Name: Ms.

Jacobson

Unit: Principles of Design

Lesson: Personal Mirror Tile

Grade: 8th grade

Time Frame: 7 class periods/45minutes each

INFORMATION ABOUT THE UNIT

Enduring Understanding
By the end of this lesson, students will be able to analyze a piece of work and recognize the
principles of design as well as incorporate them into their own work. They will gain
knowledge in working with a new medium they have not previously worked with. They will
also be able to recognize that art can be personal and have meaning.

Essential Questions
How can I incorporate the principles of design into my work?
How can I successfully work in a new medium?
How can I make art that has meaning?

Standards

C.8.1 Know the elements and principles of design

A.8.2 Learn appropriate vocabulary related to their study of art
G.8.7 Create works of art that have meaning
C.8.7 Understand the natural characteristics of materials and their possibilities and limitations

Objectives
Interpreting Art
 I can successfully incorporate principles of design into my artwork.
 I can compare the use of the principles of design in different works of art using specific vocab.

Page 1
Developing works of art/design
 I can explore a new medium while paying attention to craftsmanship.

Relating art to context

 I can transform my name/initials into a work of art to make it meaningful.

ENDURING UNDERSTANDING/ESSENTIAL QUESTION:

How can I make art that has meaning?
How can I incorporate the principles of design into my work?

DAY ONE: Introduction of project and principles of design.

Time Frame: 45 minutes

Art materials needed: sketchbook, pencil

Instructional resources: Powerpoint on principles of design

Objectives for this lesson

 I can transform my name/initials into a work of art to make it personal.
 I can successfully incorporate principles of design into my artwork.
 I can compare the use of the principles of design in different works of art.

Anticipatory Set

Ask the students if they have ever heard of the principles of design. If they have, ask them for
some examples and tell them if they are right or wrong. Then direct their attention to the
projector screen. These images will be up on the projector. Ask the students to pair up and have
one person describe the picture of the man. After a couple minutes have the other person

Page 2
describe the bottle picture. After a couple minutes have the students raise their hands to share
what descriptions they might have said or heard. Listen for any indication of the principles of
design in their descriptions (They might say there are multiple hands or bottles. It looks like the
man is moving. The bottles are on the right side of the image). After a few students have shared,
go back to the answers that could relate to the principles of design. Go into the PowerPoint
which lists all the principles and has examples of each. On the last slide, there will be some more
images. Have the students raise their hands to share what principles they see in one of the images
on the screen.

Focus/Purpose Statement
Tell the students that today they are going to explore a new medium and incorporate the
principles of design they just learned (especially radial symmetry). They will also incorporate
their name or initials to relate the project to themselves.

Procedure

Time Purpose
1. Greet Students

15 min 2. Anticipatory Set

Some may find it
3 min helpful to have an
3. Introduction of Assignment: Show the finished
overview of the
product and explain to them the general steps:
project.
1. Sketch
2. Final drawing on small piece of wax paper
3. Transfer to larger wax paper
4. Transfer to contact paper on mirror
5. Cut out pattern
6. Use etching cream
7. Things to consider: design must be 50% positive and
50% negative. Craftsmanship is important.
5 min
4. Demonstration: I will sketch out my initials on the Showing and
board in an abstract way to demonstrate that they telling caters to
shouldn’t simply write their name out. Then I will draw different types of
a triangle on the board (representing the folded wax learners.
paper) and then sketch out my initials again. Talk
about the principles of design while sketching.
Repeating types of lines? Balancing the shapes?
Repeat that design must be 50/50 with positive and
negative shapes. I will be walking
around the room
20 min asking the students

Page 3
 5. Student practice: Have the students sketch their name how they are
or initials in their sketchbooks to get a feel for manipulating their
distorting them and finding shapes they like. Tell them names and using
it might be helpful if they also draw triangles to sketch principles of
design.
in to prepare for the next step.
2 min
Students can
6. Closure: Ask students to raise hands and then name choose how many
one principle when called on. letters they
Let students know they will be drawing their designs onto incorporate. Their
wax paper next class. initials may be
more manageable
than a whole
name.

ENDURING UNDERSTANDING/ESSENTIAL QUESTION FOR DAYS 2-7:

How can I incorporate the principles of design into my work?
How can I successfully work in a new medium?

DAY TWO: Copy design onto wax papers

Time Frame: 45 minutes

Art materials needed: sketchbook, pencil, small square of wax paper, large piece of wax
paper

Objectives for this Day

 I can explore a new medium while paying attention to craftsmanship.

Procedure
Time Purpose
1. Greet students

10 min 2. Anticipatory Set: Review principles by having 6 Formative

students volunteer to come up to the board draw assessment
images each representing a different principle in an
already drawn square and have other students raise
hands to guess what principle is being shown.

5 min 3. Introduction /Demonstration part 1: Demonstrate

how to fold wax paper into a triangle and then make I will have a
design on it. Then show how to rub the markings onto bigger piece of

Page 4
 the other half and then the full design. paper folded into
on the board to
23 min 4. Student practice: Hand out pre cut wax paper squares show how it forms
to students. One per person. a triangle.

While students are

5. Closure: Tell the students what we will be doing next
2 min working, walk
time. They can work on it outside of class but they will around and look
have time to continue what they are doing. for struggling
students. Help
anyone who needs
assistance.

DAY THREE: Apply contact paper to mirror and begin to transfer design to it

Time Frame: 45 minutes each

Art materials needed: pencils, large square of wax paper, mirror, contact paper

Objectives for this day

 I can explore a new medium while paying attention to craftsmanship.

Procedure
Time Instructional Strategies/Learning Tasks Purpose
1. Greet students

5 min 2. Demonstration: Demonstrate how to apply contact paper

to mirror. Then demonstrate how to transfer design to
contact paper. Let students partner up if they need to for
extra hands.

34 min 3. Student practice: Some may need to transfer their designs Formative
to the bigger piece of wax paper still. assessment: Ask
Walk around looking for smooth application. If a student is students how they
done, have them help another student. are implemented
the principles of
4. Clean Up: Have students clean up their areas. Throw away design in their
5 min work.
back of contact paper and any scraps and put away any
tools they used. Put mirrors on their classes designated While students are
areas. working, walk
1 min around and look
for struggling
students. Help

Page 5
 5. Closure: Thank students for helping each other out. Tell anyone who needs
them what they will be doing next class. assistance.

DAY FOUR: Complete design transfer onto contact paper, start cutting out design

Time Frame: 45 minutes each

Art materials needed: pencils, large square of wax paper, mirror, contact paper, exacto
knife.

Objectives for this day

I can explore a new medium while paying attention to craftsmanship.

Procedure
Time Instructional Strategies/Learning Tasks Purpose

1. Greet students.

5 min 2. Demonstration: Demonstrate how neatly and safely

use the exacto knife to cut out the design from the
contact paper. Talk about positive and negative
shapes. They need to cut out the negative shapes.

34 min 3. Student practice: Some may need to transfer their While students are
designs to the contact paper. Walk around looking for working, walk
smooth application. Assist students who need help. If around and look
a student is done, have them help another student. for struggling
Keep an eye out for student’s using exacto knives. students. Help
Make sure they are being safe and precise. anyone who needs
assistance.

5 min 4. Clean Up: Have students clean up their areas. Throw

away contact paper scraps and put away any tools
they used. Put mirrors on their classes designated
areas.
1 min
5. Closure: Tell students what they will be doing this step
for the next two class periods so they can take their
time and not rush through it.

Page 6
DAY FIVE: Cutting out design

Time Frame: 45 minutes each

Art materials needed: mirror, exacto knife.

Objectives for this day

I can explore a new medium while paying attention to craftsmanship.

Procedure
Time Instructional Strategies/Learning Tasks Purpose

2 min 1. Greet students. Let them know it’s a work day. They
can continue with where ever they may be in this
process.

2. Student practice: Keep an eye out for student’s using

37 min While students are
exacto knives. Make sure they are being safe and
working, walk
precise. around and look
for struggling
5 min 3. Clean Up: Have students clean up their areas. Throw students. Help
away contact paper scraps and put away any tools anyone who needs
they used. Put mirrors on their classes designated assistance.
areas.

1 min
4. Closure: Tell students they are doing great and we are
almost to point where we can see a finished product!

Page 7
DAY SIX: Cutting out design

Time Frame: 45 minutes each

Art materials needed: mirror, exacto knife.

Objectives for this day

I can explore a new medium while paying attention to craftsmanship.

Procedure
Time Instructional Strategies/Learning Tasks Purpose

2 min 1. Greet students. Let them know it’s a work day. They
can continue with where ever they may be in this
process.

While students are

2. Student practice: Keep an eye out for student’s using
37 min working, walk
exacto knives. Make sure they are being safe and
around and look
precise. for struggling
students. Help
3. Clean Up: Have students clean up their areas. Throw anyone who needs
away contact paper scraps and put away any tools assistance. Some
they used. Put mirrors on their classes designated may need help
5 min areas. with tiny areas of
cutting.
4. Closure: Tell students they are doing great and we are
almost to point where we can see a finished product!

1 min

Page 8
 DAY SEVEN: Using the Etching Cream

Time Frame: 45 minutes each

Art materials needed: mirror, etching cream

Objectives for this day

I can explore a new medium while paying attention to craftsmanship.
I can compare the use of the principles of design in different works of art using specific vocab.

Procedure
Time Instructional Strategies/Learning Tasks Purpose

2 min 1. Greet students. Let them know it’s the last day to
work on this project in class. Today they get to use the
etching cream.

5 min 2. Demonstration: show students how to use etching

cream. Split students into groups and give each group
etching cream.

25 min 3. Student practice: continually walk around to each

group as they use the etching cream. Make sure they
are making the most of it and not getting it
everywhere.

3 min 4. Clean Up: Have students clean up their areas. Throw

away any trash, wipe down any messes.

10 min 5. Closure: Have the students set up their mirrors so Formative

everyone can see. Have an open discussion about assessment
what principles they can see. Look for vocab being
used.

Summative assessment: The final mirror that they turn in. Look for craftsmanship, use of
negative and positive space, use of name or initials in design. Students will also get participation
points.

Page 9