Eric-pectations(Beach)

TWO DAY LESSON

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

Big Idea / Central concept: Expectations: Positives and Negatives

Essential Questions:
1) Why is it positive or negative to have expectations? Do you
have expectations?
2) What is a geometric shape?
3) Do the shapes of the mosaic pieces matter when making your
animal?
4) How do you feel when your artwork doesn’t turn out as you
expected?

National Arts Standard(s):

● Demonstrate willingness to experiment, innovate, and take
risks to pursue ideas, forms, and meanings that emerge in
the process of artmaking or designing.
● Explain environmental implications of conservation, care,
and clean-up of art materials, tools, and equipment.

OH State Arts Standard(s):

● 7.1PE Demonstrate persistence and artisanship during the artmaking process.
● 8.3PE Make aesthetic decisions using the elements of art and principles of design.

Artists to be Discussed/Shared:

● Eric Carle –Nostalgic artist from childhood. He illustrates children’s books, his style of illustration
is what we will focus on. How he breaks down animals into its smaller shape using colored paper
and texture. Some of his books include The Hungry Hungry Caterpillar, or Brown Bear Brown
Bear What Do You See.
● Lori Kay Farr– local glass mosaic artist
https://lkfdesigns.net/
● Jim Bachor– graphic designer, street and mosaic artist who takes potholes and makes mosaics
out of them.
https://www.bachor.com/pothole-installations-c1g1y

Key Vocabulary:
● Tropical Biome– Rare to no rainfall, excluding deserts, wetlands. Animals such as parrots, or
geckos live here.
● Aquatic Biome – largest biome on earth covers 75% of the Earth’s surface, can be marine or
freshwater. Animals such has fish live here
● Expectations– what we anticipate of others, ourselves, including behaviors that reflect these
important values or outcomes
● Mosaic – It is a form of art where a surface is covered by small pieces of objects, like stones or
tiles, that fit together tightly. When these pieces are carefully placed with color and size, they can
create awesome geometric designs or even pictures
● Composition – the arrangement of elements and subject matter in a piece of visual art, such as a
painting, drawing, or sculpture
● Geometric shape –precise and regular, like squares, rectangles, and triangles
Learning Objectives:
● Students will break down complex objects into simple geometric shapes
● Students will compose an image using color from found materials
● Students will articulate what are positive and negative expectations

Art Activity: Students will be constructing aquatic and/or tropical animal mosaics, from magazine
clippings. They are limited to these animal types because we are “traveling” to that location. Students will
be exploring shape by learning how to break down complex shapes i.e. an animal into smaller tangible
shapes. Students will make use of layering and color to build the animal up. Students can choose to trace
the animal shape they desire, or draw it themselves. For a challenge students can choose to mosaic the
background or parts of the background for their animal.

Materials:

-Magazines -Printed animal options

-Stack of colored cardstock 8x10 -chalk
-Gluesticks -ballpoint pens
-Liquid glue -masking tape
-Scissors mod podge
-Pencils Eric-pectations-Lesson Presentation

Lesson Sequence
Opening Activity/Discussion/Presentation (15minutes)
- Last week, Grace did the demo and Lauren had the example. The students worked on their projects
but we made sure they didn’t rush through since it was a two day project.
- This week we will open with passing out supplies so they have the most time to finish their animal
and start on their back ground.
- We will only have a few slides to review. These will focus on how they can decorate their
background.
- We will compare Carle’s and Bachor’s style of art for their background.

Material Demonstration/Tutorial (15 minutes)

- Our demo is going to be more laid back this week since they are continuing from last week.
- We will have materials set out for them to choose from and decorate however they want. They can
use a solid picture, like putting their shark in a living room, or make a collage, or color a picture in
the background.

Artistic Production (40 minutes)

- Students will work independently to create their mosaics. 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 shapes, colors, and sizes of material they did.
- We will assist students with cutting paper, for some it will be a safety risk.
- We will encourage students to trace animals independently, unless we have students who need
extra help with what could be a new method of transferring an image.
- We will encourage students to cut/tear/rip magazine shapes independently, unless we have
students who need extra help making shape choices.
- Students who finish early have the choice to offer helping other students, or free draw.
Background:
- We will have materials of all types for students to use for their backgrounds.
 - They will have creative freedom on their choices.

Clean-Up (10 minutes)

- We will give students time updates starting at 30 minutes, 15 minutes, and 10 minutes. This helped
us the first week. Students will be encouraged to put their supplies back on the materials table once
they are done with their project and are ready to start looking at the reflection questions.

Reflection/Closure (10 minutes)

- After we clean up, we will have students pull out their passports and write the answers to our
questions on the board. We will have a few students share their answers to the following
questions…
1)Why is it positive or negative to have expectations?

Assessment

Excellent Satisfactory Needs Attention Assessment Method

Students will break Students use a Students use a Students use a By asking guiding
down complex objects variety of geometric variety of geometric variety of geometric questions: Do the
into simple geometric shapes of the
shapes and sizes shapes and sizes shapes and sizes
shapes mosaic pieces
when constructing when constructing when constructing
their animal, at least their animal, at least their animal, 1 sizes/ matter when making
3 sizes/ types of 2 sizes/ types of types of shapes or your animal? When
shapes or explain shapes or explain are unable to explain choosing your
the shape choices the shape choices the shape choices background color,
they made. they made. they made. did you imagine
where your animal
was or the habitat it
is living in?

Looking/ observing
at student work

Students will compose Students use at least Students use at least Students use at 1 Looking/ observing
an image using color 3 colors from found 2 colors from found colors from found at student work
from found materials
materials materials materials
(magazines), to (magazines), to (magazines), to
construct their construct their construct their
mosaic animal mosaic animal mosaic animal
Students will articulate Student participate Student participate Student participate Students will write
what are positive and at least once in the at least once in at least once in and reflect in their
negative expectations
discussion and/or conversation, but it conversation, but it passports, and we
thoughtfully explain is not closely related is not closely related will verbally discuss
what are the to the topic of to the topic of via the question
positives and expectations and/or expectations (Why is it positive or
negatives to write their answers negative to have
expectations and/or in their passport expectations?)
write their answers
in their passport
 Eric-pectations(Beach)
DAY 2

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

Big Idea / Central concept: Expectations: Positives and

Negatives

Essential Questions:
1) Why is it positive or negative to have expectations?
Do you have expectations?
2) What is a geometric shape?
3) Do the shapes of the mosaic pieces matter when
making your animal?
4) How do you feel when your artwork doesn’t turn out
as you expected?

National Arts Standard(s):

● Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and
meanings that emerge in the process of artmaking or designing.
● Explain environmental implications of conservation, care, and clean-up of art materials, tools,
and equipment.

OH State Arts Standard(s):

● 7.1PE Demonstrate persistence and artisanship during the artmaking process.
● 8.3PE Make aesthetic decisions using the elements of art and principles of design.

Artists to be Discussed/Shared:

● Eric Carle –Nostalgic artist from childhood. He illustrates children’s books, his style of illustration
is what we will focus on. How he breaks down animals into its smaller shape using colored paper
and texture. Some of his books include The Hungry Hungry Caterpillar, or Brown Bear Brown
Bear What Do You See.
● Lori Kay Farr– local glass mosaic artist
https://lkfdesigns.net/
● Jim Bachor– graphic designer, street and mosaic artist who takes potholes and makes mosaics
out of them.
https://www.bachor.com/pothole-installations-c1g1y

Key Vocabulary:
● Tropical Biome– Rare to no rainfall, excluding deserts, wetlands. Animals such as parrots, or
geckos live here.
● Aquatic Biome – largest biome on earth covers 75% of the Earth’s surface, can be marine or
freshwater. Animals such has fish live here
● Expectations– what we anticipate of others, ourselves, including behaviors that reflect these
important values or outcomes
● Mosaic – It is a form of art where a surface is covered by small pieces of objects, like stones or
tiles, that fit together tightly. When these pieces are carefully placed with color and size, they can
create awesome geometric designs or even pictures
● Composition – the arrangement of elements and subject matter in a piece of visual art, such as a
painting, drawing, or sculpture
 ● Geometric shape –precise and regular, like squares, rectangles, and triangles
New vocab:
● Collage – using mixed media to make a scrapbook like composition
● Realistic – What you see in real life or close to it, for example a reef for a fish
● Abstract – a combination of colors and shapes to form a composition could be a pattern

Learning Objectives:
● Students will break down complex objects into simple geometric shapes
● Students will compose an image using color from found materials
● Students will articulate what are positive and negative expectations

Art Activity: Students will continue working on their mosaic animals using magazine clippings. Nice they
finish those up, they will decorate their background. They can make it look like a collage or continue their
mosaic. We will allow them to ask us to print off a background or they can use scrapbook paper or
coloring utensils. When students finish their mosaic they will mod lodge their animals so the clippings stay
down.

Materials:

-Magazines -ballpoint pens

-Stack of colored cardstock 8x10 -masking tape
-Gluesticks mod podge
-Liquid glue scrapbook paper
-Scissors wax crayons
-Pencils markers
-Printed animal options Eric-pectations-Lesson Presentation
-chalk

Lesson Sequence
Opening Activity/Discussion/Presentation (15minutes)
- Once students get to the classroom, we will greet them and welcome them into week four, where
we will be traveling to the beach, or any tropical aquatic biome(introducing students to National
Parks that are of these biomes)! We will start off with our slides again this week. This week we are
talking about expectations and how they can be positive and negative and how they relate to our art
making. Next we will go into talking about our project for the day, animal mosaics. We will talk
about our vocabulary for the project and show them our photo of the already made mosaic using
magazine pieces. We will introduce them to the artists, and how combining their styles of artwork is
the inspiration for what we are creating today. We will talk about breaking down large objects in
this case animals and the backgrounds they live in into smaller geometric objects/ simpler shapes
and then Grace will lead the demo.

Material Demonstration/Tutorial (15 minutes)

- I will have my project partially completed at the start of the demo. We have found that to be most
effective when we demo so that we are not taking up too much time!
- I am going to be making a fish for my sea animal. We will have cut outs of different animals for
students to choose from for inspiration and to help transfer on their paper!
- Once I pick my animal, I am going to grab a piece of chalk, my photo, and my colored cardstock. This
is a tool on how to trace their animal onto the paper for accuracy.
- I will take a piece of chalk and color the back of the paper with the animal on it. Then I will place the
chalk side down on my colored cardstock and lightly tape them together so they are lined up. Then I
 will take a ballpoint pen and trace the shape and details of my animal. Then I will carefully take the
papers apart and there will be the lines traced on my paper!
- Next I will start on my semi-completed mosaic. For this step it will be me focusing on grabbing colors
that I want for my animal. We are going to

Artistic Production (40 minutes)

- Students will work independently to create their mosaics. 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 shapes, colors, and sizes of material they did.
- We will assist students with cutting paper, for some it will be a safety risk.
- We will encourage students to trace animals independently, unless we have students who need
extra help with what could be a new method of transferring an image.
- We will encourage students to cut/tear/rip magazine shapes independently, unless we have
students who need extra help making shape choices.
- Students who finish early have the choice to offer helping other students, or free draw.

Clean-Up (10 minutes)

- We will give students time updates starting at 30 minutes, 15 minutes, and 10 minutes. This helped
us the first week. Students will be encouraged to put their supplies back on the materials table once
they are done with their project and are ready to start looking at the reflection questions.

Reflection/Closure (10 minutes)

- After we clean up, we will have students pull out their passports and write the answers to our
questions on the board. We will have a few students share their answers to the following
questions…
1)Why is it positive or negative to have expectations?

2)What is a geometric shape?

3)What Expectations did you have while making this project, how did that impact your artmaking?

Assessment

Excellent Satisfactory Needs Attention Assessment Method

Students will break Students use a Students use a Students use a By asking guiding
down complex objects variety of geometric variety of geometric variety of geometric questions: Do the
into simple geometric shapes of the
shapes and sizes shapes and sizes shapes and sizes
shapes mosaic pieces
when constructing when constructing when constructing
their animal, at least their animal, at least their animal, 1 sizes/ matter when making
3 sizes/ types of 2 sizes/ types of types of shapes or your animal? When
shapes or explain shapes or explain are unable to explain choosing your
the shape choices the shape choices the shape choices background color,
they made. they made. they made. did you imagine
where your animal
was or the habitat it
is living in?

Looking/ observing
at student work
Students will compose Students use at least Students use at least Students use at 1 Looking/ observing
an image using color 3 colors from found 2 colors from found colors from found at student work
from found materials
materials materials materials
(magazines), to (magazines), to (magazines), to
construct their construct their construct their
mosaic animal mosaic animal mosaic animal
Students will articulate Student participate Student participate Student participate Students will write
what are positive and at least once in the at least once in at least once in and reflect in their
negative expectations
discussion and/or conversation, but it conversation, but it passports, and we
thoughtfully explain is not closely related is not closely related will verbally discuss
what are the to the topic of to the topic of via the question
positives and expectations and/or expectations (Why is it positive or
negatives to write their answers negative to have
expectations and/or in their passport expectations?)
write their answers
in their passport

Acknowledgments