CUTTLEFISH CREATIONS!

Grade 5 - LESSON ONE

Concept: Art can be playful. Artists can make toys and toys can be art. VA SOLS for Visual Arts: 5.2 TSW execute and complete works of art with attention to detail and craftsmanship. 5.11 TSW combine various craft techniques in works of art. 5.16 TSW describe various commercial art careers. Cultural Reference: See powerpoint: (artists include) Jeff Koons, Jim Henson, Jim Woodring, Nathan Sawaya, Robert Bradford, (Lesson 2 preview: Claes Oldenburg, Yarn bombing, Fabric Artists, soft sculpture)

Defined Vocabulary: Textile: Fabric or woven material. Tactile: Relating to the sense of touch. Affective Objective (Motivation): TSW learn about artists that make art from toys, toys that become art, and how art can be playful and subversive like an inside joke. Cognitive/Creative Objective: TSW learn about textiles, and how color, visual and tactile texture, pattern, and placement must be considered when selecting fabrics to use for their cuttlefish creations. Artistic Objective: TSW select two pieces of fabric and trace templates on them with chalk, taking care to position the template in the most interesting location on the swatch. Students will cut the swatches out and label their process bags. Instruction (45 minutes): Greet the students and introduce yourself. Tell them you are excited to be here as a student teacher and expect all the students to show what wonderful artists they are. Go over three class rules. Introduce art activity by brainstorming about TOYS (EQs). Make a list on the board as the discussion progresses.Discuss types of toys -how they have changed over time and as their interest change. What are toys made of? Move students around if need be for classroom management. Show

powerpoint and introduce students to Sawaya, Bradford, Woodring, Koons, and Henson (linger on Koons and Henson). Ask students what materials are they made from? Why were they made? Explain that students will be creating a soft sculpture (explain in class 2) that will be both art and a kind of toy. Touch upon the history of toys (EQ). Pass out several pieces of the nicer fabric for students to explore and touch. Explain what tactile means. Do demonstration. Pre-elect 4 scrap picker uppers and one process bag collector, write their names on the board. Show the students the cuttlefish section of the powerpoint (EQs) and show your own cuttlefish puppets and tell the class that they will be making stuffed cuttlefish. Demonstration: (4 minutes) Demonstrate how to use the template to decide where to cut the fabric. Show students how each square can be cut in a diagonal, horizontal, or vertical position. Demonstrate how place the template on the most visually interesting place on the square and how to use the chalk to outline on the back of the fabric (if the fabric has a back). Demonstrate how to cut the fabric (small crunchy snips) and how to roll the shapes up and place in the process bag. Show students your cuttlefish puppets. Check for Understanding (Essential Questions): (2 minutes) What is a toy (A toy is a tool use to play)? What were some of your favorite toys when you were young? Do you have different favorite toys now? When were toys invented? Can toys be art? Artistic Activity (Time Frame) - Lesson One: Spend time (20 - 25 minutes) setting up motivation, going over class rules, and introducing yourself. Leave 15-20 minutes to go through fabric and cut. 5 mintues to clean up. List of Materials: Fabric (from fabric books, etc.), scissors, chalk, templates (Im using egg tracers that are approximately 9x6), plastic ziplock bags (gallon sized), markers and bright colored paper (for labels), larger cloth bag or box to store everything in. Closure & Essential Questions: Do you have two pieces of fabric? Do they complement (look good with) each other? Did you think about where you would place the template before cutting the shape out? What else are we going to use our process bags for? Can you name an artist that uses toys? Backup Plan: Have additional pieces of fabric prepared and pre cut for students. Have students help each other. Have good fabric scissors for yourself. Checklist of required elements in project (Lesson one) 1. Two pieces of thoughtfully cut and matched fabric. 2. Labeled process bag. 3. A cooperative attitude. Assessment: Keep checklists for each lesson, use self evaluation questionnaires, and use rubric for the final unit evaluation.

LESSON TWO
Concept: Artists help each other. National Content Standards & VA SOLS for Visual Arts: (See unit overview) Cultural Reference: Claes Oldenburg - soft sculpture Defined Vocabulary/terms: Soft Sculpture - is a type of sculpture made using cloth, foam rubber, plastic, paper, fibers and similar material that are supple and nonrigid. Seam - The area that thread joins two different pieces of fabric together. Affective Objective (Motivation): The student will respond to the soft sculpture of Claes Oldenburg and relate it to their cuttlefish puppets. Cognitive/Creative Objective: The student will learn about how, and with what materials, soft sculptures are designed. The student will also review basic sewing and threading skills. Artistic Objective: The student will finish cutting out their fabric and begin sewing the body of their cuttlefish puppet. Instruction: Greet students. Tell them they are going to finish cutting out their fabric and begin sewing today. Review what they learned about and did in the previous lesson. Assess what students may need additional help by asking them to raise their hands if they did not finish cutting out their fabric. Show students the soft sculpture of Claes Oldenburg. Essential Questions: What materials do you think these are made from? What is the art word for artwork like this that is 3D? How is Oldenburgs work different than Jeff Koons? Do you think your cuttlefish puppets can be considered soft sculptures? Demonstrate how to thread a needle (string the bow - arms length of thread) with embroidery floss The bird bites the worm, the worm goes in the hole, the bird flies away (Sung to the tune of The Farmer in the Dell). Have the students sing along. Send students to the tables and be prepared to help cut out/untangle knots and get a few students started. Reinforce to students that they can fix their own snafus. Demonstration: Demonstrate how much thread to using with the stringing the bow technique (pinch an end of the thread and pull the tail to your shoulder stretching your arm out). Demonstrate how to thread a needle by singing the bird bites the worm, the worm goes in the hole, the bird flies away to The Farmer in the Dell. Demonstrate how much thread to leave as a tail. Demonstrate how to tie a double knot after beginning to sew to connect the two pieces of fabric. Go over sewing safety rules: No playing with the needles, do not poke yourself or anyone else. Be safe and be careful.

Check for Understanding: What do you do if your needle falls off? How much thread will you use (string the bow)? Who should you ask for help from first? How close to the edge will you sew? What size stitches will you sew? What sides of the fabric should be showing for a visible seam? Will you leave an opening? What side do you start from, the top or bottom? What should you do if you get a bad tangle and cant work it out? (cut off the thread and re-thread the needle - the bird bites the worm). Artistic Activity (Time Frame): This lesson will take 45 minutes. List of Materials: Fabric, Embroidery floss, large needles, styrofoam pin cushions, scissors, the egg tracers, chalk, birds - (little pieces of cut paper for threading the needle). Closure: What parts of the cuttlefish do we need to add in the next class? What was the name of the artist we looked at today? What did he create? When you were having trouble did you ask for help? Did any of your classmates help you? Can you help a friend learn how to sew now yourself? Backup Plan: Give the students a chance to try to fix their own mistakes. Assess what students truly need help and get them started. If you find that students are unable to sew (may have poor motor coordination, or are LD), use hot glue in the next lesson and make sure that these students work on selecting and cutting out nice fabrics to use on their details (ruffle, eye, tentacles). Assessment Formative: See backup plan, take note of students that are frustrated and do not seek out help. Also take note of the students that voluntarily help out their classmates.

LESSON THREE
Concept: Artists use good craftsmanship and plan their designs.

National Content Standards & VA SOLS for Visual Arts: (See unit overview) Cultural Reference: Review of Claes Oldenburg, images of cuttlefish. Defined Vocabulary: Craftsmanship - skill in a particular craft. Affective Objective (Motivation): The student will look at and discuss the various ways that cuttlefish look. Cognitive/Creative Objective: The student will discuss color theory and patterns in order to select fabrics that match. Artistic Objective: The student will continue to sew and select and cut out accent fabrics for their ruffles, tentacles, and eyes. Instruction: Greet the students. Today we will finish sewing our cuttlefish bodies and select and cut out accent fabrics for our ruffles, tentacles, and eyes. Review Claes Oldenburgs soft sculptures and show students a variety of images of cuttlefish. Describe the different parts of the cuttlefish and have the students discuss how they might represent them. Draw examples on the board of how to cut out the ruffle (wavy, squares, fringe, etc.) and demonstrate how to cut them out and place them on the body. EQs: How can you make sure your fabrics look good with each other? (matching or neutral color, texture, pattern). What are some other details you can think of to put on your cuttlefish? Discuss cuttlefish eyes and brainstorm with the students ways and materials with which to create them and what could make them really special. Discuss craftsmanship and what it means. Have students describe what good craftsmanship would look like in their cuttlefish soft sculptures. EQs: Who had some trouble or wasnt here in the last class? Who feels good about how they can sew? Can you help each other today? Release students to work at the tables and rotate for help. Demonstration: Demonstrate how to cut the ruffle out and place it on the body. Demonstrate how fabrics can look good next to each other or jarring. Explain why (analogous, neutral, complementary, pattern vs. solid, texture vs. plain). Quickly review threading the needle. Check for Understanding: What does craftsmanship mean? What would good craftsmanship look like in your cuttlefish? What makes certain fabrics look good next to each other? What are the parts of the cuttlefish body that you have to make next? Artistic Activity (Time Frame): This activity will take 45 minutes. List of Materials: Accent fabrics (cut into suitably sized pieces) , Embroidery floss, large needles, styrofoam pin cushions, scissors, the egg tracers, chalk, birds - (little pieces of cut paper for threading the needle), Closure: Am I thinking ahead to how I will add the other body parts to my cuttlefish? What did I have trouble with today? How can I get help for that?

Backup Plan: Be ready to pair up students to help each other. Help students that were absent or had trouble in the last class. Have some hot glue guns ready for students that are really struggling. Make sure you have pre-cut accent fabrics ready, including some completely cut out pieces. If there are brand new students, have them use the egg tracer to come up with a design template (crayons). Assessment - Formative: Determine which students needed the most guidance. Support them by scaffolding. Assess demonstrated craftsmanship relative to effort and motor ability. Assessment - Self Reflection: Am I thinking ahead to how I will add the other body parts to my cuttlefish? What did I have trouble with today? How can I get help for that?

LESSON FOUR

Concept: Artists design prototypes and collaborate on ideas. Artists work smarter not harder. Cultural References: Cuttlefish . . . Defined Vocabulary/Concepts: Collaborate - Work and play with each other to accomplish something. Overall Objective: Students will work at stations to complete sewing and ruffles, and create two eyes and begin their 8 tentacles (with glove) for their cuttlefish bodies that match. Instruction: Greet students. There is a lot of work to be done! Explain objective: Finish sewing body and ruffles, make two eyes and at least two tentacles and make sure it all matches and looks good together. EQ Do you remember how to make sure something matches? Explain stations: (sewing (body and ruffle) eyes, tentacles/gloves and materials at the stations. EQ Who needs to finish sewing their cuttlefish bodies/ruffles? Explain that all materials must be returned as they were and no messes are to be made. Explain that all students must have made at least two eyes and two tentacles and must complete the sewing of their bodies and ruffles. EQ Do you know how to braid? Do you know how to finger knit? Identify students that know these skills and pair them with students that do not. Have them show and teach each other. EQ Do you think you can come up with some better ideas to make the eyes or tentacles? How can we make sure they eyes and tentacles do not fall apart and have good craftsmanship? Release students to work at tables. Help students and pair them up! Demonstration: Show students a prototype of the eyes and use cuthbert as an example for the tentacles. Artistic Activity (Time Frame): This lesson will take 45 mintues. List of Materials: The kitchen sink! Whatever interesting fabric you have handy, ribbons, tassles, buttons, beads, bottlecaps, straws, puffs, pipecleaners, wacky tacky glue, hot glue guns, sequins, instructional handout sheets for each table, needles, thread, birds, scissors, markers, paper. Closure: We only have two classes left, what else do we need to get done on our cuttlefish puppets? How can we help each other and catch each other up? What special things do you want to add to your puppets? Backup Plan: If students finish sewing their body and ruffle and make their eyes and tentacles, have them make extra eyes and help their classmates. If a student is very far behind on sewing and will not be able to finish sewing in this class have them glue their seams and ruffles on and make sure they get two eyes done.

Assessment - Checklist: 1. TSW finish sewing the cuttlefish body and ruffles. 2. TSW will create two eyes with at least 3 layers. 3. TSW will create two tentacles with buttons for suction cups. 4. EXTRA TSW will create all 8 tentacles. 5. All pieces must look cohesive and unified in terms of color/pattern. 6. All pieces must demonstrate good craftsmanship 7. TSW will help others and think critically to solve problems.

Assessment Rubric: