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Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW


GRADE 7
(Revised 2014)

Teacher Candidate
School

Miss Leonti
St. Brendan School

UNIT TITLE Glass Reflections


Length of Class Period 80 minutes
Approximate Number of Students in Each class 32
Beginning Date for this Unit
Ending Date for this Unit
ENDURING UNDERSTANDINGS

Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artwo

Literacy: As consumers, critics and creators, students evaluate and understand artworks and other texts produced in the media fo

PROGRESS POINTS
D. Develop and use criteria for making judgments about artworks and visual imagery and use descriptive language when talking and
C. Select, manipulate and refine arts concepts and processes to produce artworks that visually communicate their experiences, ideas

CRITICAL ISSUE / BIG IDEA


Anticipatory Set (what do the students already know, why is this lesson relevant?)
The teacher will ask the students what they know about sculpture and 3-dimensional art. This
will include questions about glass-blowing.
Central Focus (Form and Structure, Art Production, Context, Personal Perspective)
My focus is for students to create art with non-traditional materials based on the glass work by
Dale Chihuly. We will begin by examining the processes and works of Dale Chihuly, who has
notably worked in the realm of three-dimensional installation art. Students will be using Sharpies
and plastic ware to create pieces to be heated and become glass-like. The students will then
use those individual pieces of melted plastic to attach together and make one sculpture. Their
finished sculptures will be unique to them, and attached in any way they would like. Their
finished sculptures should have at least five pieces, and their location should show the students
awareness of the environment in an installation.
Essential Questions (provocative, engaging, critical)
What is installation art?
* Objectively describe Chihulys sculpture using proper art terms.
* Does his sculpture remind you of a stilllife?
* When you think of glass, what comes to mind?
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* Describe what you think the glass in Chilhulys


sculptures look like. How does that compare to glass
in a window? For example, how can the glass be bent?
* Does his sculpture remind you of nature? How so?
* Look at the intensity of color. How does the glass catch

or reflect the light?

Possible Integration

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT


Lesson One
Title Reflection Photography
Lesson Lesson on reflection art, students will photograph many different
Description experiments dealing with reflection.
Lesson Two
Title Chihuly
Lesson Dale Chihuly lesson and 3-dimensional art discussion, begin coloring
Description plastic cups and plates. Use heat gun if time
Lesson Three
Title Sculpture
Lesson Sculpture lesson, students will create sculptures from pieces and may
Description photograph them in an artful way.
Explain how technology has been used in this unit
SMART board technology for presentations and examples and videos

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LESSON PLAN

GRADE 7
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
1
Reflections
80
32

Beginning Date for this Lesson


Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
2PE Identify professions that use artistic skills and problem-solving.

CONTENT STATEMENTS PRODUCING/PERFORMING


2PR Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.

CONTENT STATEMENTS RESPONDING/REFLECTING

5RE Describe how experiences in galleries, museums and other cultural institutions can stimulate the imagination and enrich peoples

(Stage One) Performance-based Assessment Objectives


Students will complete a worksheet that encourages the use of key descriptive words.
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will submit a series of six photographs of their own food coloring in water reflections.
Academic Language
Vocabulary
Texture: the feel, appearance, or consistency of a surface or a substance.
Color
Organic form: of or pertaining to the shapes or forms in a work of art that are of irregular contour

and seem to resemble or suggest forms found in nature.


Inspiration: the process of being mentally stimulated to do or feel something
Aesthetic: concerned with beauty or the appreciation of beauty
Additional Language Demands
Students will write descriptive words about the glass sculptures they see.
Accommodations for Special Populations
In order to accommodate the student possessing sensory and behavioral needs, the teacher will
assign their seat at a table with students who are least distracting. The teacher will also provide
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recues to the student when needed.


Art/Visual Culture Examples
Dale Chihuly exhibits
Chihuly video clips
Chihuly photographs
Preparations
Materials/Resources for Teacher
Power Point
Glass container
Food coloring
Magazines
Camera
Materials for Students
Paper
Pencil
Safety Procedures
Do not get food coloring on clothes
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Power point ready
Video examples ready
Picture examples
Glass containers set out
Food coloring available
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro/greetings (5 minutes)
Take seats
Introduce self
Chihuly (40 minutes)
Review prior vocabulary
Chihuly- Through the Looking Glass video
Chihuly pictures of sculptures
Use descriptive words to describe the aesthetics of his sculptures
Look at liquidsculpture.com
What do these pictures have in common with Chihuly sculptures?
Demo
Studio (35 minutes)
Students will be photographing food coloring being dropped in different ways into a glass
container of water
The experiment will be done in groups, but each has an IPad to take their own pictures
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with
Must get a series of six different good-quality pictures
Clean up (5 minutes)
Dump out water
Replace food coloring
Clean off materials used to drip color
Clean-up Procedures (Room, Materials & Work Storage)
Dump out water
Replace food coloring
Clean off materials used to drip color
Closure, Review & Anticipation (whats next?)
Next week we will be beginning our glass sculptures
Supplemental Activity
Write out what we found out during the experiment
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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LESSON PLAN

GRADE 7
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
2
Chihuly
80 minutes
32

Beginning Date for this Lesson


Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
2PE Identify professions that use artistic skills and problem-solving.

CONTENT STATEMENTS PRODUCING/PERFORMING


2PR Manipulate materials, tools and technology in conventional and unconventional ways to create a work of art.

CONTENT STATEMENTS RESPONDING/REFLECTING

5RE Describe how experiences in galleries, museums and other cultural institutions can stimulate the imagination and enrich peoples

(Stage One) Performance-based Assessment Objectives


Students will share the pictures they captured
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will color and pattern at least six pieces of plastic ware for melting
Academic Language
Vocabulary
Texture
Color
Organic form
Inspiration
Aesthetic
Additional Language Demands
Students will use appropriate language and terms to describe their discoveries with their
pictures
Accommodations for Special Populations
In order to accommodate the student possessing sensory and behavioral needs, the teacher will
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assign their seat at a table with students who are least distracting. The teacher will also provide
recues to the student when needed.
Art/Visual Culture Examples
Chihuly picture examples
Possibly Oaxacan sculptures for pattern ideas
Preparations
Materials/Resources for Teacher
Power Point
IPads
Heat gun
Sharpies
Plastic ware
Materials for Students
IPads
Safety Procedures
Only teacher uses heat gun
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Power point
Picture examples
IPad cart
Plastic ware
Sharpies
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Intro/take seats(5 minutes)
Greetings
Take seats quietly
Reflections share (30 minutes)
Students will each share one to two pictures they captured and describe discoveries
Review Chihuly sculptures
Different patterns and colors
Demo
Studio (40 minutes)
Color plastic ware
Bring to heat gun when finished
Clean up (5 minutes)
Gather plastic shapes
Put sharpies away
Clean-up Procedures (Room, Materials & Work Storage)
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Gather plastic shapes


Put sharpies away

Closure, Review & Anticipation (whats next?)


Next we will be arranging them into a sculpture and photographing them in reflective places
Supplemental Activity
Students can begin to rearrange their cooled pieces into different ways to figure out how they
would like their sculpture to be built.
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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Uses plastic cups and plates!

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LESSON PLAN

GRADE 7
Teacher Candidate
School
LESSON NUMBER
Lesson Title
Length of Class Period
Approximate Number of Students in Each class

Miss Leonti
St. Brendan School
3
Sculpture
80 minutes
32

Beginning Date for this Lesson


Ending Date for this Lesson
CONTENT STATEMENTS PERCEIVING/KNOWING
5PE Examine designed objects and identify the processes and decisions made to produce them with attention to purpose, aesthetics,

CONTENT STATEMENTS PRODUCING/PERFORMING


4PR Apply art and design principles in the construction of three-dimensional artworks.

CONTENT STATEMENTS RESPONDING/REFLECTING

5RE Describe how experiences in galleries, museums and other cultural institutions can stimulate the imagination and enrich peoples

(Stage One) Performance-based Assessment Objectives


Students will create finished sculptures from their own melted plastics
(Stage Two) Performance-based Assessment Strategies
(attach assessment documents if applicable)
Students will photograph these sculptures in meaningful and reflective spaces
Academic Language
Vocabulary
Texture
Color
Organic form
Inspiration
Aesthetic
Additional Language Demands

Accommodations for Special Populations


In order to accommodate the student possessing sensory and behavioral needs, the teacher will
assign their seat at a table with students who are least distracting. The teacher will also provide
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recues to the student when needed.


Art/Visual Culture Examples
Chihuly
Preparations
Materials/Resources for Teacher
Power point
Plastic ware
Heat gun
White background paper
Lighting options
Glue guns
Materials for Students
Plastic ware
Sharpies
String
Hot glue
Safety Procedures
Use caution when using hot glue guns
(Stage Three) LEARNING ACTIVITY
Getting the Classroom Environment Ready
Have plastic ware
Extra plastic for those who have not finished
Sharpies
Heat gun
Glue gun
Areas set up to photograph sculptures
Procedures for the Teaching/Learning Structure (indicate approximate time for each step)
Into/greetings (5 minutes)
Greetings
Take seats
Sculptures (20 minutes)
Revisit chihuly sculptures and sites
Chihuly images
Installation art
Demo
Studio (50 minutes)
Students will finish coloring plastic if not done
Students will either glue plastic together or punch holes and string together
Students will experiment with the perfect site for their sculpture
Will photograph at that site
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Clean up (5 minutes)
Store sculptures
Replace materials borrowed
Clean-up Procedures (Room, Materials & Work Storage)
Store sculptures
Replace materials borrowed
Closure, Review & Anticipation (whats next?)
Supplemental Activity
Students will write why they made the site choices that they did
Teacher reflection focused on the lesson after it has been taught
(enter text here)
Be sure to attach to the full instructional unit
Teacher Example
Bibliography in APA format
Any printed material that relates to the unit and/or the lessons

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