Department of Arts Administration, Education, and Policy

UNIT PLAN OVERVIEW

(Revised 2016)

Teacher Candidate Finnick Vest

School Winterset
Grade Level 5th

UNIT TITLE Collaging Featuring Bill Wurtz

Length of Class Period 45 minutes
Approximate Number of Students in Each class ~25
Beginning Date for this ​Unit October
Ending Date for this ​Unit October

ENDURING UNDERSTANDINGS

● Personal Choice and Vision: Students construct and solve problems of personal relevance
and interest when expressing themselves through visual art.

● Critical and Creative Thinking: Students combine and apply artistic and reasoning skills
to imagine, create, realize and refine artworks in conventional and innovative ways.

PROGRESS POINTS
B. Identify and apply universal themes and processes to communicate meanings, moods and
visual effects in personal and collaborative artworks

E. Provide and use feedback to improve and refine their artworks

CRITICAL ISSUE / BIG IDEA

Anticipatory Set​ (what do the students already know, why is this lesson relevant?)
Student have been working on Pop Art and color relationships like complimentary colors.
Student have experience with collage.

Students at this age are very in tune with technology, especially viral videos and vines. Bill
Wurtz is an artist that makes ironic and offbeat video clips that have been immensely successful
on both Youtube and Vine. He references many aspects of internet culture, and his random sense
of humor meshes with younger audiences. It is likely that students have previously viewed his
content or similar content, and by exploring Bill Wurtz as and artist and content creator, students
will be able to understand and have a newfound appreciation for how art and visual culture
influence their day to day lives on the internet.

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Central Focus ​(creating, presenting, interpreting, responding, and/or relating art to context)
Students will be relating Vines and Youtube videos created by artist Bill Wurtz to the elements
of Pop Art through creating their own font based collages.

Essential Questions ​(provocative, engaging, critical)

What elements of Bill Wurtz’s videos connect to Pop Art?

Why do you think the artist uses words and different fonts in his videos?

Why might someone consider vines and Youtube videos art? What do you think?

Possible Integration
I could collaborate with a history teacher as well as a science teacher and explore the videos
“history of japan” and “history of the world i guess” with students to create more entertaining
connection to course material. These videos would have to be censored.

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Who is Bill Wurtz?
Lesson Description Students will learn about Bill Wurtz as an artist and content creator.
Students will explore connections in his videos to that of Pop Art, as well
as well begin the brainstorming process for making text based collages
inspired by Wurtz’ work.

Lesson Two
Title Collage like Bill Wurtz!
Lesson Description Students will take the teacher’s feedback on their brainstorming worksheets
into consideration when beginning their artmaking. Students will have
choice in materials, fonts, and stories while creating, and fill out a
selfcheck progress rubric half way through the class period. Students will
observe hot glue demonstrations.
Lesson Three
Title Critique and Reflect
Lesson Description Upon finishing up their collages, students will break into groups of four in
order to discuss their art pieces in a small group setting. Students will have
prompted questions to answer about their piece to their peers. The class
will then return to large group where I will ask the groups about the stories
shared.

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Explain how technology has been used in this unit
Technology will be used by students to research, experiment with, and print off their choices of
font for their stories. Students will have access to Chromebooks as well as a printer during their
artmaking.

LESSON PLAN

Teacher Candidate Finnick Vest

School Winterset
Grade Level 5th

LESSON NUMBER 1
Lesson Title Who is Bill Wurtz?
Length of Class Period 45 minutes
Approximate Number of Students in Each class ~25
Beginning Date for this ​Lesson October
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING

6PE Select and access contemporary digital tools media arts to investigate ideas and inform
artmaking.

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

Performance-based Assessment Objectives

1. Students will investigate Bill Wurtz’ digital videos and their connection to Pop Art as a
launching point for informing their artmaking.

2. Students will thematically plan their artwork before the artmaking process.

Performance-based Assessment Strategies

(attach assessment documents if applicable)

1. I will read student responses to questions 1 and 2 on their Brainstorming worksheets to

assess the student’s ability to explain who Bill wurtz is and come up with​ 2​ connections
between Bill Wurtz and Pop Art.

2. I will read student responses to questions 3, 4, and 5 on their Brainstorming worksheets

to assess the student’s ability to answer each question, and provide an idea for a story,
and examples of found images and fonts.

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Academic Language
Vocabulary
● Collage: ​a piece of art made by sticking various different materials such as photographs
and pieces of paper or fabric onto a backing.

● Pop Art: ​art based on modern popular culture and the mass media, especially as a critical
or ironic comment on traditional fine art values.

● Viral Video: ​any clip of animation or film that is spread rapidly through online sharing.
Viral videos can receive millions of views as they are shared on social media sites,
reposted to blogs, sent in emails and so on.

● Content Creator: ​the contribution of ​information​ to any ​media​ and most especially to
digital media​ for an ​end-user​/​audience​ in specific contexts.

Additional Language Demands ​(​specific​ speaking or writing activity)

Students will be expected to speak with partners about prompted questions, as well as write
answers to 5 questions on the Brainstorming worksheet.

Accommodations for Special Populations

There are two students in the classroom who seem to be more interested in art than the rest. Both
carry sketchbooks with them, and often create art outside of class time. I will encourage these
two students to incorporate a lot of drawing into their college to individualize it to their skills and
give them a chance to relate more to the assignment.

Art/Visual Culture Examples

● https://www.youtube.com/watch?v=1VyubXEBZqA

● https://www.youtube.com/watch?v=_c1NJQ0UP_Q

● https://www.youtube.com/watch?v=NHZr6P1csiY

● https://www.youtube.com/watch?v=8NArIVIQ4BI

● https://www.youtube.com/watch?v=Sa8-Lrc1lUc

● Andy Warhol images

● Cabell Molina images

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Preparations
Materials/Resources for Teacher
● Computer
● Projector
● Powerpoint Slides
Materials for Students
● Hot Glue
● Elmer’s Glue
● Magazines
● Clip Art
● Chromebooks
● Pencils
● Sharpies
● Construction paper
● Scissors
● Fabric scraps
● Acetate
● Poster Board
Safety Procedures

Students will be directed to use the hot glue gun safely. Do not touch the metal tip, and that the
glue is hot enough to burn them.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Upon entering the classroom, I will instruct students to keep Chromebooks at their desks, but to
keep them closed. The cart will have the worksheets for the students in their class box.
Worksheets will be passed out to the students. I will ask the homeroom teacher for access to the
computer. Once the slide is open and ready to present, I will introduce myself to the students and
ask them to read the questions on their piece of paper, so they will be prepared to write down the
answers. I will begin the presentation. (5 minutes)

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

I will arrive in classroom, setup powerpoint, and get worksheets 5 min

passed out.

I will introduce myself and begin presentation. I will show the 10 min

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 students 5 Bill Wurtz videos and go through the first few slides.

I will have student look over the first two questions on their 4 min
worksheets and answer them.

I will have students talk to their partner and share their answers to 4 min
question 2.

I will prompt students with questions about pop art and how Bill 5 min
Wurtz’ videos connect to pop art.

I will go over what the project is and the expectations of it. I will 5 min
answer any questions the students may have.

I will instruct students to finish their Brainstorming worksheets, 10 min

and discuss and share their collage plans with a partner.

I will collect the student’s worksheets and explain that I will be 2 min
giving them feedback on their ideas before they begin the
artmaking process the next week.

Clean-up Procedures​ (Room, Materials & Work Storage)

Students will pass me their worksheets, so I can write individual comments on their
brainstorming before they begin their artmaking.

Closure, Review & Anticipation​ (what’s next?)

Students will complete their worksheets, and I will collect them to provide feedback. The
students will then apply the ideas they brainstormed into their college the next class period.

Supplemental Activity
https://www.tate.org.uk/kids/games-quizzes/street-art

Teacher reflection focused on the lesson ​after​ it has been taught

(insert after lesson)

LESSON PLAN

Teacher Candidate Finnick Vest

School Winterset

6
 Grade Level 5th

LESSON NUMBER 2
Lesson Title Collaging Like Bill Wurtz!
Length of Class Period 45 minutes
Approximate Number of Students in Each class ~25
Beginning Date for this ​Lesson October
Ending Date for this ​Lesson October

CONTENT STATEMENT – PERCEIVING/KNOWING

N/A

CONTENT STATEMENT – PRODUCING/PERFORMING

4PR Select and use the elements and principles of art and design to communicate understanding
of an interdisciplinary concept.

CONTENT STATEMENT – RESPONDING/REFLECTING

N/A

Performance-based Assessment Objectives

1. Students will select and use multiple mediums in order to communicate a story in their
collage.

2. Students will utilize multiple elements of art and design to communicate the theme and
mood of their story.

3. Students will select specific fonts that communicate the mood and aesthetic of their story
based collages.
Performance-based Assessment Strategies
(attach assessment documents if applicable)

1. I will utilize the rubric I provided to assess that 3 mediums have been used.

2. I will view the art informally throughout the class to assess and prompt student about the
inclusion of the elements of design. I will formally assess the presence of at least 2
elements after the project is finished using the provided rubric

3. I will assess and provide feedback on the effective use of fonts after viewing the
Brainstorming worksheet as the students begin their artmaking. I will also summatively
assess this via the rubric.

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Academic Language
Vocabulary

● Elements of design: The ​elements​ are components or parts which can be isolated and
defined in any visual design or work of art. They are the structure of the work, and can
carry a wide variety of messages. The elements are: shape, line, point, color, movement,
pattern, texture

● Collage: ​a piece of art made by sticking various different materials such as photographs
and pieces of paper or fabric onto a backing.

Additional Language Demands ​(​specific​ speaking or writing activity)

Students are drafting stories using printed out and found fonts onto their college. Students will
also be expected to share their progress and offer feedback to their partners in the classroom.

Accommodations for Special Populations

There are two students in the classroom who seem to be more interested in art than the rest. Both
carry sketchbooks with them, and often create art outside of class time. I will encourage these
students to college already made drawings from their sketchbooks in order to change their
meaning or representation.

Art/Visual Culture Examples

● https://www.youtube.com/watch?v=1VyubXEBZqA

● https://www.youtube.com/watch?v=_c1NJQ0UP_Q

● https://www.youtube.com/watch?v=NHZr6P1csiY

● https://www.youtube.com/watch?v=8NArIVIQ4BI

● https://www.youtube.com/watch?v=Sa8-Lrc1lUc

● Andy Warhol images

● Cabell Molina images

Preparations
Materials/Resources for Teacher

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Materials will be organized into distinct boxes on the cart. (sharpies in one section, colored
acetate in a separate box, etc. Upon entering the classroom I will request access to the computer
from the homeroom teacher, so I can pull up the videos once more if students need a refresher.
Students worksheets with teacher notes will be returned to them, so they can utilize the feedback
before starting on their collage. The progress rubrics will be passed out as well.

Materials for Students

● Hot Glue
● Elmer’s Glue
● Magazines
● Clip Art
● Chromebooks
● Pencils
● Sharpies
● Construction paper
● Scissors
● Fabric scraps
● Colored Acetate
● Poster Board/thicker paper

Safety Procedures

Students will be directed to use the hot glue gun safely. Do not touch the metal tip, and that the
glue is hot enough to burn them.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
Materials will be organized into distinct boxes on the cart (sharpies in one section, colored
acetate in a separate box, etc.). Upon entering the classroom I will request access to the computer
from the homeroom teacher, so I can pull up the videos once more if students need a refresher.
Students worksheets with teacher notes will be returned to them, so they can utilize the feedback
before starting on their collage. The progress rubrics will be passed out as well.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

I will pass out student’s worksheets, pull up the powerpoint, and 5 min
spread supplies out on the table.

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 I will explain all of the materials that can be used, show my college, 7 min
and review the expectations of the assignment. I will pass out the in
progress rubric as well.

Students will being gathering materials, and printing off fonts. I will 15 min
monitor to answer any questions. Students will start artmaking.

I will ask students to pause their artmaking in order to do a check in 5 min

with a partner. Each student will provide constructive feedback to their
partner. One thing that is great, one challenge to give. Each student
will complete their in progress rubric. I will monitor.

Students will finish up their artmaking for the day. 6 min

Students will clean up their supplies and work area, I will be assisting 7 min
in clean up.

Clean-up Procedures​ (Room, Materials & Work Storage)

Class time will be wrapped up 7 minutes early for students to put their own supplies away into
the proper boxes. I will set a timer and instruct the class when they have 3 more minutes of
artmaking, and then once that passes I will instruct the students to clean up their workspaces. The
boxes will be spread out on a table for students to place materials in, and then I will return the
materials to the cart.

Closure, Review & Anticipation​ (what’s next?)

Students will wrap up their artmaking with ideas of what they can change during the next class
period. Students will have a chunk of class next week to work on the college before the final
collage.

Supplemental Activity
https://www.tate.org.uk/kids/games-quizzes/street-art

Teacher reflection focused on the lesson ​after​ it has been taught

(insert after lesson)

LESSON PLAN

Teacher Candidate Finnick Vest

10
 School Winterset
Grade Level 5th

LESSON NUMBER 3
Lesson Title Critique and Reflect
Length of Class Period 45 minutes
Approximate Number of Students in Each class ~25
Beginning Date for this ​Lesson October
Ending Date for this ​Lesson OCtober

CONTENT STATEMENT – PERCEIVING/KNOWING

CONTENT STATEMENT – PRODUCING/PERFORMING

CONTENT STATEMENT – RESPONDING/REFLECTING

5RE Express what was learned and the challenges that remain when assessing their artworks

Performance-based Assessment Objectives

1. Students will be able to express what they learned and what challenges remain with their
own work amongst a small group.

2. Students will be able to give constructive feedback to their peers amongst a small group.

Performance-based Assessment Strategies

(attach assessment documents if applicable)
1. I will informally assess peer feedback when monitoring during small group discussion.

2. I will formally assess self reflection by checking for 2 comments from each student on
their critique worksheets.

Academic Language
Vocabulary
● Critique: an appraisal based on careful analytical evaluation
● Peer: one that is of equal standing with another
● Constructive: serving a useful purpose; tending to build up.

Additional Language Demands ​(​specific​ speaking or writing activity)

Students will be participating in small group discussion where they will be expected to present
and talk about their art. Students will also have to construct two comments about what they
learned during the project, and what was challenging for them.

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Accommodations for Special Populations
There are two students in the classroom who seem to be more interested in art than the rest. Both
carry sketchbooks with them, and often create art outside of class time. I will encourage these
students to go deeper into their critiques and give them additional critique prompts to accomplish
this.
Art/Visual Culture Examples

● https://www.youtube.com/watch?v=1VyubXEBZqA

● https://www.youtube.com/watch?v=_c1NJQ0UP_Q

● https://www.youtube.com/watch?v=NHZr6P1csiY

● https://www.youtube.com/watch?v=8NArIVIQ4BI

● https://www.youtube.com/watch?v=Sa8-Lrc1lUc

● Andy Warhol images

● Cabell Molina images

Preparations
Materials/Resources for Teacher
● Worksheets
● Student’s artwork
Materials for Students
● Hot Glue
● Elmer’s Glue
● Magazines
● Clip Art
● Chromebooks
● Pencils
● Sharpies
● Construction paper
● Scissors
● Fabric scraps
● Colored Acetate
● Poster Board/thicker paper
● Paper
● Rubrics
● Critique worksheet
● Pencils

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 ● Artwork

Safety Procedures
Students will be instructed and have outlines in order to provide positive and constructive
feedback to ensure the emotional well being of their classmates.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
I will have students’ artwork and worksheets organized on the cart to pass at the beginning of
class while students are finishing up their collages.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

I will pass out student’s worksheets, pull up the powerpoint, and spread 6 min
supplies out on the table. I will review the expectations of the assignment,
and pass out the assignment.

Students will begin gathering their supplies and working on their collages. I 15 min
will be monitoring and answering any questions.

Students will clean up their supplies and work area, I will be assisting in 6 min
clean up.

Students will break into small groups, I will pass out the Guided Critique 3 min
worksheet

I will have students present their work to their peers, discussing the 10 min
prompted questions from the worksheet. I will informally assess their
discussions.

I will ask for one volunteer from each group to discuss one of the stories 3 min
they learned from their classmates’ collages.

I will collect all of the worksheets and completed collages for later 3 min
assessment.

Clean-up Procedures​ (Room, Materials & Work Storage)

Students will be cued to clean up midway through the class, as to leave time for our small group
critique. I will set a timer and instruct the class when they have 3 more minutes of artmaking,
and then once that passes I will instruct the students to clean up their workspaces. The boxes will
be spread out on a table for students to place materials in, and then I will return the materials to
the cart.

13
Closure, Review & Anticipation​ (what’s next?)
This will be the end of the unit.

Supplemental Activity
https://www.tate.org.uk/kids/games-quizzes/street-art

Teacher reflection focused on the lesson ​after​ it has been taught

(insert after lesson)

Be sure to attach​ ​to the full instructional unit

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