Lesson Plan
Course Name
Title:Catch me_________________________
Alternative Technology in the Arts
Length:__4 sessions of 90 minutes___
Grade Level
High School
Enduring Understanding (s):
Prepared Graduate Competency (ies):
(Statements summarizing important idea(s) and core process(es) that are central to an art topic and have
lasting value beyond the classroom. They synthesize what students should understand—not just know or do—
as a result of studying a particular area of art. Moreover, they articulate what students should “revisit” over the
course of their lifetimes in relationship to art. These statements link two or more concepts.)
(List, in bullet form, which Prepared Graduate Level Competency [ies] will be addressed in this lesson as it
[they] relate [s] to the enduring understanding [s].)
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Expressive features and characteristics in art are used to reflect identity
determined by culture (S:1 GLE 3. Art and design have purpose and
function, EO: Investigate and articulate the aims of disparate art practices
and traditions, Literacy)
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Media created by technology has impacted cultural ideal ( S: Transfer
GLE: Communication through advanced visual methods is a necessary
skill in everyday life EO: Research and document how the visual arts are
manifested in contemporary society, Technology)
Explain, demonstrate, and interpret a range of purposes of art and
design, recognizing that the making and study of art and design can be
approached from a variety of viewpoints, intelligences, and perspectives
(COMPREHEND)
Explain, compare, and justify that the visual arts are connected to other
disciplines, the other art forms, social activities, mass media and careers
in art and non-art related arenas (TRANSFER)
Recognize, interpret and validate that the creative process builds on the
development of ideas through a process of inquiry, discovery, and
research (REFLECT)
-Develop and build appropriate mastery in art-making skills, using
traditional and new technologies and an understanding of the
characteristics and expressive features of art and design. (CREATE)
Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable)
(Aligned to: Bloom’s-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Bloom’s: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy,
and/or Technology)
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Students will be able to relate media images to cultural ideals by analyzing body language portrayed in contemporary art and media ( Blooms: Analyze
STANDARD: Comprehend GLE: Historical and cultural context are found in visual art)
Students will be able to create a piece using technology such as the 3D printer and/or Laser printer (Blooms: Create STANDARD: Create GLE:
Demonstrate competency in traditional and new art media, and apply appropriate technology for the expression of ideas)
Student will be able to make their piece personal by using images of themselves to portray meaning ( Blooms: Create STANDARD: Reflect GLE: A
personal philosophy of art is accomplished through the use of sophisticated language and studio art processes)
Pre-Assessment: (Hint-Turn objectives into questions.)
(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/objectives of the lesson. Be specific in describing what
you would recognize as proficient skill/knowledge.
- What is a cultural ideal? What is the historical context of the ideal?
- What computer programs that can be used for art are you familiar with?
- What does a self-portrait mean? How do artist use themselves to portray meaning?
Have them respond to these questions the week before on their BULB online portfolio account
Accommodations and modifications:
(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. The curriculum does not change; access, process
and product are reconsidered. NOT about doing more or less.)
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If a student has a disability that is severe, a para would be able to take photos of the student for 123D catch. They would need to work as
partners to be able to print it. If it is too complicated, we can send it to the 123D catch program and they will print it for us. The student will
still have developed an understanding of how they interact with their world and what the cultural ideal means to them. What they do with the
print is more important than actually creating the print itself.
If a student needs a challenge, encourage them to use both the 3D printer and the laser cutter.
Respond to IEP needs by addressing accommodations per student need. Larger computer, more time, additional help arrange outside of class
time.
This is an advanced class that will take several prior classes to get into this class.
Vocabulary/Literacy Integration:
(List terms specific to the topic and describe how literacy is integrated into the lesson.)
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Academic: Identity, Ideal, Culture, media influence, Socratic Seminar
Technical Terms: 3D printer, laser cutter, self-portrait, vector/raster, 123DCatch,
Literacy Integration: written responses on BULB account, Socratic seminar discussion, critique discussion, artist talk, articles
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.)
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Ipad, ipod or camera ( at least one per partner) with 123D catch downloaded on the phone (free)
Computers with good internet connection and processor PER STUDENT with 123DCatch downloaded
Website: www.3Dmodelinglesson.weebly.com
3D printer and connected computer
3D printing plastic, enough for 6 x 6” per student for ENTIRE SEMESTER
Laser Cutter and connected computer
Variety of materials :wood, masonite, acrylic, fabric, paper, cardboard for laser cutter
Each student with a set up BULB account
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.)
Chuck close:
Cindy Sherman:
Cindy Sherman
Untitled (#397), 2000
Color photograph
36 x 24 in. (91.5 x 61 cm), Ed. 5/6
Model photoshop makeoverhttp://www.youtube.com/watch?v=AKlVyUJw3TM
Amy Cuddy Video: http://www.youtube.com/watch?v=TdU2l0i2Wh0
Thingiverse: www.thingiverse.com
123Dcatch: http://apps.123dapp.com/catch/
Tutorials: http://www.csufablab.org/laser-cutters/
Articles for ideation:
- Roberts, Brent W., and Eileen M. Donahue. "One Personality, Multiple Selves: Integrating Personality and Social Roles." Journal of
Personality 62.2 (1994): 199-218. Print.
That “poker face” just might lose you the game! The impact of expressive suppression and mimicry on sensitivity to facial expressions of emotion.
By Schneider, Kristin G.; Hempel, Roelie J.; Lynch, Thomas R.
Emotion, Vol 13(5), Oct 2013, 852-866.
- http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2013-22416-001
Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)
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Example pieces
Power point
Videos loaded
All expectations written on the website for further direction out of class time
Make sure all machines are working
Make sure there is a variety of wood, masonite, acrylic, fabric, paper, cardboard for the laser cutter
Make sure there is enough for 6x6” per student of 3D plastic
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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TEACHER: make sure all technology is working properly and always double check before and after class
LASER PRINTER: when it is turned on, so should the vent. YOU MUST STAY AND WATCH THE PRINT AS IT COULD CATCH ON
FIRE. If it does catch fire, turn it off immediately and use the fire extinguisher. Make sure everything is turned off at the end of the class
period.
3D printer: check on it periodically while printing to make sure everything is going appropriately. DO not try to touch it as it is printing.
When putting your piece in the bath, use gloves and goggles. Use the cage and do not submerge even your gloved hands in the bath. Take the
cage out carefully by the handle. Do not drop it in as splash back could get on your skin.
Action to motivate/anticipatory set:
(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: presenting a skit,
telling a story, posing a series of questions, role-playing, etc.
DAY 1: Photoshop girl video: Is media telling us our cultural ideal? Should it? Should it affect you?
How does body language portrayed in an image change over time and culture?
Have a small Socratic seminar about this question. When things slow down, pose different questions. Try to record some of the comments or video
tape it.
DAY 2: Amy Cuddy video Does Body Language really change your personal feelings? Should how you hold yourself really have that large of an affect on you? Have
students write personal responses to this question on their art portfolio (BULB).
DAY 3: Chuck Close Why do artists choose to make self-portraits? Have a short discussion, then go into looking at chuck close examples.
DAY 4: Partner talk What are some challenges you are currently facing with this project?
DAY 5: work day
DAY 6: work day/critique
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.)
How does body language portrayed in an image change over time and culture?
Procedures: (Align with instructional methodologies and approximate times for instruction.)
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)
Day 1:
Before the day begins, have videos loaded and samples ready on the screen.
(15 min) Show photoshop girl video. Is media changing our ideal? Have a 10 minute discussion by sitting in a circle and having a Socratic seminar
(10 min) Begin power point
- Introduce Cindy Sherman who began using her physical self to demonstrate ideas about the stereotypes of women by “dolling-up” and taking photographs of herself
- Introduce the idea of the IDEAL
- Archaeic times “ideal proportions”- we’ve had cultural ideals since long
- How does what we physically look like affect how we interact with the world?
- Your ASSIGNMENT:
- Using the 3D printer, laser printer, &/or other available technology to create a piece that represents how you interact with the world. How do you see yourself in
comparison to the world? Do you compare yourself? Should you compare yourself to cultural ideals?
-To give you some ideas lets go to the studio and see what they look like…we’ll go over programs later
(35 min) - Give a studio tour, introduce the different possibilities
-3D printer: you will need to create a piece in an .stl format, either on Rhino or using 123D catch. For an example, let us find something on thingiverse.com. You’ll need to
open it in CATALYST ex4.2. Size your image to the appropriate height (should be only 3 inches tall at most). It will take a few hours to print a complicated piece, so be
prepared to come back and check on it often. You will need to sign up for a studio time to use this machine, so don’t expect everyone to be able to print all at once. Once it is
finished, you will need to get rid of the support material by putting it into this bath. This has a very powerful chemical in it that can harm you, so please be careful and use
gloves at all times. Put your piece in this metal cage. It will take several hours to finish this bath. I’d recommend putting it in the bath with several pieces.
-Laser Cutter: This tool can print graphics on many different materials. You can choose a .jpeg but it may show up pixilated, so if you will be creating anything do so on
illustrator. The difference between a image from something like a photo or something created on PS Illustrator is that the photo is a rasterized image, meaning it has a certain
pixel content, where illustrator is a vectored image, which is based on points and angles making it easy to size up or down without losing quality., Machine details:Work
are 32″ x 18″ Maximum part size 37″ x 23″ x 9″ Cuts: wood, masonite, acrylic, fabric, paper, cardboard, etc. Engraves: Unfired ceramic, glass,
stone, and above materials
(30 min) -Back in the classroom…
-So the assignment is to create a physical piece using the media I just showed you. You will create a piece that demonstrates your relationship to the world. How does the
world view you? How do you interact with the world? I want your image to be in it. You can 3D print yourself using a program called 123D catch. You can take photos and
print them on the laser cutter. But I do not just want an image of yourself using technology. You need to show the RELATIONSHIP between you and CULTURAL IDEALS.
Does cultural ideals not affect you? Does it define you? How can you demonstrate that in your artwork?
-We have already created a ONLINE ARTIST PORTFOLIO that contains all your previous projects. Today, we will update that. I want you to find some MEDIA images that
make you think about cultural ideal. Please find at least 3 that could inspire your own artwork. Think about how Cindy Sherman used herself to talk about women stereotypes.
-By the end of class I want those 3 images posted on your artist portfolio under this project profile. To see what you need on that file, refer to my website.
Day 2:
- Before the day begins, make sure all devices have downloaded 123D catch
- (12 min) Start the day off by watching the Amy Cuddy video. Does Body Language really change your personal feelings? Have them respond to this question on their
artist blog page.
- ( 8 min) Today I will give an introduction about 123Dcatch. You do not have to use this program if you don’t want to, but it is the simplest way to transfer your image
into 3D form. I would recommend bringing something you can TAKE NOTES with and come up here to the front.
- 1st, this video introduces it quite well: http://www.123dapp.com/catch
- (10 min)So, some pointers for this ( use the website as visuals)
- Your subject must be perfectly still and have strong lighting. Your subject will have to HOLD the pose for the 45 pictures that you take. So it’s better to do a sitting pose,
laying pose, or leaning pose so the subject isn’t as tempted to move. The subject should also focus their eyes on one thing in front of them. They should take a breath in
between photos. You will still probably need to take several of these before you get a successful shot. You will need 3 successful shots for this project if you choose to do
this.
- For those of you who don’t really want to use 123DCatch, please make at least one successful shot. The 3D image of yourself could be useful in later projects.
- One other thing I want to show you before we get started is thingiverse.com, where you can look up many different 3D models and print them easily. If there is something
that you could use in your self-portrait on thingiverse, feel free to print it. If you are going to print something that is more than 3 inches tall, or more than one image,
please get approval first as 3D printing is expensive.
- The rest of the day is a work day to get at one to three successful shots for EACH PARTNER.
- If a group gets finished with getting 3 successful shots, I’ll give you the next steps so come find me.
- (60 min) -Work Day
Day 3:
Before Class:
Beginning of class: Before I let you start working, I want to remind you about what self-portraits have looked like over time. First of all, how many
of you have done a self portrait before? I’ll assume all of you even if you did one as a kid. Why do you think artist choose themselves as a subject
matter? (5 minute discussion)
I want to introduce you to a famous contemporary artist who deals strictly with portraiture. ( go to CHUCK CLOSE website:
http://www.123dapp.com/catch) The interesting thing about his pieces is that they look completely different when you are up close to them as
opposed to when you are viewing it from far away. He chooses to paint portraits because he suffers from face blindness, meaning he has a difficult
time recognizing faces. He paints with such detail that at the beginning his portraits looked just like photos, but now he has developed a different
style. Many of his paintings have a unique affect: they look completely different from far away as they do up close. He uses a grid and paints bright
colors, thinking about colors that vibrate together and blend using just your eye. Now, we won’t be dealing with color much this lesson, but perhaps
you might want to think about how your final creation looks from close up or far away.
-If you are still struggling with ideas, there are a few articles on the website.
-Remember that as you are creating this piece you should be DOCUMENTING your thought process through writing and photos on your art portfolio
(BULB).
The Rest of the day is a work day. If you have questions, please let me know and I can try to help. Getting an idea for something like this can take a
lot of time, so I understand if you still need to research. BUT we will have only 3 more days in class for this project, so please keep that in mind.
Day 4:
Before Class: make sure the tech studio is prepped as well as the computer lab.
During Class: I want you to find someone who you don’t talk to too much and discuss your project ideas together for the first10 minutes of class.
Share ideas, tell them how you are going to do it, and what your end product should look like. I want the partner to give good feedback. Good
feedback is not just “wow, that sounds nice.” It’s “I think this specific thing is good because…” and “what if you chose to do…” I want to hear
complex conversations.
Once both partners have finished, the rest of the day is a work day.
Remember to put things back the way you found it. The studio machines should be turned off. The vents should be turned off. Chairs should be
pushed in. Thanks
Day 5:
the rest of the day is a work day.
Remember to put things back the way you found it. The studio machines should be turned off. The vents should be turned off. Chairs should be
pushed in. Thanks
Day 6:
The first half of today is a work day. Please finish up your piece. If it is not fully finished, we shall still have a critique, just with your work in
progress. You will have to finish your project on your own time.
CRITIQUE:
Ping pong ball critique:
To give us some good ideas about what to say about someone’s piece, we have this bucket of ping pong balls that have questions on it. You as the
critique person shall have to answer the question on the ping pong ball in response to the piece we are discussing right now. There will be 3 of you
who get to talk about the piece, plus the actual artist. The artist gets to introduce the piece in under 1 minute. As the artist, you should address what
your intentional meaning was, what medium you used, and some of your struggles/things you would do differently. The artist will set up their piece
in the front of the class while I get 3 volunteers to grab a ping pong ball. Then the artist will talk. If anyone has any further comments, you can raise
your hand. The balls will go back into the bucket once we are done discussing the one artist’s work.
The questions on the balls are…
If I were the artist, I would have...
Are there any symbols in this artwork? Give an example.
What would you title this artwork? Why?
Does this artwork make you think of something else? What?
What style is this artwork completed in?
What kind of composition does this artwork have?
Would you hang/display this artwork in your home?
Can you trace movement with finger? Where?
In my opinion...
Do you see any repetition? Where?
What art principles do you see? Where?
What elements of art do you see? Where?
Where did the artist use contrast?
Does this artwork have a color scheme? What is it?
Do you think this artwork belongs in a museum or art gallery? Why or why not?
Did the artist create space? How?
Where is the emphasis/focal point? How is it created?
Is this artwork realistic or abstract? Explain.
What is the subject matter of this artwork?
The weaknesses of this artwork are...
The strengths of this artwork are...
If I could ask the artist one question, I would ask...
Is there rhythm in this artwork? Where?
Are there patterns in this artwork? Where?
Does this artwork have depth? Explain.
What do you think the artist wants you to see.
Do you think the artist was more concerned with emotion or realism? Why?
Do you like this artwork? Why or why not?
What creates unity in this artwork?
Where do you see texture?
Does this artwork tell a story? What is it?
Is the balance symmetrical, asymmetrical or radial? Explain.
What emotion or feeling did the artist create?
How was line used in this artwork? - See more at: http://www.thesmartteacher.com/exchange/resource/837/PingPong_Critique#sthash.2950JEE4.dpuf
Thanks for a great critique! Please put your chairs back, put your finished pieces in the box in the front ( make sure your name is on it in tape), and
pack up. If you are not finished, keep in mind you have to do it in your own time. You have until Friday to turn it in for full points, and after that you
will be losing a grade level per school day.
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.)
BULB responses to pre-assessment questions, Amy Cuddy, and documentation of piece. Artist statement. Socratic Seminar Discussion.
PING PONG BALL Critique
Post-Assessment (teacher-centered/objectives as questions):
Post-Assessment Instrument:
(Have students achieved the objectives and grade level expectations specified in your lesson plan?)
(How well have students achieved the objectives and grade level expectations specified in your lesson plan? Rubric,
checklist, rating scale, etc.)
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Students will be able to relate media images to cultural
ideals by analyzing body language portrayed in
contemporary art and media ( Blooms: Analyze
STANDARD: Comprehend GLE: Historical and cultural
context are found in visual art)
Students will be able to create a piece using technology such
as the 3D printer and/or Laser printer (Blooms: Create
STANDARD: Create GLE: Demonstrate competency in
traditional and new art media, and apply appropriate
technology for the expression of ideas)
Student will be able to make their piece personal by using
images of themselves to portray meaning ( Blooms: Create
STANDARD: Reflect GLE: A personal philosophy of art is
accomplished through the use of sophisticated language and
studio art processes)
Advanced
Proficient
Developing
Basic
missing
Analyze
media
images
Has 3 images
on BULB and
has discussed
its relation to
cultural ideals
AND has
related it to
themselves
Has 3 images
on BULB and
has discussed
its relation to
cultural ideals
Has 2-3
images on
BULB briefly
talked about
images
Has 2 or less No BULB
images and
analyisis
very little/no
discussion on
BULB
Created a
piece
using
technology
Creation
shows
attention to
detail and
competent
understanding
of technology
Creation
shows
competent
understanding
of technology
Creation
shows some
understanding
of technology
Creation
NO
shows little
technological
understanding piece
of
technology;
needs to
revisit
tutorials
Selfportrait
Artist is
recognizable
in creation
and it
demonstrates
further
inquiry in a
unique way
Artist is
recognizable
in creation
and is unique
Artist is
mostly
recognizable
in creation,
may only be
slightly
original
Artist isn’t
No selfrecognizable. image used.
Not unique.
Intent and
Meaning
Piece and
artist
statement
effectively
express artist
intent
exceedingly
well.
Piece and
artist
statement
express artist
intent
Piece and
artist
statement
somewhat
express artist
intent
Piece and
No intent or
artist
meaning
statement are behind piece
not clear
about intent.
Studio
Habits
Clearly and
always
exhibited
Clearly and
mostly
exhibited
Somewhat and
not
consistently
exhibited
Not often
exhibited
Not present
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.)