Lesson Plan Title: Creature Workshop with Centers Length: 1.

5 hours

Performance:
(What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
As a time traveler you showed your peers and instructors something that happened over winter break, as an explorer of an uncharted island you
showed us what you found there, whether it was a new animal in nature or a creature of local myth. Chances are you feel that one or both of your
pieces you have made is just short of satisfying the level of expression you desire. Today is the day to make sure your work expresses what you
want it to. You will want to take time with your artwork and talk to your peers and instructors to get an idea of what more youd like to do. Next
you will be shown a number of workstations that will help you in your task. When your work satisfies you, share it with another person, and have
them share their work with you.

Concepts:
(List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation)
Exploration, myth, origin, culture, invention, nature, storytelling, time, tradition, shape, line, persistence, expression, reflection, finish

Enduring Understanding (s):
(Statements that show a relationship between two [or more] concepts. They synthesize what students should understandnot just know or doas a result of studying a particular area of art. Moreover, they articulate
what students should revisit over the course of their lifetimes in relationship to art. These ideas are universal, timeless and transferrable.)
Artists rework their ideas and artwork until they have expressed what they desired to express
Artists finish art work to preserve and display


Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
(Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms-Standards-and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. Blooms: _____ - Standard: _____. Numeracy, Literacy, and/or Technology)
1. Given time to assess their artwork, students will consider options in how to best optimize their expression.
2. Given access to different stations, students will choose a station in which to work, based on their assessment.
3. Continuing work on a single project, student will be asked to complete their work and justify its completeness by stating what satisfies them
and what if anything they would do differently in the future.
4. With a complete work, students may consider how to preserve or display the work.
OR
5. With a complete work, students may explore another station they have not yet visited.
6. At a new station, students will be asked to consider how their thinking or working change when working with a new material



Differentiation:
(Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.)

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)
Access (Resources and/or Process) Expression (Products and/or Performance)
Work alongside students to engage in discussion on
their work, as well as having their prior related
work accessible. Different materials to work with
allow for a variety of construction methods. Will
be set up like centers.
1. Students may need guidance in how to assemble parts of their
creature, so we can be there to discuss and guide them.
2. The materials provided offer infinite ways in which they can
be manipulated and formed to create an object; a variety of
ways to express their idea.
Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Consider new materials and how they might affect
your decisions when working
1. Students may be ready to move on to 3-
dimensional or relief work
2. The notion of transforming the materials into a
mythical creature touches upon transforming their
2-D project into a 3-D project.

Literacy:
(List terms [vocabulary] specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.)
Vocabulary: Myth, rework, manipulate, origin, composition, invent, habitat, omen, finish, dimension
literacy integration: telling the story of their creature, assessment and expression of ideas, discussion with teachers and peers

Materials:
(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.)
Clay, spray bottles, Pottery tools, Acrylic paints, brushes, Water cups, smocks or aprons, pencils, sketchbooks, Previous Mythical/Creature
Work, previous time travel work, Paper Towels, Scissors, table mats


Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.)
Previous mythical/creature work, previous time travel work, visual aids of finished work on display to discuss how to preserve and display



Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)
Finish own examples from class or bring finished examples from outside of class for visual aids.
Set up 3 stations, 1) with clay, clay tools, water and planks, 2) with paints, water, pallets and brushes, 3) with magazines, scissors, glue, pencils,
markers, colored pencils and other options for collage


Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)
-It is important to wear painting shirts or smocks, so our clothing stays clean.
-Some objects may be sharp-use caution
-Hot glue may be used as an adhesive, extremely hot!

Action to motivate/anticipatory set:
(Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a
skit, telling a story, posing a series of questions, role-playing, etc. )
Who can tell use one of the stories we heard last week?
Why did we hear these stories?
What do artists do with their artwork?
How do artists make sure that people can always see their work?

Ideation/Inquiry:
(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.)
What do people see when they look at your work?
What do you want people to see?
How can you make sure people see what you want them to?
Have you changed your mind about any previous decisions?
What do you think is successful? What needs more work?

Procedures: (Align with instructional methodologies and approximate times for instruction.)
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)

Day 1
-What is the grossest food you have ever had? Re-introduce ourselves as we
go around and share the response to the questions.
-What was your favorite part about creating myths last week?
-If you could add more to your myth what would it be?
- Today we are going to do things a little bit different, each of us will be at a
different center where you can bring your myth and continue to add to your
image with any of the materials that we have provided for you. You will also be
able to explore using clay, which Matt will assist you in doing. 10 minutes
1. Students can recall names and continue to get to know
each other in a way that is engaging.
2. Students will recall our previous time together and
engage in what aspect was memorable.
3. Students will list verbally (or in their sketchbook)
what else they may be interested in exploring in their
work.




Station #1 Collage/ mixed medium (Jesse):
-Prior to class, there will be magazines set out as well as some pre-cut images of
heads, tails, wings, etc.
-Feathers and other various materials that can add texture will be present at the
table
-Conversations about what the students are creating and how they want to
incorporate the various materials to a single image will take place, which will
allow for one on one conversation about mixed media. Go until 1:50, giving
the students freedom to move from one station to another as they choose

Station 2: Painting
-At this station students will have the opportunity to continue painting their
Memory or their Myth paintings.
-Setup with paints, palettes and brushes, water cups. (Before Class)
-Take 5 minutes to explore color mixing and various mark types that different
brushes can achieve.
-Ask student why I might want a different color or mark, how they plan to use
color and different marks to tell their story. 2 minutes
-As students work encourage them to think about one area of their painting that
they find particularly successful and why, and one area that they want to
develop more and why. Until 1:50
-Clean up: Have students return/wash any materials they borrowed from the
room. 5 minutes
-Students will have the option to share with the class what they have been
creating and why. 5 minutes

Station #3 Clay Working
-Prior to class there will be pre mixed clay (which will be mixed prior to class)
sitting around the clay center at the table by the pottery wheels.
-Students who choose to work with the clay may take as much as they would
like as they begin to hand-build an object relating to the mythology activity.
-If students begin hand building and finish, become uninterested in completing
the other activities from prior classes, Matt will do a demonstration of throwing
a simple pot on the wheel.
-The students may attempt using the wheel if they desire with our supervision
and guidance.
4. Get the students excited about the various elements of
art making they will be able to explore

5. Last week much time was spent searching, but in
order to allow more time for creation, pre-cut images
will allow for students to explore their ideas.
6. encourage various exploration through having various
materials that they can incorporate into their image.
7. Help students to understand the concept of mixed
media work, without simply giving them the word and
definition, but rather through exploration and discovery.


1. Students should identify what is most successful about
their piece (color, composition, story, etc.) and aspects
they could improve upon (mark-making, representation,
etc.)
2. Students who wish to finish their work may consider
how to mount or matt the work, as well as framing.
Student may also consider how to display it and what to
name it.
3. Students find another student to share their work with
and ask them questions.






1. What do you like about the clay? What do you not like
about the clay?
2. What can you make with the clay? What can you
make with clay that you cant make with other
materials? What can you make with other materials that
you cant make with clay?
3. How does using clay change how you work or think
compared to working with other materials?


-Conversations on why the clay may be behaving a certain way, technique,
processes/stages of the clay.
-End at 1:50



Student reflective/inquiry activity:
(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Gather once again in a group,
-Present your myth and explain how it changed from the last class to this one?
-Would you want to go further with it?
-Did you explore where the creature lives? Do you think it is better to explain the creature in 2D or 3D? Does it matter?
-Which part of creating your creature did you have the most trouble with?