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Lesson Plan Title: Found Object Sculpture Grade: 6 Time: 3 45min. per.

. Teacher: Julie Iannone Date: February 11, 2013 Learners Characteristics: Students for this lesson plan may be at both the Pseudo-Naturalistic Stage as well as The Decision Stage. They are able to use value and light in their work and their success depends on the level of realism achieved. Frustration is a common occurrence at this stage and encouragement is absolutely necessary. Some students may also continue to draw without any prompt or guidance. They can be easily discourage and need to be reminded that they can create art as adults. Characteristics of Students with Learning Disabilities: Students with learning disabilities such as ADD and ADHD may be inattentive, hyperactive, and impulsive. They might also have trouble focusing on one task. They are also easily distracted. Students with Autism may have trouble with communication and social interactions. They are resistant to change and cannot tolerate overly stimulating environments. Students with behavioral, emotional, or social learning disabilities may be aggressive and anti-social. There is a wide range of issues that might be affecting their lives. ELL and ESL students may have trouble communicating with the teacher as well as their peers. Theme Concept: Everyday we come across objects in our lives. Some are essential to us, some are not, but nonetheless we encounter them. Some objects we go looking for, and others come to us. As humans we collect things that make us happy, or things we label as beautiful. Others we keep for their functions. We make decisions everyday on what is to be thrown away or what is to be held onto for another purpose. We are always thinking of new purposes for objects. What can a used water bottle be formed into? What can we make with bottle caps? What can we use that old shoebox for? We see new light for old things. We want to create with plain objects to make them pleasing. Throughout our lives we are on a journey. Looking for lost treasures just as pirates on the open sea in a storybook. We find value and purpose for the objects that may seem like they have none. Or even if they do have purpose, we want to push them, manipulate them. It is how we explore. It is how we learn.

Non-Art Discipline Concept: English Poetry Poetry consists of unity, repetition, and balance. The words must flow together and create harmony. Students must write a short descriptive poem about the composition they create.

Concepts in Art Disciplines Art Production (Art Making): A. Element or Principle of Design: Balance: Artists can make a composition appear to be in harmony and balance. They must chose objects that complement one another and work together. Color also plays in effect when considering balance in a piece. B. Technique/Process: Assemblage is an artistic process that consists of making three-dimensional artistic compositions by putting together found objects.

Aesthetics: Students will work in small groups. Provide representational and nonrepresentational art reproductions to facilitate their discussion of the following questions: 1.) Can all objects be made into art? 2.) Does art have to be beautiful or pretty? 3.) Does everyone think art has the same meaning? Why? Why not? Conduct brief whole class discussion of aesthetic questions.

Art Criticism: Royal Tide V, 1960, painted wood construction, 78 x 101 1/2" x 13 9/16" Louise Nevelson A. Description 1.) What shapes did the artist use? What materials were used? What colors did they use? Are the objects organic or geometric? B. Formal Analysis 1.) Where do you see repetition in the piece? Where do you see circles or spheres being used? What does the color do to the piece? C. Interpretation 1.) What does this piece remind you of? D. Judgment 1.) Would you want this type of art? Why or why not?

Art History: 1.) Nevelson was born on September 23, 1899. 2.) Born in Czarist Russia, she immigrated with her family to the United States in the early 20th century. 3.) Nevelson was an American sculptor known for her monumental, monochromatic, wooden wall pieces and outdoors sculptures. 4.) Like some contemporary sculptors, she used cast-off materials; but her ingenious framing and pedestal devices, such as the relief, the box, and the column, in addition to her painterly concerns with light and dark, set her apart. 5.) Nevelson constructed huge walls or enclosed box arrangements of complex and rhythmic abstract shapes.

Learning Objectives Art Disciplines: 1.) Students will create balance and harmony by assembling found objects into a specific theme. 2.) Students will be able to create a theme or story by choosing a concept that their art piece can represent. 3.) Students will critically respond to a sculpture by Louise Nevelson by answering questions about description, formal analysis, interpretation, and judgment. 4.) Students will understand unity and repetition within art works by being asked to define each about their piece. Adaptation/Modifications for Students with Learning Disabilities: 1.) Provide students with printed worksheets containing guided steps for completing their sculptures. 2.) Simplify the art terms and/or concepts. 3.) Provide materials for inspiration and encourage students to take breaks and examine images.

Non-Art Discipline: English 1.) Students will learn about poetry through a discussion and example readings. 2.) Students will learn about haikus by watching a PowerPoint describing the concepts/format 3.) Students will learn to free write by a worksheet with a prompt on it. Adaptation/Modifications for Students with Learning Disabilities: 1.) Allow students to give their poems verbally. 2.) Allow students to work in groups if they choose. 3.) Allow students to draw their poem instead.

Democratic Skills: 1.) Students will use attentive and respectful listening skills when other members of the class are expressing ideas and feelings. 2.) Students will reflect on their own thinking process and behavior. 3.) Students will listen to opinions of others even if they dont agree with them. 4.) Students will respectfully ask others about things they say if they didnt understand what was said or if they want someone to say more. 5.) Students will express themselves by choosing their own personal theme. Adaptation/Modifications for Students with Learning Disabilities: 1.) Speak slowly and clearly when giving verbal instructions. 2.) Encourage students to share their thoughts, projects, poems to the class. 3.) Regularly ask if there are any questions or concerns.

Sequence of Classroom Activities: 1.) Discussion of finding objects throughout everyday life and how we as humans like to create art from non-art objects. Discuss how we search throughout our lives for things/objects that give us meaning/express ourselves. 2.) Aesthesis activity what is art? 3.) Discussion of opinions of art 4.) Art History Show pictures of Nevelsons work 5.) Art making activity I want you 6.) Discuss finished sculptures 7.) Discuss poetry have them write short poems expressing their work 8.) Art criticism 9.) Conclusion

Materials & Equipment: Common objects found at home, school, outside, anywhere Glue Scissors Paint Cardboard

Resources (books, magazines, articles, websites):

http://www.3villagecsd.k12.ny.us/artsgelinas/found_object_sculpture.htm - PAUL J. GELINAS JUNIOR HIGH SCHOOL VISUAL ARTS DEPARTMENT

List of Art Works: 1.) Nevelson. Royal Tide V, 1960 2.) Nevelson. Royal Tide I, 1960 3.)Nevelson. Dawn's Wedding Feast, 1959 4.) Robert Rauschenberg, Canyon, 1959

Supporting Materials (vocabulary list, biographies, historical information, student


self assessments, rubric): Student self-assessment sheet Nevelson reproductions Vocabulary: Repetition Harmony Assemblage

Narrative of Classroom Procedures Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behavior): Think about everyday objects that you come across throughout your day. Do you find things you want to keep? Do you throw them away? Do you ever think about how they could be reused? What do you think is beautiful? Is all art beautiful? Do we only think treasures are valuable? We are all on a journey and we must stop to see what treasures we already possess.

Stimulation Activity: Think about objects you used to collect as a child. Think about the objects you collect now if you still do. Do they have value or just meaning to you? Are they beautiful and do they fascinate you? Students will brainstorm, find, and bring in objects they think are ordinary.

I Want You To (Problematized instructions for individualized and/or small group art making): Who can tell me what assemblage is? Make a sculpture piece using ordinary found objects and assemble them to make a composition that expresses some form of unity, repletion, and balance. Create a short poem to express the idea of your piece.

More Question, Statements, Positive Verbal Reinforcement, Suggestions and Clarification of Tasks (related to theme concept, concepts in art disciplines, non-art concept, democratic skills): Have you ever heard of the word assemblage before? What do you think it means? Can you create art that expresses a theme by using different objects? Can you express feelings with objects? Can you express qualities such as rough or ciaos with objects? Ask students to research assemblage art at home.

Concluding the Lesson (Discussion, Questions, Sharing of Productions, Recapping): 1.) Review the concept of unity and repetition in reproductions of art. What are ways that an artist can represent these? 2.) Ask students, What do you know about Louise Nevelson? 3.) Ask students, Is all art beautiful and valuable?

Lesson Extensions/Connections: 1.) Students create something valuable and extraordinary out of something ordinary. 2.) Students create words to represent their art.

NJCCS:

A. Visual Arts - 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. B. STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY
THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. G. Comprehension Skills and Response to Text 11. Identify the structures in poetry.

Teacher Evaluation
Lesson Plan:
1.) Are the activities in the lesson plan age appropriate? 2.) Did all parts of the lesson engage and maintain students interest? 3.) Are the learning activities present in the best sequence for maximizing student understanding and participation?

Teaching of Lesson:
1.) Did I make eye contact with students? 2.) Was I excited about the lesson? 3.) Did I ask enough open ended questions?

Student Outcomes:
1.) Did students understand the concept of balance? 2.) Did students have a specific them in their sculptures? 3.) Did students write an effective poem describing their sculpture or theme?

Student Self-Assessment Sheet Found Object Sculpture Student Name: Date:

1. Is there a pattern in your sculpture? What is it?

2. What did you like best about this project?

3. Did this project change your views on how color affects art?

Teacher Example:

Students Work (In Progress):

Students Finished Work:

Master Work: Royal Tide V (1960). Painted wood construction, 78 x 101 1/2" x 13 9/16" by Louise Nevelson

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