Lesson Plan Title: Trading Cards Length: 2 Weeks

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
Students will be asked using a thumbs up/down assessment the previous class before introducing this lesson:
How many people have made a trading card before?
Who knows about the riveting or beveling process?
Why is it important to incorporate identity into your art?

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)
Students will be asked to incorporate a variety of metalsmithing techniques to create a trading card that expresses their identity. Students must use
1 found object, 2 pieces of scrap metal, soldering, riveting, epoxy & some wire elements. Students can choose to do this all in two trading cards or
make as many as they want to satisfy the requirements. After students will articulate how their identity is being represented in their trading card
through an artist statement.

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 Look for concepts in the standards, content
specific curriculum, etc.
Explore
Identity
Technique
Repurpose
Create

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.
Students will explore identity by creating works of art.
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Students will use a variety of metalsmithing techniques to incorporate identity in a work.
Students will use technique to repurpose items into their art work.
Students will repurpose items to create works of art.

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: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and
Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Given a prompt for their critique, swbat write an artist statement that conveys their ideas. (Bloom’s: Evaluating - Standard: Comprehend - GLE:
Analyze, interpret, and make meaning of art and design critically using oral and written discourse- Art Learning: Art and Culture - Literacy)

2. Using metalsmithing techniques, swbat create an artwork that expresses identity in a 3D form. (Bloom’s: Creating - Standard: Create -
GLE: Assess and produce art with various materials and methods - Art Learning: tools and procedures)

3. Given a prompt, swbat create sketches that synthesize their ideas to be created in 3D. (Bloom’s: Create - Standard: Transfer - GLE: Transfer
the value of visual arts to lifelong learning and the human experience- Art learning: Ideation )

4. Using their artwork, swbat explain their artistic choices in design that express identity. (Bloom’s: Analyze - Standard: Reflect - GLE:
Reflective strategies are used to understand the creative process. - Art learning: Expressive features and characteristics in art - Literacy)

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: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access content and
multiple modes for student to express understanding.)
-Students will be grouped in table groups with -Students will be shown metalsmithing artist
stronger learners with those who need more examples of trading cards.
support.
-Will be walking around the room to lend assistance -Student & teacher examples are presented for each

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 as necessary. demo stage.
-Instructions will be read aloud and posted on board.

Extensions for depth and complexity:
Access (Resources and/or Process) Expression (Products and/or Performance)
-Students will be asked to sketch their ideas before -Metalsmithing books are available in art office for
they begin the creating process. students to utilize.
-Can have library access for research on other artist
examples and ideas

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.

Vocab: Riveting, Beveling, Epoxy & Repurpose.

After students have completed project they will turn in written reflection with their works which will be posted on the white board.
The reflection will include:
Describe your goals and meaning behind your design?
What elements and principles of art are present in your design?
What did you learn?
Do you feel successful?

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.

-Scrap Metal
-Epoxy
-Copper Wire
-Torch
-Flux
-Solder
-Scissors
-Found Objects
-Copper Tubing
-Trading Card Rubric

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-Trading Cards PPT
-Metals Order of Operations
-Copper
-Brass
-Rivet Wire

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.
-Trading Cards PPT
-500 Pendants & Lockets Book
-Design Basics by Laura Pentak
-Library
Metals Order of Operations
Acid Etching Video

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Test out all out the techniques students will be using to create my own trading cards
-Inventory supplies and reorder as necessary
-Create PPT with examples, lesson plan, and checklist rubric
-Create check sheet for students to follow
-Create order of operations sheet for students

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

-No open toed shoes when using sharp tools

-Hair tied back and safety glasses when drilling or using torch
-Walking only in studio

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s 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: telling a
story, posing a series of questions, role-playing, etc.
I will excite the students with a story from my childhood:
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How many of you knew that I lived in Japan?
I actually started school there and lived there for 3 years. During that time I became engulfed in all that has to do with Pokémon. I began
collecting cards until eventually I had multiple binders full. Now I will associate these cards with part of my identity and childhood trading with
my sister and brother. We are going to be creating our own trading cards but out of metal!

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.

Students will begin the planning process in their sketchbooks. I want them to write down a quote they associate with their identity. They will then
try to come up with symbols they can draw to represent the underlying theme in that quote. They will create two sketches at least that will represent
their trading cards and their theme.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
Assignment
-Teacher will introduce assignment of Trading Cards. I Description:
5 mins
will excite the students with a story from my childhood
-Students will compare and contrast artists.
and how I began trading Pokemon Cards. Will discuss
how I associate these cards now with my childhood and
identity.
PPT Discussion:
-Next teacher will launch into a description of the 10 mins
assignment. I will hand out rubrics that outline the
project requirements:
Students must use incorporate their identity into these
cards using symbol and the following techniques:
1 found object, 2 pieces of scrap metal, soldering, Planning/Work
-Students will articulate their ideas.
riveting, beveling, epoxy & some wire elements. Time:
Students can choose to do this all in two trading cards or 70 mins
make as many as they want to satisfy the requirements.
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 -Following the explanation of the assignment I will show
students a PPT with some examples of how other artists
have made metal trading cards. During the PPT I will
ask the following inquiry questions: Clean Up:
How is this artist incorporating their identity into their 5 mins
work?
What techniques are present in this piece?

Next teacher will project Metals Order of Operations

sheet onto the board. Students can take a picture or Posted Objective: Students will create plans for a 3D
record in their notebooks the order of operations for this creations.
project.

-Students can then begin planning out their trading cards

in their sketchbooks. They will choose a quote that they
feel they associate with their identity. This will help
them create a theme for their trading cards. They must
have at least two sketches before they can begin the
actual making process.

Day
2 Acid Etching
Demo:
Students have the option to include acid etching in their 8 mins
trading cards. This will be the first demonstration given
-Students will plan a creation.
which I explain the process of acid etching before
showing students a video example of the process. Texture Wheel:
Video: 5 mins
https://www.youtube.com/watch?v=6NQjAC4_T5E

I will then show students an example of an acid etched

locket I have made and go through the process of actually Work time:
applying sharpie onto a metal and laying in an acid bath. 27 mins

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 Teacher will give demonstration on how to use the
Clean up:
texture wheel in case students want to incorporate that Posted Objective: Students will transfer plans from 2d to 3d. 5 mins
into their trading cards. They can choose to either solder
or rivet the attachment.

The rest of the class period can be used as work and

planning time.

Day I will excite students at the beginning of class with a -Students will transfer plans from 2d to 3d. Examples:
3 trading card I made that has beveled marbles in it using 2 mins
the document camera. Will also show students examples
of how past students have beveled.

Teacher will give demonstration to students on how to Demonstration:

bevel an object on their trading cards. The example I will -Students will incorporate elements of their identity into their 10 mins
be using is a marble. Students already know how to piece.
make band rings but I will review the process with them
through guided questioning. They can use the band ring
process to bevel items onto their trading cards.
Work Time:
30 mins
I will show students how to solder their band ring that is Posted Objective: Students will create works of art using
measured to their object to a back piece. Once metal has different techniques.
been pickeled and cleaned will show students the process
of putting item in bevel and folding edges around item
for a secure hold. Clean Up:
5 mins
The rest of class can be used for work time.

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Day Examples of riveting will be shown on the document -Students will transfer plans from 2d to 3d. Demo:
4 camera. 10 mins

Teacher will give demonstration to students on how to

nail head rivet. Will show students how to use the flame Work Time:
to create a ball at the end of a rivet. Will remind students 30 mins
of safety procedures when using flame: no open toed -Students will incorporate elements of their identity into their
shoes, hair pulled back, goggles on, vent on. piece.

Then will go over to the drill press to create the hole in

my trading card metals for rivet. It will be explained that
the rivet can be used to attach a number of pieces or Clean up:
5 mins
found object. Posted Objective: Students will create works of art using
Safety procedures will be reminded when using drill different techniques.
press: hair pulled back, goggles on.

Following the demo time, students can use the rest of the
period as work time.

Day -Students will transfer plans from 2d to 3d. Demo:

5 Examples of wire elements in students work and my own 15 mins
will be shown.
At the start of class, a demonstration on how to use wire
elements within their pieces will be given. I will
demonstrate how students can use the drill press to create Work Time:
holes for the wire to go through. Posted Objective: Students will incorporate elements of 25 mins
Safety procedures when using the drill press will be their identity into their piece.
reminded to students that hair must be pulled back,
closed toe shoes, and safety goggles should be on.
Clean up:
Teacher will demonstrate how students can epoxy. I will 5 mins
be using my found object component to epoxy into a -Students will create works of art using different techniques.
bottle cap. Will go through the process of mixing the
epoxy in a 1:1 ratio.

The rest of class can be used for work time.

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Day Students will have 4 more classes to complete all of the Work Time:
6 necessary techniques to complete their trading cards. 30 mins
I will be walking around to lend assistance as necessary.

After students have completed the project they will turn Posted Objective: Students will articulate their ideas.
in written reflection with their works which will be Reflection:
posted on the white board. 15 mins
The reflection will include:
Describe your goals and meaning behind your design?
What elements and principles of art are present in your
design?
What did you learn?
Do you feel successful?

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.)
After students have completed project they will turn in written reflection with their works which will be posted on the white board.
The reflection will include:
Describe your goals and meaning behind your design?
What elements and principles of art are present in your design?
What did you learn?
Do you feel successful?

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Trading Cards
Criteria 20 pts 15 pts 10 pts 0-5 pts
Given a prompt, can students write about the ideas present in their Given a Given a Given a Given a Given a
works? prompt, prompt, prompt, prompt, prompt,
students can students can students can students can students
Can students create a 3D work that expresses identity? write about always write mostly write somewhat can’t write
the themes in about the about the write about about the

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Can students create sketches that synthesizes ideas for their 3D their work. themes in themes in the themes in themes in
creation? their work. their work. their work. their work.
Students Students Students Students Students
work work clearly work mostly work work does
Can students explain their artistic choices in design that express
expresses expresses expresses somewhat not express
identity? identity. identity. identity. expresses identity.
identity.
Sketches 2 Complete 2 Sketches 1 Sketch Sketch is
show ideas sketches mostly show shows ideas incomplete
for their 3D show ideas ideas for somewhat and not
creation. for their 3D their 3D for their 3D connected to
creation. creation. creation. 3D creation.
Student can Student can Student can Student can Student can’t
articulate clearly mostly somewhat articulate
artistic articulate articulate articulate artistic
choices that artistic artistic artistic choices that
convey choices that choices that choices that convey
identity in convey convey convey identity in
statement. identity in identity in identity in statement.
statement. statement. statement.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)
The students seemed very excited about all of the new techniques learned in this lesson. They had plenty of choice when creating their trading
cards. Additionally, whenever students get the opportunity to incorporate their identity into works, without fail student engagement is increased.
As far as omissions go, I want to ensure I have ordered supplies early enough that students are equipped with everything they need. I realized that
we were low on gas for the torch which seemed to give some students difficulty when soldering.

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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