INTRO TO GREEN ART

GenesisHernandezEunLeeOliveMorrisonKaciVanMeter
UniversityofNorthTexas
AEAH4750.001,Spring2016
LucyBartholomee

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TableofContents
I.

TeachingStatement
A. Rationale
B. Vision
C. TeachingPhilosophy

II.

DescriptionofEducationalSetting

III.

Introduction

IV.

VerbalLanguageArchive

V.

VisualLanguageArchive
A. PopularVisualCulture
B. WorksofArt
C. Statements

VI.

LessonPlans
A. StillLifeinNature
B. NaturesMark
C. DyeingtoSavetheEarth
D. ReduceandReuse
E. EndangeredSpecies&ZooFieldTrip

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I.

PersonalTeachingStatement

a. ARationaleforElementaryArtEducation.
Artintheelementaryclassroomisaboutexploring,discovery,and
selfexpression.Educatorsshouldbefocusingoncreatinganinvitingandnurturing
environmentthatwillinspirestudentstoexplorecreativeprocessesandcreateworksof
artfromtheirdiscoveries.Itisnotabouttheinherenttalentastudentmaypossessinthe
arts,butaboutthelearningexperiencesartprovidesforallstudents.Whilecreatingartin
theclassroom,studentswilllearntothinkcriticallyabouthistoricalandcontemporary
topicsrelatingtoartaswellassocialandculturaltopicsrelevanttotheirlives.Social
issuesmayoftenbeoverlookedwhenimplementingtopicsintotheclassroom,butartcan
beawonderfulgatewayintointroducingstudentsaboutimportantandcontemporary
issuesthataffectthem,theirfamilies,andtheircommunities.Studentswillalsolearnto
workcollaborativelywiththeirpeersandtheirteachersintheartclassroomsetting.The
elementaryartclassroomisoftenthefirstopportunityforstudentstoexploreartmaking
materialofgreatvarietyforthefirsttime.Allowingstudentstoexploreintimidating
mediumsuchaspaintandclayandinkisessentialinopeningupstudentsimagination.
Artisaboutfosteringcreativity.Asarteducatorsweshouldbefacilitatingtheexperience
forallstudents.Elementaryartcanbeaverysocialexperience,sostudentslearningto
sharetheirideasandthematerialstheyworkwithareessentialforyoungstudents.Itis
alsoimportanttorememberthatarthastheopportunitytobebeneficialforstudents
throughinterdisciplinarymeans.Thevisuallanguageofartcanworktogetherwithmath

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andscienceandsocialstudiestoaidstudentsstudyingavarietyoftopics.While
educatorsshouldbemindfulofappreciatingstudentsfortheirinspirations,imagination,
andcreativity,artcanalsobeachallengingexperience.Studentsshouldbechallenged
whileworkingintheartclassroom.Elementaryartisoftenseenascraftyorunnecessary,
butelementarystudentsshouldnotbeunderestimated.Withthepassion,motivation,and
inspirationalguidanceofapreparedarteducator,studentsarefullycapableofbeing
challengedthroughthearts.AnnaM.Kindlerrespondstotheunderestimationofchilds
artinthearticle,FromEndpointstoRepertoires:AChallengetoArtEducation,with
thestatementArteducationhasanimportantroletoplayinquestioningthesecultural
biasesandincontributingtothedevelopmentofarichvisualcultureembracingawide
rangeofpictorialrepertoires.(Kindler,1999,p.343)Anditisindeedsoincredibly
important.Children,elementarystudents,shouldbeallowedthefreedomofexploring
visualexpressioninthesafetyandinspirationoftheartclassroom.
Notonlyisitimportanttoallowstudentstohavethesimplefreedomofexploring
theirvisualexpression,butitisimportantthattheydoitinanenvironmentthatmeets
theirindivdualanduniqueneeds.Itisimperativetotakeintoconsiderationeachstudents
specialrequirementssothattheymayworkandcreatetotheirfullestextent.Ihaveseen
studentswhostrugglewithbeingcreativewhentheyaresurroundedwithtoomuch
activity,butwhentheyareseatedalonetheytrulyexcel.Itissocrucialintheearlystages
ofchildhoodforastudentsneedstobemetandnourishedsothattheymaycompletely
meettheirpotential.Notonlyaretheirspecialneedsimportant,butmakingsureto
cultivateaclassroomthatisinclusiveforallstudentsfromdifferentbackgroundsis

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absolutelynecessaryforalllevelsofeducation.Identificationisanimportantconstructin
explainingthedevelopmentoftheself,asshownintheworkofFreud,Horneyand
Erikson.Identificationisviewedasanunconsciousprocessbywhichanindividualforms
amentalimageofanimportantpersonandtendstoactinsimilarways.Particularfigures
becomeimportanttothepersonandareviewedasrolemodelsbyindividualsduring
development.(Drummond,N/A).
Kindler,A.(1999).Fromendpointstorepertoires:Achallengetoarteducation.
Studies
inArtEducation
,40(4),330349.

b. AVisionfortheElementaryArtClassroom.
Creativityisaskillthateveryindividualpossess,andweeachhavethecapacityfor
creativethinkingprocessallowingustogenerateandextendideas.Creativethinking
encouragesinnovativeandimaginativesolutions,andgivesusnewperspectives.
Providingchildrenwithresourceandmaterialstodemonstratetheircreativitycelebrates
thechildsindividualityandselfexpression.Theelementaryclassroomprovidesthis
environmentforstudentstosafelyexplorewithplentyofopportunitiesforcreative
thinking.Promotingcreativityintheartclassroombeginswithsettingsecurityinthe
classroom.Studentsshouldfeelcomfortableandsafeexpressingthemselvesinthe
classroomtomaximizetheircreativethinkingprocessanddevelopment.Thearticle,
FramingIcantdraw:Theinfluenceofculturalframesonthedevelopmentof
drawingbyNeilCohn,statesthatArtFrameexertsaculturalpressurethatrestrictsthe

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developmentofpeoplesdrawingabilityintheUnitedStatesandEurope,therebyleading
toadropoffindevelopmentthatmaybeanapexofacriticallearningperiod(Cohn,
2014,pp.113).Thisarticlealsoexaminesothercultureswithpervasiveacceptanceof
imitatingdrawings,andtheresultsshowednodropoffoccursinthedevelopmentof
drawings.ThereforestudentsinUnitedStateswhocantdrawisviewedasnegotiation
betweenLanguageFrameandArtFrame.Itiscrucialtocreateaspacewhereartmaking
andcreativethinkingisencouragedtopreventthedropoffduringtheirdevelopment.
Studentsshouldbeallowedthefreedomandownershipoftheirdevelopmentprocessfor
maximumlearningopportunityandselfexpression.Theinstructormustalsopromote
senseofpluralismintotheartclasstosetarespectfulatmospherewherestudentslearn
theappropriatemannersincommunicatingtheirideasandopinionswithfullrespect.
Overallartclassroomgivesgreatlearningopportunitiesforstudentstoexploreself
expressionandcreativethinking.However,thiscannotbeachievedwithoutthe
environmentofinclusivityandpluralism.Providingtherightconditionsandenvironment
formaximumlearningistheresponsibilityofthearteducator,andfosteringcooperation
andacceptanceiscrucialforincreasingstudentsabilityfeelcomfortableasamemberof
theclass.
Cohn,N.(2014),FramingIcantdraw:Theinfluenceofculturalpressurethatrestricts
thedevelopmentofdrawing.
CulturePsychology,20(1),
pp.102117.

c. ATeachingPhilosophy.

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Ibelievethatasateacheritismyresponsibilitytochallengemystudents.Iwillprovide
stimulatingprojectsandencouragethemtotrynewtechniquesandpushalittlefurtherthan
comfortable,andIwillencouragetheirefforts.Myclassroomwillprovidethemwitha
comfortable,securesettinginwhichtheguidelinesareclear,thedeadlinesarereasonableand
theirexperiencesareunique.Teachingmystudentsabouteducatedartdiscussionswillalsoplaya
partinmyclassroom.Iwillencouragemystudentstoformconnectionswithasmallart
community,whichwillservetoincreasetheirloveandknowledgeofallthingsart.Iwantmy
studentstobeexcitedaboutartandtolookforwardtomyclassanduseitasatherapeuticwayto
makeitthroughthelongandtediousschooldays.Itisimportanttocreateaclassroomwhere
confidence,selfexplorationandgrowthiscultivatedandencouraged.Teachingartisnotsimply
exploringthetechniquesandfundamentals,itisdeveloping,challengingandexpanding
childrensabilities.Inthiswaytheycanlearntodiscoverandexpressthemselves,aswellasto
usetheirtalenttochangeandimprovetheworldthattheylivein.Myclassroomwouldcreatea
safehavenforchildrentoexplorethepossibilitiesofwhattheyarecapableof.Alongwiththis,I
understandthatnochildsneeds,andabilitiesarethesameandIaimtotakethetimeto
understandandevaluateeachchildsworkasanindividual.Overcomingchallengesandalways
strivingtodotheirbestisevidenceoflearning.Itisimportanttocritiqueclassworksothata
studentmaylearnfromtheirmistakesandtakeprideintheirachievements.Itisimperativefora
studenttounderstandthedifferencebetweenfailureandsuccessasfailureisoftenourbest
teacher.Mygradingprocesswouldincorporatethesetwoconceptsalongwithrewardsfor
growthandhardworkthroughouttheschoolyear.

II.DescriptionoftheEducationalSetting
Thesocioeconomicstatusoftheschoolsettingisgenerallymiddleclass.Theschoolisinthe
suburbsofacity,andthepopulationofstudentsisveryculturallyandraciallydiverse.This
unittakesplaceinvariouseducationalsettingstoenhancetheirlearningopportunities.The
firstlesson,secondlesson,andthefourthlessontakesplaceintheclassroombecauseit
requiresartstudiotocreatetheirwork.Theartclasswillhavealltheresourcesandmaterials
tofinishtheirproduct.Thethirdlessontakesplaceinthenaturaldyegardenbecausestudents
canhaveonhandsexperiencewithcreatingdyefromnaturalmaterialsfoundinthegarden.
Thefifthlessonwilltakeplaceinvariousenvironments,includingtheartclassroom,
computerlabandlibrary,andthelocalzoo.

III.INTRODUCTIONTOTHEUNIT

Ourbigideaforour5lessonplansrevolvearoundtheideaofthenature.Asteachers,itisimportantto
sharetheimportanceofourenvironmentwithourstudents.Intheclassroom,manyprojectscreatewasteandarenot
asecofriendlyastheyshouldbe,thisunitisagoodwaytobringecofriendlinessintotheclassroomandopena
discussionabouttheenvironnment,environmentalissues,andhowwecanhelp.Theselessonswillencourage
recycling,reusingmaterials,andbringawarenesstothedangersoflittering.Thelessonplanswemadeallrevolve
arounddifferentfactorsoftheenvironment,coveringendangeredanimals,naturaldyes,usingnaturalmaterialsin
art,andusingrecycledmaterialsinart.
InthelessonNaturesMark,thestudentswillexperimentwithusingnaturalmaterialsintheirclayproject.
Bytheendofthelessonstudentsshouldhave3tiles,eachusingadifferentmaterialtheyfoundoutside.Thislesson
isimportanttothestudentswhilelearningaboutnaturesroleinart.Theywillhaveabrieflessonaboutwhatnatural
materialsclayismadeofandfurtherthatideabyusingnaturalmaterialstostampintotheclay.Thislessonteaches
howtheenvironmentandnaturecancomplementartprojectsandcreateinterestingmarkingsinclay.Itwill
reinforcetheideathatusingnaturalmaterialscanenhanceartwork,andisagoodalternativetostorebought
materials.
InthelessonStillLifeinNature,thestudentswilllearntoanalyzeandobserveeverydayobjectsfromreal
life.Thestudentswillalsolearnhowtocreateastilllifethattheywilluseasreferenceintheirdrawings.Thislesson
willprovideafoundationofbasicdrawingandobservationalskillsforstudents.
Inthelesson,ResuseandReduce,creatingfunctionalorsculpturalworkusingrecycledmaterials,allows
studentstocriticallyreflectontheirrelationshipwiththeirenvironmentaswellastheirdemocraticrolesasinitiator
forsocialchange.Thiswillraisestudentssocialconsciousnessforthingsthataffecttheirlivesdirectlyeveryday.
Thislessonisimportantforstudentsdevelopmentofcommunicationskillswithinclass,school,andcommunity
throughtheirunderstandingofvisualsymbolsandlanguage.Thefinalproductwillbeopenproject,andultimately
uptostudentstodecidethematerial,concept,andthedeliveryoftheirideas.Inlearningtheissuesthatsurround
theirlives,andgivingonesolutiontothisissuethroughart,studentswillbeequippedwithskillsandknowledgeto
creativeproblemsolving.
Studentswillexploretheworldofnaturaldye.Studentswillworkingroupsof4tocreatenaturallydyed
flagsthatpromotetheimportanceoftakingcareoftheenvironment.Theywillcreateadesignandthenproceedto
chooseanaturalfooddye,ormultiple,tocoloranddecoratetheirflags.Bytheendofthislesson,studentsshould
understandthatharmfulchemicalsarenotnecessaryforcreatingdyesforfiberartworks.
InthelessonEndangeredAnimals&ZooFieldTrip,studentswillresearchthehistoryofendangered
animalsfromaroundtheglobe.Studentswilllearnabouthowspeciesofanimalsplayanimportantroleinthe
environmentandwhyconservationisessential.Duringafieldtriptoazoo,studentswillfindexamplesof
endangeredanimalsfromtheirresearchandrevisitdrawingfromlife.Studentswillcreateacollectionofimagesof
endangeredspeciesanddiscusstheirfindingswithinaclassroomdiscussion.
Theuntibeforewillbeleadinguptpdiscussingenviormentalissues,forexampleslessonsaboutnatureor
anilmals.Followingtheunticanbeawrapofthetheenviornmentallessons.Movingontoanewsubjectafterthe
enviornemtallessonswouldbefine.Themainideasstudentsshouldlearnaboutisaboutendangeredspecies,
recycling,enviornmentalissues,andhowtousenatureinart.

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IV.VERBALLANGUAGEARCHIVE

Defintion:
Naturethephenomenaofthephysicalworldcollectively,includingplants,animals,the
ladnscape,andotherfeaturesandproductsoftheearth,asopposedtohumancreations.

SynonymsofNature
:
Character,clay,colors,complexion,constitution,genius,personality,selfandtone.

AntonymsofNature:
Nothingnessandvoid.

GlobalIssues:
NaturalResourceDepletion,wastedisposal,climatechange,lossofBiodiversity,
Deforestation,Ozonelayerdepletion,waterpollution,etc.

LocalIssues:
Airquality,Maquiladoras,waterpollutionandfracking.

Phrasesandquotes:
Mansheartawayfromnaturebecomeshard.StandingBear
Adoptthepaceofnature:hersecretispatience.RalphWaldoEmerson
Thepoetryoftheearthisneverdead.JohnKeats
Lookdeepintonature,andthenyouwillunderstandeverythingbetter.AlbertEinstein

Movies:
WallE,HappyFeet,FernGully:TheLastRainforestandOvertheHedge.
Books:
TheCuriousGarden,TheWaterHoleandJustaDream.
Games:
Xecotheboardgame,TheYogaGardenGame,GardenOpolyandOceanOpoly.

ThePoetryoftheearthisneverdead.JohnKeats
Kidsgrowinguptodayarebeingraisedintechnologyrichhouseholds.Iseechildrenplayingontheir
parentsphonesandtabletsalmosteveryday.Ithinkthatitisimportantforourstudentstounderstandthat
theearthisamagicalplacefullofopportunityforfunandevenmoreimportantly,art.Thisquoterepresents
thatthoughtperfectly.TheEarthisalwaysgiving,thereisalwaysbeautyandopportunityintheEarth,and
whileweshouldtakeadvantageofthat,weshouldalsotakecareofit.

WallE:
WallEissetinthefuture,depictingourEarthcompletelychangedasweknowit.Thisisaveryserious
topicforchildrenthatsomewouldsayisnotsuitingforthem.Servingthemessageofanunhibatableplanet
earthunderneaththecutestorylineoftwocuterobotsfallinginloveisincrediblyeffective.WallEisa
creativeandwhimsicalfilm,andhonestly,theenvironementcanbearelativelyboringtoppictoteach
youngchildren,sothisisagreatplacetostart.

FernGully:
WhenIwasayounggirl,Iwantednothingmorethantobeaprincessorafairy,sowhenIwatchedFern
Gully,Iwasabsolutelydevestated.Thismoviestronglyinstilledapassionforanimalsandtheforrestinside
ofmethathaslastedintomyadultlife.Usinghilariouslycreativecharacterstocaptureachildsattention
andloveisprobablythebestwaytogettheminvestedintheimportanceofkeepingourEarthsafe.

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Xecotheboardgame:
Theobjectiveofthisgameistocreatethestrongestandmostbalanceenvironment.Thereareafew
differenteditions(ormissions)Madagascar,Indonesia,CostaRicaandChina.Ithinkthatthisisan
awesomewayforchildrentobecomecriticallyengagedintheirenvironment.Kidslovecompetition,
especiallywhenitcomestoboardgameswiththeirfamilies,soIthinkthiswouldbeextremelyfunand
affectiveforthistopic.

TheCuriousGarden:
TheCuriousGardenbyPeterBrownissuchaninspiringbook.ItisaboutaboynamedLiamwhostumbles
uponagardenthatisstrugglingtostayaliveanddecidestotakecareofit.Theillustrationsareattention
capturingandoffersaISpyelementwiththeincrediblydetaileddepictionsofLiamsGarden.

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V.VISUALLANGUAGEARCHIVE

I.
PopularVisualCulture

Thesearethemostinternationally.recognizablerecyclingsymbols.Theycanbefoundonany
objectthatyouuse,andgiveyoudirectionsonhowtodisposeoftheseitems.Thenumbers
foundinthemiddleofthesigngivesmoreinformationaboutthetypeofplastic.

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The1,600PandasWorldTourwasorganizedby
PauloGrangeonandWorldWildlifeFoundation
(WWF)Thailand.Since2008,ithasmadestopsinover20countriestoraiseawarenessforthe
pandaconservation.Eachpandaismadeofpapermache,andviewersareallowedtointeract
withtheinstallation.

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II.

WorkofArt

ABetterPromise,TrentonDoyleHancock,2010,Installation
Spring,GiuseppeArcimboldo,Oiloncanvas,157

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RowlandRicketts,III.
IamAi,WeareAi
warehouseinstallation,2012Indigodyedramie
Installationviewatthe2012NationalCulturalFestival,Tokushima,Japan.

RowlandRicketts,III.
FieldsofIndigo
,2012Driedandfreshindigoplants,indigodyedramie,
indigodyedsilk,videoprojection,sixchannelinteractivesoundbyNorbertHerberInstallation
viewattheKrannertArtMuseum,UniversityofIllinois,ChampaignUrbana,IL.

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L.J.Roberts.
TheQueerHousesofBrooklynInTheThreeTownofBoswyck,Breukelen,and
MidwoutDuringthe41stYearoftheStonewallEra
(BasedonthedrawingbyDanielRosza
Lang/LevitskyandwithillustrationsbyBuzzSlutzky),2011crankknityarn,fabric,thread,
polyfil1inchpins(freetothepublicandtobereplenishedendlessly).

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Casualty,KateMacdowell
,handbuiltporcelain,cone6glaze,2009

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RubyRedRose,
ValerieLueth+PaulRoden,WoodcutPrintonNaturalKitakataPaper,2014.

III.Statement

1,600PandaWorldTour
Thispapermacheinstallationtourtravelledaroundtheworldin2008toraiseinternationalawarenessofthe
endangedpandas.Eachpapermachedpandarepresentsthepandasleftintheconservatoriesaroundtheworld.Sinc
then,therehasbeengradualgrowthofpandapopulation.Thisprojectissignificanttoourbigideaofnature.It
promotesdemocracybypromotingawarenessandresponsetobeabletocoexistwithournaturewithoutharming
themtopointofextinction.Visitorsofthisinstallationtourwereabletobecomemoreinformedaboutthisissue
duringtheinteractionwiththeart.Italsohasstrongconnectionswitheachofthelessonplanscoveredinthisunit
becauseitcoversthetopicofendangeredanimals,humaninteractionwithnature,naturalmaterials,andother
environmnetalissuesthatthreatensthelivingconditions.

ABetterPromise(2010)TrentonDoyleHancock,installation
Thispieceisamultimediainstallationthatpromotedrecyclingbyencouragingviewerstobringingbottle
capstheyhavecollectedtointeractwiththeinstallation,andbecomeinvolvedincreationofthework.Thethemeof
recyclingandcommunityartreallyinspiredourlessonplans,andwasveryrelevanttoourbigideaofnature.This
workofartholdsmanypotentialbenefitsandlearningopportunitiesforchildrenbecauseitallowsphysical
interactionwithinfineartspace.Democracyisalsopromotedinthisworkbecauseitconfrontstheissuesofhuman
wastethroughcreativeexpression.

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VI.LESSONPLANS

I.Lesson#1,3rdGrade(K5),StillLifeinNature,3ClassSessions,two50
min./week

II.LessonRationale:

Thestudentswilllearntoanalyzeandobserveeverydayobjectsfromreallife,mainlyobjects
fromnature.Thestudentswillalsolearnhowtocreateastilllifethattheywilluseasreferencein
theirdrawings.Thislessonwillprovideafoundationofbasicdrawingandobservationalskills,as
wellasvocabularyarttermsforstudents.

III.KeyConcepts:

Analyzingandobservingmaterialsfromnature,observationsfromlifeStillLifeassemblingand
drawingdrawingandcompositionskills,andvisualorganizationwillbekeyinthisproject.

IV.EssentialQuestion:

Whatisasketch?
Whatisathumbnailsketch?
WhatisaStillLife?
HowdoImakeaStillLife?

V.LessonObjectives:

ThestudentwillbeabletoobserveobjectsandvisuallyorganizethemintoaStillLife.
ThestudentwillbeabletoobservetheirStillLifeanddrawfromit.
Thestudentwillbeabletolearnhowtohandlebasicdrawingmediumsandskills.

VI.SpecificArtContent:

Line
Contourline
Shading
Value
Shadows

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PointofView
StillLife
Graphite
Observation
Sketching
Sketchbook
Thumbnail
Drawing

VII.Resources&MaterialsforTeacher:

Naturalmaterial(leaves,rocks,twigs,acorns,flowers,etc.)
Sketchbook
Paperandpencilsfordemo
Randomclassroomobjects
Sprayfixative(ifnecessary)
GradingRubric

VIII.Resources&MaterialsforStudents:

Naturalmaterial(leaves,rocks,twigs,acorns,flowers,etc.)
Sketchbook
Randomclassroomobjects
Large,plainwhitepaper
Varietyofpencils

IX.InstructionandItsSequencing:

Day1

1.Introduction/Motivation:

StudentswillbeintroducedtotheconceptofStillLifealongwithothervaluablevocabulary
words(line,contourline,value,pointofview,etc.).Thepurposeofthislessonistobeginteaching
observationalartisticskillstothestudentswhileexercisingbasicdrawingskills.ThefocusoftheStill
Lifeprojectisnature,soitemsandobjectsfromnaturewillbeessentialtouseintheclassroom.

2.GuidedPractice

HowdoImakeaStillLife?DemotheconceptofStillLifebyarrangingsimpleexamplesoutof
classroomobjects(pencils,paper,markers,cups,boxes,toys,books,figures,etc).Pointoutthekeyterms

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(line,contourline,shading,value,shadows)whiledemoingproject.Usesimplelinesandshapesbefore
addingdetailinordertoteachstudentstheimportanceofobservation.Witheachexample,teachstudents
howtocreatesimplethumbnailsketchesintheirsketchbooktoexercisetheexplorationofdifferent
compositions.

3.IndependentPractice

StudentsmayexploretheconceptofStillLifebytakingrandomclassroomobjectsandarranging
themaswell,payingcloseattentiontothewayobjectspositionedcastshadows,howsimilaranddifferent
valueslooknexttoeachother,andhowobjectsofdifferentsizesandshapeslookrelativetoeachother.
Studentsshouldtrymakingsimple,gesturalthumbnailsketchesaspreviouslyshownoftheirownStill
Lifecompositionsintheirownsketchbookafterfollowingalongwiththedemo.

4.Closure

Studentswillbeaskedtocollectnaturalmaterialsbeforetheycomebacktoclassagain.The
teachermayshowexamplesthatcaninclude,butarenotlimitedto,leaves,rocks,twigs,acorns,flowers,
pinecones,shells,stones,coral,fossils,etc.Studentswillneedthesematerialsforthefollowingclass
sessionwhentheywillcreatetheirownStillLife.Recommendedamounttobringtoclasswouldbe
between46objects,aseachStillLifewillrequire3objectsinthefinalpiecebutstudentsshouldexplore
avarietyofshapesandcompositions.

5.FormativeEvaluation

Thisdayfocusesonintroducingtheproject,keyterms,andexploringtheconceptofStillLife.
Evaluationofstudentsshouldfocusonparticipationthroughoutexercises,asformalevaluationisnotvery
necessaryduringthisdaywhilestudentsareonlybeginningtosketchandbegintheprocessoftheproject.
Considertakingaparticipationgrade.However,ifformalevaluationisdeemednecessaryreferencethe
gradingrubricattheendofthelesson.

6.ClassroomManagementProcedures

Ifthereareassignedseatsmakesurestudentsarewheretheyneedtobebeforebeginningthe
class.Haveclassssketchbooksoutbeforeclassstartssostudentsmaypicktheirsupontheirwaytoseat
orhavesketchbooksatstudentsassignedseats/table.Inordertominimizedistractionsduringthedemo,
setoutvariousextraclassroomitemsfortheexplorationofStillLifecreationafterthedemoiscomplete.

Day2

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1.Introduction/Motivation:

Onthisdaystudentsshouldhavebroughtnaturalmaterialwiththemtoclass.Beginbyasking
studentstolayouttheirmaterialovertheirtableareaandbeginobservingtheirobjects.Payattentionto
theshapeandformoftheobjects,thedetailsontheobjects,thedifferentvaluesoftheindividualobjects,
andtheirrelativesizesincomparisontooneanother.Ifastudentdidnotbringanythingtoclasssupply
themwithnaturalmaterialorseeifsomestudentsarewillingtosharetheirsupplyofobjects.Or,if
permittable,allowstudentstoventureoutdoorswithsupervisionneartheschooltofindobjectsfortheir
project.Studentsshouldbeallowedtoshareortradetheirobjectswiththeirpeersiftheywouldlike,and
discusskeyobjectiveswithoneanother.

2.GuidedPractice

Justastheydidthepreviousclasssession,studentswillexploreavarietyofcompositions,but
thistimeusingthenaturalmaterialtheyhavecollected.Whatsimpleshapesmakeupthenatural
materials?Howcanwearrangetheobjectsintoaninterestingpiece?Remindthestudentsaboutthepast
classsdemoandtheprocessofcreatingthumbnailsketches.

3.IndependentPractice

Studentsshouldhaveexperiencemanipulatingobjectsintointerestingcompositionsfromthe
previousclass.Allowstudentstoexplorethenaturalmaterialandcreateacompositionusinga
combinationofthreeobjectsthattheyfindinterestingtogether.Throughouttheirexplorationtheyshould
becreatingthumbnailsketchestocomparetheirdifferentcompositions,astheydidinthepreviousclass.

4.Closure

Towardstheendofclassstudentsshouldhavefinalizedacompositionthattheylikeandfind
interestingandhaveathumbnailsketchofitforreferencenextclasssession.Studentsshouldsavethe
finalthumbnailsketchintheirsketchbook.

5.FormativeEvaluation

Periodicallycheckthestudent'ssketchbooksthroughoutthecourseoftheclassperiodinorderto
ensurestudentsareontaskandunderstandinginstructions.Bytheendoftheclasssessionstudentsshould
haveafewthumbnailsketchesofdifferentcompositionstheyexploredduringtheclass.Studentsmay
evenhaveafinalchosencompositiontheywishtousefortheirfinalpiece.

6.ClassroomManagementProcedures

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Ifthereareassignedseatsmakesurestudentsarewheretheyneedtobe.Haveclasss
sketchbooksoutbeforeclassstartssostudentsmaypicktheirsupontheirwaytoseatorhave
sketchbooksatstudentsassignedseats/table.Ifthereareanystudentswithallergiestospecificplant
materialensurethatallergenistakenoutofornotallowedintotheclassroom.

Day3

1.Introduction/Motivation:

Ifstudentshavenotyetfinalizedtheircompositionallowsometimeatbeginningofclassfor
studentstocatchupandcompleteorchooseafinalthumbnailsketchfortheirfinalpiece.Allowstudents
tobeginarrangingtheirStillLifecompositionwiththeirthreechosennaturalmaterialbeforestartingon
thefinalpiece.

2.GuidedPractice

Checkstudentssketchbooksbeforehandingoutthelarge,plainwhitedrawingpaperforthefinal
piece.Afterthestudentisreadywiththeirthumbnailthentheymaybeginthefinalcomposition.

3.IndependentPractice

Thisdayshouldbeastudiodayforthestudents.AllowstudentstobegindrawingtheirStillLife
independently.Walkaroundclasstoensuretimeisbeingusedoptimallyandstudentsarestayingontask
whileworkingontheirfinalpiece.

4.Closure

Beforeclassendscheckonthecompletionstatusofthestudentsfinalpieces.Ifmanystudents
needmorestudiotimetofinishtheirworkconsideraddingonemorestudiodaytothelessonfortheclass
tocompletetheirproject.If,however,theclassfinishestheirfinalStillLifepiece,collecttheworksatthe
endofclass.

5.FormativeEvaluation

Evaluationshouldbebasedontheparticipationofthestudentsduringstudiotime.Thefinalpiece
andoverallevaluationthroughouttheprojectcanbegradingusingtheStillLifeinNatureRubricbelow,
attheendofthelesson.

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6.ClassroomManagementProcedures

Ifthereareassignedseatsmakesurestudentsarewheretheyneedtobe.Haveclasss
sketchbooksoutbeforeclassstartssostudentsmaypicktheirsupontheirwaytoseatorhave
sketchbooksatstudentsassignedseats/table.Havethefinalsheetoflarge,plainwhitedrawingpaper
readytobedistributedtostudentsbeforeclassbegins.Haveavarietyofpencilsateachtable/deskfor
studentstouseduringstudiotime.Ensuretimemanagementisefficientbyallowingtimeattheendof
classtocleanupsuppliesandputawaydrawingsinaneatandcarefulmanner.

X.SummativeAssessmentandEvaluation:

StillLifeinNatureGradingRubric
HowdidIdo?

OK

GOOD

GREAT

TimeManagement
Effort
Cooperation

Imagination
Creativity
Uniqueness

Organization
Process
Completion

Craftsmanship
Detail

XI.InterdisciplinaryConnections:

Thislessoncanpotentiallybeadaptedalongsideasciencelesson,perhapsmorespecifically
biology.Studentscanlearnaboutthespecificfunctionsofcertainnaturalmaterial,suchasplantsand

26
sediments,whiledrawingtheobjects.

XII.References&Resources:
n/a.

XIII.ArtTEKS

117.111.Art,Grade3
(a)Introduction.

(1)Thefineartsincorporatethestudyofdance,music,theatre,andthevisualartstoofferunique
experiencesandempowerstudentstoexplorerealities,relationships,andideas.Thesedisciplinesengage
andmotivateallstudentsthroughactivelearning,criticalthinking,andinnovativeproblemsolving.The
fineartsdevelopcognitivefunctioningandincreasestudentacademicachievement,higherorderthinking,
communication,andcollaborationskills,makingthefineartsapplicabletocollegereadiness,career
opportunities,workplaceenvironments,socialskills,andeverydaylife.Studentsdevelopaestheticand
culturalawarenessthroughexploration,leadingtocreativeexpression.Creativity,encouragedthroughthe
studyofthefinearts,isessentialtonurtureanddevelopthewholechild.

(2)Fourbasicstrandsfoundations:observationandperceptioncreativeexpressionhistoricaland
culturalrelevanceandcriticalevaluationandresponseprovidebroad,unifyingstructuresfororganizing
theknowledgeandskillsstudentsareexpectedtoacquire.Eachstrandisofequalvalueandmaybe
presentedinanyorderthroughouttheyear.Studentsrelyonpersonalobservationsandperceptions,which
aredevelopedthroughincreasingvisualliteracyandsensitivitytosurroundings,communities,memories,
imaginings,andlifeexperiences,assourcesforthinkingabout,planning,andcreatingoriginalartworks.
Studentscommunicatetheirthoughtsandideaswithinnovationandcreativity.Throughart,students
challengetheirimaginations,fostercriticalthinking,collaboratewithothers,andbuildreflectiveskills.
Whileexercisingmeaningfulproblemsolvingskills,studentsdevelopthelifelongabilitytomake
informedjudgments.

(b)Knowledgeandskills.

(1)Foundations:observationandperception.Thestudentdevelopsandexpandsvisualliteracyskills
usingcriticalthinking,imagination,andthesensestoobserveandexploretheworldbylearningabout,
understanding,andapplyingtheelementsofart,principlesofdesign,andexpressivequalities.The
studentuseswhatthestudentsees,knows,andhasexperiencedassourcesforexamining,understanding,
andcreatingartworks.Thestudentisexpectedto:
(B)useappropriatevocabularywhendiscussingtheelementsofart,includingline,shape,color,texture,
form,space,andvalue,andtheprinciplesofdesign,includingemphasis,repetition/pattern,
movement/rhythm,contrast/variety,balance,proportion,andunityand

27
(C)discusstheelementsofartasbuildingblocksandtheprinciplesofdesignasorganizersofworksof
art.

(2)Creativeexpression.Thestudentcommunicatesideasthroughoriginalartworksusingavarietyof
mediawithappropriateskills.Thestudentexpressesthoughtsandideascreativelywhilechallengingthe
imagination,fosteringreflectivethinking,anddevelopingdisciplinedeffortandprogressiveproblem
solvingskills.Thestudentisexpectedto:

(A)integrateideasdrawnfromlifeexperiencestocreateoriginalworksofart

(B)createcompositionsusingtheelementsofartandprinciplesofdesign

(4)Criticalevaluationandresponse.Thestudentrespondstoandanalyzesartworksofselfandothers,
contributingtothedevelopmentoflifelongskillsofmakinginformedjudgmentsandreasoned
evaluations.Thestudentisexpectedto:

(A)evaluatetheelementsofart,principlesofdesign,orexpressivequalitiesinartworksofself,peers,
andhistoricalandcontemporaryartists.

XIV.NationalArtStandards

Conceivinganddevelopingnewartisticideasandwork.
Generateandconceptualizeartisticideasandwork.
Organizeanddevelopartisticideasandwork.
Refineandcompleteartisticwork.
Developandrefineartistictechniquesandworkforpresentation.

28

29

I.Lesson2,36grade,NaturesMark,6classes/two50
minuteclassesperweek.

II.LessonRationale:
Thestudentswillexperimentwithusingnaturalmaterialsintheirclayproject.By
theendofthelessonstudentsshouldhave3tiles,eachusingadifferentmaterialtheyfoundoutside.This
lessonisimportanttothestudentswhilelearningaboutnaturesroleinart.Theywillhaveabrieflesson
aboutwhatnaturalmaterialsclayismadeofandfurtherthatideabyusingnaturalmaterialstostampinto
theclay.Thislessonteacheshowtheenvironmentandnaturecancomplementartprojectsandcreate
interestingmarkingsinclay.

III.KeyConcepts:
Thekeyconceptswewillbeworkingwithinthislessonishownaturecanbeusedinart,whatnatural
materialsareusedtomakeclay,whichnaturalmaterialsworkbestwhenusingthemasstamps,andwhat
differenttexturescanbecreatedfromnaturalmaterialsfoundinyourcommunity.

IV.EssentialQuestion:
Howcannaturalmaterialsfurtherevolveourclayproject?
Whataresomewaysnaturalmaterialscanbeusedwhileworkingwithclay?
Whatnaturalmaterialsareeasytofindinourcommunity?

V.LessonObjectives:
Thestudentwillbeabletofindnaturalmaterialsoutsidethattheythinkwilladdtextureoraninteresting
patterntotheirslabsofclay.
Thestudentwillbeabletoexperimentwiththeirdifferentmaterialsfoundanddecidewhichthreematerials
aremostsuccessful.
Thestudentwillbeabletoworkwithclayandcreatethreedifferenttilesthathaveaninterestingsenseof
textureimprintedintotheclay.
Thestudentwillbeabletofinishtheirpiecewithglaze,underglaze,or/andoxidesinwhicheverwaythey
thinkwillbesthighlightthetexturesmadebytheirnaturalmaterials.

VI.SpecificArtContent:
Thestudentswilllearnaboutthematerialsusedtomakeclay,texture,pattern,imprintingtechniques,the
dryingprocess,andhowtofinishaceramicpiece.Theywillalsolearnaboutwhatnaturalmaterialswork
bestwhileworkingwithclayandwhatmakesthemworksowell.

VII.Resources&MaterialsforTeacher:
Theteacherwillneedclay,pintools,rollingpins,rubberribs,canvas,trashbags,naturalmaterialsfrom
outside,string,glaze,underglaze,paintbrushes,projector,andakiln.

30

VIII.Resources&MaterialsforStudents:
Thestudentswillneedclay,pintools,rollingpins,rubberribs,canvas,naturalfoundmaterials,string,
glaze,underglaze,paintbrushes,examplesshownbytheteacher,andimagination!

IX.InstructionandItsSequencing:
Foreachdayofthelesson(seebelow),describethestepsnecessaryinteachingthelessoncontent.This
includesintroducingtheessentialquestion,thekeyconcepts,anydiscussionquestions,useofsupporting
materials,instructionsanddemosforstudents,andclassroomproceduresthatincludehowmaterialswillbe
distributedandcollected.Instructionfocusesonfacilitatingwhatthestudentswilldoduringthelessonand
inrelationshiptotheessentialquestion.Besuretoselectandvaryinstructionalstrategiesappropriatefor
yourunit(i.e.demonstration,presentation/lecture,classdiscussion,audio/visual,individualwork,
collaborativegroupactivities,fieldtrips,games,studentresearch,visualdisplays,...etc).Planeachday
usingthefollowingsixpartframework:

DayoftheLesson
Day1
Introduction/Motivation:
IntroduceNaturesMarktothestudents.Todaywewillstartdiscussingournextprojectwhichis
workingwithclay!Forthisprojectwewillgettogooutsideandfindsomenaturalmaterials(acorns,sticks,
leaves,rocks,ect)thatyouthinkwouldmakeacooltexturewhenpressingitintoclay.Theteacherwill
doademoofrollingoutaslab,cuttingthedesiredshapefromtheslab,makingasmallholeatthetopof
theslabtolaterhangthepiecefrom,introduceafewnaturalmaterialsandimprintthemintotheclay,let
thestudentsseewhattexturesaremadebythematerialstogettheirideasrolling.Ifthereisstilltimeafter
thedemothestudentsaretosketchouttheshapetheywanttheirslabstobeandstartbrainstormingsome
ideasofnaturalmaterialstouse.
1.

GuidedPractice
Doingthedemowillhelppreparestudentsforwhatisexpectedandtocome.Thedemowillhelpthem
understandwhattheirprojectswilllooklikeandwhatrolethenaturalmaterialswillplayintheirproject.
3.IndependentPractice

Thestudentswillstarttheirindependentpracticewhenbrainstormingwhatmaterialstheymay
wanttouse,andwhentheystartsketchingtheirdesiredslabshapesintheirsketchbooks.Ideasshouldstart
formingwhilesketchingoutideas.
4.

Closure
Reiteratewhatthenaturalmaterialswillbeusedfor.Remembertothinkaboutwhattextureyourmaterials
willmakewhenpressingthemintoclay.Doyouwantamaterialthatdoesnotshowuponclay?No.Do
youwantamaterialthatmakesinterestingmarksinyourclay?Yes.
5.

FormativeEvaluation
Listeningtostudentsideaswillhelptheteacherknowifthelessonisbeingunderstoodbythestudents.
Lookingattheirsketchbookdrawingwillhelptheteacherfurtherunderstandwhatideasthestudentsare
thinkingofandiftheyareontherighttrackfortheproject.Iftheirsketchbookdrawingsareincomplete
assignthemforhomework,theyshouldjustbedrawingsofwhatevershapethestudentdesirestheirslabsto
be.Ifstudentsneedareminderofwhattheprojectwilllookliketheteachershouldkeepthedemoshe
completedinclassforreferral.
6.

ManagementProcedures
Keepthestudentsengagedduringthedemo.Iftheystartgettingofftaskstartaskingquestionsaboutthe
project.Cananyonethinkofaninterestingnaturalmaterialyoumightfindinyourfrontyard?What

31
naturalmaterialsdoyouthinkwecanfindontheplayground?Doestrashyoumayfindoutsidecountas
anaturalmaterial?
DayoftheLesson
Day2
1.Introduction/Motivation:

Remindthestudentoftheprojectwearestartingon.Choosethebestbehavedstudentstohelp
passoutmaterials(1canvassheet,3smallballsofclay,1pintool,rollingpinsperstudent).Instructthe
studentstokeeptheirhandintheirlapbeforetheteacherisreadytostarttheprojectwiththestudents.
2.
GuidedPractice

Doaquickdemoofhowtorolloutaslab,thisshouldbearefreshersinceyouhavedoneafull
demotheclassbefore.Theteachershouldwalkaroundandhelpstrugglingstudentswhentheybegin
rollingtheirownslabs.Aftertheslabsarerolledtheteachershouldshowhowtocutashapeoutoftheclay
withtheirpintoolandthenwalkaroundobservingthestudentscompletingthisstep.Finally,theteacher
shoulddemonstratehowtoremovecanvasmarksfromslabsbysmoothingslabwiththerubberrib.Then
walkaroundandmakesurestudentsareproperlysmoothingouttheirslab.
3.
IndependentPractice

Thestudentswillbeginthelessonbyrollingoutallthreeslabswiththeteachershelp.Afterthe
slabsarerolledthestudentswillcutouttheirdesiredshapeswiththeirpintool.Afterallthreeslabsarecut
thestudentswillsmoothouttheirslabwiththeirrubberribs.
4.
Closure

Havethestudentsneatlyputawaytheirslabsandtheteacherwillcoverthemappropriatelywith
plastictrashbagswhenclassisover.Encouragethestudentsbytellingthemtheyaredoinggreatandto
continuethinkingabouttheirnaturalmaterials.Okayfriends,nextclasswewillgooutsideandgatherour
materials!Ifyouwanttofindnaturalmaterialsfromyourfrontyarddontforgettobringthemtoclassnext
time!
5.
FormativeEvaluation

Theteachershouldhaveanideaofhowthestudentsaredoingontheirprojectsbywalkingaround
andofferingassistancewhenneeded.Remindingthemofwhatwewillbedoingnextclassshouldkeep
themexcitedandpreparethemtostartlookingfornaturalmaterialsthatwillmakeinterestingtextures.If
studentsneedreteachingtheycanobservewhattheirclassmateshavedone,lookatthedometheteacheris
workingon,orasktheteacherspecificquestions.
6.
ClassroomManagementProcedures

Theclassshouldbebusyworkingontheirslabs.Makesurethestudentsareusingthematerials
safelyandappropriatelybywalkingaroundtheroom.Ifanystudentsmisusetheclay,setuprules
consequences.
DayoftheLesson
Day3
1.
Introduction/Motivation:

Rightatthebeginningofclassinformthestudentsthattodaywewillstartthedaybygoing
outsideandcollectingournaturalmaterials.Tellthestudentsthebehavioralexpectationsbeforeleavingthe
room.
2.
GuidedPractice

Afterthestudentshavegatheredtheirmaterialstheteacherwillstartadiscussionaboutwhat
materialsweregathered.Ifstudentsvolunteertohavetheirmaterialsusedasanexample,theteachermay
imprinttheirmaterialsintoaslabofclayovertheprojectortogiveasenseofwhattheywilllooklike.If
thereistime,thestudentsmaystartimprintingtheirfirstslabofclaywiththeirfirstchosenmaterial.
3.
IndependentPractice

32

Thestudentswillgatherinterestingnaturalmaterialsoutsidethattheythinkwouldmakenice
texturesintheirslabs.Givethestudentsabout15minutestolookaroundandcomparematerialswitheach
other.Whenbackinsidetheclasshaveaquickshowandtellofwhatmaterialsweregatheredorbrought
fromhome.Theteachermayshowexamplesofhowsomematerialsmaylookovertheprojector.Ifthereis
timeinclass,thestudentsmaygetouttheirfirstslabofclayandbeginimprintingitwiththeirfirstnatural
material.
4.
Closure

Okayfriends,wewillhavetostartcleaningupbutkeepinmindthatwillwefinishimprinting
ourclaynextclass.Havethestudentshelpcleanupinanorganizedmanner.
5.
FormativeEvaluation

Theteachershouldhaveanideaofwhatmaterialswerechosenwhileoutside.Thediscussionwill
helptheteachergraspwhatthefinalprojectswilllooklike.Walkingaroundtheclassroomwhilestudents
starttheirfirstslabwillensurethatthestudentsareontaskandmakingnicetextures.
6.
ClassroomManagementProcedures

Theclassshouldbebusyworkingontheirslabs.Makesurethestudentsareusingthematerials
safelyandappropriatelybywalkingaroundtheroom.Ifanystudentsmisusetheclay,setuprules
consequences.Makesurestudentsputawaytheirchosenmaterials,sotheywillbereadyforusenextclass.

DayoftheLesson
Day4
1.
Introduction/Motivation:

Doaquickintroductionofthetaskoftheday.Todaywewillbestampingtheothertwoslabsand
finishingupthestampingprocesssoIcanfirethekilnthisweekend!Mentioningthekilnwillencourage
studentstostayontaskandfinishtheirslabsintime.Havethebestbehavedstudentshelppassout
materialsandpickupprojectsbytable.
2.
GuidedPractice

Thestudentsshouldhaveanideaofhowtostamptheirmaterialsintoclaybynow.Walkaround
theroomtoobserveandhelpanystrugglingstudentsfinishtheirslabs.Theteachershouldfirethefirst
bisquekilnovertheweekend.
3.
IndependentPractice

Thestudentswillcontinuetoworkontheirslabsandaimtofinish.
4.
Closure

Informthestudentsthatyouwillbefiringtheirpiecesovertheweekendandthattheywillbegin
glazingtheminthenextweek.
5.
FormativeEvaluation

Walkingaroundtheclassroomwhilestudentsfinishtheirslabswillensurethatthestudentsareon
taskandmakingnicetextures.Keepaneyeonthestudentsprogresstogaugeiftheycanfinishtheirslabs
ontime.
6.
ClassroomManagementProcedures

Theclassshouldbebusyworkingontheirslabs.Makesurethestudentsareusingthematerials
safelyandappropriatelybywalkingaroundtheroom.Ifanystudentsmisusetheclay,setuprules
consequences.
DayoftheLesson
Day5
1.
Introduction/Motivation:

Remindthestudentsthattheirpieceshavebeenfiredandarereadytobeglazed.Passouttilesand
gooversimpleglazingtechniquesasademo.
2.
GuidedPractice

33

Theteachershouldcompleteaglazingdemo,glazecanbepaintedordipped.Afterthedemowalk
aroundtheroomandmakesurestudentsareontaskandbeingneat.
3.
IndependentPractice

Thestudentswillstartpaintingtheirslabswithglaze.
4.
Closure

Pickthebestbehavedstudentstohelpcleanbrushes,putawayglaze,andwipeofftables.The
teacherwillpickupprojects.Remindthestudentsthatnextclassisthelastdaytofinishglazingand
completetheirslabs.
5.
FormativeEvaluation

Walkingaroundtheclassroomwhilestudentsglazewillensurethatthestudentsareontaskand
keepingtheroomneat.Keepaneyeonthestudentsprogresstogaugeiftheyneedanotherdaytoglaze.
6.
ClassroomManagementProcedures

Theclassshouldbebusyglazing.Makesurethestudentsareusingthematerialsappropriatelyby
walkingaroundtheroom.Ifanystudentsmisusetheglaze,setuprulesconsequences.
DayoftheLesson
Day6
1.
Introduction/Motivation:

Remindthestudentsthattodayisthefinaldaytoglazeandfinishup.Havethebestbehaved
studentshelppassoutglazeandbrushes.
2.
GuidedPractice

Theteachershouldansweranyquestionsandwatchthestudentstomakesuretheyareontask.If
thestudentsneedanindividualdemotheteachermaydoasmalldemoataseparatetable.
3.
IndependentPractice

Thestudentswillfinishpaintingtheirslabswithglaze.
4.
Closure

Pickthebestbehavedstudentstohelpcleanbrushes,putawayglaze,andwipeofftables.The
teacherwillpickupprojects.Remindthestudentsthatthepieceswillbefiredandreadytotakehomeinthe
nextweek.
5.
FormativeEvaluation

Walkingaroundtheclassroomwhilestudentsglazewillensurethatthestudentsareontaskand
keepingtheroomneat.Keepaneyeonthestudentsprogresstogaugeiftheywillbeabletocompletetheir
project.
6.
ClassroomManagementProcedures

Theclassshouldbebusyglazing.Makesurethestudentsareusingthematerialsappropriatelyby
walkingaroundtheroom.Ifanystudentsmisusetheglaze,setuprulesconsequences.

X.SummativeAssessmentandEvaluation:
Onascalefrom15(5beingthebest)evaluatedifferentstepsofthestudentswork:
Thestudentparticipatedandwasengaged:15
Thestudentsbehavedwhencollectingitemsoutside:15
Thestudentkepttheroomneatwhenworking:15
Thestudentsthoughtabouttheirmaterialsandthetexturestheywouldmake:15
Thestudentswereontaskandcompleteddifferentstepsontime:15
Thestudentwasmindfulwhenmakingtheirtiles,consideringdifferentfinishesortextures:15
Thestudentcompletedtheirinitialsketchesoftheirslabshapes:15

34
Theteachercouldstartasocialmediaaccountshowingstudentsprogressandtheprojectsweareworking
on.

XI.InterdisciplinaryConnections:
Thestudentswilllearnaboutnaturalmaterialsandbrieflyabouttheenvironment.Theywilllearnhowto
compareandcontrastdifferentnaturaltools,andwillhavetounderstandthedefinitionoftexture.

XII.References&Resources:

N/A

XIII.ArtTEKS

117.111.Art,Grade3
createcompositionsusingtheelementsofartandprinciplesofdesign
producedrawingspaintingsprintssculpture,includingmodeledformsandotherartformssuchas
ceramics,fiberart,constructions,mixedmedia,installationart,digitalartandmedia,andphotographic
imageryusingavarietyofmaterials
compilecollectionsofpersonalartworkssuchasphysicalartworks,electronicimages,sketchbooks,or
portfoliosforpurposesofselfassessmentorexhibition.

XIV.NationalArtStandards
Conceivinganddevelopingnewartisticideasandwork.
Relatingartisticideasandworkwithpersonalmeaningandexternalcontext
Relateartisticideasandworkswithsocietal,culturalandhistoricalcontexttodeepenunderstanding.

35

I. Lesson3,36grade,Dyeingtosavethe
Earth,4classes/two50minuteclassesper
week.

II.LessonRationale:
Studentswillexploretheworldofnaturaldye.Studentswillworkingroupsof4to
createnaturallydyedflagsthatpromotetheimportanceoftakingcareoftheenvironment.Theywillcreate
adesignandthenproceedtochooseanaturalfooddye,ormultiple,tocoloranddecoratetheirflags.Bythe
endofthislesson,studentsshouldunderstandthatharmfulchemicalsarenotnecessaryforcreatingdyes
forfiberartworks.
III.KeyConcepts:
Keyconceptsthatwillbeexplorethroughthislessonplan:Understandinghowsimpleitistocreatenatural
dyebyusingwhatyouhaveathome.Usingnaturalobjectsthatwearealreadyconsumingcanhelpto
preservematerials.
IV.EssentialQuestion:
Whatarewaysyoucancreatenaturalalternativestothecolordyeyouenjoy?
Isitmoreinterestingtocreatecolorfromchemicalsortoseethemcreatedfromeverydaythings?
Howdoescreatingnaturaldyeshelpourenvironment?
V.LessonObjectives:
Studentswilllearnanewwaytocreateandmixcolorsusinganewandexcitingmedium.
Studentswillengageincrosscurricularexperimentationbyboilingfruitsandvegetablestocreatenatural
dye.
Studentswilllearnhowmuchofanimpactthatthesesmallchangesintheirartworkcancreateintheir
environment.
VI.SpecificArtContent:
Studentswilllearntheconceptofsaturationhowtocreatealightershadeandadarkershadeofacolor.
Studentswillalsoexercisetheirabilitytocreatepatternsincreativeways.
Studentswillmixnaturalcolorstocreatenewones.
VII.Resources&MaterialsforTeacher:
Theteacherwillneedmarkers,water,potsandpans.
VIII.Resources&MaterialsforStudents:
Thestudentswillneedarecycledfabricfromhome,aswellasvegetableandfruitskins.
IX.InstructionandItsSequencing:

DayoftheLesson
Day1
Introduction/Motivation:
Askstudentstothinkaboutanddiscussdifferentenvironments.Whatenvironmentsarestrugglingwith
whichissues?Whichenvironmentaretheypassionateabout?Havethemdoodleandwriteaboutwhich
environmenttheycareabout.
1.

GuidedPractice

36
Breakstudentsintogroupsbasedontheenvironmentsthattheyareinterestedin.Asaclasswewilldo
researchontheinternetprojector,lookingatdifferentanimalsandtheshapesthatyoucanusetodraw
them,etc.
3.IndependentPractice

Studentswillsketchadesignintheirsketchbooksfortheenvironmentflagsthattheywill
ultimatelybecreating,usingtheresearchthatwedidasaclass.
4.

Closure
Explainthatwewillbeusingnaturallycreateddyestocolorourflagsthatwewillbecreating.Sendthe
studentshometostartlookingforscrapsoffruitsorvegetables.Makeachartontheboardforthemofwhat
typesoffoodsmakecertaincolors.Forexample:Blueberries,raspberriesandblackberrieswillmakebright
purplesandblues.Onionskinandorangeswillmakearusticcolor,etc.Makesurethattheyknowtobring
inrecycledfabricfortheirflagsnextclass(eachgrouponlyneedsoneassignaleader)!(Cutupbedsheets
orpillowcases,oldshirtsordresses,etc.)
5.

FormativeEvaluation
Bytheendoftheday,eachgroupshouldselectadesignthattheywantontheirflags.Consultwitheach
groupabouttheirdesignandpotentiallygivethemsomecritiqueandhelpfulhints.Talkingtostudentsand
makingsurethattheyareinterestedandengagedisagreatwaytoevaluatetheirprogressthisearlyonin
theproject.
6.

ManagementProcedures
Keepstudentsengagedintheresearchprocessbylookingintotheircertaininterests.Makesurethatthe
studentsstayontaskbymarkingtheirsketchbookiftheyarenotworking.Talkwitheachgroupabout
whichenvironmentstheyarecreatingflagsforwhyisthisimportanttothem?Askthemwhichcolorsgo
withtheseenvironmentsaskingquestionswillkeepthemengaged.
DayoftheLesson
Day2
1.Introduction/Motivation:

Havestudentsmakeanylastminutechangestotheirdesignsothatitissomethingthattheyare
definitelyhappywith.
2.
GuidedPractice

Bringinyourownpieceoffabrictodrawyourdesignondemothistoshowthemthatthedesign
shouldbelargesothatitstandsoutfromadistance(atleast1/3ofthespaceontheflag).Demoany
animalsthatstudentsneedhelpwithdrawingwhatshapescreatetheseanimals?
3.
IndependentPractice

Thisclassisaworkdayforstudentstodrawtheirdesignsontheirflags.Theywillstartwith
pencilssothattheymakeanychanges(consideringthefactthatfabricisacompletelynewsurfaceforthem
tobedrawingon).
4.
Closure

Remindstudentstobringdifferentscrapsoffruitsandvegetablesforournextclass(sendan
emailtoparents,justincase!).Remindthemofthechartthatshowswhatkindsofcolorseachtypeoffood
makes.Havestudentscleantheirspacesandputtheirflagsintheirbinsothattheydontlosethembefore
thenextclass.
5.
FormativeEvaluation

Theteacherwillbewalkingaroundandcritiquingdesignsshoulditbebiggerorsmaller?Should
therebemorelinefluctuation?Shoulditbedarkerorlighter?Doesthedesignfitintotheenvironmentthat
theyarewantingtocreateaflagfor?Justmakingsurethatthestudentsareworkingandtheyareonthe
righttracktotheirfinalproduct.

37
6.
ClassroomManagementProcedures

Studentsshouldbeengagedinreplicatingtheirdesignontotheirrecycledfabric.Attheendof
class,assignseparatedutiesforcleaninguptheirtablesandthespacearoundthem!Makesuretheyrecycle
anyscrapsthattheydidnotendupusingfortheirfinalproduct.
DayoftheLesson
Day3
1.
Introduction/Motivation:

Insteadofbringingstudentstotheclassroom,wewillgotothescienceclassroom.Ruleswill
immediatelybegiven,tellingstudentsthattheyshouldactexactlyastheywouldintheirscienceclass.The
teacherwilldemonstratedyingtheirdemoflagwithdyethathasalreadybeencreatedexplainingthe
processofhowthedyeiscreatewithwaterandheat.Whyisthisimportantfortheenvironment?
2.
GuidedPractice

Studentswithsimilarfruitsorvegetableswillputtheirscrapsinapotofwater(1cupoffoodto2
cupsofwaterratio)andwewillboilthewaterfor30minutes.Whilethewaterisboiling,studentswilluse
rubberbandstotietheirfabricupintodifferentwayssothattheymaytyedyetheirmaterial.Wewillbe
discussingwhythisisgoodfortheenvironment,waysyoucancreatedyesstraightoutofyourgarden
(makesuretoaskyourparentsforhelp)!
3.
IndependentPractice

Studentswilltaketurnsdippingtheirflagsintothedyeoftheirchoosing,exploringhowshorter
dipsarelesssaturatedandlongerdipsaremorebrightandsaturated.Makecommentsandshowstudents
howtheycancreatedifferentshadesofonecolorintotheirflags.
4.
Closure

Studentswillcleanthescienceclassroomsothatweleaveitasitwaswhenwecanup.Theywill
untietheirflagstorevealthepatternstheyhavecreatedandthenwewillbringthemtotheartclassroomto
hangupwithclosepinssothattheywillbedryforthenextclass.Wornstudentstowearclothestheydont
mindgettingstainsonsincewewillbeworkingwithsharpieandmarkersnextclass!

5.
FormativeEvaluation

N/A.Thisisafunworkdayforthestudents.
6.
ClassroomManagementProcedures

Thisisveryimportantforthethirddayofthelesson.Makingsurethatkidsareontaskandnot
messingaroundinthesciencelabisveryimportant.Wearingglovesandmakingsurekidsarentdyeing
theirclothes,basicallypayingverycloseattentiontoeverythingthestudentsaredoing.

DayoftheLesson
Day4
1.
Introduction/Motivation:

Thiswillbethelastdayforstudentstoworkonthisproject.Studentswillstarttheclassbytracing
theirdesignswithsharpie,makingsurethattheystandout(bigandthinlines,darkerandlighterlines,etc.)
2.
GuidedPractice

N/A.
3.
IndependentPractice

Studentswillbetracingtheirdesignsthattheycreatedondayoneandtwo.
4.
Closure

Studentswillhangtheirflagsinthefrontoftheclassroom,allowingstudentstoseethedifferent
flagsthattheyhavecreated!Itisimportantforstudentstosharetheirartworkwithoneanother,alongwith
theprocessinwhichtheygotthere.
5.
FormativeEvaluation

38

Studentswilltalkabouttheirprocess.Whattypeoffoodsdidtheyusefortheirdyes?Whydid
theycreatethedesignthattheydid?Whattypesofenvironmentalproblemsarethesedifferent
environmentsfromaroundtheworldface?Havestudentspresenttheseconceptsinfrontoftheclass.
6.
ClassroomManagementProcedures

Keepaneyeoutandmakesurethatstudentsarenotmarkingoneanotherwithmarkersand
sharpies.Makesuretheyareontaskandfinishingtheirprojectssothatwemayhaveconversationand
critiqueattheendofclass.
X.SummativeAssessmentandEvaluation:
RequirementsExcellentGoodNeedswork

Participationand
attitude

Studentisactively
engagedinthe
assignment,workingin
theirsketchbooksand
havingapositive
attitude.(50)

Studentissometimes
distractedfromthe
assignments,straying
fromcreatingtheir
designs.(35)

Studentsarenot
engagedandhavea
negativeattitudeabout
theproject.(25)

Designandexecution

Studentscreatea
thoughtfuldesignfor
theirflagthatfitsthe
sizerequirements
given.(25)

Studentscreatea
thoughtfuldesignthat
doesnotfitthesize
requirement.(15)

Studentsdonotcreatea
design.(10)

Finalpresentation

Studentspresenton
whytheirflagis
importantandwhat
environmentis
represents,aswellas
tellingtheclassabout
thedyesthattheyused.
(25)

Studentspresenttheir
flagwithlittle
information,not
showingthatthey
completelyunderstood
theproject.(20)

Studentdoesnot
participatein
presenting,showingno
understandingofthe
project.(10)

XII.References&Resources:
N/A

XIII.ArtTEKS
117.111.Art,Grade3
createcompositionsusingtheelementsofartandprinciplesofdesign
producedrawingspaintingsprintssculpture,includingmodeledformsandotherartformssuchas
ceramics,fiberart,constructions,mixedmedia,installationart,digitalartandmedia,andphotographic
imageryusingavarietyofmaterials
Compilecollectionsofpersonalartworkssuchasphysicalartworks,electronicimages,sketchbooks,or
portfoliosforpurposesofselfassessmentorexhibition.
XIV.NationalArtStandards
Conceivinganddevelopingnewartisticideasandwork.
Relatingartisticideasandworkwithpersonalmeaningandexternalcontext
Relateartisticideasandworkswithsocietal,culturalandhistoricalcontexttodeepenunderstanding.

39
rd
I.LessonNumber:4GradeLevels:3
GradeTitle:ReuseandReduce
Duration:50minutespersession,5sessiontotal.

II.LessonRationale:

Increatingfunctionalorsculpturalworkusingrecycledmaterials,studentscancriticallyreflect
ontheirrelationshipwiththeirenvironmentaswellastheirdemocraticrolesasinitiatorfor
socialchange.Thiswillraisestudentssocialconsciousnessforthingsthataffecttheirlives
directlyeveryday.Thislessonisimportantforstudentsdevelopmentofcommunicationskills
withinclass,school,andcommunitythroughtheirunderstandingofvisualsymbolsand
language.Thefinalproductwillbeopenproject,andultimatelyuptostudentstodecidethe
material,concept,andthedeliveryoftheirideas.Inlearningtheissuesthatsurroundtheirlives,
andgivingonesolutiontothisissuethroughart,studentswillbeequippedwithskillsand
knowledgetocreativeproblemsolving.
III.KeyConcepts:

Symbolsareimportantforvisualcommunication
Languageiscrucialforverbalcommunication
Humansandenvironmentshareuniquerelationship
Artcanbeusedasactivism

IV.EssentialQuestion:
1. Whatisourrelationshipwiththeenvironment?
2. Howcanwecommunicateandeducateothersaboutenvironmentalissues?
3. Howdoesrecyclingsavetheenvironment?
4. Canartbeusedtobringawareness?

V.LessonObjectives:
1. Thestudentswillbeabletocommunicatetheirconceptsandideasfromsketchesthrough
3Ddesign.
2. Thestudentswillbeabletocreatepostersthatclearlycommunicatetoviewersthrough
visualsymbolsandlanguages.
3. Thestudentswillbeableto

VI.SpecificArtContent:
Space
Form
3Ddesign
Concept
Balance

40
Sculpture
Functionalart
Artcritique

VII.Resources&MaterialsforTeacher:
PowerPointslides
Computer
Projector
Imagesofdemocreatedbyteacher

VIII.Resources&MaterialsforStudents:
Paper
Paint
Pencil
Scissor
Glue
Gatheredrecycledmaterials

IX.InstructionandItsSequencing:
st
1
Day
1.

Introduction/Motivation:
UsePowerPointslidestobrieflygooverdefinitionsandtheissuessurroundingourenvironment.
Askquestionsforstudentstoanswer.Introducetheprojectbyshowingtherecycledartdemos
createdbytheinstructor.Introducehowstudentswillhelpspreadawarenesstothisissueusing
theirartwork.Thepresentationwillshowartistswhoaddressenvironmentalissuesintheir
artwork.Theassignmentforthisdaywillbetoworkingroupstocreateposterstoputaround
schooltogatherrecycledmaterials.Studentswillusevisualsignsthatcommunicatetheissue
andtopicwellintheirposterdesigns.
2.

GuidedPractice
ThePowerPointslidewillincludevisualsymbolsandsignsthatcommunicateenvironmentand
recycling.Doesthestudentincludeanyofthesesymbolsintheirposter?
3.IndependentPractice

Studentswillworkingroupstocreateposterthatcommunicatetheprojectand
communityinvolvementingatheringmaterials.Theymustusewordsorvisualsymbolsincluded
inthePowerPointslides.Theywillposttheirfinalproductinvariousplacesaroundschool.
4.

Closure
Afterthepostershavebeenplacedoverschool,wewilldiscussinclassaboutcommonlyused
wordsorsymbolsinthepostersandwhytheywerefrequentlyused.Wewillalsodiscusshow
thepostersinitiateschoolandcommunityinvolvementandspreadawareness.Wewillbriefly
discussourprojectfornextsessionwhenmaterialsaregathered.
5.

FormativeEvaluation
Duringthediscussionstudentswillbeevaluatedintheirunderstandingofthewordsandits
definitionaswellasvisualsymbols.Thefinalpostermustbeontopic.Usethechartrubric.
6.

ClassroomManagementProcedures

41
Studentsmustraisehandsforquestionsandclassroomcontribution.Theinstructorwillmake
surestudentsareontaskbygoingaroundinclassandaskingtheirposterideasandtherolesor
contributionsofeachgroupmember.
2ndDay
1. Introduction/Motivation:
Instructorwillshowallthegatheredmaterialsfromlast
session.Theinstructorwillshowpicturesofcreateddemoandexamplesinthe
PowerPointslides.Instructorwillintroducesketchbookassignmentforstudentstosketch
theirconceptsandideas.
2. GuidedPractice:
ThePowerPointslidewillincludeexamplesoffunctionaland
sculpturalworkmadefromrecycledmaterials.Icreatingthedemonstration.Students
Instructorwillgivefeedbacksontheirsketchesandideas,sothattheywillbereadyto
transfertheirsketchintofinalproduct.
3. IndependentPractice:
Studentswillworkindependentlytocreatesketchintheir
sketchbooks.Theywilldecidewhichmaterialstouseandwhatthefinalproductwilllook
likebasedontheirconceptsandideas.
4. Closure
Aftersketchbooksarefinished,theinstructorwilldiscussaboutwhatwillhappennextsession,
andgiveclassexpectations.
1. FormativeEvaluation
Studentsmustbeabletocommunicatetoinstructorabouttheirsketchesandideas.Nograde
rubricforthissession.
1. ClassroomManagementProcedures
Studentsmustraisehandsforquestionsandclasscontribution.Theinstructorwillgoaroundthe
class,andmakesurestudenthasavisionfortheirproject.
3rdDay
1. Introduction/Motivation:
Instructorwillshowallthegatheredmaterialsfromlast
session.TheinstructorwillputonPowerPointslidesoftheexamplesofartworks.This
sessionwillbeclasstimetoworkontheirfunctionalorsculpturalartwork.
2. GuidedPractice:
ThePowerPointslidewillincludeexamplesoffunctionaland
sculpturalworkmadefromrecycledmaterials.Theinstructorwillgiveoutsketchbooks
fromlastsessionsothatstudentsmayrefertotheirsketches.
3. IndependentPractice:
Studentswillworkindependentlytocreateworkusingthe
gatheredrecycledmaterials.
4. Closure
Theclasswillcleanuptheirarea,andplacetheirworkinprogressintheirshelf.Theinstructor
willleadclassdiscussiononwhattoexpectfornextclasssession.
1. FormativeEvaluation
Studentsworkmustbeabletocommunicateideasfromtheirsketches.Usechartrubricto
evaluate.
1. ClassroomManagementProcedures
Studentsmustraisehandsforquestionsandclasscontribution.Theinstructorwillgoaroundthe
class,andmakesurestudentisfollowinguptheirsketchesorideas.Instructorwillmakesure
everystudentiscontributingtothecleanupprocess.
th
4
Day

42
1. Introduction/Motivation:
Instructorwillshowallthegatheredmaterialsfromlast
session.TheinstructorwillputonPowerPointslidesoftheexamplesofartworks.This
sessionwillbeclasstimetoworkontheirfunctionalorsculpturalartwork.Instructorwill
passoutsketchbooksandtheworksinprogress.
2. GuidedPractice:
ThePowerPointslidewillincludeexamplesoffunctionaland
sculpturalworkmadefromrecycledmaterials.Theinstructorwillgiveoutsketchbooks
fromlastsessionsothatstudentsmayrefertotheirsketches.
3. IndependentPractice:
Studentswillworkindependentlytocreateworkusingthe
gatheredrecycledmaterials.
4. Closure
Theclasswillcleanuptheirarea,andplacetheirworkontheirshelf.Theinstructorwilllead
classdiscussiononwhattoexpectfornextclasssession.Usethechartrubrictoevaluate.
1. FormativeEvaluation
Studentsworkmustbeabletocommunicateideasfromtheirsketches.Theworkshouldbe
finishedatendofclasssession.Usechartrubrictoevaluate.
1. ClassroomManagementProcedures
Studentsmustraisehandsforquestionsandclasscontribution.Theinstructorwillgoaroundthe
class,andmakesurestudentisfollowinguptheirsketchesorideas.Instructorwillmakesure
everystudentiscontributingtothecleanupprocess.
th
5
Day
1. Introduction/Motivation:
Instructorwillpassoutfinishedartworksforstudents.
Instructorwillgooverproceduresforartcritique.Thissessionwillfocusonindividual
communicationoftheirworkandreceivingfeedbacksfromtheirpeers.Theinstructor
willgooverthattheseworkswillbeplacedindisplaycaseattheschoolsothatothers
mayviewthework,andraisesocialconsciousnessamongthespectators.Theworkwill
bedisplayednexttooriginalsketch.
2. GuidedPractice:
Theinstructorwillgoovertheproceduresforartcritiques,andproper
etiquettesandmannerstorespectotherpeoplesopinion.
3. IndependentPractice:
Studentswillexplaintheirworktotheirpeers.Theymusttalk
abouttheirsketchesorideastheyhadbeforebeginningtheproject.Theymustalso
communicatetheirprocessandmaterialsusedfortheproject.
4. Closure
Theclasswillgivefeedback,andoncedonewiththecritiquetheclasswillplacetheirworkon
thedisplaycaseintheschoolentrance.
1. FormativeEvaluation
Studentsmustbeabletocommunicatetheirprocess,material,andideasandconceptschosenfor
theirwork.Usechartrubrictoevaluate.
1. ClassroomManagementProcedures
Studentsmustraisehandsforquestionsandclasscontribution.Theinstructorwillmoderateand
facilitatetheartcritique.

X.SummativeAssessmentandEvaluation:
Day1

43
Criteria

Exemplary3

Essential2

Partial1

Time
management

Studentturnedinthe
assignmentbeforedue
time,andusedthetime
welltocreateaposter

Studentwasableto
turninthe
assignmentontime,
buttheposterwas
notfull.

Studentwasnotable
toturnintheir
assignmentbythe
duetime.

Content

Studentsusedwords
andvisualsymbols
fromthePowerPoint
slides

Studentsusedonly
wordsoronlyvisual
symbolsfrom
PowerPointslides

Studentsdidnotuse
wordsorvisual
symbolsfromthe
PowerPointslides

Communication Studentsexplainedthe
issue,purpose,andhow
tocontributeintheir
poster.

Studentsexplained
onlysomepartsof
theissue,purpose,
orhowto
contribute.

Studentsdidnot
explainintheir
poster,theissue,
purpose,orhowto
contribute.

Participation

Studentsdidnot
finishtheirportion
ofthegroupwork.

Studentsdidnot
contributeintheir
group

Studentsfinishedtheir
portionofthegroup
work

Day3/4
Criteria

Exemplary3

Essential2

Partial1

Content

Students
communicate
elementsfrom
theirsketchonto
theirwork

Studentsshowsome
elementsfromtheirsketch,
butneedsworkon
development

Studentsworkdid
notshowany
connectiontothe
elementsfromtheir
sketches

Time
Studentwasable
management tousetime
efficientlytoturn
intheirworkon
time

Studentswasnotableto
finishtheirworkwithintime
frame,butwasabletoget
mostoftheproductfinished

Studentsdidnot
finishtheirworkin
time,andneeds
anotherclasssession
tofinish

Participation Studentworked
independentlyin
theirwork

Studentsdidnotfinishtheir
portionofthegroupwork.

Studentdidnotwork

Day5
Criteria

Exemplary3

Essential2

Partial1

44
Content

Studentsusedat
Studentsusedonlyone
leasttworecycled recycledmaterialin
materialsintheir theirwork.
work.

Studentsdidnotuse
anyrecycledmaterialin
theirwork.

Communication Students
explainedthe
issue,purpose,
anddevelopment
processintheir
critique.

Studentsexplained
onlysomepartsofthe
issue,purpose,ortheir
artmakingprocessin
theircritique.

Studentsdidnotexplain
intheirposter,the
issue,purpose,ortheir
artmakingprocessin
theircritique.

Participation

Studentmadeatleast
onecommentfor
feedback

Studentsdidnot
participateincritique

Studentsmadeat
leasttwo
commentson
feedbacks

XI.InterdisciplinaryConnections:
EnvironmentalScience
SocialStudies
Speech
XII.References&Resources:
N/A

XIII.ArtTEKS,3rdGrade
(a)Introduction.
(1)Thefineartsincorporatethestudyofdance,music,theatre,andthevisualartstooffer
uniqueexperiencesandempowerstudentstoexplorerealities,relationships,andideas.These
disciplinesengageandmotivateallstudentsthroughactivelearning,criticalthinking,and
innovativeproblemsolving.Thefineartsdevelopcognitivefunctioningandincreasestudent
academicachievement,higherorderthinking,communication,andcollaborationskills,making
thefineartsapplicabletocollegereadiness,careeropportunities,workplaceenvironments,social
skills,andeverydaylife.Studentsdevelopaestheticandculturalawarenessthroughexploration,
leadingtocreativeexpression.Creativity,encouragedthroughthestudyofthefinearts,is
essentialtonurtureanddevelopthewholechild.
(2)Fourbasicstrandsfoundations:observationandperceptioncreativeexpressionhistorical
andculturalrelevanceandcriticalevaluationandresponseprovidebroad,unifyingstructures
fororganizingtheknowledgeandskillsstudentsareexpectedtoacquire.Eachstrandisofequal
valueandmaybepresentedinanyorderthroughouttheyear.Studentsrelyonpersonal
observationsandperceptions,whicharedevelopedthroughincreasingvisualliteracyand
sensitivitytosurroundings,communities,memories,imaginings,andlifeexperiences,assources

45
forthinkingabout,planning,andcreatingoriginalartworks.Studentscommunicatetheir
thoughtsandideaswithinnovationandcreativity.Throughart,studentschallengetheir
imaginations,fostercriticalthinking,collaboratewithothers,andbuildreflectiveskills.While
exercisingmeaningfulproblemsolvingskills,studentsdevelopthelifelongabilitytomake
informedjudgments.
(b)Knowledgeandskills.
(1)Foundations:observationandperception.Thestudentdevelopsandexpandsvisualliteracy
skillsusingcriticalthinking,imagination,andthesensestoobserveandexploretheworldby
learningabout,understanding,andapplyingtheelementsofart,principlesofdesign,and
expressivequalities.Thestudentuseswhatthestudentsees,knows,andhasexperiencedas
sourcesforexamining,understanding,andcreatingartworks.Thestudentisexpectedto:
(A)exploreideasfromlifeexperiencesaboutself,peers,family,school,orcommunityandfrom
theimaginationassourcesfororiginalworksofart
(2)Creativeexpression.Thestudentcommunicatesideasthroughoriginalartworksusinga
varietyofmediawithappropriateskills.Thestudentexpressesthoughtsandideascreatively
whilechallengingtheimagination,fosteringreflectivethinking,anddevelopingdisciplined
effortandprogressiveproblemsolvingskills.Thestudentisexpectedto:
(A)integrateideasdrawnfromlifeexperiencestocreateoriginalworksofart
(B)createcompositionsusingtheelementsofartandprinciplesofdesignand
(C)producedrawingspaintingsprintssculpture,includingmodeledformsandotherartforms
suchasceramics,fiberart,constructions,mixedmedia,installationart,digitalartandmedia,and
photographicimageryusingavarietyofmaterials.
(3)Historicalandculturalrelevance.Thestudentdemonstratesanunderstandingofarthistory
andculturebyanalyzingartisticstyles,historicalperiods,andavarietyofcultures.Thestudent
developsglobalawarenessandrespectforthetraditionsandcontributionsofdiversecultures.
Thestudentisexpectedto:
(D)investigatetheconnectionsofvisualartconceptstootherdisciplines.
4)Criticalevaluationandresponse.Thestudentrespondstoandanalyzesartworksofselfand
others,contributingtothedevelopmentoflifelongskillsofmakinginformedjudgmentsand
reasonedevaluations.Thestudentisexpectedto:
(A)evaluatetheelementsofart,principlesofdesign,orexpressivequalitiesinartworksofself,
peers,andhistoricalandcontemporaryartists
(B)usemethodssuchasoralresponseorartiststatementstoidentifymainideasfoundin
collectionsofartworkscreatedbyself,peers,andmajorhistoricalorcontemporaryartistsinreal
orvirtualportfolios,galleries,orartmuseumsand
(C)compilecollectionsofpersonalartworkssuchasphysicalartworks,electronicimages,
sketchbooks,orportfoliosforpurposesofselfassessmentorexhibition.

XIV.NationalArtStandards
Generateandconceptualizeartisticideasandwork
Organizeanddevelopartisticideasandwork
Refineandcompleteartistwork
Conveymeaningthroughthepresentationofartisticwork
Perceiveandanalyzeartisticwork

46
Interpretintentandmeaninginartisticwork
Relateartisticideasandworkswithsocietal,cultural,andhistoricalcontexttodeepen
meaning

47

I.Lesson#5,5thGrade(K5),EndangeredAnimals&ZooFieldTrip,2Class
Sessions,two50min./week,1DayTriptoLocalZoo

II.LessonRationale:

Studentswillresearchthehistoryofendangeredanimalsfromaroundtheglobe.Studentswill
learnabouthowspeciesofanimalsplayanimportantroleintheenvironmentandwhyconservationis
essential.Duringafieldtriptoazoo,studentswillfindexamplesofendangeredanimalsfromtheir
researchandrevisitdrawingfromlife.Studentswillcreateacollectionofimagesofendangeredspecies
anddiscusstheirfindingsaboutendangeredanimals,theenvironment,andconservationwithinaguided
classroomdiscussion.

III.KeyConcepts:

ResearchingwhatendangeredanimalsareandwhytheyareconsideredendangeredResearching
examplesofendangeredanimalsandtheirgloballocationandenvironmentRevisitingtheconceptsof
sketchingandobservationfromlife.

IV.EssentialQuestion:

Whatareendangeredspecies?
Whyarethereendangeredspecies?
Howcanwehelpendangeredspecies?
Howcanwebringawarenesstoissuesdealingwithendangeredspecies?

V.LessonObjectives:

Thestudentwillbeabletoresearchaboutendangeredspeciesaroundtheworld.
Thestudentwillbeabletoelaborateonwhyconservationandprotectingendangeredspeciesare
important.
Thestudentwillbeabletoobserveendangeredspeciesfromlifeandcreateaseriesofdrawings.
Studentswillbeabletoreviewtheirfindingsfromtheirresearch,usingtheirdrawingasastarting
pointfordiscussion.

VI.SpecificArtContent:

Research
Conservation
Discussion
StillLife
Observation

48

Sketching
Sketchbook
Drawing

VII.Resources&MaterialsforTeacher:

Computer/Internet
Sketchbook
FieldTripPermission/Support
FieldTripFees
Chaperones/Volunteers
SubstituteTeacher
GradingRubric
Zoo

VIII.Resources&MaterialsforStudents:

Computer/Internet
Sketchbook
Backpack
ArtSupplyContainer
Pencils/ColoredPencils
Erasers
Crayons
Pens/Markers
FieldTripPermissionSlip/Fee
Lunch
Zoo

IX.InstructionandItsSequencing:

Day1

1.Introduction/Motivation:

Reservetimeinschoolcomputerlaborlibraryaheadofclasssession.Introducestudentstoafew
animalsandincludetheirstatusasendangeredspecies.Ifstudentshaveassigned,individualschool
iPads/tablets/laptops,askpriortoclassforstudentstobringthemtoaidinresearchingthetopic.Allow
studentstoresearchendangeredspeciesthroughprotectedinternetorbooks.Examplesofusefulwebsites

49
arecitedunderresources.

2.GuidedPractice

Whatareendangeredspecies?Whyarethereendangeredspecies?Howcanwehelpendangered
species?Howcanwebringawarenesstoissuesdealingwithendangeredspecies?Askstudentstobase
theirresearchfromtheseessentialquestions.Showstudentssomeexampleswebsitesthatcanhelpthem
answerthesequestionsandbegintheirresearch.Taskstudentstofindatleast5differentexamplesof
endangeredanimals.

3.IndependentPractice

StudentscanusetheWorldWildlifeOrganizationsofficialwebsiteasastartingpointfortheir
research.Studentsshouldprintoutwebpages,scanandprintpagesfrombooks,orwritedown
informationintheirsketchbooksfromtheresearchtheyhavegathered.

4.Closure

Attheendofclassstudentsshouldhavealistofatleast5differentanimalsthatareconsidered
endangeredspeciesandhavecompiledresearchthatanswerssomeoftheessentialquestions.Before
leavingclassensurestudentswillbeattendingthefieldtriptothelocalzooinordertocontinuethe
project.Taskstudentstobringsketchbookandnecessaryartsuppliesfortheirtriptothezoo.Students
willbedrawingexamplesofendangeredspeciesfromlifewhiletheyvisitthezoo.

5.FormativeEvaluation

Beforeleavingclassstudentsshouldhaveacompiledamountofresearchonendangeredspecies
andalistofendangeredanimals.Checksketchbookstoensurestudentshavetheinformationattheendof
class.Gradethefinalproductanddiscussionusingtherubricattheendofthelesson.

6.ClassroomManagementProcedures

Minimizedistractionsintheclass/computerlab/library.Ensurestudentsareontaskwhiletheyare
researchingbywalkingaroundroomandvisitingindividuallywithstudentstocheckontheprogressof
theirresearch.

Day2

1.Introduction/Motivation:

50
Studentswillmeetatschoolbeforetravelingtothezoo.Makesureeachstudentisaccountedfor
andhasthenecessarysuppliestoworkontheirprojectwhileontheirfieldtrip.Studentsshouldhavetheir
backpackwithallnecessaryitemsforthedayatthezoo(sketchbook,artsupplies,lunch,etc.).Students
willbegroupedintosmallgroupswiththehelpofchaperones.Thestudentswillstaywithinthesegroups
throughouttheirzoovisit.Getstudentsexcitedabouttheirtrip!

2.GuidedPractice

Whileatthezoomakesurestudentshaveamapoftheareaandtheanimalsonexhibit.
Throughoutthedayvisitwitheverygroupseveraltimestoensurestudentsareontask,butalsohaving
fun.Bringsketchbookwithyouonthetripanddotheassignmentwhileatthezooaswelltosetagood
exampleforstudents.Usethissketchbooktoshowexampleswhilevisitingwiththegroupsthroughout
theday.

3.IndependentPractice

Studentswillbeingroups,alongwithachaperone,toexplorethezoo.Theyshouldbesharingthe
listtheycreatedduringthelastclasssessionwiththeirpeersandfindingexhibitsofanimalsthatare
endangeredspecies.Whilevisitingtheexhibitsoftheendangeredanimalstheyshouldbetakingtimeto
observethemandthendrawasimplesketchoftheanimalintheirsketchbookwiththeassortedsupplies
theyhavebroughtwiththem(pencils,coloredpencils,pens,markers,etc.).Collaborationanddiscussion
amongstudentsisencouraged.Studentsshouldhave2(ormore)sketcheswhentheyleavethezoo.

4.Closure

Attheendofthedaystudentsshouldleavethezoowiththeir,atleast2,completedsketchesof
endangeredanimals.Onwaybacktoschooltaskstudentstothinkaboutthattheyhavelearnedthroughout
theprojectandconsiderwhatinterestingfactstheywouldliketosharewiththeirpeersnextclasssession.

5.FormativeEvaluation

Studentsshouldbeworkingintheirsketchbooksandalongsidetheirpeersthroughouttheday.
Keeptrackofthestudentsoverallprogress.Gradethefinalproductanddiscussionusingtherubricatthe
endofthelesson.

6.ClassroomManagementProcedures

Haveextrasuppliesincasesomestudentsdonotbringormisplacetheirartsupplieswhileonthe
trip.Absolutelyhaveawaytocontactchaperonesandstudents(textmessage/phonecall)incasethereare
questions,thegroupneedstomeetup,orthereisanemergency.Beactiveandstayuptodatewithwhatis

51
goingonwiththestudentswhileonthefieldtrip.Makesureeverystudentisaccountedforbeforeleaving
theschoolinthemorningandbeforeleavingthezooattheendoftheday.

Day3

1.Introduction/Motivation:

Ifstudentstooksketchbookshomewiththemafterthefieldtripensurethattheybringthemto
classtoday.Ifsketchbookswerereturnedtotheartclassroomhavestudentsgetthemouttopresentthe
drawingstheymadewhileonthefieldtrip.Alsoensurestudentsstillhavethecompiledresearchfromthe
firstdayofthelesson,thesecomponentswillbenecessaryfortheclassroomdiscussion.

2.GuidedPractice

Beginclassbyrevisitingtheessentialquestionsfromthebeginningofthelesson.Askstudentsif
theycananswerthequestions.Furthertheclassroomdiscussionbyaskingstudentstopresentoneoftheir
sketchesandsharingsomeinformationtheylearnedfromtheirresearch,andfromobservingandvisiting
theanimalsatthezoo.

3.IndependentPractice

Studentsshouldbehavingafulldiscussionamongoneanother,sharingideasandfactsfrom
throughoutthelesson.Studentsshouldbetalkingtooneanotherandallowingeachothertotaketurns
speaking.Astheteacher,guidethediscussionalongbyaskingquestion,moderatingthediscussion,and
ensuringstudentshavethechancetosharetheirfindings,butdocompletelyleadthediscussion.Allow
studentstoshareinterestinghappeningsfromtheirtimeatthezoo.

4.Closure

Oncediscussionhascometoaclosethankthestudentsfortheirhardworkandparticipation.
Beforeendingclassiftimepermits,setupsketchbooksthroughouttheclassroomdesks/tablessostudents
cansharetheirdrawingswitheveryonebeforefinishingthelesson.Treatasagalleryspace.

5.FormativeEvaluation

Havelistofstudentsintheclassandkeeptrackofwhohasspokeninthediscussionandshared
information.Ensureeverystudenthasaturnintheclassroomdiscussion.Theentirelessonwillbegraded
partiallyasthecompletionresearch,thesketchbookassignment,andtheengagementinthediscussion.
ReferencetheEndangeredSpecies&ZooFieldTripGradingRubricunderSummativeAssessmentand
Evaluation.

52

6.ClassroomManagementProcedures

Monitorthediscussionanduseguidingquestionstokeepstudentsontopic.Makesurestudents
arenotrudetotheirpeersintheirresponsesortalkoveroneanother.Alloweachstudenttohavetheir
turntosharetheirartworkandtheirresearch.

X.SummativeAssessmentandEvaluation:

EndangeredSpecies&ZooFieldTripGradingRubric
HowdidIdo?

OK

GOOD

GREAT

Research
Collection
TimeManagement

Sketchbook
Craftsmanship
Detail

Discussion
Involvement
Effort

XI.InterdisciplinaryConnections:

Thislessoncanbetaughtalongsideasciencelessonfocusingonfoodchains,theenvironment,
pollution,humaninterventioninnature,andotheraspectsthataffectendangeredspecies.

XII.References&Resources:

EndangeredspeciesintheU.S.
https://www.fws.gov/endangered/

Endangeredspeciesaroundtheworld
http://www.worldwildlife.org/species/directory?sort=extinction_status

53

DallasZoo
http://www.dallaszoo.com/

FortWorthZoo
https://www.fortworthzoo.org/

XIII.ArtTEKS

117.117.Art,Grade5.
(a)Introduction.

(1)Thefineartsincorporatethestudyofdance,music,theatre,andthevisualartstoofferunique
experiencesandempowerstudentstoexplorerealities,relationships,andideas.Thesedisciplinesengage
andmotivateallstudentsthroughactivelearning,criticalthinking,andinnovativeproblemsolving.The
fineartsdevelopcognitivefunctioningandincreasestudentacademicachievement,higherorderthinking,
communication,andcollaborationskills,makingthefineartsapplicabletocollegereadiness,career
opportunities,workplaceenvironments,socialskills,andeverydaylife.Studentsdevelopaestheticand
culturalawarenessthroughexploration,leadingtocreativeexpression.Creativity,encouragedthroughthe
studyofthefinearts,isessentialtonurtureanddevelopthewholechild.

(2)Fourbasicstrandsfoundations:observationandperceptioncreativeexpressionhistoricaland
culturalrelevanceandcriticalevaluationandresponseprovidebroad,unifyingstructuresfororganizing
theknowledgeandskillsstudentsareexpectedtoacquire.Eachstrandisofequalvalueandmaybe
presentedinanyorderthroughouttheyear.Studentsrelyonpersonalobservationsandperceptions,which
aredevelopedthroughincreasingvisualliteracyandsensitivitytosurroundings,communities,memories,
imaginings,andlifeexperiences,assourcesforthinkingabout,planning,andcreatingoriginalartworks.
Studentscommunicatetheirthoughtsandideaswithinnovationandcreativity.Throughart,students
challengetheirimaginations,fostercriticalthinking,collaboratewithothers,andbuildreflectiveskills.
Whileexercisingmeaningfulproblemsolvingskills,studentsdevelopthelifelongabilitytomake
informedjudgments.

(b)Knowledgeandskills.

(1)Foundations:observationandperception.Thestudentdevelopsandexpandsvisualliteracyskills
usingcriticalthinking,imagination,andthesensestoobserveandexploretheworldbylearningabout,
understanding,andapplyingtheelementsofart,principlesofdesign,andexpressivequalities.The
studentuseswhatthestudentsees,knows,andhasexperiencedassourcesforexamining,understanding,
andcreatingartworks.Thestudentisexpectedto:

(B)useappropriatevocabularywhendiscussingtheelementsofart,includingline,shape,color,texture,

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form,space,andvalue,andtheprinciplesofdesign,includingemphasis,repetition/pattern,
movement/rhythm,contrast/variety,balance,proportion,andunity.

(2)Creativeexpression.Thestudentcommunicatesideasthroughoriginalartworksusingavarietyof
mediawithappropriateskills.Thestudentexpressesthoughtsandideascreativelywhilechallengingthe
imagination,fosteringreflectivethinking,anddevelopingdisciplinedeffortandprogressive
problemsolvingskills.Thestudentisexpectedto:

(B)createcompositionsusingtheelementsofartandprinciplesofdesignand

(C)producedrawingspaintingsprintssculpture,includingmodeledformsandotherartformssuchas
ceramics,fiberart,constructions,digitalartandmedia,andphotographicimageryusingavarietyof
materials.

(4)Criticalevaluationandresponse.Thestudentrespondstoandanalyzesartworksofselfandothers,
contributingtothedevelopmentoflifelongskillsofmakinginformedjudgmentsandreasoned
evaluations.Thestudentisexpectedto:

(A)evaluatetheelementsofart,principlesofdesign,generalintent,mediaandtechniques,orexpressive
qualitiesinartworksofself,peers,orhistoricalandcontemporaryartists

(B)usemethodssuchaswrittenororalresponseorartiststatementstoidentifythemesfoundin
collectionsofartworkscreatedbyself,peers,andmajorhistoricalorcontemporaryartistsinrealor
virtualportfolios,galleries,orartmuseumsand

(C)compilecollectionsofpersonalartworksforpurposesofselfassessmentorexhibitionsuchas
physicalartworks,electronicimages,sketchbooks,orportfolios.

XIV.NationalArtStandards

Organizeanddevelopartisticideasandwork.
Refineandcompleteartisticwork.
Developandrefineartistictechniquesandworkforpresentation.
Interpretintentandmeaninginartisticwork.
Synthesizeandrelateknowledgeandpersonalexperiencestomakeart.
Relateartisticideasandworkswithsocietal,culturalandhistoricalcontexttodeepen
understanding.

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