Bound Lesson 2 Final

Conservative Conscience Creature
Shadow Boxes
Belle Marien | St. Marys School, DeKalb | ARTE 344 | Dr. Staikidis
LESSON PLAN #2
Date / Week: 3/21-4/15
Student Teacher: Belle Marien

Lesson Title: Conservative Conscience Creature Shadow Boxes
Grade Level: 7th grade
Number of Students: 4
Time available for this lesson: 3 sessions of 40 minutes
Social Issues / Concepts of the Lesson:
Waste intruding the natural habitat of animals.
Central Focus (Big Idea):
Students will understand that art can be used to express the cause and effect relationship
between animal welfare and environmentalism.
Form and Structure: Students will be addressing form, space, texture, emphasis and unity
through multi-media collaborative sculptures.
Production: Students will be using clay to create animals which are found in their assigned
environments. Once the animals are completed they will learn about color association to
choose the color of their shadow boxes, choose an image to collage inside, and have their
animals interact with one piece of waste.
Art Context: Students will be exploring the ways other artists have made statements on
similar issues. They will discuss what the art showed, how the art made them feel, and
what the message the artist is giving the viewer.
Personal Perspective: Students will understand that social issues can be expressed
through many different types of art create in order to cause awareness and understanding
to their viewers, while expressing personal ideas.
Essential Questions:
-What is an environment?
-What is environmentalism?
-What is animal welfare?
- Do they know of any connections the two may have in common? (Animals live in
environments, therefore can be harmed by environments, establish cause and affect)
- Have they learned about similar issues in other classes? (Science, homeroom)
-Have they talked or heard about it anywhere else? (At home, with their parents,
teachers, on TV or the news).
-Have you seen anyways animals have been harmed by their environment?
-Have you seen any ways animals can be harmed by waste?
-What do you see in the artwork?
-What do you feel while looking at this artwork?
-What is color association?
-How do we associate color with objects, moods, or ideas?
State Goals
Goal # 25: Students who meet the standard understand the similarities, distinctions, and
connections in and among the arts.
25.Bh1- Compare and contrast works of art in two or more art forms that share similar
artistic components, themes or subject matter (e.g., self-portrait to monologue or solo) using
the appropriate artistic component (i.e., elements, principles, expressive ideas; tools,
processes, technologies; creative processes) vocabulary.
Student will be shown examples of what waste does to animals
environments, students will thoughtfully reflect about the different ways
waste can cause harm to wildlife habitats.
Goal #25: Students who meet the standard understand the similarities, distinctions, and
In this lesson:
Student and their groups will be assigned subjects (environment) and their
choice of appropriate animal, students will explore their subjects qualities.
In this lesson:
In this lesson: Student will be shown multiple examples of how waste can harm
animals and their habitats they will thoughtfully analyze them in order to
effectively create their own scenarios
25.Bh1- Compare and contrast works of art in two or more art forms that share similar artistic
components, themes or subject matter (e.g., self-portrait to monologue or solo) using the
appropriate artistic component (i.e., elements, principles, expressive ideas; tools, processes,
technologies; creative processes) vocabulary.
In this lesson: Student will use think sheets (worksheets) and visual aids students
will create thoughtful discussion on cause and effect relationships between
environmental issues and animal welfare
Goal #26: Students who meet the standard understand processes, traditional tools, and modern
technologies used in the arts.
26.A1- Select and use appropriate tools and materials to create in 2-D and 3-D (e.g., Tools:
drawing paper, pencil, clay, images, etc.).
In this lesson: Students creating environments will use stock board pre-primed by
the teacher students will effectively collaborate to depict their assigned
environment.
Goal # 26: Students who meet the standard understand processes, traditional tools, and modern
drawing paper, pencil, clay, images, etc.).
In this lesson: Students creating animals will use clay to thoughtfully create the
form of their animal chosen.
Goal #26: Students who meet the standard understand processes, traditional tools, and modern
pens, fine and coarse brushes; Materials: scratch board, styrofoam).
In this lesson: Student will use multi-media (clay or recycled products) in order to
Express their ideas about the cause and effect relationships of animal
welfare and environmentalism
Goal #27: Students who meet the standard can analyze how the arts function in history, society
and everyday life.
27.B.1- Describe how the same idea is expressed in works of art (e.g., portraits, wedding
dances, national anthems) from different cultures, times, or places.
In this lesson: Student will be exposed to corresponding artists. Students will reflect
on how the artists discussed in class used visual cues to display their
message.
1. Objectives:
State Goal Codes
1.1 Conceptual/Cognitive Objectives:
25.B4d
I.
Given examples of what waste does to animals
environments, students will thoughtfully reflect about the
different ways waste can cause harm to wildlife habitats.
II.
Given examples of animals and their corresponding 25.B4d

animal, students will choose the subject of their art piece
and explore their subjects qualities.
III.
Given think sheets (worksheets) and visual aids students 25.6B5

will create thoughtful discussion on cause and effect
relationships between environmental issues and animal
welfare.
27.B.3
IV.
Given corresponding artists students will reflect on how
the artists discussed in class used visual cues to display
their message.
25.6B5
1.2 Artistic Skill Objectives:
V.
Given examples of how waste can harm animals and their
habitats they will thoughtfully analyze them in order to
effectively create their own scenarios
25.B5
VI.
VI.
VII.
Given pre-painted shadow boxes of the color that they 26.B5

chose best associated with their concept, the students will
collage an image of their environment inside.
26.B5
Given clay students will thoughtfully create the form of
their animal chosen from the assigned environment.
Given multi-media students will express their ideas about

the cause and effect relationships of animal welfare and
environmentalism.
2. Assessment Criteria:
Conceptual Skill Criteria:
I. Student shows thoughtful reflection of the effect of waste in an animals habitat.
II.
Student shows formal understanding of their assigned subject (animal or
environment.
III. Student expressively created a statement on the cause and effect relationship of
environmentalism and animal welfare.
Artistic skill Criteria:
IV.
Student skillfully shows understanding of their mediums used.
V.
Student shows understanding of formal qualities in the artwork.
3. Learner Characteristics:
3.1 Developmental Rationale
The big idea for this project is that the students will learn that art can express ideas and
concerns about the cause and effect relationship between environmentalism and animal
welfare. This topic choice for our lesson is a good idea for this age group. Seventh grade is a
time where students can begin to think critically about social and global issues. (George) They
should be shown and talk about art that is relevant and explore their concepts, as this age level
is able to do so even more deeply than elementary students (George). When you begin to tap
into expressive art that has meaning, and not just a lesson concentrated on formalist qualities,
you also begin to tap into the students interests. (Wachowiak)
This lesson also uses means of collage and sculpture, which provides middle school
students the opportunity to use the principles of art. (George) Additionally, this lesson is
connected to many of the state goals which are very important for students learning and
understanding about looking artists work and making art of their own. (Kerry) This lesson is
relevant to students because it is something that occurs around them, and something that they
can also take responsibility for. The lesson employs language that is both academic and
student-friendly. It is also diverse from the original 5th grade lesson, which is important because
it fills academic gaps (Sandell)
3.2 Students with special needs
For any student with special needs I would first have to know what those needs are. As a
teacher, I would expect that if any needs would have to be accommodated to, then I should be
told by a colleague or supervisor. Once I am aware of the needs of the student or child then I
would be able to suit myself, the lesson, and my classroom environment in order to make the
child feel both comfortable and able to learn. If I am not told that the student has a special need
or disability, and I find that they may, I would bring this topic to my supervisor so that other staff
may be aware of the situation, and then we can go along to assess it.
If the students special need is that they cannot speak English, or are an ELL (English
language learner) I would ensure that much of my material is labeled in both English and their
native language. Additionally, I would follow the WIDA scale so that I can help the student
bridge the gap between English and their own language. I have an example of the WIDA scale
below:
Listening
WIDA 1:Entering
Speaking
WIDA 1: Entering
Reading
WIDA 1: Entering
Writing
WIDA 1: Entering
WIDA 3: Learning
WIDA 3: Learning
WIDA 3: Learning
WIDA 3: Learning
WIDA 5: Bridging
WIDA 5: Bridging
WIDA 5: Bridging
WIDA 5: Bridging
It is important to know that some students may be a level 1 in some areas, and a level 3
or 5 in another. For example, the student may be able to speak English well, but unable to read
or write in it.
4. Literature and References

4.1 Rationale for this lesson:
The lesson first begins by introducing the main ideas of the project to the students, that
are over-arching and non-specific. The main ideas are brought in using a power point that
includes examples and question pertaining the topics. The topics for this project is
environmentalism and animal welfare. It is important for students to understand responsibility
that they have and hold in regards to our planet and caring for others, such as the animals
that live in the environments. As they are learning about animal welfare and
environmentalism through the power point and class discussion, the students are also
answering related questions about the topic and the related art work which were also viewed
during the PowerPoint. Once the power point is completed the class leads a discussion about
the answers that they each gave in their work sheets, or think sheets. From here the actual
project is introduced. The students are shown what it is they are making, and then shown a
demo on how to make it. The students then are able to begin to work on their art. The first
step of the project is to create the animals out of clay, thinking about formal qualities such
as texture, shape, and form as well as conceptual qualities such as how the animal will be
interacting with the environment. Once completed with the animals, the students will choose
a color for their shadow box, and collage an image inside of it with glue. Finally, the students
place their animals in shadow box and have them interact with a piece of trash, and then
complete their artist statement work sheets. The students are lead step-by-step through this
project by continued help and support from their teacher and teaching assistants as well as
review and closure with each lesson.
This allowed the students to gain a better understanding of the formalistic qualities that
are looked for in art, as well as helped them build divergent thinking and understanding of
how concepts, such as social issues, can be integrated in their artwork. Additionally, by
adding contemporary artists that also discuss or include a similar theme into their own art
work it shows relevancy to the students, and allows them to see how other artists create.
4.2 Background of the topic:
Considering that students of this age enjoy learning about animals, thinking about the
environment, and expression is the reason I chose this particular topic. As a class we will
discuss and explore the cause and effect relationships between animal welfare and
environmentalism, and particularly what waste does to an animal when inside their habitats.
We will examine this relationship and speak about artists with similar themes and subject
matter.
4.3 Information about related artists, styles, movement or cultures:
Surrealist painter Martin Wittfooth:
Martin Wittfooth was born in Toronto in 1981, and spent most of his childhood in Finland, moving
back to Toronto in 1993 where he earned his BAA in Illustration from Sheridan College in 2003. He
currently lives and works as an illustrator and fine artist in New York City, where he earned his MFA
at the School of Visual Arts. Wittfooths oil paintings explore disquieting themes of industry and nature,
unhinged evolution, the clash of old ideologies with modern fears, and the growing shadow of the
human footprint on the earth. Set in atmospheric landscapes rendered over many paint layers on
canvas, linen, or wood panels, these themes are realized through a combination of symbolism, the
juxtaposition of visual narratives, and the displacement of expected realities. The worlds created in
Wittfooths paintings implore the viewer to question the status quo, to challenge that which is taken for
granted, and to proceed with caution on our present course.
Banksys Dismaland Sculpture:
Banksy's artwork is characterized by striking images, often combined with slogans. His work
often engages political themes, satirically critiquing war, capitalism, hypocrisy and greed.
Common subjects include rats, apes, policemen, members of the royal family, and children. In
addition to his two-dimensional work, Banksy is known for his installation artwork. One of the most
celebrated of these pieces, which featured a live elephant painted with a Victorian wallpaper
pattern, sparked controversy among animal rights activists.
Here Today Exhibition:
"Here Today," is named after the saying Here today, gone tomorrow that reminds us of the
fleeting nature of everything. The exhibition is being held to mark 50 years of the IUCN Red List,
which was started to keep track of plant, fungi and animal species at risk of extinction. The Red
List tracks over 74,000 species, giving an invaluable overview of how mankind is affecting the
environment and those who share it with usmore than 20,000 of the species assessed are
threatened with extinction.
Environmentalist Movement:
The environmental movement (sometimes referred to as the ecology movement), also
including conservation and green politics, is a diverse scientific, social, and political movement for
addressing environmental issues. Environmentalists advocate the sustainable management of
resources and stewardship of the environment through changes in public policy and individual
behavior. In its recognition of humanity as a participant in (not enemy of) ecosystems, the
movement is centered on ecology, health, and human rights.
The environmental movement is an international movement, represented by a range of
organizations, from the large grassroots and varies from country to country. Due to its large
membership, varying and strong beliefs, and occasionally speculative nature, the environmental
movement is not always united in its goals. The movement also encompasses some other
movements with a more specific focus, such as the climate movement. At its broadest, the
movement includes private citizens, professionals, religious devotees, politicians,
scientists, nonprofit organizations and individual advocates.
Animal Rights Movement:
The animal rights movement, sometimes called the animal liberation movement, animal
personhood, or animal advocacy movement, is a social movement which seeks an end to the rigid
moral and legal distinction drawn between human and non-human animals, an end to the status of
animals as property, and an end to their use in the research, food, clothing,
and entertainment industries.
4.4 Art Terms/Vocabulary
Form: the visible shape or configuration of something.
Space: May be two-or three-dimensional, descriptive, implied, or abstract. Shape is an
element of art that is two-dimensional, flat, or limited to height and width.
Environmentalism: or Environmental rights is a broad philosophy, ideology, and social
movement regarding concerns for environmental protection and improvement of the health
of the environment, particularly as the measure for this health seeks to incorporate the
concerns of non-human elements.
Animal Welfare: refers to the state of the animal; the treatment that an animal receives is
covered by other terms such as animal care, animal husbandry, and humane treatment.
Protecting an animal's welfare means providing for its physical and mental needs.
Cause and effect: the principle of causation.
Expression: the process of making known one's thoughts or feelings.
Emphasis: special importance, value, or prominence given to something.
Texture: the feel, appearance, or consistency of a surface or a substance.
Score and Slip: refers to a method of joining two pieces of clay together. First, score the clay;
this means that you make scratches in the surfaces that will be sticking together. Then
you slip it; that is when you wet the surface with some slip, using it like glue. Next, you press
the two pieces together.
Analyze: Examine methodically and in detail the constitution or structure of (something,
especially information) typically for purposes of explanation and interpretation.
Interpret: Understand (an action, mood, or way of behaving) as having a particular meaning
of significance.
Conceptualize: to form an idea/picture of something in your mind.
Recycle: convert (waste) into reusable material.
Sculpture: the art of making two- or three-dimensional representative or abstract
forms, especially by carving stone or wood or by casting metal or plaster.

4.5 Description of visual examples:
Visual Board: an overview of all terms, artists, and the big idea of the lesson.
Actual Example: My own example of the project. My example will be a different environment
than what the students will be using so that they do not copy.
Team Binders: Each team will have their own binder. Inside of the binder will be multiple
photos that may be used in reference while making either their animals or their environment.
PowerPoint: Students will be shown images of how waste harm animals, what it may do to
their habitat, as well as images of corresponding artists that have related themes in their
work.
I use this as my first slide. It begins with some associative questions so that I can introduce
the subject to my students. The topic of environments, and particularly environmentalism is very
important for the students to understand for this lesson. Throughout the power point presentation,
I have chosen to use images of animals clearly in their habitats so that students may begin to
make connections between the two. This image is of a turtle in the ocean. I have also chosen to
give each key word their own color. I also underline the words throughout the PowerPoint to give
emphasis.
This slide is similar to the last one. It gives the students an association question.
This time it asks the students to think about what animal welfare means. This is also a very key
element to our lesson and is something that I really expect the students to be reflective about. I
used another image of an animal in their habitat.
This slide is where students should start filling out some of the answers in their think
sheets. The first question on the think sheet is very similar to the one I have put on this slide. The
students will use these questions to spark discussion in the classroom. Once again, I have an
animal in their natural habitat, and the vocabulary colored and under lined.
Once this slide has been introduced the students will begin to be exposed to actual
examples of how waste may harm animals. The next few slides are the examples of animals
interacting with the trash in several different ways. This is the second question on the think sheets
given to the students, which asks them to list one or more ways that we discussed or viewed in
class about how the animals can be harmed by trash in the environments. In many of the
examples I have given short narratives to explain to the students what is occurring in the
photograph. I purposefully have chosen many different types of animals, living in multiple
ecosystems, interacting with the trash in several different ways. I continue to use the vocabulary
words in these slides as well.
This slide introduces the first artist the students will be introduced to. The artists name is
Martin Wittfooth. Martin creates post-apocalyptic paintings. I think they are very dark and have
a great message about what could happen to the earth, especially if we do not take care of natural
habitats. This image in particular is great for the lesson because it so strongly connects to it. That
is because it shows an animal, in their environment, but the natural environment has been
destroyed and filled with waste. This image also makes a connection the image of the goat in a
previous slide to me. The hoofed animal is sifting through large piles of trash which have covered
the ground. In this slide, as well as all of the artist slides, I have included three questions. These
questions are: what do you see in the picture? What do you feel while looking at the picture? And,
what do you think the artist is trying to say? I am asking the students this because understanding
visual references is a step-by-step process. In order to understand the image, you must break it
down first. That is exactly what these questions are doing for the students. The artist slides are
also help give students come up with the answer for the third question on their think sheets.
This slide continues the students discussion about Martin Wittfooth. I chose this example
because I think it could be interpreted as the animal is being poisoned by their environment, which
may happen when waste contaminates their ecosystems. I am also curious to hear the other ways
that the students come up with associations to this image and their projects.
This piece of artwork comes from a famous, anonymous artist who goes by the name
Banksy. This piece was the inspiration for the project. It symbolically shows that this animal is in
an unhealthy environment. The imagery gives the viewer clues about how the place they live in
can be harmful to them.
This is the last slide with artwork for the students to look at. This is obviously a photo, but I
found it appropriate since previous slides were many photographs of animals with waste
harming them. To me, I see a dead bird who has eaten a lot of trash and died because of it,
and I believe the artist really wanted to show how damaging the trash is, how much of it really
may be in natural environments, and a sad way that it can cause harm to animals. It also brings
fact to the idea that animals eat the trash that they may come in contact with. Additionally, it
shows that this garbage can be long-lasting, even longer living than many animals.
This last slide is to keep the students ideas rolling while they are watching my
demonstration. It has visuals which relates to the big idea as well as key ideas and vocabulary
words.
4.6 List of references
George, P.S. (1992). The Middle School and Beyond. Association for Supervision & Curriculum
Development. Wood, C. (2007).
Yardsticks: Children in the classroom ages 4-14. Turner Falls, MA: Northeast Foundation for
Children.
Lowenfeld, V., & Brittain, W. L. (1964). Creative and mental growth. New York: Macmillan.
Wachowiak, F. (1977). Emphasis, art: A qualitative art program for the elementary school. New
York: Crowell.
Pennisi, A. C. (2013). Negotiating to engagement: Creating an art curriculum with
eighthgraders. Studies in Art Education
.5. Integration/Connecting Links

5.1 Idea Mapping
5.2 Instructional Resources and Materials:

Power point, think sheets, visual board, demonstration materials (clay, slip, scoring forks,
recycled material, etc.), chalk board, artist statement work sheets
5.3 Art Materials for the Lesson:
Clay, scoring forks, wooden boards, plastic bags, paper towels, demonstration
materials (clay, slip, scoring forks, recycled material, etc.), drawing paper, pencils, reference
images, shadow boxes, paint, collage images, recycled material.
6. Management and Safety Issues:
Common classroom safety issues are a concern here. Students may get paper cuts, harm
with scissors and other supplies. There are large underlying concerns with this project.
Management of health concerns would be staying aware of students surroundings, safety
knowledge, and being informed on where bandages may be located or where to send a student
when they need to go to the nurse.

6.1 Organization of Supplies
All of the supplies will be organized together by student that they correspond to. For
example, one student will have their clay, drawings, and shadow boxes that will be kept together
in a safe storage place in the art class room. All of the recycled material will be kept inside of a
bin that the student will choose from on the final day of the lesson. While working the students
will use wooden boards to use underneath their clay in order to keep the clay off of the table and
give them a stable, hard work space. There will also be plastic laid on top of the table to keep it
clean. The teacher will hold onto all work sheets and resource materials for the students and
supply as needed. Slip will be kept in containers.
6.2 Clean-Up of Supplies
Once the students are finished working they will be asked to close the slip containers and
set the scoring forks and other materials at the end of the table. Once the students are completed
cleaning up the teacher will put wet paper towels on their clay projects, and wrap them in plastic
to ensure that they do not go dry. Then the projects will go into the designated space that they
will be stored in. Any work sheets will be kept by the teacher in a binder. Unused recycled material
will be expected to be put back into the bins by the student.
7. Vocabulary
Form: the visible shape or configuration of something.
Space: May be two-or three-dimensional, descriptive, implied, or abstract. Shape is an
element of art that is two-dimensional, flat, or limited to height and width.
Environmentalism: or Environmental rights is a broad philosophy, ideology, and social
movement regarding concerns for environmental protection and improvement of the health
of the environment, particularly as the measure for this health seeks to incorporate the
concerns of non-human elements.
Animal Welfare: refers to the state of the animal; the treatment that an animal receives is
covered by other terms such as animal care, animal husbandry, and humane treatment.
Protecting an animal's welfare means providing for its physical and mental needs.
Cause and effect: the principle of causation.
Expression: the process of making known one's thoughts or feelings.
Emphasis: special importance, value, or prominence given to something.
Texture: the feel, appearance, or consistency of a surface or a substance.
Score and Slip: refers to a method of joining two pieces of clay together. First, score the clay;
this means that you make scratches in the surfaces that will be sticking together. Then
you slip it; that is when you wet the surface with some slip, using it like glue. Next, you press
the two pieces together.
Analyze: Examine methodically and in detail the constitution or structure of (something,
especially information) typically for purposes of explanation and interpretation.
Interpret: Understand (an action, mood, or way of behaving) as having a particular meaning
of significance.
Conceptualize: to form an idea/picture of something in your mind.
Context: the circumstances that form the setting for an event, statement, or idea, and in
terms, which can be fully understood and assessed.
8. In-Class Activities:
Time
15 min
Day 1
Learning Activities
Orientation/Engagement/Motivation:
Discuss with the students what they
might already know about
environmentalism and animal welfare.
Association questions:
-What is an environment?
-What is environmentalism?
-What is animal welfare?
Topic questions:
- Do they know of any connections the
two may have in common? (Animals live
in environments, therefore can be
harmed by environments, establish
cause and affect)
- Have they learned about similar issues
in other classes? (Science, homeroom)
-Have they talked or heard about it
anywhere else? (At home, with their
parents, teachers, on TV or the news).
Visualization questions
-Have you seen anyways animals have
been harmed by their environment?
-Have you seen any ways animals can
be harmed by waste?
-What do you see in this image?
-What do you feel while looking at this
image?
-What do you think the artist wanted to
say in this image?
After creating dialogue with the students,

we will explore the different
environmental issues that cause harm or
unhealthy situations to animals. We will
discuss ecosystems, and animal habitat.
I will also display different photographs to
the students showing how garbage
causes harm.
Additionally, we will explore artists that
share similar concepts or mediums,
discussing how they express their ideas.
The students will be asked to look at
several artists that have made
Purpose
Students will learn and think about
the connections between
environmentalism and animal
welfare. They will learn about the
issues, make connections, and
learn about associated artists.
statements on the topic of animal welfare

or environmentalism, or similar topics,
and are asked to describe the image,
how it made the students feel, and what
they think the concept is behind the
artwork. This is in order to get them
thinking conceptually about their own art
pieces.
15 min
15 min
Presentation/Explicit Instruction:
As a class we will go over a power point
presentation introducing the students to
the big idea for their projects. They will
be introduced to real-life scenarios, as
well as contributing artists.
Students will learn and think about

the connections between
environmentalism and animal
welfare. They will learn about the
issues, make connections, and
learn about associated artists.
I will discuss with the children the

objectives that I am expecting them to
meet.
Once the power point is completed the
students will be asked to come around to
the demonstration table so that I may
show them how to use the materials that
they are going to be working with for this
project.
Students will gain understanding of

how to use the mediums needed
to create their art pieces.
The demonstration will begin by showing

them step-by-step how to draw animals,
beginning with basic shapes, then
details, and finally form and texture. The
students will then find reference photos
of the animal that they wish to draw and
begin their own pencil drawings on
paper.
Structured Practice/Exploration:
80+ min
(total time
in all work
days)
Students will explore the big ideas and

concepts through think sheets and class
discussion.
Students will draw their animals using
pencil on paper, then move from 2D to
3D by sculpting with clay.
Students will use thought and

study integrated into a work of art.
Students thoughtfully portray the
form of their chosen animal/s
Students will continue thinking
about form, while applying space,
foreground, middle ground, and
background to their habitat.
Students create visual expression.
Guided Practice/Feedback:
10 min
-What is in your animals environment?
-What elements may be good/bad for the
animal?
-What is your animal doing and what may
-cause this behavior?
-What emotions do you want to express?
-What emotions may your subject be
expressing?
Given these questions/leads the

students will further develop
thought on their subject and what
they want to discuss/express is
happening in animals ecosystems.
Independent Practice/Application:
Students will be given exploration in
sculptural work and expression.
10 min
Closure:
Questions to ask:
-How did your group show the cause and
effect relationship of animal welfare and
environmentalism?
-How did you explore and depict the
subject?
-Did you enjoy collaborating? Do the
environment and animals go well
together?
-How other ways animals are affected by
their habitats?
This will remind the students what

the purpose of the lesson is as
well as what objectives Im
expecting them to meet in the final
product. By discussing the end
product and viewing others the
students will see different views of
how the students tackled the
assignment, and give them an
understanding of what criteria they
may have either met or missed in
their own work.
Once finished with their projects the

groups will also be asked to fill out artist
statements.
15 min
Day 2
As a class we will review about how to
use the clay, I will ask the students
related questions such as: what does it
mean to slip and score? How might we
get different textures for the animals with
the clay? Once reviewed the students
may begin working on their clay animal
sculptures. Review may also occur during
the creation process in order to save
time. We will also go over color
Students will learn how to build with

clay. The students will have a
greater understanding of how to
use the material, while thinking
about qualities such as form,
texture, and craftsmanship.
80+ min
(total time
in all work
days)
association, and do a brain-storming

exercise to help the students understand
how people associate colors with
emotions and ideas.
Students will explore the qualities of their
animals in their drawings first, then move
into sculpting with clay.
Students may use their drawings as
references as well as photos.
Students will choose a color that they
would like to use in their shadow box and
explain why they chose that color after
the color association activity.
Students will use thought and study

integrated into a work of art.
10 min
animal?
expressing?
-How do we associate colors with
different ideas, moods, or objects?
-How do artists use color association?

Closure:
10 min
Questions to ask:
environmentalism?
subject?
together?
their habitats?
-How do we associate colors with ideas?

the purpose of the lesson is as well
as what objectives Im expecting
them to meet in the final product.
By discussing the end product and
viewing others the students will see
different views of how the students
tackled the assignment, and give
them an understanding of what
criteria they may have either met or
missed in their own work.
15 min
80 min
(total time
of work
days)

statements.
Day 3
The last day of class will have a very brief
review, and students will be reminded
that they have only this time left to
complete their artwork. They will be
given a time frame to complete the work
to stay on task.
Students will be asked to finish up their
clay animals if they have not already
done so.
Next, the students will first choose an
image of their environment, cut it out, and
collage it inside of their shadow box.
Then, the students will use recycled
material to interact with their clay
animals.
Finally, the students will fill out their artist
statement work sheets.
Students will learn how to build with

recycled materials. The students
will have a greater understanding
of how to use the material, while
thinking about qualities such as
form, texture, and craftsmanship.
Students will use thought and study
integrated into a work of art.
10 min
animal?
expressing?

Closure:
10 min
Questions to ask:
environmentalism?
subject?

the purpose of the lesson is as well
as what objectives Im expecting
them to meet in the final product.
By discussing the end product and
viewing others the students will see
different views of how the students
tackled the assignment, and give

together?
their habitats?
them an understanding of what

criteria they may have either met or
missed in their own work.

statements.
9. Critical Comments and Reflections:
In my second round of teaching I went from the science room teaching fifth-grade, to room
212, and then taught seventh. This jump was rather big for me, considering I went to a room full
of thirteen talkative fifth-graders to only four, quite seventh-graders. The first day of class I had
two students absent, and there were actually only two students present. This day I introduced the
assignment, and began with a power-point. The two students I had present was one boy, and one
girl. The boy was willing to answer all of my questions, however the girl did not seem as eager,
maybe shy, or perhaps couldnt come up with answers to my questions as easily as the boy
student could. There were a few times where I had asked if she had an answer, or had anything
to add to the discussion, but she would only smile and shake her head. The girl student seemed
a bit timid and quiet. I did not want to push her too hard into answering, as I did not want to make
her anxious, but I still wanted to see if she had understanding of the topics we were discussing.
Once the power-point was completed, I turned the classs discussion toward what we
would be making. I moved over to the demo table. Here I had all of my supplies already set up,
which included clay, slip, and recycled products like cardboard or plastic. I went through the
demonstration process of how to use clay, and asked the students to use some clay to follow
along with what I was doing. This was so the students were not only watching what I was doing,
but also so that they gained an understanding of what it looked like and felt to do it in their own
hands. I believe that it is important to use multiple types of learning techniques in the classroom
because different students learn in different ways.
Following the demonstration process the students sat back down, and we did a quick
refresh of what we learned that day, and what the project was that we would be making. It was
unfortunate that half of my class was absent that day, and some were absent other days, because
I feel as if we would have completed the assignment in only the three days originally designated
to us. However, we were thankfully granted extra time for our lesson.
The next day the whole class was there. This day we were in the library. I had to wait for
a few minutes as my students completed artist statements for their last lesson, but I believe that
we still had gotten a lot done on this day. Once the students were with me I ran through the power
point on my laptop (as there were only 4 of them, and there was no projector in the library). This
caught up the students who were absent on my previous day teaching. After that I explained the
assignment we would be making, and asked them to choose an animal which they would like to
create.
Once they chose their animal, we found images of the creature they had chosen. Using
the images, the students drew a realistic portrait of their animal, which I had given a step-by-step
demo of how to do so. Prior to my demo I had drawn out four pictures of a jaguar. The first image
was of the basic shapes, the second was of how to fix the shapes in order for them to be realistic,
then of how to shade, and finally with texture. This created a completed image of what I wanted
my students to do, and I showed them these steps throughout my demonstration. I was very
pleased with how the students drawings turned out.
The next day the students began to work on their clay animals. I had the images they drew
out so that they could reference them in their sculptures. Again, a few of my students were either
late or absent. However, the ones who were there worked really hard. I also had music playing
this day, which I think was really helpful to their hard work. It kept the students concentrated and
apparent to be happier.
The final day with my students I had the schedule really timed out. I had spoken to their
homeroom teacher who said that if I need extra time I was capable of receiving some, however I
tried to be confident that I wouldnt require any. I did this by timing out how much time was given
for each task that needed to be completed, while still giving the students able time to do each. I
fractioned the time with each task, created a schedule which I wrote down for the students to see,
and were aware of. I did end up extending the time for creating the clay animal for one student,
as he was absent the previous class. The other three students seemed to only need a few
moments to put on finishing touches, as they were almost entirely completed at the end of the
prior lesson day. Once animals were completed they chose an image of the appropriate
environment for their animals, cut it out, and pasted the image inside of their shadow boxes. The
student then completed the art by choosing a piece of trash that the animal interacted with, and
completed their artist statement.
All of the students ended up finishing up around the same time. Once the students
completed the work they stayed in the classroom with their homeroom teacher, while they waited
for the other half of class to finish working on their art. I thought this day went well, as the artwork
did not seem rushed and everything was still completed. It was a very efficient day, and I think a
lot of it may have also been because the students were aware of what needed to be done, and
that it was our final day. The four of them worked very well.
I did need some help in my lesson, as I was getting ready to gear myself as a teacher from
fifth to seventh. I had to change the lesson to be better suited for the students I was teaching in
seventh grade. Thankfully, I had been given great advice from my professor and my colleagues
and I was able to create something with my students that I believe we were both happy with in
the end. I think that I am becoming much more suited to become an educator the more that I go
through this process in the art education program, and I am beginning to feel more confident as
well.
Overall, I think that the lesson turned out well. The drawings that the students initially did
on one of our first days were really fantastic. I felt as though they understood the qualities I was
expecting out of their drawings and the students applied themselves in the art-making process.
The students also enjoyed creating their animals, and put a lot of work into them as well. Some
students even went so far as to make two animals, which was not expected in this lesson. I am
glad that the lesson had been changed in order to better tailor the 7th grade, because the hard
work and quality is definitely seen because of it.
Task 1 Part C:
Attachments:
1. Scoring rubric and assessment tools

Objectives
Excellent
I: Student shows
Student shows
thoughtful reflection thoughtful reflection
of the effect of
through their art on
waste in an animals the effect of waste
habitat.
in an animals
habitat.
II: Student fully
Student created an
shows formal
art piece that
understanding of
displays full
their subject
understanding of
the formal qualities
of their subject
III: Student
Student created an
effectively created a art piece that
statement on the
strongly states an
cause and effect
opinion or idea
relationship of
about the cause an
environmentalism
effect relationship of
and animal welfare
animal welfare an
and corresponds
environmentalism
specific emotions or
ideas with various
elements and
principles
IV: Student skillfully Student has a high
shows
understanding and
understanding of
skill level with their
their mediums used. sculptural material;
great craftsmanship
Expected
Student shows
some reflection on
the effect of waste
in an animals
habitat.
Below Expected
Student is unable to
reflect on the effect
of waste in an
animals habitat.
Student is
somewhat
understanding of
the formal qualities
of their subject.
Student shows little

to no understanding
of the formal
qualities of their
subject.
Student has created

work that shows
some opinion or
idea about the
cause an effect
relationship of
animal welfare an
environmentalism
Student has made a

piece that has little
or nothing to do with
the cause an effect
relationship of
animal welfare an
environmentalism
Student has good or

some understanding
or their sculptural
material.
Student has little to

no understanding of
their sculptural
material.
2. Handouts
Artist Statement:
What did you learn about in this lesson?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How is your animal interacting with their environment and waste?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What did you want to say in your art work?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Do you have any additional comments about this project?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Visual examples for instruction
4. Students artwork examples

Drawings:
Completed Works:
Milo The Dog

Maria
Turtle Caught in Fishing Net

Chris
Strings to Hold Me Down

Charlie
Magazine Monkey
Zach
5. Class Photos and St. Mary exhibition photos

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Conservative Conscience Creature

Date / Week: 3/21-4/15

Student Teacher: Belle Marien

Given examples of animals and their corresponding 25.B4d

Given think sheets (worksheets) and visual aids students 25.6B5

Given pre-painted shadow boxes of the color that they 26.B5

Given multi-media students will express their ideas about

4. Literature and References

forms, especially by carving stone or wood or by casting metal or plaster.

.5. Integration/Connecting Links

5.2 Instructional Resources and Materials:

when they need to go to the nurse.

After creating dialogue with the students,

statements on the topic of animal welfare

Students will learn and think about

I will discuss with the children the

Students will gain understanding of

The demonstration will begin by showing

Students will explore the big ideas and

Students will use thought and

Given these questions/leads the

This will remind the students what

Once finished with their projects the

Students will learn how to build with

association, and do a brain-storming

Students will use thought and study

Given these questions/leads the

This will remind the students what

Once finished with their projects the

Students will learn how to build with

Given these questions/leads the

This will remind the students what

environment and animals go well

them an understanding of what

Once finished with their projects the

1. Scoring rubric and assessment tools

Student shows little

Student has created

Student has made a

Student has good or

Student has little to

3. Visual examples for instruction

4. Students artwork examples

Milo The Dog

Turtle Caught in Fishing Net

Strings to Hold Me Down

5. Class Photos and St. Mary exhibition photos

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