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Group6 lp-4 Lesson Plan
Group6 lp-4 Lesson Plan
Performing/Presenting/Producing
Medium*: jewelry/metals
Lesson Overview:
The purpose of this lesson is for students to learn about the history of a friendship bracelet. Students will also describe the qualities of a friend
and compare/contrast between a friend and best friend. Teaching this in a high school setting would be beneficial to the students because
students go through many things such as expressing themselves and opening up to their peers which can be hard for their age. Some students
never actually experienced having an actual friend so by doing this lesson, they will have the opportunity to know what the qualities to having
one are and it can be different for every person. By the end of the lesson, students will answer whether or not we can value or buy friendship as
compared to jewelry.
Key Concepts): What you want the students to know.*
1. paper cutting-triangular shape
2. paper bead rolling
3. Bead gluing
4. glossing the bead
5. attaching to string/wire to create bracelet
Essential Questions)
1. What are the qualities of a friend?
2. What are the qualities of a best friend?
3. Is there a value to friendship?
4. What is the purpose of a friendship bracelet?
5. Is there value to a friendship bracelet?
Lesson Objectives of visual art content area: What you want the students to do. *
1. The students will be able to (A) create (B4) a friendship bracelet (c) by using 3-4 techniques taught (D).
2. The students will be able to (A) compare and contrast (B3) the qualities between a friend and a best friend (C) by orally sharing with their
peers (D).
3. The students will be able to (A) describe (B3) their friend/best friend (C) by orally sharing the class or with a peer (D).
National Core Art Standards: Visual Arts (4): Please list number
and description of Anchor Standard.
1. Creating: Anchor Standard #2. Organize and develop artistic
ideas and work.
2. Presenting: Anchor Standard #6. Convey meaning through the
presentation of artistic work.
3. Responding: Anchor Standard #8. Interpret intent and
meaning in artistic work.
4. Connecting: Anchor Standard #10. Synthesize and relate
knowledge experiences to make art.
Identify and visual art vocabulary that connect to the concentration area(s),
or medium(s)*:
1. Color: refers to the wavelengths of light and hue, value, intensity, and
temperature
2. Contrast: the juxtaposition of different elements of design (example:
light and dark)
3. In-the-round: standing free with all sides shown, rather than carved in
relief against a ground
4. Shape: 2D/two-dimensional/flat geometric/organic
5. Proportion: the relationship between objects with respect to the size,
number, and so on, including the relation between parts of a whole.
6. Pattern: An arrangement of altered or repeated elements.
7. Form: 3D/three dimensional, geometric, organic
Glue
Wire/String
Plastic beads
Scissors
Ruler
Purchase
Paper (mix of
magazines and
construction paper)
Toothpicks
Nail polish
Styrofoam
11.Exit-slip will be on the back of the rubric asking can you buy
friendship? What are the qualities you are looking for in a best friend? etc
Readings include:
Parks:
Materials as art
Style and Stylishness
Quality
Color theory
Beauty
Birds:
Paper
Collections
Assemblage
Collage
1. What student prior knowledge will this lesson require/draw upon? Students will have prior knowledge in color, contrast, in-the-round,
shape, proportion, pattern, form.
2. How will this lesson allow for/encourage students to solve problems in divergent ways?
Studio time will be given to students to experiment in different thickness of papers (magazines, newspapers, drawing paper) to create beads, use
different colors, collaborate with their peers, creating poetry to use academic language, and additional modeling/demonstration for sequence of
steps visually.
3. How will you engage students in routinely reflecting on their learning?
Pair-share/critique/Gallery walk? Instructor circulating and asking students on ideas
4. How will you adapt the various aspects of the lesson for differently-abeled students?
Students will be given additional demonstration one-on-one. They will also skip several activities to focus mainly on the studio project.
Lastly, graphic organizers, printed visuals, and a wordbank will be provided for the student.
5. What opportunities/activities will you provide for students to share their learning in this lesson?
Gallery walk, pair-share, and classroom discussion
Closure: http://teaching.colostate.edu/tips/tip.cfm?tipid=148
References
Always all the Time Crafting. 2016. Make a Recycled Paper Bead Bracelet. Retrieved from
http://www.instructables.com/id/Make-a-RECYCLED-PAPER-BEAD-Bracelet/
Delong, Kat.2016. Making and Giving Friendship Bracelets. Retrieved from
http://www.lifescript.com/well-being/articles/m/making_and_giving_friendship_bracelets.aspx
I Love Paper Beads. 2012. How to Make Paper Beads From Rolled Paper. Retrieved from
http://www.ilovepaperbeads.com/blog/how-to-make-a-basic-rolled-paper-bead/
Kukosk. 2010. Friendship Bracelets. Retrieved from
http://www.braceletbook.com/
Webspace. 2016. Friendship bracelets. Retrieved from
http://webspace.ringling.edu/~rmalkiew/courses/introweb/project02process/history_page.html
Weller, Anna. 2016. How to Make Paper Beads. Retrieved from
http://www.bigbeadlittlebead.com/guides_and_information/guide_to_making_paper_beads.php