SIOP Lesson Plan Template

STANDARDS:
Grade Level: 9th-12th
Content Standards:
9.1.12.A: Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original
works in the arts.
9.1.12.D: Demonstrate specific styles in combination through the production or performance of a unique work of art
9.1.12.E: Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.
9.1.12.F: Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.
9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and
performance spaces.

English Language Proficiency Standards:

ELP.1.L.PK-K.5.1: Follow sequential commands with visual or non-verbal cues.
ELP.1.L.4-5.5.1: Draw conclusions based on oral discourse about materials needed to complete a task within a small group.
ELP.1.S.6-8.2.1: Ask WH-questions or exchange information supported visually.

THEME: Artists use tools and resources as well as their own experiences and skills to create art.
LESSON TOPIC: Students will explore artists, metal smiths, through different tools and recourses and create
a spoon based off of the metal smiths artwork.

OBJECTIVES:
Student Learning Outcomes: Language: Domains & Levels (enter, begin, etc.)
SWBAT
(action verb + content + measurable product + Listening: Entering, Bridging
audience) Speaking: Beginning
Students will be able to choose a metal smith Reading
to influence their spoons. Writing
Students will be able to develop a spoon based
off of a metal smiths artwork.
Students will be able to transform the metal
smiths thoughts and techniques into their own
designs.
Students will be able to exploit the metal
smiths designs into their own artwork.
Students will be able to break down what they
did to create the spoon for the class.

LEARNING STRATEGIES: Specific Strategies 120 book and more

3: Select interesting topics
9: Use think aloud and modeling
13: Begin brainstorming
34: Demonstrate your words
36: Maximize the first 5 minutes
51: Give credit for trying
80: Give clear directions
116: Use accommodations in presentations
KEY VOCABULARY:
Interpret
Influence
Exploit
Hydraulic press

MATERIALS:
School Provided
Computers
Metal: copper, brass, or nickel silver
Jewelers saw and blades
Files
Torches
Solder: hard, medium, and easy
Hydraulic press
Plexiglas
Student Provided
Sketchbook
Pencils
Any nonconventional material that may relate to their artist

MOTIVATION/ANTICIPATORY SET (Building Background):

Students will walk into class and notice a paper face down at their seat. When instructed they will turn it over
to see an image of a metal, or found object piece along with the Artists name. They will then have to get up
and find the people with the matching artist; the artwork may not be the same. There will only be 4 metal
smiths so there can be enough people in the groups. Once in a group, if they know the artist they will talk
about them but if not they will find similarities in their art work and pick out what they are intrigued by. From
there the class will regroup and discuss what they noticed with their artist.
PRESENTATION/INPUT/MODELING
As the teacher I will first make enough papers for the class that have 1out of the 4 metal smiths name and one
of their artworks on it. Before students arrive I will lay them face down at their seats. I will then need to have a
power point prepared with information of the 4 metal smiths with the images of their artworks again. At the
end of the power point I will have the introduction to the spoon project. It will include instructions and
examples of spoons influenced from other artists. I will provide the class with tools and recourses so they can
find an artist of their choice. I will then walk around the class and talk to each student about what artist they
are looking at and give them any input I think is necessary. Also I will approve their design before they begin
to work.
The next day I will introduce some techniques or ideas on how they can incorporate their artist into their
spoons. Also I will introduce the students to the hydraulic press and how to safety use it to create the bowl of
their spoon. After that I will allow the students to get to work and allow them to ask any questions they need. I
will also continue to monitor and check in on the students to make sure they are headed in the right direction.

PRACTICE/APPLICATION
The first day will be an introduction and research day for the students. They will be introduced to the project
first by the beginning activity and then as a class is shown slides of artists they could potentially choose. There
will be computers in the room where students can go onto craftinamerica.org to look for a metal smith they are
interested in. From there the students will, in their sketchbooks, print out pictures of the artists work and will
design their spoons with elements of the work. By the end of class they should have their designs finished and
approved by me.
The second day students will watch a demonstration of how to use the hydraulic press to create their bowls.
Students will be able to create any basic shape for their bowl as long as it relates well with their artist.
Students will then work on their spoons. Creating an elaborate handle, most likely the part incorporating the
artist, then the bowl and soldering them together. To make the bowl and use the hydraulic press the students
saw the shape out of Plexiglas and anneal the metal then tape it to the Plexiglas and place it in the press.
Students will be able to ask for help whenever needed.
Once their spoons are finished they will create a power point on their artist. They will include some
background information, the artist statement and examples of their work. Ending the power point with a
picture of their spoon and explain how you made it and why you chose the design you did.

REVIEW/ASSESSMENT
CATEGORY 4 3 2 1
Design Student turns in a Student turns in a Student turns in a complete Student turns in a partial
concept complete, interesting, and complete, interesting design concept, but lacks a design concept.
completely justified design concept and rationale.
rationale for their design rationale, but the rationale
concept. needs to be expanded.

Construction Very well construction. No Little solder mess. Rivets Rivets and tabs are very Poor construction. Lots of
Solder mess, rivets and and tabs slightly loose. loose and sloppy. Filing and solder mess. Little to none
tabs are tight and neat. Filing and sanding are sanding done in uneven filing and sanding.
Filing and sanding are adequate. and different directions.
done beautifully in one
smooth direction.

Artists Spoon accurately reflects Spoon reflects most Spoon shows the basic Spoon barely reflects
Relation design elements and design elements & details elements, but lacks many of chosen metal smith.
details seen in metal seen in metal smiths work. the design details.
smiths work.

EXTENSION:
Students will extend on this lesson by creating a power point to show the class explaining whom their metal
smith was and what made them choose them. They will also include background information, artist statement
and examples of their work. They will then show a picture of the spoon they made, can pass their spoon around
at the same time, and explain why they chose the design they did and how they went about making it.

WWW: www.craftinamerca.org