AED 489 LESSON PLAN
Your Name: Jennifer Weyandt, Laura Nulf, Michael Cherry
Unit Title: Instant Messages: Stories and the World We Live In
Lesson Title: An Hour of Your Time
Number of Students: 11
Age: 7
This is the 4th lesson of 9 projected lessons in this unit.
I.
UNIT RATIONALE
Everything has a story, from a piece of dust to the hat on your head. Our
group chose the central theme of storytelling to guide us through the semester. All
stories have applications in the real world. They determine how we communicate,
what we communicate, what we revel and what we choose to keep to ourselves.
Stories are everywhere. You see them on T.V., on people’s clothes, scrawled
across brick walls, and in paintings and other works of art. Each medium tells a
story differently. Each person tells a story differently, as well, and communicates
their experiences as they relate to the world around them. Stories are central to
students’ and teachers’ lives no matter what the age. Stories make a good teacher
as much as they make an interesting student. We look forward to using this theme
because it will enable us to learn more about the kids we are working with,
throughout the semester, and as future educators. What are the big stories in a
seven year olds life? Is it sports, celebrities, popularity, family, community,
friends? Through active learning of shared experiences we will work together as a
group to create works of art that express personal narratives in meaningful ways.
Students will learn to see themselves as part of a larger society and world. They
will learn to communicate personal narratives through visual and tactile forms.
II.
LESSON RATIONALE
The purpose of this lesson is to introduce students to the artworks and
themes of contemporary artist Jennifer Bartlett. The students will be shown a
number of reproductions from Bartlett’s painting/print series 24 Hours. Students
will discuss the characteristics that are apparent in Bartlett’s paintings/prints, such
as the setting or place, the people, the mood, and the activities that make up the
hour she is documenting. Using sketchbooks as guides, students will create a
portrait expressing their favorite hour of the day. The portrait will be printed and
reproduced from Styrofoam, using water soluble inks or paints.
III.
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LEARNER OUTCOMES
Students will learn how to communicate daily events in sketchbooks, translating
them into Styrofoam prints.
Students will learn to see how written and visual diaries are a form of storytelling.
Students will learn how to execute steps of Styrofoam relief printmaking,
expressing their favorite hour of the day.
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IV.
Students will learn how to use negative space, as well as, positive shapes
effectively in their prints.
Students will learn that relief prints reverse the image from block to print.
Students will learn that printmakers produce multiples and experiment on a
variety of different kinds of papers.
Students will learn to see their favorite hour of the day as part of a larger sequence
of time, comparing their print(s) to their peers.
MATERIALS NEEDED FOR LESSON
A. Teacher Materials
1. Styrofoam
2. Paint/Ink
3. Sharp pencils for carving
4. Different kinds of papers
5. Soft rubber brayers/small paint rollers
6. Trays or plexiglass to roll paint out on
7. Newspapers to keep the tables clean (Keep in mind, this also relates to
printmaking, aesthetic codes, or the environment as third teacher. Newspapers
are a form of daily print.)
8. Sketchbooks
9. Non-permanent tattoos for the kids, to demonstrate how prints reverse
themselves
10. A mirror to demonstrate how writing reverses itself when printed
11. Jennifer Bartlett prints and paintings
12. Pencil sharpeners
B. Student Materials
Same as above
V.
LESSON PROCEDURES
A. Starting the Lesson
See lesson sequence.
B. Behavioral Expectations
Students are expected to continue working on their sketchbooks as class
begins. They will begin the day by drawing a picture or making a list of things
they did this week (teachers should ask questions and listen while they draw,
encouraging reflection). The students will remain in their seats as the other kids
slowly arrive. Laura, Mike, and Jen will open the day with a discussion about the
purpose of diaries. Questions may include:
Do any of you write in your sketchbooks?
How do sketchbooks tell stories, like a book?
Does anybody know what a diary is used for?
Is a diary the same as a sketchbook?
After some initial discussion, students will be asked to share stories about
what they did this last week, based on their sketches or thoughts. Laura will then
guide students into a discussion of Jennifer Bartlett’s series 24 Hours. Students
will learn that the artist kept a record of 24 hours of her day like a visual diary.
For each hour of the day the artist drew a picture. They will be asked to consider
what hour she is documenting. (How can you tell? Is it light or dark? Night or
day? What do you see in the picture? Who are these people?). Students will learn
that they will be making prints of their favorite hour of the day, similar to
Bartlett’s 24 Hours.
Examples (Favorite hour of the day):
Dinner time
Snack time
Bed time
Sunset
Watching your favorite television program
Recess
Art class
Piano lessons
Boy scouts
*Laura will provide a visual example.
Laura will then demonstrate how to effectively print from Styrofoam
(positive and negative space, digging deep enough with a sharp pencil, rolling,
printing reverse, changing colors, selecting paper, cleaning, and dating and
signing). After the demo, students will go back to their tables. Each teacher will
work with a specific table. We hope this helps with classroom management, but
also allows us to work more closely with the students during the printmaking
activity. There will be stations set-up around the classroom for rolling out ink,
choosing paper, washing hands, and printing. Each group of three to four students
will be guided by their teacher for the day, but expected to respect the entire class.
As students work on their projects, the teachers will document, listen closely, and
encourage discussion.
Group tables and individual teachers:
Laura: Bree
Brooke
Griffin
Bram
Mike: Harrison
Jason
Junguon
Eleanor
Jen:
Sela
Max
Eduard
C. Organizer
Stations, small groups, teacher to student ratio, and informal discussion.
D. Lesson Sequence
Teacher Actions
9:00-9:15 (ALL) Students will sketch
in their sketch books, making a list of the
things they did this last week, or drawing
a picture of something they did. While
working, teachers could speak to them
about their pictures.
9:15- 9:30 (Lead: Laura; Assistant:
Mike; Observer: Jen) (Around a
common table.) Teachers open with a
discussion about diaries (see questions
above). Using a students’ sketchbook as
an example, the teachers could point out
how each week we make different
pictures. The sketchbooks are like a
diary. Our experiences each day are
different. By recording them in a book,
we keep track of our day. Students could
share their drawings, lists, or thoughts
with the class at this point, before
discussing Bartlett’s work.
9:15-9:30 cont… (Laura) Around a
common table, Laura will introduce
students to Jennifer Bartlett’s work,
explaining how her work relates to night
and day, certain hours, and prompting
students to think about the time of day
the works represent. The works are a
visual diary or calendar of the day’s
minutes and events. She will lead them
into a short demo on print making, later
to be reinforced in smaller groups.
9:30-10:30 (All) (At separate tables,
with work stations) Work in small
groups, rotating between stations. Each
Expected Learner Outcomes
9:00-9:15 Students will sketch in their
sketch books.
9:15- 9:30 Students should participate
in discussion. Teachers will encourage
them to share their responses. Through
discussion and questions, they will learn
that diaries are stories about their day.
9:15-9:30 Students should remain
attentive throughout the demo, pay
attention to Laura, and understand
Bartlett’s work as a visual diary. Each
picture represents a different hour of the
day. Question for students: What is your
favorite hour of the day?
9:30-10:30 Work in small groups,
rotating between stations.
student should experiment with the
different kinds of papers, selecting at
least four to print on. (4 colors/4 prints
before snack). Teachers will provide
hands-on help.
10:30-10:40 (All) Snack.
10:40-11:00 (All) Teachers will gather
students around a common table to look
at the work. With the remaining time,
they will explain the team graffiti project,
an on-going collaboration.
VI.
10:30-10:40 Snack.
10:40-11:00 Students will look at each
others’ work, sharing their favorite hour
with the class. They will compare
similarities and differences, and learn to
see how their favorite hour is part of a
larger sequence of time. Any remaining
time will be spent in their teams, working
collaboratively on a graffiti wall.
ENDING THE LESSON
A. Closure of Lesson
The prints should be dried on racks and later matted for the exhibition.
B. Transition to Next Lesson
Teachers will update them on their clay pots and creatures, which they
will paint after break.
VII.
ASSESSMENT OF STUDENT LEARNING
Teachers will be able to monitor students’ progress through observation
and evaluation of students’ abilities to listen and talk respectfully, engage in
active class discussions, follow directions, and use the techniques demonstrated
by the teachers in the construction of their prints.
VIII. REFERENCES TO MATERIALS CONSULTED
Eisenberg, D. (1994). Air: 24 hours, Jennifer Bartlett. New York: Harry N.
Abrams.
Group Effort: Graffiti Station
Charcoal on Cotton Canvas
Styrofoam Prints on Assorted Color Paper
Top: Brooke, Age 7
Bottom: Jeong Won, Age 7
Rolling Stations, Paper
Stations, Ink Stations
Eleanor, Age 7