Art Lesson Plan
Teacher: Stephanie Perez
Grade Level: 5
Unit Title:
Lesson Title: Transforming Trash
Rationale:
Students will be introduced to assemblage/found object art. Students will discover how
famous artists like Betye Saar, Tim Noble, and Sue Webster express emotion/opinion
through found objects, trash, and assemblage. Students build critical thinking skills
through discussion, and assemblage construction activities. Students will choose an
environmental topic and create an assemblage with the purpose of increasing social
awareness.
Major Goals:
 Students will become aware of the some of the environmental issues we face as a society.
 Students will explore how artists have expressed social concern through assemblage art.
 Students will build and frame their own assemblages, using an environmental issue as
inspiration.
 Students will display their work in a gallery for viewing.
Aesthetics, Art History, Art Criticism, and Interdisciplinary Connections:
Major Concept: Assemblage/ Found Object Art
Artist/ Arts/ Object / Period / Culture: Betye Saar, Tim Noble, Sue Webster,
Contemporary Art
Aesthetic Concepts: Can Trash be Art? Is Assemblage Beautiful?
Art Theories: Emotionalism, Instrumentalism
Art Criticism Model: Feldman Model
Social, Political, Multicultural Context:
Instructional Strategies: Examples of Assemblage and Found Object art will be shown to
students. Teacher’s sample will be provided to students.
Interdisciplinary Connections: Lesson will be liked to Environmental Issues (Science,
Social Studies, Geography)
Elements of Art: Shape, Form, Texture, Space
Principles of Design: Balance, Unity, Emphasis
Additional Vocabulary: Assemblage
1
Art Production:
Subject Matter: Creating Social Awareness with Assemblage
Medium: Mixed Media
Process: Found Object Assemblage Construction, Acrylic Painting
Instructional Strategies: Teacher will provide worksheet with step-by-step instruction.
Teacher will walk around classroom and help students with any building difficulties.
Elements of Art: Shape, Form, Texture, Space
Principles of Design: Balance, Unity, Emphasis
Additional Vocabulary: Assemblage
Objectives: (Expected Learning Outcomes / Content Standard Areas):
A.
Content Standard 1 – Artistic Perception
Develop Perceptual Skills and Visual Arts Vocabulary
1.1 Identify and describe the principles of design in visual compositions, emphasizing
unity and harmony.
Students will discover the works of several assemblage artists and discuss how they
utilized unity and harmony to create a social message within their work.
B.
Content Standard 2 – Creative Expression
Communication and Expression Through Original Works of Art
2.5 Assemble a found object sculpture (as assemblage) or a mixed media two dimensional
composition that reflects unity and harmony and communicates a theme.
Students will build assemblages using a variety of techniques, mixed media, and found
objects, taking space, balance, and unity into special consideration.
2.7 Communicate values, opinions, or personal insights through an original work of art.
Students must utilize critical thinking/problem solving skills to design and build an
assemblage that calls attention to an environmental issue.
C.
Content Standard 3 – Historical and Cultural Context
Role and Development of the Visual Arts
3.2 Identify and describe various fine, traditional, and folk arts from historical periods
worldwide.
Students will learn about the historical context behind the work of American artist, Betye
Saar. Students will compare this work to the contemporary work of British Artists, Tim
Noble and Sue Webster.
2
D.
Content Standard 4 – Aesthetic Valuing
Make Informed Judgments
4.4 Assess their own works of art, using specific criteria, and describe what changes they
would make for improvement.
Before the assemblages are completed, all students will participate in a group critique and
discuss possible improvements on their work.
E.
Content Standard 5 – Connections, Relationships, Applications
5.3 Identify and design icons, logos, and other graphic devices as symbols for ideas and
information.
Students will study how the graphics and symbols located within an assemblage are used
(by the artist) to create meaning or reinforce an idea.
Teacher / Learner Materials:
Powerpoint Worksheet Paper Pencils Wood Panel Glue Scissors Magazines String Fabric
Found Objects Recycled Objects (Water Bottles, Cartons, Paper Bags, etc.)
Anticipatory Set: (List specific statements or activities you will use to focus students on
the lesson for the day.):
Ask students if they are familiar with any of the objects (trash) piled in front of the room.
Ex.) Students might identify milk cartons because they drink milk everyday.
Then begin a discussion about what happens when we throw these items away, where do
they end up?
Can trash be art? Can it be beautiful?
Objective/Purpose: (For the student's benefit, explain what students will be able to do
by the end of the lesson and why these objectives are important to accomplish.):
Students will study the assemblage work of Betye Saar, Tim Noble, and Sue Webster and
discuss how each artist utilized found objects (or trash) to convey a message. Students
will apply the principles and elements of art to create their own environmental narrative.
Input: (What information is essential for the student to know before beginning and how
will this skill be communicated to students?):
3
 Powerpoint Presentation with the work of Betye Saar, Tim Noble, and Sue Webster.
 Thumbnails Worksheet
 Critique Worksheet
Model: (If you will be demonstrating the skill or competence, how will this be done?):
Demonstrate Frame Building from Found Object.
Demonstrate Painting a Landscape Background.
Demonstrate the Stages of the Building Process (how to work from the background to the
foreground).
Check for Understanding: (Identify strategies to be used to determine if students have
learned the objectives.):
Does this artwork convey a message? How do they convey this message?
Guided Practice: (List activities which will be used to guide student practice and
provide a time frame for completing this practice.):
Teacher will walk around classroom while students create thumbnails/brainstorm
assemblage ideas.
Teacher will help students with construction (as needed) throughout the assemblage
process.
Before the assemblages are completed, all students will participate in a group critique and
discuss possible improvements on their work.
Closure: (What method of review and evaluation will be used to complete the lesson?):
Students will be encouraged to reflect on their work by writing a brief reflection on the
art making process.
Independent Practice: (List homework/seatwork assignment to be given to students to
ensure they have mastered the skill without teacher guidance.):
Students will be encouraged to find and bring in some of their own found objects to add
to their assemblages.
4
Procedural Outline :
Time (Student’s Name)
Time
Process
Wednesday
Steph
1:10
Anticipatory Set
Steph/Sally/Mary
1:15
Feldman Model/PPT
Stephanie
1:45
Intro to Assemblage
Sally/Mary
2:00
Contruction Demo
Steph/Mary/Sally
2:15
Assemblage Sketches
Steph/Mary/Sally
1:10
Discussion‘How to Critique’
Steph/Mary/Sally
1:30
Student ‘Walk About’ Critique
Friday
Evaluation: (Criteria)
N/A
Developmental Considerations:
 Advanced students will be given additional demonstrations on more complex building
methods and encouraged to work on a larger scale.
 Students having construction difficulties may simplify their designs.
Student Special Need Considerations:
 Special students will receive extra guidance by being paired with advanced students.
 Students with special needs may simplify their designs.
English as Second Language Considerations:
 ELL students will be paired with bilingual students.
 Assignments and criteria will be written on white board.
5