II. Unit Topics and Rationale Topic Taught:
In the unit plan Let’s Get Steampunk’d, the students will be doing 3 lessons which investigate drawing, planning, collage, 2D and 3D projects. It will expose them to the work of some assemblage and collage artists. The unit is focused on the idea of transformation, found object work and deconstruction/reconstruction in making art. The students will experience how to uses mechanical tools to disassemble everyday objects and reform them into a creature which means something to them. Through this process throughout the semester, they will learn the importance of planning and contemplate the reasons artists use found objects in relationships of artistic inspiration and cultural significance. The assemblage sculptural creatures connect to contemporary art and interests of the students as they have a "steampunk" style, which incorporates mechanical parts into fantastical setting.
Enduring Understanding (s):
Prepared Graduate Competency (ies):
Comprehend
Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable)
(Aligned to: Bloom’s-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Bloom’s: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy, and/or Technology)
OBJECTIVES:
Explanation:
This lesson aligned with Standards and Grade Level Expectations for the 4th and 5th grade. This lesson plan focused on planning and creating, both important transferable skills. They had to develop technical skills in order to deconstruct their creature and put it back together, collaboration skills to work together to deconstruct and plan their creature, and organization skills in order to evaluate components of deconstructed materials.
Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation (GLE 4.4.2)
Artists invent by using found objects and materials to make new works of art (GLE 4.3.2)
Artists use different media to invent art and further explore their ideas. STANDARDS:
Comprehend: Make informed critical evaluations of visual and material culture, information , and technologies
Reflect: Transfer the value of visual arts to lifelong learning and the human experience
Create: Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
Transfer: Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information
Prepared Graduate Level Studies:
OBJECTIVES:
Explanation:
This lesson aligned with Standards and Grade Level Expectations for the 4th and 5th grade. This lesson focused on observation and drawing from life. It was pertinent because students need to understand how to make observations as it is a transferable skill, it is persistent because of the repetitive nature of drawing from several perspectives, and it was personal because they were already very invested in their creatures.
For more information, please visit the documentation website
Significance of Topic:
In the unit plan Let’s Get Steampunk’d, the students will be doing 3 lessons which investigate drawing, planning, collage, 2D and 3D projects. It will expose them to the work of some assemblage and collage artists. The unit is focused on the idea of transformation, found object work and deconstruction/reconstruction in making art. The students will experience how to uses mechanical tools to disassemble everyday objects and reform them into a creature which means something to them. Through this process throughout the semester, they will learn the importance of planning and contemplate the reasons artists use found objects in relationships of artistic inspiration and cultural significance. The assemblage sculptural creatures connect to contemporary art and interests of the students as they have a "steampunk" style, which incorporates mechanical parts into fantastical setting.
- Lesson One: Cyborgize it! students will explore connections between organic and mechanical materials by searching for images in magazines and creating a collage out of the found images. Key concepts they will explore will be compare/contrast, collage, plan and create. Students began planning by cutting out mechanical and organic images out of a magazine and collecting them. They then selected biological and mechanical parts to put together and form a new creature. Students needed to consider the environment of the creature and the story behind their creatures. They used magazines, scissors, and glue in order to accomplish this.
Enduring Understanding (s):
Prepared Graduate Competency (ies):
- Artists categorize ideas for inspiration to create art
- Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation
Comprehend
- Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
- Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts
- Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
- Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
- Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
- Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)
- Recognize, demonstrate, and debate the place of art and design in history and culture
Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable)
(Aligned to: Bloom’s-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Bloom’s: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy, and/or Technology)
- Students will be able to identify and analyse 2 examples of work from artists including Bill Swet, Claudio Garzon, Doctor Grymm, Datamancer, or Daniel Proulx by comparing and contrasting each work of art (Bloom’s Analyse /Standard-Reflect/GLE-Evaluative criteria is used when responding to works of art/ Literacy)
- Students will be able to deconstruct materials with the use of screwdrivers and other tools by developing studio habits of craft/technique (Bloom’s-Evaluate/Standard-Create/ GLE-Applying an understanding of art processes and creative thinking to plan and create art)
- Students will be able to categorize parts that could be used in the final sculpture in their sketchbook journal through drawing and writing(Bloom’s-Evaluate/Standard- Create/GLE- Apply an understanding of art processes and creative thinking to plan and create art)
- Students will be able to design a sculpture based on the deconstructed parts by planning a blueprint that shows four views of the sculpture. (Bloom’s-Create/Standard-Create/GLE-Use artistic media and expression to communicate personal and objective points of view)
- Lesson Two: Mind your Gauges: Students will deconstruct household mechanical objects with hand tools and then transform their objects into a new creature. They will construct their creature using hot glue, wire, or tape. Students can choose to work together in groups or individually, but all must create a creature that fits within a 10"x 8"x12" box. Students were assessed on how well they could use tools such as wire cutters, screwdrivers, pliers, and hot glue. They then worked in a group to deconstruct objects such as keyboards, bike gears, CD players, etc., and were given specific tasks in order to complete deconstruction. They categorized parts in their sketchbook whether they could use them in their final project. Once they had deconstructed, they formed a proposal in their sketchbook about what part went where to form their creature, then they began building. Once they had completed building, they moved on to the next step.
- Artists categorize ideas for inspiration to create art
- Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation
- Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
- Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts
- Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas
- Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
- Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies
- Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)
- Recognize, demonstrate, and debate the place of art and design in history and culture
- Explain, demonstrate and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
- Transfer the value of visual arts to lifelong learning and the human experience
- Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media and careers in art and non art related arenas.
- Recognize, interpret and validate that the creative process builds on the development of ideas through a process of inquiry, discover and research.
- Create works of art that articulate more sophisticated ideas, feelings, emotions and points of view about art and design through an expanded use of media and technologies.
OBJECTIVES:
- Students will be able to identify and analyse 2 examples of work from artists including Bill Swet, Claudio Garzon, Doctor Grymm, Datamancer, or Daniel Proulx by comparing and contrasting each work of art (Bloom’s Analyse /Standard-Reflect/GLE-Evaluative criteria is used when responding to works of art/ Literacy)
- Students will be able to deconstruct materials with the use of screwdrivers and other tools by developing studio habits of craft/technique (Bloom’s-Evaluate/Standard-Create/ GLE-Applying an understanding of art processes and creative thinking to plan and create art)
- Students will be able to categorize parts that could be used in the final sculpture in their sketchbook journal through drawing and writing(Bloom’s-Evaluate/Standard- Create/GLE- Apply an understanding of art processes and creative thinking to plan and create art)
- Students will be able to design a sculpture based on the deconstructed parts by planning a blueprint that shows four views of the sculpture. (Bloom’s-Create/Standard-Create/GLE-Use artistic media and expression to communicate personal and objective points of view)
Explanation:
This lesson aligned with Standards and Grade Level Expectations for the 4th and 5th grade. This lesson plan focused on planning and creating, both important transferable skills. They had to develop technical skills in order to deconstruct their creature and put it back together, collaboration skills to work together to deconstruct and plan their creature, and organization skills in order to evaluate components of deconstructed materials.
- Lesson 3: Bolted and Volted Now that students have completed their creature, they will draw a blueprint of their creature. They will do this by viewing their creature from different perspectives and drawing through observation. They will be transforming once again their creature from 3D to 2D to better understand the world around them.
Artists deconstruct then reconstruct ideas and materials to create something new that allows for interpretation (GLE 4.4.2)
Artists invent by using found objects and materials to make new works of art (GLE 4.3.2)
Artists use different media to invent art and further explore their ideas. STANDARDS:
Comprehend: Make informed critical evaluations of visual and material culture, information , and technologies
Reflect: Transfer the value of visual arts to lifelong learning and the human experience
Create: Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
Transfer: Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information
Prepared Graduate Level Studies:
- Explain, demonstrate and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
- Develop and build appropriate master in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design.
- Critique personal work and the work of others with informed criteria
- Recognize, articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information.
OBJECTIVES:
- Students will be able to draw an image of their 3D creature using form and shape identification. Bloom’s create.Standard- Create/GLE- Apply an understanding of art processes and creative thinking to plan and create art
- Student will be able to draw a blueprint drawing of their 3D creature.Bloom’s -create, Standard-Comprehend/GLE -Works of art articulate and express different points of view, Literacy
- Students will be able to describe, verbally and in writing, their creature and tell a story about its abilities or environment.Bloom’s- Understanding, Standard- Transfer/GLE Artists, viewers and patrons assign intended meaning to works of art, Literacy
Explanation:
This lesson aligned with Standards and Grade Level Expectations for the 4th and 5th grade. This lesson focused on observation and drawing from life. It was pertinent because students need to understand how to make observations as it is a transferable skill, it is persistent because of the repetitive nature of drawing from several perspectives, and it was personal because they were already very invested in their creatures.
For more information, please visit the documentation website
Significance of Topic:
- Globally: The unit plan Steampunk'd provides students with many skills that align with the requirements. By having students begin with the idea of TRANSFORMATION, students were allowed to build a valuable skills such as comparing and contrasting, planning, organizing, investigating, creating, collaborating, and constructing. Students were able to explore the art world further by becoming familiar with contemporary artists and the ideas they used to solve problems. Students were able to demonstrate knowledge of vocabulary through writing down on their sketchbooks, and they were able to plan through drawing and writing in their sketchbooks. The skills they developed over this unit are transferable to other subjects and careers because collaboration, planning, organization and observation are all skills that all subjects can use.
- Personal investment: I chose to teach this lesson because I wanted students to be able to deconstruct objects. Technology has made the world a much more advanced place, but also has made it more abstract: students do not normally take things apart physically any more since they can do it on a computer. I also love the style of steampunk and find it fascinating. I felt that if I was excited about doing such a project, I could teach the lessons with energy and get students even more excited.
- For this Population: The LAB school has a unique community that encourages inquiry early on, so the fact that I was introducing a project that was very individualized, required development of technical skills, and took a lot of time was not new to my students. Students were highly invested in the subject matter because they have connection to the idea of "steampunk" through television and movies, video games, and science fiction novels. They also were excited that they got to take apart old mechanical objects, which encourages personal investigation and inquiry. I was able to do such an advanced project with them because of their own personal persistence. The things that actually became more difficult for students was not development of technical skills or combining and transforming objects into creatures, but actually collaborating with other students and working together to deconstruct, plan, and create. However, students were able to develop so many transferable skills that they will be able to continue with their own personal inquiries.