LESSON PLAN FORMAT

SAS Fall 2019

Lead Teacher: Michael Padilla-Nazario

Unit Title: The Art of Self-Expression

Lesson Title: Bringing Everything Together

Grade Level: 6-12

Number of Students: 9

I. UNIT OVERVIEW (RATIONALE)

Art is a way for students to use their own voice and express their individuality. To be able
to properly express oneself, a person needs a better understanding of their own thoughts,
emotions, and worldviews. Emotions are powerful things that can be seen as a mirror of our true
voices. In learning about what causes us to feel certain things, we then begin to learn about how
we are influenced by the world around us. All this knowledge leads right back to learning how to
express oneself in new ways, creating a cycle of self-improvement and understanding.

II-A. LESSON OVERVIEW (RATIONALE)

The class will start with a brief recap of the lesson that was previously introduced and
remind students of their expansion pieces. The teacher will reintroduce the artist and artforms
from the previous week including Jan Knibbs (Wearable art), Nick Cave (Performance art),
Terhi Tolvanen (Jewelry art), George Wesley Bellows (Narrative art), and Charles Ratteray
(Storyboard/conceptual design). While introducing each artstyle and artist, the teacher will
briefly speak about the unique characteristics within each and give examples of how students can
incorporate them into telling a grander story about their masks. The teacher will also quickly
mention other ways of expanding their story through collaging the world around the mask,
creating and performing skits, posing, and curating a music playlist. This portion of the lesson
aims to have the students consider new forms of self expression and how they can create
connections between multiple artworks. Giving various examples also allows students to find
one that suits their methodologies and preferred forms of expression.

Following this discussion the students will be given time to go over their previous
expansion piece designs and make any changes. As each student decides what their next action
is, the teacher will walk around asking questions to provoke new thoughts. Questions include:

Performance Art: How long will the performance be? Will there be music involved?
Will props be needed? Will a script be written? How many people can be included? What will
you be doing?

Wearable Art: What material will you use? How much of the body will be covered?
Why this kind? Can this be worn separately or does the mask need to be included to complete the
design?

Jewelry: What kind of accessory are your interested in making? Why this kind? Will you
make a matching pair or just one? What material will you use?

Narrative Art: What story is taking place? What genre of story is it? Where is it set?
What time period? How many people are going to be shown? What actions are taking place in
this narrative? Will you incorporate words or only use images?

Storyboard/Conceptual Design: What story is taking place? What genre of story is it?
Where is it set? What time period?Are people going to be shown? What actions are taking place
in this narrative? Will you incorporate words or only use images?

Music: What genres does your mask bring to mind and why? Are there any songs in
particular that come to mind? Would the mask need to be worn before the songs could be heard?

Posing: How many poses will you be doing? Have you considered what angles will the
photos be shot from? Will multiple be included in the poses? What will you be doing in the
poses? How can you show certain emotions through solely actions?

Along with these questions, all student design ideas will be prompted with “How does it relate to
your mask?” and “ How does it relate to your identity or show an emotion?”. This is for students
to continuously make connections between their work in the hopes of making one multifaceted
art piece. Once students feel they have finished their design, or if they are already finished
designing, they will meet with the teacher to get permission to begin creating their work. This
activity serves to further build upon the ideas students may have grown during the beginning
discussion and cement a plan for their future work. The activity also gets students to consider
how this new work can express their identity and emotions through a new set of means.
 After this conversation, the students will be allowed to finish painting and accessorizing
their masks. Students will be prompted to look back on their design to see what materials they
mentioned as being important for their mask. While the students work, the teacher will also be
checking to make sure the paints are being used in proper amounts and to assist students should
they request it.

After students finish their masks, they will then begin working on their expansion piece.
Students will be prompted to look back on their designs to see what materials they mentioned as
being important for the creation of this piece. While the students work, the teacher will also be
checking to assist students should they request it and ensure their piece is complete. Should most
students appear to be finishing their work on their expansion pieces, the teacher will begin
prompting students to collaborate with their works. This portion depends on the type of
expansion pieces created by students but should have some involvement by all parties. Some
ideas for collaborative pieces include writing/acting out a skit, posing together, writing a story,
and more. All of this is to get students thinking about how they can create new artworks with
others while taking their own identities into consideration. Especially with their masks that add
more layers to the scenes they may act out.

During the class period, the teacher will also be speaking with students to look over their
previous works and decide which ones they would like to exhibit in the upcoming exhibition.
The teacher will provide students their saved works from previous weeks and students will need
to give a title to any of the artworks they want to exhibit. Students are also welcome to write an
artist statement or story about their work if they want to expand upon the thoughts put into a
certain piece. This writing should be attached to the corresponding artwork in some way for
better storage and handling for the teacher. In conjunction with preparing works for the
exhibition, students are also welcome to make any finishing touches to their previous works.This
activity allows students to have a say in what they would like to represent their progress over the
eight weeks and showcase their understanding of emotions and identity. It also causes students to
think more critically about curating their works and how they would speak about the ones
chosen.

II-B. ESSENTIAL QUESTIONS:

● How can multiple art pieces tell a single larger story?

● How can 2D and 3D art be combined to create a new artwork?
● What can performance and narrative artworks provide in telling stories?
● What ways can the many worlds inside student’s masks be displayed?
● How can multiple people work together to create a new artwork?

III-A. LEARNER OBJECTIVES/OUTCOMES

Throughout this lesson, students will learn:

 ● To design a world surrounding their mask creations through various artistic techniques
● To incorporate their emotions into their mask designs using storytelling techniques
● To give a story to a personally made object
● How performance and narrative artworks can tell more expansive stories
● To create additional art pieces that build upon their masks
● How performance between multiple people can enhance an artwork’s meaning

III-B. NATIONAL ART STANDARDS

● VA:Cr1.2.6a: Formulate an artistic investigation of personally relevant content for

creating art.
● MA:Cr1.1.8: Generate ideas, goals, and solutions for original media artworks through
application of focused creative processes, such as divergent thinking and experimenting.
● MA:Pr5.1.Ia: Demonstrate progression in artistic, design, technical, and soft skills, as a
result of selecting and fulfilling specific roles in the production of a variety of media
artworks.

III-C. PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

● 9.1.12H. Incorporate the effective and safe use of materials, equipment and tools into the
production of works in the arts at work and performance spaces.
● 9.1.8 J. Incorporate specific uses of traditional and contemporary technologies within the
design for producing, performing and exhibiting works in the arts or the works of others.
● 9.3.8. F. Apply the process of criticism to identify characteristics among works in the
arts.

IV. ART / ARTIST(S) OF RELEVANCE:

Jan Knibbs (Wearable art) - All works are untitled

Terhi Tolvanen (Jewelry art)
Blue Loop

Summer Mix

Untitled

George Wesley Bellows (Narrative art)

Men Of The Docks

Dempsey and Firpo Aka Brodies Revenge

Love of Winter 1914

Charles Ratteray (Storyboard/conceptual design) - All works are untitled

Nick Cave (Performance art) - All artworks are titled Soundsuits

Teacher Example
V. PREREQUISITES:

Students should able to:

● Work in personal sketchbooks

● Make sketches based on prompts
● Follow instructions to complete a task
● Work in groups to design and create a singular artwork
● Maintain and clean brushes
● Use bladed items (i.e. scissors & exacto knives) to cut paper
● Practice proper painting utilization to avoid staining clothing or skin contact
● Layer cloth evenly over an uneven surface
● Take and return art supplies

VI. INTERDISCIPLINARY CONNECTIONS:

● Language Arts: Throughout the lesson, students will be learning vocabulary associated
with using various art mediums and design techniques. Students will also be examined on
 their current vocabulary knowledge through a series of vocal prompts. Alongside this,
students will be critiquing their work while incorporating the vocabulary taught.
● Social studies: This lesson utilizes art and artists from various points in history. Students
will learn about techniques used throughout art history and their influences on the world
of art.
● Reading: Beginning this lesson, students will be prompted on a display about various art
techniques and procedures. Questions will also be placed on display around the board for
students to refer back to throughout the class time. Along with this, images and visual
references will be handed out for students to examine throughout the class.
● Writing: Students will be receiving sketchbooks where they will respond to prompts.
They will also be writing questions they have for future discussions and critiques.
Students are also encouraged to write topics, ideas, or subjects they have an interest in for
future project work.

VII. MATERIALS NEEDED FOR LESSON

● Sketchbooks
● Pencils
● Erasers
● Colored markers
● Watercolor paint
● Aprons
● Paint brushes
● Paint palettes
● Paper towels
● Scissors
● Exacto knives
● Glue
● Construction paper
● Rulers
● Magazines
● String
● Feathers
● Beads
● Cloth
● Wire
● Hot Glue gun & sticks

VIII. SAFETY HAZARDS:

For this lesson, the class will be using paints that can create lasting stains on student’s
clothing. To avoid irreparable messes, students will be advised on proper brush and paint usage
as well as cleanup procedures. They will also be given aprons to mitigate potential messes.
 For this lesson, sharp items will be used for cutting materials and can cause harm to a
student. Should a student feel that they do not feel comfortable with using these devices, the
teacher will assist by cutting for them. Also, the teacher will make an announcement explaining
proper usage to mitigate any potential injuries.

This lesson utilizes hot glue guns as an optional adhesive for students to utilize in their
mask creations. This material may cause burns for students not properly versed in safely using it
so the teacher will give a demonstration concerning the material before making it available,
should any student feel uncomfortable using this material, the teacher is also able to assist.

IX. TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Time Teacher Actions Expected Learner Actions

9:00am- ● Welcome students and parents that ● Be seated in a chair when

9:20am are entering they enter the classroom
● One on One talks with students ● Speak with the teacher and
● Discuss student sketches and gage other students freely
interests/enthusiasm ● Draw in sketchbooks
provided
Intro & Discussion ● Consider ways to expand the
story of their masks
● Reintroduce lesson idea and ● Ponder on and respond to the
reintroduce artist examples and prompts asked by the teacher
their respective artstyle: ● Ask questions pertaining to
○ Jan Knibbs (Wearable art) the discussion
○ Nick Cave (Performance
art)
○ Terhi Tolvanen (Jewelry
art)
○ George Wesley Bellows
(Narrative art)
○ Charles Ratteray
(Storyboard/conceptual
design).
● Speak about the unique
characteristics of each artstyle:
 ○ Wearable Art: Often also
functions as clothing, can
incorporate many fashion
styles in one design
○ Performance: Full body
utilization, can tell a story
without words
○ Jewelry: can create and
wear multiple of the same
piece for different effects
○ Narrative: Tells a story in
picture, can give insight
into the world at large
○ Storyboard/Conceptual:
can depict any scene, can
explore places humans may
not inhabit
● Mention other methods to tell
stories:
○ Collaging the world around
the mask
○ Creating and performing
skits
○ Posing
○ Curating a music playlist

9:20am- Expansion Piece Design ● Decide on what next artwork

9:40am they would like to expand
● Prompt students to decide on what their mask’s story with
next artwork they would like to ○ Update their
expand their mask’s story with design/plan if already
○ If already accomplished, created from the last
have them reexamine their lesson
designs in case they want to ● Make a list of needed
add more materials
● Prompt students to make a list of ● Consider the teacher’s
needed materials provocations when fleshing
● Question students based on their out their design ideas
choice to hone their details: ● Consider the connections
○ Performance Art: How between their new work and
long will the performance their mask when designing
be? Will there be music ● Consider the connections
involved? Will props be between their new work and
needed? Will a script be their identity when designing
written? How many people ● Meet with the teacher after
can be included? What will finalizing details to receive
you be doing? the all clear
○ Wearable Art: What ● Ask questions pertaining to
material will you use? How the activity
much of the body will be
covered? Why this kind?
Can this be worn separately
or does the mask need to be
included to complete the
design?
○ Jewelry Art: What kind of
accessory are your
interested in making? Why
this kind? Will you make a
matching pair or just one?
What material will you use?
○ Narrative Art: What story
is taking place? What genre
of story is it? Where is it
set? What time period?
How many people are going
to be shown? What actions
are taking place in this
narrative? Will you
incorporate words or only
use images?
○ Storyboard/Conceptual
Design: What story is
taking place? What genre of
story is it? Where is it set?
 What time period?Are
people going to be shown?
What actions are taking
place in this narrative? Will
you incorporate words or
only use images?
○ Music: What kinds of
genres does your mask
bring to mind and why?
Any songs in particular that
come to mind? Would the
mask need to be worn
before the songs could be
heard?
○ Posing: How many poses
will you be doing? Have
you considered what angles
will the photos be shot
from? Will multiple be
included in the poses? What
will you be doing in the
poses? How can you show
certain emotions through
solely actions?
● Prompt students to make
connections back to mask and self
expression:
○ “How does it relate to your
mask?”
○ “ How does it relate to your
identity or show an
emotion?”
● Meet with students to finalize
details and give all clear
● Answer questions pertaining to the
activity
 Mask painting and accessorizing ● Use paints provided to color
9:40am- the masks
10:00am ● Hand students aprons ○ Making sure to not
● Continue checking hot glue stations use paints in excess
to ensure students don’t burn ● Consider accessories to add
themselves on to the design:
● Prompt students to review mask ○ Jewelry
design and identify what materials ○ Beads
they listed ○ String
● Assist in giving paints to students ● Ponder on and respond to the
● Ensure not too much paint is being prompts asked by the teacher
used by any particular students ● Speak about personal
● Speak with students about their inspirations should they feel
works and ask students to observe comfortable
the work while answering: ● Ask questions pertaining to
○ What did you find the activity
surprising about designing
this? Why?
○ Why did you choose these
things?
■ How does it relate
back to your
identity?
● Encourage students to accessorize
their masks with materials like:
○ Jewelry
○ Beads
○ String
○ Feathers
● Observe students works for
connections
● Answer questions pertaining to the
activity
10:00am - Collaborative Piece
10:25am ● Decide upon which
● Prompt students who completed person/people to create a
their expansion pieces to work with collaborative piece with
one another on a collaborative ● Brainstorm ideas for their
piece collab piece
○ Create connections between ○ Consider the
students based on their teacher’s ideas for
mask/expansion piece to collaboration when
foster ideas and common brainstorming
ground ● After deciding, write the
○ Prompt the group to plan for the piece on paper
brainstorm ideas before ● Consider teacher’s prompts
offering some when deciding on
● Offer collaborative ideas to groups: performance ideas
○ Writing/performing a skit ● Ask for teacher’s assistance
○ Posing separately/together if necessary to the
○ Writing a story collaborative piece
○ Interpretive dance ● Ask questions pertaining to
● Give prompts to groups to the activity
stimulate ideas:
○ How would you characters
interact with one another?
○ Is there a certain scenario in
which you may meet one
another?
■ Would this be a
friendly or hostile
scenario?
○ Can you express through
physical actions how your
character(s) reacts to the
world around them?
● Assist or take part in the pieces if
the students need an additional
actor/performer/helper
● Answer questions pertaining to the
activity
 Exhibition Setup
10:25am - ● Look over their previous
10:50am ● Provide students their saved works works and decide which
from previous weeks ones they would like to
● Prompt them to choose several exhibit in the upcoming
works they want exhibited exhibition
○ Tell them to write their ● Write their name on the
name on the work and give work
it a title ● Give a title to the work
● Welcome students to write an artist ● Consider writing an artist
statement or story about their work statement/story about an
○ Make sure writing is artwork
attached to corresponding ○ If done, place writing
work in some way next to corresponding
● If requested and possible, allow work
students to add finishing touches to ● If needed, add any finishing
their previously made works touches to artworks
previously made

10:50am - ● Assist students in cleaning up the ● Return all materials to their

11:00am classroom rightful centers
● Remind the students of the ● Clean their paint brushes and
exhibition date palettes in the sink
● Speak about the overall ● Consider overall thematic
connections to the them: connections in relation to
○ Continue working on their their works over the weeks
designs and creating their ● Take note of the exhibition
additional art piece date
○ Choosing artworks to ● Clean their surrounding area
exhibit
○ Finishing any works they
want to exhibit
● Return all materials to their rightful
places
● Sign out students and speak with
parents

X. ENDING THE LESSON

X-A. Closure of Lesson:

To close this lesson, students will gather their works around and speak about their
processes or overall thoughts. Time will be given for feedback and students will be encouraged
to comment on the work of others so as to build their communication skills. The teacher will then
recap what the students had learned and speak about how it ties into expressing emotions and
one's sense of self. Afterwards, they will be asked to return their materials to its appropriate
centers and clean any messes made around the class.

X-B. Transition to Next Lesson:

Near the end of the class, the teacher will have a discussion recapping the lessons they
took part in over the previous classes. The teacher will then speak about how these lessons have
helped students express themselves in new ways while considering their emotions more closely.
The teacher will also prompt the class into speaking about their most enjoyable moments during
this program and why those moments stand out. The teacher will use their responses to conclude
the lesson and remind the class of the exhibition happening on December 14, 2019.

XI. REFERENCES TO MATERIALS CONSULTED

Jan Knibbs (Wearable art)

Pitcher, J. (n.d.) Jan Knibbs - Wearable art. Retreived from .https://www.textileartist.org/jan-

knibbs-wearable-art

Jan Knibbs: Grey sheep. (n.d.) Retrieved from https://www.notjustalabel.com/jan-knibbs

Terhi Tolvanen (Jewelry art)

Terhi Tolvanen. (n.d.). Retrieved from http://www.ornamentumgallery.com/artists/terhi-

tolvanen?view=slider#13

Kane, A. (2018). 11 Fascinating jewelry artists to share with your students. Retrieved from
https://theartofeducation.edu/2018/11/28/11-fascinating-jewelry-artists-to-share-with-your-
students/

George Wesley Bellows (Narrative art)

George Wesley Bellows: The complete works. (n.d.). Retrieved from

http://www.georgewesleybellows.org/the-complete-works.html?ps=96

Charles Ratteray (Storyboard/conceptual design)

Charles Ratterray. (n.d.). Retrieved from https://famousframes.com/artists/showArtist/charles-
ratteray/conceptual-elements

Nick Cave (Performance art)

Nick Cave. (n.d.). Retrieved from https://www.jackshainman.com/artists/nick-cave/

Vogue. (2014, May 19). A live performance of Nick Cave’s soundsuits [Video File]. Retrieved
from https://www.youtube.com/watch?v=_PDOpOHkDk8

XII. THE CLASSROOM AS A THIRD TEACHER

For my classroom, the materials for the lesson will be placed on a desk separate from
student clusters. After class, materials will be returned to the desk and back into the cabinets
within Patterson Building. Paint brushes and palettes will be cleansed within the classroom’s
sink before final storage. Reference materials will be placed on one of the cork boards for ease of
access. Photos may also be posted onto the boards to generate student dialogue and encourage
movement within the classroom. Music will be playing for most of the class time and will be
paused when times of transition or presentation arise. Desks will be arranged into one large table
to encourage student’s interaction with one another while creating art. Arrangements will be
made so that the teacher can maneuver efficiently and students can walk to get supplies. Chairs
will be arranged around the table to ensure students communication with peers.