Visual and Performing Arts Lesson Plan

Teacher: Siano
Date: Apr 18-29

Grade: 1st Grade

Unit: Popsicle Stick Calder Mobile

Enduring Understandings/Objective:
1.
2.
3.
4.

Students will be introduced to Alexander Calder.

Students will create a balanced mobile.
Students will use trial and error.
Students will create abstract art.
NJCCCS Addressed: (check all that apply)
( X ) Standard1.1 The Creative Process: All students will demonstrate
an understanding of the elements and principles that govern the creation
of works of art in dance, music, theatre, and visual art.
( X ) Standard 1.2 History of the Arts and Culture: All students will
understand the role, development, and influence of the arts throughout
history and across cultures.
( X ) Standard 1.3 Performing: All students will synthesize skills,
media, methods, and technologies that are appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre, and
visual art.

( X ) Standard 1.4 Aesthetic Responses & Critique

Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art
in dance, music, theatre, and visual art.
________________________________________________________________________
Essential Questions:

1.
2.
3.
4.
5.

Who is Alexander Calder?

Where do I look to find Calders work
What does abstract mean?
How do you create abstract art?
How can I balance my mobile?

Materials: popsicle sticks, tempera paints, elmers glue, string, examples

of Calders work
Procedure/Learning Experiences:

1. Week 1: The teacher will introduce abstract art and Alexander Calder as an
artist.
2. Students will participate in a discussion about the difference between
abstract and realism. We will also discuss what a mobile is in the world of
sculpture.
3. Students will be told that they will create a mobile with string and popsicle
sticks that must BALANCEmeaning that one side cannot be heavier than
another.
4. Students will start out by choosing popsicle sticks to paint with tempera
colors.
5. Week 2: Students will be given a review of Calder, mobiles and
abstraction. They will receive back their painted sticks.
6. Students will begin gluing their sticks together and periodically testing the
mobile by hanging it using string to see if it balances.
7. Students may create multiple levels of their mobiles to help achieve physical
balance.
8. Students will participate in appropriate cleanup each week.
Differentiation: (Check all that apply)
( X ) Process
( X ) Content
( X ) Product
Vocabulary: Alexander Calder, abstract art, mobile, balance
Assessment: (List all utilized)
1. Self assessment with teacher directed questions.
2. One on one with the student.
3. Class critique.