SilladePalabras

WadeBranstner
Level5(senior)
3periods

Rationale
Thislessoncapitalizesonthewellthoughtoutpositionsthathavebeentakenbyeach
student.Theprojectrequiresthemtocutoutsectionsoftheirwordsandrethinktheimpact
oftheirtextfromthefragmentsthatremain.Theywillreflectonthesewordsinjournalform
withparagraphsorwordtrees.Theywillbeaskedtoconsiderthenewconnectionsmade
betweentheoriginalviewpointandthenewreflections.Thestudentswill:
gaininsightintothepotentialoffragmentedtext
deepentheirunderstandingoftheirownmessages
strengthentheirabilitytothinkaboutandexpresstheirideasinEnglish
Studentshavebeendevelopinginaconstructivistprogramthatdidnotcoveranyspecificset
ofskills,sofortheirfinalsemestertheyeachbringasetofskillsthathasbeenrefinedfrom
theirownpreferencesoverthelastfewyears.Contentbasedreasoningistheirstrength.
Thislessonwillstartthegrouponthesameactivityandgrowintoopportunitiesforeach
studenttocriticallyreflectontheirintellectualcontentandeachstudentsownaesthetic.

Frameworks
CR.1.VAIV.1Produceideasthatcreatemultiplesolutionstospecificvisualartproblemsand
reflectartisticexpression
CR.3.VAIV.5Createatraditionalororiginalbodyofworkthatsharesanunderlyingvisual
idea,content,ortheme(e.g.,evidenceofthinking)

EnduringIdea
SearchforMeaning,CriticalThinking/SelfExamination

Preparation
Materials:Cardboardpreparedblackononeside,whiteontheother,coloredpencils,
journalsandresearchfromindividualprojects,tape,glue,sandpaper,colormediaandmixed
mediafromstudentspersonalinventory.

Resources:powerpoint,repurposedcardboard,blackandwhitelatex,scissors,cutters,
videorecorder

Vocabulary:empathy:abilitytounderstandorsharethefeelingsofothers
recontextualize:toplaceorconsiderinanewordifferentcontext
installation:theactofinstallingorplacingsomething
collaborate:toworktogethertocreatesomething

Introduction

Objectives:Thislessonwillusetheconceptualmaterialthatstudentshavedevelopedover
multipletermsStudentswillsummarizethemessageintheirbodyofwork,consideran
opposingoralternateposition,andcomparebothviews.Studentswillidentifykeywords
withintheirtext,consideraestheticapplicationstoenhancetheimpactofthekeywords,and
interpretthewordsinareflectionintheirjournals.Studentswillendthedaywiththechair
templatedrawnonthecardboard(andcutoutifpossible).

UseofResources:Classwilluselargesheetsofexcesscardboardandextrapaint,box
cutters,scissors,andglue.Therewillbeapresentationofcontemporaryartmidwaythrough
theproject.WewilllookattheaestheticofDorisSalcedoandinvestigatetheuseoftextby
otherartists.(10min)

TheAssignment

Makea2sideddocumentincolormediausingEnglishwordstodescribethethemeofthe
studentworkononeside,andanopposingperspectiveontheother.Thenatemplatefora
chairwillbedrawnoverthedocumenttobecutoutandassembledintoapaperchairthat
willhavebitsoftextfrombothsidesvisiblefromeveryangle.Exploretheremainingwords
withjournalentryorwordtreeexercises,thenapplycoloranddesignelementstoenhance
themeaningoftheworkandtheimpactofthewords.Thisisasculpturalstudyand
journalingexcercise.

GuidedPractice:
Day1:Usethedryeraseboardtodemonstratefillingbothsidesoftheirblackand
whitecardboardwithjournalentries,statements,ideas,andwordsabouttheirthemeonone
sideandtheopposingviewontheother.Whenthestudentsarefinishedtheywillbe
introducedtothechairdemoandgivenatemplatetotraceontotheircardboard.Theywill
havetochosewheretoplacethetemplateandwhichwordswillbedropped.Theywillbe
giventapeandgluetoassemblethechair.ThisprocessmustbeinEnglish.
ForthechairdemoIwillshowthestudentsthewaytouseaboxcutteriftheyown
one,butgoodscissorswillbeavailable.Iwilldemonstratetothestudentsthecutsand
adjustmentsImadetomakethechairfittogether.
Iwillwatchstudentsintheprocessandlookforopportunitiestorephrasesentences
andideasforbettergrammar.
Day2:Studentswillbegivenmaterialstorefinetheirchair.Theywillevaluatethe
remainingtextontheirchairsanddetermineanaestheticstrategyforpersonalizingthechair
andbringingfocustotheemergingwordsandconcepts.Thisprocesswillincludeajournal
entryorwordtree(ENGLISH)exerciseintheirjournalsbasedonthemainwordsthatthey
willfocusonintheirchair.

Iwillshowthestudentsasandededgeasanexampleofminimalrefinementonmy
ownchair.WewilllookatthevisiblewordsonmychairandhowIwouldenhancethem.For
thisprojectthestudentswillusethecolormediaoftheirchoice.Iwillusetempuraand
coloredpapercollage.
Day3:Studentswillbegiven20minutestofinalizetheirwork.Thentheclasswill
lookattheworkofSalcedoandothercontemporaryartistsusingtext.Wewilldiscussthe
impactandaestheticofsomeoftheclasswork.Thentheclasswillchoseanopenareaand
coordinateaninstallationofthechairsforphotographs.

Assessment:

Studentswillbeobservedfortheiruseoftext:theyarenotpermittedtoaddbackin
sectionsofphrasesthattheythinkshouldbetheretomaketheirpoint.
Review,discussthewordsandanynewconnectionsthatwerediscoveredby
removingtextandrearrangingitintoasculpturalformat.

Rubric:Thisprojectisastudy.Studentswillbeobservedforsignsofasincereinvestigation.

execution

detail,neatness

exploration

carefullyconsideredtext
andexaminationofcontent

studiopractice

completedassignment,
gooduseofstudiotime