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Unit Collage Lash

This unit plan introduces 7th grade students to collage through exploring various art concepts like radial symmetry, relief sculpture, and Haiku poetry. Students will study the collage artist Henri Matisse and learn about designs found in nature. They will create three collage pieces demonstrating their understanding of concepts like Buddhist mandalas and Islamic tiles. To conclude the unit, students will present their work and reflections on what they learned about collage and how art relates to different cultures and history.

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0% found this document useful (0 votes)
242 views66 pages

Unit Collage Lash

This unit plan introduces 7th grade students to collage through exploring various art concepts like radial symmetry, relief sculpture, and Haiku poetry. Students will study the collage artist Henri Matisse and learn about designs found in nature. They will create three collage pieces demonstrating their understanding of concepts like Buddhist mandalas and Islamic tiles. To conclude the unit, students will present their work and reflections on what they learned about collage and how art relates to different cultures and history.

Uploaded by

api-711870471
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Exploring Collage

Grade: 7
Teacher: Kendra Lash
Unit Plan: Exploring Collage

Teacher: Kendra Lash Date: 2022


Subject: Art - Collage Grade Level: 7th Grade

Brief Summary of the Unit:

Throughout this unit, students will use collage to demonstrate mastery of various art
concepts, which include radial symmetry, relief sculpture, haiku, Henri Matisse and more. By the
end of this unit, students will have produced three finished pieces of art, which reflect the big
ideas and concepts which they studied throughout the unit. Students will be introduced to collage,
as well as to various collage artists, including Henri Matisse, an artist who practiced collage, as
well as various other forms of fine art. Students will also learn how designs often found in nature,
like radial symmetry, have been incorporated into various types of art from around the world, like
Buddhist Mandalas, Islamic Tiles and Gothic Cathedral Rose Windows. Students will also learn
about Haiku poems and their origins, and will demonstrate their understandings of this by
creating Haiku poems of their own, and using them as inspiration to create a collage. To wrap up
the unit, students will demonstrate their learning and understanding of these concepts through a
presentation, which can be done in a written response, orally, or in a video/audio recording. There
will also be a critique on the last day of the unit, where students will be able to view one another’s
work and give/recieve feedback.
These big ideas and concepts are important for students to learn about because by
exploring various art forms, students will not only see how relevant art is in every aspect of life,
from things like nature to cultural and religous practices, but they will also leave the classroom
with new skills which they can use to tell a story or send a message as they navigate, as they did
in their Haiku collages, for example.

Stage One – Desired Results


What do we want the students to learn?
Massachusetts Framework Standards:
Creating
● 1. Generate and conceptualize artistic ideas and work. Create media arts ideas that are
characteristic of different media genres. (F.MA.Cr.01)
● 2. Organize and develop artistic ideas and work. Create multiple different plans for a work
prior to selecting one to implement. (F.MA.Cr.02)
Presenting
● 6. Convey meaning through the presentation of artistic work. Describe how decisions
about how a media artwork is presented are connected to what the student wants to
express, evoke, or communicate. (F.MA.P.06)
Responding
● 7. Perceive and analyze artistic work. Analyze the style of a media artist, and how the
style manifests itself in a given media artwork. (F.MA.R.07)
● 8. Interpret intent and meaning in artistic work. Identify artistic elements from a work that
connect it to a specific genre or style. (F.MA.R.08)
● 9. Apply criteria to evaluate artistic work. Compare and contrast different rubrics or criteria
for evaluating media artwork. (F.MA.R.09)
Connecting
● 10. Synthesize and relate knowledge and personal experiences to make art. Describe
what has influenced changes in one’s own artistic style and preferences in media arts.
(F.MA.Co.10)
● 11. Relate artistic ideas and works to societal, cultural and historical contexts to deepen
understanding. Identify the connections between historical and cultural context and
defining stylistic elements of multiple media artworks (e.g., shifting styles due to the birth
of computer animation). (F.MA.Co.11)

Lesson Objectives:

Part 1, Day 1: Introduction to collage with Henri Matisse


● Students will be able to demonstrate an understanding of the process of creating a
collage, including the importance of beginning with the larger background shapes, and
building up with smaller foreground pieces.
● Students will be able to create a collage that is inspired by the work of Henri Matisse, by
incorporating some of his techniques and shapes.

Part 2, Day 2, 3, 4 & 5: Radial Symmetry Relief Sculpture Collage


● The students will be able to create a relief sculpture/collage which exemplifies radial
symmetry.
● Students will be able to demonstrate mastery of three different types of folds (hat, samurai
and kite), by effectively creating them, and incorporating them into a finished relief
sculpture collage.
● Students will be able to point out characteristics of Islamic tiles
● Students will be able to point out one element that contributes to the creation of Buddhist
Mandalas
● Students will be able to describe the history behind the name, “Rose Windows”, in terms
of Gothic Cathedral Windows.
● Students will be able to discuss examples of both symmetry and radial symmetry in
groups at their tables, and be prepared to have one group member share their examples
with the rest of the class.
● Students will be able to describe the difference between symmetry and asymmetry.
● Students will be able to point out ways in which radial symmetry is different from normal
symmetry.
● Students will be able to demonstrate effective ruler use in creating sections on their paper
in preparation for paper relief sculpture collages.
● Students will be able to create a raised relief sculpture by gluing their folds down onto
their paper.

Part 3, day 6, 7, 8 & 9: Haiku Collages


● Students will demonstrate an understanding of Haiku poems by creating three of their
own, then selecting their favorite, and creating a collage based off of it.

Part 4, Day 10: Critique of all work from unit


● Students will be able to demonstrate a more developed understanding of collage, as well
as important concepts, by presenting their work from the unit using provided prompts.
● Students will be able to present their work from throughout the unit through either an oral
presentation, written response, or audio recording/video.
● Students will be able to defend their learning through some form of presentation/response.
Big Ideas:
● The students will understand that in order to create an effective collage, one must begin
by gluing down the larger background pieces first, then build up with the smaller
middleground, then foreground pieces.
● Students will understand that Henri Matisse is one artist who uses collage to create
abstract, unique compositions.
● The students will understand that relief sculptures have sculptural elements that are built
or carved off of a flat surface, which causes the finished piece to be slightly raised, rather
than flat.
● The students will understand that symmetry occurs when two sides or halves of a design
are closely or exactly similar to one another.
● The students will understand that the term “asymmetry” refers to a lack of symmetry or
evenness between two sides or halves of a design.
● Students will understand that radial symmetry is symmetry that exists around a central
axis.
● Students will understand that Buddhist Mandalas are a form of art which exemplifies radial
symmetry.
● Students will understand that Islamic Tiles are a form of art which exemplifies radial
symmetry.
● Students will understand that Gothic Cathedral Rose Windows are a form of art which
exemplifies radial symmetry.
● Students will understand that radial symmetry is a design often found in nature.

Concepts:
● Space (foreground, middleground, and background)
● Henri Matisse
● Abstract
● Collage
● Relief Sculptures
● Radial Symmetry
● Symmetry
● Assymetry
● Buddhist Mandalas
● Islamic Tiles
● Gothic Cathedral Rose Windows
● Haiku Poems
● Critique

Essential Questions:
● What are three different materials that can be used to create a collage?
● What is it called when art is not realistic, but depicts a certain subject, image or idea?
What are the three aspects of space that we observed today?
● What is one example of radial symmetry that can be found in nature?
● How are Buddhist Mandalas traditionally created?
● How is a relief sculpture different from a usual sculpture?
● What is the difference between the terms symmetry and asymmetry?
● What are some examples of symmetry and asymmetry that you notice around this
classroom?
● How is radial symmetry different from symmetry?
● What types of spaces are Islamic Tiles most often used to decorate?
● What is one reason as to why Gothic Cathedral Windws are referred to as Rose
Windows?
Critical Thinking Skills:
● Students will examine the collage work of Henri Matisse, and incorporate some of his
shapes into their own collage.
● Students will research Henri Matisse, and pick out elements of his collage work that they
enjoy, and would like to use in their own work.
● Students will practice looking at designs found in nature for inspiration for their own
creations.
● Students will interpret artistic work from around the world, and incorporate similar designs
and techniques into their own work.
● Students will collaborate with peers to discuss concepts and ideas covered in class.
● Students will recognize connections between fine arts and ELA.
● Students will create a finished piece of art based on a Haiku poem of their own.
Building Students’ Background Knowledge:
● Students will have already learned how to use a ruler, glue sticks and scissors
appropriately.
Stage Two – Assessment Evidence
Performance/Summative Task:
● Create landscape collages inspired by Henri Matisse shapes.
● Create relief sculpture collages, which exemplify both symmetry and radial symmetry.
● Create Haiku poems, then create collages that represent them.
● Participate in a class/small group critique, where students will present their work through
either an oral presentation, written response, or recorded audio/video.
● Self assessments to be completed upon finishing each project.
● Entrance and exit tickets reflecting understanding of concepts studied in class.

Self-Assessments and Reflection:


● At the end of the unit, students will participate in a critique period, where they will present
their work from the unit to their peers and receive feedback.
● Students will also be assigned a handout which includes a rubric, and space for them to
give themselves a grade for each portion of the assignment. They also have space to give
a brief description of why they graded themselves the way they did for each section of the
rubric.

Stage Three – Lesson Plans


Day 1: Introduction to Collage

Teacher: Kendra Lash Date: Day 1

Subject: Art Grade Level: 7th

Title of Lesson: Introduction to Collage Lesson Length: 60 Minutes

MA Curriculum Frameworks:

Creating
● 1. Generate and conceptualize artistic ideas and work. Create media arts ideas that
are characteristic of different media genres. (F.MA.Cr.01)
Responding
● 7. Perceive and analyze artistic work. Analyze the style of a media artist, and how the
style manifests itself in a given media artwork. (F.MA.R.07)
Connecting
● 11. Relate artistic ideas and works to societal, cultural and historical contexts to
deepen understanding. Identify the connections between historical and cultural context
and defining stylistic elements of multiple media artworks (e.g., shifting styles due to
the birth of computer animation). (F.MA.Co.11)

Lesson Summary:

● Throughout this lesson, students will be introduced to collage, and will practice using
the work of Henri Matisse as inspiration. Artists all over the world are inspired by one
another, so it is important to allow ourselves to look at the work of others, and be
inspired to try new techniques, materials and ideas. This lesson will increase students’
ability to do so.

Lesson Objectives:

● Students will be able to demonstrate an understanding of the process of creating a


collage, including the importance of beginning with the larger background shapes, and
building up with smaller foreground pieces.
● Students will be able to create a collage that is inspired by the work of Henri Matisse,
by incorporating some of his techniques and shapes.

Enduring Understandings

Big Idea(s):

● The students will understand that a collage can be made from layering and gluing a
variety of materials, from things like paper clippings and newspapers/magazines, to
found objects, like bottle caps, fabric, feathers and more.
● The students will understand that in order to create an effective landscape collage,
one must begin by gluing down the larger background pieces first, then build up with
the smaller middleground, then foreground pieces.
● Students will understand that Henri Matisse is one artist who uses collage to create
abstract, unique compositions

Concept(s):

● Collage
● Henri Matisse
● Space
● Foreground
● Middleground
● Background
● Abstract

Essential Question(s):

● What are three different materials that can be used to create a collage?
● What is it called when art is not realistic, but depicts a certain subject, image or idea?

Critical Thinking Skill(s): Students will examine the collage work of Henri Matisse, and
incorporate some of his shapes into their own collage.

● Students will research Henri Matisse, and pick out elements of his collage work that
they enjoy, and would like to use in their own work.
● Students will observe aspects of space, including middleground, background and
foreground, and be able to point them out in any landscape or image.
● Students will respond to a lesson on Henri Matisse by creating a collage inspired by
his shapes/work.
Building Students’ Background (pre-requisite skills or content needed):

● Students should be able to effectively use a glue stick.


● Students should be able to effectively use scissors.

Materials/Equipment/Technology:

● Access to technology for supplemental presentation and video on Henri Matisse


● Student laptops for research
● Projector/camera for demonstration of creating/arranging and gluing shapes
● 5 X 4 in. Mixed media paper to collage on
● Colored paper to collage with
● Scissors
● Glue sticks

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Glue Foreground Henri Matisse

Layer Middleground Collage

Color Background
Paper Space

Scissors

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Begin by asking students,

“Have you ever tried using supplies that are out of your comfort zone, or that you
don’t usually use, to create a piece of art? What was it like for you?”

● Give them some time to think, then ask them to turn and talk with their groups.
● After giving them some time to chat, ask a person from each table to share out for a
brief class discussion.

(5 Minutes)

Procedures:

Introduction:

● Begin by introducing students to collage using the presentation attached at the end
of today’s lesson.
● After students have learned the basics of collage, get into middleground, foreground
and background (also using the slideshow). Show students an examples on next
slide, and ask volunteers to come up and point out the foreground, middleground
and background in each.
● Once students understand this, start to introduce Henri Matisse, and how he
practices collage/how he got into collage later in life. Relate this back to the hook,
as Henri Matisse created his collages using only painted paper and scissors, then
collaging the pieces and shapes together to create hundreds of compositions.

(10 Minutes)

Demonstration:

● Tell students that they will be creating landscape collages, which must include a
background, middleground and foreground. Have some shapes (inspired by the
ones Henri Matisse used in his collage practice) cut and prepared which can be
used to demonstrate how to layer the shapes in a spacially effective way. Show
them how to start with the background and work their way up with the smaller
foreground pieces.

(5 Minutes)

Active Practice:

● Direct students to begin researching Henri Matisse’ collage work on their laptops,
and gathering examples of his work with shapes and designs that they might want
to incorporate into a collage of their own. Tell them to take only about 5 minutes to
do this, so that they have time to create their collages using the techniques
demonstrated.
● Tell students that their is colored paper at the front of the room, and scissors and
glue sticks in the baskets at their tables. Tell students that once they have gathered
some inspiration from researching Henri Matisse, that they can go up and grab a
few pieces of paper to start with. Tell students to use pencil to trace out shapes on
the colored paper before they begin cutting.
● Give students the next half hour or so to create their collages. These will be small,
and are just for practice with collage before they get into the next two projects,
which will require more time, and the skills which they will build today.

Clean-Up:

● Have students begin cleaning up about ten minutes before class ends, to ensure
that there is time for them to complete a closure activity.
● Direct students to place their glue sticks and scissors back in the baskets on their
tables, and place their finished collages in the bin for finished work for their class,
located at the front of the room.
● Remind students to put their names on the back of their collages before turning
them in!
● Make sure students throw their extra paper scraps away, but save the bigger
pieces, which can be placed in the scrap paper box in the back of the classroom.
(5 Minutes)

Closure:

● Put a piece of art that exhibits a middleground, foreground and background, up on


the board. Give students a half sheet of scrap paper, and ask them to describe
which elements of the art make up the middleground, foreground and background.

(5 Minutes)

Homework/Extension Activities:

● None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

https://www.moma.org/interactives/exhibitions/2014/matisse/the-cut-outs.html

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1
Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 2: Radial Symmetry Relief Sculpture Collages, Day 1

Teacher: Kendra Lash Date: Day 2

Subject: Art Grade Level: 7th Grade

Title of Lesson: Lesson Length: 60 Minutes

Radial Symmetry Relief Sculpture collages: Introduction


and Step 1

MA Curriculum Frameworks:

Responding
● 7. Perceive and analyze artistic work. Analyze the style of a media artist, and how the
style manifests itself in a given media artwork. (F.MA.R.07)
● 8. Interpret intent and meaning in artistic work. Identify artistic elements from a work
that connect it to a specific genre or style. (F.MA.R.08)
Connecting
● 11. Relate artistic ideas and works to societal, cultural and historical contexts to
deepen understanding. Identify the connections between historical and cultural context
and defining stylistic elements of multiple media artworks (e.g., shifting styles due to
the birth of computer animation). (F.MA.Co.11)

Lesson Summary:

Throughout this lesson, students will be introduced to the concepts of symmetry, asymmetry
and radial symmetry. Students will be given time to talk in groups at their tables, and generate
examples from nature/the classroom for each concept, and from there, each group will be
given the opportunity to share their ideas with the rest of the class. Today, students will also
begin their projects by completing step one, where they will create 8 sections on their black
construction paper in white colored pencil, so that they can use these as guidelines in using
their folds to represent radial symmetry. Once step one is complete, students will be given a
demonstration of how to create each of the three types of folds they will be making use of for
this assignment.

Lesson Objectives:

● Students will be able to discuss examples of both symmetry and radial symmetry in
groups at their tables, and be prepared to have one group member share their
examples with the rest of the class.
● Students will be able to describe the difference between symmetry and asymmetry.
● Students will be able to point out ways in which radial symmetry is different from
normal symmetry.
● Students will be able to demonstrate effective ruler use in creating sections on their
paper in preparation for paper relief sculpture collages.

Enduring Understandings

Big Idea(s):
● The students will understand that symmetry occurs when two sides or halves of a
design are closely or exactly similar to one another.
● The students will understand that the term “asymmetry” refers to a lack of symmetry or
evenness between two sides or halves of a design.
● Students will understand that radial symmetry is symmetry that exists around a central
axis.

Concept(s):
● Radial Symmetry
● Symmetry
● Asymmetry

Essential Question(s):

● What is one example of radial symmetry that can be found in nature?


● What is the difference between the terms symmetry and asymmetry?
● What are some examples of symmetry and asymmetry that you notice around this
classroom?
● How is radial symmetry different from symmetry?

Critical Thinking Skill(s):

● Students will practice looking at designs found in nature for inspiration for their own
creations.
Building Students’ Background (pre-requisite skills or content needed):

● Students should be able to effectively use a ruler.

Materials/Equipment/Technology:

● Laptop/computer for supplemental presentation.


● Projector/camera hooked up to the board for demonstrations.
● Black 12X12 in. pieces of construction paper
● Rulers
● White colored pencils
● Guided note taking sheets
● Presentation on where symmetry, asymmetry and radial symmetry
● Instructions for each fold (Hat, Kite, Samurai)
● 3X3 in. white printer paper for students to use as practice papers as they follow along
with the demonstration.

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently Tier 3: Domain specific words,
that are familiar to most, but occurring academic words low-frequency
not all students

Paper Measure Symmetry

Pencil Asymmetry
Ruler Radial Symmetry

Samurai, Hat and Kite fold

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● As soon as students come into class, they will complete an entrance ticket, located
at the front of the class, which asks them to create a drawing that represents
symmetry
● Go around the room and ask for a few volunteers to present what they drew, as well
as specify why/how it is symmetric.

(5 Minutes)

Procedures:

Introduction:

● Using presentation with images, tell students that along with symmetry, some other
important terms to keep in mind include asymmetry and radial symmetry. Go into
depth about each of these, and have the class help come up with examples.
● Also using presentation with images, talk about how radial symmetry is a design
that is often found in nature. Show students some examples, then have the class
come up with a few more at their tables and share out, to ensure their
understanding of radial symmetry. Point out how aspects of nature like this one
often influence art all over the world. Tomorrow, we will look at some examples of
radial symmetry in art forms from various cultures.

(10 Minutes)
Demonstration/Active Practice:

● Once students have demonstrated an understanding of asymmetry, symmetry and


radial symmetry, a demonstration should be given in terms of how to section of their
12X12 black construction paper backgrounds as shown below. Have students follow
along with rulers, white colored pencils, rulers and their black paper, which should
be put out on tables before the start of class.

*Be sure to remind students to write their names on the back of their paper.

(10 Min)

● As you finish the demonstration, quickly circulate the classroom and help any
student who might need it. Once each student is on the same page, move on to the
demonstration of each fold. As you talk about the folds and how we will use them in
our project, hand out a couple sets of instruction sheets for each fold to each table.
● Start with the simplest folds, the hat fold or the kite fold. Carefully complete each
step under the projector so that each student can see. Tell students to follow along
on their instruction sheets if they need to, and be sure to explain each step
thoroughly. Make sure that students are using squares of white printer paper for
today, rather than the colored squares, which will be used for their art. Also place a
stack on each table before the start of class. Once the hat or kite fold has been
demonstrated, briefly circulate the room and help any student who might need it.
Then move on to the second fold.
● Once the kite and hat folds have been demonstrated, begin demonstrating the
samurai fold. Let students know that this one can be tricky, so try to be patient. Tell
them that you will come help anyone who is stuck after the demonstration. Just like
before, complete each step under the projector, and explain each part of the
process.

(25 Minutes)

Clean-Up:

● Start cleaning up ten minutes before the end of class, to ensure that there is time for
a closure. Instruct students to create piles of rulers and instruction sheets. Have
them place their white colored pencils back into the colored pencil containers on
each table. Instruct them to place their black papers into their cubbies, along with
their practice folds so that they can refer back to them tomorrow. Have them return
to their seats once they are done.

(5 Minutes)
Closure:

● Once students are back in their seats, ask them a few reflective questions to wrap
up the class, as we went over a lot today:
- “What is one thing that you did well wih or liked about class today?”
- “What is one thing you could use some help with tomorrow?”
- “Which fold did you enjoy the most?”
- “Do you have any other questions for me?”
● Before dismissing the class, let students know that tomorrow, we will be working
with colored paper to create folds for our projects, as well as looking at examples of
radial symmetry in art.

(5 Minutes)

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

http://mbhsart.weebly.com/radial-symmetry---paper-relief.html

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1
Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 3: Radial Symmetry Relief Sculpture Collages Day 2

Teacher: Kendra Lash Date: Day 3

Subject: Art Grade Level: 7th

Title of Lesson: Radial Symmetry Relief Sculptures: Lesson Length: 60 Minutes

Step 2

MA Curriculum Frameworks:

Creating
● 1. Generate and conceptualize artistic ideas and work. Create media art ideas that are
characteristic of different media genres. (F.MA.Cr.01)
Connecting
● 11. Relate creative ideas and works to societal, cultural, and historical contexts to
deepen understanding. Identify the connections between historical and cultural
contexts and define stylistic elements of multiple media artworks (e.g., shifting styles
due to the birth of computer animation). (F.MA.Co.11)

Lesson Summary:

● Throughout today’s lesson, students will be introduced to various forms of art from
around the world which incorporate radial symmetry. These include Buddhist
Mandalas, Islamic Tiles, and Gothic Cathedral Rose Windows. Students will use work
time to create their folds in colored paper, which they will keep in envelopes to finish
up their folds, and begin arranging them on their black paper.

Lesson Objectives:

● Students will be able to demonstrate mastery of three different types of folds (hat,
samurai, and kite) in their finished sculpture.
● Students will be able to point out characteristics of Islamic tiles
● Students will be able to point out one element that contributes to the creation of
Buddhist Mandalas
● Students will be able to describe the history behind the name, “Rose Windows”, in
terms of Gothic Cathedral Rose Windows.

Enduring Understandings

Big Idea(s):

● Students will understand that Buddhist Mandalas are a form of art that exemplifies
radial symmetry.
● Students will understand that Islamic Tiles are a form of art that exemplifies radial
symmetry.
● Students will understand that Gothic Cathedral Rose Windows are a form of art that
exemplifies radial symmetry.

Concept(s):

● Buddhist Mandalas
● Islamic Tiles
● Gothic Cathedral Rose Windows

Essential Question(s):

● How are Buddhist Mandalas traditionally created?


● What types of spaces are Islamic Tiles most often used to decorate?
● What is one reason why Gothic Cathedral Windows are referred to as Rose Windows?

Critical Thinking Skill(s):

● Students will interpret artistic work from around the world, and incorporate similar
designs and techniques into their own work.
● Students will collaborate with peers to discuss concepts and ideas covered in class.

Building Students’ Background (pre-requisite skills or content needed):

● Students should be able to fold paper

Materials/Equipment/Technology:

● White 3X3 in. pieces of paper to practice each type of fold (enough for each student to
have three).
● Printed instructions for students to follow along with.

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating, and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain-specific


that are familiar to most, but academic words words, low-frequency
not all students

Color Fold Samurai Fold

Hat Fold

Kite Fold

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Begin the class by having students complete a quick entrance ticket upon entering
the classroom, which asks students to describe radial symmetry, and draw an
example that they notice somewhere in the room, or remember from nature. This is
to refresh their memory on this concept from the previous classes, and ensure that
they are keeping this type of symmetry in mind for when they begin arranging their
relief sculpture collages tomorrow.
● Give students a few minutes to do this, then bring the class together and ask for a
few volunteers to share their work.

(5 Minutes)

Procedures:

Introduction:

● Use the slides below to go over and discuss examples of art forms from around the
world that exemplify radial symmetry. Instruct students to take notes on this
information, as they will discuss it later on.

(10 Minutes)

Active Practice:

● Once students have been introduced to where radial symmetry can be found in art,
instruct them to take out their black construction paper and practice folds from
yesterday, and begin using the folding guides at their tables, as well as the colored
paper squares at the front of the room to begin creating the pieces of their relief
sculpture collages. Be sure to tell students to be mindful of the fold types and colors
that they will want to use in their projects, and make folds accordingly.
● Let students know that you will be circulating the class as they work and that they
can feel free to call you over with any questions they might encounter.

(35 Minutes)

Clean-Up:

● Have students begin cleaning up about ten minutes before the end of class, to
ensure that there is time for a closing discussion. Hand out envelopes to store folds
in, and Instruct students to place each fold they completed today into the envelope,
to ensure none get lost. These can be put back in cubbies along with black
construction paper. Extra colored squares should be brought to the front table, and
instruction sheets should be piled and left on the tables. Students should return to
their seats once they are all cleaned up.

(5 Minutes)

Closure:

● Once students are back in their seats, gather their attention and ask them some
questions regarding the Islamic Tiles, Buddhist Mandalas, and Gothic Cathedral
Rose Windows, which they learned about at the start of class. Since they took
notes earlier, they should have no trouble.
- How are Buddhist Mandalas traditionally created?
- What types of spaces are Islamic Tiles most often used to decorate?
- What is one reason why Gothic Cathedral Windows are referred to as Rose
Windows?
(5 Minutes)
RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

http://mbhsart.weebly.com/radial-symmetry---paper-relief.html

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1

Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 4: Radial Symmetry Relief Sculptire Collages Day 3

Teacher: Kendra Lash Date: Day 4

Subject: Art Grade Level: 7th Grade

Title of Lesson: Radial Symmetry Relief Sculptures: Step Lesson Length: 60 Minutes
2 and 3.

MA Curriculum Frameworks:

Creating:
● 2. Organize and develop artistic ideas and work. Create multiple different plans for a
work prior to selecting one to implement. (F.MA.Cr.02)
Connecting:
● 11. Relate artistic ideas and works to societal, cultural and historical contexts to
deepen understanding. Identify the connections between historical and cultural context
and defining stylistic elements of multiple media artworks (e.g., shifting styles due to
the birth of computer animation). (F.MA.Co.11)

Lesson Summary:

● Throughout today’s lesson, students will review different types of symmetry, and will
be given instruction in terms of how to go about arranging their radial symmetry relief
sculptures. Students will be instructed to try multiple layouts before committing to one
and starting gluing. During work time, students will be given the opportunity to
complete the folds they started making yesterday if needed, and after, they may begin
testing out different arrangements with their foldings, making sure that their design
exemplifies radial symmetry.

Lesson Objectives:
● The students will be able to create a relief sculpture/collage which exemplifies radial
symmetry.
● Students will be able to demonstrate mastery of three different types of folds (hat,
samurai, and kite) in their finished sculpture.
● Students will be able to demonstrate an understanding of various types of symmetry
(Symmetry, Radial Symmetry, and Asymmetry).

Enduring Understandings

Big Idea(s):

● The students will understand that relief sculptures have sculptural elements that are
built or carved off of a flat surface, which causes the finished piece to be slightly
raised, rather than flat.
● The students will understand that symmetry occurs when two sides or halves of a
design are closely or exactly similar to one another.
● The students will understand that the term “asymmetry” refers to a lack of symmetry or
evenness between two sides or halves of a design.
● Students will understand that radial symmetry is a symmetry that exists around a
central axis.

Concept(s):

● Relief Sculptures
● Radial Symmetry
● Symmetry
● Asymmetry

Essential Question(s):

● What is one example of radial symmetry that can be found in nature?


● How is a relief sculpture different from a usual sculpture?
● What is the difference between symmetry and asymmetry?
● How is radial symmetry different from symmetry?

Critical Thinking Skill(s):

● Students will practice looking at designs found in nature for inspiration for their own
creations.
● Students will interpret artistic work from around the world, and incorporate similar
designs and techniques into their own work.
● Students will decide what formation to arrange their foldings in so that radial symmetry
is achieved.
Materials/Equipment/Technology:

● Computer with camera and projector for power point and demonstration.
● 12X12 in. black construction paper
● 3X3 in. colored paper for folding
● Glue stick
● Pencil
● Ruler
● Instruction handouts for folds

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

● Color ● Design ● Radial Symmetry


● Line ● Pattern ● Symmetry
● Ruler ● Asymetry
● Glue ● Relief Sculpture
● Samurai fold
● Hat fold
● Kite fold
INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Students will begin by completing an entrance ticket/sketchbook assignment, which


asks them to draw lines of symmetry on images which exemplify both symmetry and
radial symmetry.

(5 Minutes)

● Once students complete this, I will lead into the lesson by asking them a few
questions to help jog their memories in terms of the ideas and concepts that they
learned about in the previous two days of this lesson.

- “What is one example of symmetry or asymmetry that you notice within this
classroom, or can remember from nature?”
- “What is one example of Radial Symmetry that you can notice within the
classroom or can remember seeing in nature?”
- “What makes relief sculptures different from usual sculptures?”

(5 Minutes)

Procedures:

Demonstration:

● Begin by showing students how to start arranging their folds onto the black
construction paper, using the lines/sections that they created yesterday to guide
them in placing their folds.
● Advise students to create a couple of different arrangements or plans for their radial
symmetry design
● Stress that students do not begin gluing until they have tried different strategies and
had their design approved. (Do not leave glue sticks out on tables, hand them out
as students get their plans approved).
(5 Minutes)

Active Practice:

● Once its time for students to begin working, allow them to go up table by table to
their cubbies to grab their foldings and construction paper pieces, as well as any
other materials they may need from the front of the room such as paper instructions
or colored paper to fold with.
● Once materials have been gathered, allow students to work for about 25-30 minutes
depending on how long the demonstration takes.
● Inform students that you are available for any questions they might have, and be
sure to circulate the classroom often to ensure that students are on the right track.
Provide re-direction when needed, as well as praise when earned. Have students
use their school chromebooks to take pictures of their arrangements before clean
up time, so that they remember where they left off when class starts tomorrow.

(35 Minutes)

Clean-Up:

● Clean up should begin about 5 minutes before the end of class. Ensure that
students put any loose foldings into their envelopes so that they can continue to use
them tomorrow. Their black construction paper can also be placed into their art
folders and into their cubbies. (If students began gluing, have them place theirs on
the drying rack).
● Choose a volunteer to collect rulers and other materials if needed.
● Instruct students to return to their seats when they are done cleaning up.

(5 Minutes)

Closure:

● Once students are back in their seats, ask them some reflective questions to wrap
up the lesson for the day. This can be done through a brief check-in conversation
with students at each table, where the following questions should be asked:

- “What is something that went well for you today?”


- “Is there anything you have questions about?”
- “What did you accomplish today, and what next steps will you take in class
tomorrow?”
- “Are there any other supports I can offer you to help you be as successful as
possible in completing this project?”

* If time runs short, these questions can also be asked in the last five minutes or so of work
time, just before students start to clean up.

(5 Minutes)

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

Lesson Plan inspired by:

http://mbhsart.weebly.com/radial-symmetry---paper-relief.html

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1
Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 5: Radial Symmetry Relief Sculptire Collages Day 4 (Final Day)

Teacher: Kendra Lash Date: December, 2022

Subject: Art Grade Level: 7th

Title of Lesson: Radial Symmetry Relief Sculptures: Step Lesson Length: 60 Minutes
3 and 4

MA Curriculum Frameworks:

Creating
● 2. Organize and develop artistic ideas and work. Create multiple different plans for
work prior to selecting one to implement. (F.MA.Cr.02)
Responding
● 8. Interpret intent and meaning in artistic work. Identify artistic elements from a work
that connect it to a specific genre or style. (F.MA.R.08)

Lesson Summary:

Throughout today’s leson, students will be introduced to relief sculpture, and will develop
understandings of how their radial symmetry collages resemble aspects of a relief sculpture.
Students will also be given time to glue down their folds to their black constuction paper,
making sure that they create symmetry in their color use as well as radial symmetry in their
arrangement. Students should have tried multiple arrangements yesterday, and taken photos
of the one they liked the most/got approved at the end of class yesterday, and can use these
photos for reference as they go about gluing their folds down.

Lesson Objectives:

● The students will be able to create a relief sculpture/collage which exemplifies radial
symmetry.
● Students will be able to demonstrate mastery of three different types of folds (hat,
samurai and kite) in their finished sculpture.
● Students will be able to create a raised relief sculpture by gluing their folds down onto
their paper.

Enduring Understandings

Big Idea(s):

● The students will understand that relief sculptures have sculptural elements that are
built or carved off of a flat surface, which causes the finished piece to be slightly
raised, rather than flat.
● The students will understand that symmetry occurs when two sides or halves of a
design are closely or exactly similar to one another.
● The students will understand that the term “asymmetry” refers to a lack of symmetry or
evenness between two sides or halves of a design.
● Students will understand that radial symmetry is symmetry that exists around a central
axis.

Concept(s):

● Relief Sculptures
● Radial Symmetry
● Symmetry
● Assymetry

Essential Question(s):

● How is a relief sculpture different from a usual sculpture?


● What is one example of a relief sculpture that you can think of?

Critical Thinking Skill(s):

● Students will practice looking at designs found in nature for inspiration for their own
creations.
● Students will interpret artistic work from around the world, and incorporate similar
designs and techniques into their own work.

Building Students’ Background (pre-requisite skills or content needed):

● Student should be able to use a glue stick and fold paper.


Materials/Equipment/Technology:

● Laptop/computer for supplemental presentation.


● Projector/camera hooked up to the board for demonstrations.
● Black 12X12 in. pieces of construction paper
● 3X3 in. colored paper
● Instructions for each fold (Hat, Kite, Samurai)
● Glue sticks

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Glue Pattern Relief Sculpture

Paper Radial Symmetry

Symmetry

Asymmetry

Samurai, Hat & Kite fold


INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Students will begin by completing a brief entrance ticket/sketchbook assignment,


which asks them to state their favorite form of art out of the three they learned about
yesterday, and give a brief description of it.
● Give students a few minutes to complete this, then bring the class together and ask
for volunteers to point out the three art forms they learned about yesterday
(Buddhist Mandalas, Islamic Tiles and Gothic Cathedral Rose Windows), and one
fact about each.

(7 Minutes)

Procedures:

Demonstration:

● After completing the hook, go over the Relief Sculpture slide with students, and
show them an example of a relief sculpture (the penny).
● Explain to students that a relief sculpture is built up or carved off of a flat surface,
making it less flat. Point out how this is similar to what we are doing with our radial
symmetry collages, by collaging/building off of the black construction paper with our
different folds and colors.
● Do a quick demonstration with students using extra folds and black paper to show
students how to begin gluing down their pieces, starting at the center, and working
their way out to create the radial symmetry design.

(8 Minutes)

Active Practice:

● Direct students to get out their projects and review the photos of their arrangements
that they took at the end of class yesterday. Students should start by recreating their
arrangements, then carefully begin gluing their folds down to create their relief
sculpture collage. (starting from the middle).
● Remind students that this is their final day to work, and be sure to give students
reminders about halfway through work time, as well as five minutes before clean-up
time.

(35 Minutes)

Clean-Up:

● Have students begin cleaning up about ten minutes before the end of class, to
ensure that there is time for the closure.
● Direct students to place their glue sticks in the baskets at their tables, and place
their finished pieces in the completed work bin at the front of the room.
● Any spare paper pieces or foldings can be recycled.
● Direct students to return to their seats when they are finished cleaning.

(5 Minutes)

Closure:

● Once students are cleaned up and back in their seats, give students a rubric where
they can give themselves a grade for each portion of the assignment and justify it.
This will be a good way for students to self reflect before they are given a grade by
the teacher.

(5 Minutes)

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

http://mbhsart.weebly.com/radial-symmetry---paper-relief.html
LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1

Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 6: Haiku Inspired Collages, Day 1

Teacher: Kendra Lash Date: Day 6

Subject: Art Grade Level: 7th

Title of Lesson: Haiku-Inspired Collages: Day 1 Lesson Length: 60 Minutes

MA Curriculum Frameworks:

● 2. Organize and develop artistic ideas and work. Create multiple different plans for a
work prior to selecting one to implement. (F.MA.Cr.02)

Lesson Summary:

● Today, students will begin learning about Haiku Poems. Throughout work time,
students will practice writing their own poems, following the Haiku format, in
preparation for their next big project, where they will create collages based off of their
favorite of the three Haikus that they create today.

Lesson Objectives:

● Students will demonstrate an understanding of Haiku Poems by creating practice


poems which exemplify the correct amount of syllables in each line, based
Enduring Understandings

Big Idea(s):

● Students will understand that a Haiku poem consists of three lines where the first and
third lines are made up of 5 syllables, and the second line is made up of 7 syllables.

Concept(s):

● Haiku

Essential Question(s):

● How many lines are there in a Haiku poem?


● How many syllables make up each line?
● Where do Haiku poems originate from?

Critical Thinking Skill(s):


● Students will recognize connections between fine arts and ELA.
● Students will create a finished piece of art based on a Haiku poem of their own.

Building Students’ Background (pre-requisite skills or content needed):

● Students will already have had an introduction to collage.

Materials/Equipment/Technology:

● Worksheet for students to create their Haiku poems on. (There should be enough
worksheets for each student to have three).
● Access to technology for presentation and slideshow
● Screen to show Haiku video on

VOCABULARY
Subject Matter Knowledge: Makes content accessible; includes subject-specific
vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Writing Poem Haiku

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Have students use a half sheet of scrap paper to answer the following question:
- What is a Haiku poem? If you are unsure, what is an appropriate line from
your favorite song?
● Give students a few minutes to answer this question individually, then bring the
class together and ask if anyone has heard of a Haiku poem, and wants to try
explaining it to the class

(7 Minutes)
Procedures:

Introduction/Demonstration:

● Start by introducing the next project, and showing students an example. Tell
students that we will be learning about a type of poem called a Haiku, then writing
some of our own and choosing one to create a collage based off of it.
● Next, play the first few minutes of the short video linked, which gives a brief
description of the origin and format of Haiku poems, as well as how to go about
making one.
● After the video, show students the poem that you wrote, as well as the collage you
created. Point out to students how they relate to one another. Let students know
that for today, they will be using the provided worksheets to create three Haiku
poems, then choose their favorite one. The one they choose will be made into a
collage.

(8 Minutes)

Active Practice:

● Instruct students to take the next half hour or so to come up with three properly
formatted Haiku poems using the worksheets at their tables. Once they finish, they
can start to think about which Haiku they want to turn into a collage.
● Let students know that you will be circulating and checking in with tables throughout
class, and to raise their hand or call you over if they have any questions.

(35 Minutes)

Clean-Up:

● Have students place their worksheets into their folders and in their cubbies, and
then return back to their seats.

( 5 Minutes)

Closure:

● Once students are back in their seats, instruct them to use a scrap strip of paper to
answer the following question:
- Which of your Haikus are you going to choose and create a collage based
off of? Why this one?

(5 Minutes)
Homework/Extension Activities:

- None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

https://www.youtube.com/watch?v=98m_SXCk-4g&t=3s

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1

Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 7: Haiku Inspired Collages, Day 2

Teacher: Kendra Lash Date: Day 7

Subject: Art Grade Level: 7th

Title of Lesson: Haiku-Inspired Collages: Day 2 Lesson Length: 60 Minutes

MA Curriculum Frameworks:

Creating:

● 2. Organize and develop artistic ideas and work. Create multiple different plans for a
work prior to selecting one to implement. (F.MA.Cr.02)

Lesson Summary:

● Throughout today’s lesson, students will be planning for their collages by selecting one
of the Haikus that they came up with yesterday if they have not done so already, and
creating three thumbnail sketches, each with a different idea for how to convey the
message or story of their chosen Haiku poem through a collage.

Lesson Objectives:

● Students will demonstrate an understanding of Haiku poems by creating three of their


own, then selecting their favorite, and creating a collage based off of it.

Enduring Understandings

Big Idea(s):
● Students will understand that it is important to have tested out multiple ideas and
selected the best one before moving forward with a final piece.
● Students will understand that having a plan will help to prevent any roadblocks in the
creative process.
● Students will understand that Haiku poems consist of three lines, where the first and
third lines consist of 5 syllables, and the second line consists of 7.

Concept(s):

● Haiku poem
● Collage

Essential Question(s):

● Why is it important to try multiple ideas before choosing one to move forward with?
● Why is it important to have a plan before beginning on a new piece of art?
● How many lines are in a Haiku poem?
● How many syllables are in each line?

Critical Thinking Skill(s):

● Students will be able to create an effective plan for their work.


● Students will be able to draw connections between literature and art.
● Students will be able to experiment with different ideas before choosing one to move
forward with.

Building Students’ Background (pre-requisite skills or content needed):

● Students will have already learned how to write an effective Haiku.

Materials/Equipment/Technology:

● White printer paper for students to create thumbnails on (enough for each student to
have three).
● Access to technology for thumbnail sketch demonstration and slideshow presentation.
VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Plan Poem Haiku

Thumbnail Sketch

Collage

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Ask students to answer the following question on a half sheet of paper:

What is your favorite way to tell a story?

a. Verbally
b. In writing
c. A drawing or other form of art
(7 Minutes)

Procedures:

● Start by doing a quick recap with students, and asking for a volunteer to specify how
many syllables are in each line of a Haiku poem.
● Once this is done, tell students that they should start their work time by choosing a
poem out of the three that they created yesterday to move forward with, if they have
not done so already.
● Next, students can begin using scrap paper to create three thumbnail sketches that
depict what they might want their collage to look like (three different designs).
● Each of these thumbnails should be detailed enough to work based off of. Do a
quick demonstration for students under the elmo, just so that students know what
level of detail you are looking for. If they finish their thumbnails before work time is
over, they can add color using either markers or colored pencils (both located at
their tables).

(8 Minutes)

Active Practice:

● Give students about a half hour or so to finalize their choices in terms of what Haiku
they will move forward with, as well as get three thumbnail sketches done. Students
can add color to their sketches if time allows.

(35 Minutes)

Clean-Up:

● Have students place their thumbnail sketches into their folders and into their
cubbies. Have them return to their seats once this is done.

(5 Minutes)

Closure:

● Have students answer the following question on a scrap piece of paper:


- How do the thumbnail sketches that you came up with in class today reflect
your selected Haiku poem?

(5 Minutes)
Homework/Extension Activities:

- None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1

Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:
Day 8: Haiku Inspired Collages, Day 3

Teacher: Kendra Lash Date: Day 8

Subject: Art Grade Level: 7th

Title of Lesson: Haiku-Inspired Collage: Day 3 Lesson Length: 60 Minutes

MA Curriculum Frameworks:

Creating
● 1. Generate and conceptualize artistic ideas and work. Create media art ideas that are
characteristic of different media genres. (F.MA.Cr.01)
● 2. Organize and develop artistic ideas and work. Create multiple different plans for
work prior to selecting one to implement. (F.MA.Cr.02)

Lesson Summary:

● Throughout this lesson, students will be choosing one of their thumbnails out of the
three which they created yesterday in class. The one that they select is the one that
they will move forward with and turn into a collage. Today, students will be given work
time to begin their collages, starting with the background.

Lesson Objectives:

● Students will demonstrate an understanding of Haiku poems by creating three of their


own, then selecting their favorite, and creating a collage based on it.
● Students will demonstrate effective planning skills by developing three thumbnails,
then choosing one to move forward with and turn into a finished composition.

Enduring Understandings

Big Idea(s):
● Students will understand that it is important to have tested out multiple ideas and
selected the best one before moving forward with a final piece.
● Students will understand that having a plan will help to prevent any roadblocks in the
creative process.
● Students will understand that in order to create an effective collage, it is important to
start off with the larger background pieces, then layer in the smaller foreground pieces.

Concept(s):

● Collage
● Background
● Foreground
● Middleground
● Haiku

Essential Question(s):

● Why is it important to have a plan before starting a new composition?

Critical Thinking Skill(s):

● Students will be able to create an effective plan for their work.


● Students will be able to draw connections between literature and art.
● Students will be able to experiment with different ideas before choosing one to move
forward with.

Building Students’ Background (pre-requisite skills or content needed):

● Students should have already created three thumbnail sketches, and be ready to
move forward with one in class today.
● Students should be able to create an effective Haiku poem following the proper format.

Materials/Equipment/Technology:

● Access to technology for slideshow presentation


● Access to Elmo/projector for demonstration of how to begin collage/ refresher on
foreground, middle ground, and background.
● Magazines, colored paper, newspaper pieces, book pages, and other materials for
students to collage with
● Scissors
● 5 X 4 in. Mixed media paper for kids to collage on
● Glue sticks

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Plan Poem Collage

Haiku

Foreground

Middleground

Background

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1
Anticipatory Set/Hook:

● Start by having students point out their favorite kind of art to make on a scrap strip
of paper, as well as why it is their favorite.
● Ask for some volunteers who would like to share their answers with the rest of the
class.

(5 Minutes)

Procedures:

Instruction/Demonstration:

● Begin by telling students that today, they will be able to finalize their selection in
terms of which thumbnail they would like to turn into a finished piece, and begin
collaging.
● Start by doing a quick demonstration under the projector as a review of how to layer
the background, middle ground, and foreground. Remind students to start with
bigger background pieces, then work their way up with smaller foreground pieces.
● Tell students that they can use colored paper, magazine and newspaper clippings,
and other paper-like materials to create their collage. All of which are located on the
back counter. There should also be pre-cut pieces of 5 X 4 in. mixed media paper
for students to collage on, and scissors and glue sticks are located at their tables.

(5 Minutes)

Active Practice:

● Instruct students to go up table by table to grab collaging supplies from the back
counter.
● Give students the bulk of class time to work on their collages.

(30 Minutes)

Clean-Up:

● Have students begin cleaning up about ten minutes before the end of class, to
ensure that there is time for closure.
● Any scraps that students plan on using tomorrow can be placed in their cubbies,
and their collages should be placed on the drying rack.
● Any loose scraps should be put back if they are big enough, or recycled. Glue sticks
and scissors should be placed back in the baskets on the tables.
● Once students are done cleaning up, have them return back to their seats to
complete their closure.

(5 Minutes)

Closure:

● Once students are back in their sheets, hand out half sheets of paper and have
students answer the following question:
- What is one thing that is going really well on your collage, and what is one
thing that you wish you did differently or plan on adding to?
- Are you on track to finish up your collage tomorrow in class?
- What support do you need from me to help you get this collage done
tomorrow?

( 5 Minutes)

Homework/Extension Activities:

● None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1
Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:

Day 9: Haiku Inspired Collages, Day 4 (Final Day)

Teacher: Kendra Lash Date: Day 9

Subject: Art Grade Level: 7th

Title of Lesson: Haiku-Inspired Collages: Day 4 Lesson Length: 60 Minutes

MA Curriculum Frameworks:

Creating
● 1. Generate and conceptualize artistic ideas and work. Create media arts ideas that
are characteristic of different media genres. (F.MA.Cr.01)
● 2. Organize and develop artistic ideas and work. Create multiple different plans for
work prior to selecting one to implement. (F.MA.Cr.02)

Lesson Summary:

● Today, students will work on finishing up their collages and mounting them to a black
background, along with a final copy of their Haiku poem, which will be written on a
strip of lined paper, and attached to the black paper right below the collage.

Lesson Objectives:

● Students will demonstrate an understanding of Haiku poems by creating three of their


own, then selecting their favorite, and creating a collage based on it.
● Students will demonstrate effective planning skills by developing three thumbnails,
then choosing one to move forward with and turn into a finished composition.

Enduring Understandings

Big Idea(s):

● Students will understand that it is important to have tested out multiple ideas and
selected the best one before moving forward with a final piece.
● Students will understand that having a plan will help to prevent any roadblocks in the
creative process.
● Students will understand that in order to create an effective collage, it is important to
start off with the larger background pieces, then layer in the smaller foreground pieces.

Concept(s):

● Haiku
● Collage
● Middleground
● Foreground
● Background

Essential Question(s):

● How many lines and syllables are there in a Haiku poem?


● How many lines and syllables are in the poem that I created?
● How does the collage that I created reflect my Haiku poem?
● Does my collage include a foreground, middle ground, and background?

Critical Thinking Skill(s):

● Students will practice good craftsmanship in using a glue stick to mount their collage
and their Haiku to the black construction paper.

Building Students’ Background (pre-requisite skills or content needed):

● Students should have a solid understanding of Haiku poems and how to create them.
● Students should have already begun working on their collage

Materials/Equipment/Technology:

● Access to technology for slideshow presentation


● Magazines, colored paper, newspaper pieces, book pages, and other materials for
students to collage with
● Scissors
● 5 X 4 in. Mixed media paper for kids to collage on
● Glue sticks
● 18 X 9 paper for students to mount their collages and poems onto
● Examples of collage and finished layout to show students

VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)
Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Plan Poem Collage

Haiku

Foreground

Middleground

Background

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Start by having students answer the following question on a scrap strip of paper:
- What do you like about your collage so far? What things will you add or
change today?

(5 Minutes)

Procedures:

Introduction/Demonstration:

● Start by telling students what will be expected of them for the day. Today will be their
final day to finish up their collages, and they will also have to mount their collages
onto black construction paper, along with their Haiku poem, which will be written on
a strip of lined paper. For now, students will just have time to pick up where they left
off on their collages, and they will have 25 minutes to do so. Tell the class that after
30 minutes, you will stop them and walk them through how to mount their collages
and poems.

(5 Minutes)

Active Practice:

● Give students the next chunk of time to finish up their collages.

(30 Minutes)

● After 25 minutes, bring the class back together, and demonstrate how to arrange the
collage and poem onto the black construction paper. Instruct students to use a glue
stick to attach these to prevent unnecessary mess.

(10 Minutes)

Clean-Up:

● Have students place their finished collages in the finished work bin, located at the
front of the room.
● Any scraps of paper or magazine and newspaper clippings should be recycled, and
glue sticks and scissors should be placed back in the baskets at students’ tables.
● Have students return to their seats once they are done cleaning up.

Closure:

● For a closing activity, have students use a printed rubric to give themselves a grade
for each area of the project, as well as justification for each grade using details from
the students’ work.

Homework/Extension Activities:

● Have students either prepare an oral presentation or submit a written response or


video/audio recording. For whichever method of presentation that students choose
to use, each of the following prompts should be covered:

Henri Matisse Inspired Collage:

- What aspects of your collage were inspired by the work of Henri Matisse? How so?
- What aspects of your collage make up the foreground, middle ground, and
background?

Radial Symmetry Relief Sculpture Collage:

- Is your collage radially symmetric? How?


- Have you made use of each different type of fold? Where?
- Are your color choices purposeful? Why did you choose the colors you did?

Haiku-Inspired Collage:

- Does your Haiku follow the proper format?


- Is your college detailed, and does it include a foreground, middle ground, and
background?
- How does your collage reflect your Haiku?

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1
Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:

Day 10: Critique of all Art Produced Throughout Unit

(Day 1 Collage, Radial Symmetry Relief Sculpture Collage, and Haiku Poem Collage)

Teacher: Kendra Lash Date: Day 10

Subject: Art Grade Level: 7th

Title of Lesson: Day 10: End of Unit Critique Lesson Length: 60 Minutes

MA Curriculum Frameworks:

Presenting
● 6. Convey meaning through the presentation of artistic work. Describe how decisions
about how a media artwork is presented are connected to what the student wants to
express, evoke, or communicate. (F.MA.P.06)

Lesson Summary:

● Throughout this lesson, students will be presenting all three of their finished products
from throughout the unit (Henri Matisse Inspired Collage, Radial Symmetry Relief
Sculpture Collage, and Haiku-Inspired Collage). In their presentation, which can be
done in orally, in a written response, or in a video/audio recording, students will
describe something that went well for them, as well as an area for improvement or
something they would do differently next time. Students will also defend how and
where within their composition they met the requirements for each assignment.
Students can share their presentations with one another in groups at the start of work
time, and then the class will transition into a critique, where students will set up their
work at their tables to be viewed by their peers, and students will rotate around the
room to each person’s work, and leave positive comments on the work of each of their
classmates.

Lesson Objectives:

● Students will be able to demonstrate a more developed understanding of collage, as


well as important concepts, by presenting their work from the unit using provided
prompts.
● Students will be able to present their work from throughout the unit through either an
oral presentation, written response, or audio recording/video.
● Students will be able to defend their learning through some form of
presentation/response.

Enduring Understandings

Big Idea(s):

● The students will understand that peer feedback is important, as viewers of our work
have and can offer a different/outside perspective on our work.
● Students will understand that there are many effective ways to defend their learning,
including verbally, through an oral presentation or video/audio recording, or in written
form.
● Students will see eachother’s work and discover that there are various ways to
exemplify the same skills and concepts in their artwork.

Concept(s):
● Critique
● Collage
● Since this is a critique day, and students will be defending their mastery of concepts
covered within this unit, using their finished pieces as evidence, we will also be
revisiting concepts from throughout the unit including:

Henri Matisse, radial symmetry, symmetry, relief sculpture, and haiku.

Essential Question(s):

● Why is it important to have others review our work and give us feedback?
● How have I demonstrated mastery of the concepts covered throughout this unit within
my three finished pieces?
● What did I do well on in each piece, and where are areas with room for improvement?

Critical Thinking Skill(s):

● Students will be able to present their work to their peers.


● Students will be able to defend their learning from throughout the unit.
● Students will be able to reflect on their strengths and weaknesses in each of the final
pieces they completed throughout this unit.

Building Students’ Background (pre-requisite skills or content needed):

● Students should have turned in their presentation for homework last night if they chose
to do a video/audio recording or written response. Any who chose to orally present will
have time to do so at the end of class.

Materials/Equipment/Technology:

● All three of students’ final pieces should be ready to be presented and critiqued.
● Sticky notes or paper for students to leave comments on peoples work during critique.
● Access to technology for lesson slideshow/presentation.
● Printed rubrics for students to use as reference as they leave positive and constructive
comments on the work of their peers.
VOCABULARY

Subject Matter Knowledge: Makes content accessible; includes subject-specific


vocabulary/academic language. CAP I.A.1

Meeting Diverse Needs: Demonstrates knowledge of the difference between social and
academic language and the importance of this difference in planning, differentiating and
delivering effective instruction for English language learners at various levels of English
language proficiency and literacy. CAP II.A.3; SEI (c)

Tier 1: Basic everyday words Tier 2: Frequently occurring Tier 3: Domain specific
that are familiar to most, but academic words words, low-frequency
not all students

Feedback Presentation Collage

Critique (Henri Matisse, radial


symmetry, symmetry, relief
sculpture, Haiku)

INSTRUCTIONAL PROCEDURES

Safe Learning Environment: Uses rituals, routines, and appropriate responses that create
and maintain a safe physical and intellectual environment where students take academic
risks and most behaviors that interfere with learning are prevented. CAP II.B.1

Anticipatory Set/Hook:

● Begin by asking students what their favorite assignment from the unit was and why.
Give students a few minutes to discuss this in groups, then call the class back
together and ask for a few volunteers to share their response with the class.

(5 Minutes)
Procedures:

Introduction:

● Start by making sure all students are prepared with all three of their finished
products from throughout the semester. Remind students that they should have
prepared an oral presentation using the criteria that they received yesterday, or
incorporated this information into a video/audio recording or written response, and
submitted it for homework last night. Those who prepared an oral presentation will
have time to complete this at the end of class.
● Tell students that today, they will be putting their work out and participating in a
gallery walk/critique where they can give and receive feedback on eachothers work.
● Ensure that students know all feedback should be respectful and positive, however,
they can also make kind suggestions on eachother’s work as well. The goal of this
class is to have someone with a new perspective view your work, and offer
comments that you otherwise might not have thought of.

(5 Minutes)

Active Practice:

● Instruct students to put out all three of their finished products at their table, and
arrange them nicely so that they are ready to be viewed/commented on by their
peers. While they do so, hand out a stack of sticky notes to each student with
enough sticky notes for them to leave one comment on each person’s work.
● Give students 1-2 minutes for each rotation. At the end of the gallery walk/critique,
each student should have plenty of feedback to review.

(20 Minutes)

Oral Presentations:

● At this time, any student who chose to prepare an oral presentation may do so at
this time. Presentations should be quick, and only last a couple of minutes each.

(10 Minutes)

Clean-Up:

● The only cleanup for today is for students to put their sticky notes with feedback into
their cubbies, and bring their finished work back to the front of the room and into the
completed work bin.

(5 Minutes)
Closure:

● As a closing activity, give students a half sheet of paper, then have them answer the
following reflective questions regarding the past unit:
- What have you learned about collage throughout this unit?
- What is something that you have gotten better at throughout this unit?
- What is something that we worked on throughout this unit that you could still
improve on, or have questions about?
- What project was your favorite, and why?
- What project did you have the most difficult time with? Why?

(5 Minutes)

Homework/Extension Activities:

● None

RESOURCES/WEBSITES ACCESSED AND SUPPORTING REFERENCES

LESSON NOTES/REFLECTIONS
Reflective Practice: Regularly reflects on the effectiveness of lessons, units and interactions with students,
both individually and with colleagues, and uses insights gained to improve practice and student learning. CAP
IV.A.1
Reflect on the overall lesson, your teaching strategies and skills, and the students’ actions.
Consider such things as:

The Lesson Plan:


·

Teaching Skills:

The Students:

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