ARTE 342

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Name: Samantha Butkus

DAILY PLAN
Lesson Title: Dish It Out

Day 1

Grade Level: 3

Skills: After learning about food groups and meal types, students will consider their
family traditions, cultural staples, or personal favorites when it comes to food to create
a 3-dimensional paper sculpture of the food or foods of their choice. The students must
exhibit at least three paper sculpting techniques within their piece, as well as
incorporating appropriate texture as needed.
Standards:
(Creating) Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures,
materials, concepts, media, and art-making approaches. Essential Questions: (a) How do
artists work? (b) How do artists and designers determine whether a particular direction in their
work is effective? (c) How do artists and designers learn from trial and error?
(Presenting) Anchor Standard 5: Develop and rene artistic techniques and work for
presentation. Enduring Understanding: Artists, curators, and others consider a variety
of factors and methods, including evolving technologies, when preparing and rening
artwork for display or when deciding if and how to preserve and protect artwork.
Essential Questions: (a) What methods and processes are considered when preparing artwork for
presentation or preservation? (b) How does rening artwork affect its meaning to the viewer?
(c) What criteria are considered when selecting work for presentation, a portfolio, or a
collection?
(Responding) Anchor Standard 7: Perceive and analyze artistic work. Enduring
Understanding: Individual aesthetic and empathic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the
natural world, and constructed environments. Essential Questions: (a) How do life
experiences inuence the way you relate to art? (b) How does learning about art impact how we
perceive the world? (c) What can we learn from our responses to art?
(Connecting) Anchor Standard 11: Relate artistic ideas and works with societal,
cultural, and historical context to deepen understanding. Enduring Understanding:
People develop ideas and understandings of society, culture, and history through their
interactions with and analysis of art. Essential Questions: (a) How does art help us
understand the lives of people in different times, places, and cultures? (b) How is art used to
impact the views of a society? (c) How does art preserve aspects of life?

ARTE 342
Overall Lesson Objective:
-Through experience, observation, and reection, students will identify elements of
culture as well as similarities and differences among cultural groups across time and
place.
- Children in early grades learn to locate themselves in time and space.
- The study of people, places, and environments enables us to understand the
relationship between human populations and the physical world
- Global connections have intensied and accelerated the changes faced at the local,
national, and international levels
- Students will gain an understanding of how to recreate a 3-dimensional object (or 2
dimensional reference of the 3-dimensional object) into a 3-dimenstional paper
sculpture with mixed media elements
Through this project, students will study the textures and technical
makeup of their favorite foods on a basic level through paper sculpting. There is
creative freedom in this, for example, one student may make blueberries in a pie by
rolling up balls of paper. Another student may make a blueberry pie by crinkling their
filling. They will focus on what textures they see in their foods and recreate them in a 3dimmensional field with paper. Their technical skills will be built by their observing
skills, as well as execution of creating a 3-D piece.
-Students will expand their knowledge of cultures different than their own
While discussing traditions regarding foods and favorite foods in general,
students will be exposed to differences in their classmates lives. They will see that not
everyone celebrates holidays the same way, and some may not even celebrate the same
holidays at all. Students will share something about themselves that everyone has in
common, food, but all outcomes will vary. This will be especially helpful in a
multicultural classroom or a classroom with English Language Learners to make
everyone feel included and important because everyone has input. No matter what the
background makeup of the classroom, students will experience positive
acknowledgement to diversity.
Daily Objectives/Essential Questions/Academic Language:
-How can you determine the texture you are seeing?
-How can that texture be recreated with something flat like paper?
-How can other materials be involved?
-How can you make your piece 3-D?
-What do you do if the piece collapses?
-How does planning come in to play?

ARTE 342
Assessment Criteria:

Technical Skill

Formal Quality

Conceptual
Complexity

Written
Description

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

10-8 points
The
plate
is
appropriately filled
and all forms are
appropriately
standing
The student shows
a
gained
knowledge of paper
sculpting
by
creating a 3-D piece
The plate exhibits
the application of 3
or
more
paper
sculpting
techniques to show
texture
Student
explains
what food they
made, where it is
from, and what
three
textures/techniques
they used

7-5 points
The
plate
is
moderately
filled
and some of the
forms
are
appropriately
standing
Student creates a
partially 3-D piece

4-0 points
The plate is nearly
bare and forms are
not appropriately
standing

The plate exhibits

the application of 2
paper
sculpting
techniques to show
texture

The plate exhibits

the application of 1
or
less
paper
sculpting
techniques to show
texture
Student
gives
minimum
information about
their
food
or
textures/techniques

Student
provides
moderate
explanation of their
food and what
textures/techniques
they used

Student creates a
flat piece

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, Food: Images 1-20

-At least three examples of food sculptures made by teacher and/or previous classes
-Samples of paper sculpture techniques including but not limited to: curling, balling,
crinkling, braiding, weaving, etc. as well as samples for making pieces stand upright
-Cookbooks, including ones from various cultures, with high quality photos for
additional reference

ARTE 342
Art Materials Necessary for the Lesson:
-Variety of colored paper
-Variety of textured paper
-Variety of found materials (yarn, cotton balls etc.)
-Paper plates
-Scissors
-Textured scissors
-Glue
-Makers
-Visual references
Teacher Activities
Introduction:
-What are some of your favorite foods?
-How do you cook these foods? What goes
in them?
-Do you know what culture they come
from?
-What makes them your favorite?
-When do you eat them?
-Are they part of your family traditions?

Student Activities

Students gather together as we talk

about traditions and foods. We discuss
favorite foods, when we eat them, what
they are, and why we like them.

Development:
We begin to look at the Food Visual
Resource Bank and discuss what we
recognize and make predictions about what
we do not. We pay attention to color,
texture, ingredients, size, what time of
day/what meal this may be, what culture it
may have come from, etc.

Students respond to visual references

according to what they know, and what
their predictions are. We discuss what
they are seeing- colors, ingredients,
textures, size, what time of day we think
it is being consumed at, and what
culture it came from.

Task is assigned to make a plate of favorite

foods out of paper using at least three
techniques

Students
study
brainstorm ideas

Examples of paper food sculptures are

shown as well as techniques used to create
them. Here, small demonstrations will be
given.

Students study the examples and watch

the demonstrations while following
along.

Examples are left at the front of the room

for students to refer to and teacher walks
around while prompting questions: What
food are you making? When do you eat

Students work on their paper sculptures

examples

and

ARTE 342
that? What is in it?
Conclusion:
Teacher gives a five-minute warning until
clean-up in order to make finishing touches.
Then, students are dismissed by table to do
their clean-up tasks. Pieces of art can be left
on their desks to dry and will be put on
display on a dinner table in the hallway

Students finish their pieces and begin to

clean up

2/2

DAILY PLAN
Lesson Title: Dish It Out

Day 2

Grade Level: 3

Skills: After learning about food groups and meal types, students will consider their
family traditions, cultural staples, or personal favorites when it comes to food to create
a 3-dimensional paper sculpture of the food or foods of their choice. The students must
exhibit at least three paper sculpting techniques within their piece, as well as
incorporating appropriate texture as needed.
Standards:
(Creating) Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures,
materials, concepts, media, and art-making approaches. Essential Questions: (a) How do
artists work? (b) How do artists and designers determine whether a particular direction in their
work is effective? (c) How do artists and designers learn from trial and error?
(Presenting) Anchor Standard 5: Develop and rene artistic techniques and work for
presentation. Enduring Understanding: Artists, curators, and others consider a variety
of factors and methods, including evolving technologies, when preparing and rening
artwork for display or when deciding if and how to preserve and protect artwork.
Essential Questions: (a) What methods and processes are considered when preparing artwork for
presentation or preservation? (b) How does rening artwork affect its meaning to the viewer?
(c) What criteria are considered when selecting work for presentation, a portfolio, or a
collection?
(Responding) Anchor Standard 7: Perceive and analyze artistic work. Enduring
Understanding: Individual aesthetic and empathic awareness developed through
engagement with art can lead to understanding and appreciation of self, others, the
natural world, and constructed environments. Essential Questions: (a) How do life
experiences inuence the way you relate to art? (b) How does learning about art impact how we
perceive the world? (c) What can we learn from our responses to art?

ARTE 342
(Connecting) Anchor Standard 11: Relate artistic ideas and works with societal,
cultural, and historical context to deepen understanding. Enduring Understanding:
People develop ideas and understandings of society, culture, and history through their
interactions with and analysis of art. Essential Questions: (a) How does art help us
understand the lives of people in different times, places, and cultures? (b) How is art used to
impact the views of a society? (c) How does art preserve aspects of life?

Overall Lesson Objective:

-Through experience, observation, and reection, students will identify elements of
culture as well as similarities and differences among cultural groups across time and
place.
- Children in early grades learn to locate themselves in time and space.
- The study of people, places, and environments enables us to understand the
relationship between human populations and the physical world
- Global connections have intensied and accelerated the changes faced at the local,
national, and international levels
- Students will gain an understanding of how to recreate a 3-dimensional object (or 2
dimensional reference of the 3-dimensional object) into a 3-dimenstional paper
sculpture with mixed media elements
Through this project, students will study the textures and technical
makeup of their favorite foods on a basic level through paper sculpting. There is
creative freedom in this, for example, one student may make blueberries in a pie by
rolling up balls of paper. Another student may make a blueberry pie by crinkling their
filling. They will focus on what textures they see in their foods and recreate them in a 3dimmensional field with paper. Their technical skills will be built by their observing
skills, as well as execution of creating a 3-D piece.
-Students will expand their knowledge of cultures different than their own
While discussing traditions regarding foods and favorite foods in general,
students will be exposed to differences in their classmates lives. They will see that not
everyone celebrates holidays the same way, and some may not even celebrate the same
holidays at all. Students will share something about themselves that everyone has in
common, food, but all outcomes will vary. This will be especially helpful in a
multicultural classroom or a classroom with English Language Learners to make
everyone feel included and important because everyone has input. No matter what the
background makeup of the classroom, students will experience positive
acknowledgement to diversity.
Daily Objectives/Essential Questions/Academic Language:
-How can you determine the texture you are seeing?
-How can that texture be recreated with something flat like paper?

ARTE 342
-How can other materials be involved?
-How can you make your piece 3-D?
-What do you do if the piece collapses?
-How does planning come in to play?
-How can you push your piece further to make it unique?
-How can you add more detail to enhance your piece?

Assessment Criteria:

Technical Skill

Formal Quality

Conceptual
Complexity

Written
Description

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

10-8 points
The
plate
is
appropriately filled
and all forms are
appropriately
standing
The student shows
a
gained
knowledge of paper
sculpting
by
creating a 3-D piece
The plate exhibits
the application of 3
or
more
paper
sculpting
techniques to show
texture
Student
explains
what food they
made, where it is
from, and what
three
textures/techniques
they used

7-5 points
The
plate
is
moderately
filled
and some of the
forms
are
appropriately
standing
Student creates a
partially 3-D piece

4-0 points
The plate is nearly
bare and forms are
not appropriately
standing

The plate exhibits

the application of 2
paper
sculpting
techniques to show
texture

The plate exhibits

the application of 1
or
less
paper
sculpting
techniques to show
texture
Student
gives
minimum
information about
their
food
or
textures/techniques

Student
provides
moderate
explanation of their
food and what
textures/techniques
they used

Student creates a
flat piece

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, Food: Images 1-20

-At least three examples of food sculptures made by teacher and/or previous classes
-Samples of paper sculpture techniques including but not limited to: curling, balling,
crinkling, braiding, weaving, etc. as well as samples for making pieces stand upright
-Cookbooks, including ones from various cultures, with high quality photos for
additional reference

ARTE 342
Art Materials Necessary for the Lesson:
-Variety of colored paper
-Variety of textured paper
-Variety of found materials (yarn, cotton balls etc.)
-Paper plates
-Scissors
-Textured scissors
-Glue
-Makers
-Visual references
Teacher Activities
Introduction:
-What are some of the foods we were
creating last week?
-How do you cook these foods? What goes
in them?
-Do you know what culture they come
from?
-What makes them your favorite?
-When do you eat them?
-Are they part of your family traditions?

Student Activities

Students gather together as we reflect on

our discussion and sculpting from last
week. We discuss favorite foods, when
we eat them, what they are, and why we
like them. We also consider what we can
do to make our in progress pieces more
defined.

Development:

We reflect on our projects from last week.

Examples of paper food sculptures are
shown again as well as techniques used to
create them.

Students study the examples and

consider routes to continue their
projects from last week

Examples are left at the front of the room

for students to refer to and teacher walks
around while prompting questions: What
food are you making? When do you eat
that? What is in it? How can you add more
detail? How can you make it unique?

Students work on their paper sculptures

Conclusion:
Teacher gives a five-minute warning until
clean-up in order to make finishing touches.
Then, students are dismissed by table to do
their clean-up tasks. Pieces of art can be left
on their desks to dry and will be put on

Students finish their pieces and begin to

clean up

ARTE 342
display on a dinner table in the hallway

Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)

Students responded well to the array of unique materials. Time to explore was key,
but they could benefit from a few more short demonstrations. Students took pride in
sharing their cultures foods, so they should also be provided with enough time for
this.