Lesson Plan

Course Name

Title:_____Papercuts ________________________________________ Drawing & Painting

Length:________6 classes___________________
Grade Level

9- 12

Enduring Understanding (s):

(Statements summarizing important idea(s) and core process(es) that are central to an art topic and have lasting value beyond the classroom. They synthesize what students should understandnot just know or do as a result of studying a particular area of art. Moreover, they articulate what students should revisit over the course of their lifetimes in relationship to art.)

Prepared Graduate Competency (ies):

(List, in bullet form, which Prepared Graduate Level Competency [ies] will be addressed in this lesson as it [they] relate [s] to the enduring understanding [s].)

Artists use expressive features to organize visual communication. An individuals ability to choose subject matter, symbols and ideas as a basis for personal expression enables communication of ideas.

Develop and build appropriate mastery in art making skills, using traditional and new technologies, and an understanding of the characteristics and expressive features of art and design Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art through expanded use of media and technologies Analyze, interpret, and make meaning of art and design critically using oral and written discourse

Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable)

(Aligned to: Blooms-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Blooms: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy, and/or Technology)

Students will be able to develop clear plans for their pieces which demonstrate an understanding of positive and negative space (Blooms: Applying- Standard: Observe and learn to comprehend- GLE: Art and design have purpose and function. Numeracy) Students will be able to evaluate the work of a peer in a four-part written critique (Blooms: Evaluating- Standard: Envision and critique to reflect- GLE: A personal philosophy of art is accomplished through use of sophisticated language and art processes. Literacy) Students will be able to create a work of art using one continuous piece of paper and an Exacto blade (Blooms: Creating- Standard: Invent and discover to create- GLE: Assess and produce art with various materials and methods. Technology) Students will be able to incorporate imagery with personal relevance into their cut paper pieces (Blooms: Applying- Standard: Relate and connect to transfer- GLE: Communication through advanced visual methods is a necessary skill in everyday life. Literacy)

Pre-Assessment: (Hint-Turn objectives into questions.)

(This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/objectives of the lesson. Be specific in describing what you would recognize as proficient skill/knowledge.

Can students develop clear plans for their pieces, which demonstrate, and understanding of positive and negative space? Can students evaluate the work of a peer in a four-part written critique? Can students create a work of art using one continuous piece of paper and an exacto blade? Can students incorporate imagery with personal relevance into their cut paper pieces?
Accommodations and modifications: (Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale.

Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.)

Students who finish project quickly will be given the option to create a smaller paper cut piece using three colors. They will receive extra credit for completing this extension project and it will be a good primer for the printmaking project. Students with cognitive disabilities will work with their para to create marker drawings that use repeating shapes to create positive and negative shapes.
Vocabulary:
(List terms specific to the topic that students will be introduced to in the lesson.)

Silhouette Positive space Negative space Bridge Inverse

Materials:
(Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.)

Colored paper Exacto knives Pencils Glue sticks Colored pencils Rulers

Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a bulleted format.)

Slide show to introduce paper cutting can be found at https://docs.google.com/presentation/d/182qX0o19egGtBXxHiAFIl7usmzs5FCY__64h3MtgO4c/edit?usp=sharing

Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)

Create slide show Cut paper to size Create examples

Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)

Xacto knife safety never cut towards your other hand only use the blade for its indented purpose, do not try to cut any other objects or people all knives must be returned and counted before anyone can leave the classroom
Action to motivate/anticipatory set:
(Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a skit, telling a story, posing a series of questions, role-playing, etc.

Slide show on paper cutting Brief history- Paper cutting has existed about as long as paper itself- since the first century CE. Became popular as a folk art form in China around the 4th Century and spread to Europe during the 13th and 14th centuries. Papercuts have different purposes in different cultures, but they are mostly decorative Artists continue to create cut paper works around the world using new and traditional technologies Important characteristics- They only contain positive and negative space. There is no way to add midtones. This also means, there are only two colors Examples which show only two colors, a specific subject, and a frame Paper cuts can be as simple or as complex as you want. You can stick with big bold silhouettes, or add in finer details within those shapes. Project Requirements: Any two colors you choose. Cut sheet must stay intact (not cut into separate pieces). Minimum size is 10x10 inches. Include at least one subject and a frame Things to think about: Plan out exactly what will be cut and how your paper will stay intact. You will be cutting your paper from the back, so your image will be reversed

Ideation/Inquiry:
(Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students in to help them develop ideas and plans for their artwork.)

How can art express an idea or feeling? What do you want your art to say about you? Why do artists create preliminary plans?

Procedures: (Align with instructional methodologies and approximate times for instruction.)
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)

Day 1: Monday

Slide show on paper cutting Brief history- Paper cutting has existed about as long as paper itself- since the first century CE. Became popular as a folk art form in China around the 4th Century and spread to Europe during the 13th and 14th centuries. Papercuts have different purposes in different cultures, but they are mostly decorative Artists continue to create cut paper works around the world using new and traditional technologies Important characteristics- They only contain positive and negative space. There is no way to add midtones. This also means, there are only two colors Examples which show only two colors, a specific subject, and a frame Paper cuts can be as simple or as complex as you want. You can stick with big bold silhouettes, or add in finer details within those shapes. Project Requirements: Any two colors you choose. Cut sheet must stay intact (not cut into separate pieces). Minimum size is 10x10 inches. Include at least one subject and a frame Things to think about: Plan out exactly what will be cut and how your paper will stay intact. You will be cutting your paper from the back, so your image will be reversed After the slide show students will have the rest of class to start sketching for their piece. Students will need to create at least three thumbnail sketches before moving onto a larger plan.
Day 2: Tuesday

This class period should be devoted to planning. I will go over the requirements again and show all the parts of my example. Students should finish their thumbnails before moving onto a larger plan The larger plan will be 5x5 inches (half the size of the final project) It needs to be fully colored with two colored pencils

 Students should indicate places in the paper cut where they will need bridges to hold their piece of paper together. Students should include notes on their plan, indicating which areas will be cut. Plans need to be approved before a student can move onto drawing on the back of their top piece of construction paper.
Day 3: Block day

Students should move onto cutting during this class period Once students have had their 5X5 plan approved they should choose their paper and begin drawing their designs on the top piece of paper. Because we will be cutting through the back, the drawing will need to be reversed. As students finish transferring their plans, I will do cutting demonstrations with a few students at a time. I will go over safety information as well as helpful tips like: move the paper more than the knife - cut curves gradually, making small cuts in a line rather than trying to get a smooth line in one try - carefully lift your small paper shape out once it has been cut. If it sticks, use your knife to cut the connection - try to avoid leaving strips of paper that are less than 1/8th of an inch wide
Day 4: Friday

Students will be given most of the class period to work on cutting their pieces. I will go over the extension project for those who will be close to finishing today I will hand out the rubric to everyone, go over the requirements, and answer any questions Students will spend the rest of class working, I will walk around and answer questions and help solve problems.
Day 5: Monday

Last day to work on paper cuts in class Pass out self reflection worksheet and briefly go over each question Go over instructions for finishing their pieces. Go over extension project requirements for people who will be finishing during this class
Day 6: Block day

Final day of this project. Critique day. I will give everyone a few minutes to do final touches and get their pieces glued. Then I will collect all the pieces, and pass them out again randomly, along with the critique worksheet. And noteshttps://docs.google.com/document/d/1u4wPU8MgWu1NFpue8tsIDvqkTij8nwRYAHUb0MwjHSU/edit?usp=sharing I will review each of the four parts of the critique and go over the requirements for the written critique. They will have 15 to 20 minutes to complete the written critique and hand them into me. I will return the piece to the artist so they can turn it in. When everyone has finished the critique and turned in their work, we will move onto the introduction of the next project.

Student reflective/inquiry activity:

(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)

Self reflection worksheet can be view at: https://docs.google.com/document/d/1FXfLlqJX3g5H-ZcacXwXPq0S9tVoLI0Bt96B9-OraZk/edit?usp=sharing It includes the following questions: 1. How do you think you did in your planning? 2. What part of this project do you think you were most successful with? Why? 3. If you had to do this over, what would you do differently? 4. What feeling or idea do you think your piece is communicating to other people?
Post-Assessment (teachercentered/objectives as questions):
(Have students achieved the objectives and grade level expectations specified in your lesson plan?)

Post-Assessment Instrument:
(How well have students achieved the objectives and grade level expectations specified in your lesson plan? Rubric, checklist, rating scale, etc.)

https://docs.google.com/document/d/1_uOJyib8vx9a7MiIXMJbxTjGYcrpKRNEXLFjz0vVfHs/edit?usp=sharing Did students develop clear Cut Paper Rubric plans for their pieces, which demonstrate, and understanding of positive and negative space Did students evaluate the work of a peer in a fourPlanning part written critique? Did students create a work of art using one continuous piece of paper and an exacto blade? Did students incorporate Subject & imagery with personal Frame relevance into their cut paper pieces?

5 Student made a 5x5 plan that clearly lays out colors identifies which shapes will be cut

Student Student created a Student created a Student created a created only a 5x5 plan, but it has 5x5 plan which is 5x5 plan which is rough sketch not been colored in partially colored in colored in, but does not contain any notes on how the paper will be cut Student did Student is missing a Student included a not include a frame, but the clear subject and a main subject subject is present frame but they are or a frame not clearly defined The subject is clearly defined, and the frame is fully intact

The subject is clearly defined, and the frame is fully intact. It is clear that the frame was included as part of the design process,

and was not an afterthought Cutting Technique & Craftsmanship Paper was cut Paper is torn or poorly and jagged rather than without care smooth, many pieces have been accidentally detached Student wasted class time and distracted others. Student was often distracted and did not put much effort into their work Most cuts are All cuts are smooth, smooth, and there and paper is almost may be several completely intact taped areas, or pieces glued in Students used Student was focused most of their time and used all of their wisely and put time wisely appropriate effort into their work All cuts are smooth and paper is completely intact, without tape or creative gluing

Work Ethic

Student was focused and used time wisely. Challenged themselves with a complex design

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

I think most students successfully met the first three objectives. I was able to guide them through planning their pieces, actually cutting their paper, and completing a written critique. Where I think many students fell short was in creating interesting and personal imagery. I think this was actually a failing on my part though. Although I showed many examples and talked about traditional subjects in cut paper, I dont think I facilitated any meaningful brainstorming for my students. Some people were very motivated and had ideas right away, but most students struggled with deciding on a subject matter. I think the lesson is a good base, or neutral subject matter, that could be used to teach a number of different topics. I think if I teach this again I will focus on the culturally rich history of paper cutting. I think focusing on heritage or cultural celebrations would help make the topic more relevant to the students, and provide more guidelines for subject matter.