Lesson Plan Title: Photographs of Creatures Length: 1.

5 hours

Performance:
(What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)
We have been exploring these Islands that you guys have landed on for weeks now. You have each created a creature that is unique and last week
you brought these creatures to life by making them 3 Dimensional. Now the time has come for you discover and document your creature in its
natural habitat. Your friends, parents and siblings have no idea what kind of journey you have been on in this classroom. If you told them, they
would never believe you. However, we are going to use today to create something to prove that you have discovered this creature and documented
it in its natural habitat. We will be doing this through photography. This photograph will then be presented to the class as you explain where you
found this creature. You will then get the chance to take your photo home and prove to everyone that you are truly an explorer of the world! Lets
get started!!!


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

Enduring Understanding (s):
(Statements that show a relationship between two [or more] concepts. They synthesize what students should understandnot just know or doas a result of studying a particular area of art. Moreover, they articulate
what students should revisit over the course of their lifetimes in relationship to art. These ideas are universal, timeless and transferrable.)
Artists explore nature in order to come up with ideas for their art.
Artists use perspective to create a certain image.
Invention and exploration can help me see the world in a new way.

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

Objectives/Outcomes/Learning Targets:
(Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms-Standards-and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. Blooms: _____ - Standard: _____. Numeracy, Literacy, and/or Technology)
1. Given the creatures they have already completed, the student will be able to brainstorm and list various environments where their creature
could be found (Blooms: Analyzing- Standard: Numeracy,literacy- GLE: I can make plans for myself to follow based on what I know about
materials and techniques in art)
2. Students will produce a photograph, by combining their found object sculpture and nature to describe where their creature would be found in
nature. (Blooms: Creating, Evaluating, Applying-Standard: Technology-GLE: I can use technology to create art.
3. By telling where they are placing their found object sculpture, students will explain their decision using their stories about their creature.
(Blooms: Reflect, Evaluation-Standard: Literacy-GLE: I can decide how my art is best viewed)
4. Placing their creatures in an environment, Students will choose how to compose their photograph in a way that draws the viewer into the
environment they have chosen. (Blooms:Technonolgy-Standard: literacy, GLE: I can help viewers of my art understand what it means by the way
I make artistic decisions.)
6. Using the camera to produce a photograph, Students will create a record of their display that is creative and makes use of compositional
elements to give context. (Create, Blooms synthesis, GLE: I can use multiple types of materials for expressing myself.)







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

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)
Access (Resources and/or Process) Expression (Products and/or Performance)
Work alongside students to engage in discussion on
their work
Pair up
1. Students may or may not be able to work with a camera.
Those who are not will still be responsible for composing their
image through discussion
2. Students will go out in pairs with a teacher to bounce ideas
off of a teacher and their peer.
Extensions for depth and complexity: Access (Resources and/or Process) Expressiosn (Products and/or Performance)
Computer 1. May choose to further enhance their photograph
through editing in Photoshop.

Literacy:
(List terms [vocabulary] specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.)
Vocabulary: Myth, Photography, Environmental art, re-envision, manipulate, origin, composition, invent, habitat
literacy integration: telling the story of their creature

Materials:
(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.)

Previous Mythical Creature Work
camera
Photo Paper
Printer capable of printing high quality photographs.
Computer


Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.)

-Visual aids: Found object sculpture examples (print-out), their previous work
-Teacher working with students on where their creatures may want to be placed
-Movie Art videos: Art in Motion http://www.netflix.com/WiPlayer?movieid=70294766&trkid=13752290

Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)

-We need to assess what supplies are already in the room.
-Charged camera
-Place mats on tables, with supplies
-Bring computer
-Set up projector before students arrive


Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)

-Some objects may be sharp-use caution
-When we are placing our creatures in environments it is important that we are aware of cars and bikes.
- We need to respect the environments that we are putting our creatures in by not pulling up or destroying any of the places we go.
-Everything needs to look the same as when we arrived at our various locations.

Action to motivate/anticipatory set:
(Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a
skit, telling a story, posing a series of questions, role-playing, etc. )
When we first began this project we asked you to think about the creature that you wanted to create. We came up with what it would look like,
what other animals or things in nature would it resemble. Today we are going to take the time to think about what kind of place your creature
would be found. We brought in this video of Moving Art it goes through different locations around the world and films nature. If you could have
your creature in any environment what would it be? Why? After turning on the video the students will have their creatures in front of them and
begin listing out the type of place they want to put their creature. At first they will be encouraged to reach outside anywhere in the world. After,
they will be asked how they can manipulate the way we see various areas on campus to accomplish this goal. We will talk about how zooming in,
focusing, and point of view are important decisions that they must make as an art maker.

Ideation/Inquiry:
(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.)
-What happens when we express the same thing in different ways?
-Does our understanding of things change when we see it in different forms? Why?
-Did you like working 2-dimensionally or 3-dimensionally? Why?
-What is something fascinating you see in your work?
-How else can we express and idea visually?


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


Day 1
1. Motivate the students: When we first began this project we asked you to
think about the creature that you wanted to create. We came up with what it
would look like, what other animals or things in nature would it resemble.
Today we are going to take the time to think about what kind of place your
creature would be found. We brought in this video of Moving Art it goes
through different locations around the world and films nature. start the video.

2. Begin to ask: If you were to put your creature in an environment anywhere in
the world where would it be? Why? What does it look like?

3. In pairs with Jesse, students will go out in campus and talk about/find where
they would like to put their creature.

4. One on one students will compose their photograph and take images until
they are happy with the outcome



1. Students will consider where artists go to find
inspiration for art, like nature.





2. List ideas and discuss with someone next to you
where you would want to put your creature.


3. Invent an environment for their creature in a space
around campus.
4. Students will understand composition, point of view,
and repition that takes place in art making.






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