ServiceLearningLessonPlan

Title:
Lesson4:Vessels&TreasuresGroup/Date:3DArtisticAbilities4/12/16

LessonIdeaand
Relevance:
Whatare
yougoingtoteachand
whyisthislessonof
importancetoyour
students?Howisit
relevanttostudentsof
thisageand
background?

Thislessonconsistsoftwoprojects:foundobjectvesselsandtreasurechest
pieces.Theclayobject/vesselsareamultisessionlessonthatwillbe
decoratednextweekafterfiring.Thislessonisimportantbecauseit
investigatestheinnerspaceof3Dimensionalart.Itsrelevanttostudents
becauseoftheincorporationofstudentspersonalinterestsintotheirart
thoughchoicesliketreasureobjects,materials,andsubjectmatter.

EssentialUnderstanding(s):
Whatarethebig
ideas?Whatspecificunderstandingsaboutthem
aredesired?

1.

Artists'ideascanbeinfluencedbythe
materialsandprocessestheyexplore.

2.

EssentialQuestion(s):
Whatprovocative
questionswillfosterinquiry,understanding,and
transferoflearning?

Whywouldartistsuseinspirationfrom
realworldobjects?

Artistscollaborateinprocessand
discussiontogrowfromeachother'sideas

OutcomesStudentswillbeableto...
Whatkeyknowledgeandskillswillstudentsacquireasa
resultofthisunit?...Arthistoryandcultureexpressivefeaturesandcharacteristicsofartartmaterials,
tools,andtechniques?Whatshouldtheyeventuallybeabletodoasaresultofsuchknowledgeand
skill?...Compareandcontrastartworkanalyzesketches?
Studentswillbeableto
Studentswillbeableto
Createavesselthatexpressesqualityofthefoundobjectitholds
Createavaluableobjectanddiscussitspersonalvalue
Discussandevaluatetheirartisticprocess

StudentReflectiveActivity
:Throughwhat
authenticperformancetask(s)willstudents
demonstratethedesiredunderstandings?How
willstudentsreflectuponandselfassesstheir
learning?

AssessmentInstrument(s):
Bywhatcriteria
willperformancesofunderstandingbejudged?

GalleryWalk:
Attheendofclasswewilldo
anothergallerywalk.Thistimeisimportantforthe
studentstoreflectontheirwork,byverbalizing
theirinterests,decisions,anddiscoveriesfromthe
day
Promptsforthegallerywalk:
1. Whyisyourobjectatreasure?
2. Whydidyouchooseyourobjecttobuilda
vesselfor?
3. Howdidvesselmaterials/formrelateto
yourfoundobject?
4. Didyouuseanynewmaterialsor
techniques?Didyoucontinueanyfroma
previousclass?
5. Askthemaboutspecificchoicesthey
madewhiledoingthemaking.

Studentthoroughly:

Createdavesselthatexpressesquality
ofthefoundobjectitholds
Createdavaluableobjectanddiscussits
personalvalue
Discussedandevaluatedtheirartistic
process

Studentpartially:
Createdavesselthatexpressesquality
ofthefoundobjectitholds
Createdavaluableobjectanddiscussits
personalvalue
Discussedandevaluatedtheirartistic
process

Studentdidnot:
Createavesselthatexpressesqualityof
thefoundobjectitholds
Createavaluableobjectanddiscussits
personalvalue
Discussandevaluatetheirartistic
process

Preassessment:
Howwillyouhelpthestudentsknowwheretheunitisgoingandwhatisexpected?
Helptheteacherknowwherethestudentsarecomingfrom(priorknowledge,interests)?

1.
2.
3.
4.

TreasureIdeabubbleisshowingstudentsentrypointtothemespecificartmaking
(Introduction,Motivation,Ideation)
Highlightingpriorknowledgeofmaterialsandtechniques(timelapsedocumentation)
Demonstratetechniquestotroubleshootpossiblematerialissuesforkilnfiring(clay
demonstration)
Introducevesselconceptthroughphysicalobjects(vesselexamples)

Motivation:
Howwillyouhookallstudentsand
holdtheirinterest?

Ideabubble:givingstudentsanentrypoint

Ideation:
Howwillyouequipstudents,helpthem
experiencethekeyideas,andexploretheissues
togenerateideasfortheirartwork?

Theideabubbleisgreatfordrawing

throughcontextofconceptbasedsubject
matter(treasure).
Makingpersonalconnectionsto3d
objects
VesseExamples
Good.Thisisactually
yourmotivation.Copythistomotivation
too.Again,letstudenttrytomake
connections(askquestions)beforeyou
tellthem.
Thenecklaceinsidegiventome
bymygrandmainfluencedwhatI
decoratedtheoutsideofmybox
with,usingthingsthatarespecific
tomygrandma.
TeacontainerTheshapeand

sizeofthecontainerismade
specificallytokeepteafresh.
Differentstationsanddualprojectgives
studentsoptionswhichkeepsthem
interestedinallthedifferentformsof
materialstoexplore
Foundobjectswillallowstudentsto
developaconnectionbetweenthemselves
andtheobjectwhichwillinspirethemto
createart
Givingstudentsfreedomwiththe
availabilityofoldandnewmaterials

inspirationandsharingideas/learning
Wewillhaveourclassmascotsothat
studentscancomelookatthedifferent
formsforinspiration
Wewillbringexamplesofvesselstohelp
themgenerateandexploreideas
Theinstallationfromourpreviousclass
willstillbeupandwewillshowthem
documentationofthepreviousclasses
installationthroughatimelapsevideo,in
theintroductiontoremindthemoftheir
interestsandlearnedtechniques.Wewill
thenmakeconnectionsoftheirinterests
tothevesselproject

Procedures:
Howisthelessonorganizedtomaximizeinitialandsustainedengagementaswellas
effectivelearning?Provideopportunitiestorethinkandrevisetheirunderstandingsandwork?Allow
studentstoevaluatetheirworkanditsimplications?Includeliteracyandnumeracy?

1. Introduction:(8minutes)
a. Documentation:
Theinstallationfromourpreviousclasswillstillbeupandwewill
showatimelapsevideotoremindthemoftheirinterestsandlearnedtechniquesfrom
previouslessons.
i.
Wearesoexcitedtoseehowwellyouworkedonacollaborativeinstallation.
Todaywegettobepiratesandcreatetreasureforacollaborativetreasure
chest!
b. IdeaBubble
:Conceptspecifictothisweeksproject(thingsthatare
valuable/treasure).
i.
Asksstudentsfor3wordstogetourideabubblestarted?
Somepromptingquestionswecouldasktostimulateideationforthis
couldbe:Whatisafavoriteobjectfromyourchildhood?Whatisa

preciouspossessionofyours?Whatwouldyouputinatreasure
chest?
c. VesselExamples:
Showclassavarietyofvesselsbroughtintotheclassroom.What
goesintoyourvesselinfluenceshowyoumakeyourvessel.
i.
JewelryboxexampleThenecklaceinsidegiventomebymygrandma
influencedwhatIdecoratedtheoutsideofmyboxwith,usingthingsthatare
specifictomygrandma.
ii.
TeacontainerTheshapeandsizeofthecontainerismadespecificallyto
keepteafresh.
iii.
Introducefoundobjectstationforvessels
2. IntroductiontoMaterials:Anystudentswhowanttouseclayfortheirvessellets
gatherforademonstration,ifyouarecommittingtostationswiththeothermaterials
wehavebeenworkingwithgogetstarted!
a. ClayDemonstration:
Troubleshootspecificmaterialissues,tofacilitatesuccessin
kilnfiring
i.
Showpinchpottechnique
Explainhowtoavoidairbubbles
Showscratchandscoringexplainimportanceforconnecting
Wallthickness

3. Making:
a. Studentshavechoiceofwheretheywanttostarttoday.Wehaveseparatestations
withdifferentmaterials.Studentswillmake
foundobjectvessels
and/orbuild
separate
treasurethemedpieces
toaddtoourclasstreasurechest.
i.
Foundobjectvesselstationwillhaveavarietyofnaturalandmanmade
objectsforstudentstochoosefromfortheirvessels
b. Allowsforstudentswhoneedmoremovementtomovearoundtheroomtodifferent
stations,aswellasstudentswholiketofocusforlongerperiodsoftimetosettleintoa
station.
c. Duringmakingtimeteacherswillbenarratingstudentsthemespecificartisticchoices
andintereststheyseehappeningandsharingthiswiththewholeclasswhenadding
anideatotheideabubble.
d. Whenastudentfinishedavaluableobjectwewillhavethemadditintoourtreasure
chest,continuingcollaborativeartourstudentshavebeenfocusingon,thiscanbe
excitingespeciallyseeinghowitgrowsaseachpieceisadded.
e. Duringmakingtheteacherswilltakethetimetodocumentstudentworkthrough
photos.Thiswillallowforstudentsandtheteacherstoassessandreviewtheprocess
ofthestudentsartfromstarttofinish.Thisisaformofpreandfinalassessmentthat
wecanusetoevaluateourstudentsandiftheyhavemetoutcomes.
4. GalleryWalk(15minutes):
a. Attheendofclasswewillputeverybodysvesselsinoneplacealongwiththe
treasurechestanddoagallerywalk/critiqueofthestudentwork
i.
Studentsreflectontheirworkbyverbalizingtheirinterests,decisions,and
discoveriesfromtheday
Promptsforthegallerywalk:
Whyisyourobjectatreasure?
Whydidyouchooseyourobjecttobuildavesselfor?

Howdidvesselmaterials/formrelatetoyourfoundobject?
Didyouuseanynewmaterialsortechniques?Didyou
continueanyfromapreviousclass?
Askthemaboutspecificchoicestheymadewhiledoingthe
making

MaterialsandResources:
Whatisneededtocompletethelearningplan?
Listmaterialsand
resourcesinabulletedformat.

clay(2stations)
styrofoam
string/yarn
markers
paint
trashbagtablecoversforpaint/claystations
glitter
feathers
pipecleaners
puffballs
aluminumfoil
wire
fabric
tape
glue
scissors
wirecutters
cardboard
magazines
platesforgallerywalk
stationwithfoundobjects

PreparationandSafety:
Whatdoyouneedtoprepareforthisexperience?Whatsafetyissuesneed
tobeaddressed?
Liststepsofpreparationandsafetyinabulletedformat.

Placetrashbagcoversovertablesforourpaintingstatio,claytables
Preparetimelapsevideotoshowinclass
Glue,scissors,andwirearebeingsupervisedforsafety
Haveapronsandglovesavailableforpaint/claystations
Createtreasurechestforstudenttreasureobjects
Havepreselectedfoundobjectsononestation
Bepreparedwithobjectsforvesselexamples

Accommodations:
Howisthelessontailored(personalized)tothedifferentneeds,interests,and
abilitiesoflearners?...
Access
(Resourcesand/orProcess)and
Expression
(Productsand/or
Performance)?

Stationsallowsforstudentswhoneedmoremovementtomovearoundtheroomtodifferent
stations,aswellasstudentswholiketofocusforlongerperiodsoftimetosettleintoastation.
Provideglovesifstudentsdontwanttogetmessywhenusingclay,ordontlikethetactile
qualities
Provideapronsforclayandpaint
Availabilityofallthematerialswehaveusedfromthebeginningforstudentspersonalized
interestsand/orcomfortlevelswithmaterials

Understandingtheplan...

Stage1DesiredResults

Relevance
Whatareyougoingtoteachandwhyisthislessonofimportancetoyourstudents?Howis
itrelevanttostudentsofthisageandbackground?

EssentialUnderstanding(s)
Whatarethebigideas?Whatspecificunderstandingsaboutthemare
desired?Whatmisunderstandingsarepredictable?
(ReflectandTransfer)

EssentialQuestion(s)
Whatprovocativequestionswillfosterinquiry,understanding,andtransferof
learning?
(ReflectandTransfer)

Outcomes(objectives)
:Whatwillstudentsknowandbeabletodo?Whatkeyknowledgeandskillswill
studentsacquireasaresultofthisunit?...Arthistoryandcultureexpressivefeaturesandcharacteristicsof
artartmaterials,tools,andtechniques?Whatshouldtheyeventuallybeabletodoasaresultofsuch
knowledgeandskill?...Compareandcontrastartworkanalyzesketches?
(ComprehendandCreate)

Stage2AssessmentEvidence
StudentReflectiveActivity:Throughwhatauthenticperformancetask(s)willstudentsdemonstratethe
desiredunderstandings?Howwillstudentsreflectuponandselfassesstheirlearning?
(Comprehend,
Reflect,Create,Transfer)
TeachercenteredAssessment(instrument):Bywhatcriteriawillperformancesofunderstandingbe
judged?Whatevidence(e.g.quizzes,tests,academicprompts,observations,products/artwork,
sketchbooks,journals,etc.)willstudentsdemonstrateachievementofthedesiredresults?

Stage3LearningPlan

W=helpthestudentsknowwheretheunitisgoingandwhatisexpected?Helpthe

teacherknowwherethestudentsarecomingfrom(priorknowledge,interests)?

(Comprehend)

H=hookallstudentsandholdtheirinterest?
(ReflectandCreate)

E=equipstudents,helpthemexperiencethekeyideas,andexploretheissuesto

generateideasfortheirartwork?
(Create)

R=provideopportunitiestorethinkandrevisetheirunderstandingsandwork?

(Reflect

andTransfer)
E=allowstudentstoevaluatetheirworkanditsimplications?

(Reflect)
T=betailored(personalized)tothedifferentneeds,interests,abilitiesoflearners
O=beorganizedtomaximizeinitialandsustainedengagementaswellaseffective
learning?