First Draft Extended Long Form Lesson Plan Template Edited by J.

Kaye, August 2023

Clinical Teacher Name: Lauren Anhalt

Clinical Teaching Dates: 10/3, 10/10, 10/17, 10/31, 11/7, 11/14

Lesson Title: Identity Mixed-Media Still Life

Grade Level: 6th

Number of Students: 11

Time available for this Lesson: Six 40-minute class sessions

Central Focus (Big Idea): Students will learn that art can be used to represent aspects
of identity through the usage of photography and mixed media materials.

Given the central focus, describe how the standards and objectives within your learning
segment support the development of students’ abilities to create, present, or respond to
visual art by incorporating at least one of the following components:

i. Interpreting art Students will learn to express their personal identities using
symbolism, metaphor, and color theory in their mixed media still-lifes, and by
writing an artist statement that explains their personal identity.
ii. Developing works of art/design Students will learn that they can represent
their identities by analyzing the work of Joseph Cornell, and by interpreting
their own identities by using photography, drawing with pastels, and
printmaking.
iii. Relating art to context Students will learn that personal identity is formed
from their cultural, socioeconomic, and religious experiences, as well as their
day-to-day life and pop culture interests.

Social Issues/Concepts of the Lesson Essential Questions: (For extended

lesson only)

1. What is the importance of understanding personal identity in our world?

2. Why would someone choose to make a mixed media artwork versus using only
one medium?
 3. How could an artist choose to represent their identity visually through an
artwork?
4. Who determines what art “has” to look like, or how it “has” to be created?
5. Where would a work of art created based off of emotions and values best be
displayed, and why?

Illinois Arts Learning Standards:

Anchor Standard # 2:

Enduring Understanding: People create and interact with objects, places, and design
that define, shape, enhance, and empower their lives.

In this lesson: Students will express their identity and empower themselves
through creating a self-portrait that documents how they view themselves.

Anchor Standard # 3:

Enduring Understanding: Artists and designers develop excellence through practice

and constructive critique, reflecting on, revising, and refining work over time.

In this lesson: Students will formatively assess their artwork throughout the
lesson through peer discussion and self-refection to refine and improve their
concepts and technical skills.

Objectives

1.1 Conceptual/Cognitive Objectives: IALS Goal

Codes

● OBJECTIVE I: Given an informative visual presentation on

still life, Joseph Cornell, and personal identity, students will VA:Cr1.2.6
clearly explain how identity can be represented using
objects that have a personal meaning.
 ● OBJECTIVE II: Given the class discussion, students will
thoughtfully learn to set up a still life representing their
identities using meaningful personal objects.
VA:Cr.1.1.5
● OBJECTIVE III: Given a presentation on various student
artwork examples, students will successfully discuss the
idea of composition, color, abstraction, and formal qualities.

VA:Cr1.1.6

1.2 Artistic Skills Objectives:

● OBJECTIVE IV: Given photos of their still life setups, VA:Cr2.1.

cardboard, and mixed media supplies, students will
creatively construct an abstract mixed media still life.

● OBJECTIVE V: Given a completed abstract mixed media VA:Cn10.1.6

still life, Styrofoam, and ink, students will thoughtfully
construct a frame of symbolic printed icons of meaningful
chosen items .

● OBJECTIVE VI: Given an artist statement handout and VA:Re7.2.6

discussion, students will descriptively write an artist
statement about the meaning of their finished piece.

2. Assessment Criteria:

ASSESSMENT CRITERIA I: Students explained how identity can be represented using

objects that have a personal meaning.
ASSESSMENT CRITERIA II: Students set up a still life representing their identities
using personal objects.

ASSESSMENT CRITERIA III: Students discussed the idea of composition, color,

abstraction, and formal qualities.

ASSESSMENT CRITERIA IV: Students constructed an abstract mixed media still life.

ASSESSMENT CRITERIA V: Students constructed a frame of symbolic printed icons of

items that they chose.
ASSESSMENT CRITERIA VI: Students wrote an artist statement about the meaning of
their finished piece.

3. Learner Characteristics

3.1 Developmental Rationale:

This lesson is appropriate for a 6th grade age level because students in this age
group are intrigued by new ideas and ways to express themselves and gain their peers’
approval. According to Lowenfeld (1987), “Children begin to compare their work and
become more critical of it. While they are more independent of adults, they are more
anxious to conform to their peers” (p. 1). I think this idea applies to 6th graders as these
students will likely be very critical of their work, especially because it is of themselves
and their identity, and they do not want to misrepresent themselves to their peers. The
idea behind identity in this lesson is broad enough that students will have the freedom to
make their still-life more personal to them by using objects they bring from home, but
the assignment itself will yield a project that is consistently recognizable across all
student examples, and students will be able to see similarities between their own work
and their peers’ work to be able to discuss afterwards.

Once the student artworks are finished, I will introduce the concept of artist
statements to the students, as I believe they are at an age where they are able to
explain why and how they created the artwork for this assignment. Wachowiak (2001)
states that, “They can suggest alternative ways to make something and can express
critical judgements about artworks” (p. 224). I want students to think critically about their
own and their classmates work, not in a harsh way, but as a way for everyone to grow
and improve together and better understand the artmaking process overall.

3.2 Students with Disabilities: For students with disabilities, I could alter this lesson by
allowing them to use only the artmaking materials they feel comfortable with, and to
assist with printmaking depending on their individual needs, as it is both messy and
delicate work that some students may struggle with.

4. Literature

4.1 Rationale of this Lesson:

This lesson is crucial to be taught in art education curriculum because I believe

that it is important for students to be able to find meaning in artwork that goes below the
surface, as well as taking historical methods and repurposing them for a more
modernized approach.

The traditional purpose of a still-life is that the objects being captured by the artist
are simply assembled with little to no real meaning other than their aesthetic values,
and re-created in a realistic style that shows the artistic prowess and skill of the artist.
This project that I have created is meant to challenge that, by giving students the
opportunity to use the still-life that they create and change it entirely into something
personal and non-realistic.

The objects students will use will be interconnected, and instead of showing the
students’ ability to accurately depict the real world, they will demonstrate that they can
capture the world inside of themselves through these objects. According to the writing of
Dr. Kerry Freedman, Freedman (2003) explains this interconnected relationship that this
lesson strives for very well, stating “Visual artists, including fine artists, have broken
through the borders of “the object” in many ways and refocused attention on
relationships between objects” (p. 18). After completing this lesson, students should
gain a deeper understanding of not only themselves, but the world around them, and be
able to appreciate styles of artwork that are more personal and maybe less “refined”
than what was done in the past.

References:

Freedman, K. (2003). Teaching Visual Culture: Curriculum, Aesthetics and the

Social Life of Art. Teachers College, Columbia University.

4.2 Background of the Topic:

The background of this lesson primarily fits into the Post-Modern art movement,
featuring very bold colors, lots of shape and symbolism, as well as text scattered around
various areas of the artwork if the student chose to include it. The topic that will be
highlighted in this lesson is printmaking, as it is a new form of art-making that many
students have likely had little experience with. Printmaking has been long used to create
pieces of artwork that have the ability to be duplicated and reused over and over without
a loss of quality. This technique has been documented around the world for centuries,
from Japan to Europe, where the uses differ from bookmaking to artistic design and
creation.

In the sense of this project, the more decorative usage of printmaking is what will
be focused on, as the students will be using a simplified printmaking technique of
Styrofoam and rollers, which contrasts greatly to other forms of the practice such as
lithography or woodblock printmaking. The usage of pattern and line in printmaking
stood out to me in particular, which is something that any age group can accomplish,
and the idea that any material can create a print on paper shows that the practice is
very versatile and accessible to be utilized in schools.

References:

Highpoint Center for Printmaking. (2023, October 2). About printmaking.

Highpoint Center for Printmaking. https://www.highpointprintmaking.org/about-
printmaking
 The Clark Art Institute. (2018, January 7). Printmaking Techniques. The
Impressionist Line.
https://www.clarkart.edu/microsites/impressionist-line/about/printmaking-techniques

Thompson, W. (2001, January 1). The printed image in the west: History and
techniques: Essay: The Metropolitan Museum of Art: Heilbrunn timeline of art history.
The Met’s Heilbrunn Timeline of Art History.
https://www.metmuseum.org/toah/hd/prnt/hd_prnt.htm

5. In-Class Activities:

Teaching Day 1

Time Learning Activities Purpose

5 Orientation/Engagement/Motivation: Students will share their prior

minutes knowledge on the topics of still
Hello everyone! I am very excited to
life and identity, which will help
be teaching you all today. Please
me adjust my explanation to
make sure you have your chosen
items for this class, if you need to grab assist those who are new to the
concepts.
them from your locker, please let me
know now before we begin. I will also
hand each of you an IPad, please
keep it on your desk and turned off.

 Topic Question: Who can tell

me what “Identity” means?
 Potential answers: “What you
like”, “Who you are”, “Where
you are from”, “What you want
 to be when you grow up”, or
“How you see yourself on the
inside”.

(I will call upon the student(s) who

would like to answer)

Great! Thank you (name) for sharing.

For this lesson I’ve prepared for you, I
will be sharing a presentation on
identity to help you construct your still
life for today.

 (Topic Question: Does anyone

have an explanation for what I
mean by “still life”? )
 (Potential answers: “I don’t
know”, “A bunch of items on a
table, “Fruit in a bowl”, “Items
set up together”, “Something
made of the items we brought”).

(I call upon the student(s) who would

like to answer)

I am glad you all are at least familiar

with the idea. For right now, I am
going to show you a presentation to
help you understand how you are
going to set up and take a photo of
your still life today.

(I will queue up presentation #1 on

Personal Identity and still life and
 begin to play it)

15 Presentation/Explicit Instruction: This presentation will help

students form an understanding
minutes (I will share my presentation on the
of what a still life looks like, as
idea of identity and still life)
well as different ways that they
 (Association Question: What
are able to express themselves
do you think of when you think
and their identity, and understand
of “Still life”? Do any artists or
different emotions in artwork.
projects come to mind?)

(Potential Answers: “I don’t
know”, “Fruit bowls”, “Van Gogh
and his sunflowers”)

Okay everyone! What was something

that stuck out to you about that
presentation? Who can give me an
example?

- What was one memorable

object used in Joseph Cornell’s
“Lock and Key” artwork?
- How did the quality of the
photography between Cornell’s
and the student’s artwork
differ?

Now that I have talked with you about

personal identity and shown you some
examples of how other artists like to
express their own identities, it’s time
 for you to start thinking about how you
would like to do it yourself!

(Transition question: How do you think

you can imagine your own identity,
after seeing how these artists
represented their own?)

10 Structured Practice/Exploration: This will allow students to

minutes collaborate with their peers for
(Students will have the supplies for
ideas, and set the basis for their
their still lifes already with them.)
project,
Now it is time for all of you to set up
your still lifes! Please, clear some
room on your tables and set up your
objects in any way you’d like! Please
refer to the images in my presentation
on the board for reference if you are
confused.

(Students will clear their tables and

arrange their chosen objects, I will
walk around and assist all students).

 Visualization Question: How

can you arrange your objects in
a unique way? Show me!

5 Guided Practice/Feedback: Students will be able to take

minutes (Once students are prepared and have compositionally interesting
photos, and learn how to focus
arranged their objects in a way they
on certain areas of their design
are satisfied with, and a way that I
that relate to them and their
believe is compositionally relevant to
 their desired goal for this project, I will identity.
allow them to take a few photos with
the iPads provided. )

Once I have approved your setup,

please take a few minutes to take
some photos of your still life. Focus on
your favorite object or objects that you
feel represent your identity.

 Questions for understanding:

What does the arrangement of
objects represent? How can
you use the angles of your
objects and photos to display
an emotion?

(Students will show me the photos

they have taken, and I will give
feedback on which I think are the best.
They will dismantle the still life after
the photos are approved).

5 Closure: Students will be asked on what

minutes they remember, as well as what
Thank you all for your work today! I
they envisioned for their own
am very impressed with the level of
personal identities, and help
understanding you all have shown
keep the information from the
about still life and identity.
presentation and still-life setup
 Closure questions: What is a
fresh.
way you attempted to show
your identity through your still
life? Be specific!
 Do you think the objects you
 chose have as much impact on
the message you are trying to
display as their arrangement,
why or why not?

(Students will hand their iPads down

the rows of tables to me, and I give
each student a sticky note to write
their name on to remember which iPad
is who’s).

Teaching Day 2

Time Learning Activities Purpose

5 Orientation/Engagement/Motivation: This will refresh students on the

minutes topics discussed last week, and
(I will greet the students and ask them
allow me to gauge their
if they can recall anything from the
understanding to help give
previous week)
refreshers on personal identity if
needed.
Hello everyone! I hope you all had a
nice week.

Topic question: Who can give me

one example of personal identity from
our presentation last week?

(Transition Question: How did you

include your identity in the still life you
constructed last week?)

(Potential answers: “I set up my

objects in a way that I liked”, “I used
 objects that represented me”)

I have printed the photos you took of

your still-lives, and today you are
going to begin making your artwork
using them! Around the room I have
laid out bins of materials for you to
use. Now, please gather around my
demo table for an example of what
your final artwork will look like!

(students will gather)

5 Presentation/Explicit Instruction: This will help students

minutes understand how I want them to
(I will show my personal example for
begin adding non-realistic
the project on the table, as well as the
elements to their projects using
projector for those who are further
mixed media
away)

Today, I will have you all work on a

final version of your project. By the
end of class, you should have a good
idea what materials, colors, and styles
you want to use.

Before I begin the demo, please look

around the room and try to locate the
materials I have laid out for you that
you may be interested in using. (I will
verbally explain where each art
material is for students who cannot
see or are unsure of where the items
are).
 DEMO:

- Show students how glue their

photo onto a piece of cardboard
backing so that it is evenly
spaced on all sides
- Help them imagine how to use
color, scale, and line to add
personality to their photos.
Maybe the colors they used will
represent a certain emotion or
memory, or maybe they will use
texture to emphasize a certain
object.
- Keep their sketch in an 9” x 15”
scale, to match the cardboard
base size, with a small 2”
border surrounding the photo to
leave space for their frame

5 Structured Practice/Exploration: This will allow students to begin

minutes creatively channeling the
(I will have students return to their
knowledge I presented them with
seats and ask two students to return
into their own works, and show
labeled photos to each classmate)
me how they want to try to
My example will be on the projector for
represent their ideas visually.
those of you who would like to view it.
Please raise your hand if you have
any questions before we begin.

(Transition to students beginning to

paste their images onto the cardboard,
and brainstorm how they will proceed
with the project using various media of
 their choice)

15 Independent Practice/Application: I will be able to give feedback on

minutes their work so far, and assist in
(I will ask if there are any students
the drafting of their ideas before
who would like to share their work so
it is too late to change them if
far with the class, and explain what I
they are unclear.
think works and or does not work so
far in their piece)

Is there anyone who is willing to pick

the main personal identity element you
have added to your still life so far, and
give a brief explanation of how you are
going to show it?

(I will call on two students, and praise

those elements as examples of what
characterize personal identity, and
offer some feedback if they require
some assistance solidifying their
ideas)

(Students will continue working

independently, until there are 5
minutes left in the class period).

5 Closure: Students will learn how I expect

minutes them to collect their artmaking
STOP! Hands up, eyes on me,
materials and return them neatly
everyone.
when class is over.
(I will have students pass me their
projects from the ends of their table
rows up to my desk)
 Thank you for your hard work today!
Please take a minute to pass your
work to the last person in your row
closest to me so I may collect them.

Closure Question: Before we end

today, who can share a way that color,
texture, or scale can be used in these
artworks to represent your identity?

(students will answer according to

which element they pick)

Thank you for your hard work

everyone. Have a great rest of your
day!

(I will pack up all materials and leave

to put them in storage).

Teaching Day 3

Time Learning Activities Purpose

5 Orientation/Engagement/Motivation: This will help me refresh the

minutes memory of the students to make
Today, we will be continuing our work
sure they are focusing on the
on the mixed-media aspect of your
goal of this project and making
project. Please take a moment to
their still-lifes personal.
remember what ideas you may have
had last class, and brainstorm some
ways you can elaborate on those
ideas today.

I will begin with a brief refresher on

some terminology we have discussed
 already.

(Topic Question: What is an example

of a way an object can represent your
personal identity? What does “mixed-
media” mean, and how does it benefit
this project?)

(Visualization Question: What are

some ways you think you can
incorporate more forms of art material
into your still life today?)

5 Presentation/Explicit Instruction: This example will refresh

minutes students memories on what a
(I will have two students pass out the
finalized version of the project is
labeled artworks to their classmates,
supposed to look like.
and once again walk around the room
to show the students where each
material is readily available).

My example will still be displayed on

the board, please do not hesitate to
raise your hand if you need assistance
while I walk around.

5 Structured Practice/Exploration: Students will gain experience on

minutes using new materials in addition to
Please continue working on your
what they did last class, and
projects. Do not be scared to use a
determining how much of a
new material today, it is okay to be
certain material they favor they
messy! I would like all of you to use at
will need for their project.
least two different artmaking materials
in this stage of the project.
 (Students will continue working
independently for the remainder of
class).

20 Independent Practice/Application: Students will begin working on

minutes their projects and cement their
(Students will begin independently
ideas for their project as they
working on their projects. My example
work further.
project will be projected on the board,
as well as viewable physically on an
open table for a closer look. I will walk
around and assist as needed and help
students using unfamiliar supplies).

If you need help, please raise your

hand, I will come and assist you.

(I will walk around class, assisting

students who need help or seem
confused. After 20 minutes, I will have
students stop working and put their
materials back where they found
them).

5 Closure: Students will learn how I expect

minutes them to collect their artmaking
Thank you for your work today!
materials and return them neatly
Closing Question: Can anyone give
when class is over.
me an idea of how you incorporated
personal identity into your project so
far today? Have any of your ideas
changed as you progressed with new
materials?
(I will call on a random student)

Who has any thoughts on working with

 the cardboard so far? Do you think it
made your piece better, and why or
why not?

Please take a minute to pass your

work to the last person in your row
closest to me so I may collect them.
Have a great rest of your day!

(I will collect all material bins and bring

them to the appropriate storage area).

Teaching Day 4

Time Learning Activities Purpose

5 Orientation/Engagement/Motivation: Students will be asked about any

minutes prior knowledge of printmaking,
Hello everyone! Before we resume on
our projects from last week, I am going and I will gauge what they
already know or do not know and
to briefly explain the concept of
adjust my demo accordingly.
“printmaking” to you today, as it is the
final step of your projects.

(Topic Question: What is printmaking

from your experience, and how can we
use it in this project?)

(students will answer)

(Visualization Question: What are

some ways you can use printmaking
to enhance your ideas for your
personality? What kind of elements
 would you want to print?)

(students will answer)

Thank you for answering! I will now

give you a brief demo on the materials
and process of printmaking. Please
walk over to my desk.

(students will gather around my demo

table)

10 Presentation/Explicit Instruction: Students will be shown how to

minutes create a simple print for the
DEMO:
borders of this project, and how
- (I will show students how to
to care for the prints so they can
carve a simple image into a
be used on all edges of the
piece of 2” wide Styrofoam, fit
artwork.
exactly to the borders of their
artwork.)
- (I will show the students how to
use ink rollers to roll various
colors of ink onto the Styrofoam
and carefully press it down
where I want the prints to go on
the framed borders. They may
use as many colors for this
project as they would like)
- (I will show students how to
gently wipe the used ink off of
the Styrofoam so it can be re-
used).

(I will dismiss students to their tables

and allow them to begin independently
 working again.)

Your materials are in the same

location as last class. May I have two
students please pass out the artworks,
and two others to pass out the foam
pieces for printmaking?

Structured Practice/Exploration:

(Students will jump straight into their

independent work).

20 Independent Practice/Application: Students will make progress on

minutes their projects, and improve upon
(Students will begin independently
their work from the last class with
working on their projects. My example
a new view of what they made,
project and sketch will be projected on
as well as new ideas they may
the board, as well as viewable
have.
physically on an open table for a
closer look. I will set a timer for 25
minutes).

Once again, if you need help, please

raise your hand, I will come and assist
you.

(I will walk around class, assisting

students who need help or seem
confused. After 25 minutes, I will have
students stop working and put their
materials back where they found
them).

5 Closure: Students will learn how I expect

minutes them to collect their artmaking
Thank you for your work today!
materials and return them neatly
 Closing Question: Who can give me when class is over.
an idea of why adding a border to your
artwork is important? Why did you
personally choose the items for your
border?

Who has any feedback on how difficult

printmaking was? Did you find it easier
or harder than you thought it would
be?

(I will call on a random student) Please

take a minute to pass your work to the
last person in your row closest to me
so I may collect them. Have a great
rest of your day!

(I will collect all material bins and bring

them to the appropriate storage area).

Teaching Day 5

Time Learning Activities Purpose

5 Orientation/Engagement/Motivation: Students will focus on finishing

minutes their projects today, and be
Hello everyone! Today will be our last
prepared to share them in the
day working on this project. Before we
following week.
begin working today, I am going to go
over the way we will be sharing your
work during our final class with you, so
you will understand how to explain
your artwork.
 (I will share an image of my teacher
example on the board for reference of
what the finished project should
resemble)

0 Presentation/Explicit Instruction: Students will understand how I

minutes want them to share their work
For today, as you are working, please
once the project is completed,
come up with some ideas on how you
and to make sure they are
would write down an explanation of
prepared in finalizing their
your project for your classmates to
artwork.
understand your ideas.

(I will dismiss students to their tables

and allow them to begin independently
working again.)

Your materials are all in the same

location as last class. May I have two
students please pass out the still lifes?

Please take your time to finish strong

today!

0 Structured Practice/Exploration: Students will focus on finishing

minutes their projects today.
(Students will jump straight into their
independent work. They are to finish
their projects by adding the final
mixed-media details to their
photographs, adding the printed
borders to the framed edges, and
signing their names on the back).

30 Independent Practice/Application: Students will make progress on

minutes their projects, and improve upon
(Students will begin independently
their work from the last class with
 working on their projects. My example
project will be projected on the board,
as well as viewable physically on an
open table for a closer look. I will set a
timer for 25 minutes).
a new view of what they made,
as well as new ideas they may
have.

If you need help finalizing your ideas,

please raise your hand, I will come
and assist you.

(I will walk around class, assisting

students who need help or seem
confused. After 25 minutes, I will have
students stop working and put their
materials back where they found
them).

5 Closure: Students will learn how I expect

minutes them to collect their artmaking
Thank you for your work today! All of
materials and return them neatly
your projects turned out wonderfully.
when class is over, and how to
Closing Question: Can anyone give
finish their work next week.
an example of how your thoughts on
identity changed over the course of
making this artwork, and what material
you were surprised that you liked to
use most in this project?

Who can share what the hardest part,

easiest part, or your favorite part of
making this project was?

(I will call on a random student) Please

take a minute to pass your work to the
 last person in your row closest to me
so I may collect them. Have a great
rest of your day!

(I will collect all material bins and bring

them to the appropriate storage area).

Teaching Day 6

Time Learning Activities Purpose

5 Orientation/Engagement/Motivation: Students will be given a refresher

minutes on sharing their work, and how
Hello everyone! Welcome to our final
much time they have to complete
day. Today, we will be sharing our
their artist statements today for
artworks with the class, as well as
time management purposes.
drafting an artist statement for the art
show.

(Topic Question: Can anyone share

what an “artist statement” is?)

(Association Question: How can you

create an artist statement about your
own work, and what kind of things
would you write about?)

Please grab your artworks and bring

them to your tables. I need two
students to hand out blank sheets of
paper to everyone!

(I will dismiss students to their tables

and allow them to look at their finished
artworks).
 Presentation/Explicit Instruction: Students will be given a refresher
on critique, and how much time
(I will write on the board the specific
they have to complete their
information to include for their artist
projects today for time
statements (but not limited to):
management purposes.
- Their names
- What their photos captured
versus what their artwork
depicts
- Materials used
- Meaning behind their work
(symbolism, color theory,
objects used)

15 Structured Practice/Exploration: Students will finish their artwork

minutes as well as artist statements for
(Students will have ten minutes to
the art show, and learn to
finish their work, and then once they
describe the meaning of their art
are finished with the final details, they
in detail.
will jump straight into writing their artist
statements. They will raise their hands
when they are finished to let me know,
and I will review with them one by one
on if anything needs to be changed or
added).

15 Guided Practice/Feedback: Students will enact the critique

minutes explained, and thoughtfully
- (After the students are all
engage in their classmates
finished with their artist
projects by giving feedback and
statements, I will ask them to
responding to questions.
place the statement next to the
artwork, and I will call on
 students randomly to share
what they have written about
their work to the class)

Please share with the class what

materials you used and why, what
ways you depicted your identity in this
artwork, and how you feel overall
about this project now that you are
done.

- (I will repeat this until every

student has finished presenting,
and ask students to applaud
themselves and their
classmates).

5 Closure: Students will learn collect their

minutes artmaking materials and return
Thank you all for your participation in
them neatly when class is over,
this lesson, you all did wonderfully and
and be asked how challenging
I am so impressed with your work.
their experience sharing their
Closing Question: Before class is
ideas on their artwork was.
over, we are going to go around the
room and explain your thoughts on
writing an artist statement, as well as
reading them out to the class. Here
are some ideas to consider talking
about:

- Was writing them easier or

more difficult than you thought,
and why?
- Who thinks this lesson was
 useful to help you personally
understand the idea of identity,
mixed media, and still life?
Please explain why you think
so.

(I will call on students as we go around

the room for students to read out their
artist statements).

Please pass your projects down your

tables to me, make sure your
statement is on top of your artwork
neatly, and take your supplies back
into their appropriate bins and areas. It
was a pleasure meeting all of you!

(I will collect the materials and

projects, and leave the classroom).

6. Lesson Information and References

6.1 Art Terms/Vocabulary/Higher Level Thinking Verbs:

Identity- The characteristics that make up who you are as a person.

Medium/Media- Different materials used to make a piece of artwork, a very wide range
across the world.

Artist Statement- An informative written explanation describing ideas the artist thought
about while creating the piece of artwork.

Still Life- An arrangement of objects meant to be used for an art piece.

6.2 Art Materials for the Lesson

- Cardboard (6 sheets)

- Oil Pastels (3 packs)

- Sharpies (11 thick, 11 thin)

- Liquid glue (11 bottles)

- Glue sticks (11 sticks)

- Styrofoam (4 8.5” x 11” sheets)

- Acrylic Paint (Red, Yellow, Green, Blue)

- Teaching Scissors (11)

- Printmaking ink (Red, Green, Blue, Purple, Black)

- Brayers (11, or as many as possible)

- Plexiglass Plates (1 per each color)

- iPads (11)

- Pencils (11)

6.3 Description of Visual Examples:

Artwork Images Information

 Student example,
mixed media

This will serve as an

example of a mixed-
media project with an
interesting composition

https://identityboxsecondaryunit.blogspot.com/p/student-
portfolio.html

Faith Ringgold, oil on

canvas, 36” x 32”

This will be an example

of artwork representing
the idea of looking
introspectively into
themselves
Artist unknown, oil on
canvas

This will be used to

show how as humans,
we are made up of a lot
of “smaller pieces”
(AKA our personalities,
passions,
backgrounds, and
beliefs), and how our
identities can be
abstracted

Joseph Cornell, Mixed

Media

This piece will serve as

an example of how
students can choose a
wide variety of
materials for their still
life and use the ideas
of positive and
negative space to add
visual depth to their
photos
Various artists, mixed
media

These two still lifes will

serve as a juxtaposition
on the infinite number
of objects that will form
a still life. Some may
be aesthetically
comprised of common
objects, others will be
unique and wacky.
 Student work, mixed
media

This piece will be used

to show students that
the materials in their
still life can be depicted
as colorful or
monochromatic,
depending on the
meaning they are trying
to share

6.4 Information about Related Artists, Styles, Movements, or Cultures

Resource 1: https://www.faithringgold.com/
“Faith Ringgold, born 1930 in Harlem, New York, is a painter, mixed media sculptor,
performance artist, writer, teacher and lecturer. She received her B.S. and M.A. degrees
in visual art from the City College of New York in 1955 and 1959. Professor Emeritus of
Art at the University of California in San Diego, Ringgold has received 23 Honorary
Doctorates.”

6.5 List of Instructional Resources, Materials, and References:

Clements, R. D., & Wachowiak, F. (2010). Emphasis art: A qualitative art program for
Elementary and Middle Schools. Allyn & Bacon, Inc.

7. Integration/Connecting Links (interdisciplinary links such as geographical

maps, word games, historical figures, contemporary issues, periodicals, etc.)

Faith Ringgold

Joseph Cornell
Identity and Culture

Baroque/Victorian period(s)

Post-modern style of art

7.1 Idea Mapping:

8. Management and Safety Issues:

- Students will be given a demo on how to safely operate, hold, and carry an iPad so as
to not break it and shatter glass around the room.

- Students will be given smocks to ensure printmaking ink does not stain their clothes on
printmaking days.

8.1 Organization of Supplies:

Day 1- iPads will be handed out by students and returned to me by students.

Day 2- Printed photos will be handed out by students and returned to me by students,
and artmaking materials will be arranged around the room and returned to me by
students.

Day 3- Artworks will be handed out by students and returned to me by students, and
artmaking materials will be arranged around the room and returned to me by students. I
will collect all materials around the room.

Day 4- Artworks will be handed out by students and returned to me by students, and
artmaking materials will be arranged around the room and returned to me by students. I
will collect all materials around the room.

Day 5- Artworks will be handed out by students and returned to me by students, and
artmaking materials will be arranged around the room and returned to me by students. I
will collect all materials around the room.

Day 6- Artworks will be handed out by students and returned to me by students, and
artmaking materials will be arranged around the room and returned to me by students. I
will collect all materials around the room. I will collect the artist statements from on top
of student artwork and convert them into type.

8.2 Clean-up of Supplies:

Day 1- I will have a designated space on the edge of the supply table for students to
hand in their iPads. Once everyone is finished, I will call upon each table one by one for
them to walk up and place the iPads in a neat row for myself to grab. I will return the
iPads to NIU after printing the photos.

Day 2- Students will hand in their artworks and materials to me, I will store them in my
home and/or at St. Mary’s.

Day 3- Students will hand in their artworks and materials to me, I will store them at St.
Mary’s in the appropriate location.

Day 4- Students will hand in their artworks and materials to me, I will store them at St.
Mary’s in the appropriate location.

Day 5- Students will hand in their artworks and materials to me, I will store them at St.
Mary’s in the appropriate location.

Day 6- Students will hand in their artworks and materials to me, I will store them at St.
Mary’s in the appropriate location. Artwork will be prepared for the art show at St.
Mary’s.

9. Critical Comments and Reflections:

For my experience overall at St. Mary’s and on the final day of instruction, I felt
that I learned a great deal and had a wonderful experience working with this grade level
and subject matter. My biggest takeaways and areas I could improve upon are that I
needed to work on classroom organization and focus more carefully on my time
management and allocating enough time for students to work on every aspect of their
projects in class, rather than just focusing on the most important part of each daily
lesson. There were some students who took a little longer than the rest of the class to
complete certain areas of their work, but my co-teachers and I were able to assist them
and help them catch up by the final day. I am very happy with the quality of work my
students produced, and I think that they got a good understanding of my key concepts
and how to talk about their work in an artist statement last Tuesday. Many of my
students mentioned that they did not want class to be over, or that they were sad that it
was our last day together.

Another success in my classroom was that all my students were able to put a
meaning into every aspect of their work. I asked about different parts of their art piece,
and every student was able to explain the conscious choice they made to include that
specific detail. I was shocked at some of the explanations, as they were much
emotionally deeper than I was anticipating from that age group, but I was also
pleasantly surprised that they put so much care into my lesson. They far exceeded my
vision of what the final pieces would look like, and both the quality of their work and their
explanations of it through their artist statements showed that they had a full
understanding of this lesson.

Task 1 Part C:

Attachments:

1. Scoring Rubric and Assessment Tools

Objectives Low Level Medium Level High Level

Score Score Score

Given an informative Students were not Students were able Students were
visual presentation able to explain how to explain how exceedingly able to
on still life, Joseph identity can be identity can be explain how
Cornell, and represented using represented using identity can be
personal identity, objects at all. objects to a represented using
students will clearly satisfactory degree objects, and gave
explain how identity using more than a multiple examples.
can be represented few words.
using objects that
have a personal
meaning.

Given the class Students put Students put Students put

discussion, students together an together a still life together a still life
will thoughtfully learn unoriginal or with a satisfactory with an extreme
to set up a still-life unthoughtful still level of originality level of originality
representing their life with no and personal and personal
identities using personal meaning. meaning. meaning, using
personal objects. unique positioning
of objects and
angles.

Given a presentation Students did not Students Students

on various student participate in the participated in the participated in the
artwork examples, discussion of the discussion of the discussion of the
students will elements of art. elements of art to a elements of art to
successfully discuss satisfactory an excellent
the idea of degree. degree, with
composition, color, numerous
abstraction, and thoughtful
formal qualities. comments.

Given photos of their Students did not Students did use Students did use
still-life setups, use mixed media mixed media to mixed media to
cardboard, and to create an create an abstract create an abstract
mixed media abstract still life, or still life, and the still life, and the
supplies, students did not complete it result is of a result is of an
will creatively to a satisfactory satisfactory extremely high
construct an abstract degree. degree. quality degree, with
mixed media still life. lots of creative
elements.

Given a completed Students did not Students did Students did

abstract mixed construct a frame construct a frame construct a frame
media still life, using printmaking using printmaking using printmaking
Styrofoam, and ink, or did not apply it to a satisfactory to an extremely
students will to their project. standard with detailed degree,
thoughtfully construct some precision. and their
a frame of symbolic iconography is very
printed icons of items clear and precise.
they choose

Given an artist Students did not Students Students

statement handout write a satisfactory completed an artist completed an artist
and discussion, artist statement statement with statement with all
students will and missed key most or all key key points and
descriptively write an points. points to a vividly explained
artist statement satisfactory their thought
about the meaning of degree. process behind
their finished piece. their work.
2. Handouts:
3. Visual Board and Teacher Example:
4. Visual Examples for Instruction:
5. Students’ Artwork Examples and Artist Statements:
6. Class Photos and Clinical Teaching Exhibition Photos:

Two students beginning their projects

Instructor Anhalt and a student who is sharing her progress for the day during closure
time
Instructor Anhalt holding up a student’s final piece while the student reads her artist
statement to the class
Final Art Exhibition setup