WEEKLY LESSON PLAN

Art 2

Week of:{Jan. 30 thru Feb. 3, 2017)

Teacher: Willie Sanchez Grade: Art II (6th, 7th, 8th)

Lesson Title: Intro into Sculpture Subject: Art II

Unit: Sculpture

Warm Up/Hook:

Discuss sculpture, art of producing in three dimensions representations of natural or imagined forms. It includes sculpture in the round, which can be viewed from any direction, as well as incised relief, in which the lines are cut into a flat surface.

Assessment: Formative / Summative

Description: Moodle will provide students will methods, artist background, etc. passkey STEMART2017

Day

TEKS

Objectives/ Standards

Resources/ Materials

Activity

1A, 1B, 1C, 1D, 2A, 2B, 2C, 2D, 2E, 3A, 3B, 3C, 3D, 4A, 4B, 4C, 4D

Content: Students will work in various stations to develop their artistic visions with the assistance of the instructor and their peers. Students will sketch various sculpture options. (At least 3) Students will experiment with scrap cardboard/clay/paper to manipulate its form and practice constructing pieces. Establish the necessary processes and techniques in students. Instill the habit of safe use of materials, tools, and equipment. Cultivate a working knowledge of historical and contemporary art within the student's work.

Station 1: Clay and sculpting tools Station 2: Duralar, plastic plates, heat gun, acrylic paint Station 3: Color plastic paper, black mat, black poster board. Station 4: Cardboard, cardstock, paper, xacto knives. Station 5: Individual portfolio work materials

Rotation 2: Day 1 Preparations/Lesson: The instructor will begin class with a brief opening statements and then transition to work going from group to group. Students will continue on their designs, discussing all the technical challenges involved in the construction. Along with analyzing and experimenting with three-dimensional design elements, students will be given a brief history in contemporary sculpture to review in moodle for homework. Students will have the opportunity to gain appreciation of sculptural form through hands-on projects, lectures, readings and critiques. Elements of design, line, shape, size, texture, color and value as well as the principles of design, balance, proportion, rhythm, emphasis and unity will be discussed within the context of sculpture. Through artistic exploration, students will understand the importance of concept, context and material. Symbolism through material and form will be expected. Getting the Classroom Environment Ready: Turn on Projector Pull up moodle, watch sample videos and discuss terms Have all cardboard/clay/duralar supplied at each station Clean-up Procedures: Students will put up their sketchbooks and any scrap cardboard. Closure: Remind students to think of how they will manipulate the media/material to alter its original form in creating their sculptures.

4, 5, 8, 9, 12, 14, 15, 19, 21, 30, 39, 49, 54, 56, 57, 60, 62, 63, 66

Language: Plaster, silicon, sculpture, modeling, designing, renaissance, balance, rhythm, stain-glass, free-form, organic, carving, conservation, factory, manufactured, fiberglass.

Homework:

Watch moodle for new videos which could aid in ideas pertaining to student work.

1A, 1B, 1C, 1D, 2A, 2B, 2C, 2D, 2E, 3A, 3B, 3C, 3D, 4A, 4B, 4C, 4D

Content: Students will work in various stations to develop their artistic visions with the assistance of the instructor and their peers. Students will sketch various sculpture options. (At least 3) Students will experiment with scrap cardboard/clay/paper to manipulate its form and practice constructing pieces. Establish the necessary processes and techniques in students. Instill the habit of safe use of materials, tools, and equipment. Cultivate a working knowledge of historical and contemporary art within the student's work.

Station 1: Clay and sculpting tools Station 2: Duralar, plastic plates, heat gun, acrylic paint Station 3: Color plastic paper, black mat, black poster board. Station 4: Cardboard, cardstock, paper, xacto knives. Station 5: Individual portfolio work materials

Day 2: Preparations/Lesson: Students will continue on their designs, discussing all the technical challenges involved in the construction. Students will create armatures to better understand the processes of 3-dimensional sculpture. After examining the sculpture mockup, ask students to explain what they think the term "arrestedmotion" means and have a discussion about the concept. Getting the Classroom Environment Ready: Turn on Projector Pull up moodle, watch sample videos and discuss terms Have all cardboard/clay/duralar supplied at each station Clean-up Procedures: Students will put up their sketchbooks and any scrap cardboard. Closure: Remind students to think of how they will manipulate the media/material to alter its original form in creating their sculptures.

4, 5, 8, 9, 12, 14, 15, 19, 21, 30, 39, 49, 54, 56, 57, 60, 62, 63, 66

Language: Plaster, silicon, sculpture, modeling, designing, renaissance, balance, rhythm, stain-glass, free-form, organic, carving, conservation, factory, manufactured, fiberglass.

Homework: Watch moodle for new videos which could aid in ideas pertaining to student work.

1A, 1B, 1C, 1D, 2A, 2B, 2C, 3A, 3B, 4A, 4B, 4C

Content: Students will work in various stations to develop their artistic visions with the assistance of the instructor and their peers. Students will sketch various sculpture options. (At least 3)

Station 1: Clay and sculpting tools Station 2: Duralar, plastic plates, heat gun, acrylic paint Station 3:

Day 3: Lab Day: Preparations/Lesson: Students will continue on their designs, discussing all the technical challenges involved in the construction. Students will create armatures to better understand the processes of 3-dimensional sculpture. The learner will work at different stations to resolve different technical challenges dealing with observation both 2D and 3D. Each student will rotate sections which will target individual strengths and weaknesses as evident over several projects.

4, 5, 8, 9, 12, 14, 15, 19, 21, 30, 39, 49, 54, 56, 57, 60, 62, 63, 66

Students will experiment with scrap cardboard/clay/paper to manipulate its form and practice constructing pieces. Establish the necessary processes and techniques in students. Instill the habit of safe use of materials, tools, and equipment. Cultivate a working knowledge of historical and contemporary art within the student's work.

Color plastic paper, black mat, black poster board. Station 4: Cardboard, cardstock, paper, xacto knives. Station 5: Individual portfolio work materials

After examining the sculpture mockup, ask students to explain what they think the term "arrestedmotion" means and have a discussion about the concept. Getting the Classroom Environment Ready: Turn on Projector Pull up moodle, watch sample videos and discuss terms Have all cardboard/clay/duralar supplied at each station Clean-up Procedures: Students will put up their sketchbooks and any scrap cardboard. Closure: Remind students to think of how they will manipulate the media/material to alter its original form in creating their sculptures.

Language: Plaster, silicon, sculpture, modeling, designing, renaissance, balance, rhythm, stain-glass, free-form, organic, carving, conservation, factory, manufactured, fiberglass.

Homework: Watch moodle for new videos which could aid in ideas pertaining to student work.

1A, 1B, 1C, 1D, 2A, 2B, 2C, 3A, 3B, 4A, 4B, 4C

Content: Students will work in various stations to develop their artistic visions with the assistance of the instructor and their peers. Students will sketch various sculpture options. (At least 3) Students will experiment with scrap cardboard/clay/paper to manipulate its form and practice constructing pieces. Establish the necessary processes and techniques in students. Instill the habit of safe use of materials, tools, and equipment. Cultivate a working knowledge of historical and contemporary art within the student's work.

Station 1: Clay and sculpting tools Station 2: Duralar, plastic plates, heat gun, acrylic paint Station 3: Color plastic paper, black mat, black poster board. Station 4: Cardboard, cardstock, paper, xacto knives. Station 5: Individual portfolio work materials

Day 4: Lab Day: Preparations/Lesson: Students will continue on their designs, discussing all the technical challenges involved in the construction. Students will create armatures to better understand the processes of 3-dimensional sculpture. The learner will work at different stations to resolve different technical challenges dealing with observation both 2D and 3D. Each student will rotate sections which will target individual strengths and weaknesses as evident over several projects. Students will take review vocabulary terms for the exam/quiz on friday in moodle. Getting the Classroom Environment Ready: Turn on Projector Pull up moodle, watch sample videos and discuss terms Have all cardboard/clay/duralar supplied at each station Clean-up Procedures: Students will put up their sketchbooks and any scrap cardboard. Closure: Remind students to think of how they will manipulate the media/material to alter its original form in creating their sculptures.

4, 5, 8, 9, 12, 14, 15, 19, 21, 30, 39, 49, 54, 56, 57, 60, 62, 63, 66

Language: Plaster, silicon, sculpture, modeling, designing, renaissance, balance, rhythm, stain-glass, free-form, organic, carving, conservation, factory, manufactured, fiberglass.

Homework: Watch moodle for new videos which could aid in ideas pertaining to student work.

1A, 1B, 1C, 1D, 2A, 2B, 2C, 3A, 3B, 4A, 4B, 4C

Content: Students will work in various stations to develop their artistic visions with the assistance of the instructor and their peers. Students will sketch various sculpture options. (At least 3) Students will experiment with scrap cardboard/clay/paper to manipulate its form and practice constructing pieces. Establish the necessary processes and techniques in students. Instill the habit of safe use of materials, tools, and equipment. Cultivate a working knowledge of historical and contemporary art within the student's work.

Station 1: Clay and sculpting tools Station 2: Duralar, plastic plates, heat gun, acrylic paint Station 3: Color plastic paper, black mat, black poster board. Station 4: Cardboard, cardstock, paper, xacto knives. Station 5: Individual portfolio work materials

Day 5: Lab Day: Preparations/Lesson: Brief moodle exam over sculpting terms. Students will continue on their designs, discussing all the technical challenges involved in the construction. Students will create armatures to better understand the processes of 3-dimensional sculpture. The learner will work at different stations to resolve different technical challenges dealing with observation both 2D and 3D. Each student will rotate sections which will target individual strengths and weaknesses as evident over several projects. Getting the Classroom Environment Ready: Turn on Projector Pull up moodle, watch sample videos and discuss terms Have all cardboard/clay/duralar supplied at each station Clean-up Procedures: Students will put up their sketchbooks and any scrap cardboard. Closure: Remind students to think of how they will manipulate the media/material to alter its original form in creating their sculptures.

4, 5, 8, 9, 12, 14, 15, 19, 21, 30, 39, 49, 54, 56, 57, 60, 62, 63, 66

Language: Plaster, silicon, sculpture, modeling, designing, renaissance, balance, rhythm, stain-glass, free-form, organic, carving, conservation, factory, manufactured, fiberglass.

Homework: Watch moodle for new videos which could aid in ideas pertaining to student work.

§117.203. Art, Middle School 2, Adopted 2013. Introduction.

The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas.

These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student

academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments,

social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts,

is essential to nurture and develop the whole child.

Four basic strands–foundations: observation and perception; creative expression; historical and cultural relevance; and critical evaluation and response–provide broad, unifying

structures for organizing the knowledge and skills students are expected to acquire. Each strand is of equal value and may be presented in any order throughout the year. Students rely on

personal observations and perceptions, which are developed through increasing visual literacy and sensitivity to surroundings, communities, memories, imaginings, and life experiences, as

sources for thinking about, planning, and creating original artworks. Students communicate their thoughts and ideas with innovation and creativity. Through art, students challenge their

imaginations, foster critical thinking, collaborate with others, and build reflective skills. While exercising meaningful problem-solving skills, students develop the lifelong ability to make

informed judgments.

Statements that contain the word “including” reference content that must be mastered, while those containing the phrase “such as” are intended as possible illustrative examples.

Knowledge and skills.

1. Foundations: observation and perception. The

student develops and expands visual literacy skills using

critical thinking, imagination, and the senses to observe and

explore the world by learning about, understanding, and

applying the elements of art, principles of design, and

expressive qualities. The student uses what the student sees,

knows, and has experienced as sources for examining,

understanding, and creating original artworks.

The student is expected to: A. Identify and illustrate ideas from direct observation, original sources, imagination, personal experiences, and

communities such as family, school, cultural, local, regional, national, and international;

B. Compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the

fundamentals of art in personal artworks using vocabulary accurately;

C. Compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm,

contrast/variety, balance, proportion, and unity, in personal artworks using vocabulary accurately; and

D. Understand and apply the expressive properties of artworks such as appropriation, meaning, narrative,

message, and symbol using art vocabulary accurately.

2. Creative expression. The student communicates ideas

through original artworks using a variety of media with

appropriate skills. The student expresses thoughts and ideas

creatively while challenging the imagination, fostering

reflective thinking, and developing disciplined effort and

progressive problem-solving skills.

The student is expected to: A. Create original artworks that express a variety of ideas based on direct observations, original sources, and

personal experiences, including memory, identity, imagination, and the community;

B. Apply the art-making process to solve problems and generate design solutions;

C. Apply technical skills effectively using a variety of materials to produce artworks, including drawings, paintings,

prints, sculptures/modeled forms, ceramics, fiber art, photographic imagery, and digital art and media; and

D. Use an understanding of copyright and public domain to appropriate imagery when working from sources

rather than direct observation or imagination.

3. Historical and cultural relevance. The student

demonstrates an understanding of art history and culture by

analyzing artistic styles, historical periods, and a variety of

cultures. The student develops global awareness and respect

The student is expected to: A. Analyze ways that global, cultural, historical, and political issues influence artworks;

B. Analyze selected artworks to determine contemporary relevance in relationship to universal themes such as belief,

cultural narrative, life cycles, the passage of time, identity, conflict, and cooperation;

for the traditions and contributions of diverse cultures. C. Compare and contrast relationships that exist between a society’s art and its music, literature, and architecture;

and

D. Identify career and a vocational choice in art such as various design, museum, and fine arts fields.

4. Critical evaluation and response. The student

responds to and analyzes artworks of self and others,

contributing to the development of the lifelong skills of

making informed judgments and reasoned evaluations.

The student is expected to: Create written or oral responses about personal or collaborative artworks addressing purpose, technique, organization,

judgment, and personal expression;

Analyze original artworks using a method of critique such as describing the artwork, analyzing the way it is organized,

interpreting the artist’s intention, and evaluating the success of the artwork;

Develop a portfolio that demonstrates progress;

investigate and explore original artworks in a variety of venues outside of the classroom such as museums, galleries, or

community art; and

Demonstrate an understanding of and apply proper exhibition etiquette.

Source: The provisions of this §117.203 adopted to be effective July 28, 201 Modifications:

1. Books on tape 24. Answers to be dictated 47. Film or video supplements in place of reading text. 2. Graphic organizers 25. Frequent rest breaks 48. Reworded questions in simpler language 3. Quiet corner or room to calm down and relax when anxious 26. Additional time 49. Projects instead of written reports 4. Preferential seating 27. Oral testing 50. Highlighting important words or phrases in reading assignments 5. Alteration of the classroom arrangement 28. Untimed tests 51. Modified workload or length of assignments/tests 6. Reduction of distractions 29. Choice of test format (multiple-choice, essay, true-false) 52. Modified time demands 7. Answers to be dictated 30. Alternate ways to evaluate (projects or oral presentations instead of written tests) 53. Pass/no pass option 8. Hands-on activities 31. Accept short answers 54. Modified grades based on IEP 9. Use of manipulative 32. Open-book or open-note tests 55. Breaks between tasks 10. No penalty for spelling errors or sloppy handwriting 33. Read test and directions to student 56. Cue expected behavior 11. Follow a routine/schedule 34. Provide study guides prior to tests 57. Daily feedback to student 12. Alternate quiet and active time 35. Highlight key directions 58. Have contingency plans 13. Teach time management skills 36. Test in alternative site 59. Use de-escalating strategies 14. Rest breaks 37. Use of calculator or word processor 60. Use positive reinforcement 15. Verbal and visual cues regarding directions and staying on task 38. Extra credit option 61. Use proximity/touch control 16. Agenda book and checklists 39. Pace long-term projects 62. Use peer supports and mentoring 17. Daily check-in with case manager or special education teacher 40. Preview test procedures 63. Model expected behavior by adults 18. Adjusted assignment timelines 41. Simplified test wording; rephrased test questions and/or directions 64. Have parent sign homework 19. Visual daily schedule 42. Allow outlining, instead of writing for an essay or major project 65. Have parent sign behavior chart 20. Varied reinforcement procedures 43. Use of alternative books or materials on the topic being studied 66. Set and post class rules 21. Immediate feedback 44. Computerized spell-check support 67. Chart progress and maintain data 22. Work-in-progress check 45. Word bank of choices for answers to test questions 23. Personalized examples 46. Provision of calculator and/or number line for math tests

Design SculptureWillie Sanchez

Assessment Rubric

Student Name: Class Period:

Assi gnm enUProbl em: Date Completed:

Circle the number i n pencil thatbest shows how v..-ell you fe el Superior

Excell<!nl Good Average .....

Rate Yours.elfTeacher's

that you co mpleted that criterion Justify below Improvement Rati ng

for the assian ment.

Composition and design -does it read well?

5 4 3 2 1

Growth and progress - How

does lhe work compare to previous v..-ork? Is there growth in

5 4 3 2 1

thought?

Impact - Is it daring? Does it extend from pas.I work? Is it a theme of personal expression or

if �borrowed' how did you 5 4 3 2 1

change it?

The problem - Is the student addressing lhe problem posed?

5 4 3 2 1 Are variations made for a

reason?

Care/effort -1• the worl< appropriate to the style? attention to deta ils -

5 4 3 2 1

craflsmanshio

Work habits - efficient use of

lime, asking questions, 5 4 3 2 1 recording thoughts,exoerimentina

Your Total Too.chef To1ai

Grade:

.

Student Reflection:

Teacher's Comments: