Visual Arts Lesson Plan

Title: Found Object Animal Sculptures

Teacher: Kristen Lisowski
Grade: 6 (Late Immersion)
Timing: Two 40 min periods for Part 1 and three 40 min
periods for Part 2
Big Idea/Enduring Understanding:
Art can be made from discarded, recycled and everyday materials, which can be transformed or used
in new ways
Artists can convey their message through their choice of materials

Specific Curriculum Expectations:

Visual arts:
D1 Creating and presenting: apply the creative process to produce art works in a variety of traditional
two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas,
and understandings, using elements, principles, and techniques of visual arts as well as current
media technologies.
D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that
they convey
D3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and
traditions f a variety of communities times and places.

FSL:
D1.2 Writing in a variety of forms: write a variety of text in French, conveying information, ideas, and
opinions about themselves, family, friends, and their immediate environment, following models
appropriate to the purpose and incorporating some of the basic elements of each form.

Science:
3.1 Identify and describe the distinguishing characteristics of different groups of plants and animals

Materials/Tools:
Projector and keynote presentation with each of the artists/artworks
Six sets of cards/prints each for a different artis/artwork
Found objects (recycled and discarded materials) that students must bring from home to complete
their found object animal sculptures (needed for Part 2)

Artists/Artworks: (describe how you used them in the lesson below
Sayaka Ganz (Light) shown on projector to introduce found object art and model/demonstrate the
critical analysis process
Haroshi (Moose)
John Dalsen (Coke Totems)
Tadashi Kawamata (Chairs for Abu Dabi)
Zac Freeman (Steve)
Michelle Stitzlein (Rojo Silk Moth)
Sean Avery (Bear)
The rest of these were all used as the sheets that each group received to examin and analyze. The
photos of these artworks were also included in the keynote presentation so that they could be presented
to everyone by each group.

Special Considerations:
Visual instructions and questions in the presentation
Scaffolding through the language process (additional time allotted for instructions, etc. in order to
provide opportunity to work through new vocabulary
Write out success criteria for the plan after discussing it for visual learners.

Delivering the lesson
Time Grouping

10
min
W


!
S
!
I
Warm Up/Minds On

Give each table group a sheet of blank paper and ask them to brainstorm things that
are used to make art. What materials do we use? Quels materiaux utilise-t-on?
After a few minutes, ask each group to share an idea with the rest of the class.




15
min












35
min







20
min






10
min




30
min



80
min+




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Action/Body of the lesson (step-by-step)
Part 1
Show them a picture of a found object artwork on projector (Sayaka Ganz Light)
Ask them to tell me about the art work, touching on the first two steps in the Critical
Analysis Process
Initial Reaction / Raction Initiale: What is your first impression of the piece?
Quelle est votre premire impression de loeuvre?
Description: Can you describe it? Pouvez vous la dcrire?
What do you think it is made out of? De quoi est-elle fabriqu?
Tell them the artists name and what it is made of. Move into the next steps of the
critical analysis process.
Analysis and Interpretation / Analyse : What do you think the artists message is?
ton avis, quel est le message de lartiste?
Expression of Informed point of view / Apprciation: Is the piece successful?
Why or why not? Est-ce que loeuvre est russie? Pourquoi ou pourquoi pas?

Tell the students that they will be working in their table groups to answer these same
questions about a different piece of art.
Give each student a graphic organizer for LAnalyse Critique
Give each group a photo of a found object sculpture by a different artist.
Ask students to try to answer the first two questions/complete the first two boxes
and raise their hands when they have finished.
Once the group has completed the first two, give them the second sheet with
information about the artist, the materials used and additional photos.

When the groups have finished, show the photo of each sculpture to the whole
class and have the group that looked at that particular piece share a few ideas
from the critical analysis they completed.
Tell them that they will have to complete their own found object sculpture and
they will have to bring materials from home. Ask about what kinds of things they
could bring in in order to confirm that they understand that purchased craft
supplies should not be used.
Part 2
Explain that as part of their Science/Social Studies project that they are working on,
they will also be completing an art component. The have to create an animal that
has just been discovered on an uninhabited island (information was given to them
about this as part of a larger project) and this animal is able to survive in at least two
of the different regions on the island. They have to create this animal and describe
how it adapts to the two regions. They will be creating a sculpture of their animal
using only found objects.
Give each student a planning sheet for them to sketch and label their animal and
create a list of materials.
Ask students to help translate the vocabulary on the sheet (esquisse, materiaux)
and go over the success criteria for a good plan.
Students can have the period to work on the plan. If they have brought materials
they can start, if not they can start the next day.







30
min

!
Students work on creating their sculptures with the available class time. While
they are working, circulate to ask them questions about what they are creating
and encourage them to try to see materials in new ways.
Students can finish sculptures at home when no more class time is available to
them.
On the day that the sculpture is due, students will have the period to complete a
critical analysis of a peers sculpture.
Tell students to use the Analyse Critique sheet in their packages.
Have the students leave their sculptures on their desks
Students in one half of the room switch with the students in the other by finding
another seat that has a sculpture in from of it. They can complete the critical
analysis of this peers sculpture.



10
min
Consolidation/Closure

After collecting the project packages with their Analyse Critique sheets in them,
discuss the process with the students.
Ask them to think about the samples they were shown at the beginning, about
finding materials and creating their sculptures and about analyzing a peers
sculpture. Then ask:
Did creating art from found objects present challenges? What were they? Est-ce
que lutilisation dobjets trouvs pour crer des oeuvres dart prsente des dfis?
Lesquels?
What were the benefits of using these materials? Quels taient les avantages de
ces materiaux?
What did you like/dislike about using these materials? Quels aspects de ces
matriaux avez-vous aim ou pas aim?
Do you have other observations or comments about the process? Avez-vous
dautres observations ou commentaries sur ce processus/cette activit?

Analyse Critique


!" $%&'()*+ )+)()&,-: Quelle est ta piemieie impiession ue
l'oeuvie.

." /-0'1)2()*+: Bciis l'oeuvie. Be quoi est-elle fabiiqu

3" 4+&,50-: A ton avis, quel est le message ue
l'aitiste.

6" 4221%')&()*+7 Est-ce que l'oeuvie est
iussie. Pouiquoi ou pouiquoi pas.

Le titie ue l'oeuvie:


Le nom ue l'aitiste:
Plan de la sculpture


Esquisse


































Matriaux