Enduring Idea(s) or Question(s ) (15 points):

How can the students identify with oneself using the techniques of embroidery?

Enduring Idea: The appreciation of constructing art goes beyond aesthetics, it can also be used to build self awareness.
Developing an emotional and intellectual sense of self (Gude, 2007) creates a better understanding of ones placement in their
own life as well as their influence on others. It is crucial to self reflect in order to make adjustments and improve our quality of
life. In Duncums article, he mentions the implementation of seven principles that should be included in the regular art
curriculum. Representation and Multimodality are just a few principles that coincide with our understanding of how ones
identity forms (2010).

To Teach and Reflect on The Enduring Idea: We will start by presenting a powerpoint on the history of embroidery to allow
students to have a greater appreciation as well as understanding of the project before starting. We will instruct our students to
participate in an open class discussion about advice they would have given their younger self. Next, we will allocate 5 minutes
for our students to list personal advice they would give their younger self. Finally, we will demonstrate several proper
embroidery techniques.

Lesson Objectives (15 points):

1) The students will be able to reflect on Duncums principles of art and their own identity.
2) The students will be able to construct an embroidery piece using various threads.
3) The students will be able to have a general understanding of embroidery history.

Rationale (6 points):

This project is significant for the students to gain an understanding on how to embroider. While using the techniques of
embroidery, the students should reflect on their past and how they formulate their identity. Thus showing the importance in self
reflection and how it is essential to ones growth.

Specific Art Content (10 points): Note: This includes the art presentation that you gave prior to the lesson and how you
structure the lesson the day you teach it.

The students will learn about principles and elements of embroidery and relate the piece to their own personal life as a self
reflecting project. Based on the readings of Gude, Mohanty, and Duncum, the students will address the principles listed by the
authors using the techniques of embroidery.

1. Presentation on the history of embroidery.

2. Group brainstorm of what they can get inspiration from.
3. Individual brainstorm on what phrase or set of words they want to use.
4. Selection of the set phrase wanting to be use.
5. Small demonstration on embroidery.
6. Start embroidering their piece.

Resources & Materials for Teacher (4 points):

List the instructional resources needed--reproductions, objects, websites, equipment, videos, dvds, links, guest speakers,
literature, art supplies, etc.

Supply List:
DIY embroidery hoop -sewing needle
Fabric -markers
Embroidery floss -colored pencils
Yarn
Resources (Teacher):
Technique examples
Artist powerpoint

Rubric

Excellent-4 Good-3 Needs Work-2 No Credit- 1-0

Quality of the Excellent quality of Good quality of the Needs work on the There is no quality of
technique the technique used in technique used in the quality of the the technique used in
the project project. technique used in the the project .
project.

Creativity Excellent use of Good use of creativity Needs work on the There is no creativity
creativity used in the used in the project. creativity used in the used in the project.
project. project.

Including the Excellent use of Good use of principles Needs work on using No use of principles
Principles principles described in described in the principles described in described in the
the reading used in the reading used in the the readings used in readings used in the
project. project. the project. project.

Participation Excellent participation Good participation in Needs work to Did not contribute in
in brainstorming. brainstorming. contribute in brainstorming.
brainstorming.

HIGHLY ENCOURAGED:

The group that will be teaching the art lesson will want to work closely with instructor:

Communicate with the instructor, ask for guidance and/or clarification about studio lesson.
Supply a list of art materials needed for the art lesson at the beginning of the semester.
Send instructor, via email, teaching outline in advance of lesson at least 3 days before you teach.
If you would like feedback on your lesson objectives or any part of the lesson please give me 3-5 days to respond.

REFERENCE:

Duncum, P. (2010). Seven principles for visual culture education. Art Education, 6-10.

Gude, O. (2007). Principles of possibility: Considerations for a 21st- century art and culture curriculum. Art Education, 6-17.