CEP Lesson Plan Form

Teacher: Willow Brook via Melissa Robinson

School: Thompson Valley High School

Grade Level:

Date: 9/29/16
12

Content Area: Art

Title: Stone Setting Assignment

Lesson Idea/Topic
and
Rationale/Relevan
ce: What are you
going to teach and
why is this lesson of
importance to your
students? How is it
relevant to students
of this age and
background?

For this assignment you will be creating a bracelet/cuff, a pair of earrings, or a pendant with one or
more set stones. With a very technical assignment such as this your primary goal will be
craftsmanship. Pieces must be buffed for this assignment and show a very high level of quality and
professionalism. I would like to see at least one texture added to the background whether it is a
hammered texture, an engraved texture, or a stamped texture is up to you, be creative!
The difference between copying and being inspired by other cultures and artwork.

Content Standard(s) addressed by this lesson:(Write Content Standards directly from the standard)
Comprehend- Historical and cultural context are found in visual art.
Reflect- Interpretation is a means for understanding and evaluating works of art.
Create- Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
Transfer- The work of art scholars impacts how art is viewed today.
Understandings: (Big Ideas)

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CEP Lesson Plan Form

Context is essential to inspiration.
Jewelry can be inspired by other cultures.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)
What is the difference between inspiration and copying?
Why is context important to understanding artwork?
How do we use others work as inspiration while respecting their culture, context, and intent?
Evidence Outcomes: (Learning Targets) AND (Success Criteria)
I can explain the difference between copying and inspiration.
I can create a stone setting using bezel wire.

List of Assessments: (Note whether the assessment is formative or summative)

Willow will collect their planning sheets. (Formative)
Final artist statement will be turned in with the finished piece. (Summative)
Planned Lesson Activities
Name and Purpose of
Lesson
Should be a creative title
for you and the students to
associate with the activity.
Think of the purpose as the
mini-rationale for what you
are trying to accomplish
through this lesson.

Stone setting Assignment

This assignment will have students do research on culture and create artwork inspired by it.

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CEP Lesson Plan Form

Approx. Time and
Materials
How long do you expect the
activity to last and what
materials will you need?

5weeks
Stones may be purchased from Ms. Rook
Copper, Brass, and Nickel
Extra silver
Bezel wire

Anticipatory Set
The hook to grab
students attention. These
are actions and statements
by the teacher to relate the
experiences of the students
to the objectives of the
lesson, To put students into
a receptive frame of mind.
To focus
student attention on
the lesson.
To create
an organizing
framework for the
ideas, principles, or
information that is
to follow (advanced
organizers)
An anticipatory set is used
any time a different activity
or new concept is to be
introduced.

What are some examples of strategies to use?

I will do a short skit with Melissa about creating symbols.
I will ask Melissa to pretend to be an independent party
voter. Then I will bring an image of a donkey and have her
trace it. I will then ask Are you a republican now?
I will say this shows how creating a symbol doesnt make you
a part of the culture associated with it. Consider how that
culture would feel about your creation.

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CEP Lesson Plan Form

How do you intend to
engage your students in
thinking during the
Anticipatory Set?

The strategy I intend to use is a skit.

I am using this strategy here because it will be early in the

morning and I want help the students wake up. Politics is a
Why are you using it at this current relevant part of todays society and media. It is an
point in your lesson?
accessible way to relate to symbols of culture.

Procedures
(Include a play-by-play
account of what students
and teacher will do from the
minute they arrive to the
minute they leave your
classroom. Indicate the
length of each segment of
the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input/actions,
student actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Teacher Actions

Student Actions

Students will arrive for class

Good morning class! This morning I am going to do a little skit for you.
This is only for the purpose of role play and in no way represents Ms.
Robinsons true political views, she is simply playing along with me.
Mrs. Robinson, youre a member of the independent party, right? (Yes)
Here, now trace this elephant.
Now are you a republican? (No)
So just because you created this symbol doesnt mean you are a part of this
culture?

Students listen and think about the

skit.

Now I want to discuss the difference between inspiration and copying.

Take a moment to think about What is the difference between being
inspired and copying? Take 3 minutes and talk to the people at your table.
Keep in mind there is really no right or wrong answer.
One student from each table will share out ideas that will be vocalized out
loud.
Being educated about the culture and intent is important.

Students talk with each other

about inspiration and copying.

Willow will insure that all students have an assignment sheet and give them
a few minutes to read over the assignment sheet.
I want to provide you with an example of a project where I was instructed
to take inspiration from another culture. In my art of Africa class, we
learned about art from Ethiopia and I resonated with the Ethiopian magic
scrolls. I chose this because the intended use made sense to me. These

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Students relate to Willows work.

CEP Lesson Plan Form

scrolls were traditionally commissioned for someone who was having
health issues to carry as a protection. At the time I created this, my mother
had died a year and a half before and I was having strange health issues. I
decided to create this as a protection from ill health. I drew inspiration
from the protection, sun, and guardian angel motifs.
While making this I had the question of it is was okay for me to create
something from a culture I wasnt a part of. I wondered if someone from
that culture would think it was okay. I took the painting to a local Ethiopian
restaurant and the owner's enthusiasm eased my concern. I just wanted to
bring to your attention the awareness of understanding a culture that serves
as inspiration for artwork.
Willow will display the ideation sheet on the doc cam and explain the
process.
Willow asks Jackie to explain to the class her start on this sheet.
I will be circulating through class to check in with each of you to see what
you are thinking of creating.

Students create their own sheets.

Students contemplate cultures of
interest.

I will collect your ideation sheet. There should be enough time during this
block period to get a good start, but dont rush your research.

How do you intend to

engage your students in
thinking during the
PROCEDURE?

The strategy I intend to use is ideation.

I am using this strategy here because I want students to really think about the culture they are researching and
how to pay respect to it.

Why are you using it at this

point in your lesson?

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CEP Lesson Plan Form

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CEP Lesson Plan Form

Closure
Those actions or statements
by a teacher that are
designed to bring a lesson
presentation to an
appropriate conclusion.
Used to help students bring
things together in their own
minds, to make sense out of
what has just been taught.
Any Questions? No. OK,
lets move on is not
closure. Closure is used:
To cue
students to the fact
that they have
arrived at an
important point in
the lesson or the
end of a lesson.
To help
organize student
learning
To help form a coherent
picture and to consolidate.

After students have completed one of their two pieces, they will be asked to fill out the bottom form as a
critique. Willow will assign partners across the room so they will work with new students. They will fill out
their side of the sheet, fold it in half, and switch.
Metals II
Artist name:

Viewer name:

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CEP Lesson Plan Form

Artist: Write
what you
meant to
express
through
your
artwork:
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________

Viewer:
Without
looking at
what the
artist wrote,
write what
you think
the artwork
is about and
what it
means to
you:
What do you
see? Think
BASIC
(Shapes,
color, texture
like you were
explaining it
to someone
over the
phone)
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________

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CEP Lesson Plan Form

Students will have time to continue working on the previous project if they are still working.
Differentiation:
One on one meetings will help me gage student need.
Differentiation should be
embedded throughout your
whole lesson!!
This is to make sure you
have met the needs of your
students on IEPS or 504
To modify: If the activity is
too advanced for a child,
how will you modify it so
that they can be successful?
To extend: If the activity is
too easy for a child, how
will you extend it to develop
their emerging skills?

Assessment Reflection:
(data analysis)
How will you know if
students met the learning
targets? Write a description
of what you were looking
for in each assessment.

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement)
I hoped that students would research the context of their inspiration enough to have a thorough understanding
of culture and history that informed their jewelry. Many students chose to use inspiration from modernized
jewelry images from google websites like etsy instead of working artists from their chose culture. Students
were able to complete the stone setting process successfully.
2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

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CEP Lesson Plan Form

I would begin with two images, one from urban outfitters and another from a working Navajo jeweler and ask
them what the difference is. I would spend more time explaining the importance of context and do more work
with cultural appropriation in the arts. I also would have liked to have the opportunity to execute the critique to
provide students with a reflection.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I envision content that is relevant to each student and that they come up with their own original ideas that relate
to their personal culture. Something like a personal shrine to a hero of their own.

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