Lesson Plan Title:­­­­­­­­­­­­ “Building Me” Length: 4 Days
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.
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Can students identify the meaning in found object sculptures? (objectives 1 & 2 & 5)
● Can students explain or define “form” and “armature?” (Objective 3)
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Can students describe how to create a found object/ assemblage sculpture?
(Objectives 4 & 5)
● Can students identify artworks of: Ron Ulicny, Mary Engel & Anthony Heywood? (Objective 6)
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)
Role: mad scientist
Audience: Viewers
Format: Found object sculpture
Topic: Creature
“You are a mad scientist and want to create a creature based on your own life with crazy symbols and representations in its form. You need to search for objects and materials that are symbolic of your personality and your “story,” items that relate to YOU! As you collect symbols of all sorts, you want to think of ways you can assemble these items togethe r in a sculpture to recreate an “operable” creature out of these symbolic items. The goal is to create yourself as a creature out of the symbols that represent you. What symbols are best to incorporate? What objects do you want to use to symbolize you? What objects are most important to symbolize you? How will you use the objects and assemble them into the form of a creature? Will you use other art mediums in your sculpture (paint, drawing materials, clay, etc.)? HAVE FUN!”
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.
Story-telling (Narrative), Expression, Symbolism, Composition, Artistic Intent, Technique/Planning, Characteristics of Art, Meaning, Collage/
Assemblage, Mixed media Art, Theme, Pattern, Sculpture, Found Objects, Form, Shape, Object purpose
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.
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Characteristics of art can express meaning as symbols.
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Composition can articulate narratives .
● Symbols are one way to communicate Artistic Intention.
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Generating an idea ( Planning ) can develop artist intent and meaning.
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Collaging is one way of recreating meaning and image representation.
● Assemblage can support form.
● Narratives can be created in the use of Sculpture.
● Found objects can be used to create new three-dimensional forms.
● Using Found objects in art can change the original object’s purpose.
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: Bloom’s – Standards –
GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Bloom’s: _____ -
Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
1. Using preliminary sketches, the student will be able to CREATE a personal narrative sculpture using found objects to transform/change new meaning (materials) to create symbolism. (Bloom’s: Creating, Standard: 3. Invent and Discover to Create,
GLE (Combined 4 th /5 th ): 1 & 2, Art Learning: Concept- literacy)
2. Given ideation worksheet, students will be able to brainstorm personal traits, symbols and materials to create their personal symbolic creature (assemblage.) (Bloom’s: Synthesizing, Standard: Reflect, Art Learning, Ideation)
3. Shown images, students will be able to identify how form (armature) is used in assemblages and found object sculptures to communicate artist intent. (Bloom’s: Analysing , Standard: 1, Observe and Learn to Comprehend GLE (Combined 4 th /5 th ): 1& 2, Art
Learning: Expressive features and characteristics - Literacy)
4. Using a variety of found objects, students will be able to manipulate the materials to change their purpose and intent. (Bloom’s:
Creating, Standard: 4 Relate and Connect to Transfer, GLE (Combined 4 th /5 th ): 1, Art Learning: Materials/Techniques -- Technology)
5. Using completed artworks, students will be able to identify and explain how objects are transformed to create new meaning
(Sketching, layering, materials used, etc.). (Bloom’s: Remembering, Standard: 2, Envision to Critique and Reflect, GLE (Combined
4 th /5 th ): 1 & 2, Art Learning: Reflection/Critique/Assess, Literacy-Technology)
6. Shown images , students will be able to identify found object sculptures/ assemblages by: Ron Ulicny, Mary Engel and Anthony
Heywood. (Bloom’s: Analysing, Standard: 1, Observe and Learn to Comprehend, GLE (Combined 4th/5h): 1 & 2, Art learning:
History/Culture, Literacy)k

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:
(Multiple means for students to access content and multiple modes for student to express understanding.)
Access (Resources and/or Process) Expression (Products and/or Performance)
Sketchbook, Magazine/Book/Internet
(Image Referencing),
Students will have these materials to access “referencing” content for motivation, as well as a model for students to reference for drawing skills/ artistic decision making.
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Use a variety of materials to begin creating a sculpture.
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Use image reference technologies and tools to help guide them into difficult sculpting problems.
Extensions for depth and complexity:
Access (Resources and/or Process) Expression (Products and/or Performance)
Challenge them to pick three different compositions/assemblages of materials to find the most interesting and successful threedimensional form.
The goal is not to ask them to do more, but challenge them to think more in depth about what they’re trying to convey with their symbolism, and take risks in arranging materials in different ways.
Challenge them to start with multiple materials/objects to create a three-dimensional form, and then keep subtracting objects to create the most interesting creatures that has more prominent symbolism through minimal object use.

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.
Using a RAFT activity, students will create a story of how they will create a creature as a “mad scientist,” that will serve as a guide for how they will actually create their creature.
Students will also discuss as a class the meanings behind symbolism, their own ideas and material experiments, and their interpretation of other works of art.
Found Object
Symbolism
Mixed media
Theme
Collage/Assemblage
Sketch
Brainstorm
Personal narrative
Artist intent
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.
Sketchbooks, drawing supplies (pencils, erasers, pens, paper, tape, etc.), magazines (references), found objects (flowers, sticks, etc), Mixed media materials (yarn, fabric, scrapbook paper, puzzle pieces, popsicle sticks, cotton balls, pipe cleaners, etc.), clay, hot glue guns, Elmer’s glue, acrylic paint, and watercolor paints.
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.
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Books, magazines (National Geographic, Scholastic Art Magazine)
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Internet search engines- Google
● Sketchbooks (student’s own practice)
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Mixed Media projects (Lesson 2)
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PowerPoint with contemporary sculpture artists (Ron Ulicny, Mary Engel, Anthony Heywood)
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
As teachers we will be providing some materials such as sketchbooks, colorful scratch paper, markers, pens, and paint. We will also bring scissors and magazines for the students to cut images out of for inspiration or analysis to include within their sketchbooks for planning/brainstorming.
INTRODUCTORY POWERPOINT PRESENTATION:
As we begin lesson 3, skills and vocabulary learned in lessons 1 & 2 will serve as a foundations for students' ideation, planning, and final decision-making for their found object sculpture work in lesson 3. They will expand their ideas by creating a symbolic creature, addressing themes and symbols explored in lesson 2. They will be able to reference their final mixed media collage from lesson 2 for inspiration/ideation.
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
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Gloves for students using hot glue

Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate student’s 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.
We will begin by our lesson by introducing a Smart Board Presentation of found object sculptural artwork. To get ideas flowing we will pose a discussion using our inquiry questions and write some of the responses on the presentation.
(Some) of the Inquiry Questions, in regard to found object sculpture:
After looking at the various found object sculpture images what are some similarities? Differences?
How can you reference these sculpture artists as aids for your own work? Can you reference their methods of sculpting?
How can elements of art, such as color, texture, shadow, line and form, be used to represent a mood or characteristic?
How can symbols be used to help create found object artwork?
How do artists plan their artwork? How do you?
Why would an artist need to plan out their art? How can you plan a 3-Dimensional artwork two dimensionally (drawing in sketchbook aka:2D)?
After the Powerpoint Presentation the students will go back to their seats and take part in the ideation activity where they will reflect on symbols they used in Lesson 2 and brainstorm ideas and sculptural methods for Lesson 3’s project (found object 3D character):

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.
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Brainstorm ideas (create various practice sketches, lists, make explorations) of how you would like to portray yourself through symbols.
● Why is brainstorming important for coming up with ideas? How do you brainstorm? A web? Sketches? Lists?
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How can I tell a story through art? In what ways can I tell a story without words? How do I want to include myself into the storyline?
How can I make my story make sense to the viewers?
● After looking at the various found object sculpture images what are some similarities? Differences?
● How can you reference these sculpture artists as aids for your own work? Can you reference their methods of sculpting?
● How can elements of art, such as color, texture, shadow, line and form, be used to represent a mood or characteristic?
● Describe yourself in 5 words. How can you use various materials to represent these words?
● How can symbols be used to help create narrative art?
● What topics, themes, issues or characteristics can be expressed in art?
● How do artists plan their artwork? How do you?
● Why would an artist need to plan out their art? How can you plan a 3-Dimensional artwork two dimensionally (drawing in sketchbook aka:2D)?
● Why is brainstorming important for coming up with ideas? How do you brainstorm? A web? Sketches? Lists?
● How do you brainstorm? A web? Sketches? Lists?
The students will participate in this Ideation activity (emphasizing brainstorming, symbols, 3-Dimensional artwork planning:

Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc.
Include motivation and ideation/inquiry where appropriate.
Day 1
(of
Lesson
3), End of
Lesson 2
Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will be taught.) Identify instructional methodology.
8:15
Circle Time
8:25
“Gallery Walk”- finishing up of Lesson 2 “Mix It Up!”
● Students will display artwork in the form of a circle in the middle of the classroom where circle time normally takes place.
● Each student will be prompted (prompt will be
Students will… Time
10 minutes
30 minutes

displayed on smartboard) to constructively critique students’ work. (Towards the end of the previous class, Oct. 24, Taylor asked students to name other’s artwork they wanted to hear about more.
For instance, Aradia wanted to hear more about
Estela’s final work)
● Prompt ( Slide 1 of Lesson 3 Introductory
Presentation) :
○
○
○
○
○
○
○
Introductory Presentation of Lesson 3: “Building Me”:
● Slide 2 & Slide 3: Description of Lesson:
Exploring sculpture through found object materials, and/or clay.
-Students will reflect on their experimentation and use of new materials, use of symbolism, and expression of theme in the process and final product of their collage. It will also give students practice transferring thoughts and process into discussion..
-Students will think about their theme and expression in their collage and articulate it to their classmates.
-Students will understand the parameters of the
20 min

● Slide 4 - What is FOUND OBJECT art?
Definition:
Example:
I will lead students in the example of soda cans not being considered art normally and in the next slide ( Slide 5 ) show how an artist transforms soda cans into a work of art;
Found objects: Soda cans.
● Slides 6-8 are examples of contemporary found art sculptors: Ron Ulicny, Mary Engel, and Anthony
Heywood.
● Questions to consider about the three artists:
○ What are some similarities and differences between the artists’ works?
○ How are the found objects transformed to create art, allowing for the objects to take on a new purpose? How do they suggest symbolism?
○ How are the objects assembled to create project and note that there is a connection to the previous mixed media lesson regarding the symbols used.
-Students will note that the imagery in this artwork is grounded solely on two things: 3-
Dimension form, Found object/Clay Symbolism
-Students will learn (in more depth since the previous lesson) the definition of found art ,in a sculpture medium context.
-Students will be able to recognize found objects in artworks and notice how the artwork changes the purpose of that object as well as creates new imagery.
-Students will compare and contrast artworks of
Ron Ulicny, Mary Engel, and Anthony Heywood.
-Students will notice how found objects are use in an ASSEMBLAGE technique to create a new,

form (animal forms, imagery of different objects, etc.)
● Slide 9: Raft Activity Prompt
● Prompt:
You are a mad scientist!
Your goal is to create a creature.
Using the symbols you used to represent you in your mixed media collage, think of ways you can use real objects to build a symbolic creature.
9:15 “The MAD SCIENTIST Activity” (RAFT)
(Displaying Slide 9 on Smartboard and passing our worksheets for students to complete) three-dimensional form.
-Students will notice the dominant found objects taking the form and guess the reasonings for using these objects more dominantly
(symbolism).
-Students will participate in the RAFT Activity, role playing Mad Scientists, to help generate ideas and sketch plans for creating their creature.
15 minutes
9:30
Turn in RAFT Worksheets

Day 2
Return Sketchbooks
Dismiss class for Recess
8:15 Circle Time
8:25 Introduce Vocabulary game
Open PowerPoint:
Slide One:
Break into 6 groups of 3
Each group has 4 vocab words
I will show/ read a definition, and then you and your group decide together, which word best fits the definition
Slide Two:
A three-dimensional figure (like a sphere, cone, cube), instead of a shape, which is two-dimensional, or flat.
(answer: form)
Slide three: an object that has height, width, and depth; like any object in the real word. (three-dimensional)
Slide four:
The space that makes up an object. (positive space)
Slide five:
Sculpture that is meant to be seen from 360 degrees.
(sculpture-in-the-round)
Slide six:
The space around an object (negative space)
8:30
Play the vocabulary game. One minute per word, then another minute to discuss the correct answer.
Students will understand basic art elements/vocabulary associated with sculpture, such as; form, three-dimensional, positive space, negative space, and sculpture in the round), and be able to apply the elements in their sculpture.
10 minutes
5 minutes

8:40
The room will be set into four stations, two for clay, and two for hot glue/mixed media.
Students will gather materials before using clay, take them back to their seat, and sketch another version of their creature using the materials they have gathered and are actually going to use.
After the students have finished sketching, they will have either Taylor or Jenna look at the sketch and discuss with the student what problems they may run into, how they may attach things, etc.
After checking in with the teacher the students will begin working on their sculpture.
8:50
Work time
9:30
Clean Up
One student at each table will unplug and wrap up the glue guns and gloves.
Each other student will clean up their own materials and the floor around the tables.
Students will write their name on a piece of tape and stick them on their sculptures, then they will place their sculptures in boxes for the teachers to transport.
Students will critically think together to determine which vocabulary term goes with the presented definition. Working in groups helps students to learn from each other before from me, practice their teamwork and communication skills.
Sketching with the students actual materials will give the student an opportunity to plan and design with their actual materials. For example, one student wanted to use bone in their sculpture, if we are unable to locate bone to use, then the student will be able problem solve with new materials.
A short discussion with the teacher gives students the opportunity to think about problems they may run into and verbally express how they may deal with them.
10 minutes
10 minutes
40 minutes
15 minutes

Day 3 7:45
Teacher Prep:
Prepare Stations
● Mixed Media/ Found Objects/ Gluing Station
● Painting Station
● Clay Station- Prepare examples for short clay demo
Project “RECAP” PowerPoint Presentation on Smart Board
8:15
Circle Time
8:25 “Recap” Presentation - Class discussion
(Questionnaire)
● SLIDE ONE: Title Page
● SLIDE TWO: What is a Found Object sculpture?
Ask students to politely raise hands to define Found Object sculpture.
My definition: Art created from undisguised, but often modified, objects or products that are not normally considered art, often because they already have a non-art function
● SLIDE THREE: “Is this a Found Object
Sculpture?”
Provide an image of a marble head portrait that is not made up of found objects.
Ask students why it is not found object
● SLIDE FOUR: “What is an armature?”
Ask students to share what an armature is
My definition: a framework underneath a sculpture to help support its weight and create a substantial form
● SLIDE FIVE: “What is the first word that pops into your mind when you look at this? (below is an image of a flower created out of soda cans)
‘
Teachers will foresee how students will have stations accessible. This reflects Choice-Based
Learning, allowing students to: work at their own speeds, have supplies available in an organized space, have peers nearby, motivating and inspiring, and more.
Students will be able to reflect on the key terms introduced for project three.
This will also be a great way for the teachers to see where students are standing in understanding and if they are aware that this is dominantly a
Found Object sculpture.
30 minutes
10 minutes
25-30 minutes

Awaited response from class: A flower.
● SLIDE SIX:
This slide displays a Squirt soda can, which is what the flower in the previous slide was made out of. Students will discuss how the artist used a soda can and reused it to create a flower sculpture. We will talk about how found object sculptures incorporate objects that are not originally considered art until the artist uses them to recreate the object’s purpose and meaning.
● SLIDE SEVEN: “Who created this sculpture?”
The slide provides an image of Ron Ulicny’s Guitar sculpture. The answer key that includes the three artists that were presented during the introductory presentation
*day one: Ron Ulicny, Mary Engel, and Anthony Heywood.
8:45 Clay Station’
*available if needed to create found object
Taylor and I will direct students to the clay table to introduce a new material: Clay.
Jenna will demo making coils and discuss proper usage:
- If your clay is cracking, that means it is too dry and/or not compacted enough
- Using spray water bottles to hydrate clay
- Using plastic for wrapping and storing.
8:50-8:55 Workday
Allow students to collect the starts of their projects
Acknowledge where the stations are
Work!
9:30 Clean-up
Have students stop right where they are, whichever station and/or area in the room they are at, is where they will help participate in cleap up. Taylor and I will divide roles to
This slide is a bit more tricky, it will be to see if students recognize the artwork, as well as along with the artist that made it.
Students will be introduced to a new medium.
They will have hands on experience “playing” with the material a little and learning about it prior to actually creating with it.
Students will be aware of problems that arise and how to address them appropriately with the clay medium (ex: cracking= hydrate clay, softly rub the cracks, smooth out, wrap with plastic, etc.)
Students will explore with stations and work at their individual, appropriate speeds. They will work on sharing and working with peers. They will have chances to recognize other students’ work/methods, and be inspired to apply different techniques to their pieces.
5 minutes
35 minutes

Day 4 students at each station:
● Found Object/ Mixed media Station: return any loose materials into Found Objects bins, Unplug hot glue guns, pick up any trash, throw away any trash, wipe up tables
● Painting station: Return all the paints, throw away any used palettes, wash brushes, empty cups, compile watercolors/brushes/acrylics, wipe down table
● Clay station: Have any student that has not already wrap clay work in plastic , as well as hydrate clay with water with spray bottle before wrapping- this helps the clay stay soft as well as lets the plastic stick tightly to the clay. Wash table,and return clay tools to designated bins..
● Drawing station: return and materials or tools to designated bins, wash off table.
7:45
Teacher Prep:
Prepare Stations
● Mixed Media/ Found Objects/ Gluing Station
● Painting Station
● Clay Station (not available this day)
8:15
Circle Time
8:25
(30 Min) Final work day
- Allow students to work for a final 30 minutes, putting together any final pieces and touches.
Individually learn the ways they each need to complete their work, and put it into a place where they are pleased with its’ display.
10 minutes
30min
10min
30min-35min

9:00
Clean-up
Have students stop right where they are, whichever station and/or area in the room they are at, is where they will help participate in cleap up. Taylor and I will divide roles to students at each station:
● Found Object/ Mixed media Station: return any loose materials into Found Objects bins, Unplug hot glue guns, pick up any trash, throw away any trash, wipe up tables
● Painting station: Return all the paints, throw away any used palettes, wash brushes, empty cups, compile watercolors/brushes/acrylics, wipe down table
● Drawing station: return and materials or tools to designated bins, wash off table.
Let students know that all needs to be clean
Setup:
Have students set up their found-object creatures around the room. Make sure students place work with a good amount of space from other students’ work.
Short refreshing break/Stretch
9:20
Critique Activity
Put up prompt on the board of group activity, number students off from 1-4, and break into groups of their given numbers. Have student groups pick a work of art to start at Each artwork will have an envelope.
PROMPT: (PowerPoint slide)
● There is an envelop with each piece. Each group must open the envelope, inside you will find a
Collaborate with each other and find ways to display artwork in good areas around the room.
Experience literacy with choosing descriptive words that fit the qualities of the different works of
25min
20min

jumble of words. Your challenge as a group is to pick ten words out of the jumble of words that best describes the artwork you are looking at. Have fun! art done by their classmates.
Work collaboratively with group members to chose words (potentially experience disagreement/agreements and making accommodations according to those disagreements)
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 grade level expectations of the lesson.)
Mini-critique-
Mini critiques will happen throughout the class period as Taylor and Jenna circulate checking in on students.
RAFT Activity: Mad Scientist

“Gallery Walk”
This will take place at the beginning of class, displaying all the students’ artwork around the classroom. Students will break into pairs of 2 and discuss with each other their pieces and identify symbols/imagery/themes. Then, students will recollect as a class and we will shortly discuss each student's artwork. However, rather than the artist explaining their own artwork, their partner will describe their opposite partner’s work. As teachers, Taylor and Jenna will pose assessment questions during conversation, such as: “Is this a successful artwork?” “Have they succeeded in mixed media/ collage/ assemblage?” “What are some comments/questions/feedback?”
Post-Assessment (teachercentered/objectives as questions):
Have students achieved the objectives and grade level expectations specified in your lesson plan?
Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
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Did students use their preliminary sketches/brainstorming methods to create the most affective artwork? (For example: a student can realize, after creating multiple sketches of an idea, how they can create an artwork to best communicate their idea.)
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Are students able to determine/interpret meanings of symbols included?
Specifically from last week’s lesson, can students recognize found object symbolism in artwork by three important contemporary artists: Ron Ulciny, Mary
Engel, Anthony Heywood?
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Are students able to utilize/assemble materials in order to recreate more interesting imagery/forms pertinent to the ideas they are attempting to visually
In progress evaluation of student work/understanding (one-on-one conversation)
Group discussion
Questionnaires
RAFT Activity:
“Gallery Walk” Group/Partner Discussions

communicate (Mixed media/Found object assemblage)?
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Are students able to successfully include various art mediums to accentuate their ideas? Can they explain reasonably why they chose to use these mediums?
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Can students evaluate how certain characteristics of art (texture, line, color, etc.) are used to create representational imagery and meaning?
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Can students reassemble found objects in a way that deprives the original objects of their original purposes/meanings?
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Are students able to evaluate final works of art and recognize possible procedures and decisions that were made by the artist?
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