Lesson Plan Title: Man & Nature Length: 11 classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
Students will be asked using a thumbs up/down assessment the previous class before introducing this lesson:
How many people have heard of an armature?
Has anyone worked with plaster paste/gauze before?
Does anyone have any known allergies to plaster?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT – Role / Audience / Format / Topic)
Students will be asked to think about how man and nature interact. They will be creating a sculpture inspired by the artist Kate MacDowell. They
will compare and contrast how she works and themes conveyed behind their work. Then they will create sketches to create a plaster sculpture
piece of their own that embodies man and nature elements. They will use body casting and different armature techniques to complete this.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.
Nature
Explore
Relationship
Technique
Create

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.
Students will explore human and nature’s relationship by creating works of art.
Students will use a variety of plaster techniques to incorporate nature and human relationship in a work.
Students will use technique to explore human and nature’s relationship.

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Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Given a prompt for their critique, swbat write an artist statement that conveys their ideas. (Bloom’s: Evaluating - Standard: Comprehend - GLE:
Analyze, interpret, and make meaning of art and design critically using oral and written discourse- Art Learning: Art and Culture - Literacy)

2. Using plaster techniques, swbat create an artwork that expresses nature & human impact in a 3D form. (Bloom’s: Creating - Standard: Create -
GLE: Assess and produce art with various materials and methods - Art Learning: tools and procedures)

3. Given a prompt, swbat create sketches that synthesize their ideas to be created in 3D. (Bloom’s: Create - Standard: Transfer - GLE: Transfer the
value of visual arts to lifelong learning and the human experience- Art learning: Ideation )

4. Using their artwork, swbat explain their artistic choices in design that express nature and human relationship. (Bloom’s: Analyze - Standard:
Reflect - GLE: Reflective strategies are used to understand the creative process. - Art learning: Expressive features and characteristics in art -
Literacy)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)
(Multiple means for students to access content and
multiple modes for student to express understanding.) -Students will be grouped in table groups with -Students will be shown how other artists have
stronger learners with those who need more created sculpture depicting human and nature’s
support. relationship.
-Will be walking around the room to lend assistance
as necessary. -Student & teacher examples are presented for each
-Instructions will be read aloud and posted on board. demo stage.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

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 -Students will be asked to sketch their ideas before --Can have library access for research on other artist
they begin the creating process. examples and ideas

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Vocab: Armature, Negative Space, Juxtaposition,

The vocab will be used and discussed when looking at examples of how other artists have approached depicting human and nature interaction.
Students will be asked to write a reflection at the completion of the project. The prompt will be projected onto the SMARTboard:
What themes or messages are present behind your work?
What techniques did you use to create the sculpture?
Is there anything you would change given the chance to do this project again?

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

-Wire
-Tin Foil
-Plaster Paste
-Plaster Gauze
-Scissors
-Paper
-Pencils
-Acrylic Paint
-Cement
-Water Buckets
-Ventilation

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.
Ted Talk Zaria Forman
Armature PPT
PPT on Kate MacDowell
Nature Man Art

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 In Office:
Sculpture by Arthur Williams
Sculpture as Experience by Judith Peck
3-D Wizardry by Wolfe
Design Basics by Lauer Pentak
Library: Computers are at students disposal

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Test out all out the techniques students will be using to create plaster sculpture
-Inventory supplies and reorder as necessary
-Create PPT with examples, lesson plan, and rubric
-Create check sheet for students to follow

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

-No running in the classroom

-Scissors should only be used to cut plaster
-Wear dust mask when mixing plaster
-Use Vaseline when casting anything, especially other people
-Go under vent or wear a mask when mixing plaster paste

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.
I will ask students how art can impact our world. Will discuss with students how art can really convey issues to people in a powerful way. Then I
will show an example video of how an artist Zaria Forman is doing this with her Iceberg drawings:
https://www.ted.com/talks/zaria_forman_drawings_that_show_the_beauty_and_fragility_of_earth

After we have watched the video we will participate in a classroom discussion in which I will ask the following questions:
How is her art sending a message?
Is it more powerful to read about glaciers or see giant drawings like Zaria has done and why?
What message would you want your sculpture to say about the relationship between man and nature?
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Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.
Students will be asked to research in the library artists that work with themes surrounding art and nature. They will create a message that they want
their work to embody. Then, students will create at least three sketches to be approved by teacher before beginning the building process. In their
sketches they need to think and write about what armatures they will be using to create their plaster cast sculpture.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what Learning - Students will... i.e.: explore ideation by making connections, Time
1 concepts, information, understandings, etc. will be taught.) comparing, contrasting; synthesize possibilities for each painting technique; etc.
Identify instructional methodology. KNOW (Content) and (Be specific about what will be the intended result of the instruction as it relates
DO (Skill to learning.) UNDERSTAND
Video/
I will ask students how art can impact our world. Will Discussion:
discuss with students how art can really convey issues 15 mins
to people in a powerful way. Then I will show an -Students will compare and contrast artists.
example video of how an artist Zaria Forman is doing
this with her Iceberg drawings:
https://www.ted.com/talks/zaria_forman_drawings_th
at_show_the_beauty_and_fragility_of_earth PPT
Discussion:
10 mins
After we have watched the video we will participate
in a classroom discussion in which I will ask the
following questions:
How is her art sending a message?
Is it more powerful to read about glaciers or see giant -Students will articulate their ideas.
Planning/Work
drawings like Zaria has done and why? Time:
What message would you want your sculpture to say 20 mins
about the relationship between man and nature?

After the discussion I will engage students in a PPT

on Kate MacDowell. During the PPT as a class we
will discuss her design elements:
Why is the uniformity of her work successful? Clean Up:
What are the underlying themes in her work? 5 mins

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 How is she using negative space?
What does her juxtaposition of themes doing for her
work?
Students will create plans for 3D creations.
Then I will let students know we are going to be using
plaster paste and gauze to create our own man &
nature sculptures. I’ll ask them to think of a theme or
message involving the relationship between man &
nature. Once they have thought of a theme for their
work they will create three sketches to be approved by
teacher before they will begin the building process.
Day
2 On the second day, I will discuss with the class Armature
armatures and their purpose with an Armature PPT. discussion:
10 mins
Before I begin, I will ask students “who thinks they
know what an armature is?” -Students will plan a creation.
I will then explain that an armature is used as a
support structure for materials, in this case plaster. Casting Demo:
We will go through the slides that has various 15 mins
examples of different kinds of armatures: tin foil,
wire, newspaper, and cardboard.
I will describe the process of laying the plaster gauze
on top of armature pieces. Work time:
Then, I will ask students “Who thinks they know what 60 mins
casting is?”
We will go over the casting process together and I will
do a demonstration on Melissa. Students will transfer plans from 2d to 3d.
We will show students that the first and arguably most Clean up:
important step is to Vaseline the area you’re going to 5 mins
be casting.
I will Vaseline her ear as I explain this. Next step in
the casting process is grabbing your precut strips of
different sizes.
“Why is it important to have plaster gauze pieces of
different size?”
While students are discussing the question, I will lay
plaster pieces on her ear. After her ear is sufficiently
covered, I will let students know that we can take it
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 off once it’s dry. Will remind students that if they are
casting someone or planning to take the armature out,
they should not cast all the way around object.
-Will show students at the end of class the cast ear and Students will create sculpture using plaster techniques.
let them know they have the option to cast each other
as part of their sculpture.
Will ask students using thumbs up/down assessment
how they feel about the process shown and adjust
teaching accordingly.

After the demonstration I will let students know

sketches are due today. They must complete three
sketches that also have plans for what their armature
is going to be.

Day Will pull out a student example that has plaster paste -Students will transfer plans from 2d to 3d. Examples:
3 to show students. We will discuss the different 2 mins
textures that plaster paste offers.

Class will begin with a demonstration on how to use

the plaster paste. Will discuss with students to wear a Demonstration:
mask or to go under the vent when mixing the plaster -Students will create ideas between nature and man. 10 mins
paste and why.

“Why would a plaster paste be more useful than the

gauze for sculpture?”
After we have discussed the benefits of plaster paste Students will create works of art using different techniques. Work Time:
30 mins
being more sculptural, I will show students how to
mix it and sculpt it on my own sculpture. I will check
for understanding by asking how they feel about the
process using a thumbs up/down assessment.
Clean Up:
5 mins
Students can use the rest of class for work time.

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Day -Students will transfer plans from 2d to 3d. Reflection
4 Reflection Day 15 mins
When students walk in, art works containing man and
nature themes will be projected using the
SMARTboard: Nature Man Art
I will ask them to write about which piece best Work Time:
represents the relationship between nature/man and -Students will incorporate elements of their identity into their piece. 20 mins
why.
They will also write about which piece is the most
successful sculpture and why. I will ask them to
consider how mixed media, negative space, and
pattern are being used.
Clean up:
5 mins
After students have had time to write, we will discuss
as a class their answers. I will ask them.
Students will create works of art using different techniques.
Will ask students to create a 4 x 4 inch test tile out of
plaster using the cardboard in the spare room. They
will use this for testing different application methods
and materials.

The rest of class time can be used for work time.

Day Demo:
5 I will begin class with a demonstration on different 15 mins
finishing methods.
First I will show students my example sculpture and
how I used the drill press to drill holes and sew wire
through. Students will be encouraged to use mixed Work Time:
media. 25 mins
“What makes mixed media more interesting?” -Students will transfer plans from 2d to 3d.

After students have had a chance to respond I will

move onto my demonstration. I will go over mixing Clean up:
cement with the students. We will mix cement under 5 mins
the vent and discuss why that is important. Students
will be told of the 1:4 ratio of water to cement with
whatever scoop they are using. Then I will apply the
cement on my sculpture with rocks added and leave to
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 dry. Students will have this option for application -Students will create works of art using different techniques.
method. They will be encouraged to explore and try
their own inventive application methods with paint
and other creative ideas on their test tiles.

Next I will show students silicone putty so they can

cast an object to add to their sculpture. My example
skull piece will be shown to students so they can see
what cement casting looks like. They will be allowed
to get in groups of 3 or 4 to create silicone putty
molds. They will be encouraged to share molds
across groups to promote classroom community.
Students also have the option to buy their own from -Students will collaborate with others.
hobby lobby for under 10 dollars.

We will discuss how the putty needs to be mixed in a

1:1 ratio. Once they have created the putty mold they
can cast objects using the cement or plaster paste.
After the demonstration I will ask for a thumbs
up/down assessment to check for understanding and
adjust accordingly.

Students can use the rest of class as work time on

their sculptures.
Day Work Day Work Time:
6 Students will be encouraged to continue trying new 40 mins
methods and techniques on their test tile.
Will be walking around the room to lend assistance as
necessary. Students will create works of art using different techniques.
Clean Up:
5 mins
Day Learning to Talk about Art Critique Video/
7 Students will watch a video on how to critique art: Discussion:
8 mins
https://www.youtube.com/watch?v=q1D6ETNIJ4s
Students will compare and contrast.
We will watch a professor at Rhode Island School of
Design critique a plaster cast piece. Before we watch
I will ask students to pay attention to these questions
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 that will be projected and read aloud: In progress
What kinds of things did she comment on? critique:
15 mins
Did she mostly criticize or say positive things about
the piece?
What art characteristics was she using to describe the
piece?
After we have discussed what makes a good art Work Time:
17 mins
critique (commenting on materials, art elements,
theme, positive/constructive balance) Students will articulate their ideas.
Students will be instructed to lay their work out on the
tables where sticky notes have been set out for an in-
progress critique. They will be instructed to leave a
Clean Up:
positive comment and constructive criticism on three 5 mins
different people’s works. I’ll ask them to comment on
artistic elements, materials, and themes on their sticky
notes. These directions will be read aloud and also
projected on the SMART board.
Once everyone has at least three sticky notes near
their work we will sit down and reflect on our peer’s
advice.
I will ask students if anyone is going to make any Students will convey ideas.
changes or agree with any of the advice. After we
have reflected and discussed our feedback, the rest of
class will be used as a work day.

Day Work Day Students will create works of art using different techniques. Work Time:
8/9 Students will be encouraged to continue trying new 40 mins
methods and techniques on their test tile. Clean Up:
Will be walking around the room to lend assistance as 5 mins
necessary.
Day Students will be asked to write a reflection on their Students will compare and contrast. Reflection:
10 sculptures. The prompt will be projected onto the 15 mins
SMARTboard:
What themes or messages are present behind your
work? Work Time:
What techniques & materials did you use to create the 25 mins
sculpture? Students will articulate their ideas.

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 Is there anything you would change given the chance
to do this project again?
Clean Up:
5 mins
Students will have the rest of class to complete their
sculptures and any finishing touches.

Day Students will have the first 10 mins to set their pieces Students will compare and contrast.
11 up on pedestals around the room or outside in the Set Up:
10 mins
garden. After work has been set up we will go to each
piece and the artist will read their reflection. We will
reflect on the following questions for each piece: Critique:
-How are materials and techniques being used? 30 mins
-What is something you wish to see changed? Students will articulate their ideas.
Clean Up:
-What is a really successful element in this piece? 5 mins

Students will be graded on how clear they can

articulate their themes and design choices.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)
Students will be asked to write a reflection at the completion of the project. The prompt will be projected onto the SMARTboard:
What themes or messages are present behind your work?
What techniques did you use to create the sculpture?
Is there anything you would change given the chance to do this project again?

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

1. Given a prompt, can students clearly write themes present in their Human & Nature
work?
Criteria 4 3 2 1
2. Using plaster techniques, can students create a work that expresses Given a Given a Given a Given a Given a
human and nature relationship in 3D form? prompt, prompt, prompt, prompt, prompt,
students can students can students can students can students
3. Given a prompt, can students create sketches that synthesize their write about always write mostly write somewhat can’t write
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ideas about their 3D creation? the themes in about the about the write about about the
their work. themes in themes in the themes in themes in
4. Using their artwork, can students explain their artistic design choices their work. their work. their work. their work.
that express human and nature’s relationship? Students Students Students Students Students
work work clearly work mostly work work does
expresses expresses expresses somewhat not express
human and human and human and expresses human and
nature’s nature’s nature’s human and nature’s
relationship. relationship. relationship. nature’s relationship.
relationship
Sketches 3 Complete 3 Sketches 1-2 Sketches Sketch is
show ideas sketches mostly show show ideas incomplete
for their 3D show ideas ideas for somewhat and not
creation. for their 3D their 3D for their 3D connected to
creation. creation. creation. 3D creation.
Student can Student can Student can Student can Student can’t
articulate clearly mostly somewhat articulate
artistic articulate articulate articulate artistic
choices that artistic artistic artistic choices that
convey choices that choices that choices that convey
human and convey convey convey human and
nature’s human and human and human and nature’s
relationship nature’s nature’s nature’s relationship
in statement. relationship relationship relationship in statement.
in statement. in statement. in statement.

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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