Lesson Plan: Wire Sculpture
Name: Crystal Cyr
Cooperating Teacher: Haddad
Subject: Art Lesson Topic: Emphasis
Grade Level: 9-12
Date: March 11, 2013
Number of students: 40
Estimated Time: 2 x 55 minute class periods
I. Standard
Common core standards being developed, none yet in place
II. Teaching Model: Presentation Teaching Model
III. Objectives:
4.3 THE STUDENT WILL DEMONSTRATE HOW CONTRAST CAN
CREATE EMPHASIS AND INTEREST IN WORKS OF ART
IV. Materials
A. PowerPoint presentation of art history/wire sculpture/vocabulary.
B. Wire
C. Wood Block
D. Gesso
E. Glue
F. Acrylic Paint/ Brushes
G. Notebook and Pencils or pen for notes
V. Instructional Procedures/ Methods:
DAY ONE:
A. Introduction (Clarifying Goals and Establish Set) (3 minutes)
Explain to students that we will be starting a new assignment. Have students
take out a piece of paper and pencils to jot down brief notes about the power
point presentation.
B. Activities
B1. Presentation of the Advance Organizer (2 minutes)
“Today, I am going to show you some examples of wire sculpture. As
we look at these examples I want you to think about how you use some
of the knowledge you have already learned about design principles in
your own sculpture. I want you to pay special attention to the
sculptures I’m going to show you in the PowerPoint, so you can try to
use some of these elements in your wire sculpture.”
B2. Presentation of the Learning Materials (15 minutes)
Students will watch teacher’s Power point and take a few notes. Students will
be required to learn and write vocabulary.
Guided Practice: (25 minutes)
1. Students will begin assignment to be carried out over the
following 2 class periods. Students will use two wire hangers and a
wood block for a base to create a wire sculpture. Students will
bend the wire to create a series of loops and shapes. They will then
drill holes in to the block and glue the wire into place. Students
will then cover the wire with a nylon stocking. After sculpture is
formed and covered, student will coat the entire sculpture in white
gesso.
2. I will walk around, offer art suggestions, reinforce the assignment
guidelines, and keep students on task.
3. I will also take notes on student participation for graded
participation assessment.
B3. Check for Understanding and Provide Feedback (25 minutes, concurrent
with
Guided Practice)
As the students work on assigned art project, I will circulate around the room
and formatively assess understanding of assignment. I will assist any
struggling students, and I will also answer any questions students may have
and provide feedback.
C. Closure: (5 minutes) I will end day one by going over key points from what
we have learned, I will also briefly repeat the assignment guidelines. Class
will end with students cleaning up 5 minutes prior to the end of the period
DAY TWO
A. Introduction (Clarifying Goals and Establish Set) (5 minutes)
Remind students of the assignment. Ask students to get out their wire
sculptures. Walk around and make sure everyone is getting started.
B. Activities
B1. Presentation of the Advance Organizer
Advance organizer presented on day one.
B2. Presentation of the Learning Materials (10 minutes)
Guided Practice:
I will ask students to look at their wire sculptures. Sculptures should be dry
from previous day. I will ask them to identify an animal inspired by their
wire sculptures and ask students to paint the animal in acrylic paint on the
sculpture.
B3. Check for Understanding and Provide Feedback (45 minutes)
1. I will check for any students who were absent day one, and catch them
up on the assignment guidelines and vocabulary. As the students work
on assigned art project, I will circulate around the room and assess
understanding of assignment. I will assist any struggling students. I will
also answer any questions students may have and provide feedback.
C. Closure (5 Minutes)
I will end both days by reminding students of assignment grading date, and
class will end with students cleaning up 5 minutes prior to the end of the
period
D. Extension/Contingency Plan
1. If students finish drawing their sculpture early on day one, students may
move on and begin painting. On day 2, if students are finished early, they may
finish unfinished assignments, or sketch in sketchbooks.
2. If time is too short for students to complete first part of project,
assignment will carry over to the next day. On day 2 if students are still not
finished, they may arrange to take assignment home for homework
VI. Accommodations/Modifications:
1. Reinforce lesson to struggling students with IEPs by elaborating on
lecture and answering any questions.
2. I will allow students to have additional time or to take classwork home
for homework if needed.
VII. Assessment/Evaluation of Learning:
1. Students will give a “thumbs-up” signal or thumbs down signal as I go
through the presentation to demonstrate understanding. Formative
assessments will be gathered from student participation and effort.
Summatively, Students will turn in their art piece demonstrating their
mastery of information learned.
VIII. Homework Assignment:
All objective met through classwork, no homework needed.
If students don’t finish in class, they may arrange to take assignment and check out
supplies to use at home.
IX. Reflection/ Evaluation
The most challenging part of this process for me was breaking down the idea in my
head because it didn’t match to a lesson plan format.