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Abridged Art Learning Segment Plan Template

TCNJ ART edTPA ABRIDGED LEARNING SEGMENT PLAN

Overview
Teacher Name Kayla Botsch, Meg Itoh and Scott Washuta
Artwork
Example

Learning Beauty in Death

Segment Title
Central Focus Students will explore death by working with nature as their art making materials. Natural resources are constantly used in
(Visual Art everyday life, such as desks, paper, and houses. There is beauty in death and students will be introduced to this concept by
Concepts) examining several works of the artist Richard Shilling. The students will create suncatchers out of dead leaves and wood.
Through in-class discussion and art making activity, students will integrate shape and color in their suncatcher to show
there is still life in death.
Focus of X Create Visual Art X Present Visual Art Respond to Visual Art
X
Learning
Segment
Component(s) X I nterpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)
of Learning X D eveloping works of art/design (using techniques, methods of experimentation, or investigation)
Segment X Relating art to context (personal, social, cultural, or historical perspectives)
aking personal choices (of content, methods, or styles)
X M
Art Form 2 -D: X 3-D: 4-D: Other:
Grade Level 6th Grade
Class Name Introduction to art
Class Size 16
Time __45_Minutes __5_Days/week _4__# Total Lessons (Days)
Class The school is in a suburban area; the students are of different ethnic backgrounds, different social classes, and different
Demographics artistic levels. This specific class has 9 asians, 5 caucasian, and 2 African American.

Big Idea and Understandings

Big Idea Death
Essential What is death?
Questions How does death affect us?
What are things in everyday life that were once alive but still give us use?
How do we deal with death in art?
Enduring Death is when life is brought to a permanent end. It is a vital part of life and is usually a very painful and mournful
Understanding topic. Although death is a very heartbreaking fact, there can still be beauty in the end of a life or an organism and it is
important to identify and appreciate the good that comes with it. Death is important in art and in artmaking because art
is a way to bring soul back into something that is technically dead. It is important in schools because students may be
carrying pain from people and pets dying in their lives, and this lets them see death in a more positive way.

Key Questions What is land art?

How does Richard Schilling use color and shape in his land art?
Is land art permanent?
How does light transform the artwork?

Learning Objectives

Abridged Art Learning Segment Plan Template

Objective Lesson # (when it will
be taught)
1. The student will (be able to) discuss the effects of death in art. #1
2. The student will (be able to) construct a leaf sun catcher using dried leaves and balsa wood. #3
3. The student will (be able to) analyze the work of Richard Shilling in an in-class discussion. #1
4. The student will (be able to) utilize shape and color through the design of their sun catcher. #3-4

Standards
Standards Objective
#
(aligned)
New Jersey 1.1.8.D.1 4
Visual Art o Describe the intellectual and emotional significance conveyed by the application of the
elements of art and principles of design in different historical eras and cultures.
Standards o Since the overall idea is death, this is a very emotional and personal topic for many
students. This project by working with materials that were once alive and now dead, show
students how they can use art to bring back life to something. Especially when light from
the sun shines through is when their piece will really come to life. The students will be
using the principles of design and elements of art to create their artwork.

1.3.8.D.1
o Incorporate various art elements and the principles of balance, harmony, unity, 2
emphasis, proportion, and rhythm/movement in the creation of two- and three
dimensional artworks, using a broad array of art media and art mediums to enhance the
expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and
pattern).
o Students will be using a different type of artistic medium to broaden their horizons. Using
natural materials is a unique way to be resourceful and show students they can be creative
with anything and everything around them.

1.4.8.B.3 3
o Universal elements of art and principles of design apply equally to artwork across
cultures and historical eras.
o Since were using nature as our materials, this relates to art from 250,000 BCE where
people made art solely out of whatever they found in nature

1.2.12.A.2 1
o Access to the arts has a positive influence on the quality of an individuals lifelong
learning, personal expression, and contributions to community and global citizenship.
Justify the impact of innovations in the arts on societal norms and habits of mind in
various historical eras.
o By being able to find beauty in death, the student will see it more positively.

Interdisciplinar MS-ESS2-1.
y Connections o Develop a model to describe the cycling of Earths materials and the flow of energy that 2
drives this process
(Non-Art NJ o Our lesson incorporates life and death and working with colors of leaves changing; this
Standards) shows the process and signifies the cycle of seasons and of life and death.

Materials and Artist
Teacher
Artwork
Example

Sun Catcher, 8x8, leaves and balsa wood, 12/10/16

Abridged Art Learning Segment Plan Template

This sun catcher has 7 sections: 2 green, 2 orange, 3 yellow. When it is held up to the light, you can clearly see the veins
and the different toned variations of color in the leaves.
Student Autumn-colored leaves
Materials Balsa wood
Scissors
Pins
Twine
Sketching paper
Graphite pencils
Erasers
Key Artist and Richard Shilling, contemporary artist
Artwork

Four-Color Sun Wheel, leaves and sticks

The Sun wheel is one of many land art sculptures Richard Shilling has made. It involves making art and sculptures
using materials found in nature, such as leaves and twigs.

Vocabulary and Language Acquisition
Vocabulary Death: the end of the life of a person or organism
Land Art: art and sculptures that are made using materials you find in nature, such as leaves, fir cones, twigs, pebbles,
rocks, sand and shells
Light: the natural agent that stimulates sight and makes things visible
Transparent: allowing light to pass through so that objects behind can be distinctly seen
Illuminate: light up, brighten
Time: progress of existence

Considerations (for Effective Instruction)

Accommodations (to support learners)

Assessment (Objective Driven)

References and Sources
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Lesson #1: First Day
Instructional Strategies and Learning Tasks
Lesson Summary Students will be introduced to the land art of Richard Shilling and the concept of death in nature. Students will be
introduced to the project and start to plan the design of their sun catcher.

Abridged Art Learning Segment Plan Template

Sequencing Hook: Students will come into class and find a tray of leaves of various colors and shapes. The teacher
will address the students and tell them that they are going to make leaf art/land art! This is a simple
activity that will introduce students to the art making activity. The students will each have a black piece
of paper to create their design on. The teacher will instruct the students to make a design with the leaves
on their table. They can make anything theyd like: a pattern, a spiral, write their name, anything! The
teacher can even recommend creating negative space with the leaves. They can do so by just using their
hands and fingers. The teacher will tell them to think about the different kinds of leaves and their shapes
and their colors. If any student is allergic to any type of tree, the teacher can provide gloves and or work
with artificial leaves provided by class.
After the students have completed their designs, the class will walk around the room and discuss each
others artworks. They will discuss the way their peers utilized the different shapes and colors of the
leaves.
The teacher will instruct the students to pour all the leaves from their designs back into the trays in the
center of the table that they were originally in.
The teacher will now introduce the artist Richard Shilling by showing his artworks of land art on the
projector. The teacher will discuss with the students how he utilizes the different colors and shapes of
leaves in his artworks. They will also discuss what land art is. It is art made of entirely natural
materials found in nature. Are these artworks permanent?
The teacher will now introduce the concept of death in nature. What happens to leaves when the winter
comes? Where were the leaves originally? The leaves grow on trees in spring, starting out as little buds.
They bloom and stay green all summer. In fall, the leaves start to change color and start to fall off of the
branches. In winter the trees are completely bare of leaves. The leaves decompose into the ground and
fertilize the soil, just like all living things that die. All living things, plants and animals alike, will
eventually die and decompose into the ground.
The teacher will talk more specifically about death. What is death? It is the end of the life of a person or
an organism. How does death affect us? It can make us feel very sad. What are things in everyday life
that were once alive but still give us use? The tables, the desks, the paper and pencils were all once a
part of a tree in a forest. How do we deal with death in art? One way is land art. It is allowing nature to
stay in its natural habitat and to decompose on its own terms.
The teacher will show the teacher-example and introduce the project to the students. They will be
making sun catchers. Hold up the teacher example to the light and examine how the light shines through
the leaves because they are transparent (or translucent). How do the leaves look different when held up
to the light? The veins are more visible, as well as the different shades of color. The light illuminates
the leaves and the artwork becomes lively, more vibrant and full of life.
Lastly, the teacher will instruct the students to sketch out designs for their sun catchers. They can be
creative and make suncatchers that are not a circle.

Lesson #2: Second Day
Instructional Strategies and Learning Tasks
Lesson Summary Students will collect leaves for their artworks outside. Students will continue to sketch, finalize their design, and
begin to work.
Sequencing The teacher will tell the students that they are going to collect leaves outside today for their project!
First, the teacher will briefly talk with each student individually about their design and ask them what
colors they will be using and the shapes of the leaves they want. The teacher will remind them that they
need to specifically collect those leaves.
Next the class will go outside and collect leaves. Each student will have a plastic bag with their name on
it to hold their leaves. The teacher will set the boundary for how far each student is allowed to go to. For
example, do not go past that sidewalk, that tree or behind that wall.
Students will try to collect a few leaves of each color. Obviously, this lesson needs to be done in autumn.
After 20 minutes, the teacher will call students to come around and get ready to go inside.
The students will come back inside and start to lay out their design on a tray or working space made
from a 24x36 piece of paper. The teacher will quickly demo how to make the tray (cut little lines into
the paper at the corners, fold up the sides of the paper and tape it). Students will write their name on the
bottom corner of the tray.
The teacher will tell the students to simply start laying out their design for now. The students can cut the
leaves to make them a different shape if they need or want to. Next class the teacher will demo how to
pin the leaves to the balsa wood.
Teacher will have students put their trays away and dismiss them.

Lesson #3: Third Day
Instructional Strategies and Learning Tasks

Abridged Art Learning Segment Plan Template

Lesson Summary Students will work on the design of their suncatchers. The teacher will demo how to pin the leaves to the balsa
wood.
Sequencing The teacher will instruct the class to stand around the demo table. Student should already know to not
touch anything that is on the table, to be quiet, and to be listening attentively, but teacher will state it at
the beginning to keep hands to themselves and away from demo table.
The teacher will demo how to pin the leaves to the balsa wood. The teacher will lay out a simple design
with the leaves. The teacher will show how to tear or cut with scissors the leaves to make them a
different shape. The leaves sometimes can be delicate so students must work very delicately. They have
the option to make their own design inspired by Richard schilling. They can work with whole leaves or
cut them into geometric shapes. The teacher will explain how curves are hard to achieve because of the
shape of the balsa wood. If any student finds this to be too easy, they can work with small fallen twigs
from outside and explore working with more curves. If this is too challenging for any student, they can
do a similar design made out of squares and balsa wood. Then, the teacher will measure out the balsa
wood by placing it over the part of the leaf design where the balsa wood will be. The teacher will mark
with a pencil where the wood will be cut. It will be easily cut with scissors. As easy as it is to break the
wood with your fingers, it should be done with scissors because it is more exact and the wood will not
splinter. Lastly, the teacher will stick a pin through the balsa wood first, and then through the leaf. the
students must be very careful using the pins because they are sharp.
The teacher will ask if students have any questions and then send the students back to their tables.
The teacher will instruct the students that they will be called by table to carefully get their trays and bags
of leaves from the previous class. The students will bring them to their tables to continue to work to lay
out their designs. Once they believe they are ready for the balsa wood, they will raise their hand. The
teacher will come over, and provide suggestions and/or approve the students design laid out on their
tray. The teacher will then give them 3 long sticks of balsa wood to start with. If they need more they
can have it.
The students will have 30 minutes of the next class to work also, but they should try to have most of their
artwork finished in this class.

Lesson #4: Fourth Day
Instructional Strategies and Learning Tasks
Lesson Summary Students will continue to work on their suncatchers. They will have all class to work.
Sequencing The teacher will instruct the students that today will be a full working day! They need to be as close to
finished as possible today because next class they will not have any time to work on it. Next class they
will be putting the finishing touches on their sun catchers, displaying it outside in nature, and
participating in a class critique.
The teacher will call each table to collect their trays to continue working on their artworks.
The teacher will let the students know every 15 minutes how much more time they have to work.
At 5 minutes the students will be instructed to clean up their tables.
The teacher will tell the students to think about where they want to display their artwork outside.

Lesson #4: Last Day
Instructional Strategies and Learning Tasks
Lesson Summary Students will put the finishing touches on their suncatchers. Depending on where the student wants to display their
suncatcher in nature, they will either attach a long stick for it to stand up out of the ground or attach twine to hang
it. The students will critique each others artwork.
Sequencing The teacher will instruct the students that they will have 10 minutes to put the finishing touches on their
suncatchers and to attach either a stick or twine.
The teacher will call each table to collect their trays
At 10 minutes the students will be led outside and instructed to find a place to display their land art
somewhere in nature. They will have a certain radius that they are allowed to display it. They will have
10 minutes to do this.
After 10 minutes, the students will gather back at the teacher for the critique. The teacher will lead pick
a student to start with, who will lead the class to his/her artwork. The students will discuss how their
peers have utilized the different shapes and colors of the leaves in their design. They will discuss how
the sunlight illuminates the suncatcher. The students will decide if the design is lively and if the dead
leaves have been brought to life.
The teacher will take a picture of each students artwork because it will be staying outside.
After the critique, the teacher will the students back inside. The artworks will stay outside. Land art
belongs in nature. It is also subject to the elements and is not permanent. Encourage the students to
check up on their artwork each day and to see how it has changed or if it still there. Encourage them to
also take pictures of it so that they share it with the class.

Abridged Art Learning Segment Plan Template

Post-Teaching Reflection and Assessment

Abridged Art Learning Segment Plan Template

Appendix
RUBRIC
Objective/Criteria Exemplary (A) Good (B) Satisfactory (C) Needs Improvement
10 points 9 points 8 points 7 points or below
1. The student The student actively participated The student participated in The student had to be The student did not
will (be able to) in group discussions and had group discussions and prompted to participate in participate in group
valid points to contribute to the contributed points to the group discussions and discussions
discuss the effects conversation conversation tried to contribute to the
of death in art conversation
2. The student The student actively participated The student participated in The student had to be The student did not
will (be able to) in group discussions analyzing the group discussions prompted to participate in participate in group
Shillings work analyzing Shillings work class discussions discussions analyzing
analyze the work analyzing Shillings work Shillings work
of Richard The student made connections The student tried to make The student had to be The student did not make
Shilling in an in between Shillings work and connections between asked to make any connections between
class discussion death Shillings work and death connections between Shillings work and
Shillings work and death death
3. The student The students work was neatly The students work was solid The students work was The students work fell
will (be able to) put together and was not falling and not falling apart but sloppy and not apart
apart could have been neater structurally sound
construct a leaf
sun catcher using The student successfully cut the The student has a few blank The student has a decent The student has many
balsa wood and leaves to where spots and gaps but overall the amount of blank spots blank spots or gaps
dried leaves and there are no gaps or blank spots construction is good and gaps between the between the wood and
balsa wood wood and leaves leaves

4. The student The student neatly cut the leaves The student cut the leaves to The students cuts were The students leaves
will (be able to) to be precisely the same size and be close to the same shape not accurate, the leaves were nowhere near the
shape and size were different sizes and same size and shape
utilize shape and shapes
color through the The student has an array of The student has a few The student has only a The student has very
design of their sun different colored leaves making different colored leaves couple colored leaves little difference in the
up their sun catcher making up their sun catcher making up their sun color of the leaves
catcher catcher making up their sun
catcher
5. Thestudent will The student actively participated The student participated in The student had to be The student did not
participate in a in the group critique the group critique prompted to participate in participate in the group
the group critique critique
group critique in
class
Total Points or Grade:

Teacher Comments:

Abridged Art Learning Segment Plan Template

Abridged Art Learning Segment Plan Template

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Abridged Art Learning Segment Plan Template