LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 2, 10th 11th grade, Stitching Stories, 50 minutes

II. Lesson Rationale:

In this lesson students will continue to explore various ways that artists tell stories through their
work. This lesson will introduce students to artist, Kiki Smith. Kiki Smith works with a variety of
mediums, one of them being fibers. Fibers add a different layer to the stories that she tells and explores
in her work. Students will engage in discussion over the various ways in which fibers were used to tell
stories and how the incorporation of fibers can add to the stories we tell. This lesson will teach students
basic stitches like, the baseball stitch and the running stitch as well as basic embroidery. These
techniques will add to the ones learned in the previous lesson and will be tools that they can use in the
final project at the end of this unit.

III. Key Concepts:

Fibers add layers to how a story is told.
Fibers has the ability to tell a story.

IV. Essential Question:

How can fibers add layers and depth to the stories we tell?
How can we use stitching and embroidery to tell a story?

V. Lesson Objectives:
o The student will be able to explore the relationship between fibers and storytelling
through class discussion.
o The student will be able to add layers to their stories by incorporating basic stitches and
embroidery.
o The student will be able to make basic stitches and embroidery through the use of
thread, embroidery floss and needles.

VI. Specific Art Content:

Stitching, embroidery, fibers, artists examples.

VII. Resources & Materials for Teacher:

Computer, Screen projector, Fibers PowerPoint, fibers how-to video, Kiki Smith PP, Art21
video, sketchbooks, pencils, erasers, felt, thread, embroidery floss, needles, embroidery hoop,
thimbles, scissors.

VIII. Resources & Materials for Students:

Fibers how-to video, Kiki Smith PP, Art21 video, sketchbooks, pencils, erasers, felt, thread,
embroidery floss, needles, embroidery hoops, thimbles, scissors.

IX. Instruction and Its Sequencing:

Day of the Lesson: Day 1
1. Introduction/Motivation
o Kiki Smith Art21 video
 2. Guided Practice
o PowerPoint on Fibers in Art
o Class Discussion: What does the use of fibers add to a story?
o In what ways might we incorporate fibers in out depictions?
o Do you think using fibers is successful? Why or why not?

3. Independent Practice
o Students will get into small groups and brainstorm various ways in which they might
incorporate fibers in their work.
o Students will record findings in their sketchbooks.

4. Closure
15 minutes before the end of class I will gather the students as a whole and we will share the
thoughts they discussed in their groups.
o How can fibers be incorporated into their work?
o How can fibers tell a story?

5. Formative Evaluation
I will walk around and make sure students are on task and ask about the discussions they are
having with their peers and what ideas they are exploring.

6. Accommodations
PowerPoint images will be left on the screen longer so that students have time to process them.
Text will be enlarged for students to better see and will be left longer in order for them to have
time to process the text.

7. Classroom Management Procedures

PowerPoint and video will already be set up and ready to go.

Day of the Lesson: Day 2

1. Introduction/Motivation
o Last class we talked about how we can add various layers to our stories and we talked
about how fibers have been used.
o At the beginning of class, we will refresh on the conversation and discussion of the
previous class.

2. Guided Practice
o Today we are going to learn some basic stitching and embroidery. These techniques
will be helpful if you decide you want to use them in the final project.
o How-To video: Stitching and embroidery

3. Independent Practice
o Students will practice stitching and embroidery.

4. Closure
 20 minutes before class students will put away all materials carefully and will gather as a whole
to talk about any troubles with stitching and embroidery.
o What do we think about it?
o Does it add to the story(ies) we are trying to tell?
I will also ask students to begin to think about what stories they want to tell and how might
fibers play a role in them.

5. Formative Evaluation
I will walk around and make sure students are on task and are not having any difficulties with
the process of stitching and embroidery.
6. Accommodations
PowerPoint images will be left on the screen longer so that students have time to process them.
Text will be enlarged for students to better see and will be left longer in order for them to have
time to process the text. I will replay the how-to video if necessary and physically demo for
students that need it. I will walk around and ask if students are having any difficulties and know
how to use the materials provided.

7. Classroom Management Procedures

Materials will be provided for students. Safety procedures for threading a needle will be
demonstrated for students. At the end of class all scraps of felt will be picked up and materials
will be safely put away.

X. Summative Assessment and Evaluation:

What do I want to know?
Can the students demonstrate how to make a basic stitch and embroider?
Can students describe various ways to use fibers to tell a story?
How will I know it?
Students will make basic stitches and embroider on felt.
I will conduct a class discussion.
Students will get into small groups and brainstorm various ways in which fibers can be
incorporated in their work.
How will I record it?
Sketchbook check, notes, and rubric.

Summative assessments need to be thoughtfully conceived and carefully planned (Beattie,

pg. 105).
Observing students while they work not only reveals student behaviors and habits but also
how well instruction is working (Beattie, Pg. 76).

Do not pass Go Almost There Proceed to Go-

Green Light
 Stitching & Did not complete Stitching and Stitches and
Embroidery Practice practice stitches and embroidery are embroidery are
embroidery. complete but stitches complete, stitches
and embroidery need are straight and even.
clean up. Embroidery is clean
and filled.
Sketchbook Entry- Did not make an Wrote notes over Sketchbook entry is
Fibers group entry in sketchbook. group discussion, but complete. Cohesive
brainstorm the list is not notes, concise list.
concise.

XI. Interdisciplinary Connections:

Through this lesson students will be making connections

XII. References & Resources:

o Art21: Stories Segment- https://art21.org/watch/art-in-the-twenty-first-
century/s2/stories/
o Art21: Resources for Educators- https://2yhr3j6imaw4e4zzg38k38ar-
wpengine.netdna-ssl.com/wp-content/uploads/2017/03/art21_season_two_guide.pdf
o Youtube: Kiki Smith- https://youtu.be/5aRhXY0wQiE
o Fibers PowerPoint
o Fibers How-To video
o Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis
Publications, Inc.

XIII. Art TEKS

o 117.303. Art, Level II (One Credit), Adopted 2013.
o (c) Knowledge and skills.
o (1) Foundations: observation and perception:
A. use visual comparisons to illustrate concepts and ideas from direct observation,
original sources, experiences, narration, and imagination for original artworks;
D. explore suitability of art media and processes to express specific ideas such as
content, meaning, message, appropriation, and metaphor relating to visual themes of artworks
using art vocabulary accurately.
o (2) Creative expression
A. create original artwork using multiple solutions from direct observation, original
sources, experiences, and imagination in order to expand personal themes that
demonstrate artistic intent;
B. apply design skills in creating practical applications, clarifying presentations,
and examining consumer choices in order to make successful design decisions;

XIV. National Art Standards

VISUAL ARTS - Connecting

o Anchor Standard 10: Synthesize and relate knowledge and personal experiences to
make art.

VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.

A:Cn10.1.IIIa: Synthesize knowledge of social, cultural, historical, and personal life with art-making
approaches to create meaningful works of art or design.

o Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and
historical context to deepen understanding

VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal
responses to art.

VA:Cn11.1.IIa: Compare uses of art in a variety of societal, cultural, and historical contexts and make
connections to uses of art in contemporary and local contexts.

VISUAL ARTS - Responding

o Anchor Standard 7: Perceive and analyze artistic work

VA:Re.7.2.Ia: Analyze how ones understanding of the world is affected by experiencing visual
imagery.

VA:Re.7.2.IIa: Evaluate the effectiveness of an image or images to influence ideas, feelings, and
behaviors of specific audiences.

VISUAL ARTS - Creating

o Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present- day life using a contemporary
practice of art or design.