Jenni Braeuner

1.      Subject Area

Seventh Grade, Second Period

Four 45-minute class periods

Lesson Three of Sculpture Unit

2.      Unit Title and Unit Goal(s)

Sculpture Unit

To create a mobile, foam sculpture and animal sculpture.

To demonstrate knowledge of Alexander Calder and his artwork.

To demonstrate knowledge of physical and visual characteristics of sculpture.

To develop appreciation for artwork in three-dimensional form.

Tennessee State Standards

1.1 Demonstrate the use of knowledge in select media, techniques and processes by creating foam robot sculptures.

2.1 Develop an awareness of the elements of design and the principles of composition through their application via discussion, note-taking and the making of these projects.

2.2 Create and evaluate art works that exhibit various sensory and expressive qualities by creating imaginative foam robots and evaluating the works of peers.

2.4 Apply problem-solving skills that lead to solutions to specific visual art tasks such as balancing foam robot sculptures.

3.      Instructional Objectives

Seventh grade art students will

Demonstrate knowledge of machines by discuss machines and inventions as a class.

Demonstrate knowledge of machines by creating foam robot sculptures.

Construct robots using foam and glue and plastic knives based on two letter forms.

4.      Materials/Media

Foam to construct robots

Glue to connect pieces of foam

Plastic knives to cut foam

Paint to color foam to look like robot

Paint brushes to apply paint

5.      Instructional Procedures

1.      Set

The teacher will lead a discussion on machines and robots, function and form

2.      Key Questions

Name a machine.

Can you name any inventors?

What things do machines do?

Who makes machines?

If you were an inventor, what would you like one to do?

What is a hybrid?

3.      Classroom Strategies-

Day One

Teacher

1.      Asks: “What kinds of machines do you see?”

2.      Asks: “What kind of machine would you invent?”

3.      Asks: “How do you think they are put together?”

4.      Tells the class to pick two letters. (Not the letter “I”)

5.      Tells the class to sketch these two letter forms combined.

Student

1.      Answers the questions of the teacher that are posed.

2.      Brainstorms letter forms for robot sculpture.

3.      Continues working until class dismissal.

Day Two

Teacher

1.      Asks student’s to retrieve designs.

2.      Assigns table monitors to distribute foam.

3.      Assigns others to pass out plastic knives and glue.

4.      Monitors class to be sure students stay on task.

5.      Makes herself available for student questions.

6.      Works with students one to one as needed.

Student

1.      Gets sketches.

2.      Participates in distribution if assigned.

3.      If not assigned, sits at table until foam, knives and glue are distributed.

4.      Begins cutting and gluing robot sculpture.

5.      Continues working until class dismissal.

6.      Cleans up.

Day Three

Teacher

1.      Reviews concept of function and form.

2.      Asks student’s to retrieve design

3.      Assigns table monitors to distribute foam

4.      Assigns others to pass out plastic knives and glue

5.      Assigns others to pass out paint and brushes.

6.      Monitors class to be sure students stay on task.

7.      Makes herself available for student questions.

8.      Works with students one to one as needed.

Student

1.      Answers the questions of the teacher that are posed.

2.      Gets sketches.

3.      Participates in distribution if assigned.

4.      If not assigned, sits at table until foam, knives, glue, paint and brushes are distributed.

5.      Begins cutting and gluing robot sculpture.

6.      Paints robot sculpture if ready.

7.      Continues working until class dismissal.

8.      Cleans up.

Day Four

Teacher

1.      Asks students to retrieve sculptures

2.      Assigns some students to pass out paint and brushes.

3.      Monitors class to be sure students stay on task.

4.      Makes herself available for student questions.

5.      Works with students one to one as needed.

6.       

Student

1.      Gets sculpture.

2.      Participates in distribution if assigned.

3.      Paints robot sculpture.

4.      Continues working until class dismissal.

5.      Cleans up.

4.      Practice and Review

Students will use terminology learned in previous classes, to incorporate into their work. The students will be able to apply the previous skills and techniques acquired into this project.

5.      Learner Involvement-

Students will be involved in the discussion of machines and inventions in class.  The student will investigate balance and form found in the examples and compare to their own robot sculpture. 

6.      Learning Environment-

Students will sit in their assigned seats at their table. Each table has 3-4 students. The table leader will be responsible for getting the tables supplies for the day. Each table will have 4 pencils, 4 plastic knives.  The supply table will have paint and brushes when complete.  Table leader is responsible to get supplies as needed. Low talking is limited to other students at the table. The teacher is constantly going around the room, offering assistance to each group of tables. Students are reminded to monitor their use of form and function and how they are being applied to their sculpture.

7.      Closure

The lesson will close with a review of the vocabulary and techniques we have learned and applied in the artwork. The students will have an informal discussion at the end the class with a review and summary of what we did and why we did it.  The students will compare their images to that of the example to see if they may find similarities or contrasts.  Each table manager will be responsible for taking materials back to supply table. 

8.      Alternative and /or supplemental activities

Even though there are no students with disabilities, some students may need help cutting and gluing foam.  English is a second language to a few students, so demonstrations and demonstrations will need greater detail

Individual needs will be met and addressed as needed.  Teacher will work one-on-one with these students to ensure learning and understanding are happening.

Students will be working individually, but at the same table with three other students, so peer learning will also be present.

More advanced students can add another letter when finished.

6.      Evaluation

1.      Informal:

Students will be informally assessed by participation, oral questioning, effort and following directions.

2.      Formal:

Students will be graded by a general sculpture unit rubric based on how well they stay on task, follow directions and show craftsmanship and creativity.

3.      Self-Reflection:

What did the students have trouble with in this project?  (Grasping certain concepts?  Motor functions in construction?) 

Are their sculptures balanced?

Do the sculptures have an interesting composition?

Ask students what their favorite part of the assignment is.

What did they learn?

7.      Re-teaching

A review will be given to any student who was absent, or seem to be getting off task. Student feedback will be asked and taken into account when teaching the lesson again.

The teacher may talk more in depth about the concepts of engineering and mechanics.