Lesson Plan Title: Dimensional Design Length: 8 Classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the
unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a
better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the
concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient
skill/knowledge.
During the pre-assessment student will be challenged to create a 15-inch sculpture out of paper. The paper the paper allotted will be a 9x12” sheet. The students will
not be supplied with tape, glue, or any other adhesive to achieve the 15” minimum height sculpture, which stands upright. This pre assessment starts students thinking
3D and will tell where individual students are.

Hook 3D warm-up challenge

Materials include:
9x12 sheet of white mat board
Scissors
Ruler or yardstick

Scaffolding can include work in teams of 2

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and
create a learning product about a specific topic for a certain audience. (RAFT – Role / Audience / Format / Topic)
Headline: Who are you now?

Youth sculptor needed: Your school is looking to create a time portal to stand for future generations to see. You are being hired to paint a picture of what life is like in
2018. Using symbols, images, and icons, you will create a visual instillation to be integrated somewhere around the school. Your job is to create a public installation
sculpture that students will see on a daily basis. Your mockup plan is to create relief 4x4” tiles from plaster. Future generations will see these tiles and get a sense of
which students are right now.

Students will create a 4x4” clay mold which will have plaster poured creating a relief copy. The tile will be painted with metallic to appear to be a different material.

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Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include:
Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition,
Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
Symbol
Space / Time / Energy
Expression
Ideas
Installation art

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two
or more concepts; but also demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal.

Texture, color, and location can dictate how people interpret what we create.

Interesting art includes personal ideas and symbols.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when
appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy,
and/or Technology)

Shown a variety of images SWBAT identify installation sculpture created by Richard Serra, Anish Kapoor, Jan Vormann, Maya Lin. (Blooms: Remembering / Standard:
Comprehend / GLE: 2 / Art Learning: Historical and Multicultural, Literacy, Technology)

Given prompted questions SWBAT use symbols and imagery to represent themselves in their final plaster tile. (Blooms: Applying / Standard: Comprehend / GLE: 3 /
Art Learning: Expressive Features and Characteristics of art, Literacy, Numeracy)

After completing and installing plaster tiles, SWBAT interpret by discussing how artist’s decisions inform meaning in the work of their classmates. (Blooms: Evaluate /
Standard: Transfer / GLE: 2 / Art Learning: Critical Reflection, Literacy)

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Given unit packet SWBAT develop a personal reflection on their work. (Blooms: Create / Standard: Reflect / GLE: 1 / Literacy, Technology)

Given clay, tools, and plaster SWBAT create a tile showing personal identity though images and symbols. (Blooms: Create / Standard: Create / GLE: 1 / Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for
students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or
cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access
Word list will be provided for all frayer model activity Requiring less surface manipulation for final tile, 1 imprint
content and multiple modes for student
required
to express understanding.)
Guided instruction on Frayer if students are not
understanding

Completed Frayer model for some groups

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
2 preliminary sketches required Extensions include extra 4x4” tile
Some exceptional students will be encouraged to begin
creating a communal tile to be installed semi-permanently

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
Relief
Prehistoric Cave Paintings
Additive
Subtractive
Carving
Form
Texture
Balance
Plaster Casting
Interaction
Audience
Installation
Metallic

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Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all
materials in a bulleted format.

Sculptors clay
4x4 boxes
Various clay tools
Plaster
Metallic Paint
Paintbrushes
Rocks for imprinting
Various fabrics or design materials
symbols
Mixing bucket
Respirator
PowerPoint
Unit packet

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These
are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.
 https://www.youtube.com/watch?v=IVqWosmM8VA - Richard Sierra
 https://www.youtube.com/watch?v=2QHuZMUkQVo - Amish Kapoor
 https://www.youtube.com/watch?v=0BvZ_6Ng61U - Maya Lin
 Unit packet

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

 Group Worksheet

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 Interaction!

!
! !

Rubric

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
 Prep computer with PowerPoint
 Create groupings for small groups
 Separate students into groups
 Richard Serra video
 Anish Kapoor video
 Maya Lin Video
 Portion out sculpting clay
 Group frayer model activity
 Finish painting plaster example
 Portion out plasticine clay

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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
 Students must use clay tools correctly
 Respirator must be wore when pouring plaster
 Separate bucket for cleaning hands to prevent plaster in the sink
 Safety when working with clay tools

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson?
What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of
the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.
The hook will be a video on the installation of Richard Sierra’s “Sequence”.

What is the role of the audience in installation art?

What is the role of interaction?
How does the audience interact with Richard Sierras work?

After watching Richard Sierra

Give students 1 minute to find the definition of interaction and audience

Play Anish Kapoor video

Students are to continue working thinking about Audience and Interaction

Play Maya Lin video on 2x4 Landscapes video.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual,
concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Begin thinking about what you want to leave behind?

Who are you now in 2018?
What do you what future generations at Lincoln to know about you?
What is audience?
How does audience interact with installation art?
What role does the audience play in sculpture?
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Tell a personal story or dream regarding your life… Fears, dreams, goals, beliefs, concerns…

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills,
lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what Learning - Students will... i.e.: explore ideation by making Time
1 concepts, information, understandings, etc. will be taught.) connections,
Identify instructional methodology. KNOW (Content) and DO comparing, contrasting; synthesize possibilities for each painting
(Skill) technique; etc. (Be specific about what will be the intended result
of the instruction as it relates to learning.) UNDERSTAND

Introduction to new project

Hook 3D warm-up challenge

Students are going to be challenged to begin thinking in 3D

Sculpture in the round

Morning Quick Draw

QD word Collaboration

Students are given a 8x12” sheet of mat board to create a

minimum 15” sculpture

The only tools include:

Sheet of mat board
Scissors
Ruler

No tape, glue, or any other adhesive…

Think of ways to attach paper together to stand up with out using

glue or tape

Students should begin working

What are different ways to attach paper together?

How can we make paper stand up on its own?

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 Allow students time to work

As students are finishing up place all students work on one table

Debrief:
What was difficult about this exercise?
What was easy?
Were you able to complete the challenge?
Which sculptures do you like the best? Why
Which ones are the most successful?
Would you add color? Why?

End Class with cleanup

Day
2 Project Introduction

Quick Draw – Relief

I can brainstorm ideas for my sculpture…

Begin class with quick draw activity

Pass out Unit Packets

Statement of Inquiry:
Texture, color, and location can dictate how people interpret what we
create

Learning Targets:
 Show an understanding of 3D design using formal
qualities of art
 Understand building using additive and subtractive
concepts
 Use evaluation and analysis to interpret artwork in a
formal art critique
 Identify a variety of ideas though the investigation
and planning process

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  Demonstrate an understanding of the art process
from ideation to planning to installation to critique

Unit Requirements:
 Create a sculpture installed for the public to see
 Use different construction techniques
 Complete a process journal that shows quality of
thinking and action
 Complete an artists statement
 Participate in class critique

Vocabulary Matching:
Match the word with the corresponding definition and draw the
word on the right column.

Ideation Sheet:
What do you want to leave behind?
Tell a personal story or dream regarding your life… Fears, dreams,
goals, beliefs, concerns…

On the sheet below we need to identify and draw symbols:

Clean Up

Day
3 Planning, Ideation, and Sketches
Precut 4x4 in sheets of sketch paper

Quick Draw word – Tile

Quick draw activity

Pass back work

Pass out folders

Proceeding the quick draw activity, transition to vocabulary from

unit packet (see resources)
Have students raise their hands to read definitions

Answer the corresponding definitions with the vocab words

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Describe the word and discuss why it is relevant

Next we transition to planning and ideation

Students are to look at their preliminary ideas and begin

sketching their plaster cast.

Any shape that is pushed in on the clay will cast extruding on the
plaster mold and vice versa

Students can collect symbols or icons that they can press into the
clay

Pass out 4x4” papers to students

Student work time

Check in with students

Cleanup

Interaction and audience: Installation Sculpture

Setup: Beginning of class

Set up clay and clay tools

Extra 4x4 plan papers
Have all three movies queued 8:30
Set up Frayer Model worksheets on tables 1-4 Team side up
Place a dictionary at each table
Students are to find their names and sit at the table
There are assigned roles for each group.
 Scribe
 Researcher
 Reporter

The students have done a Frayer model before so they should be

familiar.
8:34
Instruct students to get a quick draw word and find their name
on the tables 8:37

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Sit in the corresponding seats
Quick Draw Word: Audience 8:39

Pick up quick draw

8:40
Quick overview of frayer model:

Task word is in the middle of the page

First box is for the definition
Second box is for drawing the word
3rd box is for example generating or assessing solutions
4th is for non-examples

Students are to work as a group to finish the Frayer Model

Task for the activity 8:43

- If students don’t like their roles they can switch with
someone in their group
- The Scribe is the writer of the group
- The Researcher is responsible for looking information listening critically: the art of silent dialogue
up
- The Reporter is responsible for reporting information
back to the rest of the class. thinking precisely about thinking: using critical vocabulary

Begin Video:
Richard Sierra 8:45
https://www.youtube.com/watch?v=IVqWosmM8VA
 Group work for frayer model (definition) 8:49

Now that we have looked up the definition of audience and

interaction… comparing and contrasting ideals with actual practice
Have these words in mind when watching next video..

Play Video:
Maya Lin 8:52
https://www.youtube.com/watch?v=0BvZ_6Ng61U making plausible inferences, predictions, or interpretations

Give one minute to fill in the next box 8:56

Begin Video: 8:58

Anish Kapoor
https://www.youtube.com/watch?v=2QHuZMUkQVo
 Group work in drawing section giving reasons and evaluating evidence and alleged facts
 What do these words look like? 9:02

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When groups are finished with their frayer model and the last
group we are going to rely on the Reporter to share out what
they got in each group.

What is the definition of Audience? Interaction?

questioning deeply: raising and pursuing root or significant questions 9:06
What do these look like? (Show on the projector)

What are some examples of each?

---
(if time)
Students will fill out the corresponding installation sculpture
worksheet in their unit packets. 9:10

Closing question to transition into work time

What is the role of the audience in installation sculpture? exploring implications and consequences
How can the audience change the purpose of sculpture?
How does the environment change a work of art?
- Inside?
- Outside?

Transition into work time: 9:16

Students should begin working on preliminary sketches and

ideation prompt for their plaster cast tile.

Students should have 2 sketches before they begin working on

their negative from clay
9:20
Cleanup 5 minutes early…

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Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings
precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning,
inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)

Students will fill out a reflection activity sheet (see resources)

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in How well have students achieved the objectives and grade level expectations
your lesson plan? specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
Rubric
Reflection Sheet
Artist Statement

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 Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what
extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would
you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)
What went well…

The 3D warm-up activity went well for the students. Most were able to engage and work diligently. There were a few students who immediately found that you can just
fold the paper 2 times and create a form that stands over 10 inches tall

What didn’t go well

Though looking at some installation sculpture meet the historical art learning some of the students had a difficult time grasping the idea of minimalist pubic art. Some
different examples could be a good strategy.

Things I would chance…

I would change the height requirement for the form over the height of the paper so the students will have to create some sort of slit or attachement of the paper so it
will reach height requirement.

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/15 Fahey

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