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Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old October 4, 2014 Lesson Title: My Brand Number of Students: 25 This is the 2nd lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 2: Lesson 2 is titled “My Brand” In this lesson; students will be a designer for their own T-shirts that they will later have a photo-shoot in to include inside their personal magazine. We will discuss how other designers- such as NIKE sells a message, which is labeled as their “brand”. After discussing branding, I will ask them to brand themselves, raising questions that fall in the lines asking if they were a designer or trying to sell and image that represents them, what would it be? This lesson is to wear what you are proud to be and creating it on your own. This lesson proves that we should be proud to wear who we are, and that what we express to be, is in our own hands of choice and creativity. II. LESSON + LEARNER OUTCOMES The learners are experiencing this lesson early on to create the point that in order to be all that we are, we have to be proud enough to show it, wear it, and represent it. There are times in life when we may find out who we are or have self-realizations, but if you aren’t proud and comfortable enough in yourself to express it, then it is still hiding. It is important to be proud and comfortable enough to represent yourself. This project pushes students to see themselves as creators of their own being; they have a choice of who they are and what they represent as well as their views of what is important. I want the

students to brand themselves because branding is a strong statement, and they are important enough to hold the title of a brand. This lesson is a practice on showing we are in control, we should be proud, and we are important enough to be a brand of our own. Measurable Outcomes:

• Students will use sketchbook to come up with ideas; using both writing and drawing.

• Students will participate in brief discussion/ answer questions on branding, how what we wear can be significant to us, and views on why its important to be proud of who we are, and what are ways we can show that pride/ comfort.

• Students will create the “My Brand” T-shirt and get to indulge into their expressions, feelings, and pride.

• Students will pose and model their own creations working as a designer and model- photos next week.

• III. MATERIALS NEEDED for LESSON

A. Art Educator Materials • T-shirts for children • Sketchbooks • Pencils • Markers • Alcohol – to spread markers • Paints - acrylic • Puffy Paint • Cups for water • Brushes • Paper towels • Tape • Camera • ** NEED CLASS INPUT – magazines to present ideas of values of beauty B. Learner Materials

• T-shirt • Sketchbook • Pencils • Acrylic and Puffy Paints • Markers • Cups for water • Brushes • Paper towel

B. Instructional Resources Tri fold with media images of familiar brands ex. NIKE

*Materials for Students with Special Needs (as necessary)

Accommodations for students with special needs will be applied as necessary. Students with visual and hearing impairments will be seated closer to the teacher. If there are students who like to be alone, they will be giver their personal space for work. IV. PROJECT ORGANIZATION

A. Starting the Lesson – Starting the second lesson, I will let the students either finish their projects from week 1, or let them free sketch in their sketchbook to get their creativity flowing. I will then lead into the picture wall of last week’s pieces to bring up the topic of indulging in representing yourself. We will see what it was like to create and then stand in front of their piece, and then I will lead into what would it be like to wear your piece? This will lead into conversations of branding and how we will be creating art pieces that brand ourselves so we can wear them.

B. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

C. Lesson Sequence

PEDAGOGICAL APPROACH/ ART TEACHER ACTIONS

1. As students enter the room, I will

hand out their sketchbooks. I will tell them that if they are done with last week’s project they can start sketching in their book. I will ask them if they did not complete their projects to continue to work. I will also make an announcement that if they were not yet photographed, they should tell me when they are ready, so I can photograph them. (15 Minutes)

2. Next, I will start the class with the “good morning” call. I will then ask them to put down what they are working on and assure them that if they have still not completed with last week’s project, they will have time to complete it when we resume art making. I will ask them all to get up and move to the front of the

LEARNER ACTIONS

1. As each student enters, they will be given their sketchbook and writing/ drawing supplies. They will follow the directions by sketching, asking to get their photo taken, or finishing last weeks project until everyone arrives. (15 Minutes)

2. Students will put their materials aside for the moment so their focus can be on me as well as the lesson coming. They will move to the stage area as asked and have a seat. (5 minutes)

room by the stage and have a seat on the floor. I will tell them it is necessary to keep hands to themselves and to be respectful of one another and me. (5 minutes)

3. This will be time for discussion. I will first let them approach observing the photos from last week. I will ask them for their opinions and well as answers to questions: - How do you believe these

accurately represent yourselves? - Do you see these photos as a

form of modeling beauty? If so, how and why?

- What does standing in front of an art piece do in creating a statement? Transition Question- - How can we even more emphasize modeling and representing ourselves beyond standing in front of our art? How about designing? - Lead into how we will be making T-shirts.

This discussion will lead into the idea of how we will be designing T-shirts and what it means to brand ourselves. This will lead to my tri fold of familiar designer brands and what they represent. - “What do you think T shirt companies do when creating a brand? What is the point in creating a brand?”

- How can we create a brand and what does branding ourselves mean?

- What is the important lesson behind wearing who we are?

- How are ways we can design a T-shirt to represent/ brand ourselves? Will you cut the T-

3. Students participate in viewing the models wall and participate in class discussion. They will be respectful when others are talking and put in their opinions and answers as the discussion progresses.

shirt, what colors will you use, will you have a logo?

- What is your personal message you would use to brand yourself? (15 minutes)

4. I will show the students the supplies

and do a few tutorials on blending paints with water to make them more transparent and alcohol over markers to blend them. I will discuss keeping clean and how we should share just like last time. I will then pass out the T-shirts one by one. (5 minutes)

5. I will tell the students it is their turn

to design and to keep in mind all the discussions we just had. I will tell them they can brainstorm in their sketchbooks if they need to. I will tell them that if they still need to work on their project from last week, they can. I will tell the class that if they haven’t been photographed yet, to make sure they do before we leave today. (1 hour)

6. When the students finish their T- shirts, I will ask them to let me know so we can discuss their brand. I will then collect them and set them on a counter to dry. I will give instructions to clean their workspace when finished and they can draw in their sketchbooks till it is time to go. (15 minutes)

4. Students will pay careful attention to tutorials so they know how to do certain techniques when it is their time to design. They will then collect their supplies as well as T-shirts to take back to their seat so they can start designing.

5. Students will go back to seat and get to work on what the have left to do. If they are not yet done with last week’s piece, they will briefly finish before moving on. If they are done they will either sketch ideas out briefly until they are comfortable moving on to the T-shirts. Students will ask me questions if they have any and ask for any assistance necessary. If they need to be photographed they will inform me, and get photographed when ready.

6. Students will clean up their workspaces efficiently after handing in their T-shirts. Students will make sure the cleaning has been done appropriately and efficiently. The students will share with me what they have created and sketch till it is time to go if they have an additional free time.

V. DOCUMENTATION + ASSESSMENT STRATEGIES In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- this lesson involves larger scale use of paper so space and being spread out is necessary. I will leave out my example, the trifold, and also make large plain white T decorations to hang on the walls. VII. ENDING THE LESSON

A. Closure of Lesson: Every lesson will close with the photo-shoot/ cleanup alternation process. This leaves the lingering excitement to see the creations the following week. This lesson specifically will end with reminding them that these will dry for the week and they can come prepared to model next week!

B. Transition to Next Lesson: This lesson shows that we can express who we are through what we wear. Visuals in showing who we are and what we stand for is up to use to create and using ourselves as a billboard is definitely a way to do it. This was the first lesson where we will wear what we create, and there are more to come- in the next week- logos

VIII. RFERENCES TO MATERIALS CONSULTED *to be determined after meeting with class.

Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old October 7, 2014 Lesson Title: Lets go LOGO Number of Students: 26 This is the 3rd lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 3: Lesson 3 is titled “Lets Go LOGO” In this lesson; students will be using our past two projects as inspiration to design their own personal logo. The first project we did was based on defining who we are in 3 words. Next, we had to use those words as inspirations to create a brand. Now that we have done brief but important and definitive summaries, along with creating a brand, we have what we need to create a logo. Logos are used to promote business and create brand identity. Now it’s time to promote who we are, and create our brand identity even further. II. LESSON + LEARNER OUTCOMES Last week, my students learned that in order to be all that we are, we have to be proud enough to show it wear it, and represent it. We discussed that we do not always have time to tell people and explain the key qualities about us in order for them to understand who we are so we need to try to find ways that are more brief and to the point. Like designers do when they are trying to mass-produce a style/message, we created a brand that represented ourselves. This week, we will take these brands and 3 words in personal summary and create the most brief but bold statement about who we are through a logo. The lesson will teach that when you passionately live by something, even if it is a simple quote or a small moral, it can have a very loud voice and speak in great volume. A logo

may be small and simple, but it can be the greatest statement. I want my learners to experience the power of summary and symbolism when creating logos. This is a great way for students to brief a significant part of their identity. Measurable Outcomes:

• Students will use sketchbook to come up with ideas; both writing and drawing.

• Students will participate in brief discussion/ answer questions on branding, again and how logos relate. They will touch base on how/ why logos are created, and what their benefits are.

• Students will reference their past 2 projects to make a logo that best represents them.

• Students will pose and their logos will be photo-shopped onto their photo and presented next week.

• III. MATERIALS NEEDED for LESSON

C. Art Educator Materials • One T-shirt. • Sketchbooks • Pencils • Colored pencils • Pastels • Markers • Sharpies – fine and thick tipped • Pre-cut paper squares. 6x6 inches. • Tape • Camera B. Learner Materials

• T-shirt • Sketchbook • Pencils • Colored pencils • Pastels • Markers • Sharpies • Pre cut paper squares

D. Instructional Resources Tri fold/ poster with logo examples so we can discuss symbolism and reasons for design.

*Materials for Students with Special Needs (as necessary) Accommodations for students with special needs will be applied as necessary. Students with visual and hearing impairments will be seated closer to the teacher. If there are students who like to be alone, they will be giver their personal space for work.

IV. PROJECT ORGANIZATION

D. Starting the Lesson – These first 3 lessons we used to get a general summary on where we stand with what we find important about us. This will foreshadow the rest of the artistic decisions we make from here on out. I will be using this lesson as a small wrap up and way to get everyone caught up. The students will be starting this lesson by finishing all of their previous pieces and getting their T-shirt photos taken, so they can re familiarize themselves with the brand they created. We then will have discussion by the model wall so they can see more photos of who they are and were proud to represent, directly in time with logo discussion. This will all help transition into a clear creation of personal logos.

E. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

F. Lesson Sequence



hand out their sketchbooks. I will tell them to go over to the white stage and pick up their previous projects that still need work – either their shirts of their covers. I will tell them to do last touches and keep touching these up till everyone gets here. (15 minutes)

8. Next, I will start the class with the

“good morning” call. Once I have the classroom attention I will explain the day’s plan. I will tell them we do have a new project to do today but we need to get caught up first. I will say that I will be ready to take photographs of any T-shirts as well as covers. I will explain if you have not started a T-shirt yet, you need to come see me if you have not already (any absences). I will explain how T-shirts as well as covers all must be finished today. I will then say since

LEARNER ACTIONS

7. As each student enters, they will be given their sketchbook and writing/ drawing supplies. They will follow the directions by picking up their previous art works and working on them until everyone arrives. (15 Minutes)


we are already at attention we should move to the front of the room like last week and discuss the project you will start once you are photographed and completed with your T-shirts. (10 minutes)

9. This will be time for discussion. I will first let them approach observing the photos from their magazine covers (all but 2 are done) I will ask them for their opinions and well as answers to questions: - How do you believe these

accurately represent yourselves? - Where do you see beauty within

these photos? - How was choosing 3 words

hard? What most accurately shows me who you are about them? Transitions statement/ questions:

- Last week and this week we are working on T-shirts where we created a brand based on these qualities about ourselves. We were able to summarize ourselves into an even more bold and specific statement… Sometimes we don’t have the time to talk to everyone to explain who we are: How can we make a brief and to the point statement about ourselves?

- What is symbolism and how can it be used?

This discussion will lead into the idea of how we are going to take the summary of us in 3 words along with our brand we created and design logos to represent an even greater brand identity. I will ask them

9. Students participate in viewing the models wall and participate in class discussion. They will be respectful when others are talking and put in their opinions and answers as the discussion progresses.

questions regarding logos and the creation of them: * This is when I will show multiple examples of common logos – elaborate on how simple some of them are but how every choice of color scheme, character, and design has purpose. We will have discussion while looking at these talking about why the businesses included what they did in their logos, and designed them the way they chose to.

- What is the importance of a brand having a logo?

- What does a logo necessarily do?

- When designing a logo what are ways you can get your message and identity into such a small artistic representation…? Can we use color, symbols?

- How do you plan to make a logo that is visually appealing and to the point, but still able to captivate all of the qualities you and your brand stand for?

* I will show my example Explain one last time that this is a logo that represents who THEY are. I will tell them to look at their pictures on the wall, look at their T-shirts, and go to their sketchbooks and write down key points that need to be included in their logo. I will tell them to brain storm ideas and finish their last week’s projects if not already done yet. When they are finished I will tell them to come get their photo taken by me, and then, I will give you precut tiles to draw your final logo on. (20 minutes)

10. I will let the students get to work and be ready to photograph because the majority of the classroom is ready. I will have my camera and the paper tiles ready to distribute after I photograph each person. After I photograph the students with

10. Students will pay careful attention to what I am telling them when they come up for photos. They will pose appropriately, but be honest in staying true to themselves. When finished being photographed, my students will then give me back their shirt and exchange it for the white paper tiles to draw their final

their T-shirts, I will explain to them that I will need them to slip on a Plain white T I have and photograph them in their 4 favorite emotions/poses that they best believe represent who they are. (For Next Week) Once I have all their photos I will send them to work on their logos

11. After all of the photographs for T-shirts are done, I will continue to monitor the room. I will make sure I am available to help with logo design if anyone is struggling.

12. When class is coming to an end, 15 minutes before in particular, I will tell the students to hand their logos in to me one at a time. I will then hold on to these to discuss next week to the class why we chose what we did in design, and tell them to clean up!

logos on. They will go back to their seats and brainstorm to make the final piece.

11. Students will be done getting photos taken and will be completely dedicated to their logo design now. They will use the materials supplied for them in creative ways to make their perfect logo. They will be respectable to one another’s space and ask for any questions if needed.

12. Students will clean up their workspaces efficiently after handing in their logos. Students will make sure the cleaning has been done appropriately and efficiently. The students will share with me what they have created and sketch till it is time to go if they have an additional free time.

V. DOCUMENTATION + ASSESSMENT STRATEGIES In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- I will provide examples of logos as decorations and make the usual theme decorations and personal example at the front of the room. VII. ENDING THE LESSON

C. Closure of Lesson: Every Lesson will close with the photo-shoot/ cleanup alternation process. This leaves the lingering excitement to see the creations the following week.

D. Transition to Next Lesson: This lesson shows that we can express who we are by symbols and how one image can hold an abundance of meaning and get to the point so we can show who we are. This lesson was the conclusive lesson and the broad summary of getting to know who we are and want to represent to proudly be. Next, we will be again using singular images to tell a story. A single photo has potential to be much more personal and elaborative. Next week we will be drawing on emotional photos of us to elaborate on them more to tell stories that remind us of the emotion in the picture. These stories will be chosen on why telling them is significant to knowing us. This riffs off of logos because by making a logo we proved a lot can be communicated in a singular design/ image. We will be using our photos next week the same; it is our job to tell a story and elaborate on a single photo.

VIII. RFERENCES TO MATERIALS CONSULTED - To be determined after meeting with class.

http://yourdesigndept.com/purpose-logo/

Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old October 16, 2014 Lesson Title: I Color My World Number of Students: 25 This is the 4th lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 4: Lesson 4 is titled “I Color My World” In this lesson; students will be making art by color and decorating black and white pictures of themselves. In the weeks prior, I have taken photos of each student displaying 3 different emotions. They will write a story about a time in their life where they experienced that emotion and it was significant to showing their character. They will then put their own color into these black and white portraits so they display their story. Our stories are what make us unique, and special, and beautiful in every aspect of the word. In our past projects, we summarized whom we are proud to be, now its time to go into greater detail, and show times and experiences where those characteristics shined through. We need to add color to the black and white or hollow ways people may see us. We all have depth, and “color”, and we are in charge of coloring our own world. II. LESSON + LEARNER OUTCOMES In the past 3 weeks, my students have been focusing on defining who they are in greatest summary. Now that we have a definition, and pride, it is time to go deeper into these definitions. We need to show experiences that highlight these characteristics. Our characteristics make us beautiful because they lead us to wonderful experiences and give us beautiful stories. They add color to our world, and we are in charge of the coloring

since we defined ourselves. This lesson shows that on the outside, we will be simple what people see, in a sense its just “black and white” at first glance. But, beneath it all, is a soul bursting with colors, and as artists, we will be showing our true colors, stories, and interpretations of emotions on top of our black and white portraits. We are free to choose who we are, as well as express and interpret who we are and want to be. This project will let the learners see that there are reasons why we react to emotions and situations the way we do, because we have defining characteristics that we cannot escape; just as we have been focusing on the first few weeks. And these characteristics give us the freedom to create unique and beautiful stories. Measurable Outcomes:

• Students will use sketchbook to come up with ideas; both writing with their stories and experiences and decorative plans.

• Students will participate in brief discussion/ answer questions on how our characteristics make us all react to and create different experiences. They will touch base on how stories are significant to defining who we are and how are ways we can decorate our portraits with color and design and any forms of creation to tell a story.

• Students will reference their past 3 projects to make sense of interpreting their emotion stories.

III. MATERIALS NEEDED for LESSON E. Art Educator Materials • Printed Photos • Sketchbooks • Pencils • Colored pencils • Pastels • Markers • Sharpies – fine and thick tipped • Colored paper • Glue • Tape • Camera B. Learner Materials

• Sketchbook • Pencils • Colored pencils • Pastels • Markers • Sharpies • Colored Paper • Scissors • Glue

F. Instructional Resources Printed color wheel.

*Materials for Students with Special Needs (as necessary) Accommodations for students with special needs will be applied as necessary. Students with visual and hearing impairments will be seated closer to the teacher. If there are students who like to be alone, they will be giver their personal space for work. IV. PROJECT ORGANIZATION

G. Starting the Lesson – The first 3 lessons were used to get a general summary on defining where exactly we stand with what we find important about ourselves which will foreshadow the rest of the artistic decisions we make from here on out. These characteristics are about to come out through stories. I will be starting the lesson by asking the students to look at the pictures of themselves on the model wall. I will then tell them to keep that person they are looking at in mind; themselves. I will be explaining that we are about to add color as well as story to our black and white portraits. I will explain the guidelines of how each student is expected to tell a story of a time this emotion was very clear and significant to their lives and will tell them to notice if these characteristics used in the first weeks help let them see why they acted the way they did. Starting this lesson is all about tying it all together, then, letting the magic of expression, discovery, and story telling happen.

H. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

I. Lesson Sequence



hand out their sketchbook. I will tell them to go over to the white stage and pick up their previous projects that still need work – particularly logos. I will tell them to do last touches and keep touching these up till everyone gets here. I will tell students to pick up their emotion pictures from the white stage and if they are all caught up, to start writing stories about a time in their life when each of their emotions that were

LEARNER ACTIONS

13. As each student enters, they will be given their sketchbook and writing/ drawing supplies. They will follow the directions by picking up their previous art works and working on them or starting to brainstorm for the project today until everyone arrives. (20 Minutes)

photographed were significant in their life. I will ask students to come to me and get photographed in their shirts, if they haven’t yet. (20 minutes)


“good morning” call. Once I have the classroom attention I will tell them to all come to the front of the room for discussion and planning.. (5 minutes)

15. This will be time for discussion. I will first let them approach observing the photos from their magazine covers and T shirt photos I will ask them for their opinions and well as answers to questions: - How do you believe these

accurately represent yourselves? - Do you see these photos as a

form of modeling beauty? If so, how and why?

- How was choosing 3 words hard? Do you believe it is an accurate summary of yourself? Transitions statement/ questions:

- So for the first 3 weeks we worked on really narrowing in on who the defining characteristics that make us proud to be ourselves. Just how much do you think these characteristics take part in our lives?

- How do these characteristics shape our experiences? How do they (our defining characteristics) take part in how we react to things that happen to us in our lives, or our emotional reactions to life situations?


15. Students participate in viewing the models wall and participate in class discussion. They will be respectful when others are talking and put in their opinions and answers as the discussion progresses. (15 minutes)

- These characteristics link to stories, they give us something special… and we are all so different. How and why do you believe they are important and linked to our own story telling?

This discussion will lead into the idea of how we are all different, and in a world of observation, things can seem so simple and “black and white”… but we have the freedom to color our own world just the way we want if we are confident. We shouldn’t be ashamed to show our true colors.

- Why should we be proud of our emotions and stories?

- Why is our freedom to express these stories and color our own world important

- What does it mean to you when I say you “color your world?”

* I will show my example I will reference back to my 3 characteristics and read my stories. I will ask them if they think my characteristics influenced my stories when it came to my emotions. I will also ask them if they think my stories make me more beautiful and push them to answer why. We will then discuss how we can best display our true colors and stories of our own emotions, particularly in color.

- I will show them the color wheel of what colors can represent (15 minutes)

16. I will let the students get to work. I will express the importance of brainstorming for this project and to really keep their stories in mind. I will tell them not to hold back and really indulge in who they are. I will tell them if they need to be photographed still for their t-shirts

16. Students will pay careful attention to what I am telling them when they come up for photos. They will pose appropriately, but be honest in staying true to themselves. When finished being photographed, my students will then give me back their shirt and exchange it for the white paper tiles to draw their final

to do it now, and hand in their logos before they get to work on this new project. I will tell them to come to me for any help they need. (5 minutes)

17. After all of the photographs for T-

shirts are done, I will continue to monitor the room. I will make sure all the logos are collected and ready for me to take home for more photographs on free time. I will make sure I help any students struggling with the coloring project.

18. When class is coming to an end, 15 minutes before in particular, I will tell the students to hand their portraits in to me one at a time. I will then hold on to these to discuss next week to the class.

logos on. They will go back to their seats and brainstorm to make the final piece. (5 minutes)

17. Student’s will be working on their

stories and coloring on top of their portraits. They will ask for help if needed. They will be respectable to one another’s space and ask for any questions if needed.

18. Students will clean up their workspaces efficiently after handing in their portraits. Students will make sure the cleaning has been done appropriately and efficiently. The students will share with me what they have created and sketch till it is time to go if they have an additional free time.

V. DOCUMENTATION + ASSESSMENT STRATEGIES In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- I will provide examples of color wheels for inspiration and make the usual theme decorations and personal example at the front of the room. VII. ENDING THE LESSON

E. Closure of Lesson: Every Lesson will close with the photo-shoot/ cleanup alternation process. This leaves the lingering excitement to see the creations the following week. This lesson specifically will end with reminding them that these will dry for the week and then discussing what is possibly in store for next week.

F. Transition to Next Lesson: This is the first lesson where we went beyond defining through singular characteristics. We are getting into stories and how our stories make us beautiful. This will foreshadow next weeks lesson by showing singular characteristics have the power to shape even more beautiful depths of our lives and that we have the freedom to color and make our experiences, and expressions however we want. Next weeks lesson will be elaborating on this freedom of choice. We got to color on ourselves just as we wanted to tell stories. Now it is time to make even more choices; we are in control of whom we are.

VIII. RFERENCES TO MATERIALS CONSULTED http://www.color-wheel-pro.com/color-meaning.html

Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old October 22, 2014 Lesson Title: Full of Flavor Number of Students: 25 This is the 5th lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 5: Lesson 5 is titled “Full of Flavor” In this lesson; students will be expressing themselves in quite a fun and creative way. After discussing and tasting how ice cream comes in VAST amounts of flavor, and seeing how adding ingredients can make a completely new flavor, I will be asking them to see themselves as ice cream. It sounds silly, but we are composed of many characteristics, and stories, all of which we have been talking about, and we express them all differently in our own way for the world to see and get a little taste of who we are. So the question is, what are you made of, and when we get a little taste of you, what is it? What is your flavor!? I will be asking students to choose about 3 scoops that compose a bowl of their tasting. This should be a fun and delicious activity. II. LESSON + LEARNER OUTCOMES In the past 4 weeks, my students have been focusing on defining who they are in greatest summary. Just last week, they showed me stories and expressions as well. So now, we know what we like to say we are composed of confidently, and we also know how we like to express them. In a sense, we have provided a little taste of who we are. So now its time to title those tastes with pride and time to pick them apart for our benefit of

understanding, loving, and expressing ourselves. We will be choosing our 3 flavors and 3 different scoops. This is a sundae of self. Time to show why we are delicious and show our flavor and all the ingredients, which are also known as characteristics that we are made of to become that one special distinct flavor. Measurable Outcomes:

• Students will use sketchbook to come up with ideas; both writing with their stories and experiences and decorative plans.

• Students will participate in brief discussion/ answer questions on how our characteristics make us all react to and create different experiences. They will be talking about how certain tastes or toppings/ ingredients can relate to characteristics- Nuts if you’re a little nutty, this is a practice of symbolism. What tastes, and subjects link to definitions and symbols to you?

• Students will reference their past 4 projects to make sense of interpreting who they are and how it is expressed. Ex. Sean did OMG- if you are OMG in expression you need to make sure you have quite an OMG flavor name!

III. MATERIALS NEEDED for LESSON G. Art Educator Materials • Printed Photos • Sketchbooks • Pencils • Colored pencils • Pastels • Markers • Sharpies – fine and thick tipped • Colored paper • Glue • Tape • Camera • Pre Cut Circles • Ice cream – bowl spoon napkins • Selected toppings – chocolate chips, syrups, nuts, candies, gummies, some

fruit? B. Learner Materials

• Sketchbook • Pencils • Paint • Colored pencils • Pastels • Markers • Sharpies • Colored Paper • Scissors • Glue

H. Instructional Resources Printed color wheel.


J. Starting the Lesson –I will be starting this lesson with the usual good morning call and discussion. We will discuss that we chose characteristics, and just last week, talked about how we can tend to express them. We will discuss the significance on how even expression is a large part of how we are identified and when we put characteristics and expression all together, we form a full composition of how people can get a feel/ taste for us, and we should be very proud of who that is. This will lead into how we will be titling that taste today, and how we are going to be creating our own flavor! I will hold discussion about flavors and ingredients and symbolism like I stated previously in this lesson plan. I will then ask them to go create a bowl of preferred treats and toppings and start brain-storming as we discuss ingredient symbolism, which will then lead into them creating their flavors.

K. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

L. Lesson Sequence



hand out their sketchbook. I will tell them to go over to the white stage and pick up their previous projects that still need work. I will tell them to do last touches and keep touching these up till everyone gets here. I will ask students to come to me and get photographed in their shirts, if they haven’t yet. (15 minutes)


LEARNER ACTIONS

19. As each student enters, they will be given their sketchbook and writing/ drawing supplies. They will follow the directions by picking up their previous art works and working on them or starting to brainstorm for the project today until everyone arrives. (15 Minutes)

20. Students will put their materials

“good morning” call. Once I have the classroom attention I will tell them to all come to the front of the room for discussion and planning.. (5 minutes)

21. This will be time for discussion. I will first let them approach observing the photos from their magazine covers and T shirt photos and logos.. I will ask them for their opinions and well as answers to questions: - Do you see a relation between

the characteristics, brand, and logos, and your expression images we drew on last week? Transitions statement/ questions: Our characteristics and how we express them all relate and they create a feel so the world can get a little taste of us at all times. We should be so proud of that taste that we are even going to title them today! What is your flavor!?

- Lets think of ice cream, what are some of your favorite ice cream flavors?

- Each flavor is really its own, and how or why is that? What roles do each ingredient play? If our characteristics were our ingredients, what kind of ingredients could they be? Why would you choose that ingredient to represent a characteristic- symbolism?

- If you were 3 scoops of ice cream, what would all the ingredients be as well as what is your ice cream flavor!? How would you taste, and why?

aside for the moment so their focus can be on me as well as the lesson coming. They will move to the stage area as asked and have a seat. (5 minutes)

21. Students participate in viewing the

models wall and participate in class discussion. They will be respectful when others are talking and put in their opinions and answers as the discussion progresses. (15 minutes)

This discussion will lead into how we are going to be seeing ourselves like ice cream today, and how when we eat it and chose toppings for ice cream, try to think of yourself, and how all your characteristics and how you compose them to make one product, create one taste that someone gets to experience and indulge in. This will lead to eating real ice cream while we brain storm.

- Each ingredient added created a new final product for someone to indulge in, in our case, eat. When we express our characteristics, we create a persona that people get to indulge in, this is using characteristics as ingredients to our final expression that we are proud of. So what is your flavor? (15 minutes)

* I will show my example of my 3 scoops of self. I will explain all ingredients and why I chose them, and share the flavor titles. I will then lead them to the table to scoop ice cream, let them choose toppings and tell them to get brain storming. I will tell them that once their ice cream is finished they need to come to me and get their precut circles to start creating visuals of their flavors.

22. I will let the students create their

own bowl of treats/ toppings to eat while they think about themselves and experience how flavors change the end product taste. I will express the importance of brainstorming for this project and help them think of symbolisms like we had already

22. Students will wait in line and create their own sundaes to eat; as long as they want to. While they eat, they will think of flavors and ingredients that they think best relate to them. They will see how each ingredient is important to creating an end flavor, as they are experiencing

discussed. Once they are done, I will give them their scoops to start painting/ drawing on. (20 minutes)

23. After I hand out the paper to students to make the final pieces, I will make sure I am available to monitor the room and answer any questions/ help where I can. (60 minutes)

24. If students finish earlier, we will photograph them in front of their flavors. I will call for clean up at the last 15 minutes and make sure the room looks as we started; all ice cream is cleaned up as well as art. (15 minutes)

while eating first hand. They will clean up when finished, and come to me for paper to start their flavor project. (20 minutes)

23. Students will be working on their

flavors, using their brainstormed list of ingredients to paint their flavors on the pre cut scoops. In progress if they are having trouble, they will come to me for help. When finished, they will bring them to me. (60 minutes)

24. Students will clean up their workspaces efficiently after handing in their work. Students will make sure the cleaning has been done appropriately and efficiently. The students will share with me what they have created and sketch till it is time to go if they have an additional free time. (15 minutes)

V. DOCUMENTATION + ASSESSMENT STRATEGIES In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- I will try and make this look like a land of sweets! I will need to make sure we have an area for ice cream. VII. ENDING THE LESSON

G. Closure of Lesson: Every Lesson will close with the photo-shoot/ cleanup alternation process. This leaves the lingering excitement to see the creations the following week. This lesson specifically will end with reminding them that these will dry for the week and then discussing what is possibly in store for next week.

H. Transition to Next Lesson: I will have to see where the students are at with completion of this lesson. I would like to get them into a different kind of medium for next week, or out of the room. I will have to see where they are at with this project first, however.

VIII. REFERENCES TO MATERIALS CONSULTED

Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old November 1, 2014 Lesson Title: Sculpting Self Number of Students: 25 This is the 6th lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 6: Lesson 6 is titled “Sculpting Self “. This is one of the final projects that the student will be creating. Through the weeks, we have briefed the important processes of achieving and maintaining confidence. In the beginning, we showed the importance of identity discovery, and how making a statement and assured character of self, is crucial to being confident because it leads to whom we express to be. In the following lessons, we showed how pride in expression, and telling your stories as well as personal interpretations is the next step to being confident. Once we know who we are, we need to be proud enough to give everyone a taste. In the end, all along, through artistic creation, we see that we make who we are, and our confidence is always our choice. We sculpt ourselves, which is why we are beautiful. Now that my students have made a brief statement on who they are, and expressed it, it’s time for them to conclude their lesson and express their confidence in self through showing that they aren’t just who they are, they MAKE who they are. Everything they are is their free choice, and that alone is beautiful. II. LESSON + LEARNER OUTCOMES Above, I already have stated what I want my students to get out of this final lesson psychologically. I want them to see that through it all, their

confidence comes from their mind, their choices, and their ambitions, and all we are is our power. We sculpt ourselves. My students will be using clay, which is a different medium than we have used so far. With that being said, the thought and creative/ constructive processes will be a little different than those we have been using. I really want my students to use planning and the practice of step-by-step processes in this lesson. I will have to provide examples and demonstration, but it will be a good change of pace for them. Measurable Outcomes:

• Students will use sketchbook to come up with ideas; both writing and drawing. They will need to really think about breaking their sculptures down and deciding what is the best way to tackle it.

• Students will participate in brief discussion/ answer questions on how we sculpt ourselves, and just how much is confidence a choice? We will also be discussing the many ways we can sculpt ourselves- mentally, morally, physically, academically, dreams/ambitions. How will you choose to depict yourself? Discussion of symbols will take place again also.

• Students will reference their past projects for inspirations.

III. MATERIALS NEEDED for LESSON I. Art Educator Materials • Printed Photos • Sketchbooks • Pencils • Colored pencils • Pastels • Markers • Sharpies – fine and thick tipped • Colored paper • Glue • Tape • Camera • Air Dry CLAY • Camera • Tripod • ALUMINUM FOIL

B. Learner Materials

• Sketchbook • Pencils • Paint • Colored pencils • Pastels • Markers • Sharpies

• Colored Paper • Scissors • Glue • Air Dry Clay

J. Instructional Resources I would like to put a PowerPoint together for today. I want to show them examples of artists who have done self-portrait sculptures, and even paintings just to show them the many ways self-portrait can be interpreted. I also want to project some of the pictures of them I have so far, so they can see them on a greater scale.


M. Starting the Lesson –I will be starting this lesson with the usual good morning call and discussion. As I just mentioned above I would really love to make a PowerPoint if access to a projector is possible. We will be reviewing all we have done so far so they can be reminded for inspiration to this final piece. We will be talking about the many routes this project can be taken in, and I will show them demonstrations as well. NOTE: this is just day 1 of this final project. This is a catch up week, so, some students will be working on ice cream still, and many photographs will be taken this week.

N. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

O. Lesson Sequence


25. As students enter the room, I will tell them they can find their sketchbook and get started on some warm up sketches of whatever they want. I will also tell them if they have any previous pieces unfinished, they can work on them now. I will also tell them if they want to be photographed with their ice-cream projects, we can do this

LEARNER ACTIONS

25. As each student enters, they will be given their sketchbook and writing/ drawing supplies. They will follow the directions by picking up their previous art works and working on them or asked to be photographed. (15 Minutes)

at this time. (15 minutes)

26. Next, I will start the class with the “good morning” call. Once I have the classroom attention I will tell them to all come to the front of the room for discussion and planning.. (5 minutes)

27. This will be time for discussion. I will start by telling them due to football game, we will not be going to the creamery today, but instead, next week! But tell them great news, that I have a big project with a new medium to work with which I will now be explaining. I will tell them to either look at the PowerPoint or trifold for the visuals I will be providing. First, of their photos. I will ask them what they think of all the new photos. - How do these capture who you are? - How would you say these each display confidence? - How do you see these each as a way of you choosing who you are? - Why is it important for us to know we are choosing who we are? This discussion will lead into how we are going to be sculpting ourselves for the final project. This final project is self-portrait sculpture. - What does it mean to you when

I say we sculpt ourselves? We will then look at examples of artists who have done sculptures titled self-portrait. - How are ways we can choose to

represent ourselves? - What parts about you do you


27. Students participate in viewing the

models wall and participate in class discussion. They will be respectful when others are talking and put in their opinions and answers as the discussion progresses. (20 minutes)

want to put emphasis on and show in this sculpture most, and why? (20 minutes)

* I will show my example, and this will lead to demonstration.

28. I will be giving demonstrations on

ways we can best make stable solid sculptures with the air-dry clay. I will show them that we can wrap it around harder objects/ molded foil. I will tell them to watch carefully because clay is not like paper and it can be much more expensive and the amount we have is a little more limited and we should not waste it. Also, it takes a little while to dry, so we want to make sure the way we are using it is most efficient and beneficial for us so we are not wasting time and can make our sculptures as wonderful as we dream them to be! (15 minutes)

29. After I demonstrate how to make the final pieces, I will make sure I am available to monitor the room and answer any questions/ help where I can. I will let them know to finish ALL projects before moving on, and to get their photos taken. Then to brain storm and plan an idea in their sketchbook on how they will be creating their project both structurally and creatively/ expressively. (60 minutes)

28. Students will observe the demonstration with all their undivided attention. They will ask questions if any arise of they feel need to be covered. (20 minutes)

29. Students will be working on their flavor projects as well as thinking of their new project. If they need to be photographed, as well as any other questions they have progressively, or help, they will come to me. (60 minutes)

30. I will call for clean up at the last 15

minutes and make sure the room looks as we started; all ice cream is cleaned up as well as art. (15 minutes)

30. Students will clean up their

workspaces efficiently after handing in their work. Students will make sure the cleaning has been done appropriately and efficiently. The students will share with me what they have created and sketch till it is time to go if they have an additional free time. (15 minutes)

V. DOCUMENTATION + ASSESSMENT STRATEGIES In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- I will try and make sure there are many places to see examples. I also will hang more of their art up. Also, Maybe I can post more pictures so they can see themselves artistically and realistically throughout the room. VII. ENDING THE LESSON

I. Closure of Lesson: Every Lesson will close with the photo-shoot/ cleanup alternation process. This leaves the lingering excitement to see the creations the following week. This lesson specifically will end with reminding them that these will dry for the week and then discussing what is possibly in store for next week.

J. Transition to Next Lesson: This lesson will carry to nest week as the final project. I will make sure they know this so they know I am expecting deep and work with full effort from them. I will also tell them creamery is NEXT week- to dress for the weather.

Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old November 1, 2014 Lesson Title: Sculpting Self Number of Students: 25 This is the 7th lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 7: NOTE: Lesson 7 will be the second day to work on Lesson 6. Lesson 6 is titled “Sculpting Self ” This is one of the final projects that the student will be creating. Through the weeks, we have briefed the important processes of achieving and maintaining confidence. In the beginning, we showed the importance of identity discovery, and how making a statement and assured character of self, is crucial to being confident because it leads to whom we express to be. In the following lessons, we showed how pride in expression, and telling your stories as well as personal interpretations is the next step to being confident. Once we know who we are, we need to be proud enough to give everyone a taste. In the end, all along, through artistic creation, we see that we make who we are, and our confidence is always our choice. We sculpt ourselves, which is why we are beautiful. Now that my students have made brief statement on who they are, and expressed it, its time for them to conclude their lesson and express their confidence in self through showing that they aren’t just who they are, they MAKE who they are. Everything they are is their free choice, and that alone is beautiful. II. LESSON + LEARNER OUTCOMES Above, I already have stated what I want my students to get out of this final lesson psychologically. I want them to see that through it all, their confidence comes from their

mind, their choices, and their ambitions, and all we are is our power. We sculpt ourselves. My students will be using clay, which is a different medium than we have used so far. With that being said, the thought and creative/ constructive processes will be a little different than those we have been using. I really want my students to use planning and the practice of step-by-step processes in this lesson. I will have to provide examples and demonstration, but it will be a good change of pace for them. Measurable Outcomes:

• Students will use sketchbook to come up with ideas; both writing and drawing. They will need to really think about breaking their sculptures down and deciding what is the best way to tackle it.

• Students will participate in brief discussion/ answer questions on how we sculpt ourselves, and just how much is confidence a choice? We will also be discussing the many ways we can sculpt ourselves- mentally, morally, physically, academically, dreams/ambitions. How will you choose to depict yourself? Discussion of symbols will take place again also.

• Students will reference their past projects for inspirations. ** FOCUS THIS WEEK- on individual discussions. Rather than talking about the project so much as a class in brief, I will go around to each student and really ask them why they chose to make their self portrait the way they did.

III. MATERIALS NEEDED for LESSON

K. Art Educator Materials * Card for Creamery

• Printed Photos • Sketchbooks • Pencils • Colored pencils • Pastels • Markers • Sharpies – fine and thick tipped • Colored paper • Glue • Tape • Camera • Air Dry CLAY • Camera • Tripod • ALUMINUM FOIL

B. Learner Materials

• Sketchbook • Pencils • Paint • Colored pencils • Pastels • Markers • Sharpies • Colored Paper • Scissors • Glue • Air Dry Clay

L. Instructional Resources


P. Starting the Lesson –I will be starting this week with the usual good morning call. I will tell the students to gather their projects that need to be photographed or completed still, but not to work on them just yet. I will tell them to get coats on and come to the front of the room. We will then be discussing manners and the importance of staying as a group. We will be starting class off by going to the Creamery. NOTE: this is day 2 of this final project. All photos should be aimed to be completed this week.

Q. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

R. Lesson Sequence


31. As students enter the room, I will tell them to gather all their pieces they have yet to still work on. I will tell them to get them together but not to get to work yet and to leave their jackets on because we will be leaving soon.

(15 minutes)

LEARNER ACTIONS

31. As each student enters, they will gather anything that still needs to be photographed and completed. They will wait and do small sketches in their sketchbook till the good morning call. (15 Minutes)

32. Next, I will start the class with the “good morning” call. Once I have the classroom attention I will tell them to all come to the front of the room for discussion and planning.. (5 minutes)

33. This will be time for discussion on what we will be doing today. We already talked thoroughly about the final project, so we will not discuss art again till next week unless it is one on one. This time together at the front of the room will be to talk about what is expected of them when we leave the room to go out to the creamery. I will ask them questions in order to let them know that it is clear we all know what kind of responsible behavior is expected and respected from them. After announcing we are about to go to the creamery I will go over rules. 1. We stay together. 2. We Respect the facility having us - What is respectful behavior? 3. We have good manners. 4. We wait in line and have patience. So class, what how should we be acting on this trip? -

(15 minutes)

* I will show my example, and this will lead to demonstration.

34. We will walk to the creamery. I

will make sure all students don’t run away. Once we get to the creamery we will order their ice


33. Students will give me their

undivided attention and repeat rules to make it clear we all know what is acceptable and unacceptable. (15 minutes)

34. Students will make sure they are keeping in mind to show the respect expected from them. They will enjoy their ice cream and discuss

cream and eat it there . I will make rounds to each group of kids and ask them how they relate this to their ice cream projects. After, we will head back to the classroom to work on more art pieces. Before we leave- I will announce to CLEAN UP. No one should be leaving their ice cream bowls or napkins anywhere. I will tell them to stay together and when we get back I need full effort and drive on being dedicated to their art work. (50 minutes)

35. After we return, we will get back to work on art pieces. I will announce to try and finish as much as possible and anything that needs to be photographed still, needs to be TODAY. (40 minutes)

36. I will call for clean up at the last 15 minutes and make sure the room looks as we started. (15 minutes)

materials as I make rounds! (50 minutes)

35. Students will be working on their projects and come to me with any materials that must be photographed. (60 minutes)

36. Students will clean up their workspaces efficiently after handing in their work. Students will make sure the cleaning has been done appropriately and efficiently. The students will share with me what they have created and sketch till it is time to go if they have an additional free time. (15 minutes)

V. DOCUMENTATION + ASSESSMENT STRATEGIES

In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- I will try and make sure there are sections to pick up their pieces organized by project. This way realizing if they need to complete anything can be more organized and easier for them. VII. ENDING THE LESSON

K. Closure of Lesson: Every Lesson will close with the photo-shoot/ cleanup alternation process. This leaves the lingering excitement to see the creations the following week. This lesson specifically will end with reminding them that these will dry for the week and then discussing what is possibly in store for next week.

Transition to Next Lesson: This lesson will be the closing of projects. I will tell them to come prepared to love themselves next week because we will be seeing EVEYRHTING we have

Cynthia Midori Sherry Project Title: AS I AM Room # 201 Grade Level/Ages: 8-10 years old November 15, 2014 Lesson Title: Conclusion Number of Students: 25 This is the 8th lesson in this unit Pennsylvania Visual Arts Standard: I. PROJECT HYPOTHESIS + SIGNIFICANCE Unit: This Unit: AS I AM, will be composed of projects that allow students to express themselves and all they are proud to be. This is a unit that takes identity and mixes it with expressing the importance of their personal moral values as well as stories. Each project in this unit will used as a piece to publish in their own personal magazines that display who they are and all their beauty in the end. The magazine will be published just like those seen in fashion and commercial tabloids to visually represent a familiar society standard of beauty, but each photo/page will be showcasing the students story/ valued expression as what is beautiful. This unit is to prove students that their value makes a difference and they have the power to set standards in society; such as defining beauty as their story and expression. This unit is designed for students to express themselves and fall in love with who they are. This is important because happiness with self and confidence is key to success and something so important for adolescents to have. It is significant to students this age because it is catching them right at the age where defining identity becomes extremely relevant to their lives. Lesson 8: NOTE: Lesson 8 is the last class of this unit. This class serves as the conclusion to everything I have been trying to provide and experience with these children. I want to make sure they leave with learning and feeling exactly what I was hoping to accomplish. I will be using this class to review everything we have done previously, and to let our last expressions out together in a collaborative piece for the show. II. LESSON + LEARNER OUTCOMES This lesson will be the wrap up of everything we have done previously to put emphasis on the over all intentions I had in what I wanted to teach them. We will be piecing together our magazines. This will be a moment for the students to see everything they made and relate and indulge in themselves. After that moment is fresh, I will be asking them to make a giant collaboration piece “Take me as I am.” This piece will be a recap of the year. I will be asking them to paint and write all over a piece of paper together. This piece will embody that we should express all that we are, and though we are all different, it is a quality that we should all have in common. When those differences are accepted and able to be seen in appreciation together, something beautiful is created. Collaboration is a process of practicing to take people as they are. Let one another paint anything, and work together to accept and make the most out of it while still staying true

to yourself. We worked individually all semester to find who we are and express who we are. Now we know the importance of not hiding and expressing who we are to let the world take us as we are. Now that we have this down, we need to return our favor and realize that just like us, the world is beautiful too. Measurable Outcomes:

• Students will get to see everything they have made so far and contemplate on identity and where they stand with confidence and expression.

• Students will participate in brief discussion/ answer questions on what they have taken from all of these lessons.

• Students will create a collaborative piece and find how our lessons relate to this creative process as well ** FOCUS THIS WEEK- Concluding and finishing everything

III. MATERIALS NEEDED for LESSON A. Art Educator Materials

• Banner/ Giant piece to paint on • Printed Photos • Sketchbooks • Pencils • Colored pencils • Pastels • Markers • Sharpies – fine and thick tipped • Colored paper • Glue • Tape • Camera • Air Dry CLAY • Camera • Tripod • Cardboard I’s with paper behind them

B. Learner Materials • Sketchbook • Pencils • Paint • Colored pencils • Pastels • Markers

• Sharpies • Colored Paper • Scissors • Glue • Air Dry Clay

M. Instructional Resources


S. Starting the Lesson –I will be starting this week with the usual good morning call. I will tell the students this is the LAST week. I will tell them that sculptures need to be finished and its time to work together in a collaborative piece.

T. Behavioral Expectations – Students are expected to be open and feel comfortable to participate to their full potential. Students are expected to learn this is a safe zone to completely indulge in expressing themselves, as well as respect the differences of others.

U. Lesson Sequence


37. As students enter the room, I will tell them to gather all their pieces they have yet to still work on. I will tell them to come to me and I will give them all the pieces of their magazine so they can look at everything they did this semester.

(15 minutes)

38. Next, I will start the class with the “good morning” call. Once I have the classroom attention I will tell them to all come to the front of the room for discussion and to bring their magazines I gave them.. (5 minutes)

39. I will ask the students what they think of the magazines. I will ask if anyone want to share their favorite

LEARNER ACTIONS

37. As each student enters, they will gather anything that still needs to be photographed and completed. They will look over everything they have done these previous weeks and really take a good look into themselves. (15 Minutes)

38. Students will put their materials

aside except the magazines for the moment so their focus can be on me as well as the lesson coming. They will move to the stage area as asked and have a seat. (5 minutes)

39. Students will give me their

undivided attention and when discussion times come, I hope they

piece and let them look around for a few minutes. I will then ask them questions on how they feel after looking them over. I will ask them about how looking at them speaks to them as well as what they honestly learned. (15 minutes)

40. We will then talk about what will be in the show and how we have one last surprise to show everything this class is made of. I will express that we will be making a collaboration piece about “Take me As I Am.” I will ask them questions - What is a collaboration piece? - When we make collaboration

pieces, we need to respect decisions and styles of other students, how does this relate to our unit?

- What are pictures, and words we can use to make a banner that reads off to people to be confident and be yourself to let people just take you as you are?

- How can we work best together?

41. After I will roll out the larger papers for the collaboration piece and tell them to get started. I will announce that if they haven’t yet, they need to hand in their magazines and tell me how their self- portrait sculptures represent themselves. (60 minutes)

will participate and answer when called on to share. (15 minutes)

40. Students will make sure they are keeping in mind to show the respect expected from them. They will give ideas and answers when asked.

41. Students hand in what was asked and then work on collaboration piece. (60 minutes)

42. I will call for clean up at the last 15 minutes and make sure the room looks as we started. (15 minutes)

42. Students will clean up their workspaces efficiently after handing in their work. Students will make sure the cleaning has been done appropriately and efficiently. (15 minutes)

V. DOCUMENTATION + ASSESSMENT STRATEGIES In my unit, documentation is vital to the purpose. Every lesson involves clear purposeful documentation so each student can have a personal magazine in the end. I plan to use a pin board to hang up last weeks previous photos/ “ads” as if it gives the room a modeling agency feel. I will make display common and expected weekly so comfort and pride is made clear by the time the final display- the magazine- is published. VI. DESIGN OF ENVIRONMENT Unit- In this unit, I will be designing the room with the atmosphere like it is a magazine editing workplace. I am aiming to se up a place for photos, and a board for photo display. The model board with tags will be up next to the model platform this week. Lesson- I will try to have visible as many past works as possible so we can contemplate on ourselves and as a class together as much as possible. VII. ENDING THE LESSON Closure of Lesson: I will let the students all look at everything together and tell them to get excited for the show and thank them for everything they have done for

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