ARTE 342

1 Lesson plan

Name: Sarah Greer

DAILY PLAN
Lesson Title: Create your own sidekick! Working from 2-d to 3-d
Grade Level: Mid-Upper Elementary
Skills:
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?
(a) How does art help our peers understand our own lives? We can look to the past
similar to how we look at ourselves in the present. (b) Art can be used to impact many
things. Think of an iconic image that many would recognize and explore how that
image created a message (example: Obamas HOPE poster). (c) Art preserves thoughts
in the moment (in some cases). Think on how much we have learned about life, past
and present, from images.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art. Enduring Understanding: Through art making, people make meaning by
investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Questions: (a) How does engaging in creating art enrich peoples lives? (b)
How does making art attune people to their surroundings? (c) How do people
contribute to awareness and understanding of their lives and the lives of their
communities through art making?
(a) Art enriches our lives by allowing us to express in a universal language. We engage
with one another, and we engage with ourselves. We can explore new avenues and
learn more about ourselves through our strengths as well as what we can improve on.
(b) Making art allows us to notice more about the world we live in that we otherwise
would not have noticed. (c) We grow a deeper understanding of what is important to
individuals and our community through art making. Art is a language on its own; art is
another way for us to communicate with one another.

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Overall Lesson Objective:

National Social Studies Standards:
1: Culture - Social studies programs should include experiences that provide for the
study of culture and cultural diversity
4: Individual Development and Identity
Blooms Taxonomy:
Remember: lesson on working with clay
Understand: how artists create 3-d work from 2-d sources
Apply: draw your own 2-d work
Analyze: how will you turn this into a 3-d sculpture?
Evaluate: what sections you will create in order to place together
Create: your idea from your 2-d drawing
Daily Objectives/Essential Questions/Academic Language:
Vocabulary/Academic Language:
Pinching
Coiling
Modelling
Building slabs

Questions:
Do you remember your superhero paper dolls?
What was their superpower?
What kind of sidekick would they have?
-----How do artists create 3-d work from 2-d work?
How will you create your sidekick from a 2-d image into a 3-d image?
How will you create with color and texture?

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Assessment Criteria:

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

How will you know that the child has mastered the lesson objective?
They created a 2-d image that reflects an animalistic creature and creates a 3-d replica that
resembles the 2-d image. The goal is to create a 3-d
replica of the 2-d design.
What would an accomplished performance look like?
An accomplished performance will utilize texture and color. The 3-d sculpture will reflect the 2d drawing.

OBJECTIVE 1

Technical Skill
Texture, form, and color

OBJECTIVE 2

Formal Quality

OBJECTIVE 3
Conceptual Complexity (seek
written statement)
(1) project ties in with
superhero assignment [ex:
superhero was a hockey player
so the sidekick has something
to do with hockey or ice]
(if superhero was not done/completed,
go off of personal superhero
worksheet)

(2) the written statement

explains the sidekicks
qualities that tie to the
superhero project
(3) The drawing shows
qualities in color, form, and
texture of a sidekick creature

HIGH
PERFORMANC
E
At least 3
colors are
used and
texture is
used. The
form was
created to
stand.
All pieces are
connected
the form does
not fall apart.
The sculpture
uses color
and form
replicating
the 2-d
drawing

The student
created a
sculpture that
includes all:
(1) (2) (3)

MEDIUM
PERFORMAN
CE
At least 2
colors were
used. Texture
is used. The
form does
not stand.

LOW
PERFORMANC
E
1 color was
used. No
texture. The
form does not
stand.

All pieces are

connected
the form
does not fall
apart.
The
sculpture
uses color
and form
that
somewhat
resemble the
2-d drawing.
The student
created a
sculpture
that includes
at least 2:
(1) (2) (3)

Pieces are not

connected
and the form
falls apart.
The sculpture
does not use
color and
form that
resemble the
2-d drawing

The student
created a
sculpture that
includes only
1:
(1) (2) (3)

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Other Visual Art Objectives
Use of clay and understanding
of 3-d

Student
created a
work that
uses
color/texture/f
orm on all
sides of the
piece
The student
problem
solved and
ONLY CLAY is
showing (if
internal wire
used)

Connections to Other Subject

Standard?

Students
work reflects
personal
qualities the
student
explains
influences

Cultural Reflection Social

Sciences
(seek written statement)
[ex: pokemon influence so
student created their own
pokemon sidekick]

Student
created a
work that
uses
color/texture/
form on all
sides of the
piece
The student
problem
solved and
but not only
clay is
showing (if
internal wire
used)
x

Work does
not use
color/texture/
form for all
sides of the
piece and not
only clay is
showing (if
internal wire
used)

Students
work does not
reflect
personal
qualities the
student does
not explain
influences

Teaching Resources Needed to Support the Lesson:

Note: All background materials, research

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

Lesson planning/examples/sources: Hafeli, M. (2015). Exploring studio materials:

Teaching creative art making to children. New York, NY: Oxford University Press
Hafeli, M. (2015). Exploring studio materials: Teaching creative art
making to children. New York, NY: Oxford University Press
From previous lesson:
Artist: Helen Lemke http://helen-lemke.squarespace.com/

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Helen Lemke Contemporary Busts (from her artist website)

Helen Lemke (from her artist website)

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Art Materials Necessary for the Lesson:

Modeling clay a variety of colors
Tools for texture
Rounded pencils or straws for slab making
Pencil (for response form)
Base
Pipe cleaners or wire
Paper (to draw)
Colored pencils

Teacher Activities
Introduction & Development:

Student Activities

5 minutes: introduction (sidekick examples)

Introduce sketch of sidekick

Watch introduction and ask questions if

any

5-10 minutes: instruct and assist with

questions for: draw sidekick

5-10 minutes: draw sidekick

5 minutes: introduce 3-d modeling from 2-d

Follow presentation and ask questions if

any

Vocabulary:
Pinching
Coiling
Modelling
Building slabs
25 minutes: instruct and assist
questions for: work on 3-d sidekick

with

25 minutes: work on 3-d sidekick

5 minutes: cleanup

5 minute: cleanup

Handout 5 minute reflection worksheet

5 minute: reflection worksheet

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Critical Comments and Reflections:
(Problems, successes, and what to think about for next lesson

I felt this was my most productive class yet. The students went straight to work in both
their drawings and their clay sculptures. With knowledge gained from the previous
lesson, students were quick to respond to the clay. They had a stronger understanding
of how to work with clay from being able to experiment in the previous lesson.
If I were to do this lesson again, I would make this a two day lesson, that way the
students could have more time to work on their 2-d drawings. If they had longer to
draw, they could further expand on their sculptures the following class day. I would
like to try the drawing concept similar to design drawings for videogames and comics
where multiple angles of a character are drawn. Perhaps that would further aid the
children when they shift to create their sidekicks in 3-d.
Some students were more engaged in 2-d or 3-d, yet some were very engaged in both.
It was great to see a variety of strengths in each student for this project.