LESSON PLAN FORMAT

University of North Texas

Art Education

Lesson number: 3
Grade Level: 6 Grade
Title: Air is there: Air Pollution
Duration: Four 50 minutes classes
th

Lesson Rationale Air is something that students are not able to see, outright it seems the most
invisible of all the elements. When referring to the environment as a space, an aggregate space
encompassing not only living and non-living organisms, but also the non-physical. Air is the element
that goes the most unnoticed and gases have the ability to fill up spaces. Therefore it is the most
malleable, but also the one we need to talk about in order to remind students that air is there.
Unit Key Concepts: the elements of air, water, earth, and fire and how they create an environment,
awareness of space
Lesson Key Concepts: air, creating the environment, awareness of space
Lesson Objectives:
Students will be able to use the element of air in order to add an element of 3-D into their
pieces
Students will learn to make use of negative space
Students will make a problem more concrete
Specific Art Content
Instructions and Its Sequencing:
Introduction/Motivation: Martin Azua, a designer, created something he calls Air art (present
images of this air art). Without the air inflating the large bags the 2-D version seems flat, but when air
runs through it, it creates a beautiful space. What I want the students (you all) to create an image within
a space, that when it is filled with air, it will show off the image. (Sort of like a hot air balloon, but
transparent)
Purpose: The students will have to take into account that there will be an invisible element
adding to their work. Transparency may be something they will be dealing with, which means that their
piece needs to interact well elements within, on and around the piece. This not only will make the
students more aware of the space around the air bubble piece, but also how that space interacts with
their piece in order to make it stronger or weaker. This is about transforming a small piece of air, while
also providing an alternative to paintings and thinking about storing the piece after.
Instruction:
Day 1: begin with the PowerPoint lecture and information on Martin Azua, define words such as
transparent (see-through, clear), and after a small demo with a clear bag and how to put shapes and
forms on the inside with paint, tape and other materials, students will get the opportunity to sketch out
their own version. I will encourage students to think about the environment, both natural and their own
social/home environments and how they wish to represent those within this piece.
Day 2/3:
They will then have class to create their own air bubbles, the bags will be ziplock bags, and will be
turned inside out. Students will be prompted to make sure they are thinking about negative space, also
what is going on when the bag is flipped back over. Day 3 will be the final work day, and bags should
be placed on cones
Day 4: Critique, analyse negative space, aesthetics,

Resources & Materials for Teacher:

http://www.martinazua.com/product/air-art/
TED talk where Martin Azua talks about objects, reacting to each other, and to the space they are
within, as well as the contact with nature: https://www.youtube.com/watch?v=RvheCQnLP9s

Although we dont have all the materials within this video we can use it to think about putting 3D
elements into the object https://www.youtube.com/watch?v=r4RxudfF0z4
Resources & Materials for Students:
Students will have access to acrylic and tempura paints
And colorful tissue paper, tape, mode podge, brushes
Transparent objects such as plastic bags, and semitransparent objects such as balloons.
Guided PracticesStudents will be exposed to what the problem is: Air pollution and greenhouse gases, and how a bag
containing air is similar to the earth and its closed system atmosphere.
Greenhouse gases: gases such as CO2 that absorb thermal radiation from the sun and re-radiate it back
in all directions

C02- a large concentration of that is coming from burning fossil fuels

Demo using scissors to cut out different aspects of a city,

Independent Practice- Sketching/ work days
Closure- Finish up and reflect on the problem, but also providing the solution and a positive twist:
carbon emission have decreased in recent year, it is their job to keep up the good work. Also the
problem began with the burning of fossil fuels, so what are alternatives to combat creating more
greenhouse gases?
1) Switching to sustainable resources: solar panels, wind energy,
2) Plant more trees, show them the cycle of CO2Oxygen through plants
Formative Evaluation

Rubric

Poor

Okay/Good

Negative Space

Fails to take into account

that negative space is an
important concept in this
project/ fills up the entire
transparent bag with shapes
and forms without
considering their placement

Makes note of negative

Effectively uses negative
space, but does not use it space with a goal and
effectively to either show purpose contributing to
space, or as a way of
the concept of showing
contributing to the concept air pollution
of showing air pollution

Addresses problem Does not even address air

pollution, it feels as if it is
not relevant
Aesthetics/Overall
Construction

Shows that small part of

the project are about air
pollution

Does not look neat, failed to Project is slightly neater,

turn bag inside out and fill it but overall is messy. Not
with air.
all parts contribute
aesthetically to the piece.

Excellent

The whole project

addresses air pollution
with every part
Student took into
account that the bag
would be transparent, the
project is neat, every
aspect contributes
aesthetically to the piece.

Example of Student work:This piece is addressing the air pollution, and is making use of the negative
space between the buildings. Bag has been properly inflated, and there are at least three colors being
used.
Classroom Management Procedures
Students will have to use three colors of tissue paper, no more than that, they will also use as many
found items for the purpose of this project.
Students will begin cleaning 10 minutes before class is over, placing the brushes used for modge podge
by the sink (so that I can clean them later)
Any scraps of tissue paper will be placed in a bin that will allow students to repurpose the paper later
on.
Tables should be wiped down with a wet towel
Bags should be placed on the cones provided
Adaptations For Students with Special Needs
Precut pieces, glue sticks instead of modge podge

112.16. Science, Grade 5, Beginning with School Year 2010-2011.

(b) Knowledge and skills.
(9) Organisms and environments. The student knows that there are relationships, systems, and cycles
within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and
non-living elements;
XII. Art TEKS
117.117. Art, Grade 5, Adopted 2013.
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such
as ceramics, fiber art, constructions, digital art and media, and photographic imagery using a variety of
materials.