LESSON PLAN TEMPLATE ED 3601(F) Spring 2018

ART EDUCATION LESSON PLAN

Grade:11 Lesson Title: Using the possibilities of limitations

Lesson Duration (mins): 60 mins
Lance and Amy

Overview of lesson
 
 
The students will explore materiality through the limiting of scale, material, time and imagery. This is the
second lesson in a series of four where the student will think critically about risk taking. The previous class
students decide on two art pieces to inform their sculpture for today's lesson. In this lesson students will
work together in groups to construct a sculpture from various materials, informed by pictures chosen in the
previous lesson. 
 
 
Alberta Program of Study – Visual Art
 
Goals and Objectives (Drawing, Composition, Encounters)

GLO: Recognize that while the sources of images are universal, the formation of an image is influenced by art’s
choice of medium, the time and the culture.

SLO: Artist and craftspeople use the possibilities and limitations of different materials to develop imagery.
 
Scope and Sequence: Encounters

Critical Questions

Inquiry Question: What factors encourage or discourage people to take risks?

Guiding Questions for the lesson:

How does the limitation of material affect the form the piece being created?
Does limitation fuel or hinder creativity?
What historically has limited the use of materials for other artists?

Learning Objectives
Students will​:
1. Understand how limitations affect the creative process both positively and negatively
2. Consider how different material elements or mediums affect the overall meaning and style of the work being
produced.
3. Work collaboratively with other group member to create a harmonious piece based on the prompt chosen from the
previous class.
Assessments 
Formative: Summative:
Students would document their work from that days class and
Students would ​document their work​ from that paste it into their sketchbook as an ongoing part of formative
days class and paste it into their sketchbook as an
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ongoing part of formative and summative and summative assessment. This is important for reflection
assessment. This is important for reflection related related to the performance task in lesson 4.
to the performance task in lesson 4.  

An ​exit slip​ will be given at the end of class where

students will need to fill out 3 challenges they faced
during this activity and 3 things they enjoyed about
this activity.

After the exit slip students will share have a chance

for an ​informal discussion ​where they can share as
a class their answers and compare their sculptures to
those of others in the class.
 

Learning Resources  
Resource #1: Both digital and physical briefs of the sculptures the students will be using to inform their sculpture
Resource #2: A exemplar for students to look and and make reference when performing the activity.
Resource #3:​ ​Art using unusual materials:
https://www.youtube.com/watch?v=5Bn2yZoDCEc
https://www.youtube.com/watch?v=HSwCP4xE5PI
https://www.youtube.com/watch?v=iCCElAjAW3E

Material and Equipment

List:
10 images of famous sculptures, from different cultures
Paper clips
cardboard
popsicle sticks
glue
paper
tape
plasticine
Exit slips

 
Lesson Procedures 
Introduction ​(20 min.)​: 
Overview the the lesson 
10 min Overview:
At the beginning of class we will give a brief overview of the unit as a whole, how it relates to
DBAE and give the class our essential question as well as several guiding questions to think of
while performing today's activity. The overview will also give a brief explanation of the previous
class and talk about the two “chosen” works that will be our prompt for today.

10 min Introduction:
An agenda of the lesson will be placed on the board for students to look at as they enter the class.
The teacher will begin the main introduction to the lesson by going over the lessons schedule and
answering any questions.

Hook/Attention Grabber: ​The

teacher will prompt the class by asking them if they know of any artists
who use unusual or challenging materials within their work.
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This hook will lead into the introduction of this classes activity, where students will use the
previously chosen imagery to create sculptures of their own using unusual or challenging
materials.

Students will make predictions of how these different materials will pose challenges or
possibilities as they work to make their own sculptures. (predictive thinking As/For Learning)

Expectations for Learning and Behavior: ​Clean

up procedures will be run through previous to the start of
the activity. This includes the a brief discussion about waste and to take only what you need and
come back if you need more. As well as how to respectfully work in a group, making sure that all
students have input and feedback when working collaboratively ( this will be monitored
throughout the lesson by the teacher), proper disposal of waste materials, where to place your
sculptures once completed and wiping the desk once finished.

Transition to Body: ​The

students will at this point be broken up into groups of 4 and allowed to
choose their own groupings as we feel that at this age and experience with this class that they are
mature and responsible enough to work collaboratively together in their own chosen groups.

The students will then put their group name in a hat. The teacher will draw the name from the hat
and this will determine who gets to choose their materials first. This is to keep fairness between
the groups and move to the activity.

Body ​(30 min.)​:

Indicate the steps/scaffolding and transitions in lesson. Indicate timing of each section.. Identify teaching strategies, organization
of class etc.
The body of the lesson will be primarily devoted to experimenting with the limitations of
materials. We will have the class work within their table groups. One of us will distribute materials
while the other give direct instruction as to what we expect the class to do with said materials, with
the distinct caveat that they wait until instruction is completed. Each table will be given one main
material in which to work with, they are to struggle with the advantages and disadvantages of this
material in order to, as best as they can, recreate one of two images that was decided on last class.
These images will be displayed on the smart board. The students will have a time limitation, and a
size limitation on top of the material limitation. They should be considering all of these as they
make their decisions. These are all factors that mitigate what risks artists decide to take or not take,
and we want students to be aware of these things before working on their final piece for this
assignment.
Once the students have created their maquettes we will have a mini-gallery walk/critique, so the
students can see what other students were working with and how they resolved some of their
materialistic and time constraints.
Closure ​(10 min.)​:   
Consolidation Learning:
We will have an exit slip for the students, 2-3 will be asked to share their response for the purpose
of this lesson. In a real setting we would wait and discuss this next class.
Transition to Next Lesson:
Being an artist is about taking risk or not taking risk, being aware of your material limitations and
choosing to push the boundaries of those limitations or to play it safe. Next class we will be

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looking at some culturally diverse sculpture and discussing what may have informed their
decisions about those sculptures.
Indicate clean up protocol, material management etc.
Ask the class for feedback on the lesson.

Professional Reflections:

What went well? Modifications needed? Other considerations…