Sap Master Your Mind Unit 1

LESSON PLAN WEEK 1
SAP Fall 2023
Lead Teachers: Teghan McIntyre and Ellis Dunn-Benson

Unit Title: Master Your Mind
Lesson Title: Collage Bookmaking
Grade Level: 6-8
Number of Students: TBD
I. UNIT OVERVIEW (RATIONALE)

Middle school is a period of transformation and growth for many students. Often students
struggle to navigate these years and find it difficult to discover their own true identities. Learning
more about yourself is a beneficial way to promote growth and confidence. Students will reflect
on their experiences and connections through personal artwork, artist exploration, journaling, and
collaborative projects. We want to use these Saturday lessons to encourage students to look
deeper into how they see themselves and what makes them unique.
II-A. LESSON OVERVIEW (RATIONALE)

This lesson revolves around the overarching theme of identity. Students will be given the
opportunity to look through books and magazines to choose a few depictions that best represent
who they are. The book that will result from this lesson will be used throughout the entirety of
the program and students will learn what it means to start a project from scratch and see it
through to completion.
II-B. ESSENTIAL QUESTIONS:
- Can personality be represented by pictures and objects?
- How do identity and art intertwine?
- Do you think a sketchbook tells a story about its creator? Why or why not?
- What represents me and my life right now?
III-A. LEARNER OBJECTIVES/OUTCOMES
Students will learn the value of making a book from scratch that will then be used in all future
lessons. Students will discover more about themselves using collages to represent their
personalities and interests. They will gain background knowledge in collage-making through a
presentation of relevant artists who are experts in the field. Students will develop a sense of
accomplishment from making a physical object that is completely customized to represent who
they are.
III-B. NATIONAL ART STANDARDS
9.1.8.H
Demonstrate and maintain materials, equipment, and tools safely at work.
- needles/ scissors
III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS
A:Cr3.1.6a Reflect on whether personal artwork conveys the intended meaning and revise
accordingly
A:Cn10.1.6a Generates a collection of ideas reflecting current interests and concerns that could
be investigated in art making.
IV. ART / ARTIST(S) OF RELEVANCE:

Martha Rosler- Collage art
Josh Neufeld- Collage art
V. PREREQUISITES:
- Know how to use scissors safely and responsibly
VI. INTERDISCIPLINARY CONNECTIONS:
This lesson connects to Language Arts as the sketchbooks that they will be creating will be used
at the beginning of all future classes. We will be coming up with a prompt each week that
students will be able to respond to in their sketchbooks either using words or drawings. Students
will be encouraged to use introspection to answer the prompts which will allow them to make the
connection between art and language arts (reading and writing).
TEACHER PREP:
- Cut out paper and sort by 14
- Cut out thick board
- Lay out materials
- Make ‘placemats’ and put them at each seat along with name tags
- Plastic cups put Modge Podge in
VII. MATERIALS NEEDED FOR LESSON

- 3 thick watercolor weight paper
- Mixed Media paper (14 per student)
- Scissors
- Bookmaking Needles
- Thread
- Modge podge
- Colored paper
- Tissue paper
- Magazines
- Foam Brushes
- Plastic Cups for Modge Podge
- Glue
- Newsprint
- Markers
- Sharpies
- Colored Pencils
VIII. SAFETY HAZARDS:
Needles are pointy and you may prick yourself if you aren't paying attention. When
holding the needle, make sure you have a firm grip on it and poke it through the paper until you
feel the table underneath. Do not poke it through the paper into your hand or fingers. Notice
where your fingers are when using this material. When you are done with needles, put them back
immediately into the bin so that it does not get lost. Do not walk around with the needles if you
aren't bringing them back to your seat or back to the bin. Do not touch your neighbors with
needles.
IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

PRESENTATION:
https://docs.google.com/presentation/d/1ftbmtXe17tmbLtF5sLxyNWcLEq6cPDR88_yzYez
59Ao/edit?usp=sharing
Time Teacher Actions Expected Learner Actions
9-9:30 Introduce ourselves - Meet their teachers

Explanation of our big ideas - Understand what the
Ice Breaker next few weeks will
- Name. anti-fun fact, grade, look like/ big idea
favorite art medium - Get to know
classmates
9:30- Collage making - Understand the
10:25 - Brief presentation of concept of mapping
artists/ inspiration - Understand Artist
- Cut out materials from connections
magazines - Find pictures that
- Map out and Mod Podge resonate with the
materials onto the cover of student's personality
the book - Design a unique
sketchbook cover
Bookmaking -Follow teacher

instructions
- Step by step follow along
10:25- -Ask questions if needed
10:50 -Complete the binding of
the book
10:50- Ending Questions - Talk to neighbor

10:55 about their art
- Explain one part of
their collage
10:55- Clean Up - Students will help
11:00 each other put
materials back in
their original place
X. ENDING THE LESSON
X-A. Closure of Lesson:

Turn to your neighbor and explain one detail of your collage and what it means to you. Once you
are done you can put your sketchbook in our exhibition area and make sure all of your materials
are back to their homes.
X-B. Transition to Next Lesson:

Our bookmaking (and putting the physical book together will be the first thing we do next week.
After that, we have a fun interactive activity, so wear clothes you don't mind getting dirty.
For the next project, we will be talking about dreams and nightmares. This week, take notice if
you have any dreams or remember any recurring dreams from past years.
XI. REFERENCES TO MATERIALS CONSULTED

https://www.artnet.com/artists/martha-rosler/biography
http://www.joshcomix.com/tag/martha-rosler/
XII. THE CLASSROOM AS A

THIRD TEACHER
Critique Activities:
Travelling salesman
20 question cards
LESSON PLAN WEEK 2
SAP Fall 2023
Lead Teacher: Ellis Dunn-Benson, Teghan Mcintyre

Lesson Title: Illustrating the Unconcious
Grade Level: 6-7
Number of Students: 11

on their experiences and connections through personal artwork, artist exploration, journaling,
and collaborative projects. We want to use these Saturday lessons to encourage students to look

This lesson revolves around the ideas behind our dreams and nightmares. Students will be given
the opportunity to reflect on these concepts and draw their ideas on paper. The paper will be
covering the floors of the classroom which will encourage students to work collaboratively and
on a surface that they may not be familiar with. This will push students to think outside of the
box and experience new forms of drawing.

- How can we visualize the environment our dreams take place?
- How can we represent dreams and nightmares in a 2D space?
- What are some ways that we can distinguish our dreams from our nightmares?
Students will create visual representations of their dreams and nightmares. Students will analyze
their creations to discover the deeper meaning behind their subconscious thoughts and feelings.

VA:Cr1.1.6a V
- Combine concepts collaboratively to generate innovative ideas for creating art.
VA:Cr2.1.6a
- Demonstrate openness in trying new ideas, materials, methods, and approaches in making
works of art and design.
VA:Cr2.3.7a
- Apply visual organizational strategies to design and produce a work of art, design, or
media that clearly communicates information or ideas.
- 9.3.8.D. Evaluate works in the arts and humanities using a complex vocabulary of critical
response.
- 9.1.8.A.4. Know and use the elements and principles of each art form to create works in
the arts and humanities. Elements: Visual Arts: color; form/shape; line; space; texture;
value. Principles: Visual Arts: balance; contrast; emphasis/focal point;
movement/rhythm; proportion/scale; repetition; unity/harmony
- Mary Herbert
- makes drawings and paintings formed of a composite of feelings, lived-
sensation, unconscious processes and observation.
- https://www.arushagallery.com/artists/163-mary-herbert/biography/
- Hannah Perry
- British artist who produces dream-like installations
- https://curamagazine.com/digital/hannah-perry/
V. PREREQUISITES:
- Know how to use sharp materials safely and responsibly
This lesson connects to Reading and Language Arts as we will be discussing topics having to do
with dreams and nightmares. These topics are often discussed in fictional books and movies and
can be connected to art as a form of expression. Students will be encouraged to describe their
creations as a narrative to their peers upon completion of the project.This lesson also connecs to
Psychology and encourages students to think about what may cause our dreams and nightmares
to occur.

- Large sheets of paper
- Colored pencils
- Markers
- Pastels
- Scissors
- Book Binding needles and thread

- Since we will be binding our sketchbooks in the beginning of class, it is important that
students listen closely to directions so that they do not poke themselves or others with the
threading needles
9-9:20 Book Binding -Listen to directions to

9:30 Demo (Ellis Lead, Teghan ensure safety during
(Can finish Support): bookbinding
while - Thread the needle and
presenting) tie both ends together
to make a knot
- Line up folded pages -Finish their collage in a
- Push the needle into the timely manner
top of the page and tie
it to the back of the
stitch
- Stitch the (back and - Reflect on their self as an
forth, single stitch) artist
-
Finish Collage
- Students who have
finished will be given
an “about me” activity
sheet
9:30- Presentation (Both Teghan and -Analyze work from

9:40 Ellis Present) connected artists
- https://docs.google.com/pre
sentation/d/1CceG0I4TtCpt -Reflect on personal dreams
meKTnp60Gx5HAPgGk4v and nightmares while
QV0WTOqBUdAM/edit?u creating
sp=sharing
- Questions: (Ellis)
- What are you drawn to in - Interpret and discuss
this artwork? art qualities in the
- What parts of the art show artwork
movement?
9:45- Demo (Ellis and Teghan)

10:50 - How to make different
marks with charcoal
Working Time
- Students will choose a - Discuss work with
color palette of four colors peers (musical chairs
(plus white), must include approach)
at least one warm color and
one cool color, and utilize
that throughout the project
- Students will work in one

circle and then switch to a
different circle every 10
minutes
10:50-
11:00 Clean up and Wrap up

- Students will walk around the paper to look at everyone's creations and we will use the
“musical chairs” approach to ensure every student receives feedback. We will play a song
and students will walk around the drawing, when the music stops they will stop at the
drawing they are in front of and tell their neighbor something they find interesting about
it.

- Our discussion of dreams and nightmares will continue into the next week as we prepare
for our next project where we will be making Zines
- Students will focus on a topic they feel strongly about and our introspection this week
will help them center on this topic
- https://curamagazine.com/digital/hannah-perry/
- https://www.arushagallery.com/artists/163-mary-herbert/biography/
XII. THE CLASSROOM AS A THIRD TEACHER

- “Pit” With paper in the middle of the “pit” and organic space bubbles
- Able to expand from beyond the constricts of a 8.5 x 11 inch paper
LESSON PLAN WEEK 3
SAP Fall 2023
Lead Teacher: Teghan McIntyre and Ellis Dunn-Benson

Unit Title: Master your Mind
Lesson Title: Zines
Grade Level: 6-7th


This lesson focuses on passion. Students will be given the opportunity to reflect on concepts and
ideas that they are passionate about in order to create a Zine. The Zines will showcase something
that is important to each student as well as something they feel other people should know about.
This will push students to think outside of the box and experience new forms of drawing.
- What does it mean to have a passion?

- Give me an example of a passion?
- How does something change from a hobby to a passion?
- Where do we find our passions?
- How can we spread information through artwork?
-Why is it important to spread information through artwork?
-Why do we use art and visuals to share information?
-How can we control narratives in our artwork to share the 'correct' information?"
In what ways are Zines helpful for discussing complex themes?

Students will evaluate concepts that are important to them through classroom discussion.
Students will create a Zine to showcase their passions.
VA:Cr1.2.6a
- Formulate an artistic investigation of personally relevant content for creating art.
VA:Cr3.1.6a
- Reflect on whether personal artwork conveys the intended meaning and revise
accordingly.
VA:Cr2.3.7a

- 9.3.8.D. Evaluate works in the arts and humanities using a complex vocabulary of critical
response.
- 9.1.8.A.4. Know and use the elements and principles of each art form to create works in
the arts and humanities. Elements: Visual Arts: color; form/shape; line; space; texture;
value. Principles: Visual Arts: balance; contrast; emphasis/focal point;
movement/rhythm; proportion/scale; repetition; unity/harmony
Claire Milbrath
- https://clairemilbrath.com/
- This artist puts out a Zine each year to showcase her work. In her latest example, she
discusses themes of joy, love, companionship, and playfulness
- https://www.itsnicethat.com/articles/claire-milbrath-zine-art-illustration-050122
Josh Eberhard ‘This is a Zine’
- This artist makes zines often to portray a political issue of relevance or to show how the
artist is feelling in his current situation
- Edberhard makes zines on photoshop and by hand (digital vs. handmade)
- His zines may also act like an artifact that shows what our political and economical world
look likes in the present
- https://www.instagram.com/p/CL2-
Auqhyb2/?utm_source=ig_web_copy_link&img_index=6
Unknown Artist
- This artist made a zine about being a person of color, how they express themselves, and
some of their experiences that they have had as a person of color in America
- They use black and white collage, drawings, text, and other media to get their point
across and share their experiences
- https://www.sherwoodforestzinelibrary.org/_files/ugd/8c0bf9_c0f68426575d4dc9a712ee
aa5d04f1f6.pdf
V. PREREQUISITES:
- Know how to use materials safely and responsibly

This lesson connects to English and Language Arts content areas as we will be asking students to
come up with an “elevator pitch” for their artwork. This will allow them to consider how to use
language to describe art and how to make their work sound exciting/enticing.

- Paper (1 per student)
- Markers
- Pens
- Colored Pencils
- Sharpies
- Scissors
- Magazines (Collage)
- Glue Sticks
- Water tray
- Packing tape

- Students will practice safety and listening skills when using scissors

9:00-9:15 Sketchbook prompt: What is an object that is Students will have to think about
important to you? something they care about that relates
to themselves.
9:15-9:40 -Powerpoint presentation and describing the Students will reflect on themes to use
project for their project and be given artist
examples to help with the
-Mind Map session brainstorming process
-*This time is designated for students who Students will brainstomr things they
need to bind their sketchbook or finish are passionate about and what they
collaging* want to add to their zines
9:40-10:45 -Students will be given time to work on - Students will be using this time
their Zines to think about something they
care about, how they will
-If students finish early they will be represent it, and why it matters
allowed to continue work on their to then
sketchbook or on their “about me” artist - introspection
sheet
10:45-10:50 -Clean-up time - Students will help put away all

materials to ensure classroom
materials are being cared for
10:50-11:00 -Students will share an “elevator pitch” -Students will practice talking about
for their Zine to the person next to them. their artwork to others and considering
They will then write it down to be their own personal connections to their
displayed with their work at the final work
exhibition

- Students will be asked to share the message/theme that they chose for their Zine and
- Students will be asked to give an ‘elevator pitch’ for their Zine (to ‘sell’ it to people) to
their partner/ person sitting next to them and then write down their short elevator pitch
[for the exhibit]

This week, we worked in 2D to express ourselves through drawings and text- next week
we will be using no text and only art in the third dimension to show our inner selves to the
world!

This section is similar to a “references” section of an academic paper. You need to account for
any and all resources that you have used to conceptualize and write your lesson plan (e.g.,
websites, books, exhibition materials, movies, etc.)
- https://www.sherwoodforestzinelibrary.org/copy-of-virtual-zine-library
- Zine Library with pdf downloads of different zines based on social
awareness and issues
- https://www.slj.com/story/A-brief-history-of-zines-publishing-
libraries#:~:text=In%20the%201930s%20and%201940s,earlier%20version%20of
%20fan%20fiction
- History and importance of Zines and self publishing
- https://www.youtube.com/watch?v=FPMxDECh6ow
- Why we make zines

Our classroom will be set up so everyone is sitting together in a U Shape to ensure they
can see the board, the zine steps, and each other to gain inspiration.
LESSON PLAN WEEK 4
SAP Fall 2023
Lead Teacher: Ellis Dunn-Benson and Teghan McIntrye

Lesson Title: Master Your Masks
Grade Level: 6-7


This lesson will focus on the topic of exploring identity. This lesson is important for
students because it teaches them the background and importance of masks and the many reasons
that masks have been used throughout history. Students will reflect on how they think others
perceive them on the outside and how they perceive themselves on the inside. The outside of the
mask will be designed to represent their ideas of how others see them on the outside and the
inside of the mask will be designed to showcase how students view who they are on the inside. It
also will give them the opportunity to work in the third dimension and learn the use of designing
their ideas out before applying them.

- Why do artists use 3D and sculptural art?
- What do I want to convey with my mask?
- How does this show my inner self through this mask?
- How do I reflect myself outwardly in the third dimension
- Why do we wear masks?

Students will analyze their identity/who they are on the outside and the inside. Students will
compare the similarities and differences in perception of themselves on the outside and inside
and reasons why they may differ. Students will apply their learned knowledge of masks to their
own project.
VA:Cr1.2.7a:
- Develop criteria to guide making a work of art or design to meet an identified goal.
VA:Cr2.1.6a:
VA:Cr2.3.7a
9.1.8.A.3. Know and use the elements and principles of each art form to create works in the arts
and humanities.
9.2.8.A. Explain the historical, cultural and social context of an individual work in the arts.
9.1.8.B.4. Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts. Visual Arts: paint; draw;
craft; sculpt; print; design for environment, communication, multimedia

Segio Boldrin
- Boldrin creates traditional Venetian Carnival masks
- Models his mask-making after 18th century costumes and elaborate mask designs
- Revolves his work around the idea of concealing one’s identity
- https://www.homofaber.com/en/discover/artisans-sergio-boldrin
V. PREREQUISITES:
Students should be able to know how to use a mask, but paper mache will be taught in
class and does not need to be previously known.

This lesson connects to history, social studies, and psychology by covering how and why
masks are used and made throughout history, how we can perceive identity through masks, and
how it connects to art making.
- masks [plastic and paper eye masks]
- paper mache
- White Glue
- Water
- Newspaper
- Pipe cleaners
- Tape (painters tape)x
-
- Gloves (optional)

When using glue and paper mache, make sure you are washing your hands before touching any
parts of your face or clothes to avoid getting glue and flour on them.
9:00- Bellringer- work on Zines Allotted time to let people come in and
9:15 get settled while catching up on their
work.
9:15-9:35 Presentation on Mask Making Students will understand the history

of mask making and learn about artists
that make masks.
9:35- 9:40 Sketchbook ideas for masks Students will sketch ideas for masks
and how they want the form to look as
well as decorations
9:40-10:00 Demonstration on how to use paper mache Students will learn how to use paper
mache
10:00- 10:45 Working time
Students will start using paper mache
to make the forms of their masks
10:45- Students will help clean up their

10:50 Clean Up materials and set things aside for next
week
10:50-11:00 Recap of mask elements (closure) Students will describe one element
that they added to their mask and why
they chose that element

What is one element that you chose for your mask?

Next lesson we will be talking about how we can decorate our masks!

https://www.simplymasquerade.co.uk/page_2931797.html - different types of masks
https://imagesofvenice.com/history-of-venetian-
masks/#:~:text=Venetian%20masks%20are%20a%20centuries,wearer's%20identity%20and%20
social%20status . - History of masks and Masquerades
https://www.thirstyforart.com/blog/mask-art-therapy-activity- Inner/ outerself
https://study.com/learn/lesson/brazil-carnival-history-
significance.html#:~:text=Masks%20help%20to%20recognize%20the,schools%20and%20durin
g%20street%20parties. Brazil Historical Reference
https://shass.mit.edu/news/news-2020-pandemic-meanings-masks-venetian-masks-historian-
jeffrey-s-ravel Ventian Mask History
https://www.homofaber.com/en/discover/artisans-sergio-boldrin Sergio Boldrin

The classroom will be set up in a U Shape to ensure students can talk and discuss their art while
they work on their projects and see the board for demonstrations and the presentations.
LESSON PLAN WEEK 5
SAP Fall 2023

Lesson Title: Master Your Masks
Grade Level: 6-7


This lesson will focus on the topic of exploring identity. This lesson is important for
students because it teaches them the background and importance of masks and the many reasons
that masks have been used throughout history. Students will reflect on how they think others
perceive them on the outside and how they perceive themselves on the inside. The outside of the
mask will be designed to represent their ideas of how others see them on the outside and the
inside of the mask will be designed to showcase how students view who they are on the inside. It
also will give them the opportunity to work in the third dimension and learn the use of designing
their ideas out before applying them.
- What do I want to convey with my mask?

- How does this show my inner self through this mask?
- How do I reflect myself outwardly through decoration?
- What are masks symbolic of?

Students will analyze their identity/who they are on the outside and the inside. Students will
compare the similarities and differences in perception of themselves on the outside and inside
and reasons why they may differ. Students will apply their learned knowledge of masks to their
own project.
VA:Cr1.2.7a:
VA:Cr2.1.6a:
VA:Cr2.3.7a
and humanities.

Segio Boldrin
- Boldrin creates traditional Venetian Carnival masks
- Models his mask-making after 18th century costumes and elaborate mask designs
- Revolves his work around the idea of concealing one’s identity
- https://www.homofaber.com/en/discover/artisans-sergio-boldrin
V. PREREQUISITES:
Students should be able to know how to use a mask, but paper mache will be taught in
class and does not need to be previously known.

This lesson connects to history, social studies, and psychology by covering how and why
masks are used and made throughout history, how we can perceive identity through masks, and
how it connects to art making.
- masks [plastic and paper eye masks] (for those who need to finish from last week)
- paper mache
- White Glue
- Water
- Newspaper
- Pipe cleaners
- Tape (painters tape)x
-
- Gloves (optional)
- Feathers
- Glue
- gems/beads/glitter
- Lace
- Miscellaneous decorations
- Acrylic paint
- Paint brushes

When using glue and paper mache, make sure you are washing your hands before touching any
parts of your face or clothes to avoid getting glue and flour on them.
9:00- Bellringer- finish paper mache or zines (ask Allotted time to let people come in and
9:15 what they can add) get settled while catching up on their
work.
-Begin extension assignment (Explain)
9:15-9:35 Presentation on Mask Decor/Identity in Students will understand the history
Mask Making/ Video Performance using of mask making and learn about artists
masks that make masks.
Students will sketch ideas for masks

9:35- 9:40 Sketchbook ideas for masks and how they want the form to look as
well as decorations
Students will reflect on their mask

9:40-10:00 Brainstorm how decorations could be used designs from last week and how they
to represent identity can be enhanced through decoration
10:00-10:05 Gradient painting demonstration (Teghan) Students will learn to paint a gradient
Working time Students will start decorating their

10:05- 10:45 - We will split up the room, one side masks
with students who still need to
paper mache and the other side
with students who are ready to
decorate
- Ellis will work with the students
who are paper macheing and
Teghan will work with the students
decorating

10:50 Clean Up materials
10:50-11:00 How do others view my identity through my Students will partner up and have each
mask? (Closure) person describe what they see in the
other persons mask. Each person will
-Write 5 words to describe their mask then describe the ideas behind their
(worksheet) own mask to their partner.
-
https://docs.google.com/document/d/1GufZ
vsQGCBqUUrPq2LHINKCmwfscGOUwW
sJV2BM3ngA/edit?usp=sharing
EXTENSION LESSON PLAN:
- Collaborative “Mask” Making
- Students will work together to create a collage of art on a paper cut out of a mask
with the materials they have used to decorate masks
- Student can work on this individually during the assignment as a break or they
can work in unison and discuss which materials they will use and where they want
to work on the mask
- Individual
- Students can write an artist statement in their sketchbooks with these questions to
prompt them thinking more deeply about their assignment
- Is your mask a fictional being?
- Is your mask something that exists in the world today? *
- What emotions does your mask represent or portray? Is it happy? Is it sad? Is it
angry? Is it lost or confused?
- * Does your mask represent good, evil or both?
- * How would your mask change the person who wears it? What effect would it
have on that person? What would the wearer turn it into?
- Questions from https://laii.unm.edu/info/k-12-
educators/curriculum/maskmaking.html
-

How is my identity shown through my mask questions to have them brainstorm-
Who does your mask portray?
- 5 Words that describe the mask you have made (exit ticket, will be put up with masks in
gallery

Next lesson we will be working further with identity when we create self-portraits!
Masking Identity vs. portraying yourself

https://www.simplymasquerade.co.uk/page_2931797.html - different types of masks
https://imagesofvenice.com/history-of-venetian-
masks/#:~:text=Venetian%20masks%20are%20a%20centuries,wearer's%20identity%20and%20
social%20status . - History of masks and Masquerades
https://www.thirstyforart.com/blog/mask-art-therapy-activity- Inner/ outerself
https://study.com/learn/lesson/brazil-carnival-history-
significance.html#:~:text=Masks%20help%20to%20recognize%20the,schools%20and%20durin
g%20street%20parties. Brazil Historical Reference
https://shass.mit.edu/news/news-2020-pandemic-meanings-masks-venetian-masks-historian-
jeffrey-s-ravel Ventian Mask History
https://www.homofaber.com/en/discover/artisans-sergio-boldrin Sergio Boldrin
https://laii.unm.edu/info/k-12-educators/curriculum/maskmaking.html - different decoration

lesson plans
https://umfa.utah.edu/sites/default/files/2017-
07/Journey%20Stories%20passport%20masks%20lesson%20plan.pdf mask importance

The classroom will be set up with tables put together and split so that Teghan can work on the
gradient and decorating and Ellis can work on finishing up paper mache with students
LESSON PLAN WEEK 6
SAP Fall 2023

Lesson Title: Printmaking Self Portraits
Grade Level: 6-7


This lesson will focus on exploring personality. Students will consider mark making techniques
and how they could be used to make a self-portrait. Through making these self-portraits, students
will reflect on how aspects of their personality can be visually represented. This project also will
give them the opportunity to experiment with carving out a surface rather than drawing on a
surface.
- How can personality be visually represented?

- How do self-portraits represent who we are?
- Why do we choose to represent ourselves through artistic practices?

Students will compare how representing themselves in a self-portrait could model different parts
of their personalities. Students will apply their learned knowledge of representational artwork
from their previous projects. Students will analyze the use of contrasting linework through
looking at other artists’ examples.
VA:Cr1.2.7a:
VA:Cr2.1.6a:
VA:Cr2.3.7a
and humanities.

- Elizabeth Catlett
- Lino cut portraiture artist who focuses on African American history
- https://nmwa.org/art/artists/elizabeth-catlett/
V. PREREQUISITES:
- Know how to draw basic face contours and use tools carefully

This lesson connects to psychology by covering different aspects of the personality and
how they can be used as a means for self-representation.

- Lino Blocks
- Lino Cut Tools
- Paint
- Pencils
- Mirrors
- Paper
- Tracing Paper
Lino cut tools are very sharp and WILL cut through your skin easily. You need to make sure you
have a firm grasp and cut AWAY from you.
9:00- Bellringer- finish decorating masks or zines Allotted time to let people come in and
9:15 (ask what they can add) get settled while catching up on their
work.
-Finish extension assignment
(large paper mask decorating)
9:15-9:35 Presentation on self-portraits and Students will learn the ideas behind
printmaking these works of art
- https://docs.google.com/presentatio
n/d/1xKTFvFcNgMuVHxvxFizwN
jwS6rYuCS8YYQYHjsaYAJ0/edit
?usp=sharing
Students will watch the demonstration
9:35- 9:45 Lino Block Carving Demo and ask questions if needed
9:45-10:00 Contour Drawings Students will complete a contour

drawing to practice before using their
lino blocks
10:00- 10:45 Working time Students will start making their self-
portraits
10:50 Clean Up materials
10:50-11:00 Closure -Students will think carefully about

- Snowstorm Activity what it means to combine art and
- (See Closure Section Below) identity
-Students will analyze the artwork of

their peers to spark positive dialogue
EXTENSION LESSON PLAN:

- Collaborative “Mask” Making
- Students will work together to create a collage of art on a paper cut out of a mask
with the materials they have used to decorate masks
- Student can work on this individually during the assignment as a break or they
can work in unison and discuss which materials they will use and where they want
to work on the mask
- Individual
- Students can write an artist statement in their sketchbooks with these questions to
prompt them thinking more deeply about their assignment
- Is your mask a fictional being?
- Is your mask something that exists in the world today? *
- What emotions does your mask represent or portray? Is it happy? Is it sad? Is it
angry? Is it lost or confused?
- * Does your mask represent good, evil or both?
- * How would your mask change the person who wears it? What effect would it
have on that person? What would the wearer turn it into?
- Questions from https://laii.unm.edu/info/k-12-
educators/curriculum/maskmaking.html
-

- Snowstorm Activity
- Students will each get a blank piece of paper and be broken up into pairs
- Students will each write down one thing about their partner’s self-portrait that
shows identity
- Students will carefully crumble their papers and toss them into the center of the
room where Ellis and I will read them aloud
- Next week–instead of carving–we will be using building and construction skills to

showcase identity
-
- https://nmwa.org/art/artists/elizabeth-catlett/
- https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley

- The classroom will be set up in a “U” shape so that demonstrations an happen in the
center of the room
LESSON PLAN WEEK 7
SAP Fall 2023
Lead Teacher: Ellis Dunn-Benson and Teghan McIntyre

Lesson Title: Dream Spaces
Grade Level: 6 and 7

In our lesson, we want students to imagine themselves indulged in a space that represents them
through iconography, three-dimensional pieces, and mixed media/ found objects. Students will
consider how their designed space could represent them both physically and conceptually.

1. How can we transform found objects to create living spaces?
2. In what ways can spaces be dream-like?
3. How do we translate two-dimensional ideas into 3-dimensional art?

Students will learn how to create room designs from found objects. Students will compare their
designs to their personalities and lived experiences.
VA:Cr1.2.7a:
VA:Cr2.1.6a:
and humanities.
9.1.8.H Demonstrate and maintain materials, equipment, and tools safely at work.

Mohammed Hafez:
- He works in mixed media techniques including street art and sculptural work
- The scenes he creates include contrasting hidden messages of war and hopefulness
- https://www.mohamadhafez.com/BIO
V. PREREQUISITES:
Students should be able to use an exacto knife and hot glue gun.
Students should be able to apply prior knowledge in adhesives (hot glue, elmer’s glue liquid,
glue sticks, tape, etc).

This lesson has an interdisciplinary connection to science and STEM (engineering) because the
students will be building structures that can hold the weight of their decorations through
exploration of weight and experimenting with different materials and techniques to connect them
together.

1. Hot glue guns and glue sticks
2. elmer’s glue (liquid and glue sticks)
3. tape (duct tape, packaging tape, masking tape)
4. found objects (stationery supplies, bottle caps, buttons, wooden blocks, etc)
5. Paper
6. Paint (acrylic)
7. Thick cardboard
8. Exacto Knives
9. Fabric scraps
10. Fabric glue
11. String (yarn, thread)
12. Paint brushes
13. Mailing Labels
14. Stickers
15. Magazines

We will be using exacto knives and hot glue this week, both are hazards. When using exacto
knives, it is important to cut away from yourself, keep a steady hand on what you are cutting,
and use the knife lightly like a surgeon, or else it will become uncontrollable. Hot glue guns will
need to be supervised because the glue and the glue gun are both hot enough to burn your hands
and you should use them carefully and make sure your fingers stay away from the tip.
9:00- Sketchbook Prompt: “Draw your bedroom” Students will be given time to imagine
9:15 their space at home and draw a
diagram or drawing of it as a
sketchbook warm-up.
9:15-9:25 Powerpoint Students will be shown different
https://docs.google.com/presentation/d/1e_ artists in their space and will learn
K- about dioramas.
yCUd2C_GiZNN8HgrUVp7ktpaoLoTwTQ
lpMuwkHg/edit?usp=sharing
9:25-9:30 Students will be taught how to use
Safety Demonstration equipment and tools safely and
properly.
9:30-9:40
Demonstration of building three- Students will be taught how to build 3-
dimensional objects D objects out of found items.
9:40-10:40 Students will have time to experiment

Work Time with their projects and build them.
Students will get to observe their peers

10:40 - Closing Activity and clean up work and write their thoughts about
11:00 each piece.

Each student will ‘visit’ each room and write down one sentence that describes it.

Our next lesson will be a makeup day to conclude our weeks together. We will be working on
collaborative drawing and makeup projects that aren’t finished yet.

Artist Biography- https://www.mohamadhafez.com/BIO Mohammed Hafez

The classroom is going to be set up in stations so that the students can be monitored and advised
while using the different materials. We will have a hot glue station, a painting station, an exacto
knife station, and a misc. material station.
LESSON PLAN WEEK 8
SAP FALL 2023
Lead Teacher: Ellis Dunn-Benson and Teghan McIntyre

Lesson Title: Project Recap
Grade Level: 6 and 7

In this lesson, students will choose a project from any of the previous weeks that they have yet to
complete. Since many of the students have missed at least one class, we will use our final class
time to ensure the majority of students can complete all of the projects that they have begun.

1. How do we know when an artwork is complete?
2. What materials can I add to my work to enhance it?
3. What other materials could the shaving cream dye technique be used on?

Students will analyze their previous projects to determine what more needs to be added. Students
will apply skills they have learned in previous lessons and through the shaving cream dye
demonstration to enhance their unfinished projects. Students will choose a project or multiple
projects to complete in the 2-hour class time.
VA:Cr1.2.7a:
VA:Cr2.1.6a:
and humanities.
9.1.8.B.4. Recognize, know, use, and demonstrate a variety of appropriate arts elements and
principles to produce, review, and revise original works in the arts. Visual Arts: paint; draw;
9.1.8.H Demonstrate and maintain materials, equipment, and tools safely at work.

Terrell Powell:
- Takes basic art that he finds in motels and enhances it
- https://www.nbcnews.com/nightly-news/video/artist-transforms-mass-produced-work-
into-enhanced-pieces-159664197914
V. PREREQUISITES:
Students should be able to use an exacto knife and hot glue gun.
Students should be able to apply prior knowledge in adhesives (hot glue, Elmer’s glue liquid,
glue sticks, tape, etc).

This lesson relates to the subject of English because we are focusing on the big idea of adding
and enhancing. In writing–just like in art–adding words or refining techniques can significantly
enhance a work.

1. Hot glue guns and glue sticks
2. elmer’s glue (liquid and glue sticks)
3. tape (duct tape, packaging tape, masking tape)
4. found objects (stationery supplies, bottle caps, buttons, wooden blocks, etc)
5. Paper
6. Paint (acrylic)
7. Thick cardboard
8. Exacto Knives
9. Fabric scraps
10. Fabric glue
11. String (yarn, thread)
12. Paint brushes
13. Mailing Labels
14. Stickers
15. Magazines
16. Masks
17. Colored Pencils
18. Lino cut tools
19. Ink

We will be using exacto knives and hot glue this week, both are hazards. When using exacto
knives, it is important to cut away from yourself, keep a steady hand on what you are cutting,
and use the knife lightly like a surgeon, or else it will become uncontrollable. Hot glue guns will
need to be supervised because the glue and the glue gun are both hot enough to burn your hands
and you should use them carefully and make sure your fingers stay away from the tip.
9:00- Sketchbook Prompt: “What is one new art Students will be given time to
9:15 technique that you learned during your time in contemplate this question and draw a
Saturday Art School this year?” diagram or drawing of it as a
sketchbook warm-up.
9:15-9:25 Powerpoint Students will be shown examples of
all of the different projects we did to
remind them of what they may still
want to work on/complete
9:25-9:30 Side Project Demonstration (for students Students will be taught how to use the
who have completed all prior projects) shaving cream technique to make
- shaving cream dye invitations colorful invitations to the Saturday Art
Show
Students will have time to work on

9:30-10:50 Work Time prior projects.

Each student will share their favorite project from the Saturday Art Program this year and why it
was their favorite

This is our final lesson so we will be preparing our projects for the art show in 2 weeks!

-https://www.nbcnews.com/nightly-news/video/artist-transforms-mass-produced-work-into-
enhanced-pieces-159664197914

The classroom is going to be set up in stations so that the students can be monitored and advised
while using the different materials. We will have a hot glue station, a painting station, an exacto
knife station, and a misc. material station so that students can finish each project. We will also be
giving time checks frequently to help them manage their time

Sap Master Your Mind Unit 1

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Sap Master Your Mind Unit 1

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LESSON PLAN WEEK 1

SAP Fall 2023

Lead Teachers: Teghan McIntyre and Ellis Dunn-Benson

I. UNIT OVERVIEW (RATIONALE)

II-A. LESSON OVERVIEW (RATIONALE)

III-A. LEARNER OBJECTIVES/OUTCOMES

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

IV. ART / ARTIST(S) OF RELEVANCE:

VI. INTERDISCIPLINARY CONNECTIONS:

VII. MATERIALS NEEDED FOR LESSON

VIII. SAFETY HAZARDS:

IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

9-9:30 Introduce ourselves - Meet their teachers

Bookmaking -Follow teacher

10:50- Ending Questions - Talk to neighbor

X. ENDING THE LESSON

X-A. Closure of Lesson:

X-B. Transition to Next Lesson:

XI. REFERENCES TO MATERIALS CONSULTED

XII. THE CLASSROOM AS A

Lead Teacher: Ellis Dunn-Benson, Teghan Mcintyre

I. UNIT OVERVIEW (RATIONALE)

II-A. LESSON OVERVIEW (RATIONALE)

II-B. ESSENTIAL QUESTIONS:

III-A. LEARNER OBJECTIVES/OUTCOMES

III-B. NATIONAL ART STANDARDS

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

IV. ART / ARTIST(S) OF RELEVANCE:

- Know how to use sharp materials safely and responsibly

VI. INTERDISCIPLINARY CONNECTIONS:

VII. MATERIALS NEEDED FOR LESSON

VIII. SAFETY HAZARDS:

IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

9-9:20 Book Binding -Listen to directions to

9:30- Presentation (Both Teghan and -Analyze work from

9:45- Demo (Ellis and Teghan)

- Students will work in one

X. ENDING THE LESSON

X-B. Transition to Next Lesson:

XII. THE CLASSROOM AS A THIRD TEACHER

Lead Teacher: Teghan McIntyre and Ellis Dunn-Benson

I. UNIT OVERVIEW (RATIONALE)

II-A. LESSON OVERVIEW (RATIONALE)

II-B. ESSENTIAL QUESTIONS:

- What does it mean to have a passion?

- How can we spread information through artwork?

-Why is it important to spread information through artwork?

-Why do we use art and visuals to share information?

In what ways are Zines helpful for discussing complex themes?

III-B. NATIONAL ART STANDARDS

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

IV. ART / ARTIST(S) OF RELEVANCE:

VI. INTERDISCIPLINARY CONNECTIONS:

VII. MATERIALS NEEDED FOR LESSON

VIII. SAFETY HAZARDS:

IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

10:45-10:50 -Clean-up time - Students will help put away all

X. ENDING THE LESSON

X-A. Closure of Lesson:

X-B. Transition to Next Lesson: