Integrated Lesson Plan 1: Math (Alivia)

Name of the lesson: Reflections of You

Grade Level: 6th

Visual art standard: VA.Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design

Other teaching area core standard: Standard 6.NS.6

A. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

B. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

Learning Goal(s):  Students will be able to create a symmetrical oil pastel image of their name using the reflection skill of geometry over several axes. 

Description:  Students will be given a square piece of paper, and they will measure it into six segments that are shaped like slices of a pie. They will write their name in a 3rd form in none section, and then, using natural light and wax paper, will use their math skills of reflection to reflect their written name on each section. The result will be a spiral, symmetrical image. They will then use oil pastels to color the letters.

Teaching to both standards: These two standards overlap because the art standard talks about using new methods and materials, and geometrical reflection will be a new method in both art form and in math. We are directly using the math standard because we will be teaching reflection over axes, which is directly mentioned in the standard. Teaching these two standards together could improve learning in each because students can better understand the concept of reflection and how to do it by actually practicing it. The artistic aspect will also make the math concept more enjoyable and memorable.  

Integrated Lesson Plan 2: History (Tayler)

Name of the lesson: Early Civilization Cities

Grade Level: 6th

Visual art standard: 

VA:Cr2.3.6a Design or redesign objects, places, or systems that meet the identified needs of diverse users

Other teaching area core standard: 

6th grade Social Studies standard 1, objective 4, part a 

Identify innovations in manmade structures over time (e.g. irrigation, roads, building materials) and their influence on meeting needs

Learning Goal(s): Students will create their city with irrigation, buildings, and roads, in order to practice drawing, as well as increasing their knowledge of the early civilizations. 

Description: Students will be given a large piece of paper where they will draw and design their own city. They will be given instructions to make sure that their city includes building, irrigation canals, and roads. They will be able to decorate however they want, and they will be able to put the pieces wherever they choose. They will then use paint, crayons, colored pencils, etc… to color their city. At the end, they will give their city a name. 

Teaching to both standards: 

These two standards overlap because the art standard talks about how they will design or redesign objects, places, or systems. With the students creating their own city, they will be able to design it with objects, places, or systems. The history standard will be met because that one talks about how the students need to identify innovations in manmade structures over time and their influence on meeting needs. With designing a city with buildings, irrigation, and roads, the students will be able to see how the early civilization lived and how important those items are to society. Teaching these two standards together allows the students to learn both about history and art in a fun way. By having them create and draw their own city, it allows them to be creative and use problem solving skills. This project may be challenging, but it will allow the students to see how the early civilizations lived in a creative way. 

Integrated Lesson Plan 3: Science (Bee)

Name of the lesson: Found Molecule Models

Grade Level: 6th

Visual art standard: VA:Cr3.1.6a – Reflect on whether personal artwork conveys the intended meaning and revise accordingly.

Other teaching area core standard: 6th grade science standard 6.2.1

Develop models to show that molecules are made of different kinds, proportions and quantities of atoms. Emphasize understanding that there are differences between atoms and molecules, and that certain combinations of atoms form specific molecules. Examples of simple molecules could include water (H2O), atmospheric oxygen (O2), and carbon dioxide (CO2). (PS1.A)

Learning Goal(s):  Students will use found objects to create models demonstrative of the different kinds, proportions and quantities of atoms and be able to critique each other’s work and adjust their models accordingly.

Description: 

Students will take found objects, such as plastic bags, cookies, marbles, play-doh, or whatever material they have at their disposal, and mold them (where applicable) to the shapes or sizes necessary to build a molecular model of a simple molecule of their choice (e.g. Water, oxygen, or carbon dioxide). Students will demonstrate the relative proportions in size and material types of the atoms necessary to build a molecule. Students will then share their model with a neighboring student, gain critiques about necessary scientific adjustments (e.g. are there two hydrogen atoms represented by marbles tapped to a cookie representing oxygen to build a water molecule? Is it clear what material represents which atom?) and overall artistry. They will have the opportunity to revise their models before turning it in.

Teaching to both standards: These two standards overlap because the art standard discusses reflecting on whether personal artwork conveys the intended meaning and to revise accordingly and, in this assignment, students will build scientifically accurate molecular models and reflect on accuracy and artistry by revising after peer critiques. Teaching these two standards together could improve learning in each because students can better understand the concept of molecular composition and reflect if it conveys intended meaning by critiquing with peers. The artistic aspect will also make the science concept more enjoyable and memorable.  

Images

• 

• 

• 

• 

• 

Challenges

The biggest challenge I faced this week was my own fault! Since I split this project over 5 days, I had to keep remixing my paint colors and I spent a lot of time trying to get everything just right so I could pick up from where I left off. I guess the perk of pre-mixed paints is consistency.

Improvement

I think my understanding of color and color theory really cemented itself this week. I generally know the ratios of primary colors needed to get at least the secondary colors on the first try. Tertiary colors take me significantly less time after this week. I also think I really let my creativity FLY this week which makes me excited for my final project.

In order to mentally prepare for my final week of skill testing before my Final Project, I decided to practice my visual graphic design skills. I implemented color theory and blocking, the core of my 25 day project.

One image for each day

• 

• 

• 

• 

• 

• 

Challenges I Faced

My biggest challenge was related to my ADHD in the form of Task Activation. I couldn’t get myself to just ~make a decision~ on how I wanted to combine design elements such as the lines or the exact color I wanted to land on.

What have I learned or improved on this week?

I think I learned how to visualize what techniques I need to work on this week to better execute my final project. I now know I need a ruler to space each line. I also improved on my understanding of color theory.

In order to relieve myself from the monotony of block of color, I decided to create a Meme-Combo painting. I practiced drawing shapes, adding details, and most importantly how to mix and apply color. The end result was a painting of Grogu sipping Kermit the Frog’s Lipton tea.

One image for each day

• 

• 

• 

• 

• 

Challenges I Faced

As always, my challenges mostly involved materials. My pencils didn’t trace well on the canvas so I ended up having to hope pen wouldn’t be too visible through paint. I always had to spend a while researching how to mix paints the way I wanted them to appear. I forgot that paint can different color when it dries so I was shocked to see a peach-ish background instead of the reddish orange I was hoping for.

What have I learned or improved on this week?

I learned that drawing on canvas can take some time and care as canvas is not as smooth as paper. For the light highlights, I should’ve the white underneath first and then keep that space negative when adding in the browns of the clothing. I don’t know if I would’ve been successful as I was eyeballing the highlights. Next week when I’m mixing paint, I will not add as much white to the mixes as all the colors look a little washed out to me.

Vocabulary:

• Loom: The apparatus or tool used to weave upon 
• Warp: (verb) to add warp strings to your loom, (noun) the string that you’ll weave through
•  Weft: The string that is woven through the warp strings to create fabric

How to Warp a Circular Loom:

The string will go length-wise across your loom from notch to notch.

1. Tie a slip knot with a 2 to 3 inch tail into a notch with the tail going towards the back of the loom.
2. Pull the rest of the string down from the top of the loom to the bottom notch that
   lies directly across from it.
3. Tuck the string into that notch, then pull around the back of the loom and
   through the front of the next notch.
4. From there, go across the center and up to the corresponding notch at the top of your loom.
5. Repeat until all notches are covered.
6. Use any excess thread to wrap around the center of your loom where the warps cross in order to space the warps evenly throughout your loom.
7. If all warps are evenly spaced and you have extra thread, it is encouraged you leave the tail to tie your weft to.

Making Stitches:

The Tabby weave is a basic over-under-over-under stitch. It is a stitch that is easy to accomplish in a standard fashion. You always go over one warp string and under the next warp string.

1. Tie a new weft string to the string you used during your previous weave or to a warp string.
2. Choose a starting spot: where your last stitch ended or a completely new warp string.
3. Weave your weft thread around your warp strings – alternating going over one string and under the next – and pull the string through.
4. Gently slide your layer of weft strings toward the center of the loom so there is no space between weave layers.
5. Repeat this process for as many layers as you would like.
6. As you change threads, make sure to tie your thread to something in the back of your loom to keep your thread from unraveling.

The Soumak weave is similar to the basic Tabby stitch. Instead of a 1 to 1 under over ratio like the tabby, you choose the amount of warp strings you go over, and then choose a lesser number to go back under. If you stay consistent all the way around the loom for at least one rotation, your piece will have a slightly raised line. Here are the steps for a Soumak Weave that is Over 4 Under 2:

1. OPTIONAL: Tie a new weft string to the string you used during your previous weave. You can always use your previous string but you will want at least enough string for another rotation.
2. Starting where your last stitch ended , place your string OVER 4 warp strings (or whatever over amount you chose for the rotation)
3. Pull the string around to the back of the loom.
4. Move in a backwards direction UNDER and around 2 (or whatever amount you chose) strings.
5. Pull the thread back to the front.
6. Repeat this process for a full rotation.
7. As you change threads, make sure to tie your thread to something in the back of your loom to keep your thread from unraveling.

Artwork Example:

Project Idea: One weaving project that would be appropriate for engaging students is weaving with a cardboard loom to show students how financially accessible weaving can be.

Cultural Tie-In: Online or in a book, find at least one example of a culture in which traditional artisans use this material to create objects of importance to that culture.  Describe the artform: Where is it from?  What does it look like?  Does it have any specific uses in the culture?  Are there specific people who make it?  Include any other pertinent information about the art-form and/or the people who make it.  Include at least two representative images with links or citations for where you found it.

In the Nagaland, a state in northeastern India, women have revitalized their once dying tradition of weaving in their culture in order to support their families in the 21st century. They use a loin loom to create beautiful woven pieces they use in their own home and sell to tourists. They have even started hosting an annual Loom Festival where tourists can come and learn how to weave like they do in the Nagalands.

Weaving is also historically important in preserving the unwritten oral folklore of the Nagas. This act of creating art empowers the women of the Nagalands as storytellers as well as financial providers.

Tips and Strategies: Some strategies to teach students when using a stop motion app that will help them to create better work includes using a tripod to hold your capture device (i.e. phone or camera) in order to keep the frame consistent throughout the capturing the process.

One way to add depth to stop motion animation is to include soundeffects, a voiceover, and/or strategically chosen music to help cue in viewers. Another way to do this is to include a set or background to compliment the main subject.

Another tip is to story board the entire piece before the capturing process to ensure students will include all desire components in their story. A story board will help students stay organized and reach their goals. When capturing and going between the various frames of the storyboard, advise students to capture small movements to add fluidity to the piece.

Age Level Adaptations: Anyone can create stop motion animation! To make the project more accessible to younger students, the teacher can provide pre-made characters and sets. Teachers can also aid in the capture process by clicking while the student moves the object and directs the creative vision.

To extend the project for older students, encourage them to create their own objects such as puppets or 3D-Models to be the main subjects of their piece. Teachers can also require older students to use voiceovers, multiple scenes, sets, and overall more elements.

Project Ideas: One project idea includes providing elementary school students with toy vehicles and having them drive the vehicle around the screen. An adult helps them capture the pictures for the animation while students direct the creative visions.

Another stop motion project appropriate for elementary school students is a lego world stop motion. Students create the set and characters from lego so there is a bit of a creative constraint but also freedom from having to know how to build objects for their animation.

Professional Artists:

Artwork Examples: Link to google drive video attached below.

https://drive.google.com/file/d/1VhYhn_LzGKYpmMFvfGlWMjgSqhNQAlpz/view?usp=sharing

Step-By-Step Instructions:

1. Sketch your puppet design
2. Redraw each section separate from each other and create enough room for the connections
   • Note of which pieces will be in front or behind and adjust accordingly by creating tabs. I.E. If it is a “behind” piece, make sure it has extra space for the connector than in your original sketch.
3. Cut each of the individual sections, leaving the tabs noted above on the behind pieces to attach to the front pieces.
4. Color each piece and add details before moving forward. This step will be difficult to do once the puppet is assembled.
5. Hole punch the tabs and cut out circles larger than the whole punch.
6. Flip each pieces over and place the bottom piece on top of the top piece.
7. Add a SMALL dot of glue in the middle of the hole punch and place the larger circle created in step 5 on top of the dot of glue.
8. Firmly press down on the circle using the end blunt of a pen or sharpie.
9. Repeat with every piece.
10. Test each piece by twisting at the hinges.

Age Level Adaptations: A student of any age can do this project, provided they receive instruction and tools appropriate to their age level. Younger students benefit from using wider appendages compared to the thin ones we do as older students. This provides more space for the glue to be moved by the younger-student-with-less-motor-skills and still create a working hinge. For older students, increase the amount of hinges that they are required to have per puppet as this will require more creativity on hinge size and placement.

Project Idea:

One project that engages students with puppetry is making animal puppets out of popsicle sticks (first list item). This project gives a lot of creative freedom to students but does not require a massive amount of technical skill, meaning this project would be a good launching point for first time puppeteers. Another project idea would be up-cycling cereal boxes into monsters (third list item). A third project that would help create real-time characters in a unique way are rubber glove puppets where each finger is a character and you can place a world or set in the palm (eighth list item).

Professional Artist:

Cultural Tie-In: Online or in a book, find at least one example of a culture in which
traditional artisans create puppets that are of importance to that culture. Describe the type of puppetry: Where is it from? What does it look like? Does it have any specific uses in the culture? Are there specific people who make it? Include any other pertinent information about the art-form and/or the people who make it. Include at least two representative images with links or citations for where you found it.

The African American community is experiencing a movement of using puppetry as means of expressing identity and promoting healing. This movement was celebrated earlier this year in 2021 by the Library of Congress, sponsored by the American Folklife Center’s Benjamin Botkin Lecture Series. The article cited below states “Dolls and puppets presented by the artists [at the event] are described by the artists as having a function of healing both physical and emotional hurts, expressing a positive African American identity through art, and exploring African and African American history. This is not only true for the makers but for those who see them or acquire them to take into their own lives.”

https://blogs.loc.gov/folklife/2021/02/african-american-art-dolls-and-puppets/

Artwork Example:

I have decided to pivot towards color theory and tape painting so I can try different techniques for my final project.

One image for each day

• 

• 

• 

• 

• 

Challenges I Faced

When I started, I had very little knowledge of how to apply the paint smoothly or in a way that allows each color to pop, as I was not using acrylic paint. Another challenge I faced is the paint I bought weren’t the prime colors I was expecting to buy – they were a lot more neon and bright than I had intended.

What have I learned or improved on this week?

I learned by error as you can tell between the fourth and fifth image, where I realized I could not lay yellow on top of what was supposed to be red paint. I now know you must put you lighter color down first and either section the painting out or lay a darker color on top to maintain integrity. I’m also realizing which types of tape create better lines.

I thought that by the time I reached my twenties, my fascination for calligraphic quotes and mantras would fade. However when you look at my wall you’ll find a collection of printed quotes and mantras my sisters made me during the harder part of my fight with endometriosis. Now it’s my time to get learn this skill for my own sake and to create gifts for people who benefit from the written script.

One image for each day

Challenges I Faced

The first challenge I faced was improper materials. I had asked my sister for her calligraphy tutorial playlist and they all use a specific felt liquid pen. Using only graphite pencils, I can’t get the smoothness and boldness I am looking for. I also really struggle with proportionate sizing of letters within the same word. I am working to be more creative in my additional elements and style choices as it will aid me in emphasizing the message of the pieces I am working on.

What have I learned or improved on this week?

This week, I have improved in my line work and shading skills. As the week went on, I noticed I felt more confident as I worked, which I believe translated into adding elements I wasn’t before and allowing myself to take up more space on the page.

Vocabulary:

• Print – A noun (the thing you make as you print) and a verb (the act of printing).
• Monoprint – A single print that cannot be replicated.
• Matrix – Used for printing (lino block, styrofoam, gelli, etc)
• Brayer – Rolls out the ink and onto the matrix.
• Block Printing Ink – Ink used to print.

Step-by-step directions for Gelli Plate Printmaking:

• Add a small amount of paint (a dab) to the gelli plate.
• Use the brayer to roll out the paint until the paint is smooth like velvet.
• Lay the paper on to the gelli plate.
• Press the paper down well in order to get a good transfer.
  • Use a spoon if your skin is prone to paper burn.
• Lift paper from the gelli plate.
• Repeat after each layer dries to get different levels of depth, shapes, and colors.

Step-by-step directions for Styrofoam Printmaking:

• Draw desired design onto a piece of paper
• Tape the paper on top of the styrofoam
• Trace the design from the piece of paper onto the styrofoam using a ball point pen, making a point to press down hard.
• Lift the paper off of the styrofoam
• Retrace over the design with a pen on the styrofoam
• Put the ink on a glass sheet and use your brayer to spread out the ink until it is the consistency of velvet
  • This is how you will pick up the ink on the brayer after an initial roll
• Roll the brayer over your styrofoam
• Place a piece of paper over your styrofoam and press down firmly
  • Use a spoon if necessary for leverage or sensitive skin purposes
• Take off the piece of paper to reveal your print

Age Level Adaptations: For very young students, I would simplify the printmaking process by taping the paper/matrix to keep it still therefore making it easier for smaller hands to use. I would also use a bigger matrix and simplified colors to also increase the ease of use.

For older students, I would extend the printmaking process by encouraging creation and use of stencils, more colors, and more shapes.

Project Ideas:

One printmaking project I would like to do is Monoprint Collages where students create monoprints, wait for them to dry, then cut up the prints into shapes then put them together to making a collage.

Another printmaking project I would like to do is Trashbag Monoprints where students use trashbags and cardboard to create a print they roll ink onto then press on paper to create a monoprint.

Professional Artists:

Artwork Examples:

• 

• 

•