Unit Plan

Collection
A mundane act that makes us complex creatures
Ali Pemberton

2014

[Type the company address]

Collection
Lesson one: Collection through the mind

(For my example the memory I choose was when I first left for college my freshman year and me
and my mom went to the Nelson Adkins museum).
Grade level: 6-7th grade.
List of artist examples/ references:
Sunga Park
Rahaf Dk Albab
Janet Rogers
National visual arts standards:
Standard 1: understanding and applying media, techniques and processes.
Students intentionally take advantage of qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and
ideas.
Standard 2: Using knowledge of structures and functions:

 Students generalize about the effects of visual structures and functions and reflect
upon these effects in their own work
Students employ organizational structures and analyze what makes them effective
or not effective in the communication of ideas.
Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas.
Students integrate visual, spatial and temporal concepts with content to
communicate intended meaning in their artworks.
Students use subjects, themes and symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended meaning in artwork.
Standard 5: reflecting upon and assessing the characteristics and merits of their work and the work
of others.
Students understand there are various purposes for creating works of visual art.
Students describe how peoples experiences influence the development of specific art
works.
Students understand there are different responses to specific artworks.
Show-me visual arts standards:
1: process and techniques for the production, exhibition or performance of one or more of the
visual or preforming arts.
2: the vocabulary to explain perceptions and evaluation of works in the visual arts.
3: visual arts in historical and cultural contexts.
Grade level expectations (GLEs):
Self-concept:
Demonstrate understanding of individual strengths and personal challenges and how they relate to
positive self-concept.
Respect for self and others:
Promote acceptance and respect for individual differences.
Personal responsibility in relationships:
Practice problem solving and conflict resolution skills.
Rationale and Goals for this lesson: This lesson is important to teach because it allows students to
think deeply about something that relates to them but without being completely about them (more
so about what they remember about their past). This lesson will help students think of collection in
a nonconventional way to better set them up for deeper thinking in later projects in this unit.
Enduring Big Idea: The big idea that is being investigated in this lesson is the concept of collection
through the mind/memory. The idea that our mind is a big filing cabinet filled with different
memories that we stored away to later be retrieved when we want to remember them. This
collection of memories is what makes up our past and molds us into what we have become today.
This lesson is meant to evoke the thought of how collection pertains to ourselves but not on a
present level and only going as far as the things we can remember.
The way Im going to connect this big idea as well as the art and artists to the art making is
through the medium and through the memories. The medium being used is water color and
because this medium can be very translucent or very opaque it relates to the idea of memories and
how some memories we can remember vividly and seem as clear as day while others can be foggy
and we can only remember vague details. The technique we will be using will be webbing and this

technique allows that water and pigment in the water color to collect to certain parts of the paper,
relating back to the big idea collection.
Essential questions:
What is collection?
What do you collect?
What can be collected?
Is collection strictly a physical act?
How does collection relate to memoires?
What are some important memories to you?
If I asked you to visualize the collection of memories in your brain what would it look like?
Key Concepts:
What students will learn about art and art making from this lesson is that collection is more than
an act of collecting objects, and that things such as memories or substances (such as water color in
webbing) can also be collected.

Sunga Park- Water color study

 Rahaf Dk Albab- Harmony with self

Studies Graphic Design in the Faculty of Fine Arts in Damascus, but Gravitates to watercolors.

Janet Rogers- Ariadne

Janet is a nationally-known watercolor
workshop instructor - conducting
workshops all over the United States
as well as in Europe.

From the critical discussion that the class will have about these three works students will learn:
What water color can do.
What it can look like.
How different artists approach the medium.
What students will learn from the art production part of the lesson is:
How water color works as a medium.
How to use the technique of webbing.
To think critically and deeply.
How medium can convey meaning
Objectives: Students will learn the mind relates to collection, through the use of memories.
Students will investigate a collection of memories and how our mind is the metaphorical filing
cabinet for these collections.
Vocabulary:
Collection: Something that is collected; a group of objects or an amount of material accumulated in
one location, especially for some purpose or as a result of some process
Lesson Vignette:
Students will be introduced to their artist journals:
o These journals will be a collection of the students thoughts, sketches and ideas
that will be collected at the end of the unit.
As a class we will look at three different water color artist (Janet Rogers, Rahaf Dk Albab, Sunga
Park) and then discuss all three works as a whole.
o What is similar about each piece?
o What is different?
o What do you think of this medium?

Next students have a day of play in which they can experiment with water colors and get
used to the medium.
Students will then be introduced to the technique of webbing (a medium that also invokes
the idea of collection: through the collection of water and pigment the water color and
webbing create an abstracted web like affect.). I will do a demonstration of the technique
and students will have the day to experiment with the new technique and different color
schemes.
o This technique will later be used as the background for the final project of
this lesson. I will then introduce the idea of memories as a collection.
Next students will be asked to brainstorm inside their journals and think deeply about what
collection means to them, and how memories are collected over time.
Questions:
o What is collection?
o Do you collect anything? If so what?
o What can be collected?
o Can none physical objects be collected?

o How does collection relate to memories?

o If I asked you to visualize the collection of memories in your brain what
would it look like?
Students will be introduced to the final project.
o Students will make a final water color webbing as their background and for a
foreground the students will brainstorm a memory or a group of memories to draw.
Students will then be introduced to artist statements and how to write them.
o Conceptual thoughts as to why you choose to create what you did.
Students will then write their own artist statement
Lastly students will be introduced to in class critiques and how they should be executed.
Questions:
o What is your first impression of this work?
o What works for this specific piece? What doesnt work?
o What do you think the artist is trying to say with this piece?
o What does the artist statement make you think of?
Students will participate in the in class critique and then will fill out a self-evaluation, which
for that class period will be their exit slip to leave class.
Anticipatory set:
Time: 3 classes (50 minute classes held every day)
If I asked you to think of memories as a collection how do you visualize it?
What do you notice about webbing?
Why are certain parts of the webbing darker/more defined than other parts once its
finished?
Body of Lesson:
Time: 7 classes (50 minute classes held every day)
Webbing work shop (students will get to experiment with webbing)
Final project (students are working toward their final project)
Artist statements (students will learn how to write and artist statement and then write their
own)
Closure:
Time: 1-2 classes (50 minute classes held every day)
Students will take place in an in class critique that lasts 1-2 days depending on how long
students decide to talk about each piece.
After the critique students will be asked to fill out a self-reflection about the project (refer to
rubric section)

Assessments/Rubrics:
Students self-reflection:
Score

Needs
improvement
1

Good

excellent

Fantastic!

Ideas/
conceptual
thought

Artist statement

Participation in
class critique

Craftsmanship

Total score
________/16
What was your favorite part of this project?
What do you like most about your work?
What do you like the least?
What did you learn about collection?
What did you learn about memories in terms of collection?

Teachers Rubric:
Score

craftsmanship

Ideas/conceptual
thought

Understanding
of materials

Artist statement

Participate of in
class critique

Overall
knowledge of
the project

Needs
improvement
Overall
craftsmanship
seems rushed
and not put
together well.
Students did
not follow
guidelines.
Students ideas
are unoriginal
and seems to
have not put
much thought
into project
Student shows
little to no
understanding
of matierials.
Artist statement
is vague and
doesnt show
any deep
thinking.
Student did not
participate in
critique
Student
showed little
knowledge of
the overall
project.

average

Good

Excellent

Student seems to have

put some work into
final product but.
Guidelines were
fallowed but loosely.

Students overall
craftsmanship is well
put together. The
student has followed
the guidelines well.

Students overall
craftsmanship goes above
and beyond expectation
and student has shown an
excellent understanding of
the guidelines.

Students idea is not

very original, but
seems to have put
some thought into the
idea.

Students idea is
original and well
thought out.

Students idea goes above

and beyond what was
expected, and shows deep
thinking.

Student shows some

understand of
materials.

Student shows well

understanding of
materials.

Student shows excellent

understanding of
materials.

Artist statement shows

some deep thinking.

Artist statement gives

detail and shows deep
thinking.

Artist statement gives

extreme detail and shows
well rounded deep
thinking.

Student participated in
critique but did not
give any meaningful
feedback.
Student shows some
knowledge of the
overall project.

Student was well

engaged with the class
critique and gave
thoughtful feedback.
Student gave a clear
understanding of the
overall project. But
didnt quite get the
conceptual details

Student was constantly

engaged in the class
critique and gave deep well
rounded feedback.
Student gave above and
beyond understanding of
the project and
understood conceptual
details.

Student engagement/Adaptations for special needs:

How will you keep students engaged?:

 I will be using stimulating artist examples to get the students interested in the medium they
will be using.
As well as engaging them constantly in new material/techniques and things for students to
think about
What will you do to challenge highly talented students?:
For my students that are highly talented I would ask them to work on a larger scale.
Or challenge them to discard their first set of ideas of memories to use in the project and
think of new ones.
What have you planned for students that finish early?:
For my students that finish early, I will ask them to think about ideas that relate to the next
project:
Think of collection related to community?
What do you notice about the community as a whole?
Materials/ Teaching resources:
Water colors
Water color paper
Halloween webbing
Charcoal
Colored pencils
Markers
Teacher Reflection:
The way I will know if this lesson was successful and meaningful is through the students finally
project, and the discussion had within critique. Students that exhibit a well understanding about the
project will have more to say during the critique and will have more conceptual things to say. Also
the way student answer their self-reflection questions will help me determine whether or not this
lesson was successful.

Lesson Two: Collection of Community

(For my example I chose to use translucent rocks to represent the community. Because when you
first look at them they all look the same but if you look closer they are different and in the light
shine with different colors, just like people.)
Grade level: 6-7th grade.
List of artist examples/ references:
Kendell Geers
Steiner and Lenzlinger
National visual arts standards:
Standard 1: understanding and applying media, techniques and processes.
Students intentionally take advantage of qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and
ideas.
Standard 2: Using knowledge of structures and functions:
Students generalize about the effects of visual structures and functions and reflect
upon these effects in their own work

 Students employ organizational structures and analyze what makes them effective
or not effective in the communication of ideas.
Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas.
Students integrate visual, spatial and temporal concepts with content to
communicate intended meaning in their artworks.
Students use subjects, themes and symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended meaning in artwork.
Standard 4: understanding the visual arts in relation to history and cultures.
Students know and compare the characteristics of artwork in various eras and
cultures.
Students analyze, describe and demonstrate how factors of time and place influence
visual characteristics that give meaning and value to a work of art.
Standard 5: reflecting upon and assessing the characteristics and merits of their work and the work
of others.
Students understand there are various purposes for creating works of visual art.
Students describe how peoples experiences influence the development of specific art
works.
Students understand there are different responses to specific artworks.
Show-me visual arts standards:
1. Process and techniques for the production, exhibition or performance of one or more of
the visual or preforming arts.
2. The vocabulary to explain perceptions and evaluation of works in the visual arts.
3. Visual arts in historical and cultural contexts.
4. Principles and elements of different art forms.
Grade level expectations (GLEs):
Self-concept:
Demonstrate understanding of individual strengths and personal challenges and how they
relate to positive self-concept.
Respect for self and others:
Promote acceptance and respect for individual differences.
Personal responsibility in relationships:
Practice problem solving and conflict resolution skills.
Safe and healthy choices:
Utilize effective problem-solving decision-making and refusal skills needed to make safe/
healthy choices in social situations.
Rationale and Goals for this lesson: This lesson is important to teach because it challenges students
to think outside themselves. By making the students think of the community as a whole/a
collection they are pushed to think about how they perceive the community as a collection and not
just individual aspects of the community. This project will challenge students to think on a deeper
level about something that is outside themselves and once again look at collection in a different
way.
Enduring Big Idea: The big idea in this lesson is collection of and through the community, and
how the community is a collection of different people from many different backgrounds and

lifestyles. The way this big idea will be connecting to the artists of this project is through the
materials and the project as a whole. The students will be making wind chimes out of various
objects that they think represent the community as a collection. Wind chimes are basically a
collection of objects strung together for decoration or to resonate beautiful sounds, also wind
chimes can be seen as a communal object due to the fact that is needs an outside force to make it
move to make noise, that force being the wind or people passing by it to create a small gust of wind.
Essential questions:
How does collection relate to the community?
How do you perceive the community?
What objects do you think could represent the community?
Key Concepts:
What students will learn about art and making art in this lesson is that collection can be a physical
thing but not in the usually sense (such as how the community is a collection of many different
people from many different backgrounds). Also students will learn how to think on a metaphorical
level so that they can use symbols/ objects to represent different things (the community).

 Kendell Geers - "Hanging Piece"

Kendell Geers' Hanging Piece (1993) alludes to acts of violence carried out by young people who
suspended rocks from motorway bridges at car windscreen height during apartheid South Africa,
targeting any car passing beneath. The installation references this indiscriminate violence and the
regime that ignited it, while also remarking on the essence of human nature when placed in extreme
circumstances.

 Steiner and Lenzlinger- Falling Garden at the church in San Sta. (VTS image)

Together, the two artists design large installations, creating interactive wonderlands using objects
such as sticks, feathers, leaves, string, florals and many more bits and pieces to tell their stories.

Visitors were invited to lie on a circular bed and look up into the garden in the sky.
Falling Garden was a world in which botanical curios were suspended from the vaulted
ceiling of a 17th-century church in Venice. It was a tableau in three dimensions against a
backdrop of richly decorated Italian marble. Visitors became enchanted and lost in the
magical world of suspended belief.

Objectives: Students will learn how collection relates on a communal level, and how the
community is essentially a collection of people brought together by many different aspects and it is
through these different accepts that each collection of communities are so diverse.
Vocabulary:
Community: A social group of any size whose members reside in a specific locality, share
government, and often have a common cultural and historical heritage.

Lesson Vignette:
As a class we will go over three different artist (Steiner and Lenzlinger, Kendell Geers).
o The images we will be looking at are both hanging installations with various
different objects to represent something in a metaphorical sense.

Steiner and Lenzlingers, Falling Garden at the church in San Sta.

Students will then be asked to brain storm in their journals how they see the community
and how that relates to collection:
o How does collection relate to the community?
o How do you preserve the community?
o What objects do you think could represent the community?
Students will then be introduced to the final project. The students will be making wind
chimes made out of mason jars and various objects they deem fit to represent the
community as a whole/ as a collection.
o Brain storm different objects they would want to use for their wind chimes.
Because a hot glue gun will be used students will get a safety crash course on how to safely
use the glue gun (or if students prove to not be able to use the glue gun I will be in charge
of it.)
Students will then write an artist statement for this project.
Lastly students will take place in an in class critique and will be given a self-reflection sheet
to be used as an exit slip to leave class.
Anticipatory set:
Time: 3 classes (50 minute classes held every day)
Questions to engage and lead to an understanding of the big idea in the lesson:
How does collection relate to the community?
How do you preserve the community?
What objects do you think could represent the community?
Questions posed about the art work being viewed:
What do you see?
What do you think the artist was trying to convey?
Questions posed to help the students understand concepts, skills, and techniques:
What object are you going to use and why?
Conceptually what do you think of when you think of a wind chime?
How can a wind chime relate to the community?

Body of Lesson: 4 class (50 minute classes held every day)

Planning out the layout and materials used for wind chime
Final project
Artist statement
Closure: 1-2 classes (50 minute classes held every day)
Students will take place in an in class critique that lasts 1-2 days depending on how long
students decide to talk about each piece.
After the critique students will be asked to fill out a self-reflection about the project (refer to
rubric section)

Assessments/Rubrics:

Score
Craftsmanship

Student self-reflection
Needs
Good
improvement
1
2

excellent

Fantastic!

Ideas/
conceptual
thought

Artist
statement

Participation
in class
critique

Total score
________/16

What was your favorite part of this project?

What do you like most about your work?
What do you like the least?
What did you learn about collection?
What did you learn about community in terms of collection?

Teachers Rubric:

Score

craftsmanship

Ideas/conceptual
thought

Understanding
of materials

Artist statement

Participate of in
class critique

Overall
knowledge of
the project

1
Needs
improvement
Overall
craftsmanship
seems rushed
and not put
together well.
Students did
not follow
guidelines.
Students ideas
are unoriginal
and seems to
have not put
much thought
into project
Student shows
little to no
understanding
of matierials.
Artist statement
is vague and
doesnt show
any deep
thinking.
Student did not
participate in
critique
Student
showed little
knowledge of
the overall
project.

2
average

3
Good

4
Excellent

Student seems to have

put some work into
final product but.
Guidelines were
fallowed but loosely.

Students overall
craftsmanship is well
put together. The
student has followed
the guidelines well.

Students overall
craftsmanship goes above
and beyond expectation
and student has shown an
excellent understanding of
the guidelines.

Students idea is not

very original, but
seems to have put
some thought into the
idea.

Students idea is
original and well
thought out.

Students idea goes above

and beyond what was
expected, and shows deep
thinking.

Student shows some

understand of
materials.

Student shows well

understanding of
materials.

Student shows excellent

understanding of
materials.

Artist statement shows

some deep thinking.

Artist statement gives

detail and shows deep
thinking.

Artist statement gives

extreme detail and shows
well rounded deep
thinking.

Student participated in
critique but did not
give any meaningful
feedback.
Student shows some
knowledge of the
overall project.

Student was well

engaged with the class
critique and gave
thoughtful feedback.
Student gave a clear
understanding of the
overall project. But
didnt quite get the
conceptual details

Student was constantly

engaged in the class
critique and gave deep well
rounded feedback.
Student gave above and
beyond understanding of
the project and
understood conceptual
details.

Student engagement/Adaptations for special needs:

How will you keep students engaged?:

 I will keep students engaged with interesting visual examples that are very eye catching and
bring up interesting conversation.
Constantly having them working on something new
What will you do to challenge highly talented students?:
For the highly talented students I will have them help other students who are having issues
(giving the students some power so that they feel a sense of importance amongst the class
room)
What have you planned for students that finish early?:
I will have students brainstorm for the next project
Materials/ Teaching resources:
Yarn
Fishing line
Various objects (rocks, keys, bells, ect.)
Mason jars
(students will be asked to bring in objects they might want to use in the project if they are
not provide)
Hot glue gun
What I need to practice:
What I need to practice and prepare for in this lesson is using various different types of
objects with the Mason jar to see how they work
As well as different sizes of mason jars
What I learned from my teach exemplar is that the hot glue gun does not always work out
the way you want it to and I need to take into account if other students have issues that I
will need to push back the deadline so that they have time to finish.
Articles:
http://www.stephenfriedman.com/artists/kendell-geers/news/kendell-geers-at-art-42-basel-artunlimited
http://www.glowmagazine.me/the-falling-garden-installation-art/

Teacher Reflection:
I will know this lesson was a success through the final product of the students work as well as their
artist statements. If they are well crafted (project) and have deep thought and meaning put into
them (artist statement) then I know that the lesson was successful. Also if the students all talk
during the critique and all have something thoughtful to say they I know that this lesson was
successful.

Lesson Three: Collection of Humanization through

Dehumanization

(For my example I choose a whimsical picture of myself because Im a very happy and care free
person. I filled the image with things that I collect (Alice in wonderland things, artwork, art
supplies, fantastical stories etc.)
Grade level: 6-7th grade.
List of artist examples/ references:
Morgan Davidson self portrait
Marko Koppe- Crazy Woman
Linda Lovenstein , "Gloria."
National visual arts standards:
Standard 1: understanding and applying media, techniques and processes.
Students intentionally take advantage of qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and
ideas.
Standard 2: Using knowledge of structures and functions:
Students generalize about the effects of visual structures and functions and reflect
upon these effects in their own work

 Students employ organizational structures and analyze what makes them effective
or not effective in the communication of ideas.
Standard 3: Choosing and evaluating a range of subject matter, symbols and ideas.
Students integrate visual, spatial and temporal concepts with content to
communicate intended meaning in their artworks.
Students use subjects, themes and symbols that demonstrate knowledge of contexts,
values, and aesthetics that communicate intended meaning in artwork.
Standard 4: understanding the visual arts in relation to history and cultures.
Students know and compare the characteristics of artwork in various eras and
cultures.
Students analyze, describe and demonstrate how factors of time and place influence
visual characteristics that give meaning and value to a work of art.
Standard 5: reflecting upon and assessing the characteristics and merits of their work and the work
of others.
Students understand there are various purposes for creating works of visual art.
Students describe how peoples experiences influence the development of specific art
works.
Students understand there are different responses to specific artworks.
Show-me visual arts standards:
5. Process and techniques for the production, exhibition or performance of one or more of
the visual or preforming arts.
6. The vocabulary to explain perceptions and evaluation of works in the visual arts.
7. Visual arts in historical and cultural contexts.
8. Principles and elements of different art forms.

Grade level expectations (GLEs):

Self-concept:
Demonstrate understanding of individual strengths and personal challenges and how they
relate to positive self-concept.
Respect for self and others:
Promote acceptance and respect for individual differences.
Personal responsibility in relationships:
Practice problem solving and conflict resolution skills.
Safe and healthy choices:
Utilize effective problem-solving decision-making and refusal skills needed to make safe/
healthy choices in social situations.
Rationale and Goals for this lesson:
This lesson is important to teach because it really makes the students think deeply about art
making. The students will be challenged to think of the objects (physical or nonphysical) that they
collect and how that makes them who they are (how it humanizes them), but also juxtaposing that
idea of humanization through the very objects that humanize them. What I hope to accomplish in
this lesson is to teach the students how to think on a deeper level and how that deep thinking can
really influence meaningful making in their own art work. This lesson relates to the unit as a whole

because we are getting to the root of collect, going back to the knity gritty of collection through
objects and how that process humanizes us and makes us complex creatures. But also taking it a
step further and using the same objects to dehumanize us through abstraction.
Enduring Big Idea:
The big idea that is being investigated in this lesson is the idea of humanization through collection.
Collection is a mundane act that makes us complex creatures, and it is through this mundane act
that we are individualizing and humanizing ourselves. But it is also that same act of collection that
can dehumanize us if we focus too much of the object and not the person collecting the object the
person somehow becomes an abstract creature that is not really human. I will be connecting this
big idea of artist and art work to the lesson is through the medium. Digital medium can be seen as
a collection of different bits of data, pictures, text etc. made up to create different programs and
works of art. Also Digital media is a very dehumanizing program because it is all technology based
but at the same time you need someone to run said technology to be able to create anything.
Key Concepts:
What students will learn about art and art making in this lesson is the idea of juxtaposing ideas
colliding into one to create a whole new work of art, and that things (such as collection are not so
black and white)

Morgan Davidson self portrait

 Marko Koppe- Crazy Woman

Linda Lovenstein , "Gloria."

Objectives: Students will learn how collection identifies us as individuals, and through acts such as
collecting we are humanizing ourselves into complex creatures, but these objects can also be what
dehumanize us.
Vocabulary:
Humanization/ Humanize: To make humane, kind, or gentle
Dehumanization/ Dehumanize: To deprive of human qualities or attributes; divest of individuality
Lesson Vignette:
Students will first have a day of play in the computer lab, so that they can experiment
with Photoshop and get accustomed to the new medium.
Next I will give the students a crash course on the program Photoshop.
Students will be asked to brainstorm in their journals:
o How does collection identify us?
o How does it humanize us? Does it humanize us?
o How does it dehumanize us? Does it dehumanize us?
Students will be introduced to the final project:
o Students will be using an image of themselves and editing it through Photoshop by
adding this that they collect (objects, memories, thoughts etc.) so that eventually the
original image of the student is abstracted, finally dehumanizing them.
An alternative project will be set up for students who have a really hard time with the
Photoshop program:
o Students will instead print off a picture of themselves and draw on and around the
picture to abstract themselves.
Students will have a day of research to look up images they might want to use in their finally
project.
Next students will print off their image
Students will write and artist statement for their piece
An in class critique will take place as well as their student self-reflection.
Finally students will be introduced to their finally project of the unit, the final exhibition:
o Students will learn how to set up and curate their own art exhibit so that that will
have a collection of their own artwork.
Students will curate their own finally exhibition for friends and family to come and see.
Students will then turn in their artist journal at the end of the exhibition.
Anticipatory set:
Time: 3 classes (50 minute classes held every day)
Questions to engage and lead to an understanding of the big idea in the lesson:
How does collection relate to identity?
Does collection humanize us?
Does it dehumanize us?

Questions posed about the art work being viewed:

What do you see?
What do you think the artist was trying to convey?
What different ways does the artist incorporate objects into their work?
Do these portraits seem real/human? Why or why not?
Questions posed to help the students understand concepts, skills, and techniques:
What images are you going to use and why?
Conceptually what do you think of when you think of identity?
How does this collage like project reflect identity?
Body of Lesson: 5 classes (50 minute classes held every day)
Students will brainstorm ideas on what to use in the project
Students will create a photo shop collage that helps identify then through what they collect.
Artist statement
Closure: 5 classes (one outside of class)
Students will take place in an in class critique, and fill out a self-reflection.
Students will curate their own work that they made through this unit.
Students will turn in their artist journals.

Assessments/Rubrics:

Score
Craftsmanship

Student self-reflection
Needs
Good
improvement
1
2

excellent

Fantastic!

Ideas/
conceptual
thought

Artist
statement

Participation
in class
critique

Total score
________/16
What was your favorite part of this project?
What do you like most about your work?
What do you like the least?
What did you learn about collection?
What did you learn about identify/humanization in terms of collection?

Teachers Rubric:
Score

craftsmanship

Ideas/conceptual
thought

Understanding
of materials

Artist statement

1
Needs
improvement
Overall
craftsmanship
seems rushed
and not put
together well.
Students did
not follow
guidelines.
Students ideas
are unoriginal
and seems to
have not put
much thought
into project
Student shows
little to no
understanding
of matierials.
Artist statement

2
average

3
Good

4
Excellent

Student seems to have

put some work into
final product but.
Guidelines were
fallowed but loosely.

Students overall
craftsmanship is well
put together. The
student has followed
the guidelines well.

Students overall
craftsmanship goes above
and beyond expectation
and student has shown an
excellent understanding of
the guidelines.

Students idea is not

very original, but
seems to have put
some thought into the
idea.

Students idea is
original and well
thought out.

Students idea goes above

and beyond what was
expected, and shows deep
thinking.

Student shows some

understand of
materials.

Student shows well

understanding of
materials.

Student shows excellent

understanding of
materials.

Artist statement shows

Artist statement gives

Artist statement gives

Participate of in
class critique

Overall
knowledge of
the project

is vague and
doesnt show
any deep
thinking.
Student did not
participate in
critique
Student
showed little
knowledge of
the overall
project.

some deep thinking.

detail and shows deep

thinking.

extreme detail and shows

well rounded deep
thinking.

Student participated in
critique but did not
give any meaningful
feedback.
Student shows some
knowledge of the
overall project.

Student was well

engaged with the class
critique and gave
thoughtful feedback.
Student gave a clear
understanding of the
overall project. But
didnt quite get the
conceptual details

Student was constantly

engaged in the class
critique and gave deep well
rounded feedback.
Student gave above and
beyond understanding of
the project and
understood conceptual
details.

Student engagement/Adaptations for special needs:

How will you keep students engaged?:
By trying new mediums and getting to be on the computer as well as seeing engaging artist
examples the students will stay engaged.
What will you do to challenge highly talented students?:
Students who are highly talented will be challenged to do multiple Photoshop projects and
then pic their top favorites to be used.
What have you planned for students that finish early?:
Students that are highly latently will be challenged to do another Photoshop project
Or they can help students that are having troubles.
Materials/ Teaching resources:
Computer lab
Photoshop
Micron markers
A camera
Printer
Internet access
Scanner
What I need to practice is:
Different Photoshop techniques so that I know as much as possible, in case a student has a
more complex question.
My exemplar taught me that:

 Photoshop does take a long time no matter how simple it may seem to be so I need to
make sure to give the students plenty of time to work.
Teacher Reflection:
I will know that this lesson was successful through the final project, the artist statement and the
journals. The artist statement and the journals will give me and inside look at what the students are
really thinking about and if they really understand the lesson or not. The final project will let me
know if this lesson was successful if the students come through with wonderful work that has deep
meaning, is well thought out and is crafted nicely.