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Class or Grade: 3-D Art / Sculpture

Unit Title: Form & Function

Teacher: Ms. Olson

What is the BIG picture for this unit?


Students will learn about the aspects of art and objects in every day designs, products, inventions, and careers.
What standards will be covered in this learning unit?

Creation: 1.12.3: Create works of art that demonstrate an understanding of a variety of media, tools, techniques, and
processes (e.g. traditional and emerging technologies).
Knowledge: 1.12.1: Justify application of media, techniques, and processes in ones own work.
Knowledge: 2.12.2 Defend interpretations of purposes and/or functions in art.
Respsonse: 2.12.3 Analyze the effectiveness of and relationships among visual characteristics, purposes, and/or functions in
works of art.
Creation: 3.12.2: Plan and produce a work of art that displays the ability to choose subject matter, symbols, and ideas to
communicate intended meaning.
Response: 3.12.3: Evaluate and defend the validity of sources and the manner in which subject matter, symbols, and ideas
are used in artworks.
Visual Characteristics: 3.12.1: Evaluate the significance of specific subject matter, symbols, and ideas in works of art.
Creation: 2.12.4 Create artworks that manipulate visual characteristics to convey complex ideas.
Knowledge: 5.12.2 Establish criteria and use them to assess merits of artwork.
Knowledge: 5.12.3 Examine and evaluate a variety of techniques for communicating meanings, ideas, attitudes, views, and
intentions.
RI.9-10.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and
the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.3 - Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are
made, how they are introduced and developed, and the connections that are drawn between them.
W.9-10.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the usefulness of each source in answering the research question; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self- generated
question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should
demonstrate command of L.9-10.1-3.)
W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.


W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
H1.[9-12].3 Assess the impact of technological innovations and urbanization on societys social and economic development.
H3.[9-12].3 Analyze the contributions of inventors and innovators that led to a change in society.
H3.[9-12].23 Explain how literature, music, media, and the visual arts
affect social change.
E11.[9-12].3 Evaluate how entrepreneurs affect the economy by solving problems, taking risks, and taking advantage of
opportunities to earn profits.

What objectives or essential questions will be based on these standards; identify cognitive level:
SWBAT

Research a particular object/product and the inventor of that product


Create sketches of the current design and or take photographs.
Survey teachers, classmates, parents, family members, friends, and etc. about their ideas and feelings towards
the particular product of choice.
Create various sketches (at least 10) of new design ideas that would benefit this product to change and make the
product more creative and successful in its purpose.
Create a 3-D Model of an invention using recycled materials.
Design and communicate the purpose, price, and use of the new design and why the new design would be
successful and more valuable to the consumer through the creation of a website, newspaper/magazine
advertisement, or commercial.
Market the new design to their classmates and convince the class that your product would be the most valuable.
(Students from the class will vote on the best marketing, best design, and most valuable invention).

DOK 2
DOK 3
DOK 1
DOK 3
DOK 4
DOK 4
DOK 2

How will mastery of the content, skills and knowledge be measured at the end of the unit?
(Summative assessment):

Each student/group will present a new 3-D Model of their invention or design of an existing product
or new product and market it through a magazine advertisement and presentation to their
classmates.

What do students need to know and be able to do to be successful? (Task Analysis)


Pre-requisites for this class are drawing, sculpture, and the fundamentals of art.
How will I assess student readiness? (Pre-assess)
The class will be a mixture of deep and surface level content, so students will be able to learn new or different methods
and techniques to accomplish goals.
Every lesson will involve instruction and projects that challenge the higher-level students. All students will be able to

move forward with the assignments at their own rate, complexity level, and techniques after the initial modeling of the
daily objective. The higher-level objectives may seem more appealing to a lower-level student and experiencing that
level will be encouraged.
Students will be required to self-assess their knowledge and level of comfort prior to working towards objectives.
Students will have the opportunity to request further direction and modeling or have the opportunity to explore the
concepts on their own. During the first week of instruction, a short questionnaire will be given to assess students prior
knowledge, perceived ability levels, and comfort with the content.

How is this learning connected to prior learning and how will it connect with future learning?
Students will be using their knowledge of art critique techniques to analyze and examine their own works, as well as
their peers works.
Students will be able to transfer their knowledge of the elements of art, composition, mediums, reference material, and
drafting to create every art project for the remainder of the class and future art classes.
How will I use technology to enhance learning in this unit?
Technology will enhance vocabulary instruction, allow greater clarity of modeling and examples with the use of a video
camera that will transfer the teaching to a monitor, and real-world examples and video presentations of techniques and
how these forms of art are used in real-world applications.
Websites of working artists will be shown, as well as YouTube videos explaining concepts and examples.
Students will be required to create an advertisement, video, or website for their final presentation, and technology could
and should be used for each of those options.

Standards Week 1

Outline of Daily Plans


Monday

Response: 3.12.3: Evaluate and


defend the validity of sources
and the manner in which subject
matter, symbols, and ideas are
used
in artworks.
Students
will be able to identify
and analyze different inventions
in their lives and how those
items have added or detracted
from their daily life.

Objectives

Students will be able to


brainstorm issues or problems
that they face on a daily basis
that they would like to change.

Tuesday
Respsonse: 2.12.3
Analyze the effectiveness
of and relationships among
visual
characteristics,
Students
will be able to
research an inventor alone
or in a group and create an
informed write-up about
the inventor and the
invention created.
Students will brainstorm
potential invention ideas
and what problem that
invention would solve.

Wednesday
Knowledge: 1.12.1:
Justify application of
media, techniques,
Students
will learn
and
processes
in how
to create a 3-D design
using recyclables and
used objects.
Students will be able to
create a design in a
group or individual
setting that
encompasses their
ideas for a product or
design.
Students will be able to
analyze their creation
process.

Materials Vocabulary

Invention:
Innovation:
Function:

Examples of works of art


(video and images).
Sketch Pad/Journal, pencils,
markers, pens, colored paper,
L 1. Students will each sit
e
in groups of 4 to 5
a
students and teacher

Invention:
Innovation:
Function:
Altruism:
Inventor:
Examples of works of art
images, articles about
several different
inventors whose
1. Teacher will show the
YouTube video about
Jackets/Sleeping

Innovation:
Invention:
Form:
Function:
Altruism:
Examples of works of
art images, Sketch
pad/journal, pencils,
projector, white board,
1. When students
enter the
classroom,

Thursday
Knowledge: 1.12.1:
Justify application of
media, techniques, and
processes
in ones
own
Students will
learn how
to create a 3-D design
using recyclables, used
objects, and plaster of
paris.

Friday
Knowledge: 2.12.2
Defend
interpretations of
Students will
learn how
purposes
and/or
to create a 3-D design
using recyclables, used
objects, plaster of paris,
and painting.

Students will be able to


create a design in a
group or individual
setting that
encompasses their
ideas for a product or
design.

Students will be able to


create a design in a
group or individual
setting that
encompasses their
ideas for a product or
design.

Students will be able to


analyze their creation
process.

Students will be able to


analyze the next level
of learning and assign
tasks
and jobs.
Workmanship:

Purpose:
Altruism:
World Issues:

Sketch pad/journal,
pencils, projector,
white board,
computer, internet,
1. When students
enter the
classroom, the

Line:
Color:
Form:
Sketch pad/journal,
pencils, projector,
white board,
computer, internet,
1. Students will
each receive a
paper plate and

r
n
i
n
g

will introduce the


lesson with a video:
Accidental Inventions:
http://www.youtube.co
m/watch?
v=IqArHwtvE9Y while
filling out a
worksheetvideo may
be watched twice in
order to not miss
anything and for ELs
the teaching will read
the print at the bottom
of the screen.
2.
Teacher will go over
the essential questions:
1. How are we
connected to the
products we use?
2. How are we as an
individual important to
the world in which we
live?
3. What is our purpose
as a consumer?
4. What are some
inventions you are
aware of? Who are
inventors that you are
aware of?
5. Why should we care
about how useful a
product is before we
purchase it?
6. What makes an
object valuable to you

teacher will play


teacher will
various brushes
Bags for the
Homeless:
a short video:
play a short
to paint their
https://youtu.be/moShoes for Africa:
video: Kid
model.
kvh1w60w. Class will
https://youtu.be/
Inventions on
Students should
discuss the effect
y2zEQE6udPg.
Ellen:
keep in mind
that one persons art
Class will
https://youtu.be
craftsmanship.
had on a large group
discuss other
/29x0McUSpyM. 2. Teacher will
of people.
world issues
Students will
demonstrate
2. Teacher will hand out
that impact
discuss the
how to properly
a brainstorming
individuals in a
ways that
clean brushes
worksheet with a list
group write on
inventions can
at the sink and
of inventors and
the white board.
save time or
where to put
inventions that
1. The teacher will
waste time.
materials away
students will
handout each
2. Students will
and how to
research within their
groups
have a brief
clean up.
assigned groups.
brainstorming
demonstration
3. Teacher will
Teacher will inform
worksheets
from the
distribute
students of the
(Inventors and
educator about
paints; students
requirements of the
Invention
the proper use
will distribute
project as well as the
Worksheet) and
of plaster of
brushes, water
groups dividing up
have recycled
paris after a
dishes,
the work and ask
materials in
review of the
newspapers,
students if they have
boxes that are
essential
and paper
any questions based
divided into
questions/voca
towels.
on the Rubric Sheet
papers, plastics,
bulary is made
Students have
(advertisement,
and cardboard.
with students.
one 40-minute
marketing pitch,
2. Students will
3. Students have
class period to
building of model etc)
begin building
one 40-minute
complete the
Students will also fill
their structures
class period to
painted parts of
out the back of the
after the teacher
complete the
their model and
worksheet with a
models a brief
plaster of paris
to clean up.
web, that has their
demonstration
on their
4. Teacher will
obstacle or invention
about how to
recycled
also review the
idea in the middle as
build a solid
structure and to
rubric and
their starting point.
structure from
clean up.
requirements
Students will think
masking tape
4. Students should
worksheet for

or the user? (Think


about how to market
about the purpose of
their invention and
the object and what it
what to name their
signifies or does for us)
invention (think about
The students will each
who they are selling
the product to, what
discuss the questions
is the purposes, how
within their groups as
much it will cost,
well as the entire class.
what materials will it
Each group will receive
be made out of, how
a large piece of paper,
will it improve the
and answer the
lives of others.)
questions on the paper
as well as present their 3. Students will also
have to think of
answers to the class.
materials they wish
-- Students will write
to use to make their
down the vocabulary
model. They are
terms in a foldable
limited to recycled
notetaker and glue
items to build the
them into their art
structure, and plaster
journals.
of paris. Make sure
3. As a group students
students are aware
and the teacher will
of the materials they
discuss important
will be able to use.
items to them at home,
Students should also
what makes them
list these materials
unique and special,
on their
what makes them
brainstorming
difficult to use, how the
worksheet to prepare
products can be
them for the next
improved.
class.
4. Students will then
4. Students have one
receive a note card
class period (50
and together will
minutes) to complete
brainstorm ideas of
the assignment with
obstacles or difficulties
their group.
they have throughout

and recyclables.
Students should
bring
sketchbooks to
take notes.
3. Students will go
to their groups
and begin
building their
structures. They
should use their
brainstorming
worksheet to
guide them.
They have will
have two 50minute class
periods to
complete their
model
structures.

work as a team
and will be
assessed
informally on
teamwork and
participation
within their
group by the
teaching
reviewing with
groups and
asking
questions about
their process
and
brainstorming
ideas.

the final portion


of the invention
design. This will
include the
various areas
that will be
graded on for
the marketing
pitch that they
will present to
the class.
Students must
convince the
class of its
wonders and
explain its
purpose and
value if on the
market for
consumers to
purchase.
5. Students will
have the
following week
to create their
advertisements,
logos,
marketing
letter, and their
presentations.

Closure

their day. (ex: having


breakfast, brushing
teeth, combing hair).
The teacher will then
collect these note
cards and list them on
the board. Students
will discuss ideas of
how to improve these
obstacles by a new
invention or how they
can improve current
products they currently
have in their lives.
Students will fill out an exit
ticket: List five reasons why
you think inventions are or
are not a form of art. You

5. Students will hand


the final
brainstorming
worksheet in to the
teacher for
completion check
and to hold onto until
the next art class.

Exit Ticket: Students will


be asked what surprised
them about their
research, what they

Exit Ticket: Did your


invention or
innovation change
over the course of the

Class walk-around
and then a class
discussion about the
hardships of this

Students will discuss


with their group how
they intend to present
their invention to the

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