Lesson Plan Title: Etching Pendants________________________________________ Length:_2-3 weeks__________________________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

From previous projects, I have pre-assessed students abilities to draw detailed plans, saw metal, and write artist statements.

Questions to pre-assess: What is etching?

What is non-representational art?
What are types of shape and line?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are jewelers, designing every piece for a specific person. You will be creating a pendant that you or someone you know will wear. Plan a
shape that would be meaningful to them and decorate the surface with Monart designs to add interest and beauty to the piece. You will be resenting
your pendant to the class in a jewelry runway and explaining how it was designed for the wearer.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Composition and Technique

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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

Artists and designers experiment with forms, structures, materials, techniques, concepts, and art making approaches.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

Given information about Monart, SWBAT experiment with dots, circles, lines, curves and angles to draw 20 thumbnail compositions.
(Blooms: Apply Standard: Comprehend GLE: 1.1 (Conceptual art theories explain how works of art are created) Art Learning:
composition and elements of art Numeracy)
After practicing Monart compositions, SWBAT create a sketch for a pendant design with lines and shapes, which could include a
pattern or create unity. (Blooms: Create Standard: Reflect GLE: 2.1 (Visual literacy skills help to establish personal meaning and
artistic intent in works of art) Art Learning: Ideation)
Given copper sheets, SWBAT cut out a shape for a pendant that is personalized for himself/herself or another wearer. (Blooms:
Apply Standard: Create GLE 3.2 (Demonstrate technical proficiency and craftsmanship when planning) Art Learning: Metals
techniques)
Given sharpies and etching baths, SWBAT etch designs into their pendant. (Blooms: Apply Standard: Create GLE: 3.3 (Utilize
current and available technology to refine an idea, and create original and imaginative works of art ) Art Learning: Technique and
process Technology)
Given Artist Statement Worksheets, SWBAT reflect on their process and product in complete sentences. (Blooms: Evaluate Standard:
Transfer GLE 4.1 (Visual arts are valuable for a variety of art and non-art related lifelong endeavors) Art Learning: reflection and
critique Literacy)

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Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) Students have guided ideation, with resources to simplify the Students choose the complexity of the shape they will cut out
design process, and can choose a simpler or smaller shape and the intricacy of the etching designs.
to cut out if the sawing process is challenging.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)
Students can push their incorporation of Monart in Students choose the complexity of the shape they will cut out
their planning and process. They can also push and the intricacy of the etching designs.
themselves to cut out larger, more difficult shapes.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Monart
- Line
- Circle
- Curve
- Dot
- Angle
Etching
Inspiration
Critique

Ideation: Students will listen to and read about artists, write questions about the art in their Artifacts sheets
Reflection: Students will write guided artist statements after completing their pieces and will talk about each others artwork in a jewelry runway.

Numeracy Integration:
Students will understand sequential steps and order
When filling out the Monart planning sheet, students will analyze the difference between mathematical definitions of line and circle and art
definitions of line and circle families
Students will time their acid bath etchings and discuss the ratio of acid to water in the acid bath
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Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Monart worksheets
Sketchbooks
Copper sheets
Chains
Findings

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

Monart Ppt
Monart Worksheet
Etching Ppt
Guided Artist Statement Sheets

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Edit PowerPoints
Make Monart photocopies
Prep supplies
Edit Artist Statement fill-in-the-blank sheets

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Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Wear safety glasses when sawing, filing and polishing

Wear gloves when etching

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

Pose question: Are there building blocks of shapes or lines that are part of every work of art? What are they?
Challenge students to think or a few shapes and lines they could find in two different examples of art. (Use as a way to introduce Monart and
connect metals to other mediums)

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

Monart presentation and worksheet- developing non-representational patterns

Ask: How can you make a necklace that is meaningful to the wearer? (you or someone else)
Planning: students will draw at least 2 life-size sketches of their pendant ideas. These will include monart designs and patterns, and one will
be used to trace and cut out their copper pendant

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, information, Learning - Students will... i.e.: explore ideation by making connections,
1 understandings, etc. will be taught.) Identify instructional methodology. KNOW Comparing, contrasting; synthesize possibilities for each painting

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Feb. (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of
13 the instruction as it relates to learning.) UNDERSTAND

Work Day to finish Name Tags, Introduce Monart drawing

11:06- Class starts, students write down answers to inquiry question. Analyze: Self-assessing understanding of and ability to apply concepts
11:10- Tell students Today, we are going to learn about a drawing style which you that will be addressed in class
will use in your next project. You will have work time later today to finish up your
nametags and Artist Statements if needed. First, we are going to learn about
Monart.
Go through background information about Monart (PowerPoint):
- Non-objective art (ask: what is this?) Understand: Learning about Monart and using it to create and talk about
- Breaks any piece of art into types of shape or line art
Dot family
Circle family
Line family
Curve family
Angle family
- How do these definitions compare to definitions of Circle and Line in math? Evaluate: How do these definitions compare to definitions of Circle and
- Talk about the artist who created this and find types of line and shape in art Line in math?
Hand out Monart worksheets, walk students through filling out first column
- Each box is a mini work of art- use your space well
- One line/shape family per row
- Varied line weight!
Release class to complete worksheet, adding one more line/shape family to each
column on the sheet Create: composing designs using the Monart technique
Help students who are finishing name tags and check their understanding of the Reflect: What worked in my designs? How can I improve them?
artist statement flowchart
12:20- Clean up, check in Jewelry kits from each table
Students must finish monart sheets as homework if they didnt do them in class
12:26- Class dismissed

Day Introduce prompt for Etched Pendants

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Feb. 11:06- Class starts, students write down definition of etching Remember: learning a definition
15 11:10- discuss- What is etching? How do you think it works?
Go over Etching pendants ppt and Introduce project prompt- You are jewelers, Apply: using the definition to make inferences about the etching process
designing every piece for a specific person. You will be creating a pendant that you
or someone you know will wear. Plan a shape that would be meaningful to them and
decorate the surface with Monart designs to add interest and beauty to the piece.
You will be resenting your pendant to the class in a jewelry runway and
explaining how it was designed for the wearer.
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 Students will write down project criteria:
- I can plan design with lines and shapes, which could include a pattern or Understand: What am I going to be doing? How will I know I am
create unity meeting the requirements for this project?
- I can cut out a shape for a pendant
- I can explain the etching process (and science behind it)
- I can create the findings to design a finished necklace
- Overall good craftsmanship
Work time: explain steps for today Create: Sketching 2 ideas for pendants
1. Draw 2 pendant designs
2. Show them to me Analyze: How can I incorporate Monart into a piece that is also
3. Trace the shape on tracing paper meaningful to me?
4. Cut out
5. Saw a square of copper Evaluate: Which sketch do I prefer? How can I adapt it to work as an
6. Rubber cement your tracing to the copper etched pendant?
7. Cut out your shape
Check in with students who are behind or missed the sawing demo from the last Practicing effective sawing techniques, learning how to saw
project successfully
12:20- Clean up, check in Jewelry kits
Collaborating to find solutions: How do you saw without breaking the
12:26- Class dismissed blade? How did you draw a perfect circle?

Day Work Day- Cutting out pendants

3 11:06- Class starts, students write down inquiry question Self-assessing: How am I meeting the requirements for this project?
Feb. 11:10- Review project prompt and steps for today (post on board as well) Learning from other students ideas
17 1. Draw 2 pendant designs
2. Show them to me Create: Sketching 2 ideas for pendants
3. Trace the shape on tracing paper
4. Cut out Analyze: How can I incorporate Monart into a piece that is also
5. Saw a square of copper meaningful to me?
6. Rubber cement your tracing to the copper
7. Cut out your shape Evaluate: Which sketch do I prefer? How can I adapt it to work as an
Remind class to wear safety glasses when sawing etched pendant?
Circulate and help students, ask 3 students who are ahead to saw more copper
Practicing effective sawing techniques, learning how to saw
before working on their pendants
successfully
12:20- Clean up, check in Jewelry kits
12:26- Class dismissed Collaborating to find solutions: How do you saw without breaking the
blade? How did you draw a perfect circle?

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
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grade level expectations of the lesson.)

Artist Statement:
Students have filled out 2 Artist Statement flowcharts for past projects. Now, they will fill out a fill-in-the-blank Artist Statement paragraph. By the
end of the semester, they will be writing paragraphs about their art.

Jewelry Runway: Students will model their piece and walk a runway. They will then share one or two sentences from their artist statements with
the class.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?
Did students experiment with dots, circles, lines, curves and
angles to draw 20 thumbnail compositions?
Did students create sketches for a pendant design with lines and
shapes, which included a pattern or created unity?
Did students cut out a shape for a pendant that was personalized
for the wearer?
Did students etch designs into their pendants?
Did students reflect on their process and product in complete
sentences?
How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.
Rubric
Note- I made this rubric for my own practice, but its not what Christy
will use to assess student work. She and Rachel created a generic art
rubric which they use to grade every project:
Preston Art Rubric

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/15 Fahey