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Genna Berglund
A New Kind of Animal
Enduring Idea: Materials can be used in a nontraditional way to create something new.
Lesson Title: A New Kind of Animal
Grade: 11-12
Duration: Twelve 45 minutes class periods

Overview:
Lesson Summary: Students will combine three different animals to create the head of a new
one. At least one of the three will represent them in some way. Animals will be constructed out
of paper and covered in plaster strips. Animals will be painted using different shades of one color
and at least one found object will be used in the construction of the new animal.

Artworks, artists and/or artifacts: Neal Scanlan; Sar Wars aliens, Hanna DeVera The
Archipelago, C. S. Lewis Chronicles of Narnia

Key Concepts:
 Texture and color can emphasize features
 Anything can be used to create art
 Humans share animal characteristics

Essential Questions:
 How can texture and color emphasize features?
 What can be used to create art?
 What are some characteristics people share with animals?

Standards:
HS Accomplished VA:Cr3.1.IIa Engage in constructive critique with peers, then reflect on, re-
engage, revise, and refine works of art and design in response to personal artistic vision.
HS Proficient VA Cn10.1.Ia Document the process of developing ideas from early stages to full
elaborated ideas

Interdisciplinary connections:
 English: Students will write a brief description of their animal/creature, explaining the
animals and color used and why.

Objectives:
 Students will construct a new animal using paper and plaster strips.
 Students will manipulate the plaster strips to create texture.
 Students will use a found item to compliment the form of their new animal.
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 Students will make use of the different shades, tints and tones of a single color to show
pattern and/or texture on their animal.
 Students will write a brief description of their animal, explaining why they chose the
animals that they did.

Assessment:
Pre-Assessment: Students will sketch out their new animal.
Formative Assessment: Small group critique before plaster is applied.
Summative Assessment: There will be a class critique at the end where the students will present
their animal and tell the class which animals were used in their project and why. Project will be
graded using a rubric.

Instructional Procedures:
Day One:
Hook: Students will be shown the exemplar and be introduced to the project at the end of class
following a previous project. A brief discussion about the new Star Wars movies as well as any
other examples the students may come up with to make the project more relateable to current
times.
Development: Students will have the remainder of class to talk to their peers and begin
researching and sketching their ideas. They will be informed they need to bring in a found object
to become a part of their animal. They will not be required to bring it in right away but they
should start thinking about what they want to use. Students will be expected to have a solid idea
by the beginning of the next class.

Day Two:
Hook: Students will be shown what is expected of their three-dimensional animal heads. They
will be shown examples of mashed-up-animals by other artists and told what the requirements
are.
Development: There will be a demonstration on ways to construct the armature for the head out
of craft paper and tape; getting the basic shape created. After the demo students will have time to
finish their sketches if they did not finish before-hand, and have the remainder of class to work
on their heads.

Day Three:
Studio work day

Day Four:
Hook: Students will be shown a demonstration on how to apply their plaster strips and the
different ways to achieve texture using the strips and different ways to apply their found object.
Development: Students will have the remainder of class to work on their project.

Day Five - Seven:

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Studio work day, teacher will be active in the classroom, making time to visit each student and
talk about their work. A due date will be set no later than day six, and they will be reminded of
that day daily.

Day Eight:
Teacher will demonstrate painting using one color and making different shades of said color.
Students will be given paper to practice on and then when ready they may begin painting their
animal head. They will be reminded of the due date.

Day Nine – Eleven:

Studio work day, teacher will be active in the classroom, making time to visit each student and
talk about their work. On day eight they will be shown how to mount their heads onto a board
that will be provided for them. They will be reminded of the due date.

Day Twelve:
Students should have their animals completed. They will have this time to write their description
and reasons. They will hand in their mounted head, sketch, and the written part of it.

Preparation:
Research:
Animal mash-ups, mythical creatures

Vocabulary:
Mythical
Found-object

Instructional Resources:
Power Point

Supplies:
Brown craft paper
Masking tape
Plaster strips
Bowls
Water
Paper
Pencil
Eraser
Acrylic paint
Scissors
Paint brushes
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Modifications:
Special Needs/Challenges:
Reminders will be written on the board to help keep students on task. Verbal reminders will be
given at the beginning and end of the class. Extra time (outside of class i.e. study hall/activity
period) will be given. Redirection during class. Chunking information (demos on different days).
Power Point will be available on Google Classroom for the students to reference at any time.