ARTE 342

Name: MacKenzie Powell

1/1

DAILY PLAN
Lesson Title: Everyday Objects, Altered

Grade Level: 3

Skills: After being inspired by the teachers Visual Resource Bank, Categories 2-4, At the
Breakfast Table, Insects, and At the Caf, students will be prompted to start the lesson
Everyday Objects, Altered. Students will master the Visual Arts Standards:
VA:Cr1.1.3 ~ a. Elaborate on an imaginative idea.
VA:Cr2.3.3 ~ a. Individually or collaboratively construct representations, diagrams, or
maps of places that are part of everyday life.
VA:Re7.2.3 ~ a. Determine messages communicated by an image.
VA:Re8.1.3 ~ a. Communicate feelings when engaging works of art, and describe
subject matter and formal characteristics o discuss meanings of artwork.
Overall Lesson Objective: The lesson will start off with an inspiring PowerPoint that
includes images of things that we see everyday. Although with in these images is
creativity and style. The items in these images are recognizable, however they have
been altered to serve as a form of art, rather than its normal function. The assignment is
to create a 3-demensional sculpture to create an Everyday Object, Altered. This lesson
requires that students think creatively and inventively.
- The students will learn what factors contribute to individuality; how you feel, how
you think, and what you believe.
Through this step, childrens brains will be firing off ideas faster than they
can write them down. By understanding and remembering, students will be able to
compile a list of ideas and communicate those ideas between one and other. Moving
further, students will begin to organize and sketch their ideas onto paper. This is
demonstrating that the child can apply and analyze. Once the students start creating
their altered object, they will form strong values and be able to defend why they made
the decisions that they made, as well as investigate why others made certain choices.
Daily Objectives/Essential Questions/Academic Language:
- What conditions, attitudes, and behaviors support creativity and innovative thinking?
- What factors prevent or encourage people to take creative risks?
- How does collaboration expand the creative process?
- How do objects, places and designs shape lives and communities?
- How do artists and designers determine goals for designing or redesigning objects,
places, or systems?
- How do images influence our views of the world?

ARTE 342
- What is the value of engaging in the process of art criticism?
- How can the viewer read a work of art as text?
- How does knowing and using visual art vocabularies help us understand and
interpret works of art?
Academic Language:
- Inventive
- Creative
- Construct
- Functional
-Dysfunctional
Assessment Criteria:

Technical Skill

Formal Quality

Conceptual
Complexity

Critique/
Statement

Artist

Notes: 1) Link criteria to objectives, 2) Include rubrics, etc. as attachments.

10-8 points
Student was able to
come
up
with
several ideas for the
altered object, and
with
logical
reasoning
narrowed it down
to one.
The
students
sketch matched up
to the final product
with only small,
logical
improvements.
The final piece was
executed
with
attention to detail.

The student was

able
to
use
academic language
in critique, and had
a strong support in
the artist statement.

7-5 points
Students idea for
the altered object
did
not
seem
original or creative.

4-0 points
Students work was
a replica, and not
an idea of their
own.

The
students
sketch and final
product
have
several differences.

The
students
sketch and final
product do not
resemble the same
idea.

The final piece was

complete, although
student did not pay
the piece enough
attention.
The student was
not
able
to
communicate
through academic
language, and did
not support his or
her
decisions

The final piece was

not completed.

The student did not

participate in the
class critique and
did not write a
complete
artist
statement.

ARTE 342
through the artist
statement.

Teaching Resources Needed to Support the Lesson:

Note: All background materials, research

documents, and handouts should be listed below and included as attachments.

- Visual Resource Bank, Categories 2-4: At the Breakfast Table, Insects, At the Caf,
Images 21-80.
- An example made by the teacher, or examples from other classes.
Art Materials Necessary for the Lesson:
- Foam
- Construction paper
- Scissors
- Glue
- Paint
- Paper plates
- Random collected materials

ARTE 342

Teacher Activities
Introduction:
The lesson will begin by the teacher
presenting the Visual Resource Bank with
interesting and inspiring images to her
students.
Development:
The teacher now prompts the students to
think about ideas of their own, and take
notes in their sketchbooks, using sketches
and words. The teacher should say
something like: Start by listing objects you
see every day, think about what they are
used for and what else they could be used
for. Think about where it belongs. Think
about who uses it. Think of this object in as
many ways as you possibly can. Be creative
and inventive.
After the kids have brainstormed for about
ten minutes, the teacher will set out the
supplies and let the students be free to
possibilities.
Conclusion:
When it is time to clean up, the teacher will
informs the students. Depending on how
far they have come on their altered objects,
they may have time the next class to finish
up.
Critical Comments and Reflections:
(Problems, successes, and what to think about for next lesson)

Student Activities
The students will watch the presentation
and start to brainstorm about objects
that they see everyday and how they
could be altered.

The students start creating lists and talk

amongst each other, bouncing ideas back
and forth.

The students will begin constructing the

altered objects.

The students start cleaning up and put

their projects in the space.

ARTE 342