Stark - Lesson Plan Outline

Lesson Title Brian Mock – Art Production

Grade Level 4th Grade
Central Focus Students will be reminded of metal sculptor Brian Mock and learn new
information about the process in which Brian Mock uses to create his
representational art. Students will reflect on how their process of making
art will differ from the artist. Students will be reminded of safety practices
during production in the art room.
Learning The students will be reintroduced to the artist Brian Mock and learn about
Objectives the artist’s process of creation through a PowerPoint presentation. They
will relate and compare the artists process to their own process through
discussion. The students will create a representational sculpture of an
animal using recycled materials. The sculpture will be no smaller than 6
inches squared and no larger than 24 inches squared and easily identifiable
as an animal that exists in nature. The sculpture should also include at
least 3 different types of recycled materials.
Standards 5.A.1.1
Foundations
Use foundational knowledge and skills while responding to, creating, and
presenting artistic work.

5.4.2.3.1
Create
Create original artwork; create art that is representational.

Supplies 1. PowerPoint Presentation

2. Student Sketchbooks
3. Glue
4. Hot Glue Guns
5. Pencils
6. Materials for student use
a. Toilet paper roll, Pipe cleaners, Paper/plastic cups, Paper
plates, Blank CD/DVD’s, Balloons, Marbles, Buttons, Paper
Clips, Bottle caps, Cereal boxes, Clothespin, Corks, Sponges,
ETC.
b. Materials would change based on the year this lesson is
being taught and what could be donated.
Informal Do you remember Brian Mock?
Assessments What are the names of these tools?
Safety Brainstorm
Formal Final Sculpture - Rubric
Assessments
Steps in the Prep work: Before students arrive to class, grab the student sketchbooks
lesson (script) and pencils, setting them out at the front of the classroom. Insert a rubric
into the first blank page in each sketchbook. Open the PowerPoint to the
first slide. Set out all the materials the students can use on a table at the
front of the classroom.
Welcome: 5
Minutes
Welcome: As students enter the classroom instruct them to grab their
sketchbooks and a pencil from the front and take a seat. Once everyone is
seated begin the class period with a greeting and instruct the students to
pair-share with the question on the first slide “What animal will you pick
for your sculpture?” Give the students a few minutes to discuss with their
partner. Encourage them to show their partner their sketches from last
Review and time.
Safety: 10
minutes Slide 2: Remind the students about the artist, ask for a show of hand about
who remembers the artist Brian Mock. Ask if anyone wants to share what
they remember. If they need a little help move on to the next slide.

Slide 3: Introduce the art on the board as examples of Brian Mock’s

sculptures. Ask the students if they remember what kind of materials Mock
uses to make his sculptures. Ask the students how they think Brian Mock
connects the pieces of metal to make his sculptures. Have the students
discuss with their table groups and then each table should share one idea.

Slide 4: Explain to the students that Brian Mock uses a process called
welding. “He heats up the metal until it becomes soft and easy to
manipulate. Then he puts the pieces of metal together so that when they
cool down, they will have melted together.”

Slide 5: Explain that we will not be welding our materials, instead we will
be using different kinds of adhesives, bottle glue, and hot glue guns.
“When we use these tools, we have to use our safety practices. Which one
these do you think requires more attention and cautiousness?” Lead into a
discussion about hot glue guns. Discuss the danger of injury with the
students and brainstorm a list of ways to stay safe, writing the thoughts on
the white board.

Slide 6: Leave this slide up on the board throughout worktime so that the
students can look back on Brian Mock’s work. One table group at a time,
 allow students to come up and grab materials they would like to use to
create their animal sculpture.

Worktime: For the next 30 minutes allow the students to create. Walk
Worktime: 30
around the room checking the students progress, answering questions,
minutes
providing help, and redirecting distracting behavior. Note any distracting
behavior for reference to the behavior section of the rubric.

Closing: With the last 5 minutes of class, redirect the students’ attention to
the front of the room. One table at a time have the students place their
projects in the storage area, sketchbooks and pencils in the front, and line
Closing: 5
minutes up at the door for dismissal.

Vocabulary Brian Mock: Metal sculptor from Oregon

Representational: Material being used to recreate or mimic something
else.
Making Process: The steps in which one takes to create art.
Production: The act of making art.
Safety Practice: Acts done to limit the chance of injury in the art room.
Relate: To assess the way in which two things are associated.
Compare: Note the similarity or dissimilarity between two things.
resources