ARTE 344 LESSON PLAN

Northern Illinois UniversitySpring 2013

INNER LIGHT

Catherine Tromp

Lesson Plan (ARTE 344)

Student Teacher: Catherine Tromp

Title of Lesson: “Inner Light” For this project, students will create batik lanterns.

Big Idea: The students will understand how people struggle with discovering their identity, but by making art one can learn about themselves through expression. -Self-discovery -Likes -Characteristics -Culture

Social Issues / Concepts of the Lesson / Essential Questions: Self-Identity Concepts: School, family

• What are symbols? What are some examples? • What are some symbols that you can use to describe a person?• What are ways to portray identity?• How can stain glass be used to portray identity?

List of Concepts of Art, Artists, and Culture Involved in this Lesson:

Artists:Jack RosemanJohn and Laura GilroyIchiro Tashiro

Concept:Different ways artists can describe who they are through symbols.

Students use tissue paper to cut out symbols that represent who they are as a person.

Students will use tissue paper, scissors, and glue to visually express themselves through color and symbols.

List of Teaching Resources: Examples of artwork from artists listed aboveTeacher example of projectVisual BoardPowerPoint

Class Information Grade Level(s): 5th Number of students: 5th grade- 13 students Time available for this lesson: Three 40 minute periods

Class Location: Room 212 at St. Mary School, DeKalb, ILTeaching dates: 2/21, 2/28, 4/2

1. Objectives:1.1 Conceptual/Cognitive Objectives:

1. Given motivational dialogue, students will be exposed to the importance of understanding self-identity. 2. Given examples of stain glass and self-portraits, students will describe the importance of artists expressing their own identity.3. Given motivational dialogue, students will explain how they can use art to express themselves and their emotions.

1.2 Artistic Skill Objectives: 1. Given a detailed demonstration, students will understand how to create stain glass

tissue paper designs. 2. Using tissue paper, students will create stain glass designs that represent their identity.3. Using tissue paper and bamboo sticks, students will create a batik lantern.

2. Assessment Criteria: 1. Students will effectively discuss the importance of art being used as a way of self-

expression.2. Students are able to recall and discuss how composition and color may affect the

meaning of their piece. 3. Students are able to identify examples of objects that represent who they are and

why.4. Students are able to skillfully construct the batik lantern properly as shown in the

teacher’s demonstration. 5. Students construct a batik lantern with a stain glass designs that represent self-

identity.

3. Motivational Dialogue:Topic Question: Today I saw a woman with hair dyed a bunch different colors. What are other ways people express who they are? Association: How have you expressed your identity?Visualization: Will you create symbols for representation of your characteristics? Will you have realistic representations about your self-identity? How will you layout the design for the stain glass-like design? How will you make the composition interesting?Transition: We have thought about different ways to portray self-identity, and discussed how they are important. How will you begin your project; will it be using symbolism, or will you try to use realism?

Assessment Rubric:

Effective awareness of the importance of art being used as a way of self-expression. 1. Student has not successfully shown the awareness of the importance of self-

expression.2. Student has shown the awareness of the importance of art being used as a way of

self-expression.3. Student has successfully shown the awareness of art being used as a way of the

importance of self-expression.

Effective demonstration of awareness of different cultures that use stain glass and artists that create works of art that express themselves.

1. Student has not successfully shown the awareness of different cultures that use stain glass and artists that create works of art that express themselves.

2. Student has shown the awareness of different cultures that use stain glass and artists that create works of art that express themselves.

3. Student has successfully shown the awareness of different cultures that use stain glass and artists that create works of art that express themselves.

Effective demonstration of awareness of objects that may represent who they are and why.1. Student has not successfully shown the awareness of objects that may represent

who they are and why. 2. Student has shown the awareness of objects that may represent who they are and

why. 3. Student has successfully shown the awareness of objects that may represent who

they are and why.

Effective demonstration of proper construction procedures.1. Student has not successfully shown the awareness of proper construction

procedures.2. Student has shown the awareness of proper construction procedures.3. Student has successfully shown the awareness of proper construction procedures.

Effective construction of batik lantern that has stain glass designs.1. Student has not successfully constructed a batik lantern that has stain glass

designs.2. Student constructed a batik lantern that has stain glass designs.3. Student has successfully constructed a batik lantern that has stain glass designs.

3. Learner Characteristics:3.1 Developmental Rationale

The older students get deeper into complex ideas and skill level. At this age, they are trying to figure out the world and make sense of what they do not understand. Students at this age begin to develop abstract thoughts and processes. Students are fascinated in writing about their identity and the social issues (Wood, 1994, p. 142).

Sadly, students tend to be very critical of their artwork, so if they cannot create photorealistic artwork they become frustrated.  As a teacher, it is important to have students explore a variety of artistic styles, such as surrealism. More difficult concepts are studied, such as “recognizing the interrelations between objects” (Wachowiak, 2009a, p. 1).  This helps children understand abstraction and representation. In order for students to have a strong academic, “growth during early adolescence,” there must be, “a blending of what is already known,” and, “new experiences” (George et al., 1992, p. 4). It is also crucial for a teacher to truly understand the issues and challenges that students face.

This lesson is appropriate for this age group because it allows children to explore abstraction, representation, and it is a blend of what they already know and do not know. It introduces important skills, such as recognizing the symbols and how they can represent different meanings. I believe that this lesson teaches students how to express themselves through the use of symbols.

3.2 Students with special needsThis lesson will be simplified for students with special needs. For students with

mental and physical disabilities, they will decorate the tissue paper and then the batik lantern will be constructed for them. There will be pre-cut tissue paper symbols to choose from so that it will be easier for these students to construct the project. This way the project is much more suitable for students with mental or physical disabilities.

4. Literature and References (in this section, follow APA style)George, J.B. (1992). The Middle School - and Beyond. Alexandria: Association For Supervision and Curriculum Development

Wachowiak, F. (1977). Emphasis Art: A Qualitative Art Program for the Elementary School. New York: Crowell

Wood, C. (1994). Yardsticks

4.1 Rationales of this lessonIt is crucial for students to understand who they are; students must express their values and beliefs. I strongly believe that it is important for today’s education to incorporate lessons on self-identity and exploration. At this time, students are struggling with finding who they are and how they fit into the world, so it is necessary for teachers to create lessons on identity. In order for students to have a strong academic “growth during early adolescence,” there must be “a blending of what is already known and new experiences” (George et al., 1992, p.4). This strong academic growth can be accomplished by creating lessons based on self-identity. I also feel that a teacher must believe in the students because it is essential for students to be

supported and encouraged during this time of a student’s life.

George, J.B. (1992). The Middle School - and Beyond. Alexandria: Association For Supervision and Curriculum Development

4.2 Background of the topicStudents need to lean how they can express their identity through means of art. Symbolism is a great way for students to understand and express their own characteristics and traits. Through this expression, students will better understand themselves and who they wish to become. At this age children seem to be, “challenging all their assumptions about the world and in turn they challenge many of the adult parameters they have previously accepted as relatively clear and just” (Wood, 1994, p. 119). The students need to have a way of releasing their feelings through a form of expression and they must learn about themselves and their views.

Wood, C. (1994). Yardsticks

4.3 Information about related artists, styles, movement or culturesJack Roseman is a glass artist and he began working with glass ad an art medium in 1967. In 1974, he opened a glass studio. Jack tries to find new sources of inspiration for his work. His pieces are very representational and much of his work includes symbolism. John and Laura Gilroy work together to create stained glass windows. They have mastered traditional stained glass producing skills. Their commissions are throughout the UK and US, ranging from residential to commercial. They also restore stained glass artwork.

Jack Roseman’s website provides background information on the artist. (http://jackroseman.fineartstudioonline.com/)

John and Laura Gilroy’s website provides background information, contact information, and artwork. (http://www.gilroystainedglass.com/) Ichiro Tashiro’s website contains background information, content information, artwork examples. (http://tashiro.tcp.jp/)

4.4 Art Terms/VocabularySymbols- Something that is used to represent something an idea or concept, often an object is used.Color- The quality of the object with respect to light and it is usually determined by saturation and brightness of the reflected light.Emphasis- Special attention placed on something.Composition- The layout and the way something is structured.

4.5 Description of visual examples

The image of a variety of symbols is to show how simple shapes and objects can represent a

big idea or concept.

The image of animal symbols is to show the students how an animal may represent a characteristic, such as loyalty or bravery.

The image of the nature symbols is to show how parts of nature may reflect different characteristics, such as happiness or adventure.

The images of the batik lanterns are to give more examples to the students of what they are going to create.

The image of Jack Roseman’s stained glass piece will be used as an example of how stained glass artwork uses symbols to represent different personal ideas or concepts.

The image of John and Laura Gilroy’s stained glass piece will be used as an example of how animals are used as symbolism in art.

The image of Ichiro Tasshiro’s stained glass piece will be used as an example of how nature may be used as symbolism in art.

4.6 List of referenceshttp://jackroseman.fineartstudioonline.com/http://www.gilroystainedglass.com/http://tashiro.tcp.jp/

5. Integration/Connecting Links5.1 Idea mapping Brainstorming values and writing them on the board with students, referencing the PowerPoint and visual board.

5.2 Daily/Ordinary objectsShow twigs to represent daily life and growth, an apple to represent a person living a

healthy lifestyle, and a watch to represent time and time management. These objects are more examples of different symbols, but it may help students brainstorm.

6. Looking at and talking about ART 6.1 What do you see in these stain glass pieces of artwork?6.2 In these self-portraits, what do you think the artists are trying to say about themselves?6.3 How do these objects portray the artist and why?6.4 What are some examples of symbols that may be used to represent a person?6.5 Why do you think this artist chose to create his piece of artwork in this style?

7. Illinois State Goals Goal # 25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence.

In this lesson: Students will be able to use the elements of art to create meaning and reflect their identity. The students will cut tissue paper to create symbols and shapes that reflect their identity.

Goal # 27.B.3 Know and describe how artists and their works shape culture and increase understanding of societies, past and present.

In this lesson: Students will be able to understand how it is important for artists to express their identity. They will be able to identify how and why different artist reflect their identity.

8. Media/Art Materials Needed and Organization of Supplies8.1 Day One:13 Pencils with erasersPresentation Board1 Dry Erase marker for the boardProjectorLaptop13 Pieces of 12” x 21” white paper- for designingLarge box of color pencils13 Plastic bags

After I give an introduction, I will hand out the supplies to the students. The supplies will be in plastic bags. At the end of the lesson, students will put their supplies back into the bags.

8.2 Day Two:Presentation Board13 Plastic bags13 Pieces of 12” x 21” white paper- for designing 13 Glue sticks13 Scissors3” x 3” Tissue paper- variety of colors12” x 21” Tissue paper- variety of colors

The supplies will be all set out on a table and I will call up sections of the class to pick up the necessary materials. The materials list will be written on the board so that the students know exactly what to pick up. I will hand out their worksheets and sketches. Then at the end of class the students will store all their supplies into a plastic bag.

8.3 Day Three:Presentation Board13 Plastic bags13 Pieces of 12” x 21” white paper- for designing 13 Glue sticks13 Artist statement sheets

13 Pencils with erasers13 Scissors13 Sheets of lined paper3” x 3” Tissue paper- variety of colors12” x 21” Tissue paper- variety of colors6 Bottles of tacky glueKabob sticksScotch tape

The plastic bags will be passed out to all of the students. Extra tissue paper and glue will be set out on the table. After they complete their projects, they will put back the rest of the supplies back into the plastic bag.

9. Instructional Procedure with Time Frame 9.1 Day One9.1.1 Introduction: (15 Minutes)Hello, my name is Ms. Tromp. (Write name on board) Thank you for allowing me to come to your school to teach art, I cannot wait to begin! We will be making batik lanterns. The theme of this project is Identity. I will begin by introducing symbols; some of you may know many different types of symbols. Then I will introduce you to stained glass artists, who use symbols in their artwork. Your batik lanterns will have a stain glass design, but you will use symbols to describe who you are. They can be symbols based on your personality, your hobbies, or even where you live. There are many different ways symbol may be used.

Topic Questions: (Teacher will ask students about the vocabulary during discussion and then write them on the board)

• Who can tell me what makes a person unique?• Who here can tell me what a symbols is? What are some examples?• Who can tell me what emphasis means?• Who can tell me what composition means?

Associate Questions:• Who can tell me about symbols that they have seen? What did the symbol

stand for?• Who can tell me about stained glass that they have seen?• What do symbols usually have in common?

Visualization Questions: (Show images of symbols, batik lanterns, Jack Roseman’s stained glass, John and Laura Gilroy’s stained glass, Ichiro Tasshiro’s stained glass)

• What are some symbols that you can use to describe a person?• What are ways to portray identity?• How can stain glass be used to portray identity?

Transition: Here are some examples of stained glass done by successful artists.• What do you think the artist is trying to express I this piece?• Who can tell me how the symbols are used in this piece?• What do you think about the color? Composition? Emphasis?

9.1.2 Demonstration and Art Activities (18 Minutes) Teacher Activities Student ActivitiesStep 1 Call students up to the demo table. Go to the demo table.Step 2 First they will quickly go over Listen and ask any questions. classroom rules and what is expected.Step 3 Explain how the white 12” x 21” paper Watch and ask any question. will be used for sketching out ideas for the lantern design with color pencils and coming up with ideas for the batik lantern.Step 4 Explain how the 12” x 21” paper is split Watch and ask any questions. into fourths because each section represents a side of the lantern.Step 5 Discuss the importance of composition Watch and ask any questions. and how the arrangement of objects may affect the meaning of a piece.Step 6 Show the poster with three different Watch and ask any questions. compositions of a house to show students that there are ways to make it more interesting by zooming in on an object or having an object fill the space. An object can break three sides of a page to make it much more interesting. Also explain how when objects are small and centered in the frame it is not very interesting.Step 7 Remind the students to fill up as much Watch and ask any questions. empty space on the lantern as possible.Step 8 Tell students that the symbols can be Watch and ask any questions. abstract and representational, they do not have to be realistic.Step 9 Explain to the students not to worry about Watch and ask any questions. mistakes because there are no mistakes in art and to have fun.Step 10 Dismiss the students. Walk back to seat.Step 11 Walk around and answer any question or Work on artwork and ask help students out with their work. teacher questions, if needed.Step 12 Warn the students that there is ten minutes. Work on artwork and ask questions, if needed.Step 13 Tell students to clean up. Put the supplies back into the plastic bag.

9.1.3 Clean Up (4 Minutes)• Students will put their nametags, 12” x 21” white paper, and colored pencils back

into their plastic bags.

• The teacher will tell the helper to collect the plastic bags and neatly put them back into the bin of supplies on the demo table at the end of the lesson.

9.1.4 Lesson Closure/Concluding Activities (3 Minutes)The teacher will review what was learned in class and ask for any questions or concerns.

The teacher will ask:• Who can tell me something they learned about symbols and self-identity?• Look out for symbols and other ways of expression outside the classroom.• Who can tell me other ways people express who they are or express the things that

thy enjoy?

9.2 Day Two9.2.1 Introduction: (10 Minutes)Hello class! I hope everyone is having a good week. I would like to start off class by reviewing what we discussed last class. We went over self-identity and what makes each person unique. We also discussed symbols and their purpose.

Topic Questions: (Teacher will ask students about the vocabulary during discussion and then write them on the board)

• Who can remind me what a symbols is? What are some examples?• Who here can give me some examples of colors that symbolize different

feelings?• Who can tell me what composition means?

Associate Questions:• Who can tell me about symbols that they have seen over this week? What did

the symbols stand for?• Who here can give me examples of characteristics that make people different

from one another? Visualization Questions:

• The next step in our project is to select a large piece of tissue paper, but the color of the tissue paper must represent a characteristic of who you are.

• Who can tell me what sorts of symbols can be used to describe a person?• Who can tell me how the design may affect the meaning or mood of a piece?

Transition:• With the example that your fellow classmates have given, create symbols that

represent who you are and what makes you unique.• Who can tell me how the symbols are used in this piece?• Who here can tell me how the layout and design of the symbols on the lanterns

may affect the meaning of the piece?

9.2.2 Demonstration and Art Making Activities (20 Minutes) Teacher Activities Student ActivitiesStep 1 Calls students up to the demo table. Go to the demo table.

Step 2 Demo how to cut tissue paper. Watch and ask any questions.Step 3 Demo how to carefully glue tissue paper Watch and ask any questions. with a glue stick because tissue paper can tear easily.Step 4 Explain that it is important to cover the Watch and ask any questions. edges of the cut tissue paper with glue so that the tissue paper stays down and it will not fall off.Step 5 Discuss how adding layers of tissue paper Watch and ask any questions, will add more depth and interest to the one student will cut and paste lantern. Ask a student to cut a couple tissue paper. strips of different colors of tissue paper and then glue them on top of each other. Talk about how it creates a much more interesting effect.Step 6 Dismiss students. Walk back to seat.Step 7 Instruct students to select one 12” x 21” Select and gather different tissue paper and seven 3” x 3” tissue paper pieces of tissue paper. squares and dismiss the students by table so not all students were around the supply table.Step 8 Walk around and answer any question or Work on artwork and ask help students out with their work. teacher questions, if needed.Step 9 Warn the students that there is ten minutes. Work on artwork and ask questions, if needed.Step 10 Tell students to clean up. Put the supplies back into the plastic bag.

9.2.3 Clean Up (6 Minutes)• Students will put their nametags, 12” x 21” white paper, and colored pencils back

into their plastic bags.• Some students will be assigned to go around the room and clean up any scraps.• The teacher will tell the helper to collect the plastic bags and neatly put them back

into the bin of supplies on the demo table at the end of the lesson.

9.2.4 Lesson Closure/Concluding Activities (4 Minutes)The teacher will review what was learned in class and ask for any questions or concerns.

The teacher will ask:• Who can tell me a symbol they decided to incorporate into their artwork?• Who can tell me some tips on how to make a composition or layout of a piece of

artwork interesting?• Who would like to say what they like best about this project so far?• Other than using symbols, what are other ways of a person can express their

identity?

9.3 Day Three9.3.1 Introduction: (5 Minutes)Hello class! I hope everyone is excited to complete their projects. Well unfortunately, time is not our friend today so we have to work quickly and efficiently to get these projects completed. But before we get started on our projects I would like everyone to take out their lined paper from their plastic bags because all of you will be writing an artist statement. Can anyone tell me what an artist statement is? Exactly. An artist statement is a written statement of a piece of artwork and it describes the artwork.

Topic Questions: (Teacher will ask students about the vocabulary during discussion)• Who here can remind me what identity means?• Who here can tell me what make people different from on another?• Who can tell me what emphasis means?

Associate Questions:• Who can tell me why it is important to express one’s thoughts and beliefs?• Who here can give me examples of characteristics that make people different

from one another? Visualization Questions:

• Who can tell me how composition may represent an artist?• Who can tell me why different characteristics make people unique?

Transition:• Who here can tell me how and why they selected their symbols for their

lantern?• Who can tell me how they decided to arrange the symbols in their lanterns?

Why?• Who here can tell me how the color choice of the lantern may affect the

meaning of the piece?

9.3.2 Demonstration and Art Making Activities (25 Minutes) Teacher Activities Student ActivitiesStep 1 Tells students that it is that last day to Listens and asks any questions. work so it is important to work efficiently.Step 2 Tells students that before starting on the Students listen and ask any project, an artist statement must be written. questions.Step 3 Writes down questions on the boar do help Write artist statements and asks students with their artist statement. The any questions. questions are: (1) Why did you select that color of tissue paper to decorate on? (2) What symbols did you use? Why? (3) How di you decide on the layout of the symbols?

Step 4 Explains to students that once they are Finishes the artist statement done with the artist statements they can and works on project. finish up putting the symbols on the

tissue paper.Step 5 Tells the students to gather around the Watches and asks any demo table to show the next step of the questions. project. Explains to the students that the kabob sticks will be added to the lanterns. Says that to add the kabob sticks to the tissue paper, a bit of glue will be added on top of the black sharpie lines on the 12” x 21” color tissue paper that separate it into rectangles. Then says that a strip of tape will be added to the glued down kabob stick to secure it. There will be four kabob sticks glues and taped.Step 6 Also reminds the students to make sure that Watches and asks any the pointer end of the kabob sticks to be questions. facing the bottom of the lantern and the rounded end will be facing towards the top.Step 7 Dismiss students. Walk back to seat.Step 8 Walk around and answer any question or Work on artwork and ask help students out with their work. teacher questions, if needed.Step 9 Helps work with the students who are ready to Glues down the kabob sticks to add the kabob stick. And ads tape onto it. Also, asks questions.Step 10 Warn the students that there is ten minutes. Work on artwork and ask questions, if needed.Step 11 Tell students to clean up. Put the supplies back into the plastic bag.

9.3.3 Clean Up (6 Minutes)• Students will put their nametags, 12” x 21” white paper, and colored pencils back

into their plastic bags.• Some students will be assigned to go around the room and clean up any scraps.• Another group of students will pickup the lanterns an set them aside to a different

table. The lanterns will be lying flat so that they can dry.• The teacher will tell the helper to collect the plastic bags and neatly put them back

into the bin of supplies on the demo table at the end of the lesson.

9.3.4 Lesson Closure/Concluding Activities (4 Minutes)The teacher will review what was learned in class and ask for any questions or concerns.

The teacher will ask:• Who can tell me what they liked most about this project?• Who can tell me what they struggled most with this project?• Who would like to show their project to the other students and talk about it?

10. Teaching Tips list at least five tips that are written by and received from teachers and peers

10.1 –Next time separate students that continuously get distracted from their work.10.2 –Try and a bit be more direct and clearer about directions.10.3 –Try and be careful with saying “um” too much10.4 –For mid-class announcements first call attention then speak to the whole class.10.5 –Try and find a creative way to get the entire classes attention.

11. Critical Reflections (what has been taught and learned by the student teacher?) In a 2-page paper (12 point type with 1” margins), discuss your teaching experience in full detail by examining your behavior and manner, certainly your ability to communicate to use time wisely, to control noise, the children’s behavior, and clean up. Full detail includes answering the following questions: 1) Did the children respond to open-ended questions? 2) Did they have time to complete their work? 3) Was there a closure dialogue conducted at the end of the lesson? 4) Is the children’s work of good quality, and how could it be better? 5) Was there time to talk to each child individually? 6) What could have been improved? 7) What would be successful? This analysis should include three levels of reflection: descriptive, interpretive and cognitive.

12. Recommendations for Future Use Describe at least three possible uses of this lesson12.1 This project may also be used to express multiculturalism. The students could have the designs of the lanterns based on their heritage12.2 12.3

13. Attachments:13.1 Scoring rubric and assessment tools

Assessment Rubric

0 points 1 point 2 points 3 points 4 pointsEffective Explanationof Artist’sUse of Art Making to Express their Identity by using Symbols

Student does not offer any explanation of the artist’s expression of identity through the use of symbols.

Student provides a very minimal explanation of the artist’s expression of identity through the use of symbols.

Student provides a basic explanation of the artist’s expression of identity through the use of symbols.

Student provides a close to complete explanation of the artist’s expression of identity through the use of symbols.

Student provides a very thorough explanation of the artist’s expression of identity through the use of symbols.

Effective Use of Creativity to Express Identity through Symbolism by Making a Batik Lantern

Student did not show use of their creativity to create symbols to complete their batik lantern.

Student showed some use of creativity, but did not express their identity in their batik lantern.

Student used their creativity, but didn’t effectively communicate their identity through symbols in the batik lantern.

Student used their creativity and somewhat communicated their identity by using symbols in the batik lantern.

Student clearly used their creativity and communicated their identity effectively by using symbols in their batik lantern.

Effective Use of Supplies to Create a Batik Lantern

Student did not cut out tissue paper to create the symbols and did not glue the tissue paper symbols onto the batik lantern.

Student cut and pasted the tissue paper symbols, but the tissue paper was nor glued down properly.

Student cut the tissue paper symbols out and glued the tissue paper down well, but did not glue down the kabob sticks onto the large sheet of tissue paper.

Student cut the tissue paper symbols out and glued the tissue paper down well, but the kabob sticks were not glued down onto the large sheet of tissue paper properly.

Student used the supplies correctly and decorated the lantern with symbols.

13.2 Handouts

13.3 Visual examples for instruction

13.4 Students’ artwork examples Put various examples of students’ works from your currently taught lesson here.

13.5 Class Photos (optional) You can add some good photos here if they are available

13.6 Safety regulations in classroom