Service Learning Lesson Plan

Title: Final Touches

Lesson Idea and
Relevance: What are you
going to teach and why is this
lesson of importance to your
students? How is it relevant to
students of this age and
background?

Group/Date: Artistic Abilities 3D 4/13/15

This lesson will allow students to decide whether they want to complete/elaborate
on projects from previous weeks, to join in on a new project, or both. They will
have the option to add color by using crayon and india ink (as a substitute for
glaze) to the clay vessels we created last week, allow them to understand how
color is relevant to form and subject. The other option is to create a
space/environment for anything (i.e. themselves, an animal, a fictional character)
within the inner volume of a box that we will provide. Each of these created
spaces will then be put together to create one piece from the whole class.

Essential Understanding (s): What are the big ideas? What specific

Essential Question (s): What provocative questions will foster

understandings about them are desired?

inquiry, understanding, and transfer of learning?

1) Artists grow and acquire skills over time, build on 1) Why do artist sometimes make art over a long
ideas and explore different materials in order to
period of time?
2)
Why would artists take inspiration from the natural
further themselves in their ability to create.
world/their own lives?

Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and
skill? ...Compare and contrast art work; analyze sketches?

Students will be able to

1) Demonstrate the crayon and ink coloring process onto their clay vessels, with an understanding of how
color ties into the 3D quality of a piece
2) Recognize the concept of inner volume, and how that can be transformed
3) Demonstrate previous learned skills such as the transference of 3D art by 2D techniques such as painting
or collage
4) Evaluate interests and decisions during the process of making and communicate to peers during gallery
walk

Student Reflective Activity: Through what authentic performance

Assessment Instrument (s):

task(s) will students demonstrate the desired understandings? How will

students reflect upon and self-assess their learning?

understanding be judged?

By what criteria will performances of

One Final Gallery Walk! - This is our final gallery

1)
walk. Well look at what weve made today, and
how they ultimately created their final piece. Then
well spend a brief amount of time covering what
weve learned over the past 5 weeks and how that 2)
has translated into our piece from today.
Prompts:
3)
-What sort of colors did you choose for your
clay piece, and why?
4)
-What is your habitat for and how are the
visual elements of what youve created related?
-What materials did you use to create the
habitat? Are they materials that youve already used
or new ones?
-ask about choices that were made in the
making, what lead them to do that?

Used the crayon and india ink technique to add

color to their clay piece, and ultimately created a
piece that incorporates form with color and viseversa.
3 dimensionally transformed the inside of a vessel,
and incorporated a concept of what it was for.
created a piece , or several, that demonstrate
understanding of 3D art (i.e. space, shape, texture)
description of artwork in gallery walk

Pre-assessment:

How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are
coming from (prior knowledge, interests)?

1) Our idea bubble gives nice starting point towards the over-arching theme of habitats
2) We will also look back at previous ideas to show our progression and understand what weve learned
about 3D art highlighting prior knowledge.
3) Demonstrate the coloring process, showing the various possibilities.
Motivation:

How will you hook all students and hold their interest?

Ideation:

How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?

1) Our previous idea bubbles combined with the new

1) An alternate way of adding color to the clay pieces
idea bubble will provide inspiration.
brings interest towards exploring how it might turn2) Reviewing what weve created and all of the ideas
out.
that the class came up with will show students their
2) Giving students freedom and confidence to use past growth and allow them to reflect.
materials and new materials. Reviewing the past
projects will give confidence that weve had
experience with a large amount of materials
3) Creating an installation. We will be putting together
all of the habitats and creating a large piece of art
that everyone contributes to.

Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and
revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

(1)
(2)
(a)
(b)
(c)
(d)
(e)
(3)
b)
(1)
(2)
c)
(1)

(1)
(2)
(1)
2)
a)

3)
a)

(1)

1) Introduction: Idea bubble that includes all of the previous concepts and a new idea
bubble for the concept for this week (habitats, environments, and spaces) (10 minutes)
With old idea bubbles, well review our past projects and the ideas that were involved in creating them,
giving a students a chance to reflect.
Weve explored a lot of materials and learned a lot about what it takes to create a piece over a period of
time, as well as installing it and collaborating with other artists.
Point out the over-arching themes weve covered and what was created.
all of the different objects created for the sky installation
the mobiles and the different techniques used on those
MOVEMENT
INSTALLATION
COLLABORATION
emphasize the last clay project because we are carrying it over to this class
Introduce process for coloring the clay pieces
We are going to use a different, fun way to add color to our clay pieces from last week! It involves using
crayons and India ink.
First, we use the crayons to add color where we want it.
Second, we do a layer of ink over the crayon to add a finished look.
Introduce the optional habitat project: if you finish coloring your clay piece and want something else
to work on you can create a habitat!
So what is a habitat?
definition of a habitat: the place where a person or thing is usually found...a special environment for
living in over an extended period
Ask questions like: What would your dream habitat be like? What are some kinds of habitats, and who
would they be for? what would they involve?
example: a princess would have a very fancy, pretty habitat
what is said here will go in the idea bubble
We have these little chambers for you guys to create habitats inside of!
They can be for anyone or anything
Making (1 hr and 30 minutes)
Students will be able to choose what they will be creating. There will be two separate stations with
different materials. They will be able to either (or do both) add color to their clay project, or create a
habitat within the box/chambers that we will provide.
The materials for creating a habitat will include everything weve used so far (i.e. pipe cleaners,
styrofoam, aluminum foil, wire, glue, paint, tape and so on)
Students will group their finished habitats together to form an installation of several unique and diverse
habitats all coming together.
During making teachers will be narrating students theme specific artistic choices and interests they see
happening and sharing this with the whole class when adding an idea to the idea bubble.
During making the teachers will take the time to document student work through photos. This will allow
for students and the teachers to assess and review the process of the students art from start to finish. This
is a form of pre and final assessment that we can use to evaluate our students and if they have met
outcomes
Gallery Walk (15 minutes)
This is our final gallery walk. Well look at what weve made today, and how they ultimately created
their final piece. Then well spend a brief amount of time covering what weve learned over the past 5
weeks and how that has translated into our piece from today.
Prompts
-What sort of colors did you choose for your clay piece, and why?

(2) -What is your habitat for and how are the visual elements of what youve created related?
(3) -What materials did you use to create the habitat? Are they materials that youve already used or new
ones?
(4) -ask about choices that were made in the making, what lead them to do that?
Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.

crayons
india ink
cardboard boxes for the chambers
styrofoam
string/yarn
markers
paint
trash bag table covers for painting stations and stations with india ink
glitter
feathers
pipe cleaners
puffballs
aluminum foil
wire
fabric
tape
glue
scissors
wire cutters
cardboard
magazines
station with found objects
Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and
safety in a bulleted format.

1)
2)
3)
4)

place trashbags on tables for the india ink

hot glue, wire, and scissors are being supervised
prepare for coloring demonstration with crayons and ink
make sure we have several chambers ready
display old projects, old idea bubbles, and new idea bubble

Accommodations:

How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or
Process) and Expression (Products and/or Performance)?

1) Our different stations are for the sake of students that wish to explore several materials and dont work
well sitting in the same spot.
2) Supply gloves for paint, india ink, glue etc.
3) supply aprons for paint, india ink, glue etc.
4) be prepared with several extra chambers for students that wish to create more than one habitat

Understanding the plan...

Stage 1 Desired Results

Relevance - What are you going to teach and why is this lesson of importance to your
students? How is it relevant to students of this age and background?
Essential Understanding(s) - What are the big ideas? What specific understandings about
them are desired? What misunderstandings are predictable? (Reflect and Transfer)
Essential Question(s) - What provocative questions will foster inquiry, understanding, and
transfer of learning? (Reflect and Transfer)
Outcomes (objectives): What will students know and be able to do? What key knowledge and
skills will students acquire as a result of this unit? ...Art history and culture; expressive
features and characteristics of art; art materials, tools, and techniques? What should they
eventually be able to do as a result of such knowledge and skill? ...Compare and contrast art
work; analyze sketches? (Comprehend and Create)

Stage 2 Assessment Evidence

Student Reflective Activity: Through what authentic performance task(s) will students
demonstrate the desired understandings? How will students reflect upon and self-assess their
learning? (Comprehend, Reflect, Create, Transfer)
Teacher-centered Assessment (instrument): By what criteria will performances of
understanding be judged? What evidence (e.g. quizzes, tests, academic prompts,
observations, products/artwork, sketchbooks, journals, etc.) will students demonstrate
achievement of the desired results?
Stage 3 Learning Plan
W = help the students know where the unit is going and what is expected? Help the
teacher know where the students are coming from (prior knowledge, interests)?
(Comprehend)
H = hook all students and hold their interest? (Reflect and Create)
E = equip students, help them experience the key ideas, and explore the issues to
generate ideas for their artwork? (Create)
R = provide opportunities to rethink and revise their understandings and work? (Reflect
and Transfer)
E = allow students to evaluate their work and its implications? (Reflect)
T = be tailored (personalized) to the different needs, interests, abilities of learners
O = be organized to maximize initial and sustained engagement as well as effective
learning?