Lesson #4

I. Lesson Number: #4
Grade Levels: 6th Grade to 8th Grade
Title of Lesson: Block Sculptures
Duration: 50 minutes each class period

II. Lesson Rationale:

Students will study the life and work of the minimalist artist Carl Andre. Andres work is
recognized because of the simplicity and well-structured sculptures. Students will experiment
and design a minimalist sculpture by using just four elements wood blocks, black paint, silver
leaves, and glue. This is important to students because they will learn how sculptures can be
representative and meaningful even in simplicity as well that movement can be represented in
minimalist sculptures.

III. Key Concepts:

Minimalist art.
Movement in minimalist sculpture.

IV. Essential Question:

What is minimalist art?
How movement can be represented with blocks or non-organic structures?

V. Lesson Objectives:
The student will review the artist Carl Andre by watching a Power Point Presentation.
This will be assessed by how students used the work of the artist style in their sculptures.
The students will experiment and analyze utilizing the trial and error method by using the
wood blocks provided by the teacher, they will require representing motion/flow with
wood blocks. This will be assessed by grading the different drawings that students will
do to practice the way they are going to implement the sculpture.
The students will create a sculpture that show movement/flow by using wood blocks.
This will be assessed after class discussion/critique by how the final sculpture shows
movement/flow.

VI. Specific Art Content:

Movement
Minimalist art
Non-organic structures
Wood block sculpture

VII. Resources & Materials for Teacher:

You tube video about minimalist art/Artist Carl Andre
Computer, Projector
 Power Point Presentation about images showing minimalist artwork and how to create the
block sculpture
Art supplies for Demonstration: Wood blocks, hot glue, black paint, brushes, silver leaf.
VIII. Resources & Materials for Students:
Sketch book
Wood Blocks
Hot glue
Black Paint
Brushes
Silver Leaf.

IX. Instruction and Its Sequencing:

Day #1

1. Introduction/Motivation:
The students will sit on their respective seats.
Teacher will introduce the lesson to students by asking them what is minimalist art.
Hook: Teacher will show a video about minimalist art.

2. Guided Practice
Classroom Discussion Questions:
Where we see minimalist art work?
Can we represent movement through non-organic objects? How?

Show Demonstration.
Teacher will show the art supplies to the artmaking and a Power Point Presentation
showing how to create the artmaking.

3. Independent Practice
Students will sit on their spots.
Students will start working by exploring how to create movement with wood blocks,
as they create a possible sculpture they will use their sketch books to record their
ideas. The students ideas must show movement.
Students will show their ideas to the teacher.

4. Closure
Share what we learned today.
Remind Students to bring their final ideas and sketches, to be approve for the sculptures.

5. Formative Evaluation
I want to see:
How students participate in the class discussions?
How students represent their ideas in their sketch books
 How students analyzed by try and error ideas of sculptures that illustrate movement/flow
How students identify and recall the different terms/vocabulary about sculpture?

6. Classroom Management Procedures

Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #2

1. Introduction/Motivation:
Students will seat on their respective spots.
Hook: To motivate students the teacher will show an example of the final product.

2. Guided Practice
Classroom Discussion Questions:
Teacher will ask students about their ideas/drawings for the sculptures

Show Demonstration.
Feedback how to use the art supplies and the class rules.
Teacher will show step by step how to create a wood block sculpture by using a
Power Point Presentation.
While showing the demo, students will take notes for independent work.

3. Independent Practice
Students will start working on their sculptures once they have their drawings/sketches
approve by the teacher
Art supplies are ready to use.
4. Closure
Ask students to sign their sculptures to continue working next class.
Remind Students to put their work on the sculptures rack.
 5. Formative Evaluation
I want to see:
How students engage with the artmaking by showing different sketches?
How students follow instructions with the use of the art supplies?
How students participate in class?
How students manage time to finish sculpture?
How students use their creativity to create a well done piece of art.

6. Classroom Management Procedures

Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation/images ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
teacher or classmates are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

Day #5

1. Introduction/Motivation:
Teacher will ask students to set their sculptures on the center of the classroom.

2. Guided Practice
Classroom Discussion Questions:
How was the process of making this sculpture?
Do you think was difficult to represent movement with minimalist art?
Do you think your piece is successful showing movement with minimalist art?
What do you think about to recreate movement with minimalist art in sculptures?

Show Demonstration.
Students will walk around the sculptures to observe classmates work

3. Independent Practice
Students will seat on their spots.
 During the critique time the teacher will display sculptures one by one to the class.
Students will answer what they like about the displayed sculptures and what the
sculptures need to improve.
Students will write a note about their own work what they like and needs to improve.
4. Closure
Students will leave their sculptures with their written critique on the storage room, the
self-critique should be sign it (name-grade).

5. Formative Evaluation
I want to see:
How students engage with the artmaking in the critique?
How students analyze other classmates work?
How students participate in class?
Quality and creative work that show movement on time.

6. Classroom Management Procedures

Depending of the day project, there will be art supplies ready to use for the students on
the art supplies station.
Power point presentation ready to show.
Hands up if need to talk, ask, give and opinion, share something etc. Be quiet while
others are talking, and wait your turn.
No cellphones during class hours otherwise the teacher approve to using them to find a
quick information or ideas.
Use supplies when it is instructed.
Ask first before take/use a different supply that it is not in the day plan.
Each class, two different students per table will be the clean leaders for the day. They will
put pencils on the pencil box, colors in the color box, bring to desk remaining paper, and
drawings. (depending of the day)
Chairs pushed in.
Line up quietly for dismissal.

X. Summative Assessment and Evaluation:

Criteria Needs to improve Good Excellent

Participate in class, Student have low to Student have Good Student have
and use time no class participation participation on class Excellent class
efficiently on class discussions discussions and have participation and
and use part of the good use of time work the entire class
class time well. working on the tasks Did not need to be
Student needed with very few reminded to focus on
several reminders to reminders to focus on task. Table
 focus on task. Table task. Table conversation was
conversation is conversation was focused on art talk.
partially focused on focused on art talk.
art talk
Identify and use the Student barely Student have a good Students have an
learned identified or use the use and identification excellent
terms/vocabulary learned of the learned identification and use
appropriately terms/vocabulary in terms/vocabulary in of the learned
class discussions or class discussions or terms/vocabulary in
table conversations. table conversations. class discussions or
table conversations.
Create quality art The quality of the The quality of the The quality of the
works by using artwork is complete artwork art work is artwork is complete
wood blocks at the most basic complete. Student as the student could
level. Student could could use some final make it.
have worked on touches.
further.
Use his/her own Artwork has the Artwork is thought Artwork is
imagination and basics. out and developed innovative,
creativity to create throughout. completely original,
movement in his/her . well thought out, and
art work thoroughly
developed.

Total /100 = Final Grade

XI. Interdisciplinary Connections:

Mathematics, students will connect visual arts by using geometric forms.
Science, by observation of surroundings such as nature and their environment students will
identify sculptures.

XII. References & Resources:

T. (2016, March 24). Retrieved April 19, 2017, from https://www.youtube.com/watch?

v=XEi0Ib-nNGo
T. (2016, March 24). Retrieved April 19, 2017, from https://www.youtube.com/watch?
v=XEi0Ib-nNGo
Carl Andre. (n.d.). Retrieved April 19, 2017, from http://www.artnet.com/artists/carl-
andre/biography
Carl Andre. (2014, April 02). Retrieved April 19, 2017, from
http://www.biography.com/people/carl-andre-9184691
National Core Arts Anchor Standards. (n.d.). Retrieved April 19, 2017, from
http://www.nationalartsstandards.org/content/national-core-arts-standards-anchor-
standards#sthash.BhmrxSHW.dpuf
TEKS. (n.d.). Retrieved April 19, 2017, from http://tea.texas.gov/index2.aspx?id=2147499973
XIII. Art TEKS

117.201. Implementation of Texas Essential Knowledge and Skills for Fine Arts, Middle
School, Adopted 2013.

117.202. Art, Middle School 1, Adopted 2013.

(a) General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of art may
select Art, Middle School 1.
(b) Knowledge and skills.
B) understand and apply the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artworks using art vocabulary
appropriately;
(C) understand and apply the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artworks using art vocabulary appropriately
Creative expression. The student communicates ideas through original artworks using a variety
of media with appropriate skills. The student expresses thoughts and ideas creatively while
challenging the imagination, fostering reflective thinking, and developing disciplined effort and
progressive problem-solving skills.
(A) create original artworks based on direct observations, original sources, personal
experiences, and the community;
(B) apply the art-making process to solve problems and generate design solutions
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of the lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to: (A) create written or oral responses to artwork
using appropriate art vocabulary.

XIV. National Art Standards

Creating: Conceiving and developing new artistic ideas and work.

Anchor Standard #2. Organize and develop artistic ideas and work. Demonstrate
openness in trying new ideas, materials, methods, and approaches in making works of art and
design
Anchor Standard #3. Refine and complete artistic work. Reflect on whether personal artwork
conveys the intended meaning and revise accordingly

Presenting: Interpreting and sharing artistic work.

Anchor Standard #4. Analyze, interpret, and select artistic work for presentation. Analyze
similarities
and differences associated with preserving and presenting two-dimensional, three- dimensional,
and digital artwork
Anchor Standard #5. Develop and refine artistic work for presentation. Anchor Standard #6.
convey meaning through the presentation of artistic work.
Responding: Understanding and evaluating how the arts convey meaning.
Anchor Standard #7. Perceive and analyze artistic work. Analyze ways that
visual components and cultural associations suggested by images influence ideas, emotions, and
action

Connecting: Relating artistic ideas and work with personal meaning and external context.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Generate a collection of ideas reflecting current interests and concerns that could be investigated
in art-making

How to do it