Creative Process as a Lesson Planning Tool

Apply what you just learned about the creative process, and the activity and
discussion we just did. Pick a project you’d like your students to create and plan
what the steps in the creative process should look like to get the kids to
successfully create it. This is a formative assessment so this will allow me to see
what we still need to work on. No grades should be given during a formative
assessment.

What is the intended project supposed to look like? (Describe what it is and what kind of art
materials you’d need. What does the final product need to look like?)

Each student will create a monster using paper from the class scrap pile. They will have the
opportunity to design it as they wish. The monsters need to have at least one eye, arms, and/or
legs and be at least three different colors. The students may use glue, tape, markers, scrap
paper, and scissors. This project is intended for second grade.

Step 1: Imagine and Generate (What could you show the students to get them thinking about
the artwork? How will you introduce the project? What themes could be discussed?)

The students will discuss the theme of waste in the world. We will discuss land fills and the
process of recycling. The class will discuss ways to be more sustainable. As a class we are going
to be sustainable by using our scraps and then using them as décor in the hallway.

Step 2: Plan, Prepare, Explore, and Focus (What exercises, techniques or mediums could you
have the students practice with to get them ready for the project? Are you assigning any
planning time for sketching? If so what/how many?)

The students could prepare by cutting out paper in previous work. The students will have the
opportunity to plan their monster in a sketch, this monster should be done in one hour, and
their sketch time will determine how long they have to work on their actual monster.

Step 3: Develop and Make (What are you demonstrating, how long will the students have to
work on the piece, how might you guide them through the completion of the piece? What
other assistance might they need?)
The students will have one hour to work on their monsters. They will be shown an example or
two of one that is already made. I will offer to help the students cut and be helpful to
accommodate any extra art materials they may ask for. The students may need assistance when
gluing small pieces on their monsters.

Step 4: Evaluate and Present (How do you intend to evaluate the work? How do you intend to
exhibit the work? How will the student know when they are done? What criteria will it need
to have?)

The work will be exhibited in the hallway. I will evaluate the work by their monsters needing to
have at least one eye, arms, and/or legs and be at least three different colors. The students will
know when they're done when they have all their criteria. If they have extra time, I will
encourage them to add more to it.

Step 5: Reflect (What kinds of questions could you ask the students in order for them to
reflect on what they’ve learned? Will this be done in a large group, small groups, one-on-one,
or as a writing assignment? Why did you choose this kind of reflective activity?)

In a writing assignment, I will have them answer three questions.

1. How can you be more sustainable at home?
2. How can you be more sustainable in school?
3. What is your monster's name and personality?
I choose this kind of reflection because I want to see what the students learned from talking
about waste on the earth. They should have ideas on how to be less wasteful such as using their
own shopping bags, bringing a reusable water bottle to school, etc. The last question is for
them to have fun with their writing and be creative.