Lauren+McAdams

GROUP 1 Partner 1: Ashley Garcia

Big idea: Personality Unit Title: What am I like? Looking into who I am? IMAGES OF ARTWORK:

RESEARCH (INFORMATION ABOUT THE ARTIST AND HIS/HER WORK): She is originally from Evansville, IN. She received her Bachelor’s of Fine Arts with an emphasis in metalsmithing and jewelry from Murray State University in Murray, KY. Played Division I soccer. Her BFA exhibition consisted of ceramic, woodworking, video and installation. Lauren McAdams began to explore multiple mediums to discuss different theme oriented work. I an effort to see new ideas she traveled on to Europe twice to study and view contemporary art work. This has had the largest impact on the art. In 2005 she received her MFA degree from Arizona State University. Her work deals with the communication, such as first impressions or the element of chance when relating to people. She uses with traditional metalsmithing and jewelry techniques along with foundry, blacksmithing, silkscreening on fiber, and metal fabrication. She is now the Assistant Professor of the Metal Art Department at Stephen F. Austin State University.

Artists Statement: “The unpredictable nature of humans is reason for conversation. As each person has to cooperate equally to converse, thus conversation can lead to a sense of equality. My work uses vintage communication tools as symbols to discuss how humans are connected while focusing on interaction, distance, and isolation and the impact on romantic relationships. By using everyday images like a phone receiver, towel dispenser, engagement ring and a tin can and string telephone, I reflect on how objects play a role in the ways we interact with each other while also discussing the types of communication that are not always verbal. Although these objects seem just as impersonal as text messaging, they represent a crux in our history where people began to disconnect while staying in contact, a phenomenon that I parallel with romantic relationships. Using symbols of communication from my lifetime, I also tackle the larger question of what happens to our communication as technology improves. Is it really advancing? (” http://www.laurenmcadams.com/performance.html )

KEY CONCEPTS: Other people’s personality. One’s own personality. What others see as our personality. How you see other’s personalities.

ESSENTIAL QUESTIONS:

How does one construct their personality? Does the “world” influence who we are? How is one’s personality seen by those around you? What can influence our personality. What are some personality traits?

Sources: http://www.laurenmcadams.com/performance.html http://laurenmcadams.blogspot.com/

Partner 2: Alyssa Chapman Time: 30 minutes

Lesson 1: Making a Personality Trait chain

LESSON OBJECTIVES: This lesson is intended for third grade to get students thinking about all the different personality traits we have individually and that our classmates have.

Teacher Supplies: Different colored construction paper Markers/Colored Pencils/Crayons/-something to write with Things to decorate their slip of paper

Student Supplies: Have in mind different personality traits.

ART CONTENT: Collage Chain

METHOD OF INSTRUCTION: We will do a quick overview as a class and brainstorm some different personality traits, this will help those who are unsure what a personality consists of, then the students with construct their project individually.

INSTRUCTIONAL CONTENT: We will discuss as a class what each personality trait consists of and decided which one applies to ourselves.Then each student will get three pieces of colored construction paper that is cut in to slips. On each slip they will write a personality trait about themselves. They can be creative in the way that they write their trait

ASSESSMENT: The teacher will assess thier understand of a personality trait. She will do this by asking them questions and looking at thier chain. If a student decides to go above and beyond they were earn extra credit. A-Creativity, 3 or more chains, understands personality traits B-tried on creativity, 2 chains, partial understanding of personality trait C-no creaitivy, 1 chain, no understanding of personality trait F-didn't try and did not make a chain

Art TEKS: (2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:(A) create artworks based on personal observations and experiences;(B) develop a variety of effective compositions, using design skills

(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) identify general intent and expressive qualities in personal artworks;

INTERDISCIPLINARY TEKS: (16) Writing/spelling. The student spells proficiently. The student is expected to:(E) write with more proficient spelling of contractions, compounds, and homonyms such as hair-hare and bear-bare (3); (F) write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns (3-6); (H) use resources to find correct spellings, synonyms, or replacement words (1-3). (19) Writing/evaluation. The student evaluates his/her own writing and the writing of others. The student is expected to: (A) identify the most effective features of a piece of writing using criteria generated by the teacher and class (1-3); (B) respond constructively to others' writing (1-3); (C) determine how his/her own writing achieves its purposes (1-3); (D) use published pieces as models for writing (2-3);

Partner 3: Fara Reid

Time: 20 minutes

LESSON OBJECTIVES: The objective for this lesson is to get students thinking. Whether it be about their own personality traits or others. They should be thinking about if they are happy, optimistic, friendly etc...

Teacher Supplies: Paper and markers or crayons. magazines and newspapers for the students to find an image that portrays a personality trait. clay for the kids who like more hands on projects.

Student Supplies: Any picture or object that helps them portray a personality trait.

ART CONTENT: Drawing, modeling with clay or using pictures to portray a trait.

METHOD OF INSTRUCTION: Have a whole group discussion and then individual work. Be able to ask the instructor questions as the activity goes on.

INSTRUCTIONAL CONTENT: The students will look at some of Lauren McAdam's artwork and think about how they can portray their own personality in a piece of work. They can draw what they think their personality trait is, find an image in a magazine or newspaper, or bring something from home that they can look at to draw their personality trait.

ASSESSMENT: The teacher will observe the students to make sure that they understand the concept of personality traits by asking them questions. The teacher will be able to see if that students understands but the way they answer. The teacher will asks questions that follow along with personality. They will ask them about traits and to elaborate on the trait they chose. They be asked to make a connection to the image they drew and the personality trait they chose to check for understanding.

ART TEKS: (3.2)Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on personal observations and experiences; (B) develop a variety of effective compositions, using design skills; and (C) produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.

INTERDISCIPLINARY TEKS: (3.14) Writing/purposes. The student writes for a variety of audiences and purposes and in various forms. The student is expected to: (A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1- 3); (C) write to communicate with a variety of audiences (1-3); and (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3).

=GROUP 2= =**Partner 1: Brittany Morris**=

**IMAGES OF ARTWORK:**
Piece at Cole Art Center Faculty Show "He said, she said..." "Punch Struck Love" "15 Rings in 25 Boxes"

RESEARCH (INFORMATION ABOUT THE ARTIST AND HIS/HER WORK): Lauren McAdams is initially from Evansville, Indiana but she later moved to Kentucky where she attended college at Murray State University where she received her Bachelor of Fine Arts while playing on the soccer team. Lauren is known for her themed artwork in jewelry making, metal and wood working, ceramics, and media art. Most of her artwork was heavily influenced by her visit to Europe on two separate occasions where she studied contemporary art. Around 2004, she enrolled in Arizona State University to get her Masters in Fine Arts; she currently is an assistant professor at Stephen F. Austin State University in Nacogdoches, Texas working in the Metal Art department. Most of her artwork reflects the little moments in communication including first impressions, or the aspect of chance when communicating with people.

KEY CONCEPTS:

Definition of Beauty (Society/ personal) differences Differences in Beauty, is there? Beauty in relationships

ESSENTIAL QUESTIONS:

1. How does society perceive beauty in general? Relationships? 2. How do you look at beauty? What does it mean to you? 3. Is your personal opinion of beauty similar to society’s point of view? 4. How do you think Lauren's pieces play a role in today's society?

Sources: http://www.laurenmcadams.com/bio.html

http://laurenmcadams.blogspot.com/

http://asumetals.blogspot.com/2007/10/introduction.html

GROUP 2 Lesson 1: Beauty is more than it seems (Katelyn McElroy) Time: Two 45 min sessions

LESSON OBJECTIVES: After the lesson is over the student will be able to: Understand that beauty transcends through several media. Identify other cultures ideas of beauty Create their image of beauty using mixed media.

Teacher Supplies: Powerpoint of Lauren McAdams Construction Paper Glue Watercolor Markers Crayons

Student Supplies: Any objects they would like to use for the project that students don't mind being manipulated. Glue

ART CONTENT: Mixed Media

METHOD OF INSTRUCTION: DISSCUSSION and Individual Work Pre-lesson Instruction: Bring any items from home that can be glued, cut and painted upon.

Instructional Content: ​ The class will quickly brainstorm words that represent views of beauty in today's society. Students will look at the scuptures of Lauren McAdams and her installations. Students will then look at Lauren McAdam's biography. Students will then look at images from other countries that transcend beauty in different perspectives. After seeing the different views of beauty culturally, students will re brainstorm words they now think will represent beauty. To tie the lesson together students will use a mixed media technique to create their own images of beauty using various items brought from home. The teacher will monitor the progression of the artwork and provide help when needed. At the end of the activity students and the teachers will discuss each students end product to understand why it represents their image of beauty and why it is different then societies view of beauty.

ASSESSMENT: The teacher will document the process of student engagement and understanding through journaling. The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria 0 1 Unsatisfactory 2 Need Improvement 3 Satisfactory 4 Good 5 Exceptional

Craft Student did not complete Project Student hurriedly and poorly constructed the project. Student constructed the project with several(5-7) issues in craft. Student constructed the project with Some (3 or 4) issues with craft. Student constructed the project with minor(1 or 2) issues in craft. Student went above and beyond in the construction of project.

Employed the identity in the concept of the artwork Student did not complete Project Student demonstrated little understanding of the concept of identity in the reflection or project. Student demonstrated the concept of identity in the reflection and project with with several contradictions. Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. Student demonstrated the concept of identity in the formation of his or her project and reflection. Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection.

Took Risks (Creativity) Student did not complete Project Student did not take risks Student took minimal risks. Student took some risks. Student took risks. Student went above and beyond through taking risks and trying things outside the box.

Participated in self/group critique Student did not complete project Student demonstrated little effort in the completion of the critique. Student demonstrated minimal understanding of the self/group critique process. Student demonstrated an understanding of the self/group critique process. Student completed the critique and showed a good understanding of creative reflection. Student went above and beyond in reflecting on self and group practice.

ART TEKS: (5.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.
 * Perception, Creative Expression and Response and Evaluation**

(5.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.

(5.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.

INTERDISCIPLINARY TEKS: Social Studies: (22) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (B) explain how examples of art, music, and literature reflect the times during which they were created.

25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (D) identify different points of view about an issue or topic

Lesson 3: What is Beauty? Partner 3: Rachel Ashby LESSON OBJECTIVES: This lesson is to examine different types of beauty across different cultures and for the students to make a representation of what beauty is to them.

Teacher Supplies: Several magazines Different colors of construction paper Tempera paints Water colors Pictures of “beauty” from different cultures or times

Student Supplies: Knowledge of their definition of beauty Any specific pictures or items they want to use Glue Scissors Crayons Markers

ART CONTENT: Collage, Painting, Drawing METHOD OF INSTRUCTION: Class discussion then individual work INSTRUCTIONAL CONTENT: After discussing the different types of beauty across culture and time, students will discuss what is beautiful to them. After the discussion, students will create a collage of different items that are beautiful to the student using at least two different materials. ASSESSMENT: The student should be able to recognize that there are many different perceptions of beauty but none are right or wrong. Art TEKS: 4.2b) design original artworks 4.3b) compare and contrast selected artworks from a variety of cultural settings

INTERDISCIPLINARY TEKS: Social Studies

Social Studies: (22) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (B) explain how examples of art, music, and literature reflect the times during which they were created.

25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: (D) identify different points of view about an issue or topic

Assessment:


 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||

[|Example Short Story Rubric]

Time: 45 minutes

_

Partner 4: Kelsey chreene Lesson plan 3: What other people consider trash we may see beauty. Teacher Note: Arrange to have additional adults in the classroom on Day Two to help with the art projects, for safety.

Lesson Objectives: Sort and graph the found and recycled objects. Brainstorm a list of possible ideas for using the found objects. Create a 2-D/3-D art project from the found and recycled objects. Reflect on final public art project. Display art project in school community. Create a flip book representing what, how, and why.

Examples to show the class of art work C:\Users\Owner\Pictures\recyled egg cartoon flowers.jpg

C:\Users\Owner\Pictures\recyled bottle cap locket.jpg

C:\Users\Owner\Pictures\recyled robot.jpg _

Time: Three forty minute class periods Teacher Supplies: White glue Wood glue and hot glue Rubber bands Paper fasteners String Paper clips Pliers Wood Hand saw Tape Student Supplies: Found and recycled objects brought in by the students Scissors

ART CONTENT: The students will create a piece of art using found and recycled objects brought in from home.

METHOD OF INSTRUCTION: Show the students a picture of a sculpture/collage made from found and recycled objects. Talk about the sculpture. Guide the students to talk about the medium, color, and feeling of the finished product. Encourage students to point out the specific objects used in the artwork. Discuss why artists would use found objects to create art.

INSTRUCTIONAL CONTENT: Day one: Tell the students that they are going to create art projects using the materials they have been collecting for the past week. Talk about what objects and materials are available for them to work with. Have the students start to brainstorm creative ideas for projects. They may work alone, in pairs, or in small groups to create sculptures or collages with the found materials. Day Two: Use this day as an art studio day. Students work on creating their projects. The teacher's job is to __a__promote safe use of materials and encourage creativity and neatness. Students help each other visualize, talk about the finished products, and help friends hold objects while they attach them. Encourage communication and planning and problem solving while they create. Day three: Tell the students that today they are going to reflect on the work they have done. Ask the students where they have heard the word "reflect" before and what it means to them. Reflect in this case means to think seriously about what they have done and why.

ART TEKS: (a) Introduction. (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. (b) Knowledge and skills. 1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) identify variations in objects and subjects from the environment, using the senses; and (B) identify art elements such as color, texture, form, line, and space and art principles such as emphasis, pattern, and rhythm. (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) describe intent and form conclusions about personal artworks; and (B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others. INTERDISCIPLINARY TEKS: (15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (b) Knowledge and skills. (1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to: (A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and (B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

Assessment: The teacher will document the process of student engagement and understanding through journaling. The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria Criteria 0 1 Unsatisfactory 2 Need Improvement 3 Satisfactory 4 Good 5 Exceptional Craft Student did not complete Project Student hurriedly and poorly constructed the project. Student constructed the project with several(5-7) issues in craft. Student constructed the project with Some (3 or 4) issues with craft. Student constructed the project with minor(1 or 2) issues in craft. Student went above and beyond in the construction of project. Employed the identity in the concept of the artwork Student did not complete Project Student demonstrated little understanding of the concept of identity in the reflection or project. Student demonstrated the concept of identity in the reflection and project with with several contradictions. Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. Student demonstrated the concept of identity in the formation of his or her project and reflection. Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. Took Risks (Creativity) Student did not complete Project Student did not take risks Student took minimal risks. Student took some risks. Student took risks. Student went above and beyond through taking risks and trying things outside the box. Participated in self/group critique Student did not complete project Student demonstrated little effort in the completion of the critique. Student demonstrated minimal understanding of the self/group critique process. Student demonstrated an understanding of the self/group critique process. Student completed the critique and showed a good understanding of creative reflection. Student went above and beyond in reflecting on self and group practice.


 * GROUP 3

Unit Title**: Relating to the World Around Us. Partner 1: Caitlin Gonzales
 * Big Idea**: Relationships

Lauren McAdams is originally from Evansville, Indiana. She attended Murray State University in Kentucky where she received her Bachelors degree in Fine Arts. She also attended Arizona State University where she received and MFA with an emphasis in metalworking and jewelry.She has traveled to Europe to learn more about contemporary art work. McAdams is currently involved in metalworking, jewelry, ceramics, foundry, welding, blacksmithing, silk-screening, and woodworking. She also teaches classes on metalworking and 3D designs.
 * Research:**

Our group chose the "Big Idea" of Relationships. On her webpage, McAdams says, " The unpredictable nature of humans is reason for conversation. As each person has to cooperate equally to converse, thus conversation can lead to a sense of equality. My work uses vintage communication tools as symbols to discuss how humans are connected while focusing on interaction, distance, and isolation and the impact on romantic relationships." We will use her artwork as a basis for each lesson plan conducted. We decided to take on three different aspects of relationships and use her art to represent each aspect.


 * Key Concepts:**
 * Romantic Relationships
 * Relationships in the Home
 * Relationships with Objects


 * Essential Questions:**
 * How do your relationships differ with each person?
 * How are the relationships in your home different than the ones outside of the home?
 * What are the kinds of relationships that we have with things besides people?

The link to her website is http://www.laurenmcadams.com/

Partner 2: Heather Labosky

Lesson 1- Different Types of Homes


 * Time:** 45 min, 2 days


 * Lesson Objectives:**

1.Depict connections between home and family. Is home where your family is? Are there treasures at your home? Is there a journey within your home? 2.Use problem solving, observation, prediction, and creative thinking to discuss and create different types of homes.

-paper tubes -small boxes -styrofoam pieces -plastic containers -paper/ fabric scraps -glue/ tape -crayons/ markers -pictures of different types of homes from around the country/world
 * Resources for Teacher:**

Begin the lesson by sharing your home lifestyle with the children. Next, have the students discuss their home and make an experience chart or a graph from the information they share. For example, "Why do people live in homes? Why can't we live outside all of the time like some animals do?" If possible, share pictures of a variety of homes that are found in the United States (or in your country). Next show pictures of homes that are found in other countries. Discuss with the children similarities and differences in the homes from the pictures compared to the ones of their own. For example, the teacher could ask, "How are these homes the same as the ones where you live?" After comparing and contrasting the pictures, have the students talk about which ones they think would "work" in their neighborhoods. Finally, set out the art and trashable materials so preschool children can create their own shelters. Some young children might like to look at the pictures you've gathered while they make their homes. Others may want to create a home all their own. Give youngsters plenty of time for this project. Encourage children to bring in unusual materials from home to add to their buildings.
 * Lesson**

(5.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. (5.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others.The student is expected to:(A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.
 * ART TEKS:**

Partner 3: Elyse Hubbard At the end of this lesson the students will be able to: Apply the concept of romantic relationships to a poem about a relationship they are/have been in (for example, mother and child, sibling, friends, owner and pet, etc.) Be able to identify romantic relationship subtext in art pieces. Analyze the different meanings of romantic relationships and the different types.
 * Lesson 2: Romantic Relationships**
 * Time: 45 min 2 days**
 * LESSON OBJECTIVES:**

Powerpoint on different types of romantic relationships and different meanings of romance Paper Markers, crayons, or map pencils Glue Paper Markers, crayons, or map pencils Glue The class will start off with a discussion of Lauren McAdams pieces and the different meanings of romantic relationships and there different elements. Then the children will brainstorm different symbols that imply romantic relationships. After they have completed this they will draw, cut out of a magazine, or paste pictures of the people or things of two DIFFERENT romantic relationships they are in with another living thing. In between the figures they will put their symbol for that specific romantic relationship. Then they will explain what the different relationships consist of to the class and what their symbol for that relationship is to the class and why they chose it for that particular relationiship. The teacher will do an informal assessment by walking around the classroom and talking with the students about their process. The other part of the assessment will be the understanding of the concept of different romantic relationships when they (the students) present their piece to the class.
 * Teacher Supplies:**
 * Student Supplies:**
 * ART CONTENT:** Collage/ Interpretation
 * METHOD OF INSTRUCTION:** DISCUSSION/INDIVIDUAL WORK
 * INSTRUCTIONAL CONTENT:**
 * ASSESSMENT:**


 * ART TEKS:**

The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. || **INTERDISCIPLINARY TEKS:**
 * **5.1) Perception.** || The student develops and organizes ideas from the environment.
 * **(5.2) Creative expression/performance.**
 * **(5.4) Response/evaluation.**

speaker's message(s). || The Student is expected to: ( A) interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives; (B) identify and analyze a speaker's persuasive techniques such as promises, dares, and flattery; (C) distinguish between the speaker's opinion and verifiable fact; and (D) monitor his/her own understanding of the spoken message and seek clarification as needed. || audiences for different purposes and occasions. || The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion; (B) demonstrate effective communications skills that reflect demands such as interviewing, reporting, requesting, and providing information; (C) present dramatic interpretations of experiences, stories, poems, or plays to communicate; (D) use effective rate, volume, pitch, and tone for the audience and setting; (E) give precise directions and instructions such as for games and tasks; and (F) clarify and support spoken ideas with evidence, elaborations, and examples. ||
 * **(5.3) Listening/speaking/critical listening.** The student listens critically to analyze and evaluate a
 * (5.5) **Listening/speaking/audiences.** The student speaks clearly and appropriately to different
 * Partner 4:** Brittney Aimone
 * Time:** 45 minutes, 2 days


 * Lesson 1:** Relationships between objects


 * Lesson Objectives:** In this lesson, students will think about relationships using tangible objects for comparison and look at how different objects can relate to one another.

- Various objects for the students to hold, touch of varying sizes, colors, and shapes such as toys, food, geometric shapes, etc. - Clay various colors - Pencils and data sheets with Venn diagrams drawn on them
 * Teacher Supplies:**

- Knowledge of the definitions of similarities and differences and how to compare and contrast items - Understand how to make and use a Venn diagram
 * Student supplies:**


 * Art Content:** Molding clay


 * Method of instruction:** Group work and class discussion


 * Instructional Content:** First, the class will be divided into groups. Each group will observe two of the various size, color, and shape objects provided, and discuss how they are similar and different. Next, each group will share their two objects and comparisons with the class describing how they link these objects together. Then, each child will receive some clay to mold two different objects of his or her choosing. Finally, each student will create a Venn diagram detailing the similarities and differences between his or her own crafted objects.


 * Assessment:** The teacher will be able to know that the student has a clear understanding of how objects relate to one another by reviewing the child’s Venn diagram, clay moldings, and filling out the checklist below.
 * **Criteria** || **Unacceptable-0** || **Needs Improvement-1** || **Satisfactiory-2** || **Excellent-3** ||
 * Craft || Student did not create any objects. || Students hurriedly created objects with little thought and effort. || Student took time and effort to create objects. || Student when above and beyond putting effort, time, and creativity into the construction of his or her objects. ||
 * Identified relationships in their artwork || Student did not complete project. || Student identified no or incorrect relationships between their objects. || Student identified a few relationships between their constructed objects. || Student found many relationships between his or her objects to clearly show his or her understanding of the concept. ||
 * Participation || Student did not participate. || Student did not contribute to group or class discussion in a meaningful way. || Student participated in group and class discussion and formed knowledge of relationships. || Student participated in group and class discussion to construct their own meaning of relationships. Student also aided other group members in their understanding of relationships. ||

(5.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers;
 * Art TEKS:**

(5.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and;

(5.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyze personal artworks to interpret meaning; and; (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.

(5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (D) use effective rate, volume, pitch, and tone for the audience and setting; (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8); 15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: (C) write to inform such as to explain, describe, report, and narrate
 * Interdisciplinary TEKS:**

(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: (A) select, organize, or produce visuals to complement and extend meanings (4-8);