Instruction and Management Plan:

-Sequence and Organization of the Unit:

This unit focuses on architecture and the characteristics and expressive features
involved. We will be learning about different spaces and things that occupy that space.
This unit was created after our first lesson of getting to know the students. Many
students made it apparent that they were interested in environments, characters, and
stories. This unit consists of 3 lessons that are described below:
Lesson 1:
Lesson 1 focuses on the students creating a character/creature. The students were put
into the role of a mad scientist, instructed to create whatever kind of character they
wanted. Several topics were introduced to the students such as planning, ideation,
artistic expression, and the artistic process. Students learned basic clay techniques
including coil building, slipping and scoring, and pinch pots through a visual
demonstration. They were also presented with basic clay tools including an extruder,
loop tools, and forks for scratching.
Lesson 2:
Lesson 2 focuses on students creating a space for their character/creature to live in.
This lessons goal was to create a painting depicting a custom designed space. Students
used ideation, paint, and found materials to create their painting. The goal was for
students to cover the entire canvas and students focused on color mixing, space, line,
artistic process, and artistic intention. They were introduced to the tools of paint brushes,
color wheels, and found materials.
Lesson 3:
Lesson 3 focuses on creating a 3-D model of their space and then building a city with
their created spaces. The goal of this lesson was to create a model of the space that
their character will inhibit. The students then took their environments and collaborated
effectively with other students to create their own city. This lesson focused on addressing
space, line, scale, collaboration, modeling, transferring, and making connections.
Students were also presented with the concept of art as sculpture and using found
objects. The students manipulated found objects into new items and worked
collaboratively to create a communal space.

Methods for Integrating Literacy, Numeracy, Technology and Other

Relevant Subjects:
Several activities were incorporated into our unit in order to integrate literacy, numeracy,
and technology. Literacy was incorporated into every lesson through discussion and/or
written components in each sketchbook. The main component of literacy was in-

progress critiques. These critiques were one-on-one discussions between the students
and the teacher. These discussions involved talking about the students decisions and
questioning what would happen next in their art. Here is where I enabled students to dig
deeper and make relevant connections. Numeracy is also something that was
incorporated in every lesson. Numeracy is seen in many parts of this unit but especially
when the students had to build 3-D furniture and objects for their space. Some students
used rulers while others measured with pieces of cardboard or tape. Technology was
incorporated when the teachers gave presentations through Smart Board technology.
We used research and images from online sources to show students current
contemporary art. We also included videos from the internet that would demonstrate
certain techniques or ideas to hook the students in.

Strategies for Classroom Management relevant to Lesson Taught in the

Unit:
A variety of strategies were used for classroom management in this unit. The
organization of the classroom worked very well for our lessons. Students were separated
into groups of 3-4 desks which facilitated group discussion and social connections.
There was a large open space in the front of the room that worked very well for
introductions, watching videos and presentations, as well as giving directions and
discussions. One important safety component we took during this unit was addressing
the hot glue guns. There are some students we thought would use them responsibly but
others that we thought would not even try to use them correctly. For that reason we set
up a hot-glue station during the 3-D days that was run by one of the teachers. Although
there were sometimes lines of 3-4 students, we felt that it was safer to have an adult
handle the hot glue gun.
Clean up was organized by assigning jobs to students to get them familiar with roles and
weekly routines. The students knew they had to clean up before lining up for recess.
Typically I categorized the cleaning jobs into 4 groups. Those 4 groups were floor duty,
table washers, material and table organizer, and the sketchbook collector. After those
jobs were attended to, the students were responsible for putting their projects away and
any other messes that were specific to their on project. When discussions happened in
the classroom, they were typically gallery walks or while students were working.
Students would set out their final projects once everything had been cleaned up and we

would let the students explore all the projects. Here the students asked each other
endless questions and offered ideas and personal inputs. Once the students had a
chance to explore all the projects, we would gather as a group and ask the students to
raise their hand and tell us one that they wanted to look at more closely and why they
wanted to.
The Unit Lessons are attached below.