UNIT PLAN - WONDER - Lesson 2

TITLE OF LESSON-

Emily Brewer

Building Wonderland

GRADE LEVEL: Middle School 6-8

NAEA STANDARDSCREATING:
1: Organize and Develop Artistic Ideas and Work
VA:Cr1.1.6a Combine concepts collaboratively to generate innovative ideas for art creating
VA:Cr1.1.8a - Document early stages of the creative process visually and/or verbally in
traditional or new media.
VA:Cr1.2.6a - Formulate an artistic investigation of personally relevant content for creating art.
VA:Cr1.2.7a - Develop criteria to guide making a work of art or design to meet an identified goal.
2: Organize and develop artistic ideas and work.
VA:Cr2.1.8a - Demonstrate willingness to experiment, innovate, and take risks to pursue ideas,
forms, and meanings that emerge in the process of art-making or designing.
VA:Cr2.2.8a - Demonstrate awareness of practices, issues, and ethics of appropriation, fair use,
copyright, open source, and creative commons as they apply to creating works of art and design.
3: Refine and complete artistic work.
VA:Cr3.1.6a - Reflect on whether personal artwork conveys the intended meaning and revise
accordingly
VA:Cr3.1.7a - Reflect on and explain important information about personal artwork in an artist
statement or another format
VA:Cr3.1.8a - Apply relevant criteria to examine, reflect on, and plan revisions for a work of art
or design in progress
PRESENTING:
5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.6a - Individually or collaboratively, develop a visual plan for displaying works of art,
analyzing exhibit space, the needs of the viewer, and the layout of the exhibit
VA:Pr5.1.8a - Collaboratively prepare and present selected theme-based artwork for display, and
formulate exhibition narratives for the viewer.
CONNECTING:
10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.8a - Make art collaboratively to reflect on and reinforce positive aspects of group
identity

UNIT PLAN - WONDER - Lesson 2

Emily Brewer

GRADE LEVEL EXPECTATIONS (GLEs)STRAND I: Product/Performance

1. Select and apply two-dimensional media, techniques, and processes to communicate ideas
and solve challenging visual art problems
A. Grade 7: Use a variety of media such as pencil, pastels, color sticks, and/or markers
to create simulated/implied texture
B. Grade 7: Use a variety of brush strokes to create various textures
3. Communicate ideas about subject matter and themes in artworks created for various purposes
A. Grade 8: Create original artwork using the following subject: realistic or abstract
landscape
C. Grade 7: Create an original artwork that communicates ideas about the following
themes: Group Identity, Nature
STRAND II: Elements and Principles (EP)
1. Select and use elements of art for their effect in communicating ideas through artwork
D. Grade 6: Identify and use real/actual texture
Grade 7: Identify and use implied or simulated texture
Grade 8: Identify and use invented texture
E.

Grade 7: Identify and use analogous colors

Grade 8: Identify and use complementary colors

RATIONALE and GOALS FOR THIS LESSONMy hope is that the students will walk away with a new enthusiasm for creating from questions and imagination. I
want them to realize that art isnt just drawing and painting, but set design, film production and narrative. We will
also be discussing surrealism for inspiration!
ENDURING BIG IDEAWonder Creating a new world from the questions that we have about our own. I wonder what it would be like
if this existed together with that.
ESSENTIAL QUESTIONS

What would it be like to explore the unknown?

UNIT PLAN - WONDER - Lesson 2

Emily Brewer

How does wonder lead to creation?

How can you produce wonder in art?

KEY CONCEPTS

Students will learn to create a landscape environment from ideas they wonder about
Collaborate with a team to work on one art piece
Learning the relationship between wonder and vision
Looking to artists who work in surrealism for inspiration

OBJECTIVES

Students will be able to Use a variety of media such as pencil, pastels, color sticks markers to create
implied, invented and actual texture on their group project
Students will be able to create original artwork using surrealism in their landscapes.
Students will be able to create an original artwork that communicates ideas about their team identity
through collaboration and teamwork.
Students will be able to identify and use analogous and complementary colors to help convey their
wonderland narrative.

VOCABULARY

Review wonder synonyms

Surrealism!
Appropriation
Juxtaposition
Layering
Hybridity
Implied texture

LESSON VIGNETTEThis lesson is all about teamwork and collaboration to create a wonderland based off of what the team members
wonder about. The students will look at and discuss some surrealist artworks for inspiration. Each team will have
about 5 students who will work together to juxtapose their ideas onto one 3 x 5 paper landscape. Students will
get to choose what materials/methods they want to use including: Collage photo, torn paper, tissue paper etc.
Painting watercolor, acrylic, spray; drawing pastels, ink; photography and projection.
LESSON SEQUENCE- (7 Days)
Days 1:
20 min - The class will have a discussion about Surrealism! We will look at works from Vladimir Kush
10 min - Students will be assigned to teams of 5
10 min - Group divides up responsibilities for each team member for various tasks

UNIT PLAN - WONDER - Lesson 2

Emily Brewer

Photographer(s), note taker(s), supply person(s)

Day 2:
20 min -Brainstorming ideas about their team wonderland. What they wonder about.
30 min - Sketch and write up their team proposal
Day 3:
Start working on wonderland environment
Individual Team working critique Sit down with me and discuss ideas, questions and concerns.
Days 4:
Work Day
Progression photos
Day 5:
Work Day
15 min each 3 groups will participate in the Student Teacher assessment strategy
Day 6:
Last Day to work
15 min each 2 groups will participate in the Student Teacher assessment strategy
Write Artist Statements
Day 7:
15 min - Students take photos of their work
35 min - Team presentations

ADAPTATIONS FOR SPECIAL NEEDS and STUDENT ENGAGEMENT

A teacher will be giving auditory cues 5 minutes before for each activity transition.
Specialty tools and materials will be available
Students will be able to move around, work on the floor or stand while working
Allow "wait" time for students to think before answering a question.
Students get to choose what they want to create
Examples will be given
Visual resources such as visual dictionaries and computer access will be available

MATERIALS

Roll of watercolor paper - 3 x 5 per team

Paint
o Watercolor
o Acrylic
o Tempera
o Spray
Brushes

Masks
Tissue paper
Colored paper
Pallets
Scissors
Glue

UNIT PLAN - WONDER - Lesson 2

Magazines
Camera/iPad
Oil Pastels
Ink

Emily Brewer

Computer
Projector
Visual Dictionaries

ASSESSMENT
Formative
Proposals
Artist Statements
Student Teachers Assessment Strategy
What problems can I help you solve?
Summative
Class Presentation with Q & A The team will share their wonderland environment.
Rubric with written reflection (attached)

RESOURCEShttp://vladimirkush.com/

TEACHER REFLECTIONStudents will be able to talk about what they wonder about individually have how they decided as a team to meld
all their ideas together to make one cohesive piece.

UNIT PLAN - WONDER - Lesson 2

EXEMPLAR:

Emily Brewer

UNIT PLAN - WONDER - Lesson 2

Emily Brewer

Project: Building Wonderland

Student Name:
CATEGORY

Planning:
Written
Proposal and
sketches

________________________________________

Excellent

Good

Date: _______________________

Satisfactory NeedsWork

Student can describe Student has carefully

Student has planned
the intent and plan of planned his/her part of
his/her part of the
complete Wonderland the Wonderland and
Wonderland and can
and how his/her part
can describe how
describe how he/she
will contribute to the he/she will get the work will get the work done
whole. Works with
done and a vision for
and a vision for
team to come up with his/her part. Gets team his/her part. Does not
general plan of what
input on plan for
solicit much group
will be done before
his/her contribution
input when making
beginning.
before beginning.
plan.

Leaps into action

without any evidence
of planning or focus.

Comments:
The group worked well
The group generally
together with all
worked well together
members contributing
with all members
significant amounts of
contributing some
Collaboration quality work. All group quality work. All group
and Teamwork members participated members participated
in discussion and
in discussion and
actively listened to
actively listened to
others.
others.

The group worked

The Wonderland
fairly well together
appeared to be the
with all members
work of only 1-2
contributing some
students in the group
work. Most group
AND/OR there was little
members participated
discussion, working
in discussion and
together or active
actively listened to
listening.
others.

Comments:
Class time was used
Class time was used
Class time was not
Class time was not
wisely. Much time and wisely, and care is seen always used wisely,
used wisely and there
effort went into the
in the work.
but effort is seen in the is not much evidence of
planning and creation
work.
care or effort in the
Time and Effort of the Wonderland.
work.

Comments:
Grade Total:
____/____

100-90

89-80

79-70

69-60

2
Not my favorite

1
Didn't like it

What was the most difficult part about this project?

What was the most successful part?

5
Loved it!

4
Enjoyed it

3
It was okay

UNIT PLAN - WONDER - Lesson 2

Emily Brewer

Group Peer Assessment:

Student Teachers
by
Emily Brewer

This assessment involves two groups at a time the Asking Team and the Project Team. The students on
the asking team will ask members of the other team deep questions about their project as a group and
individually The asking team takes on the role of the teacher. This will happen in a different area while the
other groups continue working on their projects.
Beforehand- Students will learn how to ask questions like:
How did you make that?
What was your inspiration for your Wonderland as a group?
Who did what part?
Why did you choose that material?
Have you thought about using?
Is there something you would have liked to do differently?
The asking team will take notes on what they liked about the project teams work/answers and why. They
could potentially use these ideas in their own work or it may help generate new ideas. The project team
will also have the opportunity to take notes on suggestions. I will sit off to the side in the background
formally listening and taking notes myself. If the discussion dies down fast or needs help, I will step in with
some questions or suggestions. The asking team will then switch roles and a new asking team will come in.
This way it doesnt matter how many groups you have (even or odd number) and the project team can get
back to work with their new ideas.
This strategy is beneficial to both teams the asking team gets practice asking deep questions and seeing
how others are interpreting the assignment. The project team gets to discuss their work with peers in a less
formal way than a class presentation and may get new suggestions to use in their work. All students will
eventually have a class presentation at the end of the project and this will help them prepare for that. Both
teams will have the opportunity to hear from people their own age and on the same level of thinking.
This strategy will also help me see how the team is working together and their attitudes toward the
assignment. Who is answering the questions? Do they all take turns or is there a team leader? Do the other
members agree with the answers? Is everyone is getting their voice heard? Are they excited to share? How
deep are their answers?
Where could this go? The project team could end up teaching the asking team how they did a certain
technique or help them find the resources they used. I would like these discussions to be student lead and
have the students generate their own deep questions. Coming up with their own questions would ideally
help them to think deeper about their own artwork.

UNIT PLAN - WONDER - Lesson 2

Project: Building

Emily Brewer

Wonderland

Student Teacher: _______________________________________

Date: ___________________________

Project Team Members:

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

What questions do you have for the project team or individual members? Be sure to write who
answered the question.
1. _________________________________________________________________________________________________
Answer:

2. _________________________________________________________________________________________________
1.
Answer:

Please complete the questions below. You may use the back of the paper for notes.

1. What did you like most about the project teams work? Why?

2. Was there a moment of inspiration that you could use for your own project? Explain.