InspirARTion

Intended grade level(s) / age(s): 6-8th grade

Big Idea / Central concept: What inspires you?

Essential Questions:
● How does art communicate who we are?
● What inspires people to make art?
● What inspires people to travel?

National Arts Standard(s):

● VA:Cr1.1.7a Apply methods to overcome creative
blocks.
● VA:Cr2.1.6a Demonstrate openness in trying new
ideas, materials, methods, and approaches in
creating works of art or design.

OH State Arts Standard(s):

● 8.2PE Select materials and techniques to independently create works of art
● 6.1CR Reference multiple sources for visual expression

Artists to be Discussed/Shared:
● Oxford Pennant – [One-sentence description connecting to big idea]
● https://oxfordpennant.com/collections/vintage-pennants/

Key Vocabulary: [definition in language appropriate to your intended age group]

● Inspiration – the process of being mentally stimulated to do or feel something, especially to do
something creative
● Travel – go from one place to another, typically over a distance of some length
● Primary colors – any of a group of colors from which all other colors can be obtained by mixing
(red, blue, yellow)
● Secondary colors – a color resulting from the mixing of two primary colors
● Cool colors – any color that falls within the blue, green, and violet hues
● Warm colors – any color that falls within the red, orange, and yellow hues
● Complementary colors – a color that combined with a given color makes white or black
● Adjacent colors – colors that are located next to each other on the color wheel

Learning Objectives:
● Students will be able to describe the colors they chose using the color wheel
● Students will be able to construct a book
● Students will be able to describe why people choose to go on adventures

Art Activity: Students will cut out triangles (that will already be drawn for the same size) from canvas,
write out the letters of their name on their choice of felt, cut them out, & glue the letters on the canvas.
This will create a pennant, inspired by the travel pennants people collect. Then they will fold their papers
to make a passport, write their names on it, answer the assessment questions & get them stamped.
Materials:

-inspirARTion Canva Presentation -Cardstock

Newsletter -Printed paper for passport (template)
- Felt -stamps
-Markers -Photo props
-Fabric glue -Grace’s camera
-Scissors

Lesson Sequence

Opening Activity/Discussion/Presentation (15 minutes)

[Outline how you will engage students with the big idea, introduce/discuss the artists, and get them thinking
about the project. What questions will you ask to get students talking about the artwork you share and the
big idea you’re exploring? How can you get the students talking more than you?]

- After we gather as a whole group and come into our classroom with our students, we will show them
our classroom and start class! We will pull up our Canva slides and start introductions, Grace will go
first, Lauren second. We will each talk about our theme (adventure) and go over our class guidelines
(be curious, be respectful, be kind), our goals (have fun while creating art, come to class ready to
explore & learn, and develop an appreciation for nature!)
- Next we will meet our students. Ask them to share their name & grade & school they go to. Then we
will have an icebreaker for them to answer.
- Then we will discuss our projects for the day (Name pennants & passport making)
- We will show the students our example, (either Grace’s or Lauren’s. We will switch who makes the
project and who does the demo.)
- Then we will discuss the vocabulary.
- Next, we will pass out materials/ and or have them ready for students to look at on our materials
table

Material Demonstration/Tutorial (15-20 minutes)

[Outline how you will demonstrate the artistic processes/skills/strategies students need to succeed at this
project. Make note of potential areas of difficulty and how you will address them]

- Pennants
- First we will be cutting out the triangle that is drawn on the canvas. We will be as careful as
possible to cut on the lines so that we have all the space we need for adding our letters.
Notice how the triangle gets smaller as it goes so we need to be cautious when creating our
letters for them to fit on the banner!
- Next we are going to trace our triangle on a piece of paper, so that we can write out how we
want our letters to look on our banners. We are going to cut out the letters so we can trace
them on to the felt. Then we will choose the colors we want for our letters and glue them to
the canvas.

- Passports
- First we will order the pages in the number order, make sure to check both sides of the
paper
- Next we will stack the paper with the cover of the passport on the outside, then by page
number
 - Use the stapler to make 2 staples in the center of the paper, the staples should align with
the fold of the book
- Now you can add details to personalize your passport, we will continue to use these
throughout the fall.
- Since we are using them to reflect on our projects and big ideas we can continue to
decorate and personalize them in our free freetime during class. There is no rush to finish
the final touches on them today.
- For today the goal is to have them bound together with the staples

Artistic Production (30 minutes)

[Describe what students will do independently during this time, and how you will actively support them.]

- Students will work independently to create their name pennants. But we will be walking around to
provide help when needed.
- As they are working we will encourage them and get to know them. We will ask them about their
artistic choices, as in why they chose the colors, what shape they are using for their name, etc.
- We will encourage students to trace and cut out their letters independently, unless we have
students who need extra help holding papers or cutting through felt, since it is a tougher material!

Clean-Up (20 minutes)

[How will you get students to shift gears to clean-up? How will you organize the clean-up process with the
materials you are using? How will you give students autonomy in the process (and avoid having to do more
clean-up yourself!)?]

- Since class ends at 10:30, we will have students start cleaning up around 10:05. This will give them
time to clean up (5 minutes), read & answer the assessment question (5 minutes), take pictures with
the photo props (5minutes) & pack up to leave (5 minutes).
- We will encourage students to save their large pieces of scrap felt and canvas, and recycle their
scapes of paper, cap their glues, collect the scissors and put them all back in piles onto the materials
table.

Reflection/Closure (5 minutes)
- For our closure we will gather as a class and let students share the work that they created during
class. We won’t force anyone to share things that they don’t want to, but will encourage them to be
proud of the work they made, because we are all creative people & make beautiful art! We will ask a
few of them to go into detail about their piece and what they like most about it! We will use our
presentation and show the slide with the questions to help boost conversation.

Assessment

Excellent Satisfactory Needs Attention Assessment Method

Students will be able Students Student thoughtfully Student does not Why did you choose
to describe the colors thoughtfully use and uses and describes use or describes at the colors for your
they chose using the letters? (teacher will
describe at least one at least one of the least one of the
color-theory ask during closure)
of the color-theory color-theory color-theory
principles discussed principles discussed principles discussed
during instruction. during instruction, during instruction
but does not
participate in
description
Students will be able Students use a Students use a Student does not The passport pages
to construct a book method of book method of book bind a book but are stapled together,
 binding that allows binding, but page chooses another and pages can be
pages to be flipped. function is limited. method to put pages turned. (Looking at
together. the art.)
Students will be able Student participate Student participate Student does not Why do people want
to describe why at least once in their at least once in participate in to travel and/or go on
people choose to go adventures? (teacher
personal encounter conversation, but it conversation
on adventures ask during closure)
with adventures is not closely related
and/or thoughtfully to the topic of
explain why people adventure/ travel
choose to travel

Acknowledgments