Professional Documents
Culture Documents
The Exemplar of Monstrosity 1
The Exemplar of Monstrosity 1
The Exemplar of Monstrosity 1
V. Lesson Objectives:
Students will be able to create a monster that has distinct features from multiple different creatures.
Students will explain their justifications for the inclusion of certain physical features and how this
answers the essential question.
1. Guided Practice
The teacher will remind the students of the new essential question: what makes the most
monstrous monster? The teacher will pose a brief series of questions that will help students
reflect on their perceptions of the Chimera.
Based on what we have concluded about monsters from previous discussions does the
chimera's physical features give insight into its character?
What things does the combination of its feature communicate to the viewer?
*Break it down*
The teacher may chose to do a side by side comparison of a dragon (a creature that the students
are familiar with) and the chimera.
If the point has not already made: the notably difference between creatures such as dragons and
the chimera are that dragons are a synthesize of features from different creatures into a new
distinct creature however the chimera is a amalgam of features from different creatures,
however each creature that is featured is still observable and as such the chimera is not a perfect
fusion.
Have students think critically about the essential question & give students 10 minutes to revise
definition to answer the question.
3. Independent Practice
Students will revise their definition from lesson 4 and contribute the class discussion.
4. Closure
The teacher will close the class discussion by informing the students about their final project
for the unit of study. Students are to create a sculpture of a chimera-type monster which
attempts to answer the essential question of what makes the most the monstrous monster?
4. Formative Evaluation
Students will be evaluated by their participation in the class discussion. And if they were
productive during their time working on their definitions.
2. Guided Practice
The teacher will inform the students that they are to construct their sculpture out of clay using
hand-building techniques learned from lesson 3.
The teacher will explain that the students are to create a sculpture that operates within their
definition for the second essential question.
The teacher will ask students who need assistance coming up with ideas to come speak with
them individually.
3. Independent Practice
Students will begin construction on their sculpture.
4. Closure
The teacher will inform the students to begin cleaning up six minutes before the end of class.
5. Formative Evaluation
The teacher will evaluate if the students are using their time productively.
Guided Practice
The teacher will guide students during the design process and help students individually trouble
shoot areas if need be.
Independent Practice
Students will use the entire class time to create their artworks.
Closure
What concluding event can I design that allows students to reflect on the essential question and
how the lesson helps to investigate the big idea?
As students begin to finish the form of their monsters, the teacher can chose to remind students
of elements present in color theory. Also the teacher may chose to separate students according
to their progress in order to not mix paint with clay working spaces.
Formative Evaluation
The teacher will evaluate if the students are using their time productively.
https://www.britannica.com/topic/Chimera-Greek-mythology
1)Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating original artwork.
2) Creative expression. The student communicates ideas through original artwork using a variety
of media with appropriate skills. The student expresses thoughts and ideas creatively while
challenging the imagination, fostering reflective thinking, and developing disciplined effort and
progressive problem-solving skills.
3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.