BalanceandJuxtapositioninMobiles

Author:YoshiMakino
Datecreated:11/17/20143:13PMESTDatemodified:12/04/201412:56PMEST

VITALINFORMATION
TotalNumberofStudents

19students
1studentteacher'saide
Male7
Female12

Area(s)StudentsLiveIn

rural

Free/ReducedLunch
EthnicityofStudents

Native1
Hispanic6
White12

EnglishLanguageLearners

Oneadvancedlevel,female.(Y.)

StudentswithSpecialNeeds

Onehighfunctioningmalewithautism.(D.)

Subject(s)

AdvancedArt

Grade/Level

Grade10,Grade11,Grade12

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Studentshavepreviouslyworkedthreedimensionally.Theyarefamiliarwiththeelementsofarts,usedindrawing.
Thisassignmentbuildsuponthosetermsinthreedimension.

LearningOutcome(s)

Afterapowerpointpresentation,anddirectinstruction,studentswillcreateamobileonathemeandincludea
juxtapositiontothatthemeandusecontrastingelementsofart(shape,color,textureetc...)Learningwillbeassessed
byrubric.

Standards

CACaliforniaCurriculumFrameworks
Subject:Arts
Area:VisualArts
Component:CreativeExpressionComponent
Goal3:Studentsdevelopknowledgeofandartisticskillsinavarietyofvisualartsmediaandtechnicalprocesses.
Level:GradesNineTwelveProficient
ExampleofKnowledge:Studentscreateuniqueartworks,usingthecharacteristicsoftwoandthree
dimensionalmedia,andapplytechnicalskillstocommunicateeffectively.

Comments

ASSESSMENTS
Assessment/Rubrics

Formativeassessmentwilltakeplacebyaskingstudentquestionstocheckforunderstanding.Theteacherwillalsouse
thumbsignsforformativeassessment.(Thumbsupforunderstanding,thumbssidewaysforpartialunderstandingand
thumbsdownfornounderstanding.)

Studentswillbemadeawareofthemobiles'criteria:
1.Ithasphysicalbalance
2.Itincludesacontrastingelementofart(shape,color,textureetc...)
3.Ithasathemewithajuxtapositiontothattheme.(Ifyouaremakingamobileofbirds,youmightincludeacat.)
4.Ithasqualitycraftsmanshipandattentiontodetail.

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Summativeassessmentwillbeinformofarubric.
Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Technology:ComputerandprojectortopresentthepowerpointpresentationfeaturingAlexanderCalderandother
examplesofcontemporarymobiles.
Books:AlexanderCalderbooks
Materials:bailingwire,coloredpaper,cardstock,glue,coloredpencils,variousstringsuchasfishingline,embroidery
floss,etc...,glue
Tools:pliers,wirecutters,needles,andscissors
Other:Aclothlineorstringtohangthemobilesoffof.

Comments

IMPLEMENTATION
SequenceofActivities

Theteacherstartsthelessonbyexplainingtheuseofthumbsignstocheckforunderstanding.(Thumbsupfor
understands,thumbssidewaysforpartialunderstandingandthumbsdownfornounderstanding.)Theteacher
immediatelyusesthatsystemtomakesuretheyunderstandit.
TheteachershowsapowerpointpresentationofmobilesfeaturingworksbyAlexanderCalderandmobilesby
contemporaryartist.Theslideshowalsoexplainstier2words:balance,contrastandjuxtapositionandtier3words:
mobile,stabile,kineticartandorganicshapes.Theteacherchecksforunderstandingusingthumbsigns.
Theteacherexplainstheassignment.Shelistsandexplainsthemobiles'fourcriteria:
!.Ithasphysicalbalance
2.Itincludesacontrastingelementofart(shape,color,textureetc...)
3.Ithasathemewithajuxtapositiontothattheme.(Ifyouaremakingamobileofbirds,youmightincludeacat.)
4.Ithasqualitycraftsmanshipandattentiontodetail.
Theteacherliststheelementsofart.Thestudentsgetintopairsandcomeupwithexamplesofcontrastingelementsof
art.(Blackandwhite,roughandsmooth.)Thestudentssharetheiranswerswiththeclass.
Nexttheteacherexplainsandgivesexamplesofpotentialmobilethemewithajuxtapositiontothattheme.Shechecks
forunderstanding.Shehasstudentsgetintopairsandbrainstormideasfortheirmobile.Theteachercallsonstudents
tosharetheirideas.
Materialsandtoolsarelaidoutinatableandtheteacherhasstudentsgatheraroundtolookatthematerialchoices.
Theteacherdemonstratesthefinerpointsofbalancewithwireandstring.Thestudentsbeginworkingandtheteacher
circulatestheroomandspeakstothestudentsindividuallygoingoverideasandmeansofconstruction.

DifferentiatedInstruction

TheteacherfrontloadedinformationforthetheELstudentthedaybefore.
Theteachermetwiththestudentwithautismseparately.Theteacherwasawarethathedidnotwanttosharehis
ideaspublicly.

Comments

REFLECTIONS
PriortoLesson

IanticipatedhavingcomputerhookupproblemssoIwentthedaybeforetotestmycomputer.HoweverIgotside
trackedandforgottocheckthecomputersituation!Thereforeonthedayofthelesson,Iwenttoclassearlyandsure
enoughIhadprojectionproblemsbutIwasabletoresolvethembeforeclass!WHEW.
Theoverallqualityofthemobileswillshowhowwelllearningoutcomesweremet.

PostLesson

AsIwritethisreflection,thestudentsarestillworkingontheirmobilesanditappearsthatthelessonwillrunatotalof
fourdays.BasedonthetwodaysthatItaughttheclass,moststudentswillmeetthefourlearningobjectives.Themost
challengingofthefourcriteria,istointerpretthejuxtapositionofthemobile'stheme.Isawsomeinterestingexamples.
Therewasasimple,yetelegant,mobilemadeupoftwobluewaterdropsandaredflameoffire.Anotherstudenthad
madeapowerfulblackgeometricskyscraperscontrastingwithorangebutterflies.
IdeallyIwouldhaveshownexamplesofstudent'sworktodemonstratethislesson.I'vewitnessedhowshowingstrong
examplesraisesthebarandhelpsproducestrongerwork.Ihopetobeabletophotographsomeofthemobilesfrom
thisassignmentforfutureassignments!
WhatIrealizeisthatIshouldhavemadeallstudentssketchtheirideasbeforetheystartedmakingthemobiles.Some
studentsdidthisontheirownandIcouldseethatitwashelpfultothem.Also,thiswouldbeagoodwaytoforstudents
toseeifthejuxtapositionoftheirthemewasworking,andIcouldhavereviewedeachstudent'sworkbeforethey

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startedconstruction.IwashesitanttorequirethisastepbecauseIwasconcernedaboutthelengthofthelesson,but
inhindsightitwouldhavebeenbeneficial.Ifthiswasn'tanadvancedartclass,Iwouldhavealsoprovidedmore
examplesandstepsregardingtheconstructionaspectofthelesson.Thisadvancedclassallseemedtodowellwiththe
constructionaspectofthelesson,exceptfortheonestudentwhohadn'thadartatthehighschoollevelbefore.
Asfarasmaterials,Ishouldhavebroughtsomethinner,finerwireforlashingthethickerwiretogether.
Overallithinkthelessonwentwell.
Comments

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