Teacher: Katelyn Kittilson Class: Beginning Jewelry School: Longmont High School

Title of the Unit: Skill Builder Booklet

Title of this daily Lesson: Week 1 - Introducing
Grade Level(s): 9th-12th

I. Colorado Academic Standards (Visual Arts 2020)

Standard 1. Observe and Learn to Comprehend
3. Use artmaking processes as forms of inquiry to increase independent
reasoning and perception skills to increase knowledge.
d. Investigate and articulate the aims of disparate art practices to foster critical
thinking about visual art and design.
Standard 3. Invent and Discover to Create
1. Establish a practice of planning and experimentation to advance concepts and
technical skills.
b. Research and consider various iterations of an idea and draft possible
solutions using a variety of media.

II. Big Idea(s):

-Developing craft and creativity

III. Enduring Understandings:

-Artists visually and/or verbally articulate how visual art and design is a mean of communication.
-Artists create works of art that demonstrate increasing levels of mastery in skills and techniques.

IV: Essential Questions:

Student Questions…
-What is my project focused on?
-What materials do I need to learn about to be successful?
-What do I need to accomplish to continue to the next step?
-If I don’t comprehend, can I go back and re-read or ask questions?
Teacher Questions…
-What will I need to remind students everyday?
-Should I still continue with demos each day or see how progress is going before demos?
-If students get done early what would I have them work on next?
-When am I pushing too much learning on them and not guiding their learning enough?

V: Daily Lesson Objectives:

-Artists will investigate and document a wide range of traditional, advanced, and evolving media
used in creating images that communicate ideas.
-Artists will skillfully use a variety of techniques and media to create works of art.

VI: Activity:
During week one artists will be listening to the teacher introduce the unit lesson they are focusing
on for the time being. They will be asking questions as a whole class then be given the opportunity
to individually explore the topic and ask individual questions if they arise. All work is posted online
for them so artists can move freely through the project and not get held up in the process.
Afterwards artists will be allowed to start their process. Watching video demos, looking at the
PowerPoint we went over, and taking quizzes to show they comprehend the tools and techniques
and safety procedures on their own time will be the provided task for the rest of class.

VII: Content Integration:

Artists can articulate a variety of thoughts, ideas and contexts in visual art and design. They will
also be effectively using verbal, written and nonverbal communication skills in the making and
studying of art and design. These skills tie directly into civic and interpersonal skills of
communication for the student. Adding into the students entrepreneurial skills needing to be
developed the artist can generate questions to guide their artmaking as a practice of research,
gather information from various sources, determine biases and credibility of sources, cite sources
as appropriate and use evidence to advance concepts and technical skills. We can tie this into
critical thinking and problem solving for the artists as the artist must interpret visual art and design
information to draw conclusions based on the best analysis.

VIII: Pre-Assessment:
Artists will be developing Frayer Models for the tools that we are providing them during this first
page of the booklet. They are defining the tool (what it is), drawing a sketch of the tool (what it
looks like), describing the tool (telling a friend on the phone its qualities), and how they can use the
tool in the project.This will not only help us teachers determine what tools we need to talk about
more, but help the artists determine what they are learning about and what they are using.

IX: Success Criteria:

The artists will succeed based on their completion of the tasks given and when they get their final
piece of metal. When the Frayer Models on the tools given out is fully completed, along with the
quizzes and the videos given to the artists. 100% on the quizzes lets us know that they have paid
attention to the demo videos and looked up different information about the tools and techniques.
They are given multiple times that they can complete the quizzes so that way they can go over
different things and really comprehend what they will be doing and using during class.

X: Post-Assessment:
Before the artists leave for the day, they are to bring the tools to their correct locations for storage.
They also will be given a piece of scrap paper in which they will answer three questions before
exiting the class. Questions that may be asked could be one of the quiz questions that many artists
have gotten incorrect or it could be different things about safety in the room. This gives us the
ability to see what they know, what we could work on with artists, and helps them start to think
about the topic as they are walking out to their next class.

XI: Accommodations and Modifications:

If an artist has an IEP or 504, we will directly follow that written guideline of course. For those who
are hearing impaired, captions are given on the videos and for in class talking an adult who can sign
for us during class. For the students who may have some difficulties with motor skills, we have an
example for each tool and technique that they can easily just copy if needed. As teachers during
work time if an artist needs assistance we are happy to walk around and help, even certain students
in the class that have taken it at least once or twice can help out. For our ELL students, many other
students in the class speak both spanish and english and are happy to help out with translating, but
also online there is a section of what to do translated into spanish.

XII: Visuals/Resources:
Several PowerPoint’s, demos, quizzes will be presented to the students throughout the process that
they have complete access to during any point in their creative process. Along with this there will
be a teacher example shown to students and left out for them to look at and understand what they
piece could look like. Artists will also have their iPads to look at more examples and ideas to help
generate artmaking.

XIII: Supplies and Equipment:

iPads Work tables Pencils Sketchbooks Metal pieces
Chargers Hammer Saw Saw blades Mallet
Stamp set Safety goggles Drill bits Drill Hair ties
Water Soap Pickle Grinders Anvill

XIV: Safety Concerns:

Of course we are ESPECIALLY worried during this class. We always have a first aid kit standing by,
along with the artists knowing exactly where all the safety things are located in the classroom.
Safety goggles are to be worn at ALL times when working with sawing or grinding or drilling any
piece of metal. When sawing, always saw away from self and keep fingers away from saw blades.
When using both the drill and the grinders, hair needs to be tied back otherwise it could get caught
in the rotating parts. With that as well, keeping any loose hanging things (headphones, baggy
clothing, long earrings) away from those stations. Turning on and off machines before using them
or going near them in case of incorrect misfire, electrocution, etc.

XV: Teaching Procedure (10 minute break down):

Week 1 - Introducing 90 minute class
10:55-11:05 Class warm up to get brains into creative side. Lazy 8’s where artists draw
with their right hand a sideways 8 over and over then they switch to their left hand and draw
another sideways 8 over and over. To really challenge the artists once it looks like everyone has it
down then switch to drawing both of the sideways 8’s with both hands at the same time. This works
on connecting the two halves of the brains and get both thinking in more of a logical creative way.
11:05-11:15
11:15-11:25 Starting the introduction of the class project. Using the provided PowerPoint
on both their online class and on the screen in front of them, teacher will begin talking about what
the project will look like. Going through each slide talking about the different steps that will be
occurring within the project. Including the Frayer Models, quizzes and sketches artists MUST do
before getting their piece of metal.
11:25-11:35 Closing the PowerPoint and focusing now on questions artists have and the
real in person examples, teachers will go over it all with the artists before setting them free.
11:35-11:45
11:45-11:55
11:55-12:05
12:05-12:15 Teachers will take a set back from talking AT the artists and begin to talk
WITH the artists individually during the work time. Artists begin to take over though by beginning
working on finding the tools and completing their Frayer Models of the five different tools for this
exact project. Once completed with the Frayer Models, artists will begin watching the demo videos
online and taking the required quizzes after watching. Artists should only be able to get through at
least 3 of the 5 quizzes required and should be able to also get 100% on those.
12:15-12:25 Teacher will call for clean up of materials. Artists will put their sketchbooks
and pencils back into the table locker under their desks and find the right spots in which all the
tools taken out will go back. There are four to six artists at a table so half will be required to take
supplies back to their places while the other have is to check on the floor for materials and wipe
down the tables with sponges. Upon bell artists will be released.