Lesson Plan Title: Spaceship Rescue Mission Length: 4 class periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a better understanding of what content
students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring
understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Do Now: Students will answer pre-assessment/reflection questions posted on the Smartboard when they enter the room. Blank sheets of paper will be on each desk for student to
record their thoughts. When they finish, students will circle up around the board and hand their sheets to the teachers.

Questions will encourage students to think about their art making process from the previous lesson:
On a scale of 1-10, how important do you think planning is when you create artwork?
Do you prefer to create designs by drawing to sketch or by making 3D models?
Have you ever used a plan to create a work of art? What kind of plan was it?

Did students thoughtfully reflect on each question?

Did students understand what planning for an artwork means?
What methods of planning do students prefer to use?
Do students have experience planning for artworks?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a
learning product about a specific topic for a certain audience. (RAFT – Role / Audience / Format / Topic)

Captain Julia has traveled in her spaceship to planet Goya to collect valuable alien artwork to bring back to her gallery on Earth. Unfortunately, before she could return to Earth,
her spaceship broke down! NASA has sought you out to design a spaceship and fly it to planet Goya to save Julia and the artwork and bring them safely home to Earth! She is
thousands of light years away, so your voyage will take up to six months. Therefore, your spaceship should be designed with everything you will need to survive and be
comfortable for that span of time. Keep in mind what you will need, where you will sleep, and what you will do for entertainment on this long journey. Good luck and safe
travels!

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include:
Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol,
Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
● Transformation
● Self-expression
● The Universe
● Developing design plans

Enduring Understanding (s):

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Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more
concepts; but demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal.

● Artists and designers develop their ideas using models or maquettes.

● Artists and designers create artwork that express stories and personal identity.
● Artists and designers transform materials to create three-dimensional works of art.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to: Bloom’s – Standards – GLEs - Art learning and, when
appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy,
Literacy, and/or Technology)

After hearing a space rescue mission story, students will generate ideas for their ideal spaceship by sketching 2D and/or 3D plans. (Evaluate and Create/Comprehend and
Create/Research and plan art and design to create meaning in personal works of art/planning and ideation)

Given an example of a contemporary artist, students will be able to brainstorm spaceship attributes and materials by filling out a morphological chart. (Analyze and
Apply/Comprehend and Transfer/Demonstrate understanding and respond to how contemporary and social contexts can influence visual art and design in daily life. Research
and plan art and design to create meaning in personal works of art/World of art and culture/planning and ideation/morphological chart.)

After developing a two dimensional design for their ideal spaceship, students will be able to combine and transform materials to create a spaceship sculpture that develops a
personal narrative.(Create/Create/Investigate personal ideas to create works of art that communicate meaning to the viewers/materials, techniques and tools/attribute and
material chart)

Upon completing their sculpture, students will be able to reflect on their artworks and the art process by using the language of art in a group critique.
(Evaluate/Reflect/Evaluate personal and peer work using the language of visual art and design/Critical reflection and language of art/Student reflective activity interview of peer
artist.)

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who
are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges.
Students must still meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students to access
- 2D and 3D options- sketching plans using pencil and - Students will produce design plans using sketches or
content and multiple modes for student to

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express understanding.) paper or sculpting clay. three dimensional models.
- Many different materials available for student choice - Students will create a spaceship sculpture using many
different resources at different art stations.

Extensions for depth and complexity: Access (Resources and/or Process) Expression (Products and/or Performance)

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.
● During the ideation stage students will be filling out morphological charts to organize their ideas about what attributes they want to include in their spaceships.
● To develop their ideas about these attributes and how to create tangible objects, students will also fill out a “attributes/materials” playsheet that will help them
brainstorm what types of materials and tools they will need to create their spaceships.
● Students will participate in a group critique involving written responses to their peer’s works of art.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in
a bulleted format.
Tools:
● Hot Glue guns
● Elmer’s glue
● Scissors
● Markers, pencils, colored pencils
● Paintbrushes
● X-acto knives (to be used by teachers)

Materials:
● Acrylic Paint
● Sculpting clay
● Cardboard
● Matboard
● Foam
● Pipe Cleaners
● Cotton Balls
● Foam
● Fabric
● Found Objects

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Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the
resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.

● Spaceship Powerpoint
○ Rescue Mission Scenario: https://www.youtube.com/watch?v=ODr9DPNbHrY
○ Link to Eric Geusz’s work: https://www.artstation.com/ericgeusz/albums/all
● Morphological Chart- hard copy
● “DO NOW” pre-assessment- located within powerpoint and hard copies of the students responses will be collected.
● Self-Assessment rubric- hard copy
● Reflective Activity interview sheet- hard copy

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
● Gather materials- sculpture materials, drawing/coloring, paint, cutting/pasting materials, and clay for 3 dimensional models
● Create and print copies of morphological chart and attribute/material sheet.
● Create powerpoint for motivation narrative and contemporary artist examples

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
● We will need to do a safety demo on using hot glue guns and scissors although students have already been introduced to safety precautions involved.
● We will be using Xacto knives so we will need to address safety precautions involved here. Xacto knife use will be strictly limited to teachers.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What
inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying
range of learning styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.
https://www.artstation.com/ericgeusz/albums/all

Julia and I will begin the lesson by turning off the lights and pulling up an image of an expansive galaxy with a spacey soundtrack playing in the background. Using walkie
talkies we will simulate correspondence between astronaut Julia and NASA employee Katie. This will be a narrative describing the role of the student in designing a spaceship
capable of completing a rescue mission to save Julia. We will then show them examples of spaceships from social contexts such as recognizable movies or books as well as an
example of a contemporary artist Eric Geusz that uses everyday objects to create spaceship designs. We will pose questions such as: “ How has this artist transformed everyday
objects into a spaceship?” “ What attributes are unique about these spaceships?” “How can you design a spaceship that incorporates your interests and personality?”

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or
abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.
After students listen to the story explaining the rescue mission, they will begin to generate ideas for their ideal rescue ship. They will use a morphological chart to brainstorm

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attributes they would like to include in their spaceship. Once they have decided on what attributes they will create, they will use the same sheet to brainstorm the types of
materials they could use to create tangible objects from their ideas. They will then sketch their designs for their spaceships in the sketchbooks.

*students will paste playsheet into their sketchbooks when they finish filling it out.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture,
inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what student will understand as a result of the art experience

Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND

Teachers will instruct students to begin answering the “DO NOW” Students will be reflecting independently on their ideas about the
questions located on the first page of the Powerpoint. importance of planning a work of art, their prefered methods of planning,
and their past experience with creating design plans.

Teachers will ask students to form a circle at the front of the class to 10 min
share out about their answers to the “DO NOW” questions. Teachers Students will be questioning their ideas deeply and practicing socratic
will challenge students to share their ideas about planning and think discussion with their peers about different modes and personal
deeply about the importance of planning to a design. preferences in planning works of art.

After sharing, Teachers will pair off students by giving them a
number between one and nine. Teachers will explain the “see think
wonder” sheet and do a mock critique of our stars to demonstrate to
students how the sheet works. Teachers will instruct students to
begin filling out their play sheets about their partner’s work.
Students will be thinking critically about what they see, think and wonder
about their partners artwork. THey will be making connections between
the artistic choices their partner made and the meaning they were
attempting to communicate. 20 min

Teachers will ask students to hold up their sheets to assure everyone Students will be practicing publicly speaking about works of art and
has completed the critique. Students will then be asked to share out. interpreting peer artwork.

Teachers will begin the motivation for the next lesson. We will turn Students will be listening intently being taken into the narrative of Julia’s 2-5 min
out the lights and bring up the galaxy backdrop and soundtrack. rescue voyage. Students will be generating ideas about what kind of
Teachers will act out the narrative that explains the student’s role in spaceships they can design.
creating a rescue spaceship.

Teachers will show students the powerpoint displaying different Students will be evaluating perspectives and interpretations of spaceships 10 min
spaceship designs. Asking students questions like “ How has this used in artistic representations.
artist transformed everyday objects into a spaceship?” “ What
attributes are unique about these spaceships?” “How can you design
a spaceship that incorporates your interests and personality?”
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 Teachers will give students a morphological chart to help generate
ideas about the attributes they want to include in their spaceships and
what materials they will use to express their ideas. Teachers will note
that students must inform us of their ideas for materials so that we
can acquire them.
Students will be thinking critically about what attributes to include in 15 min
their spaceships and what materials would be appropriate to use to
express their ideas and where to get them.

Teachers will instruct students to begin sketching their ideas for their Students will be generating ideas about the design of their spaceship and 30 min
spaceships in their sketchbooks, encouraging them to list materials recording them in the form of two dimensional sketches or three
they will use and how they will construct their spaceship. dimensional models.

Day Preparation:
2 Before class begins, teachers will set up table stations for different
materials: 2D station (markers, crayons, colored pencils), painting
station, 3D station (cardboard, fabric, bottles, tin foil, etc.), gluing
station (hot glue and regular glue). Cover tables with plastic and set
out materials.

Introduction: Welcome/Check-in
Teachers will show students our blog to refresh their memories about Students will each grab their sketchbooks and ideation sheets and gather
what they completed the previous class and to discuss some ideas in a discussion circle. Students will take turns sharing their ideas about
students came up with for their spaceship sculptures. the project and listen carefully to other students when they are speaking.

Teachers will ask students to grab sketchbooks and ideation sheets

and gather them up in a discussion circle at the front of the room.
Welcome students back to art class and do a check in activity. Ask
students to share something from their ideation sheets from the
previous week or to share ideas they have about how they are going
to create their spaceships.

● What did you record on your ideation sheet?

● What was your favorite idea on your sheet or in sketches?
● What materials will you use to create your ideas for your
spaceship?
● What are you most excited about?

Demonstration/Addressing Safety Concerns:

We will introduce the students to the table stations by explaining the
materials at each table and what might be possible with them. For Students will listen carefully and contribute to our demonstration by
example: “This is the 2D table, where you can make drawings on answering questions about safety concerns they have already experienced.
paper or foam, like Arabelle did in her star sculpture.”
Teachers will also address safety concerns. “What are some safety
concerns that we talked about last time? This is the proper way to
hold scissors and pass them to someone else. When using hot glue,
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 make sure to wear gloves and not to touch the glue until it dries fully.
Do not touch the end of the glue gun to see if it has heated up, gently
touch the side.”

Teachers will talk about demonstrations: “Since all of you will be

working with different materials, we will give demonstrations as you
work. If you need help with a material, let the teachers know and we
can demonstrate how to work with that material. If more that one
student wants to work with cardboard, for example, we can gather
those students and demo for those students.”

Worktime:
Teachers will instruct students to start working on their spaceship
sculptures, using their ideation sheets and sketches as a guide.
Teachers will move around the room facilitating the students work,
answering questions, and helping students solve artistic problems.
Students will work on translating their plans and sketches into the
different parts that will make up their sculptures. They will practice
problem-solving and critical thinking skills as they communicate their
ideas visually and work with new materials.

Clean-up:
10 minutes before the bell rings, teachers will instruct students to
begin clean-up. Teachers will list the tasks that need to be completed Students will clean up their workspaces with the intention of completing
on the board. We will observe students cleaning up and choose one all tasks listed on the board.
specific task to look for. The student who completes that task will
guess a number between 1-30; if they guess the number, they win a
prize.
Day
3 Introduction: We will begin by circling up and asking students one Students will be prioritizing the tasks they want to complete for the day
by one to answer two questions: and planning how they will continue to develop their spaceship
1. What are two things you hope to get done on your spaceship sculptures.
today?
2. What is one attribute of your spaceship that you are Students will be sharing ideas with their peers and receiving feedback
especially excited about or want to share with the group about their plans for their spaceship designs.

Safety: Teachers will refresh students’ memories about safety Students will be reviewing their knowledge about safety protocol.
protocol by asking students how they are supposed to handle unsafe
materials such as the box-cutters and hot glue.

Work-Time: Teachers will remind students of the different
materials available to work with. We will show them where the
materials they requested are located. Some students requested boxes,
plastic, leaves, etc. So we will point out that they have these
mediums to work with.
Students will be translating their two dimensional and written design
plans into three dimensional spaceship sculptures. They will be
practicing creative problem solving by exploring different materials that
can express their ideas.

Closing Review: Teachers will ask students to rate their level of Students will be assessing their progress and determining how much more
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 completion on a scale of one to ten, one meaning they are just time they will need to complete their spaceships.
starting and ten being totally done. Based on the level of completion
we will decide if we will take another day to continue to develop our
spaceship sculptures. If we do end up needing another day, we will
remind students to continue to reflect on what they need to do to
complete their spaceships and bring any materials they need to the
next class period.

Clean-up: Students will be asked to return to their assigned tables. Students will be diligently cleaning the classroom, returning materials to
There will be a list on the board of tasks that need to be completed to their correct bins, and picking up any trash.
clean the room. The students will be instructed each table group is in
charge of cleaning their table completely and returning unused
materials. As soon as the teachers receive the black table cloth, the
students will be dismissed to recess.

Day Introduction: We will begin by circling up and discussing Students will reflect on the work they did during the previous class and
4 craftsmanship and transformation. We will ask students to share and thinking critically about how they can transform materials and focus on
answer the questions: How did you focus on craftsmanship as you craftsmanship. Students will be talking about their artwork and their art
were making last week? How did you or how are you going to making experiences.
transform the materials you used in your spaceship? As we discuss,
we will use the blog to show examples of student work and ask
students to talk about those photos.

Safety: Teachers will refresh students’ memories about safety Students will be reviewing their knowledge about safety protocol.
protocol by asking students how they are supposed to handle unsafe
materials such as the box-cutters, using hot glue, wearing gloves,
being careful with materials, etc.
Students will be translating their two dimensional and written design
Work-Time: Teachers will remind students of the different plans into three dimensional spaceship sculptures. They will be
materials available to work with. We will show them where the practicing creative problem solving by exploring different materials that
materials they requested are located. Some students requested boxes, can express their ideas.
plastic, leaves, etc. So we will point out that they have these
mediums to work with. Then, students will grab their artworks and
start working. Students will be assessing their progress and determining how much more
time they will need to complete their spaceships.
Closing Review: Teachers will ask students to rate their level of
completion on a scale of one to ten, one meaning they are just
starting and ten being totally done. Based on the level of completion
we will decide if we will take another day to continue to develop our
spaceship sculptures. If we do end up needing another day, we will
remind students to continue to reflect on what they need to do to
complete their spaceships and bring any materials they need to the
next class period. Students will be diligently cleaning the classroom, returning materials to
their correct bins, and picking up any trash.
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 Clean-up: Students will be asked to return to their assigned tables.
There will be a list on the board of tasks that need to be completed to
clean the room. The students will be instructed each table group is in
charge of cleaning their table completely and returning unused
materials. As soon as the teachers receive the black table cloth, the
students will be dismissed to recess.

Day Introduction: Teachers will ask students to fill out play sheets that
5 direct the student’s thinking towards finishing their transformations,
paying attention to craftsmanship, and the materials they will need to
do so.
1. What steps do you need to take to complete your spaceship?
2. In what areas could you improve your craftsmanship?
3. What materials will you need to complete the
transformation of your spaceship?
Safety: Teachers will ask students to list the safety protocols that
must be adhered to during work time.
Students will be reflecting on the steps they need to take to complete their
spaceships, the ways they can improve their craftsmanship, and the
materials they will need to do so.
Students will be practicing planning techniques used by genuine artist by
organizing their thoughts about how to complete the transformation of
materials into spaceship sculptures.
Students will be reflecting on safety protocol that have been reinforced
each class period and demonstrating their knowledge.

Work Time:Teachers will facilitate student’s finishing work on their Students will be exploring concepts of transformation, finishing, and
spaceships, encouraging students to push the transformation of the craftsmanship as they take steps to complete their spaceship sculptures.
materials they are using to a point of completion.

Clean Up: Students will follow known cleaning protocol. They will Students will be practicing personal responsibility for cleaning up their
be asked to return to their assigned tables and clean them to the point work spaces.
of being able to return their black table cloth, folded to the teachers.
Then they will be asked to clean the floor around their tables. Once
they are done they will be allowed to line up for recess.
Day Introduction:
6 Teachers will introduce the reflection activity to students. Students will be reflecting on the spaceship sculpture they created
Each student will be asked to write a letter to Captain Julia to tell her through a written narrative describing the attributes they added to their
about their spaceship design and how they are going to rescue her. spaceship.
The story will be based around a day in their life on the spaceship.
On the whiteboard we will have some leading questions to help focus
student’s stories such as:
What will you name your spaceship?
What will you do all day as you travel through space?
Will you only stay in the spaceship or will you explore space?
What will you eat while you are on the spaceship?
How will you feel on your spaceship? Will you have everything you
need to survive and be happy?
Students will paste their story on a colored sheet of construction
paper so it can be displayed during the exhibition and will have the
option if they finish quickly to create a drawing of their spaceship.
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 Once students have written their stories, we will collect them and
read some of them aloud to the class. With the spaceships on Students will be communicating their ideas through their narratives while
display, we will ask students to guess which story goes with which their peers use their critical thinking skills to decipher which narrative
spaceship based on the description given by the narrative. goes with which spaceship. As they listen to the stories and observe the
artwork they will be making connections between written ideas and visual
information.
Teachers will facilitate a group reflection on their work as a whole.
We will ask students questions like: Students will be interpreting the information communicated by their peers
Which spaceship do you find the most interesting to look at and works of art and using the language of visual art to describe and evaluate
why? the attributes of each sculpture.
Which spaceship (beside your own) would you like to travel in and
why?
Which spaceship do you think would complete the rescue mission
most successfully and why?

Students will be asked to determine how they want their artwork to

be displayed at the exhibition. As a group we will discuss the most Students will be thinking like artists to develop a plan for how to best
appropriate way for their work to be displayed and make a list of display their work.
things we will need to do so. We will discuss if we want to include
their plans for their artwork in the exhibition and how they are going
to do so.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related
to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and
techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)
Students will fill out a play sheet that asks them to write a letter to Captain Julia. The letter will describe the spaceship in detail: How it was made, what materials and
techniques they used, what attributes they included for the mission, it’s name, etc. Students will be asked to share their letter as an artist statement of their work and then
participate in a group critique of their work.

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your How well have students achieved the objectives and grade level expectations specified
lesson plan? in your lesson plan? Include your rubric, checklist, rating scale, etc.

After hearing a space rescue mission story, did students generate ideas for their Students shared and turned in their morphological charts and their two dimensional
ideal spaceship by sketching 2D and/or 3D plans? drawings of their spaceship plans.

Given an example of a contemporary artist, did students brainstorm methods by
filling out a morphological chart?
After developing a design for their ideal spaceship, did students choose and
Students will complete a letter to Captain Julia to act as an artist statement explaining
their choices and process of creating their spaceship sculptures. They will also
participate in a group critique where each student will read their letter and field
questions posed by their peers about their artwork. Responses will be recorded by
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transform materials to create a spaceship sculpture? teachers to assess their use of the language of art.

Upon completing their sculpture, did students reflect on their artworks and the art
process by using the language of art in an interview critique?

Self-Reflection: After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To
what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you
make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

When Julia and I designed this lesson, we focused on providing the students with a lot of choices in medium and process. This was based on the
emerging interests we saw during the Story of a Star lesson. We observed that students were very engaged in creating different attributes of their
stories using the art stations and thought that in our next lesson it would be beneficial to build on this choice and letting students choose not only
the attributes and details of their sculpture, but the actual structure as well. We were happily suprised by how excited the students were to create
their spaceship sculptures, in fact there were days we could hardly get through our group discussions because students were so anxious to begin
working on their sculptures. Students observed contemporary examples of spaceships, focused their ideas using an ideation sheet, created two
dimensional designs, and then carried out their plans using multi-media and found objects. In this way they attained many of our learning
objectives by creating and following through with design plans, expressing ideas through tangible sculptures, and reflecting on their work through
group critiques using artistic language. Our group critique and gallery walk were especially helpful in determining if students were understanding
and reaching our objectives. We facilitated a group critique were students were able to create an artist statement and then field questions about
their process and product using artistic language to describe their choices. Students talked about how they transformed materials, improvements
that could be made to their sculptures, and whether their intended messages were communicated.

One thing that wasn’t as successful was our time management. We started out giving the students a lot of freedom with how to create their
spaceship sculptures which was beneficial to their participation in a genuine artistic experience, but it did cause some issues with students who may
have needed a bit more structure. Some students had a definite idea of what type of main structure they wanted to create for their spaceship and hit
the ground running, while others struggled with what form their sculpture would take and instead began working on the details and attributes that
would fill the interior of the spaceship. By the end of the lesson, some students still had structures that resembled common cardboard boxes rather
than spaceships, but they were filled with unique and elaborate objects. If we were to teach the lesson again, maybe it would be helpful to separate
the planning stages of their lesson so that they would first create a detailed plan for the main structure of the spaceship, and then a plan for the
details that would fill the interior. I’ve been exploring the possibilities offered by giving students a lot of choice when it comes to their artwork,
but I think it could be helpful to reign in some of their ideas in order to finish their artwork on time. Maybe requiring students to get teacher
approval of certain structural designs could have helped us work out any issues together. For example, we had one group of students who decided
they wanted to create a life-size spaceship and, wanting to foster their creativity, Julia and I told them to go for it. However, once they began to
work, we could see that they took on too much for what we were capable of in our “portable classroom.” For one thing, we couldn’t transport a
life-size spaceship and for another, they just didn’t have the time to complete something so big. If we could have done it again, we would have
encouraged them early on to create a sculpture that was just a model of what their life-size spaceship would have looked like so they would have
more time to create a comprehensive work of art.
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Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

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