Samuel Miller

6th Grade
Taking Old and Making New!
Big Idea: Art work and the artistic method and skill apply to many areas of life.
Rationale: It is important for students to learn about how art is valuable to other fields of work and to
apply the artistic methods to things outside of the art sphere.
Standards:
 CDE Standard 3: Invent And Discover to Create.
o GLE 1 Plan the creation of art utilizing feedback. EO b. Propose revision to works of art
using the language of visual art and design.
o GLE 2 Explore various media, materials and techniques used to create works of visual art
and design. EO b. Identify and differentiate the relationships between media choice, art
processes, and final solutions. EO c. Create and Display works of art using a wide variety
of contemporary and available media.
Enduring Understandings: Art is used in a variety of fields and in integral to the world we live in. Art,
while having beyond its practical application, can still be very practical in a variety of ways. Planning and
revising plans is an important part of the artist process. Making something new is often taking
something that already exists and altering aspects of it to improve it.
Essential Questions: What are some of art’s purposes outside of school? How do you interact with art
outside of the classroom? Have you ever used art as a way of demonstrating an idea? What are some
things that you think are creative? When making something new, is it ok to borrow elements from
something that already exists?
Unit Goals: To create their own artwork that is unique to them by inventing and discovering.
Objectives from lesson plans and sketches: The Student can demonstrate that they can envision their
ideas and transfer them into their sketches and artwork. The will explore new ideas and will stretch
themselves by trying difficult things.
Assessment:
Pre-Assessment:
 What is creativity to you?
 What makes things creative?
 What role do sketches have in making artwork?
 How does art and creativity tie into different fields?
Formative:
 Progress checks
o What is your idea?
o Do your sketches reflect your idea?
o What can you change or add from the old idea to make it new?
Post-Assessment:
 Finished Piece
 Three rough sketches
 Written Description of their work and process of creating it
Content Integration:
Various
 Students will likely need to apply knowledge gained from math in order to create their final
piece, especially if it is created as a 3D piece.
 Other fields may apply depending on the student’s individual project.
Outline of Lessons:
Weeks 1-2 are introductory weeks. This is assuming this is at the beginning of the class/quarter. The unit
lesson in Weeks 3-4.
Week 1: Instruct different centers – Drawing, painting, multimedia, fiber arts, sculpture. Introduce
Studio Habits.
 Day 1
o Classroom expectations, review studio habits.
 Day 2
o Drawing center demo. 10 minutes max. Drawing prompt/free draw.
 Day 3
o Painting center demo. 10 minutes max. Paint prompt/free paint.
 Day 4
o Multimedia/fiber arts demo. Might take up most of class.
 Day 5
o Sculpture demo – Sculpture test (student must show they can use different attachment
techniques other than glue and tape in order to be allowed to use sculpture).
Week 2: Individual projects – for students to explore, experiment, and for teacher to observe skill level.
 Day 1
o Introduction of project – free work. Teacher observes students work. Pick a project
today to work on for the rest of the week.
 Day 2
o Work day.
 Day 3
o Work day.
 Day 4
o Work day.
 Day 5
o Work day.
Week 3: Begin New Idea Project- Sketches and developing. End of the week finish a final sketch draft.
The Final sketch should be more detailed than the others so that the student knows exactly how they
want to go about creating the art piece.
 Day 1
o Introduce project, set up guidelines. Students will choose “Old Idea”.
 Day 2
o Work on sketches of “New Idea”.
 Day 3
o Work on sketches.
 Day 4
o Work on sketches. Meet with teacher for approval of sketches. Begin work on Final
Sketch draft
 Day 5
o Finish Final Sketch draft.
Week 4: Begin New Idea art piece – any media center, must be approved by teacher. Present artwork to
class for critique. Might go into Week 5.
 Day 1
o Meet with teacher to approve media center for art piece. Begin work on art piece.
 Day 2
o Work day.
  Day 3
o Work day.
 Day 4
o Wrap up art piece. If class is finished begin presenting.
 Day 5
o Class presentation (May go into week 5).
Visuals: Power Point – “Eaton Imagination Lesson”. Various research done by individual student.
Rubric:

RUBRIC Excellent! (5 Great! (4 Nice! (3 Almost there! Still needs

points) points) points) (2 points) something…
(1 point)

Participation The student The student The student The student The student
in class listened to listens to listened to did not listen did not listen
instruction instruction instruction to instruction to instruction
and worked and worked and worked or work on or work on
on their on their on their their their
assignment for assignment for assignment for assignment for assignment for
the entirety of most of class. part of class. most of class. almost all of
class. class.
Sketches The student The student The student The student The student
communicates communicates communicates communicates communicates
the visual the visual the visual the visual the visual
aspect of their aspect of their aspect of their aspect of the aspect of their
project very project – few project – some project poorly project poorly
well – nothing things are left things are left -a lot is left for – a lot is left
is left for the for the viewer for the viewer the viewer to for the viewer
viewer to fill in to fill in the to fill in the fill in the to fill in the
the blanks. blanks. blanks. blanks. blanks.
Written The student The student The student The student The student
Summary communicates communicates communicates communicates barely
the written the written the written the written communicates
aspect of their aspect of their aspect of their aspect of their the written
project very project well – project – it project poorly aspect of their
well – it covers it covers most covers some – it covers project – it
everything things that the things that the little that the covers
that the sketch could sketch could sketch could little/nothing
sketch could not not not that the sketch
not communicate. communicate. communicate. could not
communicate. communicate.
Final Piece The student The student The student The student The student
created their created their created their created their created their
piece by piece by piece by piece by piece, but took
following their following their following their following parts little guidance
own final own final own final of their own from the own
sketch, making sketch, making sketch. final sketch. sketch. The
edits to the edits to the Successfully Created a new piece has too
final if needed. final if needed. created a new piece, but has many
Successfully Successfully piece inspired too many similarities to
created a new created a new by an old one, similarities to the original
piece inspired piece inspired but does not the inspiration.
by an old one. by an old one. change inspiration.
The piece is enough from
very unique the old to be
and a lot of considered
work was put new.
into it.