Title of Learning Segment: Memory Vessel Grade: 4th Grade

Prior Knowledge Basic painting techniques, knowledge of materials such as glue and mix
media items. An understanding of three-dimensional form.
Central Focus/Big Idea Exploration of memories translated into an individualized vessel.
Learning Segment Overview (50-minute classes)
Lesson 1 (Day 1) Introduction/Motivation ask, “what is your favorite memory.”
Lesson 2 (Days 2-4) Demonstrate Model/Construct
Lesson 3 (Day 5-6) Complete Vessel/Reflect/Share
Standard Learning Objective Assessment
NVAS VA: Re.7.2.4a I can analyze visual imagery Checklist, writing prompt,
Analyze components in in a vessel that conveys my and class presentation
visual imagery that convey message. see attached
messages.
SCVAS Va.R.NH.5 I can explain how I use my
I can explain how the memory and recycled
objects and elements of art materials to create a free-
within an artwork represent standing vessel.
ideas.
Academic Language Demands:
1. Language Function --The language function is analyze.
2. Vocabulary
Vessel: a container (such as a cask, bottle, kettle, cup, or bowl) for holding something.
Mixed Media: visual art form that combines a variety of media.
Upcycled: discarded objects/material reused to create a product of higher quality.
Texture: describes how something feels when touched.
Form: three-dimensional and enclosed shape having length, width, and height.
3. Discourse --SW develop academic discourse.
4. Practice --SW be given the opportunity to develop discourse by discussing their memory and
vessel in a class presentation and reflective writing.
Key Materials
-Recycled Bottles One liter or less (Students can bring their own if needed)
-Plaster/Casting Material
-Aluminum foil
-Copy Paper (For Sketches)
-Tape
-Paint (Acrylic or tempera can be used)
-Mix Media materials (beads, pompoms, paper tape, colored crepe papers, etc.)
-Permanent Markers
-Smart board and document camera
 Lesson I of 3
Standard Objective Formative Assessment
SCVAS Va.R.NH.5 I can explain how I use my Positive Written Memory
I can explain how the memory and recycled Sketch of their memory on the
objects and elements of materials to create a free- vessel.
art within an artwork standing vessel.
represent ideas.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
Day 1- Introduction to vessel project.
Focus SW create a free-standing vessel that holds their personal, positive memory.

Shared objective I can explain how I use my memory and recycled materials to create a
free-standing vessel.

Introduction Class comes in quietly. TW say hello class, today we are going to talk about
memories. Who can tell me what a memory is? Memories are so special and individual to
each person. Many famous artist use memories of someone or some occasion to inspire
them to create works of art. Let’s look as some examples (uses smart board to show artist).
Mike Ryczek is a contemporary artist (an artist that is still working) that creates paintings
inspired by memories, photos, and his life in Brooklyn. Another artist who uses memories is
Salvador Dali. The Persistence of Memory is inspired by a memory of his father. His father
made him move out at 25 and this art piece is about Dali’s struggle of his first few months on
his own. Today we are creating art using our memories. Everybody has memories, some
good, some bad, however we are only going to focus on the happy ones. TW show
teacher’s example and explain Halloween memory. Host teacher shares her memory as
well. While she shares pass out the sketch paper and the piece of paper, they write their
memories on. Then ask the question, “what is your favorite memory?”

I DO TW demonstrate project. Introduce project. Then pass out water bottles, SW pick which
shape they prefer. Demonstrate how to roll up the paper with their memory and insert it into
the bottle and place the cap on it.

We Do build understanding of the big idea of memory. Designing a vessel to hold the
memory. SW interpret their memory into a vessel using visual elements that represents their
memory using guidance from teacher. SW demonstrate how to use the masking tape on
their tables to tape the bottom of the bottle and put their name on it in Sharpie. SW follow
along.

YOU DO is writing an individualized memory and placing it in the vessel. Do not say it out
loud. SW write it down and fold your paper in half. You are only aloud to tell the teacher
(Insure they only share on paper). Make sure you label the back of your paper with your
name first and last, teachers name, and date.

Closure Five minutes before the time to go TW collect the bottles and sketches. Then
students will clean their group tables and wait for their group color to line up.

Lesson 2 of 3
Standard Objective Formative Assessment
SCVAS Va.R.NH.5 I can explain how I use my Analyzing Student Work
I can explain how the memory and recycled materials using Check System
objects and elements of art to create a free-standing
within an artwork represent vessel.
ideas. represent ideas.
Instructional Strategies and Learning Tasks (Procedures & Timelines)

Day 2- Building and attaching armatures to the vessel

Shared objective I can explain how I use my memory and recycled materials to create a free-
standing vessel.

Introduction SW enter quietly and sit at their assign seat while teacher passes out bottles and
sketches. TW review LS one and ask a series of reflective questions to ensure understanding.
Who remembers what we are doing? Are we supposed to share our memory with anyone?
What are we doing on the outside of the bottle/vessel? Who remembers what two artist we
talked about? Give a reminder if necessary.

I DO Demonstrate how to build an armature. Go over LS one and reflective questions. Give a
formative check by asking who needs more time for sketching their idea out for their vessel? If
more time is needed give them 5-10 minutes. Demonstrate how to build an armature out of tin
foil and attach it to the plastic bottle. One cannot create a perfect circular form using aluminum
foil they have to use a mold under it. Teach how the aluminum foil is handled and ripped off the
sharp side edge on the package. Show how to fold, bend, and create forms using the foil.
Attach the armatures using masking tape to the plastic bottle.

We Do Build understanding of creating the armature for student’s individual designs.

YOU DO Create the armatures for the vessel and attach it to the memory plastic bottle.

Closure Five minutes before the time to go TW collect the bottles and sketches. Then SW clean
their group tables and wait for their group color to line up.

Day 3- Applying Plaster Strips

Shared objective I can explain how I use my memory and recycled materials to create a free-
standing vessel.

Introduction SW enter quietly and sit at their assign seat while teacher passes out bottles and
sketches. TW review last class and ask a series of reflective questions to ensure
understanding. What are we doing on the outside of the bottle/vessel? What is an armature?
How do you rip off the aluminum foil without cutting your finger? How can you get your
aluminum foil to stick to your vessel correctly?

I DO Demonstrate how to use plaster strips. TW review last class and ask a series of reflective
questions. Give a formative check and asses how much time is needed for most of the class
before moving on. Demonstrate the plaster strips. First, TW show how to apply the pre-cut
plaster strips to the vessel. You must submerge the strip into the water tray and pull it directly
out, like dunking a chicken nugget. Then let the excess water drip off and into the water tray.
Next, apply the strip to the area of the vessel you are trying to cover. Take your finger and
smooth it onto the plastic until it is flat on the surface. Try not to leave spaces in between the
plaster strips it would be better to overlap the strips and smooth them together than leave
spaces. Teach how to take care of the plaster strips. Plaster strips should ONLY be WET if you
are about to put them on the vessel and should be used one at a time. No strips should ever be
just sitting in water. Clean your area up as needed.

We Do Build understanding of using plaster strips to correctly cover an uneven surface.

YOU DO Cover your vessel in plaster strips to create a smooth surface that conceals your
memory. If there is water all over the table clean it up immediately as well as unused plaster
strips should remain in their containers to keep them dry from the table. If a student finishes
early allow free draw time or let them finish other projects while the plaster dries.

Closure Five minutes before the time to go TW collect the bottles and sketches. Then students
will clean their group tables and wait for their group color to line up.

Day 4- Painting and embellishing the vessel using mix-media pieces

Shared objective I can explain how I use my memory and recycled materials to create a free-
standing vessel.

Introduction SW enter quietly and sit at their assign seat while teacher passes out bottles and
sketches. TW review last class and ask a series of reflective questions to ensure
understanding. How do you properly use plaster strips? Why are we creating this vessel? What
are the names of the artist we viewed at the beginning of this project?

I DO Demonstrate how visual imagery in the teacher’s example conveys the teacher’s memory.
TW review last class and ask a series of reflective questions to ensure understanding and
review. TW re-show the teacher example and memory. This time the teacher will point out craft,
color choices, and what items were used for mixed media pieces.

We Do Build understanding of creating visual imagery on our vessel to connect our memory.

YOU DO Painting and embellishing the vessel using mix-media pieces. SW paint vessels using
acrylic and adding in mix media pieces are optional.

Closure Five minutes before the time to go TW collect the bottles and sketches. Then students
will clean their group tables and wait for their group color to line up.

Lesson 3 of 3
Standard Objective Assessment
NVAS VA: Re.7.2.4a I can analyze visual imagery in a Writing Prompt
Analyze components in visual vessel that conveys my message. Class
imagery that convey messages. I can explain how I use my Presentation
SCVAS Va.R.NH.5 memory and recycled materials to Checklist
I can explain how the objects create a free-standing vessel.
and elements of art within an
artwork represent ideas.
Instructional Strategies and Learning Tasks (Procedures & Timelines)
Day 5- Finish Painting and Present
Shared objective I can analyze visual imagery in a vessel that conveys my message.
I can explain how I use my memory and recycled materials to create a free-standing vessel.
Introduction SW enter quietly and sit at their assign seat while teacher passes out bottles and
sketches. SW finish painting vessels using acrylic and adding in optional mix media pieces for
the first half of class.

I DO Demonstrate how to present the vessel.

We Do SW clean up materials and prepare for class presentations. Build understanding of

visual imagery by having a class discussion using our vessels. The class can guess what the
memory is based on the visual imagery during the presentations.

YOU DO Painting and embellishing the vessel using mix-media pieces. Share your memory and
connecting your specific elements of visual imagery to your memory. The student presenting
must explain how they use their memory and recycled materials to create a free-standing
vessel. Each student only gets up to 5 minutes to present.

Closure Five minutes before the time to go TW collect the bottles and sketches. Then students
will clean their group tables and wait for their group color to line up.

Day 6- Finish presenting and fill out writing prompt

Shared objective I can analyze visual imagery in a vessel that conveys my message.
I can explain how I use my memory and recycled materials to create a free-standing vessel.

Introduction SW enter quietly and sit at their assign seat while teacher passes out bottles and
sketches. Remaining students share their vessel. Then demonstrate writing prompt.

I DO Demonstrate how to write about your artwork. SW write a paragraph about how their work
is like Dali or Ryczek. The writing template will review and close the LS. It there is extra time
students may free draw or finish an old project.

We Do Build understanding of academic writing by using vocabulary, translating visual imagery

into words, and connecting to our memories.

YOU DO Written prompt using the academic writing tips. Share your memory and connecting
your specific elements of visual imagery to your memory. The student presenting must explain
how they use their memory and recycled materials to create a free-standing vessel. Each
student only gets up to 5 minutes to present.

Closure Five minutes before the time to go TW collect the bottles and sketches. Then students
will clean their group tables and wait for their group color to line up.

Theory/Theorists
The theorists whose thinking influenced this lesson is Lev Vygotsky. Vygotsky influenced the
recycled vessel idea because of his theory of social learning. Community plays a central role in
the process of "making meaning” and in the sense of this project each students memory is
based upon a social interaction that left a significant positive impact on the child. They then use
this memory as an idea starter to create their vessel to protect their memory.

Accommodations Universal Design for Learning used in this art lesson.

  Representation: Information will be represented by both teachers’ exemplars, demonstrated
in projects steps using both verbal and visual directions. Customized display of the vessel
through a plastic bottle.
 Engagement: Student has choice in memory, mix media materials, and how they depict their
memory in the vessel. Gives relevance and creates value to the vessel by adding the
student’s individual memory. Teacher will give feedback throughout unit to help students
reach goals. Student will reflect on sculpture at the end of the lesson and present to the
class.
 Expression: Physical action with a variety of media used for the project. Build
communication by sharing finished project with the class as well as a written response to a
prompt. Supported planning development by designing vessel from a favorite memory with
teachers guided instruction.
 Individual student with special needs: No students in the classes taught need
accommodations for this lesson.

Resources

Esaak, S. (2019, July 3). Here's how artists use texture and why it's so important in art. Retrieved
from http://www.thoughtco.com/definition-of-texture-in-art-182468.
Marder, L. (2019, August 8). The Definition of Form in Art. Retrieved from
http://www.thoughtco.com/definition-of-form-in-art-182437.
Mixed Media Art Information and Gallery. (n.d.). Retrieved from http://www.art-is-fun.com/mixed-
media-art.
Upcycled. (n.d.). Retrieved from https://www.merriam-webster.com/dictionary/upcycled.
Vessel. (n.d.). Retrieved from https://www.merriam-webster.com/dictionary/vessel.

Artifacts/teacher or student made

Teacher Example, Demonstrations, Checklist, Writing Prompt
Reflection (Internship I only) What went well? Not so well? Next time I will do this differently…