ARTS EDUCATION TEACHER HANDBOOK

MIDDLE SCHOOL LESSON PLANS

Submitted By Catherine Van Steenburgh, Winston-Salem/Forsyth County

Lesson Title:
The Art Box

Grade Level or Course:
Sixth Grade

Time Allotment:

One (45 minute) lesson on the elements of design
One (45 minute) lesson on making of the Art Box itself
Two (45 minute) lessons on the drawing of the design on the box
Two (45 minute) lessons for coloring and finishing the box design

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course of Study and Grade Level Competencies, K-12:

1.01 - Plan and organize for creating art.
1.02 - Explore strategies for imagining and implementing images.
1.03 - Recognize in a world of imagination there is no right or wrong, but some solutions are better than others.
1.04 - Recognize and identify ideas that artists get from a variety of sources.
1.05 - Understand that ideas evolve over time.
1.06 - Develop perceptual awareness through the use of all senses.

Targeted Goals and Objectives from the North Carolina Standard Course of Study and Grade
Level Competencies, K-12 for other content areas.

Construct congruent segments, congruent angles, bisectors of line segments and bisectors of angles.
Define and identify interior, exterior, complementary, and supplementary angles and pairs of lines including skew lines.
Define and identify alternate interior, alternate exterior, corresponding and vertical angles.
Identify and distinguish among similar, congruent and symmetric figures; name corresponding parts.
Locate, give the coordinates of, and graph plane figures, which are the results of translations or reflections in the first quadrant.
Investigate and determine the relationship between the diameter and circumference of a circle and the value of pi; calculate the circumference of a circle.
Identify the relationship between areas of triangles and rectangles with the same base and height.
Use models to develop formulas for finding areas of triangles, parallelograms and circles.
Calculate areas of triangles, parallelograms and circles.
Model the concept of volume for rectangular solids as the product of the area of the base and the height.
Convert measures of length, area, capacity, weight and time expressed in a given unit to other units in the same measurement system.
Estimate solutions to problems involving geometry and measurement. Determine when estimates are sufficient for the measurement situation.
Analyze problem situations, select appropriate strategies, and use an organized approach to solve non-routine and increasingly complex problems involving geometry and measurement. Use technology as appropriate.

Lesson Objective(s):

• The student will be able to exhibit knowledge of the elements of design. (Line, form, texture, shape, value, color, space. )

• The student will be able to exhibit the use of measurement using a ruler.

• He student will exhibit the understanding of composition in reference to balance.

• The student will create an interesting 3D composition using learned elements and balance as a design principle.

• The student will create this box using poster board, pencil, and marker.

• As part of their study of the elements of design, students will create an original piece of artwork and exhibit their work in a specified location within the school building. (The library is a good location)

• A separate rubric for the composition and the construction of the artwork will also be used. Photographs of finished pieces will be placed in each student's portfolio as a sample of his/her work.

Materials/Equipment Needed:

Poster board, pencil, ruler, and marker

Lesson Procedure:

Lesson 1

Review the elements of design. Explain what the students will be doing and how that relates to these elements. They will be using what they have learned to create a 3d box out of poster board. Give students copies of the rubric that will be used for assessment of the artwork, so that they will know what expectations are from the start.

Lesson 2

Students individually construct the box itself using a ruler.

Lesson 3

Students create the design on the boxes using a pencil and their knowledge of the elements.

Lesson 4

Students apply color to the boxes using markers.

Assessment:

Individual assessment: students self assess using a teacher designed rubric (See rubric below). The rubric incorporates the student's ability to evaluate the work.

Teacher assessment: Photographs of all work are taken. Those that exhibit all the correct usage and knowledge of the elements of design are displayed. Photographs of work that do not exhibit the correct knowledge of the elements are filed for later use to show the difference between a good composition and a poor one.

Special Considerations:

This lesson should be used at the beginning of a school year to determine how much the student has retained in their transition from elementary school to middle school. This lesson may be extended beyond the time stated in this lesson plan.

Note: If all the writing is in the 4th column, each student receives .25 points, 3rd column =.20 points, 2nd column =.15 points and 1st column = .10 points

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