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Rebekah Groh


Enduring Idea (Big Idea): Throughout time humans have used memory to build knowledge.
Lesson Title: Building knowledge through memory.
Grade/Class: 4th Grade
Time Allotment: 2 class period

1. Lesson summary: Students will be able to demonstrate how memory is used to connect old knowledge with new
knowledge. They will do an activity drawing from memory, then observation then re-draw from memory. This
will allow the students to personally observe how memory is built upon. Students will pick their favorite drawing.
Students will get to be a Pop Artist, they will cut-out one of their clothespins and place it in a landscape from
one of the regions of the United States that Claes Oldenberg does not have a sculpture.
2. Artworks, artists and/or artifacts: Claes Oldenburg
a. Giant Saw
Tokyo Bay, Japan
b. Dropped Cone
Cologne, Germany
c. Giant Shuttlecocks
Kansas City, MO
d. Safety Pin
New Orleans
e. Giant Rubber Stamp
Cleveland, OH
f. Spoonbridge and
Minneapolis, MN
g. Giant Clothespin
Philadelphia, PA

3. Key concept(s):
a) Memory is a part of everyday life.
b) Memory can help you visualize.
c) Memory can help you make connections.
4. Essential Questions:
a. How does everyday life make memories?
b. How can we expand and improve our visual memory?
c. How can memory reinforce art?
5. Standards: PA Standards for Arts & Humanities
a) 9.1.5.A-Know and use the elements and principles
b) 9.1.5.K-Apply traditional and contemporary technology in furthering
knowledge and understanding.
c) 9.3.5.A-Identify critical processes in the examination of works in
the arts
6. Interdisciplinary connections: Geography 7.1.5.B
OBJECTIVES: Students will

1. Knowledge-
a. Recognize the difference between drawing from memory
and drawing from observation.
b. Reproduce the object from memory with new knowledge.
c. Identify different regions of the United States.
2. Skill-
a. Demonstrate how to draw from memory.
b. Demonstrate how to draw from observation.
3. Disposition-
a. Recognize the benefits of practice.
b. Attribute the quality of detail to drawing from observation.


Student will reflect and place 3 sketches of clothespins in order from favorite to least favorite.
Assessment based on student participation in class.
Written answers on back of project.
o What region did they place their sculpture in?
o What are a couple of characteristics of that region?

Day 1
1. Motivation/Engagement: (10 minutes)
a. Give definition of clothespin
b. Have students draw a clothespin from memory
2. Development: (30 minutes)
a. PowerPoint /movie
b. Share history and artworks of artist.
c. Discuss Pop Art.
d. Give each student a clothespin and have them draw from observation.
e. Take away clothespin and have them draw from memory again.
f. Students will place all three drawings in a row from favorite to least.
3. Closure
Students will share how their memory drawing and observation drawing differed.
a. Clean-up (5 minutes)
1. Motivation/Engagement: (5 minutes)
a. Review history and artworks of artist.
b. Review Pop Art.
c. Show clothespin sculpture and locations on map

2. Development: (22 minutes)

a. Students will pick their favorite clothespin drawing.
Student will do this while imaging they are a Pop Artist.
The student will cut-out their clothespin sculpture and
place it on a background of their choice. They can
choose to place their sculpture in any rural or urban landscape that they can imagine. They will use oil
pastels to complete the landscape.
3. Closure: (10 minutes)
a. Students will write on back of project (what region they placed their sculpture in and a characteristics
of that region.
b. Formal group discussion on how memory assisted in the progression of their art.
c. Clean-up (3 minutes)

1. Teacher research and preparation:

2. Instructional Resources:
a. Power point of artist and artworks.
b. Animation movie on memory I created.
c. Have a clothespin for each student to observe.

3. Student Supplies: paper, pencil, oil pastels and scissors

4. What changes, if any, did you make to the lesson?

5. Adaptations:
a. Select more complex/simpler objects to be drawn.
b. Trace pre-drawn object
c. Adjust the time to make the different components of the lesson shorter/longer depending on the needs of
the students.

Attach Exemplar