Materials Studies Sampler Lesson Plan Format-Art404-Online Version

ART
LESSON / UNIT PLAN ART 404 KANSAS CITY ART INSTITUTE

Name of Lesson: _Materials Studies Sampler (Physical/Digital 9-Patch)____________________________ MoPTA Lesson Plan Format (revised by KCAI)

Name of Teacher Candidate: __Alison L. Miller________________________________________________________

Rationale:
Each day humans live with and encounter objects made from many different materials that
originate and end up in our daily lives in a variety of ways. Understanding the physical properties
and cultural meanings embedded in these materials is an essential aspect of making considered
decisions about art and art creation. Students will explore materials from a physical and cultural
perspective.
Learning Objectives:
Day 1:

Studying artists, art/understanding art - Students will be introduced to a range of artists who create
projects and installations that explore the inherent qualities of a single material at a time Robert
Smithson, Tom Friedman, Tara Donovan, etc. (Powerpoint presentation)

Studying artists, art/understanding art - Students will discuss quilt samplers/album quilts, which are
composed of 9, 12, etc. patches made from non-repeating patterns, sometimes by multiple people.
(Powerpoint presentation)

Studying artists, art/understanding art - Students will examine a variety of materials and explore what
information might be embedded in those materials physical, cultural, etc. (whole class discussion)
(post-Powerpoint) (teacher samples/examples)

Assignment

Creating/expressing - Students will create their own material samplers based on the 9-patch quilt
sampler (4 physical examples, and 5 found digital samplers).

Creating/expressing - Students will gather materials - 4 discrete units either manmade or natural - and
create studies of those materials by employing the sampler method. (begin in class, find materials
outside in the garden or in the trash/recycling bins)

Creating/expressing - Students will create blocks which focus on line, shape, form, and

(2-3 sentences about why this topic is
important and relevant to age group)

List the lessons objectives and learning
outcomes appropriate for meeting
curricular and student needs.
Include objectives for :
studying artists, art/understanding art
integrating technology
creating/ expressing
evaluating art works
exhibiting art works
repetition/rhythm, to gain greater understanding of each of their four chosen materials.

Creating/Expressing & Integrating Technology - Students will collect 5 additional digital blocks on
the internet (using pinterest, tumblr, etc.). If needed, students can bring in hard copies printed from
the internet or cut from magazines.

Evaluating art works/In progress evaluation - Students will reflect on and research the materials they
have chosen (the 4 physical materials, not the digital sources they have found) by filling out a form
provided by the teacher.

Day 2:

Exhibiting art works/Evaluating art works Students will display their 4-patches on their tables in
small groups to discuss their techniques and how they chose which materials to study.

Evaluating art works - Students will evaluate the work they have made based on their cultural and
physical understanding of materials, as well as through aesthetics of the forms/patterns they have
created.

Exhibiting art works - Students will display their 4-patches on the wall, similarly to how quilt blocks
might be displayed together. Students arrange their blocks to create a class album quilt of materials
studies.

Evaluating art works - Students will compare and contrast their studies with those of their peers.

Evaluating art works/Final Reflection - Students will write an overall reflection comparing and
contrasting the range of materials they have chosen, the techniques they used/developed to work with
those materials, and what those materials mean.

Evaluating art works The teacher will fill out a rubric regarding the materials studies 9-patch.

Standards/Quality Indicators/Skills
Missouri National Core Art Standards
MOVA FA1.1D.HS4 VA1
MOVA FA1.2A.HS4 VA1

Identify the Missouri and national [art core]
standards, quality indicators, and skills
addressed for each objective.
MOVA FA2.1A.HS4 VA2

MOVA FA2 .1B.HS4 VA2
MOVA FA2.1C.HS4 VA2
MOVA FA2.1D.HS4 VA2
MOVA FA2.2C.HS4 VA2
MOVA FA2.2D.HS4 VA2
MOVA FA2.2E.HS4 VA2
MOVA FA3.2A.HS3 VA3
MOVA FA4.2A.HS4 VA6

See Attached for complete descriptions.

Visuals:
Day 1:
Summer Sampler Quilt, 2011 - https://www.flickr.com/photos/elsanclaire/6472437513/
Texture 9 Patch - http://kaizenjourney.blogspot.com/2010/07/texture-9-patch.html
Tara Donovan Pace Gallery - http://www.pacegallery.com/artists/111/tara-donovan
Tara Donovan article - http://www.designboom.com/art/tara-donovan-otherworldly-
environments-pace-gallery-menlo-park-06-01-2014/
Tara Donovan paper plates - http://www.artslant.com/ew/works/show/421098-untitled
Tara Donovan mylar - http://www.artslant.com/ew/works/show/418407-untitled-mylar
Tara Donovan Styrofoam cups - http://www.artslant.com/ew/works/show/192597-untitled-
styrofoam-cups
Robert Smithson website - http://www.robertsmithson.com/index_.htm
Tom Friedman gallery page - http://www.luhringaugustine.com/artists/tom-friedman
Tim Hawkinson gallery page - http://www.acegallery.net/artistmenu.php?Artist=1#
Roxy Paine website - http://www.roxypaine.com
Andy Goldsworthy catalog - http://www.goldsworthy.cc.gla.ac.uk
Richard Long website - http://www.richardlong.org
Marcie Miller Gross website- http://www.marciemillergross.com
Miles Neidinger website - http://www.milesneidinger.com

Day 2:
Album Quilt, 1868-80 - http://yesteryearsnews.files.wordpress.com/2010/05/album-quilt.jpg
Elephant Friendship Album, 1857 -
http://floatingonaquiltedcloud.blogspot.com.au/search?updated-max=2013-07-03T21:58:00-

List at least 2 visuals that are relevant and
appropriate to the lesson objectives.

04:00&max-results=7

Lesson Structure and Daily Procedures
Day 1:
Engagement/Opening
Introduction The teacher will ask the class questions about art materials and material usage,
how they choose materials for art-making purposes, and what meanings those materials
possess. The teacher will provide an example from her own studio practice.
Review of any concepts The class will discuss primary compositional components, such as
line, form, space, etc.
Checking for Understanding The teacher will ask students to list common art supplies and
any alternative art supplies they have used/material studies they have done. Then, the class
will discuss and list art-making materials based on physical/cultural properties. The whole class
will brainstorm material studies ideas, and those ideas will be put on the board for the class to
view and consider together in comparison with their first list of common art supplies.
Demonstration/Lecture The teacher will introduce students to the idea of material studies through a
brief Powerpoint, which will focus on key ideas and examples of artists whose work stems from
playing with materials to discover their properties and their thoughts on the inherent meanings
embedded in those materials.

The teacher will introduce students to three examples of materials artists could learn about through
play or experimentation.

Procedures
Students at Work
Students will be instructed to make 4 8x8 paper squares to attach (or place) their materials on to
create their 4-patch.
Students will be accompanied to the garden area of their school to collect found objects/supplies for
one or two of their blocks.
Students will be instructed to consider and choose from the myriad materials they encounter in their
daily lives.
Students will be given a wide range of attachment options gluing, stitching, stapling, tying, taping,
etc.
Students will be instructed to use their school-provided computers to store or share their 5-patch
material studies on (to complete the 9-patch).
In progress Assessment

Consider the Studio Thinking and Choice-
Based Education Models here in your
strategies for engaging students.

Link your procedures to your objectives
The teacher will be active in the classroom and available for consultation/conversation.
The students will fill out reflection worksheets regarding the materials they have chosen to study.
Clean up
Students will be warned that they have 10 minutes left before the bell rings.
Students will be asked to clean up at 5 minutes before the bell rings.
Review and Closure
Students will critique their work in small groups and the whole group, focusing on methods, materials
and meanings.
Final assessment (if applicable)
Students will fill out final reflection worksheets.
The teacher will fill out a rubric accompanying the assignment.
Resources and Supplies:
Books (author, date, title)

Web (URL and title)
Tara Donovan Pace Gallery - http://www.pacegallery.com/artists/111/tara-donovan
Tara Donovan article - http://www.designboom.com/art/tara-donovan-otherworldly-
environments-pace-gallery-menlo-park-06-01-2014/
Tara Donovan paper plates - http://www.artslant.com/ew/works/show/421098-untitled
Tara Donovan mylar - http://www.artslant.com/ew/works/show/418407-untitled-mylar
Tara Donovan Styrofoam cups - http://www.artslant.com/ew/works/show/192597-untitled-
styrofoam-cups
Robert Smithson website - http://www.robertsmithson.com/index_.htm
Tom Friedman gallery page - http://www.luhringaugustine.com/artists/tom-friedman
Tim Hawkinson gallery page - http://www.acegallery.net/artistmenu.php?Artist=1#
Roxy Paine website - http://www.roxypaine.com
Andy Goldsworthy catalog - http://www.goldsworthy.cc.gla.ac.uk
Richard Long website - http://www.richardlong.org
Marcie Miller Gross website- http://www.marciemillergross.com
Miles Neidinger website - http://www.milesneidinger.com
04:00&max-results=7
- Summer Sampler Quilt, 2011 - https://www.flickr.com/photos/elsanclaire/6472437513/

List all resources (book, web, art supplies,
etc.) used in the planning of and during the
instruction of the lesson(s). Be specific!!

Day 2:
04:00&max-results=7
- Summer Sampler Quilt, 2011 - https://www.flickr.com/photos/elsanclaire/6472437513/

Supplies / Equipment
- Powerpoint presentation, projector, computer, student computers, 8x8 in. blocks of paper to create
their 4 blocks (4-patch) of the 9-patch on.

Other (ex. : teacher-made resources)
- Material samples (three)
- In-progress reflection worksheet
- Final reflection worksheet
- Rubric

Technology:
Powerpoint presentation
Blogs
Pinterest
Tumblr
School-issued computers

Assessments:
In progress assessments:
Listing art supplies/materials on the board to determine student knowledge
In-progress reflection worksheet

Plan for critique / exhibit:
Students will share their 4-patches with their tablemates.
Then, students will hang their 4-patches with their peers 4-patches, preferably arranging their blocks
among other students blocks to gain new insight into the materials they have used.

List all Instructional and/or assistive
technology incorporated into the lesson(s)
to enhance instruction and student
learning.

List Assessment(s) used before, during,
and/or after the lesson.
Attach 1 tool you can use with students
that you have created for this lesson/unit.

Final reflection worksheet following critique.

Differentiation/Accommodations/Modifications/Increase in Rigor :
Increase in Rigor:
- Students will choose two or more materials to explore in tandem.
- Students will write about why those two materials were combined and what the combination might
mean physically, culturally, and aesthetically.
- Students will research art/artists that focus on materiality for one or more reasons.
- The teacher and students will develop an alternative assignment.

Modifications:

If needed:

- Students will be given different questions to focus on during the in-progress and final reflections.
- Students will be allowed to present information for the in-progress and final reflections in an
alternative format.
- Students will be allowed to use the computer and cad-elements to create their blocks.
- The teacher and the student will develop an alternative assignment.

Accommodations:

If needed:

- The teacher will provide a worksheet listing the information provided in the presentation.
- The teacher will provide an assignment worksheet, display the assignment, and present the
assignment verbally.
- The teacher will say and write down the ideas students suggest during the whole group discussion.
- The teacher will instruct the students to select a note taker during the small group critiques and the
whole group critique.
- The teacher will allow students to work in groups or solo during work-time.
- The teacher will allow extra time to complete tasks.

Classroom Management:
- The teacher will present the information in an upbeat and enthusiastic way.

Identify how you will modify content,
materials and/or environment to meet the
needs of diverse learners.

Identify strategies you will use to help keep
- The teacher will keep the presentation short, use many pictures in my Powerpoint, and include few
words in the presentation for emphasis.
- The teacher will stop presenting information if students are talking amongst themselves or
otherwise interrupting.
- The teacher will let the students know in advance that they should bring sketch books/other paper,
rulers, glue, scissors, needle and thread, etc. to work on/affix their material studies to their blocks
on the day of my lesson.
- Students will be given a limited time period to collect materials from the trash/recycling bins and
garden area.

Extensions:
- Students will have the opportunity to choose two or more materials to explore in tandem.
- Students will have the opportunity to write about why two materials could be combined and what
the combination might mean physically, culturally, aesthetically, etc.
- Students will have the opportunity to either journal or post a blog entry about the materials they
explored in class and explore what those materials mean physically, culturally, aesthetically, etc.
- Students will have the opportunity to use their materials studies to develop a project based on their
findings.

Reflection (150 words) :

students on task and actively engaged AND

to redirect inappropriate behavior.

Consider the materials you will be using,
and how they might be organized.

Identify activities for early finishers that
extend students understanding of and
thinking about the learning objectives by
applying their new knowledge in a different
way.
See CHOICE BASED EDUCATION text PART II
for examples

If you were to teach this lesson again, to
the same age group, how would you
change the lesson?
Materials Studies Sampler (Physical/Digital 9-Patch)

Scoring Guide

Craftsmanship

Material Exploration
Texture

0-1
Approaching Criteria
1)Materials selected and used in a
careless manner.
2) Few materials are neatly trimmed
and secured to the backing.
3) Stray marks or smudges are
apparent.
1) The artwork shows that the
student applied the principles
discussed in class in a careless
manner.
2) The student selected and used 1
2 materials.
3) The materials are applied in a
random or disorganized manner.
1) Little to no use of texture.
2) Little or no planning is evident in
the use of texture.
Line

1) Little to no use of line.

the use of line.
Shape

1) Little to no use of shape.

the use of shape.
Form

1) Little to no use of form.

the use of form.
Contrast

1) Little to no use of contrast.

2
Meets Criteria
1) Materials selected and used in a
thoughtful manner.
2) All materials are neatly trimmed and
secured to the backing.
3) Stray marks or smudges are apparent.
1) The artwork shows that the student
applied the principles discussed in class
in a careful manner.
materials.
3) The materials are unified in a
thoughtful manner.
1) Texture mostly enhances the
composition.
2) Planning is mostly evident in the use
of texture.
1) Use of line mostly enhances the
composition.
of line.
1) Shape mostly enhances the
composition.
of shape.
1) Form mostly enhances the
composition.
of form.
1) Contrast mostly enhances the
composition.
3
Exceeds Criteria
1) Materials selected used in a
thoughtful and innovative manner.
2) All materials are neatly trimmed and
secured to the backing.
3) No stray marks or smudges are
apparent.
1)The artwork shows that the student
applied the principles discussed in class
in a careful and innovative manner.
materials.
3) The materials are unified in
thoughtful and innovative manner.
1) Texture fully enhances the
composition.
2) Planning is evident in the use of
texture.
1) Use of line fully enhances the
composition.
2) Planning is evident in the use of line.
1) Shape fully enhances the
composition.
shape.
1) Form fully enhances the composition.
form.
1) Contrast fully enhances the
composition.
the use of contrast.
Repetition/Rhythm
1) Little to no use of
repetition/rhythm.
the use of repetition/rhythm.
Research & Reflection 1) Exhibits poor research and
reflection skills.
2) Students gives thoughtful and
reflective responses to few or no
questions.
Small-group
1) Poor participation little
discussions
enthusiasm, does not stay on task.
2) Students gives no or negative
feedback to group members.
Critique

COMMENTS:

1) Exhibits little enthusiasm, poor

critique skills.
2) Student gives no or negative
feedback.


of contrast.
1) Repetition/rhythm mostly enhances
the composition.
of repetition/rhythm.
1) Exhibits good research and reflection
skills.
2) Student gives thoughtful and
reflective responses to most questions
asked.
1) Good participation good
enthusiasm, stays on task.
2) Student gives limited, non-judgmental
feedback to group members.

form.
1) Repetition/rhythm fully enhances the
composition.
repetition/rhythm.
1) Exhibits exemplary research
reflection skills.
2) Student gives thoughtful and
reflective responses to the questions
asked.
1) Excellent participation great
enthusiasm, stays on task.
2) Student gives extensive, non-
judgmental feedback to group
members.

1) Exhibits good enthusiasm, good
1) Exhibits great enthusiasm, exemplary
critique skills.
critique skills.
2) Student gives limited, non-judgmental 2) Student gives extensive, non-
feedback.
judgmental feedback.

______/33
ART 404
High School Lesson Plan Fall 2014
Missouri Fine Arts Standards w/ related National Standards
Alison L. Miller
MOVA FA1.1D.HS4
Strand I: Product/Performance (PP)
1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art

problems

D. Other Media

HS4 - Select and apply fiber media and techniques that demonstrate: sensitivity and subtlety in use of media;

engagement with experimentation and/or risk taking; informed decision-making

FA1/VA1 (National Standards)
MOVA FA1.2A.HS4
Strand I: Product/Performance (PP)

2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art

problems

A. Sculpture, Ceramics, Other Media

HS4 - Select and apply sculpture media and techniques that demonstrate: sensitivity and subtlety in use of media;

engagement with experimentation and/or risk taking; informed decision-making

MOVA FA2.1A.HS4
Strand II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork

A. Line

HS4 - Use line expressively to communicate ideas

MOVA FA2 .1B.HS4


B. Shapes

HS4 - Use shapes expressively to communicate ideas
MOVA FA2.1C.HS4


C. Forms

HS4 - Use forms expressively to communicate ideas

MOVA FA2.1D.HS4


D. Texture

HS4 - Use textures expressively to communicate ideas

MOVA FA2.2C.HS4

2. Select and use principles of art for their effect in communicating ideas through artwork

C. Contrast

HS4 Use contrast expressively.

MOVA FA2.2D.HS4


D. Rhythm/Repetition

HS4 Use rhythm expressively.

MOVA FA2.2E.HS4


E. Unity

HS4 Use unity to support the personal expression of an idea

MOVA FA3.2A.HS3
Strand III: Artistic Perceptions (AP)

2. Analyze and evaluate art using art vocabulary

A. Art Criticism

HS3 - Compare and contrast student artwork with professional artworks or masterpieces:

- Describe artwork

- Analyze the use of elements and principles in the work

- Interpret the meaning of the work (subject, theme, symbolism, message communicated)

- Judge the work from various perspectives

- Showing a real or idealized image of life (Imitationalism)

- Expressing feelings (Emotionalism/ Expressionism)

- Emphasis on elements and principles (Formalism)

- Serving a purpose in the society or culture (Functionalism)

FA3, VA3 (National Standards)
MOVA FA4.2A.HS4
Strand IV: Interdisciplinary Connections (IC)

2. Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies

A. Connecting Art & Non-Art Subjects

HS4 - Explain how contemporary events and social ideas are reflected in student art-works

FA4, VA6 (National Standards)

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ART

LESSON / UNIT PLAN ART 404 KANSAS CITY ART INSTITUTE

repetition/rhythm, to gain greater understanding of each of their four chosen materials.

MOVA FA2.1A.HS4 VA2

Final reflection worksheet following critique.

students on task and actively engaged AND

Materials Studies Sampler (Physical/Digital 9-Patch)

1) Little to no use of line.

1) Little to no use of shape.

1) Little to no use of form.

1) Little to no use of contrast.

the use of contrast.

1) Exhibits little enthusiasm, poor

2) Planning is mostly evident in the use

2) Planning is evident in the use of

FA2/VA2 (National Standards)

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