Teacher/Grade Level: _Springer____________

Subject/Class: __8th Grade Art_____________

Date/Day in Cycle: _____________________
Class Period: _________________________

Lesson Plan Template, Kdg. to 12

th

Social Issue Clocks

Desired Outcome (General):

Students will learn about social issues in art. Students will learn about artists who use social issues in their
work. Students will create a 3 Dimensional working clock. Students will be able to discuss their work.
Objective:
Students will discuss current social issues. They will view works by Haring, Kruger, and Banksy on their
way to creating a fully functional clock that illustrates their feelings towards a given social issue.
The clock will to be completed with a high level of craftsmanship and understanding of materials used.
Eligible Content/PA Standard:
9.1 A, B, C, D, E, F, G, I, J
9.2 A, B, C, D, E, G, H,

9.3 A, B, F

9.4 A, C

Connection to Prior Content:

This project is one of many that encourages student to try and work with different materials to create a 3D
Sculpture. Students have background knowledge of critiques and photographing their work for upload to
their site.
Anticipatory Set:
Day 1:
Students will work in small groups while viewing the following Prezis:
1.) https://prezi.com/cjm_eqwevsji/social-issues/
2.) https://prezi.com/id5uz7w1egbx/social-issues-in-art/
These presentations will have the students discussing a wide variety of issues plaguing the world.
Students will then see how art/the artist can be powerful enough to bring attention to these issues.
Terminology/Artists:
Social Issues, Keith Haring, Barbara Kruger, Banksy
Materials Needed:
Projector, computer, sketchbook, pencil, images from the given artists, clock parts, batteries (AA), drill
and bits Any other material might be needed depending on the direction the student heads with their
piece
Teach/Input:
Day 2:
Think Differently is the name of the game The motto of the famous Apple products from the latter part
of the 1990s.
Students will enter the room and need to complete a Do Now assignment that is projected onto the
Collegium Charter School, Revised August 2005

board. It is the activity where the students need to connect the series of 9 dots (3 rows of 3) by drawing 4
straight lines without lifting the pencil. Students will be give 5 minutes max to complete in sketchbooks.
Teacher will show a PowerPoint of different clocks and what is expected from them for this project.
https://docs.google.com/presentation/d/1S3fd8Sf_kIatoMPxwbRnsrpoE3xDZPLEw3qmHmlkgR8/present#slide=id.p3

With the remaining the students have time to research social issue ideas for their clock. Students will
need to find one interesting fact about one of the three artists discussed during class and report it the next
day.
Day 3-4:
Students will have the following day or two to finish research and begin sketches. During this time
students will have to inform the teacher of the materials they would like to use for their project. If
unavailable the teacher will need to purchase these items. If the materials are not purchasable, students
will need to have a back-up plan. Teacher will also have to explain to positives and negatives of using
give materials, as well as possibly how to use certain materials example: how to mix plaster or how to
use plaster gauze
Day 5-14:
Once sketching is completed and gathering of material has begun, students will start their construction of
their clocks. At this time it must be stress to the student (if not soon) that the area that the clock guts need
to be attached, have to be on the thinner side. The clock stem the part that attaches the hands to the
gears in not all that long! Depending on the design, students will also need to make sure that the portion
that holds the battery fits as well.
It will be the responsibility of the teacher to help teach students how to use the different materials and
explain in a variety of ways to make sure that the learning is understood.
DAY 9: Class will begin with students getting their projects out as well as their sketches for their project.
The students will put their work out and the class will walk about to see what everyone is working on. A
small critique/discussion of progress will take place. Students should offer their thoughts on what they
like and possible ideas how to make it better moving forward.
Day 15:
CRITIQUE: During class the teacher will go over the 1st page of the attached critique worksheet.
Students will understand that a critique is not a mean or rude event, but a learning experience. All student
should complete the second side of the worksheet, as this can be used to help begin the critique process
and make it easier for those who do not know what to say.
At the end of the period the teacher will take the last 5-10 minutes to discuss the online writing
requirement. Students will need to discuss the social movement they have chosen to depict in their work
and give some background to why they chose that topic. Students should go in depth as much as possible.
They can also describe their work and relate and troubles or changes they might have made.
PORTFOLIO:
Pics and blog postings: Due 3 days after the critique!

Student Readiness

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Content

Process

Product

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Learning Environment

Student Interest

Students Learning Styles

Students will be allowed to write down their own thoughts and ideas of social issues.
They will work together to list a variety of other social issues. I will also be writing
down certain notes on the board. Students will be shown visuals that include works
by famous artists. The Prezis and PowerPoint can be printed out too.

Students will have the time to research online and talk with others in class about their
ideas. A mid project critique will get them out of their sets and allow them to view
one anothers work - During this time they can ask for and supply opinions. They
will also be able to ask the teacher for help and guidance.

Understanding and outcomes will be achieved by viewing student notes, responding

verbally to questions, and holding a mid project critique. Students will also post
online what they created by hand and will write about the process and meaning.

Daily Quiz
Possible quiz questions:
-Define Social Issues
-Why would an artist use a
social issue in his work of
art?
- What are the characteristics
of Keith Harings Work?
-How would you recognize
the work of Barbara Kruger?

During Lesson
- Exit tickets.
-Asking questions that relate
to the previous topic.

Closure
-End of day 1: review content
knowledge points and verbally
ask questions to check for
understanding.

-Asking what they recall from -End of day 2: check notes or

the day prior.
give exit ticket.
-Addressing famous artists
and seeing what they recall.

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Guided Practice:
Independent Practice/Homework:
More in depth search into one of the 3 artists discussed in class.

-Critique: at the end of the project

where students will discuss their
work and add to the discussions
of others.
-Online writing: review the blog
to gain a better understanding of
their social issue and the ways
they went about solving the
problem.

Research your social issue topic

Complete photo graph and blog/portfolio post
Length of Lesson: 3.5-4 weeks