Lesson #1

I. Lesson Number: #1
Grade Levels: 6th Grade to 8th Grade
Title of Lesson: Introduction to Sculptures
Duration: 50 minutes each class period

II. Lesson Rationale:

Students will analyze and identify concepts about sculptures in general as an introduction
of the unit celebrating sculptures. Also, students will relate sculpture with their own body
creating a body tape sculpture. This is important to students because through history body had
been playing an important role not just in paintings but also in sculptures.

III. Key Concepts:

Sculptures are everywhere
Identify different types of sculptures by using the proper vocabulary of the discipline
Sculptures can be represented in different media
I can create a sculpture by using my own body

IV. Essential Question:

What is sculptures?
What can be and cannot be a sculpture?
Where can I find sculptures?
Why sculptures are important?
How sculptures can be represented?

V. Lesson Objectives:
The student will be able to describe the different kinds of sculptures by listening to the
teachers presentation of the teacher about the sculpture. This will be assessed by
observing how students use the terms/vocabulary about sculptures during the discussions
(e.g., carving, casting, modeling)
The students will be able to analyze why sculptures are important by representing and
creating movement through body sculptures using clear tape. This will be assessed by
observing how students collaborate while making the sculptures and capturing the body
movement with the clear tape.

VI. Specific Art Content:

Clear tape as a media
The use of the body as a tool to make a sculpture
Sculpture
Movement
VII. Resources & Materials for Teacher:
Sculptures, and objects to discussion what can be sculpture?
You tube video about Sculptures
Computer, Projector
Power Point Presentation about Introduction to Celebrating Sculptures
Art supplies for Demonstration: Tape, Scissors

VIII. Resources & Materials for Students:

Tape
Scissors
Paint
Brushes

IX. Instruction and Its Sequencing:

Day #1

1. Introduction/Motivation:
The students will sit on their assigned seats. The teacher will introduce the unit to the
students by showing the Power Point Presentation about Sculptures.
Hook: Introduce the students the art making and how they are going to work in
groups, and as a class.
Show the last product Body Tape Sculpture

2. Guided Practice
Classroom Discussion Questions:
What are sculptures and where can I find them?
Why sculptures are important?
How can sculptures represent movement? What kind of material can you use to give
the sense of movement? And why?
Class Discussion by showing sculptures and 3D objects. Based on the Power Point
Presentation. Explain that some paintings show mood and feelings. Show examples
Show Demonstration.
Feedback how to use the art supplies and the class rules when making the tape
sculpture.

3. Independent Practice
Students will sit on their spots.
Students will take notes about the Power Point Presentation, and about the class work.
As a class students will choose a theme for the sculptures. Teacher will show
examples.

Students will be organized in groups of 3 students, in the groups students will be
discussing and making sketches about how they are going to create their sculpture
(One tape sculpture per group) in relation with the class theme.
Students will show their ideas to the teacher and to the class.
4. Closure
Share what we learned today.
Remind Students to bring their final ideas and sketches, to be approved for the sculptures.

5. Formative Evaluation
I want to see:
How students participate in the discussions?
How students analyze the concepts of 3D forms?
How students recognize what a sculpture is?
How students identify and recall the different terms/vocabulary about sculpture?

6. Classroom Management Procedures

Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #2

1. Introduction/Motivation:
Students will seat on their respective spots. Teacher will show a Power Point
Presentation about how to create a Body Tape Sculpture
Hook: Show a Body Tape Sculptures.

2. Guided Practice
Classroom Discussion Questions:
Teacher will ask students by groups to share their ideas for their sculptures
Show Demonstration.
Feedback how to use the art supplies and the class rules.
 Remind students, they will have Day#2 to finish their tape sculpture. They will have
to work fast.

3. Independent Practice
Students will sit on their groups
Art supplies are already to used
Students will start to create their body sculpture. Because of the art making students
will have Day#2 to finish their sculptures
Once they finish their sculptures, asks students to sign their sculptures.
Students will store their sculptures on the storage room.
4. Closure
Ask students about the art making process. Did you like it? Did you expect that form?
The outcome form looks like your sketches?
Remind Students to sign sculptures (Names, and grade).

5. Formative Evaluation
I want to see:
How students participate in the discussions?
How students follow instructions with the use of the art supplies?
How students negotiate/work in their groups?
How students manage time to finish sculpture?

6. Classroom Management Procedures

Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation/images ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
teacher or classmates are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #3

1. Introduction/Motivation:
The students will sit with their groups.
 Hook: Show an example of the last product Body Tape Sculpture to students

2. Guided Practice
Classroom Discussion Questions:
Teacher will ask students about their theme. Why it is important for them to represent
the theme in their sculptures

Show Demonstration.
Feedback how to use the art supplies and the class rules when making the tape
sculpture.

3. Independent Practice
Students will sit with their groups to continue working on their sculptures if
necessary.
Once sculptures are ready, students will work on the installation, how they are going
to set their sculptures together.
4. Closure
Share what we learned today.

5. Formative Evaluation
I want to see:
How students participate in the discussions?
How students analyze the concepts of 3D forms?
How students recognize what a sculpture is?
How students identify and recall the different terms/vocabulary about sculpture?

6. Classroom Management Procedures

Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.
X. Summative Assessment and Evaluation:

Criteria Needs to improve Good Excellent

Participate in class, Student have low to Student have Good Student have
and use time no class participation participation on class Excellent class
efficiently on class discussions discussions and have participation and
and use part of the good use of time work the entire class
class time well. working on the tasks Did not need to be
Student needed with very few reminded to focus on
several reminders to reminders to focus on task. Table
focus on task. Table task. Table conversation was
conversation is conversation was focused on art talk.
partially focused on focused on art talk.
art talk
Identify and use the Student barely Student have a good Students have an
learned identified or use the use and identification excellent
terms/vocabulary learned of the learned identification and use
appropriately terms/vocabulary in terms/vocabulary in of the learned
class discussions or class discussions or terms/vocabulary in
table conversations. table conversations. class discussions or
table conversations.
Create quality art The quality of the The quality of the The quality of the
works artwork is complete artwork art work is artwork is complete
at the most basic complete. Student as the student could
level. Student could could use some final make it.
have worked on touches.
further.
Use his/her own Artwork has the Artwork is thought Artwork is
imagination and basics. out and developed innovative,
creativity to create throughout. completely original,
his/her art work . well thought out, and
thoroughly
developed.

Total /100 = Final Grade

XI. Interdisciplinary Connections:

Literature, students will connect visual arts with illustrated books.
Science, by observation of surroundings such as nature and their environment students will
identify sculptures.

XII. References & Resources:

(n.d.). Retrieved April 16, 2017, from http://tea.texas.gov/index2.aspx?id=2147499973
(n.d.). Retrieved April 16, 2017, from http://www.calder.org/
I. (2011, October 04). Retrieved April 16, 2017, from https://www.youtube.com/watch?
v=XO7UM1UbJOk
Abstract Sculpture. (n.d.). Retrieved April 16, 2017, from https://www.artsy.net/gene/abstract-
sculpture/artworks?for_sale=&include_medium_filter_in_aggregation=true
Awesome Scotch Tape Sculptures. (2016, June 16). Retrieved April 16, 2017, from
http://mymodernmet.com/awesome-scotch-tape-sculptures/
Conceptual Art Movement, Artists and Major Works. (n.d.). Retrieved April 16, 2017, from
http://www.theartstory.org/movement-conceptual-art.htm
Creating. (n.d.). Retrieved April 16, 2017, from http://www.nationalartsstandards.org/
Damonart@gmail.com, D. H. (n.d.). Retrieved April 16, 2017, from
http://www.damonart.com/artist-definitions.html
Tape sculpture. (n.d.). Retrieved April 16, 2017, from
https://www.pinterest.com/ihsincheng/tape-sculpture/

XIII. Art TEKS

117.201. Implementation of Texas Essential Knowledge and Skills for Fine Arts, Middle
School, Adopted 2013.

117.202. Art, Middle School 1, Adopted 2013.

(a) General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of art may
select Art, Middle School 1.
(b) Knowledge and skills.
B) understand and apply the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artworks using art vocabulary
appropriately;
(C) understand and apply the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artworks using art vocabulary appropriately
Creative expression. The student communicates ideas through original artworks using a variety
of media with appropriate skills. The student expresses thoughts and ideas creatively while
challenging the imagination, fostering reflective thinking, and developing disciplined effort and
progressive problem-solving skills.
(A) create original artworks based on direct observations, original sources, personal
experiences, and the community;
(B) apply the art-making process to solve problems and generate design solutions
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of the lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to: (A) create written or oral responses to artwork
using appropriate art vocabulary.

XIV. National Art Standards

Creating: Conceiving and developing new artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work. Demonstrate
openness in trying new ideas, materials, methods, and approaches in making works of art and
design
Anchor Standard #3. Refine and complete artistic work. Reflect on whether personal artwork
conveys the intended meaning and revise accordingly

Presenting: Interpreting and sharing artistic work.

Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. Analyze
similarities
and differences associated with preserving and presenting two-dimensional, three- dimensional,
and digital artwork
Anchor Standard #5. Develop and refine artistic work for presentation. Anchor Standard #6.
convey meaning through the presentation of artistic work.

Responding: Understanding and evaluating how the arts convey meaning.

Anchor Standard #7. Perceive and analyze artistic work. Analyze ways that
visual components and cultural associations suggested by images influence ideas, emotions, and
action

Connecting: Relating artistic ideas and work with personal meaning and external context.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Generate a collection of ideas reflecting current interests and concerns that could be investigated
in art-making