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Unit: Safety
Grade: High School - Ceramics and Sculpture II
Aubrey Martin
High School – Ceramics & Sculpture II
Unit: Safety
Big Ideas:
- Visual Art is a means by which an artist can experiment with various subjects in their applied
forms.
- Skills build on one another.
- Proper sequencing is vital in artmaking.
- Focused collaboration cultivates enhanced understanding for every individual involved.
-The ability to problem-solve enhances the value of previously acquired knowledge.
- Accidents are necessary in the process of meaning-making.
- A narrative can be revealed intentionally by the artist through the use of specific imagery and
artistic techniques.
- The ability to accurately self-asses one’s accomplishments is improved over time through
thoughtful practice.
Rationale/Description of Learning:
I am in the process of being ushered into a stage of life that is rife with change, excitement, and
uncertainty. Partly in response to this, I have been considering the concept of Safety as a big idea in
my own life. Where do I feel safe? When do I feel most confident? What is the role of memory and
nostalgia in my personal interpretation of Safety? In this unit, students will be challenged to create
their own abstracted personal symbol for Safety. Students will learn to manipulate a challenging
material and experiment with various techniques in order to combine and refine components of their
sculptures. Students will be rewarded for their persistence and perseverance when they present a
finished piece at the close of this unit.
Lesson 2 –
Standard 3. Invent and Discover to Create
GLE 1. Establish a practice of planning and experimentation to advance concepts and technical
skills.
EOc. Practice techniques and improve skills by testing media to consider constraints and
potential of materials.
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Lesson 3 –
Standard 4. Relate and Connect to Transfer
GLE 2. Develop proficiency in visual communication skills that extends learning to new
contexts.
EOa. Use reasoning to identify problems and conceive solutions in artmaking that
demonstrate independent judgment.
EOb. Transfer and integrate concepts and skills to inform innovative ideas and solutions.
GLE 3. Utilize the practice of artmaking, and research historical and cultural contexts, to
discern between different viewpoints, critique social problems and effect social change.
EOa. Demonstrate autonomous meaning-making and problem-solving skills to create
works that reveal agency in thinking.
Lesson 4 –
Standard 2. Envision and Critique to Reflect
GLE 1. Use criteria and personal discernment to evaluate works of art and design, taking into
consideration the variables that influence how the work is perceived.
EOb. Communicate interpretive and evaluative conclusions that justify intention and
purpose.
EOd. Determine how knowledge gained from critique may affect the creation or
modification of an existing or new work of art.
Lesson 5 –
Standard 3. Invent and Discover to Create
GLE 1. Establish a practice of planning and experimentation to advance concepts and technical
skills.
EOd. Create works of art representing personal narratives that use traditional and
contemporary media.
Lesson 6 –
Standard 1. Observe and Learn to Comprehend
GLE 3. Use artmaking processes as forms of inquiry to increase independent reasoning and
perception skills to increase knowledge.
EOb. Compare personal work within the larger discourse of visual art and design practices
to identify purpose and function.
EOb. Communicate interpretive and evaluative conclusions that justify intention and
purpose.
Enduring Understandings:
Essential Questions:
Unit Goals:
Topic Map:
Lesson 1 – Students will explore abstraction and conceptual ideas through sculpture.
Lesson 2 – Students will problem solve through experimentation with their design and the materials
provided.
Lesson 3 – Students will utilize problem-solving in order to further communicate the intended
meaning of their piece.
Lesson 4 – Students will enhance the structure of their piece and incorporate advice gained through
discussion and collaboration into the structure of their design.
Lesson 5 – Students will continue the process of meaning-making as they further refine the visual
components of their designs.
Lesson 6 – Students will focus on finishing and refining their sculptures to create an end product with
a distinct professional polish.
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For the Summative Pre-Assessment I instructed students to write a note on the back of their
initial sketches that specifies whether they have worked with wire before this project. This will give
me a better idea of which students might require additional support throughout the course of this
project. This information will be taken into account throughout instruction and when compiling Post-
Assessment data. I will also gather information on which students possess an understanding of
abstraction before they begin their project. I will continue to monitor the development of this
understanding as they create their artwork.
The Post Summative Assessment will be an analysis of the student’s project, which is the Post
Assessment Activity. I have designed a rubric that specifically looks at the students’ growth in their
depth of knowledge as well as their ability to communicate their ideas visually. The criteria is focused
on the student’s development of their piece and how well they have utilized elements of abstraction to
contribute to the meaning/visual narrative of their artwork. The students’ observations about ideas
communicated or shown in this unit will be reflected in their use of the following elements –
abstraction, form, planning, composition, and professional polish. In the Post-Assessment I will be
reviewing their artwork using the rubric I created. This rubric can be found in the Appendices under
“Assessment Tools.”
Content Integration:
Lesson 1 –
Geometry: Students will plan out the size of their sculpture and work out how
various sections will fit together.
Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
Language Arts: Students will be introduced to various art-related vocabulary and
apply them to their artwork.
Lesson 2 –
Geometry: Students will plan out the size of their sculpture and work out how
various sections will fit together.
Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
Lesson 3 –
Geometry: Students will continue to alter/plan out the physical components of
their sculptures.
Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
Lesson 4 –
Engineering: Students will assess the structure of their sculpture and add
reinforcement where needed.
Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
Lesson 5 –
Geometry: Students will continue to alter/plan out the physical components of
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their sculptures.
Science: Students will study the breaking point of wire through hands-on
experimentation with the material.
Lesson 6 –
Language Arts: Students will write a short self-evaluation critiquing their work.
They will outline the strengths and shortcomings of their piece as well as any areas
where they might have struggled.
Outline of Lessons:
Teacher Will Students Will
Lesson 1 – Conduct the Pre- Plan out their wire
Assessment mesh sculptures.
discussion and Create 4 sketches of
introduce the first potential designs.
project. Explore abstraction
Offer help and advice and choose subject
when needed. matter based on their
Assess progress in personal interpretation
project of the Unit Big Idea –
Facilitate cleanup and Safety.
lineup. Decide on a design
after exploring its
feasibility and the
strength of the idea.
(Note: I will “okay”
everyone’s designs
before they move on
to creating a
template.)
Lesson 2 – Review the previous Begin to execute their
class and introduce plans for their wire
today’s goals mesh sculpture
Offer help and advice designs.
when needed. Add changes to their
Assess progress in design as needed, in
project response to any issues
Facilitate cleanup and they might face with
lineup. its construction.
Visuals:
http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
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http://www.fubiz.net/2014/05/19/paper-sculptures-suspended-in-mid-air/
http://www.62group.org.uk/artist/atsuko-yamamoto/
https://www.pinterest.com/pin/422142165071599140/
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https://www.pinterest.com/pin/422142165071598566/
https://www.pinterest.com/pin/422142165071599144/
https://www.pinterest.com/pin/422142165071598564/
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http://www.equinesculptor.com/commissioned_bronze_horse_sculpture.html
http://www.redraggallery.co.uk/showInventory.asp?iId=11763&title=Circus%20Horse&artist=Stanley
%20DOVE
https://wildlifewonders.com/chickadee-and-sunflower-bronze-sculpture-sunshine-72037/
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https://www.pinterest.com/pin/463026405430972037/
Resources:
The Art Story
The Sixty-Two Group of Textile Artists
ThoughtCo
Fubiz
Pinterest
Artists Studied:
o Atsuko Yamamoto
o Peter Gentenaar
Bibliography:
The Art Story. Comparison of Abstract vs. Figurative Art. (n.d.). Retrieved from
https://www.theartstory.org/definition-abstract-vs-figurative-art.htm
Boddy-Evans, M. (2019, January 06). 7 Major Painting Styles, From Realism to Abstract. Retrieved
from https://www.thoughtco.com/art-styles-explained-realism-to-abstract-2578625
Appendices
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Aubrey K. Martin
Lesson I – Mixed Media Sculpture
Grade Level: High School, Ceramics & Sculpture II
I. Big Idea(s):
- Visual Art is a means by which an artist can experiment with various subjects in their applied
forms.
- Skills build on one another.
- Proper sequencing is vital in artmaking.
IV. Daily Lesson Objectives: Students will explore abstraction and conceptual ideas through
sculpture.
V. Activity: The students will plan out their wire mesh sculptures. The students will create 4
sketches of potential designs. Students will explore abstraction and choose subject matter
based on their personal interpretation of the Unit Big Idea – Safety. They will decide on a
design after exploring its feasibility and the strength of the idea. (Note: I will “okay”
everyone’s designs before they move on to creating a template.)
VII. Pre-Assessment (& Unit Pre-Assessment): On the back of their sketches students will specify
whether they have worked with wire before this project. This will give me a better idea of
which students might require additional support throughout the course of this project. This
information will be taken into account when compiling Post-Assessment data. I will also gather
information on who has an understanding of abstraction.
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VIII. Success Criteria: Evidence of participation/active listening during the intro. and demo.
Completed 4 sketches and paper template.
IX. Post-Assessment: Look for evidence of understanding in the student’s plan – in their
sketches and paper template. Have they thought about the size of their elements and how
they might fit together and attach? Has the student considered the visual relationships their
chosen elements have to abstraction?
Level of Support:
o Location: Preferential Seating – Seat students who have difficulty
concentrating towards the front and beside peer mentors. If a student cannot
focus with others around them provide an additional seating area where they
can concentrate better.
o Provide certain students with additional support/behavioral checks
o Peer Mentors: Encourage students who are having difficulty grasping the
topics to collaborate with their peers.
Output:
o Students who are uncomfortable giving verbal responses can respond with a
visual cue instead.
Input:
o Use a combination of visuals, physical demonstration, written, and verbal
instruction throughout the lesson.
Time:
o Offer extra time for students who are struggling to finish their projects.
Pencils
Paper (for sketches and template)
Rulers
Access to Wi-Fi
Pliers
Scissors
Wire mesh rolls
As students enter the room, I will take attendance. Once the bell rings I will
begin introducing the project. The Unit Big Idea – Safety – will be introduced as
well as the concept of abstraction in sculpture.
Instruction/demonstration
At this point, I will demo how to create/use a paper template. I will illustrate how to use a
few basic methods of attachment including crimping, folding, curling, and creating a
seam. I will make sure to touch on the importance of creating a base or hanging
mechanism for their sculptures. Demonstrate what this might look like.
The students will begin their 4 planning sketches. They will consider objects/subject
matter to use for their personal representation of Safety. The students will sketch out how
they will abstract these objects. After the sketches are complete and approved by me, the
students may start creating their paper templates. (Note: As I approve students’ sketches, I
am looking for any potential issues they might have in constructing their designs later-on.
I am also encouraging students to expand on their ideas before they begin constructing.)
Students will use this time to begin working out any structural issues or design errors that
may affect the stability of their final product.
End---Closure
I will instruct the students to store their artwork and to make sure that the supplies are
back in their containers. They will also check the floor for trash and wipe down the
tables. Cleanup will be about 10 minutes. (Note: I may make cleanup earlier depending
on how focused/on-task students are on that day.)
Areas of improvement/note:
Some students finished too early – had to really encourage them to keep developing their
sketches
Students were anxious to move on to construction
Plan of Action:
Aubrey K. Martin
Lesson IV – Mixed Media Sculpture
Grade Level: High School, Ceramics & Sculpture II
I. Big Idea(s):
- Focused collaboration cultivates enhanced understanding for every individual involved.
II. Enduring Understandings: Communication can provide artists with newfound insight into
physical elements of their world.
IV. Daily Lesson Objectives: Students will enhance the structure of their piece and incorporate
advice gained through discussion and collaboration into the structure of their design.
V. Activity: The students will continue working on their sculptures. The students will briefly
discuss how to improve their designs. They will begin adding tissue paper to their piece.
Students will also focus on reinforcing any weak areas of their design.
VII. Pre-Assessment: Brief collaborative activity – With a partner, (the person sitting next to them)
have students make note of potential weak spots in each other’s sculptures. They can also use
this time to ask for advice on attaching the wire mesh. Give students about 1 minute to do this.
After bringing their attention back to the front and finishing the demo. Check in with kids as
they work. Ask about what they noticed with their partner. Put a check by the names of kids
who seem to understand where they will need to reinforce their piece.
VIII. Success Criteria: Evidence of participation/active listening during the intro. and demo.
Stronger, more structured piece. Added reinforcement.
IX. Post-Assessment: Look for evidence of structure and reinforcement within each student’s
piece.
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Level of Support:
o Location: Preferential Seating – Seat students who have difficulty
concentrating towards the front and beside peer mentors. If a student cannot
focus with others around them provide an additional seating area where they
can concentrate better.
o Provide certain students with additional support/behavioral checks
o Peer Mentors: Encourage students who are having difficulty grasping the
topics to collaborate with their peers.
Output:
o Students who are uncomfortable giving verbal responses can respond with a
visual cue instead.
Input:
o Use a combination of visuals, physical demonstration, written, and verbal
instruction throughout the lesson.
Time:
o Offer extra time for students who are struggling to finish their projects.
As students enter the room, I will take attendance. Once the bell rings I will
begin by outlining the day’s expectations as well as the due date for this project.
The lights will be off, and the doc cam will be on to give the students visual
cues for where they will need to be.
Instruction/demonstration
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At this point, I will demo how to apply the tissue paper to the sculpture using a mixture
of glue and water. When dry, these elements will harden and act as a protective layer
around the outside of the sculpture. The more layers there are, the sturdier it will be. I
will illustrate the importance of cutting or tearing the tissue paper into smaller sheets for
ease of application. (Note: Students should not re-position or turn sculpture during this
stage of the process or tissue paper will begin to fall off.) Finally, I will demonstrate how
to properly clean the brushes after using them to apply the glue-mixture.
The students will continue working on their sculptures. Those who are ready will begin to
apply tissue paper to their piece. They will consider which colors they will want to include
in their design based on the nature of their chosen object and by how the chosen colors
might combine.
End---Closure
I will instruct the students to store their artwork and to make sure that the supplies are
back in their containers. They will also check the floor for trash and wipe down the
tables. Cleanup will be about 10 minutes. (Note: I may make cleanup earlier depending
on how focused/on-task students are on that day.)
Areas of improvement/note:
The students did not collaborate or ask each other for advice during the beginning nearly as
much as I had hoped. However, with a few of the students this started to occur naturally when
they were not instructed to do so.
Plan of Action:
Figure out a way to encourage planning/collaboration to develop between students more
naturally.
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