Be an Innovator

Interdisciplinary Unit Plan connecting

Art & Social Studies Grade 4

Diedrick Brackens, To Know What Angles Eat, 2014 Olivier Van Herpt, 3D Printed Ceramic Experiments, 2013

Leonardo Drew, Number 119D, 2009

Lesson 1: Wacky Weaving

Lesson 2: Crazy Coils
Lesson 3: Creative Construction

Abby Miller
Art Ed Curriculum PK-8
3/15/19

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 TABLE OF CONTENTS
Be an Innovator
Grade 4

• Unit Map Pg. 3

• Unit Plan Outline Pg. 4

• Lesson Plan 1: Wacky Weaving Pg. 8

• Lesson Plan 2: Crazy Coils Pg. 15

• Lesson Plan 3: Creative Construction Pg. 21

• Rubric for Lesson 1 Pg. 27

Example of student weaving

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Unit Map

3
 UNIT PLAN OUTLINE
Be an Innovator
Grade 4

STAGE I – DESIRED RESULTS

• UNIT TRANSFER GOAL – Students will be able to independently use

their learning to….
 Make connections between contemporary art works and their
cultural inspiration.
 Innovatively problem solve when learning new things.

• ENDURING UNDERSTANDINGS - Students will understand that:

 Ideas evolve over time.
 Artists use their knowledge of artistic traditions to inform how they
make art.
 Using materials in unexpected ways can lead to exciting moments
of creativity.

• ESSENTIAL QUESTIONS –
 How can we, as artists, take what’s been done before and make it
new?
 How and why does the history of a technique play a role in its
evolution over time?

• STANDARDS ADDRESSED

Visual Art:

1. Methods, Materials, and Techniques. Students will demonstrate

knowledge of the methods, materials, and techniques unique to the
visual arts.

3. Observation, Abstraction, Invention, and Expression. Students will

demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.

5. Critical Response. Students will describe and analyze their own work
and the work of others using appropriate visual arts vocabulary. When
appropriate, students will connect their analysis to interpretation and
evaluation.

7. Roles of Artists in Communities. Students will describe the roles of

artists, patrons, cultural organizations, and arts institutions in societies
of the past and present.

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 10. Interdisciplinary Connections. Students will apply their knowledge of
the arts to the study of English language arts, foreign languages,
health, history and social science, mathematics, and science and
technology/engineering.

Social Studies:

4.23. Learning Standards: Regions of the United States: Describe the

diverse nature of the American people by identifying the distinctive
contributions to American culture of: Several indigenous peoples in
different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians,
and Inuits). (H, G) 1

4.24. Learning Standards: Regions of the United States: Describe the

diverse nature of the American people by identifying the distinctive
contributions to American culture of: African Americans, including an
explanation of their early concentration in the South because of slavery
and the Great Migration to northern cities in the twentieth century, and
recent African immigrant groups (e.g., Ethiopian) and where thy tended to
settle in large numbers. (H, G) 4

4.26. Learning Standards: Regions of the United States: Describe the

diverse nature of the American people by identifying the distinctive
contributions to American culture of: major Spanish-speaking (e.g.,
Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean,
Vietnamese) immigrant groups who have come to America in the
nineteenth and twentieth centuries, locating their countries of origin and
where they tended to settle in large numbers. (H, G) 19

• ACQUISITION/ UNIT OBJECTIVES

Students will be able to:
 Think critically when using a material in a new way.
 Articulate how they get inspiration from other artists.
 Revise a piece of art that they have created to show creative
growth.

STAGE 2 – ASSESSMENT EVIDENCE

• PERFORMANCE TASKS/PRODUCTS AS EVIDENCE

Students will create two pieces of art for each lesson. These pieces will
serve as products that show student understanding and growth over time.
Students will also write reflections of their work, their ways of working,
what they learned, and how they were able to grow in their art making
through the projects.

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 Native American Coil Pot Shalya Marsh, Vestigial Remnants, 2017 Priya Thoresen

• RUBRIC – See attached rubric for lesson 1.

STAGE 3 – LEARNING PLAN

• SCOPE AND SEQUENCE OF LESSONS:

• Lesson 1, Wacky Weaving:

Students will learn about weaving traditions, with a focus on Kente
cloth, from Africa and Navajo weaving, from the four corners area of the
United States. After learning about a small history of weaving students will
weave a sample piece on a cardboard loom. They will then learn about
contemporary weavers and create an innovative weaving based on the
techniques they learned and their imaginations.

Alice Kagawa Parrott, Fiesta

• Lesson 2, Crazy Coils:

Students will learn about coil pots and their use in both Native
American and Jomon cultures. They will spend two classes experimenting
and creating a basic coil pot. We will then look at contemporary ceramic
artists using coils in their work. Students will then spend 3-4 classes
creating a piece using coils in whichever way they choose.

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 Cheryl Ann Thomas, Cascade, 2014

• Lesson 3, Creative Construction:

Students will learn about assemblage sculpture, starting with
Picasso, moving to Louise Nevelson, and ending with Leonardo Drew.
They will use found and recycled materials to make a sculpture that will
be painted with one color of paint, in the style of the artists they are
learning about. Students will then decide if they want to alter their first
piece to create something new or create another sculpture using the
same materials in a creative way of their choosing. Students will have the
choice of materials and paint in their project.

Louise Nevelson, Big Black, 1963

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 Lesson 1:
Wacky Weaving
Grade 4

Kayla Mattes, Fieldwork, 2014

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Introductory Information:
Grade level/ class size: 4th grade, 22 Students
Length of class period: 45 minutes, 8-9 classes

Lesson Topic and Description:

Students will learn about weaving from different cultures, Kente cloth from Africa
and Native American Navajo weaving. They will make their own cardboard loom
and learn some weaving techniques. Students will make a sample weaving
showing their learning and understanding of weaving. We will then look at more
contemporary weavers and talk about what differences and similarities are
present. Students will then make a second weaving that will show their creative
take on weaving. They will be able to use other materials, such as wire and
paint, in order to make their weavings unique. Students will also write a
reflection about both of their weavings.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS:
 Students will understand that traditional ways of working influence
how artists create artwork.
 Students will understand that innovation comes from experimenting
creatively with a material.

B. ESSENTIAL QUESTIONS:
 How does artwork from the past influence contemporary works of
art?
 How do artists think innovatively when making new work?

C. STATE STANDARDS ADDRESSED:

Art Standards:
 1.1 Use a variety of materials and media, for example, crayons,
chalk, paint, clay, various kinds of papers, textiles, and yarns, and
understand how to use them to produce different visual effects.
 1.3 Learn and use appropriate vocabulary related to methods,
materials, and techniques.
 3.2 Create 2D and 3D expressive artwork that explores abstraction.
 5.3 Describe similarities and differences in works, and present
personal responses to the subject matter, materials, techniques,
and use of design elements in artworks
 10.1 Integrate knowledge of dance, music, theatre, and visual arts
and apply the arts to learning other disciplines

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 Social Studies Standards:
 4.24. Learning Standards: Regions of the United States: Describe
the diverse nature of the American people by identifying the
distinctive contributions to American culture of: African Americans,
including an explanation of their early concentration in the South
because of slavery and the Great Migration to northern cities in the
twentieth century, and recent African immigrant groups (e.g.,
Ethiopian) and where thy tended to settle in large numbers. (H, G)
4

D. LEARNING OBJECTIVES:

• Students will be able to explain why they made certain choices in their
own artwork.
• Students will be able to apply the knowledge they learned about weaving
into a choice based piece of art.
 Students will be able to weave a piece of art.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT:
This lesson will have two final products. The first will be a small weaving
that will show an understanding of basic weaving techniques. The second
will be a weaving that shows how students were able to take what they
learned in the first piece and apply it in a creative way to new piece.

Kente Cloth Diedrick Brackens, Untitled, 2015

B. CONTINUUM OF ASSESSMENTS:
 Students will write a reflection about what they learned, why they
made the choices they made, and what their intention behind their
work was.

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  Students will create two weavings.
 Rubric (attached on Pg. 27).

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:
 Cardboard for the looms
 Yarn
 Tape
 Pencils
 Rulers
 Scissors
 Paper
 Paint
 Watercolors
 Markers
 Pipe cleaners
 Wire

B. RESOURCES:
Images:
 Diedrick Brackens art: https://www.diedrickbrackens.com/abstract
 Kente cloth example:
https://www.fractalcamo.com/store/p3321/Kwanza_Kente_Cloth_23
_Pattern.html
https://www.mfa.org/collections/object/cloth-kente-479324
 Alice Kagawa Parrott images:
https://gravelandgold.com/blogs/blog/19088483-alice-parrott-
working
 Kayla Mattes art:
https://kaylamattes.com/userinterface/cj4gwqox77r1lmrzozf1x17fzjd
2g0
 Navajo weaving example: http://navajopeople.org/navajo-rugs.htm
 Shelia Hicks art: http://altoonsultan.blogspot.com/2010/10/sheila-
hicks-miniatures.html
Web:
 Diedrick Brackens bio: https://www.diedrickbrackens.com
 Alice Kagawa Parrott bio:
https://gravelandgold.com/blogs/blog/19088483-alice-parrott-
working
 Kayla Mattes bio: https://kaylamattes.com

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 Navajo Weaving

C. VOCABULARY WITH DEFINITIONS:

 Weaving: The interlocking of threads to create a piece of fabric.
 Loom: The structure that one weaves on.
 Warp: The vertical threads on the loom.
 Weft: The horizontal thread that you weave with.
 Plain weave: The weaving stitch that goes over, under, over, under,
etc.
 Innovation: Doing something new, thinking in a new and creative way.
 Kente cloth: A style of weaving from Africa. Thin strips are woven and
sewn together to create a larger piece of fabric.
 Tapestry: A style of weaving in which the weft threads create a pattern
or picture.
 Navajo weaving: Weaving by the Navajo tribe located in the four
corners area of the United States.

D. TEACHER INSTRUCTION:
Class 1:
 The teacher will start class by showing students a slideshow of
weaving from different cultures.
 The teacher will show students how to make and thread a cardboard
loom.
 Students will make and thread their cardboard looms.
Class 2:
 The teacher will show students basic weave structures.
 Students will start on their own weavings.
 At the end of class students will share successes and struggles with
weaving.
Class 3:

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  Teacher will go over weave techniques and answer student’s
questions at the start of class.
 Students will continue on their weavings.
Class 4:
 At the beginning of class teacher will ask students if they have any
questions and remind them it is their last day to weave.
 Students will have their last weaving day.
 At the end of class we will talk about how students felt about weaving.
Class 5:
 Teacher will show students how to take their weavings off of their
looms.
 Students will take their weavings off of their looms.
 Students will write a written statement.
Class 6:
 Teacher will show students slideshow of contemporary weavers.
 Teacher will talk to students about creating an innovative weaving with
their choice of extra materials.
 Students will set up their loom and begin weaving.
Class 7:
 Teacher will check in with students about their innovative weavings
and ask if anyone wants to share what they’re working on.
 Students will weave.
Class 8:
 Teacher will ask students to think about some elements in their
weavings and why they added them.
 Students will finish weavings.
 Students will take weavings off of their looms.
Class 9:
 Students will share their weavings with their classmates and get
feedback.
 Students will write a reflection on both of the weavings, what changed
between the two, and what they learned.

E. QUESTIONS TO GENERATE DISCUSSION:

 What are some ways the contemporary artists we looked at were
influenced by weaving from other cultures and what are some ways
you were influenced?
 What was it like to learn a new art making technique?
 What did you learn from the first weaving that you were able to apply
towards the second weaving?

G. LEARNING ACTIVITY:
 Students will create a weaving showing their understanding and
learning of basic techniques.

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  Students will use those skills to create an innovative weaving.
 Students will write a reflection about their artwork and learning.
 Students will give feedback to their classmates about their weavings.
 Students will have class discussions throughout the lesson.

Sheila Hicks, ChoCho San, 2006

H. DIFFERENTIATION:
 Demos will be done at the start of every class which will help ELL’s
and students who visually process information.
 Demos will both be visual and have a spoken component, which will
help students to see and hear what they need to do.
 By using the idea of innovation students will understand that their work
isn’t supposed to look a certain way, which will be helpful to students
who are struggling with emotional stress.
 Weaving tends to be very meditative which can be helpful for students
who get distracted easily.

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 Lesson 2:
Crazy Coils
Grade 4

Priya Thoresen, Green Cube

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Introductory Information:
Grade level and class size: Grade 4, 22 students
Length of class period: 45 minutes, 8 classes

Lesson topic and description:

Students will learn about traditional pottery from the Jomon culture in Japan and
Native American coil pots. They will then learn the technique to make a coil pot.
Students will spend two days creating a basic coil pot. We will then learn about
contemporary ceramic artists and ways in which they are using coils in
innovative ways in their work. Students will create a second ceramic piece using
coils in new ways. After both coil pots are made students will be able to glaze
them. They will then write a statement and reflection about their art.

STAGE 1: DESIRED RESULTS

E. ENDURING UNDERSTANDINGS:
 Students will understand that when techniques are used in inventive
ways artwork can be drastically different from its origin.
 Students will understand that artists are constantly trying to push
themselves to make new and innovative work.

F. ESSENTIAL QUESTIONS:
 How and why does an artist’s work evolve over time?
 What connections can we find between contemporary artists and work
from traditional cultures?

G. STATE STANDARDS ADDRESSED:

Art Standards:
 5.1 In the course of making and viewing art, learn ways of discussing
it, such as by making a list of all of the images seen in an artwork
(visual inventory); and identifying kinds of color, line, texture, shapes,
and forms in the work
 7.1 Investigate how artists create their work; read about, view films
about, or interview artists such as choreographers, dancers,
composers, singers, instrumentalists, actors, storytellers, playwrights,
illustrators, painters, sculptors, craftspeople, or architects

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  10.1 Integrate knowledge of dance, music, theatre, and visual arts and
apply the arts to learning other disciplines

Social Studies Standards:

 4.23. Learning Standards: Regions of the United States: Describe the
diverse nature of the American people by identifying the distinctive
contributions to American culture of: Several indigenous peoples in
different areas of the country (e.g., Navajo, Seminoles, Sioux,
Hawaiians, and Inuits). (H, G) 1
 4.26. Learning Standards: Regions of the United States: Describe the
diverse nature of the American people by identifying the distinctive
contributions to American culture of: major Spanish-speaking (e.g.,
Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean,
Vietnamese) immigrant groups who have come to America in the
nineteenth and twentieth centuries, locating their countries of origin
and where they tended to settle in large numbers. (H, G) 19

H. LEARNING OBJECTIVES:
 Students will be able to make connections between historic ceramic
objects and work by contemporary ceramic artists.
 Students will be able to make connections between artwork in different
cultures.

STAGE 2: ASSESSMENT EVIDENCE

C. PERFORMANCE TASK OR FINAL PRODUCT:
The final product will be two ceramic pieces. The first will be a small
example of a learned technique and the second will be an example of a
creative approach to that technique. A successful example of a final
product will be two pieces that show growth and creativity.

Teresa Brooks Pottery, Coil pots

D. CONTINUUM OF ASSESSMENTS:

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  Students will write a reflection about what they learned, why they
made the choices they made, and what their intention behind their
work was.
 Students will create two ceramic pieces.

STAGE 3: LEARNING PLAN

F. MATERIALS AND EQUIPMENT:
 Clay
 A Kiln
 Glaze
 Paint brushes
 Various clay tools
 Pencils
 Paper

G. RESOURCES:
Images:
 Olivier Van Herpt art: http://oliviervanherpt.com/3d-printing-ceramics/
 Priya Thoresen art: http://www.priyathoresen.com
 Shalya Marsh art: http://shalyamarsh.com/image-gallery/index-
gallery.html
 Jomon pottery: https://www.ancient.eu/Jomon_Pottery/
 Native American ceramics: https://www.mfa.org/collections/object/jar-
41446
 Cheryl Ann Thomas art: https://www.gallerynaga.com/artists-list/cheryl-
ann-thomas/
 Teresa Brooks art: http://teresabrookspottery.com/coil-pots.html

Web:
 Jomon pottery: https://www.ancient.eu/Jomon_Pottery/
 Native American ceramics: https://www.mfa.org/collections/object/jar-
41446

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 Native American coil pot

H. VOCABULARY WITH DEFINITIONS:

 Ceramics: Objects, such as pots, made from clay.
 Coil pots: A way of making pottery that uses coils of clay built upon
each other to create a form.
 Jomon pottery: Pottery from the Jomon period in Japan, believed to be
the oldest pottery in Japan.

I. TEACHER INSTRUCTION:
Class 1:
 The teacher will introduce pottery from Jomon culture and Native
American culture.
 The teacher will go over how to make a coil pot.
 The students will begin to work on their coil pots.
 The students will wrap their pieces in wet paper towel so they can
work on them next class.
Class 2:
 The teacher will ask the class some successes and struggles they had
last class.
 The students will continue to work on their coil pots.
Class 3:
 The teacher will show students examples of contemporary ceramic
artists using coils in their work.
 The teacher will ask the students if they have any ideas about what to
put into their next piece.
 Students will be able to finish their first coil pot and begin to work on
their next coil piece.
Class 4:
 Teacher will ask students to share some ideas that they’ve been
working on or ideas they have.
 Students will continue working.
Class 5:

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  Teacher will ask students what ideas they were able to get from either
the historic ceramics or contemporary ceramics.
 Students will work on their pieces.
Class 6:
 Teacher will tell students this is their last day to work.
 Teacher will ask students to think about what creative ways they’re
using coils in their work.
 Students will finish their coil pieces.
Class 7:
 Teacher will ask students to reflect on their work during this project.
 Students will glaze their two pieces.
Class 8:
 Teacher will introduce the written reflection.
 Students will write their reflection and look at their classmate’s art.

J. QUESTIONS TO GENERATE DISCUSSION:

 What are some ways the contemporary artists were inspired by
Jomon or Native American pottery?
 What are some ways you were inspired by the ceramics we looked
at?
 What are some ways you were able to be innovative when making
your second piece?
 What are some ways you’re creatively using coils in your work?
 How was it helpful to look at other artists work before creating your
own?

G. LEARNING ACTIVITY:
 Students will have 2-3 classes to create a small coil pot.
 Students will have 3 classes to create an innovate piece of art using
ceramic coils.
 Students will glaze their work.
 Students will have a number of class discussions.
 Students will write a reflection about their work and what they learned.

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 Jomon pottery Olivier Van Herpt, 3D Printed Ceramic Experiments, 2013

H. DIFFERENTIATION:
 Demos will be done at the beginning of the project so that ELL’s and
visual learners can see and hear what is being done.
 Having many days to work will be helpful so that students can take
their time and not be stressed or have to rush.
 Using many visuals will be helpful to ELL’s and visual learners.
 By having the second coil piece be open ended all learners will be
able to work in the way that works best for them.

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 Lesson 3:
Creative Construction
Grade 4

Leonardo Drew, Number 10S, 2010

Introductory Information:
Grade level and class size: Grade 4, 22 Students
Length of class period: 45 minutes, 6-8 classes

Lesson topic and description:

22
Students will learn about three artists who make assemblage sculpture. Starting
with Pablo Picasso the students will see how Louise Nevelson was inspired by
his work and then how she inspired Leonardo Drew. They will make one piece of
art with recycled materials and one paint color in the style of Louise Nevelson.
They will then decide if they want to alter the piece they already made or create
a new piece using recycled and found materials and a choice of paint. Students
will then write a statement about their art making process.

STAGE 1: DESIRED RESULTS

I. ENDURING UNDERSTANDINGS:
 Students will understand that artists get inspiration from other artists.
 Students will understand that themes and styles of art remain
important throughout different times.

J. ESSENTIAL QUESTIONS:
 How do artists get inspiration from artists that came before them?
 How do themes and styles of art remain relevant over time?

K. STATE STANDARDS ADDRESSED:

Art Standards:
 1.2 Create artwork in a variety of two-dimensional (2D) and three-
dimensional (3D) media, for example: 2D – drawing, painting,
collage, printmaking, weaving; 3D – plastic (malleable) materials such
as clay and paper, wood, or found objects for assemblage and
construction.
 3.2 Create 2D and 3D expressive artwork that explores abstraction.
 5.3 Describe similarities and differences in works, and present
personal responses to the subject matter, materials, techniques, and
use of design elements in artworks.

Social Studies Standards:

 4.26. Learning Standards: Regions of the United States: Describe the
diverse nature of the American people by identifying the distinctive
contributions to American culture of: major Spanish-speaking (e.g.,
Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean,
Vietnamese) immigrant groups who have come to America in the
nineteenth and twentieth centuries, locating their countries of origin
and where they tended to settle in large numbers. (H, G) 19

L. LEARNING OBJECTIVES:

 Students will be able to explain how a similar style of art making can
change from artist to artist over time.

23
  Students will be able to apply their understanding of getting inspiration
from other artists into their own work.
 Students will be able to create artwork in the style of another artist.

STAGE 2: ASSESSMENT EVIDENCE

E. PERFORMANCE TASK OR FINAL PRODUCT:
A successful final product will be a piece that shows growth over time. In
order to see growth we will look at the first piece the students made or a picture
of the first piece before it was turned into the second piece. This piece will need
to show an understanding of the artistic styles we looked at in class and a
creative new way of working with those styles.

Pablo Picasso, Still Life, 1914 Louise Nevelson, Total- Totality- All, 1959-1964

F. CONTINUUM OF ASSESSMENTS:
 One or two recycled material sculptures.
 A written reflection of the student’s artistic process.
 Students will participate in class discussions.

STAGE 3: LEARNING PLAN

K. MATERIALS AND EQUIPMENT:
 Cardboard
 Recycled materials including boxes, egg cartons, etc.
 Glue
 Paint
 Found materials including twigs, rocks, etc.
 Markers

L. RESOURCES:
Images:
 Pablo Picasso art: https://www.tate.org.uk/art/artworks/picasso-still-
life-t01136

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 http://www.artnews.com/2015/09/11/picasso-sculpture-at-moma/
 Louise Nevelson art: https://www.widewalls.ch/louise-nevelson-art-
moderna-museet/
https://www.moma.org/collection/works/81177
 Leonardo Drew art: http://leonardodrew.com/gallery/exhibitions/
Web:
 Picasso bio: https://www.tate.org.uk/art/artworks/picasso-still-life-
t01136
 Nevelson bio: https://www.widewalls.ch/louise-nevelson-art-moderna-
museet/
 Leonardo Drew bio: http://leonardodrew.com
 Assemblage definition:
https://www.merriamwebster.com/dictionary/assemblages

Pablo Picasso, Bull, 1958

M. VOCABULARY WITH DEFINITIONS:

 Assemblage: An artistic composition made from scraps, junk, and odds
and ends (as of paper, cloth, wood, stone, or metal).
 Found object art: Art made from already made, found objects.
 Sculpture: Three-dimensional works of art.

N. TEACHER INSTRUCTION:
Class 1:
 Teacher will show students a slideshow about Picasso and Nevelson.
 Teacher will talk to students about the similarities and differences in
the work.
 Teacher will explain the first project, making a sculpture out of recycled
materials.
 Students will find the recycled materials they want to use and start
working.
Class 2:

25
  Teacher will ask students about why they chose the materials they
chose.
 Students will continue to work.
 Teacher will ask students to share successes and struggles.
Class 3:
 Teacher will ask students about successful parts of their sculptures
and how Picasso or Nevelson inspired them.
 Students will finish working on their sculptures.
Class 4:
 Teacher will show students slideshow on Leonardo Drew.
 Class will talk about the similarities and differences between all three
artists.
 Students will be given the choice of starting a new piece or altering
their already created piece.
 Students will work on their second sculpture.
Class 5:
 Teacher will ask students to share ways they plan on working
differently in their second piece.
 Students will continue to work.
Class 6:
 Teacher will ask students to share some successes in their new piece.
 Students will finish working on their second sculpture.
Class 7:
 Students will look at their classmate’s work and give feedback.
 Students will write a reflection about their process.

O. QUESTIONS TO GENERATE DISCUSSION:

 What are the similarities and differences in the work we looked at?
 What are some things you took inspiration from?
 How were you able to take what you learned in your first piece and
apply that knowledge to your second piece?
 What was it like to be able to revise a piece of artwork you made?
 Were you able to get inspiration from the artists we looked at? What
about from your classmate’s art?

G. LEARNING ACTIVITY:
 Students will create a sculpture from recycled materials in the style of
Louise Nevelson.
 Students will take what they learned in that sculpture and either make
a second sculpture or revise their original sculpture.
 Students will write a reflection about their learning.
 Students will give feedback to their classmates.

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 Leonardo Drew, Number 26i, 2014

H. DIFFERENTIATION:
 A choice of materials will help students who struggle with making
realistic art.
 Using pictures in the presentations will be helpful to both ELL’s and
students who learn visually.
 By allowing students to make many choices in their art making
students will feel more free to experiment which will help students who
struggle with making art.
 Students will be allowed to write their reflections by hand or on the
computer which will help ELL’s and those who struggle with writing or
dyslexia.

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 Rubric for Lesson 1: Wacky Weaving

Criteria
Willingness Students were Students Students Students did
eager to learn learned new learned new not use the
new techniques techniques but materials in
techniques and used did not use the way that
and were those them in new was taught.
excited to techniques in ways.
experiment new ways.
with those
techniques.
Growth Students used Students used Students used Students used
the techniques most of the some of the the same
they learned techniques techniques techniques in
in their first they learned they learned both pieces, in
piece in new in their first in their first the same
and inventive piece new piece in new ways.
ways in their ways in their ways in their
second piece. second piece. second piece.

Written Students were Students were Students were Students were

Reflection able to reflect able to reflect able to either not able to
on the choices on the choices state their reflect on the
they made, they made opinion of the project or
explain why and offer project or their choices.
they made some reflect on the
them, and explanations choices they
state their as to why they made.
opinion of the made them.
project.

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Respect Students were Students were Students Students
respectful to respectful to showed some showed
teachers, teachers and moments of multiple
classmates, classmates but disrespect to instances of
and materials. misused some teachers or disrespect to
materials. classmates. teachers,
classmates,
and/or
materials.

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