Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Courtney, Jessica, Kali, Sarah

School Middle (7th Grade)

UNIT TITLE Imagination Creation

Length of Class Period 50 Minutes
Approximate Number of Students in Each class 20
Beginning Date for this ​Unit April 11, 2018
Ending Date for this ​Unit April 11, 2018

ENDURING UNDERSTANDINGS ​(FROM ODE STANDARDS)

Personal Choice and Vision: ​Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.

Critical and Creative Thinking:​ Students combine and apply artistic and reasoning skills to
imagine, create, realize and refine artworks in conventional and innovative ways

PROGRESS POINTS ​(FROM ODE STANDARDS)

A. Recognize that people from various times and cultures create works of art to be looked at,
valued and enjoyed.

E. Form and express opinions about artworks and apply critical and creative thinking skills to
assess and refine their artworks.

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set​ (what do the students already know)
B). Rationale (​why is this lesson relevant?)
A). Students are often familiar with the idea of recycling, but may not understand the impact that
recycling can have on their daily lives or for society as a whole. Also, students have utilized
more traditional art media such as paint and graphite, but may not know how to use less
common forms of artmaking such as assemblage. They will be introduced to different adhesion
methods and non-traditional art making materials. Last, students have been introduced to the
basic elements of design and will be able to practice this knowledge during the critique.

B). This lesson is relevant because of the increasing pollution levels that burden our planet. As
a species, humans are adding incredible amounts of refuse to our land, our water, and our
atmosphere. The natural processes of our planet are not equipped to handle this level of
damage. Middle school students are entering a phase of development in which they are learning
to be more responsible, are taking a bigger role in their families, and are starting to solidify their
lifelong habits. Introducing this idea to students at this phase in their development helps

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increase awareness of the massive problem of pollution. As they venture farther out into the
world they can be vigilant and find ways to recycle and reduce pollution in their own lives.

Also, middle school students are within the crisis of realism. Working with non-traditional and
recycled materials allows students to express themselves without the fear of accurate
representation. There is no “right” appearance for an assemblage.
Central Focus ​(creating, presenting, interpreting, responding, and/or relating art to context.
Our central focus for this lesson will be on how much pollution there is on our planet, the impact
that students’ recycling habits can have on the world, and how an artist used trash to produce
valued work.
Essential Questions ​(provocative, engaging, critical)
Why recycle?
What materials can be used to make art?
Is trash useless?
How can trash be made beautiful?
How can art be used to address environmental issues?
Possible Integration
Within the seventh grade science standards, there is a focus on the “earth’s hydrologic cycle.”
This lesson could be integrated with a science class and look into how pollution negatively
affects the environment with a specific focus on the water cycle.

One of the seventh grade English state standards requires students to be able to “write
arguments to support claims with clear reasons and relevant evidence.” This lesson could be
integrated within an English course and ask students to make an argument for recycling that is
supported by evidence.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Imagination Creation
Lesson Description Students will be introduced to the topic of pollution, the importance of
recycling, and the art of Mr. Imagination. Following this introduction,
students will transform a small box with found objects and recycled
materials. The lesson will conclude with a post-it note critique and group
discussion about their new understanding of the importance of recycling
and impact of pollution.

Explain how technology has been used in this unit

A projector and computer will be utilized to introduce the topic of pollution and display images
within a presentation.
LESSON PLAN

Teacher Candidate Courtney, Jessica, Kali, Sarah

School Middle (7th Grade)

LESSON NUMBER 1
Lesson Title Imagination Creation

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 Length of Class Period 50 minutes
Approximate Number of Students in Each class 20
Beginning Date for this ​Lesson April 11, 2018
Ending Date for this ​Lesson April 11, 2018

CONTENT STATEMENT – PERCEIVING/KNOWING ​(FROM ODE STANDARDS)

4PE ​Observe​ a variety of artworks noticing details, themes and ideas and group them into
patterns and categories.

6PE ​Connect​ various art forms to their social, cultural or political purposes and include regional
examples.
CONTENT STATEMENT – PRODUCING/PERFORMING ​(FROM ODE STANDARDS)
2PR ​Manipulate​ materials, tools and technology in conventional and unconventional ways to
create a work of art.
4PR Apply art and design principles in the construction of ​three-dimensional​ artworks.
CONTENT STATEMENT – RESPONDING/REFLECTING ​(FROM ODE STANDARDS)
1RE ​Speculate​ about an artist’s​ ​intentions and message in a work using relevant references to
the work.

7RE ​Assess​ one’s own work and working process and the work of others in relation to criteria
and standards.

Performance-based Assessment Objectives

1. Know: Students will ​observe​ the artwork of Mr. Imagination, ​connect​ how his work
relates to recycling found objects, and ​speculate​ about his​ intentions​.
2. Do: Students will create a ​three-dimensional​ work of art that transforms a found object.
a. Students will create an assemblage by ​manipulating​ various found and typically
discarded materials on a small cardboard object.
b. Students will participate in a sticky note critique to ​assess​ one’s own artwork and
the artwork of others.
3. Know: Students will have an understanding of the impact of trash on a global scale and
how they can help with the issue.

Performance-based Assessment Strategies

(attach assessment documents if relevant)

1. Know: Students answer questions on a worksheet that relate to Mr. Imagination and
recycling.
2. Do: Students will produce a three-dimensional assemblage.
a. Students will uses at least two different materials.
b. Students will write comments on two sticky notes, one for their own artwork and
another for a peer’s piece.
3. Know: Students will answer the question, “What is one way that I can reduce pollution in
my own life?” at the bottom of their worksheet with a complete sentence.

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The summative assessment will be based on the students final work and graded with a rubric
provided at the beginning of the project (see attached).

Formative assessment will occur during discussion. Student responses will help us gauge
understanding and adjust the lesson when necessary. Also, the worksheet will be used to
concretely verify that students were listening during the presentation (see attached).

Academic Language
Vocabulary ​(define each)
Assemblage: A collection of objects
Biodegradation: When microorganisms cause organic (food, paper, etc.) materials breaks down
Pollution: A harmful object or substance in the environment
Recycle: To turn trash into a useful object or material
Found Objects: A material or object that is discovered
Photodegradation : When the sun breaks down a material
Additional Language Demands ​(​specific​ communication task)
A PowerPoint at the beginning of the lesson will require that the students be able to read, but
the information will be provided verbally and visually as well to facilitate comprehension.

Directions for the project and the demonstration will be given verbally, but a written rubric will be
available to guide student art production (see attached).

The short critique at the end of the class will require students to be able to write.

Art/Visual Culture Examples ​(list all artists, artwork or media used)

A selection of Mr. Imagination’s Artwork (1848 - 2012) as seen in the in the video ​Welcome to
the World of Imagination ​by WOSU.

Preparations
Materials/Resources for Teacher
- Computer
- Introduction to Pollution PowerPoint
- Projector and projection screen
- Multiple (at least 4) samples of completed object
- 20 copies of the Rubric
- 40 post it notes
- Spare pencils
- Music to play
- Directions Sheets
Materials for Students
- 20 small boxes
- 20 printed worksheets
- Recyclable Materials( Paper, Magazines, etc…)
- Pre-cut pieces of plastic, cardboard, and paper
- 15 - 20 Sharpie markers
- 20 glue sticks
- 6 hot glue guns

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 - Rubric to share with the group
Safety Procedures
- Don’t run with scissors, or use them on anything other than an art supplies.
- Don’t run in class.
- Avoid spilling or dripping water during cleanup.
- Never touch hot glue that isn’t hardened or the point of the hot glue gun.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Before class, the recycled materials are cleaned and sanitized. They will placed on a taple for
easy collection.
Containers of sharpies, tape, scissors, glue, and hot glue will be laid out in a centralized location
for easy access.
Rubrics will be placed on each of the work desks so that students will know what is expected of
them.
The presentation will be ready and up on the projector
Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)
Pollution Introduction - 4 minutes - Courtney
MATERIALS: Projector, Presentation, Computer
- Courtney: Students will be greeted, and the class instruction will be initiated. This portion
of the lesson will introduce pollution.

Artist Video - 6 minutes

MATERIALS: Computer, presentation, projector
- We will watch short video about the artist.

Artist Discussion - 4 minute - Jessica

MATERIALS: Computer, presentation, projector
- Jessica: Will lead a short discussion about the class interpretation of the artist’s work.

Transition and Demonstration - 4 minutes

MATERIALS: Recycled materials, glue, tape, sharpies, sample artwork
- Kali: Students will be instructed to transition to the work space in the classroom to watch
a demonstration. Kali will introduce the project, materials, and definition of assemblage.

Transition and Studio time - 20 minutes

MATERIALS: Art materials, speaker system, chosen music
- Students are instructed to stop by the material table to gather the materials they want,
then head to their seats and start working.
- Music will be played softly during work time.
- A five minute warning will be given so they know when the clean up time is approaching.

Cleanup - 5 minutes
MATERIALS: No extra materials
- Kali: Students will clean up their own area and help their peers.

Post it critique - 3 minutes

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MATERIALS: Two post-it’s per student, pencils, finished artwork
- Sarah: Students will be instructed to pick a partner to assess their work. They will write a
response first to their own work on the post-it, then switch with their partner and write a
response to the post it on their work.

Quick Critique and Closing Discussion - 4 minute

- Sarah: Lead brief critique and ask students what they learned in the lesson.

Clean-up Procedures​ (Room, Materials & Work Storage)

Students will be responsible for cleaning up their own area. All recyclable material that can’t be
used for future projects will be put in bins on the table to be placed in the recycle bin later. The
rest of the materials should be put away or disposed of properly.

Closure, Review & Anticipation​ (what’s next?)

Students will be asked what they learned in the lesson that they would go home to tell their
parents.

Ruberic:

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Name: ___________________________________

Imagination Creation Rubric

Yes No

Students completed their

worksheet.

Student used at least 2

materials to create their
assemblage.

Student used sticky notes

to assess their own
artwork and a peer’s
artwork

Student used at least ¾ of

the base box in their final
artwork.

Teacher’s Comments:

______________________________________________________________________

______________________________________________________________________

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Samples:

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Worksheet:

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