ART LESSON / UNIT PLAN

KANSAS CITY ART INSTITUTE

Name of Lesson: _Reimagining Materials_ Class: _Art Explorations_
Grade (s): _ 7th 8th grades_
Name of Teacher Candidate: _Alison L. Miller______________________________________________________ MoPTA Lesson Plan Format (revised by
KCAI)

Rationale:
Each day humans live with and encounter objects made from many
different materials that originate and end up in our lives in a variety of
ways. Understanding these materials is an essential aspect of making
considered decisions about art and art creation, as well as making
thoughtful decisions about how we use our natural resources. Students
can express themselves more completely when they have an
understanding the materials they encounter and use on an everyday
basis.
Learning Objectives:
Students will.
Studying artists,
Integrating
art/Understanding art
technology
- Students will be introduced through a - Students will be introduced through a
brief PowerPoint presentation to a
brief PowerPoint presentation to a
range of artists who create projects
range of artists who create projects
and installations that explore the
and installations that explore the
properties of a single material at a
properties of a single material at a
time Robert Smithson, Tom Friedman, time Robert Smithson, Tom Friedman,
Tara Donovan, etc.
Tara Donovan, etc.
- Students will examine a variety of
- Students will create a digital
nontraditional art-making materials
compilation of the classs material
and discuss and explore how they
studies, organizing the studies by
might be used to make art.
material.
- Students will list their own ideas
regarding traditional and nontraditional art-making materials.
Creating/ Expressing
Evaluating art
works

(2-3 sentences about why this

topic is important and relevant to
age group)

List the lessons objectives and

learning outcomes appropriate for
meeting curricular and student
needs.
Include objectives for:
studying artists,
art/understanding art
integrating technology
creating/ expressing
evaluating art works
exhibiting art works

- Students will create their own studies

(one 10 x 10 and two smaller) made
from non-traditional materials.

- Students will critique their artworks in

small groups (by table) based on the
range of materials they have chosen,
the techniques they have used or
developed, and what those materials
are typically used for.
- Students will gather materials 3
- Students will critique their artworks in
discrete units, either manmade or
the whole group based on the range of
natural and create studies of those
materials they have chosen, the
materials.
techniques they used/developed, and
how those materials are typically used.
- Students will create studies that focus - Students will fill out a reflection sheet
on line, shape, form and
that focuses on comparing and
repetition/rhythm to gain a greater
contrasting the materials they have
understanding of the materials they
chosen to work with, the techniques
have chosen.
they have used/developed, and how
those materials are typically used.
Standards/Quality Indicators/Skills
Missouri
National Core Art Standards
MOVA:FAI.3C.7
MOVA:FAII.2D.8
MOVA:FAI.3C.8
MOVA:FAIII.1A.7
MOVA:FAII.1A.7
MOVA:FAII.1A.8
MOVA:FAII.1B.7
MOVA:FAII.1B.8
MOVA:FAII.1D.8
Visuals:

VA:Cr2.1.7

Identify the Missouri and national

[art core] standards, quality
indicators, and skills addressed for
each objective.

VA:Re8.1.7a
VA:Cn11.1.7a

List at least 2 visuals that are

relevant and appropriate to the
lesson objectives.

Tara Donovan

Tom Friedman

Andy Goldsworthy

Marcie Miller Gross

Jennifer Zackin

Jerry Bleem
Lesson Structure and Daily Procedures
Engagement/Opening
Introduction
DAY 1
- The students will answer questions the teacher asks about art materials,
how students choose which materials to use, and how those materials are
used.
- Student will view examples from the teachers own studio practice.
- The students will be introduced to the rubric and final review.
Review of any concepts
- The students will review primary compositional components, such as line,
shape, color, form, etc.

Checking for Understanding

The students will create a list of common art supplies and any alternative
art supplies they have used.
Then, the class will discuss how an artist might use materials that are not
typically meant for art-making.

Demonstration/Lecture
The students will view a PowerPoint presentation that introduce students to
the idea of materials studies, which will focus on key ideas and examples of
artists whose work stems from playing with materials to discover the

Consider the Studio Thinking and

Choice-Based Education Models
here in your strategies for
engaging students.
Link your procedures to your
objectives

properties they have outside of what they are typically used for.
- The students will view examples of material studies the teacher has
completed.
- The students will view three different materials artists could learn about
through play or experimentation.
Students at Work
- Students will work individually.
- Students will be instructed to 1 10 x 10 material study and two smaller
material studies.
- Students will be instructed to choose from available materials and/or the
myriad materials they encounter in their daily lives.
- Students may use a wide-range of attachment options gluing, stitching,
stapling, taping, etc.
In progress Assessment
- Students will be asked which materials they have chosen and how they
have decided to manipulate each material.
Clean up
- Students will be warned when they have ten minutes left to work.
- Students will be asked to clean up when 7 minutes are left before class
ends.
Review and Closure
- Students will review vocabulary, what materials and types of material
manipulation they are developing, and go over the goals for the next day.

Engagement/Opening
Introduction
DAY 2
- To begin the lesson, the students will review the goals of the project.
Review of any concepts
- The students will review the idea of material studies and non-traditional
materials.
Checking for Understanding
- The students will turn a reflection sheet regarding their materials and the
studies they have created.
Demonstration/Lecture
- Students will view and discuss teacher samples, if needed.
- Students will have an opportunity to ask group questions regarding the
lesson.

 Students at Work
- Students will work individually.
Clean Up
- Students will be warned when they have 10 minutes left to work.
- Students will be asked to clean up when 7 minutes are left before class
ends.
Review and Closure
- Students will be asked about what they discovered about art materials
through completing this lesson.
- Students will be asked about why their class might compile their artwork
into a file.
Students will be Final Assessment
- Students will compile their artwork into a class file, where artwork is
organized by material.
- Students will complete final reflections and rubrics.
Resources and Supplies:
Books (author, date, title)
Images

Tara Donovan

List all resources (book, web, art

supplies, etc.) used in the planning
of and during the instruction of the
lesson(s). Be specific!!

Tom Friedman

Andy Goldsworthy

Marcie Miller Gross

Jennifer Zackin

Jerry Bleem
Web (URL and title)
Jerry Bleem website www.jerrybleem.com/
Tara Donovan Pace Gallery www.pacegallery.com/artists/111/tara-donovan
Tara Donovan article www.designboom.com/art/taradonovan/otheworldly:environments-pace-gallery-menlo-park-06-01-2014
Tara Donovan paper plates www.artslant.com/ew/works/show/418407-untitledmylar
Tara Donovan Styrofoam cups www.artlant.com/ew/works/show/192597untitled-styrofoam-cups
Tom Friedman gallery page www.luhringaugustine.com/artists/tom-friedman
Andy Goldsworthy catalog www.goldsworthy.cc.gla.ac.uk
Marcie Miller Gross website www.marciemillergross.com
Jennifer Zackin website www.jenniferzackin.com
Supplies / Equipment
-

Ipads and Google Classroom

Variety of non-traditional art-making materials
10 x 10 and smaller pieces of mat board (3 per student)
A variety of attachment options

Other (ex.: teacher-made resources)

-

PowerPoint presentation
Completed teacher samples
In progress teacher samples
Other examples
Rubric and Reflection sheets

Technology:
- Overhead projector
- Apple TV
- Computer
- Ipads and Google Classroom
- Internet
- PowerPoint presentation
Assessments:
In progress assessments:
Before
- Students will be asked what they know about art-making materials.
- The students will create a list of art-making materials.
- Students will be asked about what they know about non-traditional artmaking materials.
- Students will create a list of non-traditional art-making materials.
During
- Students will share their in-progress artworks on the projection screen via
Apple TV.
- Students will answer questions regarding material studies and material use.
After
- Students will compile their artwork into a material studies file in Google
classroom, arranged by material.
- Students will fill out final reflection sheets and rubrics.
Plan for critique / exhibit:
Critique
- Students will compare and contrast their artwork in small groups.
- Students will compare and contrast their work as a whole group.
- Students will discuss how their artwork compares and contrasts with the
artwork they saw in the PowerPoint presentation they watched at the
beginning of the lesson.
Exhibit
- Artwork will be compiled on Google classroom and a binder left in the
classroom as a reference.
Differentiation/Accommodations/Modifications/Increase in Rigor:

List all Instructional and/or

assistive technology incorporated
into the lesson(s) to enhance
instruction and student learning,

List Assessment(s) used before,

during, and/or after the lesson.
Attach 1 tool you can use with
students that you have created for
this lesson/unit.

Increase in Rigor:
- Students will compare and contrast two different materials that are
manipulated in the same way.
- Students will compare and contrast the same material that is manipulated
in different ways.
- The student and the teacher will develop an alternative assignment.

Identify how you will modify

content, materials and/or
environment to meet the needs of
diverse learners.

Modifications:
If needed:
- Students will be given different questions to focus on during the final
reflection.
- Students will be given a modified rubric.
Students will be allowed to present information for the final reflection in
an alternative
format.
- Students will be allowed to reach an alternative resolution to the
assignment while following
the typical instructions.
The teacher and the student will develop an alternative assignment.
Accommodations:
If needed:
The teacher will provide a worksheet listing the information provided in
the presentation.
The teacher will provide an assignment worksheet, display the
assignment, and present the
assignment verbally.
- The teacher will say and write down the ideas students suggest during the
whole group
discussion.
The teacher will allow extra time to complete tasks.
Classroom Management:
- The teacher will present the information in a positive manner.
- The teacher will keep the presentation short, use many pictures in the
Powerpoint, and include a few words in the presentation for emphasis.

Identify strategies you will use to

help keep students on task and
actively engaged AND to redirect

The teacher will stop presenting information if students are talking amongst
themselves or otherwise interrupting.
To keep students on task, the teacher will spend time walking around the
room and speaking with students about their progress as they work on their
projects.
The teacher will reiterate what the students should be considering as they
work on their projects.
The supplies will be easily accessible to students and easy to clean up.

Extensions:
- Students will have the opportunity to compare and contrast how two
different materials interact in the same material study.

Reflection (150 words):

you turn in final copy)

inappropriate behavior.
Consider the materials you will be
using, and how they might be
organized.

Identify activities for early

finishers that extend students
understanding of and thinking
about the learning objectives by
applying their new knowledge in a
different way.
See CHOICE BASED EDUCATION
text PART II for examples

(complete this after lesson has been taught, before

Learning Statement

The Art Exploration students examined non-traditional art-making materials and

techniques by creating studies of one selected material at a time. In order to utilize
these material studies in the classroom for upcoming projects, they have been
compiled on Google Classroom and in a binder in the Art Room for reference.
Images of Student Work (include minimum 4 examples )

If you were to teach this lesson

again, to the same age group, how
would you change the lesson?

MO STANDARDS
MOVA:FAI.3C.7 Create an original artwork that communicates ideas about the following themes: Group Identity;
Nature
MOVA:FAI.3C.8 Createanoriginalartworkthatcommunicatesideasaboutthefollowingthemes:Environment;Time(e.g.,past,present,future)
MOVA:FAII.1A.7 Identify and use rhythmic lines
MOVA:FAII.1A.8 Identify and use varied line quality
MOVA:FAII.1B.7 Identify and use rhythmic shapes
MOVA:FAII.1B.8 Identify and use varied shapes
MOVA:FAII.1D.8 - Identify and use invented texture
MOVA:FAII.2D.7 Identify and use regular rhythm
MOVA:FAII.2D.8 Identify and use progressive rhythm
MOVA:FAIII.1A.7 - Discuss and develop answers to questions about art: What is art?; Should art look real?; Should art
be beautiful?; Should art
look real?; Compare and contrast responses of class members to realistic, abstract, and non-objective artworks
NATIONAL STANDARDS

VA:Cr2.1.7 Demonstrate persistence in developing skills with various materials, methods, and approaches in creating
works of art or design.
VA:Re8.1.7a Interpret art by analyzing artmaking approaches, the characteristics of form and structure, relevant
contextual information, subject matter, and use of media to identify ideas and mood conveyed.
VA:Cn11.1.7a Analyze how response to art is influenced by understanding the time and place in which it was created,
the available resources, and cultural uses