Exploring Creativity: Finding Ideas

Author: Yoshi Makino

Date created: 01/21/2015 5:13 PM EDT ; Date modified: 04/03/2015 2:26 PM EDT

VITAL INFORMATION
Total Number of Students

7 students
5 female students
2 male students

Area(s) Students Live In

Rural

Free/Reduced Lunch
Ethnicity of Students

1 white
6 Hispanic

English Language Learners

6 are FEP

Students with Special Needs

Subject(s)

Art

Grade/Level

Grade 9, Grade 10, Grade 11, Grade 12

Comments

KEY CONCEPTS & STANDARDS

Big Idea & Essential
Questions

Previous Unit: Elements of Art

Link from pervious lesson: The students will have made sketchbooks in the previous lesson,
using the color and shape to convey mood and tension. In this unit, the students will have the
opportunity to start using their sketchbooks.
Unit Objective: Students will investigate their process of coming up with creative art ideas
through various activities, and they will apply their findings to a final art assignment as
assessed by rubric.
Next Unit: The next unit will be on the Principals of Design. Students will use their creative
idea generating process in the next unit as they make new works of art utilizing the principals
of design.

Learning Outcome(s)

After a TED talk presentation, power point, guided conversation, brainstorming session and
scavenger hunt, students will learn strategies to develop artistic ideas, as assessed by a quiz.

Standards

Display:

Collapse All

Expand All

CA- California Curriculum Frameworks

Subject: Arts
Area: Visual Arts
Component: Creative Expression Component

Goal 4: Students create original artworks based on personal

experiences or responses.
Level: Grades Nine - Twelve Proficient
Example of Knowledge: Students express their ideas and
thoughts through a wide variety of media, techniques,and
processes.

CA- Visual and Performing Arts Content Standards for California

Public Schools (2013)
Subject: Visual Arts
Grade: Grades Nine Through Twelve Advanced
Content Standard: 4.0 AESTHETIC VALUING Responding to,
Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art,
including their own, according to the elements of art, the principles of
design, and aesthetic qualities.
Area: Derive Meaning
Standard: 4.1 Describe the relationship involving the art
maker (artist), the making (process), the artwork (product),
and the viewer.

Comments

ASSESSMENTS
Assessment/Rubrics

Entry level: On the first day of school, the students wrote a written
response to that question on the survey, "How do you get ideas?" This will
let the teacher know how students get ideas and how aware they are of
their creative process.
Formative assessment: The teacher will progress monitor the student's
understanding by asking questions and by looking at their notes as they are
drawing them.
Summative assessment: will take form of a quiz and a reflection
question.

Comments

MATERIALS AND RESOURCES

Instructional Materials &
Technology (handouts, etc.)

Technology
lap top and projector
Tedtalk presentation of Austin Kleon presenting, Steal Like an Artist
Short videos of Mike Rhodes demonstrating his "Sketchnotes" visual note
taking technique
Other
vocabulary booklets for each student
Book: Steal Like An Artist and Sketchnotes

Scavenger hunts lists

sketchbook and pens to record ideas
Quiz
Comments

IMPLEMENTATION
Sequence of Activities

Hook: The teacher will let the students know that the lesson will culminate
in the students going on a scavenger hunt. The pair who finishes first or
has the most amount of answers wins a prize. The teaacher will explain the
tier 2 word: scavenger hunt.
Relates to students: In this lesson, students will examine their idea own
creative process of formulating ideas.
Vocabulary: (The day before,) the teacher will have defined eight
vocabulary words and had the students pronounce them together. The tier
two words are: indiscriminate, ephemeral, resonate, and plagiarism.
The tier 3 words are: crop, typography, rubbing and re-mash. The teacher
will have given the students, as homework, a scaffolding vocabulary
"booklet," to fill out.) The day of the lesson, teacher will let the students
know that before they watch the video they will review the vocabulary.
Students will review by sharing examples from their vocabulary booklets.
Part I: Sketchnotes: The teacher will display th book Sketchnotes to the
class. She will play three short videos of the author, Mike Rhodes, showing
his visual note taking technique. The teacher explains the purpose of this
technique, is to get students, through quick skteches, to use visual
language to record and develop ideas. While the students watch the video,
they record in their sketch books Mike's seven ways to organize notes:
lineal, radial, vertical, pah, modular, skyscrapper and popcorn. The teacher
circulates the room, checking students drawings/notes for understanding.
After the videos she clarifies any areas that need understanding.
Part II, Steal Like An Artist: The teacher will introduce the lesson by
asking the students to think about how they get ideas. Students watch the
Tedtalk, "Steal Like an Artist," and take visual notes on the three concepts:
creative lineage (art tree), originality, and stealing. Afterwards the teacher
hands each student the Jim Jarmusch quote form the book, "Steal from
anywhere that resonates with inspiration or fuels your imagination. Devour
old films, new films, music, books... Select only things to steal from that
speak directly to your soul. If you do this, your work (and theft) will be
authentic." The teacher will lead a guided conversation by asking questions,
such as the difference between transforming stolen art and and
plagarism. The responses to the questions will be use to progress monitor
the student's understanding. The teacher will explain areas that the
students don't understand, and ask more questions. The students paste
this quote into their sketch books. The teachers asks the students to
draw, from the video, Piccasso's reference of being a "tasteful thief." She
asks students to share their sketches.
Part III, Scavenger Hunt: The teacher explains the scavenger hunt
process The class is be split into pairs. The pairs are given the scavenger
hunt list and the teacher answers any questions. The teacher starts the
scavenger hunt outside. After 10 minutes the teacher takes the students to
the library. They have 30 more minutes to use the computers, books and
anything in the library to complete the hunt. The teacher will be watching

the groups and progress monitoring their results. After the hunt, each
pair will tally how many ideas they found and the pair wins with the most
answers. The pairs will share their 5 favorite ideas they found with the
class.
Part IV Summative Assessment: Students will take a quiz.
Whereto: The next lesson will be Experiementing like a Surrealist. The
students will try various Surrealist techniques to stimulate creativity.
Differentiated Instruction

Six of the seven students' first language is Spanish. Even though they are
FEP, many struggle with academic language and need scaffolding. The
teacher will differentiate for the class as a whole by giving them
additional support regarding vocabulary, idioms and cultural references. For
an example, they may not know what is a scavenger hunt. The day before
the lesson begins, the teacher will front load the students with vocabulary
words. She will assign a vocabulary "booklet," as homework in which the
students must interacting with the new words through short exercises. The
day of the lesson, teacher will review the vocabulary words by calling on
the students to read and present their answers.

Comments

REFLECTIONS
Prior to Lesson
I will be monitoring the students throughout the exercises. The reflection
question on the quiz will be key in knowing if the learning outcome was
met.
There are seven students in the class, and three groups of two. There will
be an extra person so I will split her time by rotating her to all of the
groups.

Post-Lesson
Comments