Visual Art Unit Plan: Overview of Lessons

Big Ide Big Idea: Identity: Personal Identity, Mediu Medium(s): Base Metal Wire and Grade Grade Level:
Cultural Identity, Celtic Identity Ceramic Beads Secondary School Level
HS: Proficient
9-12

Essent Vis NCAS Pro Mo

Essential Visual Art & NCAS & VAPA Procedures Summary Modifications for IEPs &
Questions Multicultural
Vapa Standards En English Language
Objectives Lea rn Learners

Lesson Lesson 1 1. How is 1. Visual Art: NCAS: Creating: The teacher starts Modifications for
Title: identity The students Anchor Standard the lesson by asking IEPs will be in the form
Introduction about will (TSW) be 3: Refine and the key questions and of assistance using the
to Jewelry mimicry? able to complete artistic having the students hand-over-hand method
Making/Wire 2. In what correctly \ work HS consider them. Then and scaffolding as
Wrapping, ways is identify what Proficient the teacher will show necessary. Modifications
Caged Bead identity tools they need VA:Cr3.1.la Apply three short For English Language
and or Celtic about to use and relevant criteria instructional videos. Learners will be
Knot, models? understand traditional and Students will follow integrated into the
Terminology, 3. What how to use contemporary along with the videos curriculum through the
Techniques, makes them to contexts to by filling out a Visual use of UBD (Unit By
and Tools identity create either examine, reflect Graphic Organizer. Design) in which all
Title: physical? a traditional on, and plan After the videos the students including
4. Why is celtic knot or revisions for Teacher will do a English Language
identity a contemporary works of art and demo for the class Learners will utilize
about caged bead. design in on the Elmo Visual Graphic Organizers
change? (students choice) progress. Projector. Students and visual imagery such
2. Visual Art: VAPA: 1.0 will be encouraged to as photos and
The students Artistic
will follow along during step-by-step YouTube
(TSW) be able to Perception: 1.2 the demo. Next, tutorial videos to assist
correctly Describe the students participate in with learning. English
differentiate principles of a small group Language learners will
between a design as used in discussion. The also be grouped with
Celtic knot and works of art, teacher will end the other students whom
caged bead and focusing on lesson by scoring speak the same language
refer to the use dominance and students using an as they do so that they
of specific subordination. Analytic Rubric. may translate as
Princip principles of necessary.
design and
reflect on them
in order to plan
a composition/
design with focus
on dominance
and
subordination
and then plan
revisions as
necessary
before creating
their necklaces.
3. Multicultural:
The students will
(TSW) be able to
recognize and
analyze
traditional
Celtic technique
to create Celtic
knots and or
utilize the
contemporary
style of a female
artists
technique
in order to
decide whether
to create a caged
bead using a
piece of wire, a
bead, pliers and
or a Wig Jig.
Lesson Lesson 2 1. How His 1. Visual Art: NCAS: The teacher will start Modifications for
Title: The identity a The students Responding: the lesson by showing IEPs and English
History of search? will (TSW) be Anchor Standard the class PowerPoint Language Learners
Wire Wrapping 2. Why is able to analyze 7: Perceive and presentations. will be in the form of
Jewelry, the identity artistic work and analyze artistic Afterwards students scaffolding and guided
Origin of about hypothesize will participate in a questions. Also, visual
Beads the occupation? ways in which work HS Pair & Share (partner) imagery such as photos
Celtic People, 3. When can art influences Proficient discussion. During this and symbols will be
the History of identity be perception and VA: Re.7.1.la time the teacher will presented in the
the Celtic Knot about understanding Hypothesize be checking in with PowerPoints. Both
and The Tree pecking of human ways in which art students. Next, students with IEPs and
of Life order? experiences and influences students will draw a English Language
4. In what then draw perception and visual representation Learners will be grouped
way(s) is a visual understanding of of their discussion and or paired with other
identity representation human in the form of a poster students who have
about of their experiences. and then they will similar needs and
status? discussion in the VAPA: 3.0 present it to the class. abilities so that they
form of a poster Historical & Students will then may work together and
and present it to Cultural Context: write Postcards assist and or translate as
the class. 3.1 Identify to a hypothetical needed.
2. Visual Art: similarities and Art Historian. Lastly
The students will differences in the students will self-
be able to purposes of art assess by filling out
discuss and created in a discussion rating
assess what they selected cultures. scale.
know and
understand
about the history
of wire wrapping
jewelry, the
origin of beads,
the Celtic
people,
the history of
the Celtic Knot
and The Tree of
Life; both in
written and
verbal form
using
a Discussion
 Rating Scale in
in print form
and a pen or
pencil.
3. Multicultural:
The students
will (TSW) be
able to identify
similarities and
differences in
the purposes of
art created in
selected cultures
(Celtic) in
written
form using a
pen/pencil using
a minimum of
three sentences.

Lesson Lesson 3 1. In what 1. Visual Art: NCAS: Since this is a studio Modifications for
Title: Creating a ways is The students will Connecting: day, students will IEPs will be in the form
Personalized identity (TSW) be able to Anchor Standard be spending the of assistance using the
Necklace Using about inside create an 11: Relate artistic majority of the time hand-over-hand method
Either the Celtic and outside? expressive ideas and works making their and scaffolding as
Knot and/or the 2. When is composition, with societal, necklaces. Then necessary. English
Caged Bead identity focusing on cultural, and students will write an Language learners will
Wire Wrapping about dominance and historical context Artist Statement. also be grouped with
Technique reinvention? subordination to deepen Lastly the teacher will other students whom
Which Reflects 3. How does using ceramic understanding assess the students by speak the same language
Identity change beads and wire. HS Proficient using a Holistic Rubric as they do so that they
Title: affect 2. Visual Art: VA:Cn11.1.la to score students may translate as
identity? The students will Describe how necessary.
4. What (TSW) be able to knowledge of
makes describe how culture,
identity knowledge of traditions, and
physical? culture, history may
traditions, and Influence
history may have personal
influenced their responses to art.
own personal VAPA: 2.0
 responses to art Creative
in written form Expression: 2.5
using a pen or Create an
pencil and a expressive
piece of paper composition,
and using a focusing on
minimum of dominance and
three sentences. subordination.
3. Multicultural:
The students will
(TSW) be able to
create a
personalized
necklace using
either the Celtic
knot and/or the
Caged Bead wire
wrapping
technique using
metal wire,
ceramic beads
a Jig Wig and/or
pliers.

Visual Art Lesson Plan

Group 1 2 3 4 5 (6) 7 8 (please circle)

Print First and Last Names: Angela Brandow and Santos Morales

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons,
spanning several days. The instructor will design these pairings with students interests and experiences
in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4)
ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage. The
Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key
ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and assessment
(Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled)
on the due date. Also by the due date, the completed Unit Plan and appendices should be emailed to
peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT, click
on ART 135, click on Course Tools > Send Email > All Users.

Lesson 1 Title: Introduction to Jewelry Inspiration Artists, including those from

Making/Wire Wrapping, Caged Bead and or underrepresented populations:
Celtic Knot, Terminology, Techniques, and Kathy Mannix
Tools Catherine Fox

Lesson Overview (~3 complete sentences):

Students will learn about jewelry making wire wrapping techniques and terms from both
traditional and contemporary culture. Students will also learn about wire wrapping tools and
supplies along with the proper names of the tools and supplies. Students will also learn about
certain principles of design and reflect on them in order to plan a composition/design with focus
on dominance and subordination and then plan revisions as necessary before creating their
necklaces.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and
prior knowledge and learning? Students will utilize prior knowledge about about identity and how
it pertains to status. Students will utilize prior knowledge of how identity is physical and therefore
subject to change. Students will also utilize prior knowledge of in what ways identity is about
inside and outside.
Key Concepts (3-4): What you want the
students to know.
1. Identity is about mimicry.
2. Identity is about models.
3. Identity is physical.
4. Identity is about change.
Visual art content and multicultural Lesson
Objectives: What you want the students to do. with Lesson Objectives from left column.
1. Visual Art: The students will (TSW) be able
to correctly identify what tools they need to
use and understand how to use them to create
both a traditional Celtic knot or a
contemporary caged bead. (students choose
to make one or the other after learning about
both)
2. Visual Art: The students will (TSW) be able
to correctly differentiate between a Celtic knot
and a caged bead and refer to the use of
specific principles of design and reflect on
them in order to plan a composition/design
with focus on dominance and subordination
and then plan revisions as necessary before
creating their necklaces.
Essential Questions (3-4): Restate Key Concepts
using open-ended questions.
1. How is identity about mimicry?
2. In what way(s) is identity about models?
3. What makes identity physical?
4. Why is identity about change?
Align Formative and Summative Assessments
1. How will you assess the Lesson Objective?
What will you be looking for? We will be
assessing using a Visual Graphic Organizer
(Formative/Formal): Students will be given a
Visual Graphic Organizer in the form of a
worksheet with a word bank that contains the
names of the tools needed to create both a
Celtic Knot out of wire and Caged Bead. The
graphic organizer will have visual imagery
in the form of pictures of the tools which will
be shown in a series of short videos. Students
will fill the graphic organizer in (using either a
pen or pencil) correctly labeling each tool
with the appropriate term from the word
bank. Then on the back of the graphic
organizer students will briefly explain by
writing two short paragraphs explaining
which tools are used to make the Celtic knot
and which tools are used to make the caged
bead and how they are used to do so. (one
short paragraph for the Celtic knot tools and
one short paragraph for the caged bead tools)
2. How will you assess the Lesson Objective?
What will you be looking for? We will be
assessing this lesson objective by having
students do a Quick Sketch Activity
(Formative/Informal): Students will sketch
both a caged bead and a Celtic knot and label
them correctly. Students will then discuss in
small groups at their tables the specific

3. Multicultural: The students will (TSW) be
able to recognize and analyze traditional Celtic
technique to create celtic knots and or utilize
the contemporary style of a female artists
technique in order to decide whether to create
a caged bead using a piece of wire, a bead,
pliers and or a Wig Jig (students choice).
National Core Art Standards: Visual Arts (3-4):
Please list number and description of Anchor
Standard.
1. Creating: Anchor Standard 3: Refine and
complete artistic work HS Proficient
VA:Cr3.1.Ia Apply relevant criteria from
traditional and contemporary cultural contexts
to examine, reflect on, and plan revisions for
works of art and design in progress.
2. Presenting:
3. Responding:
4. Connecting:
principles of design that apply to both the
caged bead and the Celtic Knot and how
these principles of design could be used in
their own design with focus on dominance
and subordination.
3. How will you assess the Lesson Objective?
What will you be looking for? We will be
assessing this lesson objective by using an
Analytic Rubric (Summative/Formal): We will
be looking to see that students who chose to
make the Celtic knot have included six loops
with a symmetrical composition using either
horizontal or vertical format (students
choice) using the traditional celtic knot style.
For students who chose to make the caged
bead we will be looking to see that the bead
is completely caged and will not fall out of
the wire cage and that they have used the
contemporary style of a female artists
technique. (shown in the video)
California Visual and Performing Arts Standards
(grades 7-12 only) (2-5): Check all that apply and
add number and description of applicable
content standard.
__X_1.0 Artistic Perception: 1.2 Describe the
principles of design as used in works of art,
focusing on dominance and subordination.
___2.0 Creative Expression:
___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the
columns below.
Identify and define visual art vocabulary that Have:
connect to other concentration area(s) and/or 26 Gauge German Style Wire in
medium(s): Antique Brass Color
1.Design 24 Gauge German Style Wire in
- The organization of line, form, color, Antique Brass Color
value, texture and space in an eye- 20 Gauge Craft Wire in Tinted Copper
pleasing arrangement. Ceramic beads in gold tone, copper
2. Proportion
tone and silver tone
- The relationship of one object to
Round Nose Pliers
another in size, shape, number or
degree. Chain Nose Pliers
3. Function Nylon Jawed Flat Nosed Pliers
- Having a purpose. Wire Cutters
4. Sculpture Wig Jig
- A 3-D art piece.
5. Context
- A set of interrelated conditions (such
as social, economic, political) in the
visual arts that influence and give
meaning to the development and
reception of thoughts, ideas, or
concepts and that define specific
cultures and eras.
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that
follow to teach what you expect the students to learn. Procedures should be the longest section in
the Lesson Plan, and should be very specific and detailed, including time spent on each task.
Describe directions you plan to give the students, teaching models/strategies you plan to use
during the lesson, different activities your students will do, etc. Be sure to include management
issues such as transitions, room arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions.
How will you motivate the students to want to learn the new concepts (see Key Concepts) and
strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How
will you link this lesson to the students prior knowledge?

The teacher will start the lesson by asking the key questions to the students and having them
consider them. Then the teacher will show the class three short videos. One video which
introduces the tools, one which shows how to create a traditional style Celtic knot using wire
using a Wig Jig, and one which shows students how to create a caged bead using the Round Nose
Pliers. During this time Students will be filling out their graphic organizer with the information
each video covers. Questions that have to do with identity will be asked; questions like, How
does these type of style knots reflect on the of identity?

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).

The teacher will then slowly model in front of the class on an Elmo Projector how to make both a
traditional Celtic Knot and a caged bead so that students may see both made a second time.
During this time the teacher will explain each step to the class as he/she is modeling them.

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the
following questions. What Essential Questions will you ask students to facilitate learning? How will
you organize students? What will you do/say during each learning activity? What will the students
do (see Lesson Objectives)?

While the teacher is modeling students will be encouraged to follow along.

3. Independent Learning (students do alone): What activity will the students complete
independently to apply their newly formed understanding to novel situations? What will the
students explore independently?

Quick Sketch Activity (Formative/Informal): Students will independently sketch both a caged
bead and a Celtic knot and label them correctly.

4. Collaborative Learning (students do together): What activity will you include so that students
have an opportunity to negotiate understandings and engage in inquiry with peers?

Students will then discuss in small groups at their tables the specific principles of design that
apply to both their caged bead sketches and their Celtic knot sketches and how
these principles of design could be used in their own wire sculpture design with focus on
dominance and subordination.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?

The teacher will end the lesson and solidify learning by using an Analytic Rubric
(Summative/Formal): He/she will be looking to see that students who chose to make the Celtic
knot have included six loops with a symmetrical composition using either horizontal or vertical
format (students choice) using the traditional celtic knot style. For students who chose to make
the caged bead we will be looking to see that the bead is completely caged and will not fall out
of the wire cage and that they have used the contemporary style of a female artists technique.
(shown in the video).

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?

The teacher will adapt the various aspects of the lesson for students with disabilities by using the
hand over hand method to assist students.

2. How will this lesson allow for/encourage students to solve problems in divergent ways?

This lesson will allow for/encourage students to solve problems in divergent ways by giving them
the opportunity to use the technique learned from the video but also by modifying it in some
ways as necessary. For example if the students chose to create the Celtic knot they will have the
option of using either horizontal or vertical format as long as it is a symmetrical composition and
uses the traditional celtic knot style.
3. How will you engage students in routinely reflecting on their learning?

The teacher will engage students in routinely reflecting on their learning by having them initially
choose one technique such as the Celtic knot or the caged bead but if they are struggling with one
and decide to change their mind for the final lesson (the finished necklace) they may do so. The
teacher will also allow them to work together to help each other as needed through collaboration
and discussion. The teacher will also be asking the key questions (see key questions) in order to
guide students to be reflective critical thinkers and problem solve as they learn. The teacher will
also provide scaffolding as necessary.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are
followed? See OEHHA, link HERE

All students will be instructed on how to safely use all tools including various types of pliers. All
students will be asked if they have had any allergic reactions to any types of metals. No other
safety precautions are necessary.

Lesson Resources/References (use APA):

Liphart, J. (2014, May 22). Celtic Knot Designs: History, Meaning and Uses. Retrieved April 30,
2017, from https://blog.udemy.com/celtic-knot-designs/

Fox, C. (2014, March 16). DIY Lucky Celtic Wire Knot Necklace | eclecticdesigns. Retrieved April 30,
2017, from https://youtu.be/jD0_ZC6fCnI

Mannix, K. (2011, February 04). How to Make a Caged Bead. Retrieved April 30, 2017, from
https://youtu.be/Y2bbSyrT5vs

Beattie, D. K. (1997). Assessment in Art Education. Worcester (Massachusetts): Davis.

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

 http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defini
ng%20Arts%20Integration.pdf

Visual Art Lesson Plan

Group 1 2 3 4 5 (6) 7 8 (please circle)

Print First and Last Names: Angela Brandow and Santos Morales

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons,
spanning several days. The instructor will design these pairings with students interests and experiences
in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4)
ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage. The
Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key
ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and assessment
(Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled)
on the due date. Also by the due date, the completed Unit Plan and appendices should be emailed to
peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT, click
on ART 135, click on Course Tools > Send Email > All Users.

Lesson 2 Title: The History of Wire Wrapping Inspiration Artists, including those from
Jewelry, the Origin of Beads, the underrepresented populations: N/A
Celtic People, the History of Celtic Knot, and
The The Tree of Life
Lesson Overview (~3 complete sentences):
Students will learn briefly about the history of wire wrapping jewelry and about the caged bead. They
will also learn about the origin of the bead as one of the first known forms of jewelry. Students will
learn about the Celtic People, the origin of the Celtic Knot and The Tree of Lifes symbolism, purpose
and meaning.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and
prior knowledge and learning?

We will utilize what prior knowledge of personal opinions and experiences students have in regards
to identity, whether it pertains to self and or cultural identity. We will also utilize students prior
knowledge of writing, discussing and working collaboratively. We will also tap into students prior
knowledge of symbolism and drawing.

Key Concepts (3-4): What you want the students
to know.
1. Identity is a search.
2. Identity is about occupation.
3. Identity can be about pecking order.
4. Identity is about status.
Essential Questions (3-4): Restate Key Concepts
using open-ended questions.
1. How is identity a search?
2. Why is identity about occupation?
3. When can identity be about pecking order?
4. In what way(s) is identity about status?

Visual art content and multicultural Lesson Align Formative and Summative Assessments with
Objectives: What you want the students to do. Lesson Objectives from left column. Please submit
at least one rubric per Lesson for a total of three
or more per Unit.

1. Visual Art: The students will (TSW) be able to
analyze artistic work and hypothesize ways in
which art influences perception and
understanding of human experiences and then
draw a visual representation of their discussion
in the form of a poster and present it to the
class.
1. How will you assess the Lesson Objective?
What will you be looking for? We will be
assessing by having students do a Pair & Share
Activity (Formative/Informal): Students will
verbally summarize as they discuss in pairs what
they saw in the PowerPoint presentation(s).
Students will then utilize the information
discussed to make educated guesses on ways in
which art
influences perception and understanding of
human experiences. Students will then draw a
visual representation of their discussion in the
form of a poster and present it to the class. We

2. Visual Art: The students will (TSW) be able to
discuss and assess what they know and
understand about the history of wire wrapping
jewelry the origin of beads, the Celtic People,
the History of the Celtic Knot, and The Tree of
Life
both in written and verbal form using a
Discussion Rating Scale in print form and a pen
or pencil. pencil.
3. Multicultural: The students will (TSW) be able
to identify similarities and differences in the
purposes of art created in selected cultures
(Celtic) in written form using a pen/pencil using
a minimum of three sentences.
will be looking to see that all pairs drew
visual representations of their discussions
In the form of a poster and can explain
their thought processes and can demonstrate
a conceptual understanding of the lessons.
2. How will you assess the Lesson Objective?
What will you be looking for? We will be
assessing by
having students discuss what they know and
understand in small groups and then have them
individually fill out a Discussion Rating Scale
(Summative/Formal): which uses a numerical
scale of one through five in which one is a
superficial level and five is a thorough and deep
level. Students will independently use this scale
to rate their levels of understanding,
participation as well as the helpfulness of the
discussion in relation to the history of wire
wrapping jewelry the origin of beads, the Celtic
People, the History of the Celtic Knot, and The
Tree of Life both in written and verbal form
using a Discussion Rating Scale in print form
and a pen or pencil.
3. How will you assess the Lesson Objective?
What will you be looking for? We will be
assessing by having students do Postcards to a
Friend (Formative/Formal): a Postcard writing
activity in which we will provide students with
pre-made Postcardswith an image on one side
in which students will be asked to study and
space for writing on the other side where they
will write the major idea/symbolism and
historical significance of various Celtic Knots
and the Tree of Life Symbol and paraphrase it.
They will be writing these Postcards to Arty the
art historian. We will be looking to see that
students have paraphrased the major

National Core Art Standards: Visual Arts (3-4):
Please list number and description of Anchor
Standard.
1. Creating:
2. Presenting:
3. Responding: Anchor Standard 7: Perceive and
analyze artistic work HS Proficient VA:Re.7.1.Ia
Hypothesize ways in which art influences
perception and understanding of human
experiences.
4. Connecting:
Identify and define visual art vocabulary that
connect to other concentration area(s) and/or
medium(s):
1. Geometric
- Shapes and forms related to
mathematical principles. Geometric
shapes include circles, squares,
rectangles, triangles and ellipses.
Geometric forms include cones, cubes,
cylinders, slabs, pyramids and spheres.
2.Value
- The measurement of light and darkness
in a work of art.
3.Texture
- The way something feels to the touch.
Texture can be real, as in the
smoothness of a bronze sculpture, or
idea/symbolism and historical significance of
various Celtic Knots and the Tree of Life Symbol
using a minimum of three sentences.
California Visual and Performing Arts Standards
(grades 7-12 only) (2-5): Check all that apply and
add number and description of applicable content
standard.
___1.0 Artistic Perception:
___2.0 Creative Expression:
_X_3.0 Historical & Cultural Context: 3.1 Identify
similarities and differences in the purposes of art
created in selected cultures.
___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships, Applications:
Materials: List all materials needed in the columns
below.
Have:
Butcher Paper
Markers
Pencils
Pens
the bumpiness of thick oil paint on a
canvas. Texture can also be implied or
imagined, as in painted illusions of the
softness of a kitten's fur, or the prickly
quality of hay.
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow
to teach what you expect the students to learn. Procedures should be the longest section in the Lesson
Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different
activities your students will do, etc. Be sure to include management issues such as transitions, room
arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How
will you motivate the students to want to learn the new concepts (see Key Concepts) and
strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will
you link this lesson to the students prior knowledge? Modeling (teacher does): Name and
demonstrate the content area strategies/skills (see Lesson Objectives) that are the focus of the lesson.
Explain and show their purpose. Use analogies or other concrete examples to explain concepts (see Key
Concepts).

The teacher will show the students PowerPoint presentation(s) on the projector which covers the
history of wire wrapping jewelry, the history/origin of beads as one of the first kinds of jewelry, the
Celtic People, the Celtic Knot and The Tree of Life. The PowerPoint presentations will consist of both
written text and visual imagery which explain the histories and show examples such as historical
artifacts and coinciding symbols such as The Tree of Life and the Celtic Knot (5 days/one school week,
one PowerPoint presentation per day for approximately 10 minutes each)

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the
following questions. What Essential Questions will you ask students to facilitate learning? How will you
organize students? What will you do/say during each learning activity? What will the students do (see
Lesson Objectives)?

We will be checking in with pairs and small groups as they are discussing and asking questions to
guide the discussion.

3. Collaborative Learning (students do together): What activity will you include so that students have
an opportunity to negotiate understandings and engage in inquiry with peers?
Students will verbally summarize as they discuss in pairs what they saw in the PowerPoint
presentation(s). Students will then utilize the information discussed to make educated guesses on
ways in which art influences perception and understanding of human experiences. Students will then
draw a visual representation of their discussion in the form of a poster and present it to the class. We
will be looking to see that all pairs drew visual representations of their discussions in the form of a
poster and can explain their thought processes and can demonstrate a conceptual understanding of
the lessons.
 Students discuss what they know and understand in small groups about the history of wire
wrapping
jewelry the origin of beads, the Celtic People, the History of the Celtic Knot, and The Tree of Life
both in (individually) in written form and collaboratively in verbal form using a Discussion Rating Scale.

4. Independent Learning (students do alone): What activity will the students complete independently
to apply their newly formed understanding to novel situations? What will the students explore
independently?
A Postcard writing activity in which we will provide students with pre-made Postcardswith an
image on one side in which students will be asked to study and space for writing on the other side
where they will write the major idea/symbolism and historical significance of various Celtic Knots and
the Tree of Life Symbol and paraphrase it. They will be writing these Postcards to Arty the art
historian. We will be looking to see that students have paraphrased the major idea/symbolism and
historical significance of various Celtic Knots and the Tree of Life Symbol using a minimum of three
sentences.

Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?
By having students discuss what they know and understand in small groups and then have them
individually fill out a Discussion Rating Scale which uses a numerical scale of one through five in
which one is a superficial level and five is a thorough and deep level. Students will independently
use this scale to rate their levels of understanding, participation as well as the helpfulness of the
discussion in relation to the history of wire wrapping jewelry the origin of beads, the Celtic People,
the History of the Celtic Knot, and The Tree of Life both in written and verbal form
using a Discussion Rating Scale in print form and a pen or pencil.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
Students with disabilities will be grouped together so that their aide may work closely with each
individual student. Students with disabilities will also do each activity collaboratively, including the
Postcard writing activity (where as typical students will be doing this activity independently). Students
with disabilities may use any devices necessary to complete the writing activities such as tablets.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
This lesson will allow for/encourage students to solve problems in divergent ways by giving them the
opportunity to use critical thinking skills to summarize, paraphrase and explain complex concepts such
as symbolism and how it was used historically and culturally. Students will be challenged to express
these concepts through verbal discussion, written and visual text (drawing).

3. How will you engage students in routinely reflecting on their learning?

Students will routinely engage in reflecting on their learning through discussion and through the use
of the Discussion Rating Scale (see assessment 2 summative/formal above).

4. How will you (a) address potential safety issues and (b) assure necessary precautions are followed?
No safety precautions necessary.

Lesson Resources/References (use APA):

Beattie, D. K. (1997) Assessment in Art Education. Worcester, Massachusetts: Davis Publications, Inc.

Liphart, J. (2014, May 22). Celtic Knot Designs: History, Meaning and Uses. Retrieved April 30, 2017,
from https://blog.udemy.com/celtic-knot-designs/

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defini
ng%20Arts%20Integration.pdf
 Visual Art Lesson Plan

Group 1 2 3 4 5 (6) 7 8 (please circle)

Print First and Last Names: Angela Brandow and Santos Morales

Unit Plan: Together with a partner, students will create one Unit Plan that contains several lessons,
spanning several days. The instructor will design these pairings with students interests and experiences
in mind. The audience for the Unit Plan will be your future secondary school students (grades 7-12) with
limited to moderate exposure to (1) painting/drawing, (2) new media, (3) sculpture/fibers, (4)
ceramics/pottery, (5) printmaking, (6) jewelry/metals, (7) photography, and (8) collage/assemblage. The
Unit will be inspired by course content regarding the secondary school learner: pedagogical choices
(Patterson, 2011, p. 6); special education (Gerber & Guay, 2007); practice and theory (Bird, 2012); key
ideas, techniques, cultural contexts, and creative inspiration (Parks, 2015, p. 4); and assessment
(Beattie, 1997).

Please submit one hard copy of the Unit Plan and appendices to me (printed, double-sided, and stapled)
on the due date. Also by the due date, the completed Unit Plan and appendices should be emailed to
peers in one document/attachment as a resource for future use: login to Blackboard/ My SacCT, click
on ART 135, click on Course Tools > Send Email > All Users.

Lesson 3 Title: Creating a Personalized Inspiration Artists, including those from

Necklace Using Either the Celtic Knot and/or underrepresented populations:
the Caged Bead Wire Wrapping Technique Kimberlie Kohler
which Reflects Identity Catherine Fox
Lesson Overview (~3 complete sentences):

Students will explore the conceptual framework of identity by addressing the complexity of its layers.
In doing so, students will learn how to express identity in some way through their own art work.
Students will achieve this goal by creating a personalized necklace using either the Celtic knot and/or
the Caged Bead wire wrapping technique and will be allowed to make modifications/adaptations to
their original designs.

Background Knowledge (~3 complete sentences): How will you tap into students experiences and
prior knowledge and learning?

Students will utilize prior knowledge of making a Caged Bead and or Celtic Knot from lesson one.
Students will also tap into prior knowledge of the history of the Celtic Knot and or the history of the
bead when creating their necklaces and writing their artist statements. Students will also use prior
knowledge of symmetry, dominance and subordination.

Key Concepts (3-4): What you want the students
to know.
1. Identity is about inside and outside.
2. Identity can be about reinvention.
3. Identity is about change.
4. Identity is physical.
Essential Questions (3-4): Restate Key Concepts
using open-ended questions.
1. In what ways is identity about inside and
outside?
2. When is identity about reinvention?
3. How does change affect identity?
4. What makes identity physical?

Visual art content and multicultural Lesson
Objectives: What you want the students to do.
Helpful resources:
Objectives tutorial:
http://www.teachervision.fen.com/curriculum-
planning/new-
teacher/48345.html?for_printing=1&detoured=
1):
Five Approaches to Multicultural Education:
https://www.education.com/reference/article/
multicultural-education/#C
1. Visual Art: The students will (TSW) be able to
create an expressive composition, focusing on
dominance and subordination using ceramic
Align Formative and Summative Assessments with
Lesson Objectives from left column. Please submit
at least one rubric per Lesson for a total of three
or more per Unit.
1. How will you assess the Lesson Objective?
What will you be looking for? We will assess the
lesson by doing a Walk & Check
(Formative/Informal):
during studio time we will be walking around
beads and wire.
2. Visual Art: The students will (TSW) be able to
describe how knowledge of culture, traditions,
and history may have influenced their own
personal responses to art in written form using a
pen or pencil and a piece of paper and using a
minimum of three sentences.
3. Multicultural: The students will (TSW) be able
to create a personalized necklace using either
the Celtic knot and/or the Caged Bead wire
wrapping technique using metal wire, ceramic
beads a Jig Wig and/or pliers.
National Core Art Standards: Visual Arts (3-4):
Please list number and description of Anchor
Standard.
1. Creating:
2. Presenting:
3. Responding:
4. Connecting: Anchor Standard 11: Relate
artistic ideas and works with societal, cultural,
and historical context to deepen understanding
HS Proficient VA:Cn11.1.la Describe how
knowledge of culture, traditions, and history
may influence personal responses to art.
and checking in with each student on an
individual basis and talking with them about
how they are creating an expressive, personal,
unique composition while incorporating
dominance and subordination into their design.
2. How will you assess the Lesson Objective?
What will you be looking for? We will assess
the lesson by having the students write an
Artist Statement (Formative/Formal): we will
be looking to see that students are using a
minimum of three sentences to describe how
knowledge of culture, traditions, and history
may have influenced their own personal
responses to art in written form using a pen or
pencil and a piece of paper.
3. How will you assess the Lesson Objective?
What will you be looking for? We will assess the
lesson by using a Holistic Rubric
(Summative/Formal):
we will be looking to see that students who
chose to make their necklace using the Celtic
knot have included six loops with a symmetrical
composition. For students who chose to make
their necklace using the Caged Bead wire
wrapping technique we will be looking to see
that the bead(s) is/are completely caged and
that the wire will not come unravelled easily.
California Visual and Performing Arts Standards
(grades 7-12 only) (2-5): Check all that apply and
add number and description of applicable content
standard.
___1.0 Artistic Perception:
_X_2.0 Creative Expression: 2.5 Create an
expressive composition, focusing on dominance
and subordination.
___3.0 Historical & Cultural Context:
___4.0 Aesthetic Valuing:
___5.0 Connections, Relationships, Applications:
Identify and define visual art vocabulary that Materials: List all materials needed in the columns
connect to other concentration area(s) and/or below.
medium(s):
1.Pattern Have:
- Pattern is an underlying structure that 26 Gauge German Style Wire in Antique
organizes surfaces or structures in a Brass Color
consistent, regular manner. 24 Gauge German Style Wire in Antique
2. Symmetry Brass Color
- means a mirror image -- one side is the 20 Gauge Craft Wire in Tinted Copper
mirror image of the other. Ceramic beads in gold tone, copper
3. Space (negative) tone and silver tone
- may be most evident when the space Round Nose Pliers
around a subject, not the subject itself, Chain Nose Pliers
forms an interesting or artistically Nylon Jawed Flat Nosed Pliers
relevant shape. Wire Cutters
Wig Jig
Silver tone Lobster Claw Clasps
Silver tone Crimp Covers
Silver tone Bar
Lesson Procedures: Outline the steps that will happen first, second, etc. in the Procedures that follow
to teach what you expect the students to learn. Procedures should be the longest section in the Lesson
Plan, and should be very specific and detailed, including time spent on each task. Describe directions
you plan to give the students, teaching models/strategies you plan to use during the lesson, different
activities your students will do, etc. Be sure to include management issues such as transitions, room
arrangements, and student groupings.

1. Focus Lesson (teacher does): Detail opening activities by exploring the following questions. How
will you motivate the students to want to learn the new concepts (see Key Concepts) and
strategies/skills (see Lesson Objectives)? How will you introduce the Big Idea of the lesson? How will
you link this lesson to the students prior knowledge?
No focus lesson (see lesson one for focus lesson).

Modeling (teacher does): Name and demonstrate the content area strategies/skills (see Lesson
Objectives) that are the focus of the lesson. Explain and show their purpose. Use analogies or other
concrete examples to explain concepts (see Key Concepts).
No modeling (see lesson one for modeling).

2. Guided Instruction (teacher and students do together): Detail main activities by exploring the
following questions. What Essential Questions will you ask students to facilitate learning? How will you
organize students? What will you do/say during each learning activity? What will the students do (see
Lesson Objectives)?
During studio time we will be walking around and checking in with each student on an individual
basis and talking with them about how they are creating an expressive, personal, unique
composition while incorporating dominance and subordination into their design.

3. Collaborative Learning (students do together): What activity will you include so that students have
an opportunity to negotiate understandings and engage in inquiry with peers?
No collaborative learning (see lesson one and lesson two for collaborative learning.

4. Independent Learning (students do alone): What activity will the students complete independently
to apply their newly formed understanding to novel situations? What will the students explore
independently?
Students will work independently to write an Artist Statement and use a minimum of three sentences
to describe how knowledge of culture, traditions, and history may have influenced their own personal
responses to art in written form using a pen or pencil and a piece of paper.
Closure: How will you end the lesson to solidify learning? How will you and/or students summarize
concepts and strategies/skills (see Key Concepts and Lesson Objectives) for the day?
We will end the lesson and solidify learning by using a Holistic Rubric (Summative/Formal).
We will be looking to see that students who chose to make their necklace using the Celtic knot
have included six loops with a symmetrical composition. For students who chose to make their
necklace using the Caged Bead wire wrapping technique we will be looking to see that the bead(s)
is/are completely caged and that the wire will not come unravelled easily.

Please respond to the following questions thoroughly and in complete sentences.

1. How will you adapt the various aspects of the lesson for students with disabilities?
The teacher will adapt the various aspects of the lesson for students with disabilities by using the
hand over hand method to assist students. Students with severe disabilities will make bracelets
instead of necklaces (smaller less parts to make).

2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Students will be encouraged to solve problems by using alternative methods to create the design they
choose to make. Having the access to a variety of tools will enable the student(s) to choose an
alternative method that will produce similar or same result; knot or cage.
3. How will you engage students in routinely reflecting on their learning?
Students will be engaged in routine reflection through open discussions with the instructor and/or
peers. The discussion will help them solve a problems/issues they are having or help them
conceptually structure the meaning behind their project.

4. How will you (a) address potential safety issues and (b) assure necessary precautions are
followed? See OEHHA, link HERE
No safety precautions necessary. We will make sure to tell students to be careful when handling all
tools and to be cautious with the wire so that they dont poke themselves in the eyes.

Lesson Resources/References (use APA):

Fox, C. (2014, March 16). DIY Lucky Celtic Wire Knot Necklace | eclecticdesigns. Retrieved April 30,
2017, from https://youtu.be/jD0_ZC6fCnI

Mannix, K. (2011, February 04). How to Make a Caged Bead. Retrieved April 30, 2017, from
https://youtu.be/Y2bbSyrT5vs

A helpful link to get you started: http://sacstatearted.weebly.com/visual-art-education.html

Reference

Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defini
ng%20Arts%20Integration.pdf