Group #6: Metals/Jewelry

Angela Brandow & Santos Morales

Grade: 9th-12th HS Proficient

Big Idea: Identity; Personal Identity,

Cultural Identity, Celtic Identity
NCAS VAPA

Lesson 1: Creating: Anchor Standard 3: Refine and
complete artistic work HS Proficient VA:Cr3.1.la Apply
relevant criteria traditional and contemporary contexts
to examine, reflect on, and plan revisions for works of
art and design in progress.
1.0 Artistic Perception: 1.2 Describe the principles of
design as used in works of art, focusing on dominance
and subordination.

Lesson 2: Responding Anchor Standard 7: Perceive and 3.0 Historical & Cultural Context: 3.1 Identify
analyze artistic work HS Proficient VA:Re.7.1.la similarities and differences in the purposes of art created
Hypothesize ways in which art influences perception in selected cultures.
and understanding of human experiences.

Lesson 3: Connecting: Anchor Standard 11: Relate 2.0 Creative Expression: 2.5 Create an expressive
artistic ideas and works with societal, cultural, and composition, focusing on dominance and subordination.
historical context to deepen understanding HS Proficient
VA:Cn11.1.la Describe how knowledge of culture,
traditions, and history may influence personal responses
to art.
Visual Vocabulary Metals/Jewelry Vocabulary

Lesson 1: Design, Proportion, Function, Lesson 1: Needle Nose Pliers, Wire Cutters, Long
Sculpture, and Context. Nylon Jawed Flat-Nose Pliers, Wire, Gauge, and
Jig Wig

Lesson 2: Geometric, Value, and Texture. Lesson 2: Celtic Knot and Caged bead

Lesson 3: Contrast, Pattern, Symmetry, and Space Lesson 3: Pendant and (Lobster) Clasps
(positive + negative).
 Lesson 1: Introduction (Tools,
Terminology, and Techniques

Key Concepts Questions

Identity is about status How is identity about status?

Identity is bout the inside and outside In what ways is identity about inside
and outside?

Identity is physical What makes identity physical?

Identity is about change Why is identity about change?

 Lesson 1: Objectives

1. Visual Art: The students will (TSW)be able to correctly identify what tools
they need to use and understand how to use them to create either a
traditional Celtic knot or a contemporary caged bead (students choice).
2. Visual Art: Students will (TSW) be able to correctly differentiate between a
Celtic knot and caged bead and refer to the use of specific principles of
design and reflect on them in order to plan a composition/design with
focus on dominance and subordination and then plan revisions as
necessary before creating either necklaces.
3. Multicultural: The students will (TSW) be able to recognize and analyze
traditional Celtic technique to create Celtic knots and/or utilize the
contemporary style of a female artists technique in order to decide
whether to create a caged bead using a piece of wire, a bead, pliers
and/or a wig jig.
Celtic Knot O Recommended General Tools/Material

Caged Bead O

Nylon Jawed
Wire Cutters: O O Long Nose Nylon
Pliers: O O
Jawed Pliers: O

Wire (Thickness): O O
Jig Wig: O Long Nose
Pliers: O O
 Lesson 2: History

Key Concepts Questions

Identity is a search. How is identity a search?

Identity is about occupation. Why is identity about occupation?

Identity can be about pecking order. When can identity be about pecking
order?
Identity is about status In what way(s) is identity about
status?
 Lesson 2: Objectives

1. Visual Art: The students will (TSW) be able to analyze artistic

work and hypothesize ways in which art influences perception
and understanding of human experiences and then draw a
visual representation of their discussion in the form of a poster
and present it to the class.
2. Visual Art: The students will be able to discuss and assess what
they know and understand about the history of wire wrapping
jewelry, the origin of beads, the Celtic people, the history of
Celtic Knot and The Tree of Life; both in written and verbal form
using a Discussion Rating Scale in print form and in pen/pencil.
3. Multicultural: The students will (TSW) be able to identify
similarities and differences in the purposes of art created in
selected cultures (Celtic) in written form using a pen/pencil to
produce a minimum of three sentences.
History
 Lesson 3: Creating a Personalized Necklace

Key Concepts Questions

Identity is about inside and outside. In what ways is identity about inside
and outside?
Identity can be about reinvention. When is identity about reinvention?

Identity is about change. How does change affect identity?

Identity is physical. What makes identity physical?

 Lesson 3: Objectives

1. Visual Art: The students will (TSW) be able to create an expressive

composition, focusing on dominance and subordination using
ceramic beads and wire.
2. Visual Art: The students will be able to describe how knowledge of
culture, traditions, and history may have influenced their own
personal responses to art in written form using a pen or pencil and a
piece of paper to produce a minimum of three sentences.
3. Multicultural: The students will (TSW) be able to create a personalized
necklace using either the Celtic knot and/or the Caged Bead wire
wrapping technique using metal wire, ceramic beads, a jig wig
and/or pliers.
Video Tutorials for Celtic Knot Tutorial

https://youtu.be/jD0_ZC6fCnI
 Video Tutorials for Caged Bead tutorial

https://youtu.be/Y2bbSyrT5vs
Final Products