7.

CREATING Share ra onale for choices in teaching and learning strategies, here is where I
should see addi onal evidence of the readings. How will you sca old the lesson to
Lesson Plan Sequence (This will be lengthy and will broken down into maximize learning?
days if need be) How will the art teacher help students ar s cally and crea vely
inves gate and express the big idea? Explain how you will facilitate the I think that having a crash course of ber art is important because its not something
development of knowledge about CREATING/ARTMAKING that will help students that is taught to everyone. I also have a lot of work days because ber art takes
explore subject ma er, media, and techniques in their own work. How will you me the processes can be very long. I chose to do a vts on Alessandro Gallo
weave opportuni es for forma ve assessment and re ec ng into the lesson? because his work talks about a similar concept to what I am trying to get the
Bold content speci c art vocabulary students to talk about. Vts also allows students to cri cally analyze a piece, which
I broke it up into days to make it easier on myself. Depending on the class this can let them generate new and exci ng ideas without being in uenced by a right or
could be a nal project and we skip the rst week of learning new stu , but if wrong answer (Yenawine, 1999). I also want to do the independent wri ng because
this is in a regular art class we do the rst week. some mes the best way to gure stu out is to write for 5 minutes straight without
Day 1. Intro to embroidery. Students learn all about stopping, and I think that because it doesn’t need to be shared students can
embroidery and its applica ons. They try running and back personally connect with the big idea and the clothing. The big idea I am having the
students explore can be taken from a poli cal approach and a Nono poli cal
s tches. approach. This is important because crea ng an assignment that is too poli cal can
Day 2. Embroidery con nued. Learn couching and s e a students crea vity (Stewart, 2012). The cri que is also very important to me
because from my own experience cri que is something that was so important to me
appliqué. Students are encourage to research fun
as a student. It also just helps kids to be able to talk about art and can give them a
embroidery s tches. con dence boost.
Day 3. Unexpected materials and BEADING!!!!!! Spend the
whole day talking about beading and found objects and
their applica ons. Homework-pick a simple black and white
image on the Internet and send it to me through the digital
classroom so ware that the school uses.
Day 4. Prin ng on fabric. Learning about how we as middle
schoolers can print on fabric. The photo transfer with
modpodge demo. Students will create their own photo
transfer with modpodge on fabric. If students know how to
use block prin ng we will discuss.
Day 5. Start class with vts on Alessandro Gallo. A er the
students will learn how to nish the photo transfer process.
This is a bit messy so the students will wear smocks and
have to place paper on their work surfaces.
Day 6. Introduce the clothes project. I bring in a bunch of
di erent types of clothing and hand one piece of clothing to
each student. Then I will have them independently write for
6 minutes about how the ar cle of clothing makes them
feel. Whether it’s the texture, the color, the price, or how it
would feel to wear it. Then a er the 6 minutes they will
pass the clothing to their le and write for 6 minutes about
the new clothing. Repeat this one more me. Then I would
introduce the project which is too create art using one piece
of clothing. Then they will be able to choose the piece of
clothing they want to work with and start sketching ideas for
the project.
Day 7. Talk about wearable art. Then demo how to safely
use a hot glue gun. Then work day on project. Sketches for
project are due.
Day 8, 9, 10. Work day
Day 11, 12. Work day and check in with students
Day 13, 14, 15, 16, 17. work day
Day 18, 19, 20. Cri que each others projects
8. Di eren a on/Accommoda ons/Modi ca ons (For Share ra onale for each
di erently abled on both ends of the spectrum) Everything in this lesson is accessible for any student, and if they need help with
something I or another student can provide it. Any student would obviously be able
Honestly I believe all students can do this project. I mean to use any accommoda ons that they personally needed.

maybe some students needs help threading a needle or

safely using a hot glue gun, but that’s nothing I or another
student can’t help with. If a student would need extra me
to nish this project we could have a conversa on about the
best way to go about nishing and trying to get done on
me during the check in. But if an extension was needed
that is something that is completely ne because this
project can take a long me due to the nature of ber arts.
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 9. Assessment Strategies: (Connec ng and Responding) What evidence
from performances and products demonstrate deep understanding and
generalizable new knowledge?) What evidence of pre-thinking, in process
idea on and development will be required?
Sketches, check-ins, cri que, and the nal product.
Share ra onale for forma ve and summa ve assessment, HOW will this reveal
knowledge acquired and how they will use it?
How will you know what your students have learned about:
• the big idea that they inves gated - in cri que it will be clear because
the discussions can lead in that direc on
• the ar s c concepts and depth of knowledgebase - In the check in I can
encourage techniques to students to further their learning
• art crea ng and produc on/process - sketches and check in will let me
know that
• re ec ng on their own work and connec ng and responding to other
art work - During the cri que when we talk about each others work
•How will the students’ voices be represented in the assessment and
presenta on of their work? - It is shown during cri que so the student can
talk about their own work

The sketches for this assignment are a summa ve assessment because it is

as simple as did they explore ideas and themes in order to create a plan
for their project. The check in is a forma ve assessment. This is because
instead of measuring an assignments completeness I am measuring the
students thought process, growth, and their process in the project. This is
important because it creates an environment for the student to be honest
and not feel the pressure of receiving a bad grade if they made a bad
decision as long as they learn from it (Moss and Brookhart, 2019). The
nal project grade is going to be a summa ve assessment because it is
more about the students growth and how well they explored their own
chosen idea. The cri que is a summa ve assessment because it is based
on whether they par cipated or not.
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 10 Insert photo of teacher created exemplar here: Ra onale here should discuss the signi cance of what was created and address
prior knowledge (ideas, context etc) students will need to understand the lesson
Add photos of your own work made for this project as content.
examples
This shows the use of varying materials and how together they can in uence a nal
project it also is both wearable and can stand alone. It show cases all of the
di erent techniques that the students will be taught. The wri ng below is my 6
minutes that I spent with the object. I want students minds to wander and make
strange connec ons to these ar cles of clothing. My object also talks about the big
idea of shame which would in uence students to think in a similar way that I was
when crea ng.

11. Materials/Tools/Art supplies needed
Embroidery oss, needles, fabric, clothes, hot glue, printer,
computer, modpodge, paint brushes, towels, found objects,
and smocks
What prior knowledge students will need to e ec vely use materials to express
their ideas? (you may complete this AFTER making your teacher exemplar)
None all will be taught.

12. Materials Distribu on/Clean Up Describe possible systems and management strategies
Having a scrap fabric bin and having a role of paper to cover the tables
Bins for students to keep there work in
At the end of each day all scrap fabric and bers go into a
scrap bin to be used again
For the photo transfer days we would cover the tables in
something disposable
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 13. PRESENTING How will your students’ work be PRESENTED Who is the audience? What kind of feedback will the ar sts receive?
The other students are the audience. Posi ve and construc ve from me and their
and curated? peers.
We would have a cri que of the students work. Depending
on how many make wearable art then we would do a
fashion/model cri que/show

References:
1. Yenawine, Philip. Theory into Prac ce: The Visual Thinking Strategies, 1999.
2. Stewart, Edward O. “Toward a Democra c (Art) Educa on: A Response to Michelle Kamhi.” Art Educa on, Na onal Art Educa on Associate,
2012, pp. 48–54.
3 Moss, Connie M., and Susan M. Brookhart. “The Lay of The Land: Essen al Elements of the Forma ve Assessment Process.” Advancing
Forma ve Assessment in Every Classroom: A Guide for Instruc onal Leaders, ASCD, Alexandria, VA, 2019.
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