or 6th ish

Title of Unit: Plaster Est. Class Time:

BIG IDEA: ESSENTIAL QUESTION:

Adventure What makes an adventure?

What are the defining moments in an adventure?
What adventures would you like to go on in the future?
How has adventure influenced or changed your life?

ARTFORM MATERIALS/PROCESS FOCUS: MATERIALS NEEDED:

Plaster Plaster cloth or Plaster of Paris mix

Water, container/bucket
Materials for sculpture (balloons, wire, straws, foil,
scissors, tape, sculpting tools- wooden modeling tools,
palette knife, x-acto knife, etc…)
Petroleum jelly
Paint- acrylic or watercolor, paint brushes
Molds
Gloves
Dust mask/ goggles

OVERARCHING LEARNING GOAL/DESIRED END RESULT

(This is your one sentence unit plan. “I can _________by__________so that_________” ):

Artists can create a three dimensional sculpture by manipulating plaster through a variety of techniques so that they can
create a sculpture that is representative of a personal adventure that inspired change or growth.

What do Students need to LEARN to meet the Success What do Students need to DO to meet the Success
Criteria? Criteria?

The meaning of adventure -Explore the different meanings of adventure- traveling,

How to manipulate plaster to create 3D sculpture
Understanding wire techniques (bending, cutting)
risk taking, exciting or dangerous experiences you have
encountered
-Journal about an adventure you have experienced in your
life or would like to go on
-Draft three sketches
-Begin to create a plaster sculpture that represents a
personal adventure
-Participate in mid-critique and final critique discussion,
share and explain experiences/techniques/processes
-Write an artist statement

MSDE Arts Standards LEARNING TARGETS

(Your Learning Goal and Targets must represent each of
the four Artistic Process categories):
Creating:
1. Generate and conceptualize artistic ideas/work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic ideas and work.
(Students must meet these in order to reach the
Overarching Learning Goal)
I can…
● design a sculptural work of art using plaster
processes that is representational of my personal
adventure.
● Relate my chosen symbol to my personal
adventure and identify why this adventure caused
a change or growth within me
● Organize my ideas and choose what is the
strongest to work with

Responding:
4. Analyze, interpret, select work for presentation.
5. Develop and refine artistic techniques and work
for a presentation.
6. Convey meaning through the presentation of
artistic work.
● Refine ideas after choosing what to create
I can…
● Analyze my work and others to create a meaning
● Apply meaning and depth to my own work
● Understand depth and meaning of others works
● Use the presentation of my artwork to strengthen
the meaning behind my work.

Presenting: I can…
7. Perceive and analyze artistic work. ● Analyze my work to create deeper meaning
8. Interpret intent and meaning in artistic work. ● Interpret meaning of others work prior to
9. Apply criteria to evaluate artistic work. explanation

Connecting:
10. Synthesize and relate knowledge and personal
experiences to make art.
11. Relate artistic ideas and works with societal,
cultural and historical context to deepen
understanding.
I can…
● Relate my work to my personal meanings
● Pick experiences that make a strong meaning and
have a personal connection

SUCCESS CRITERIA (SUMMATIVE ASSESSMENT) FORMATIVE ASSESSMENTS

(This is EVIDENCE of how you will KNOW students met (This is EVIDENCE of how you will KNOW students met
the LEARNING GOAL): the Learning Targets):

Students have created a three dimensional work of art ● There is a sculpture.

using plaster building techniques that is a representation ● They can connect the art to meaning and speak
of a personal adventure they caused a change or growth clearly about the art.
within them. ● The sculpture is made with plaster using
techniques learned in class

Teacher Preparation

Unit Research/Artists/Artforms & Sources (add bullets, links, images, etc. here.):

https://sites.google.com/umd.edu/umdartedunitplanning/home/studio-process-resources/plaster
https://www.youtube.com/watch?time_continue=240&v=NP-N6bDHdMk&embeds_euri=https%3A%2F
%2F1084024820-atari-embeds.googleusercontent.com%2F&feature=emb_logo (option for plaster cloth- from plaster
unit plan site)
https://www.youtube.com/watch?v=gWCiGXg9Ngw (option for plaster mix- from unit plan site)
https://www.google.com/search?
q=youtube+balloon+plaster+kids&oq=youtube+balloon+plaster+kids&aqs=chrome..69i57j69i64.5244j0j7&sourceid=chr
ome&ie=UTF-8#fpstate=ive&vld=cid:64cbd674,vid:YAWbE_YSDEE (for younger kids balloon technique)
https://uploads.theartofeducation.edu/2019/04/46.2PlasterBasicsElemStudents.pdf (image)
https://craftcue.com/plaster-of-paris-recipe (image)
https://www.youtube.com/watch?v=4nkidq7wMpU&embeds_widget_referrer=https%3A%2F%2Fdocs.google.com
%2Fpresentation%2Fd%2F1oXqHVqSqNE7vSmieXhk1K8DId_555S0G1CpNwUHItYQ%2Fedit&embeds_euri=https
%3A%2F%2Fdocs.google.com%2F&embeds_origin=https%3A%2F%2Fdocs.google.com&feature=emb_logo
 Students should have Prior Knowledge of: Academic Language Students Will Learn:

sculpting/ 3d art Plaster, subtractive process, vermiculite (or pearlite),

mold/cast, aggregate, the plaster stages,mallet and chisel,
sealant (butchers wax, acrylic sealer), armature, wire
gauges, adventure, goggles

Connecting Artists and Artworks: Critique Model to be used:

● https://www.artsy.net/artist/gabrielle-buffaloe Classic- Mid critique:

● https://www.artsy.net/artist/marie-matusz ● Share one struggle and two things that are
● http://ccbcmd.edu going well
● https://www.artsy.net/artwork/johannes-herster- ● Discuss the techniques you used
untitled
● What risks have you taken?
● https://www.artsy.net/artwork/tony-brown-untitled-
plaster-installation Final:
● https://www.artsy.net/artwork/jeni-snell-untitled- ● Discuss your concept and process
waffle-cone-ice-cream-with-clay-pipe-stem ● Things that were liked and disliked about
● https://www.artsy.net/artwork/lily-cox-richard-the- working with the material
stand-eve-disconsolate-1 ● Talk about what strengths do you see in your
● https://www.artsy.net/artwork/aron-demetz- sculpture
untitled-62 ● What you would like to improve
● https://www.artsy.net/artwork/oskar-schlemmer-
bauplastik-r
● https://www.artsy.net/artwork/delphine-brabant-
ensemble-iii
● https://www.artsy.net/artwork/marcus-schaefer-
der-seltsame-mann
● https://www.artsy.net/artwork/rebecca-warren-an-
intimate-scene-1

Academic Language:
● Adventure: an unusual and exciting, typically hazardous, experience or activity.
● Plaster: a mixture of powder gypsum and water that hardens to a smooth, solid medium for sculpture;
plaster can be carved, cast, or attached to another surface.
Types of Plaster: Plaster of Paris- gypsum plaster- soft sulfate mineral used as a plaster ingredient and
in plaster of paris
● Subtractive process: sculpting process used to remove areas of a material to define a three
dimensional form.
● Vermiculite:any of various minerals that result usually from the expansion of small grains of mica at
high temperatures to give a lightweight highly water-absorbent material.
● Mold/cast:a mold is a hollow container that you pour liquid into. When the liquid becomes solid, it takes
the same shape as the mold.
● Aggregate: a granular substance such as sand, crushed rock, or marble dust that is combined with
cement to make concrete.
● Mallet and chisel: a hammer with a large, usually wooden head, used especially for hitting a chisel. A
chisel is a long-bladed hand tool with a beveled cutting edge and a plain handle that is struck with a
hammer or mallet, used to cut or shape wood, stone, metal, or other hard materials.
● Sealant: A kind of sealing material (butchers wax, acrylic sealer) that is used to form a hard coating on
a porous surface
● Goggles: eyewear to protect eyes from foreign objects.
● Armature: a skeleton or framework used by an artist to support a figure being modeled in soft plastic
material