Embedded Files
Week 1: Character and Set Design
Week 1: Character and Set Design
Make Your Meme - (02/23/23)
Make Your Meme - (02/23/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learners will practice sculpting characters and props in preparation for animation.
- By the end of the lesson, the learners will reflect on their work by sharing their props, characters, story ideas, and plans for the next class with their peers, providing informal feedback to one another, and asking questions.
- By the end of the lesson, students will effectively collaborate with each other to create sculptures, plan aspects of the story, and collectively present to their peers.
Lesson Break Down
Lesson Break Down
Make Your Meme was a collaborative art project taught to 7th-12th grade students by Kate, Jack, Aidan, and myself (Carolyn). During this lesson, students explored how to create their own characters, props, and scenery based on a collaborative narrative they created in small groups. Students began the lesson by participating in a 1-minute speed sculpting challenge in which they were tasked with molding their favorite animal out of clay. Once the 1-minute was up, students went around the room and introduced themselves along with their speed sculpture animal. After this warm-up students were broken into small groups to transition into the main lesson. Instructions were given on how to create characters using Model Magic and pipe cleaners as well as a debrief of materials available and their locations. A teacher example was also presented during this time as a visual aid.
Make Your Meme was a collaborative art project taught to 7th-12th grade students by Kate, Jack, Aidan, and myself (Carolyn). During this lesson, students explored how to create their own characters, props, and scenery based on a collaborative narrative they created in small groups. Students began the lesson by participating in a 1-minute speed sculpting challenge in which they were tasked with molding their favorite animal out of clay. Once the 1-minute was up, students went around the room and introduced themselves along with their speed sculpture animal. After this warm-up students were broken into small groups to transition into the main lesson. Instructions were given on how to create characters using Model Magic and pipe cleaners as well as a debrief of materials available and their locations. A teacher example was also presented during this time as a visual aid.
Once students had received instruction and were settled in their groups, planning began. The students used a scratch piece of paper to write down their ideas and think through possible storylines. After a few minutes of brainstorming students presented instructors with their finalized ideas and got to work on creating their characters and environments. The groups divided up the work based on their own interests, some taking on the role of sculpting characters and others on the creation of the set design. Loose guidance was provided during student work time. Instructors answered questions when asked but refrained from butting into student work unnecessarily.
Once students had received instruction and were settled in their groups, planning began. The students used a scratch piece of paper to write down their ideas and think through possible storylines. After a few minutes of brainstorming students presented instructors with their finalized ideas and got to work on creating their characters and environments. The groups divided up the work based on their own interests, some taking on the role of sculpting characters and others on the creation of the set design. Loose guidance was provided during student work time. Instructors answered questions when asked but refrained from butting into student work unnecessarily.
Student Work
Student Work
Final Outcomes
Final Outcomes
The collaborative aspect of this lesson worked extremely well, with students naturally assigning roles and cooperatively creating alongside one another. There were no issues with students deciding for themselves who worked on which parts of the project. They seemed to listen to one another's voices and take into account individual ideas and incorporate them nicely into the whole of their projects.
The collaborative aspect of this lesson worked extremely well, with students naturally assigning roles and cooperatively creating alongside one another. There were no issues with students deciding for themselves who worked on which parts of the project. They seemed to listen to one another's voices and take into account individual ideas and incorporate them nicely into the whole of their projects.
As you can see from the images above the students made incredible pieces of artwork. There were so many exciting instances of creative thinking coming through from each of the students who participated in this lesson. Some students hadn't worked with Model Magic before, but they seemed to enjoy exploring and experimenting with how it handled. The octopus, (created by O.), incorporated the pipe cleaner 'skeleton' which he said made creating the large piece a lot easier to manage.
As you can see from the images above the students made incredible pieces of artwork. There were so many exciting instances of creative thinking coming through from each of the students who participated in this lesson. Some students hadn't worked with Model Magic before, but they seemed to enjoy exploring and experimenting with how it handled. The octopus, (created by O.), incorporated the pipe cleaner 'skeleton' which he said made creating the large piece a lot easier to manage.
Overall this lesson was very successful and seemed to be gratifying and fun for students!
Overall this lesson was very successful and seemed to be gratifying and fun for students!
Week 2: stop-motion animation
Week 2: stop-motion animation
Make Your Meme Move - (03/02/23)
Make Your Meme Move - (03/02/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learners will animate their characters, bringing them to life using stop-motion techniques.
- By the end of the lesson, the learners will share their completed animations with the rest of the group.
- By the end of the lesson, the learners will effectively collaborate together to create short animations that tell a story.
Lesson Break Down
Lesson Break Down
Make Your Meme Move was a collaborative art project taught to 7th-12th grade students by Kate and myself (Carolyn). During this lesson, students explored how to create a dynamic stop-motion animation of their own characters, props, and scenery based on a collaborative narrative they created in small groups the week prior. To start the lesson, students had time to work in their groups to complete their characters and set designs. After around 10-15 minutes of this, instructors began an introduction and technical demonstration of the StopMotion app. I led the majority of the demonstration (as I had previous experience with the app), while Kate took part in the introduction and notifying students of the lesson overview. During the technical demonstration, our teacher example was used as a guide for student learning. The pre-recorded animation was shown and with it, each feature of the app was identified and explained. After the demonstration, Kate and I helped groups to set up their iPads and tripods, focusing on framing their sets.
Make Your Meme Move was a collaborative art project taught to 7th-12th grade students by Kate and myself (Carolyn). During this lesson, students explored how to create a dynamic stop-motion animation of their own characters, props, and scenery based on a collaborative narrative they created in small groups the week prior. To start the lesson, students had time to work in their groups to complete their characters and set designs. After around 10-15 minutes of this, instructors began an introduction and technical demonstration of the StopMotion app. I led the majority of the demonstration (as I had previous experience with the app), while Kate took part in the introduction and notifying students of the lesson overview. During the technical demonstration, our teacher example was used as a guide for student learning. The pre-recorded animation was shown and with it, each feature of the app was identified and explained. After the demonstration, Kate and I helped groups to set up their iPads and tripods, focusing on framing their sets.
After this, formal group worktime began. During this time Kate and I hung back for the most part, only offering advice when asked for or when we observed anything of note. Students took on their roles as camera people, directors, and character/prop handlers, switching roles every so often as instructed by Kate and I. Doing this ensured that each student experienced animation from every role and that they were continuously working collaboratively. Toward the end of the lesson, all of our students and instructors got together for a group screening of the animations in which snacks were encouraged and an informal reflection was held after.
After this, formal group worktime began. During this time Kate and I hung back for the most part, only offering advice when asked for or when we observed anything of note. Students took on their roles as camera people, directors, and character/prop handlers, switching roles every so often as instructed by Kate and I. Doing this ensured that each student experienced animation from every role and that they were continuously working collaboratively. Toward the end of the lesson, all of our students and instructors got together for a group screening of the animations in which snacks were encouraged and an informal reflection was held after.
Student Work
Student Work
Final Outcomes
Final Outcomes
This was a successful lesson in which students were seen working as a cohesive unit to accomplish their animations. During the reflection at the end of the lesson, it was clear that these students were not used to engaging in group work, citing that they usually like working alone better. However, this did not deter them from jumping into the group work experience. There were many instances of collaborative problem-solving, peer guidance, and shared creative thinking. The final animations came out wonderfully with each group producing an accomplished 10-30 second stop-motion animation. I could see them reaching for more advanced techniques as the lesson went on - one can only imagine what they could've accomplished given more time!
This was a successful lesson in which students were seen working as a cohesive unit to accomplish their animations. During the reflection at the end of the lesson, it was clear that these students were not used to engaging in group work, citing that they usually like working alone better. However, this did not deter them from jumping into the group work experience. There were many instances of collaborative problem-solving, peer guidance, and shared creative thinking. The final animations came out wonderfully with each group producing an accomplished 10-30 second stop-motion animation. I could see them reaching for more advanced techniques as the lesson went on - one can only imagine what they could've accomplished given more time!
WEEK 3: CERAMICS
WEEK 3: CERAMICS
Abstracting Faces - (03/23/23)
Abstracting Faces - (03/23/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learner will design and build a mask-like form, decorated tile, or enclosed hollow sculpture with the intention of communicating abstraction.
- By the end of the lesson, the learner will have sculpted a form based on visual reality, with the intention to convey a specific meaning through their work.
- By the end of the lesson, the learner will demonstrate their understanding of abstraction and transformation through small group discussion.
Lesson Break Down
Lesson Break Down
Abstracting Faces was an individual art project taught to 7th-12th grade students by Jack and Aidan. During this lesson, students engaged in creating abstract faces made of clay slabs and added elements. To begin the project students primed their minds for abstraction by engaging in exquisite corpse drawings of a face. Each student started with a piece of folded paper, first drawing the forehead of a made-up being. They then re-folded the paper to hide their drawing and passed it to a peer who then completed the next section of the face. After the opening activity, Jack and Aidan began to explain the details of the project focusing on the main element of abstracting facial features. Visual aids were used in the form of a slideshow that played on a continuous loop throughout the remainder of the class. These examples were very beneficial in offering students continual inspiration throughout the making period. Most students had previous experience with clay so there were minimal instructions given on the processes of sculpting and affixing features. Both Jack and Aidan made teacher examples to show students, highlighting two unique styles and approaches to the concept.
Abstracting Faces was an individual art project taught to 7th-12th grade students by Jack and Aidan. During this lesson, students engaged in creating abstract faces made of clay slabs and added elements. To begin the project students primed their minds for abstraction by engaging in exquisite corpse drawings of a face. Each student started with a piece of folded paper, first drawing the forehead of a made-up being. They then re-folded the paper to hide their drawing and passed it to a peer who then completed the next section of the face. After the opening activity, Jack and Aidan began to explain the details of the project focusing on the main element of abstracting facial features. Visual aids were used in the form of a slideshow that played on a continuous loop throughout the remainder of the class. These examples were very beneficial in offering students continual inspiration throughout the making period. Most students had previous experience with clay so there were minimal instructions given on the processes of sculpting and affixing features. Both Jack and Aidan made teacher examples to show students, highlighting two unique styles and approaches to the concept.
Once formal worktime began, students got right into things, picking up their slabs, heading back to their seats, and jumping into creating. This project was very spontaneous and allowed students to make decisions as they worked with the materials rather than planning out their design beforehand. This afforded a lot of natural discoveries and learning opportunities. Once everyone was finished with their creations, they were lined up on a separate table for drying where students could get a good look at their peers' work.
Once formal worktime began, students got right into things, picking up their slabs, heading back to their seats, and jumping into creating. This project was very spontaneous and allowed students to make decisions as they worked with the materials rather than planning out their design beforehand. This afforded a lot of natural discoveries and learning opportunities. Once everyone was finished with their creations, they were lined up on a separate table for drying where students could get a good look at their peers' work.
Student Work
Student Work
Final Outcomes
Final Outcomes
This lesson was very successful in terms of providing students with an open-ended, discovery-based learning opportunity. The clay tools were laid out in the center of the table buffet style which allowed students to have easy access to a wide array of materials to explore - this made for a lot of unique usage of those tools and great outcomes! Students seemed to really enjoy this project and were avidly working the entirety of the lesson. There was a lot of experimenting going on which was so exciting to see. Students were using tools in new ways which caught the interest of their peers and prompted them to share their techniques and successes. They were also adding elements to their faces, examining the change, and then adding more or taking some things off altogether to arrive at their final result. The myriad of photos I took (not all pictured) really exemplify the evolution their pieces went through in their creative processes. You could really see the thinking going on in their heads and occasionally they even talked out their ideas with their peers (which is so cool coming from a group that didn't love the idea of collaborative projects coming into things). Every student was very happy with their work and in high spirits by the end of the lesson - as one can see above their pieces turned out amazing!
This lesson was very successful in terms of providing students with an open-ended, discovery-based learning opportunity. The clay tools were laid out in the center of the table buffet style which allowed students to have easy access to a wide array of materials to explore - this made for a lot of unique usage of those tools and great outcomes! Students seemed to really enjoy this project and were avidly working the entirety of the lesson. There was a lot of experimenting going on which was so exciting to see. Students were using tools in new ways which caught the interest of their peers and prompted them to share their techniques and successes. They were also adding elements to their faces, examining the change, and then adding more or taking some things off altogether to arrive at their final result. The myriad of photos I took (not all pictured) really exemplify the evolution their pieces went through in their creative processes. You could really see the thinking going on in their heads and occasionally they even talked out their ideas with their peers (which is so cool coming from a group that didn't love the idea of collaborative projects coming into things). Every student was very happy with their work and in high spirits by the end of the lesson - as one can see above their pieces turned out amazing!
WEEK 4: Printmaking
WEEK 4: Printmaking
Cut it Out! - (03/30/23)
Cut it Out! - (03/30/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learner will plan and sketch their final design, then sharpie that onto a linoleum sheet (revising the design if needed).
- By the end of the lesson, the learner will be able to apply the techniques (inking, printing) of printmaking to create an image.
- By the end of the lesson, students will analyze the effectiveness of their linework/cuts, then revise the linoleum for the next print.
Lesson Break Down
Lesson Break Down
Cut it Out! was an individual art project taught to 7th-12th grade students by Kate. During this lesson, students were tasked with creating an original drawing and printing it using linoleum blocks. To start off the lesson Kate had students participate in an activity in which they wrote their names backward using bubble letters. By doing this, they were able to prime their minds for the mirrored quality of printmaking. They checked their success in this task by using actual mirrors. Kate took the next period of time to explain the goal for the day and share some example pieces with the students.
Cut it Out! was an individual art project taught to 7th-12th grade students by Kate. During this lesson, students were tasked with creating an original drawing and printing it using linoleum blocks. To start off the lesson Kate had students participate in an activity in which they wrote their names backward using bubble letters. By doing this, they were able to prime their minds for the mirrored quality of printmaking. They checked their success in this task by using actual mirrors. Kate took the next period of time to explain the goal for the day and share some example pieces with the students.
After the warm-up activity and brief project introduction, students began brainstorming and sketching their designs for print. There was an emphasis made to leave the content up to individual student interests. Once their sketches were completed to their satisfaction they began transferring inking them with Sharpie on their printing blocks, focusing on emphasizing lines and coloring in the spaces they wanted to have inked. Kate took this time to explain more about what material they would be carving out of the linoleum block and what areas would be taking the ink. Once students finished their drawings on their linoleum blocks, they moved to the next station in which safety procedures were detailed and carving began. Kate took their time detailing the safe use of tools and was vigilant in their observation of students during this time. After the carving was completed, students moved to the inking/printing station where they were introduced to the printing tools (i.e., brayers, printing ink, etc.). Most students had time to pull at least two prints of their design, making changes to the linoleum blocks if needed.
After the warm-up activity and brief project introduction, students began brainstorming and sketching their designs for print. There was an emphasis made to leave the content up to individual student interests. Once their sketches were completed to their satisfaction they began transferring inking them with Sharpie on their printing blocks, focusing on emphasizing lines and coloring in the spaces they wanted to have inked. Kate took this time to explain more about what material they would be carving out of the linoleum block and what areas would be taking the ink. Once students finished their drawings on their linoleum blocks, they moved to the next station in which safety procedures were detailed and carving began. Kate took their time detailing the safe use of tools and was vigilant in their observation of students during this time. After the carving was completed, students moved to the inking/printing station where they were introduced to the printing tools (i.e., brayers, printing ink, etc.). Most students had time to pull at least two prints of their design, making changes to the linoleum blocks if needed.
Student Work
Student Work
Final Outcomes
Final Outcomes
This lesson was very successful in that it was motivating and individualized for students. Even though not everyone made it to the printing process, some really awesome designs were made and students were still looking forward to getting the opportunity to complete their carvings and pull their final prints. Kate did a great job supporting students in understanding the complex aspects of printmaking and designing as a whole. There were some really great educational moments where students found both inspiration and solutions in regard to their work. It was fun to see feelings of accomplishment appear when students finalized each section of the lesson and saw the culmination of their hard work in their final pieces.
This lesson was very successful in that it was motivating and individualized for students. Even though not everyone made it to the printing process, some really awesome designs were made and students were still looking forward to getting the opportunity to complete their carvings and pull their final prints. Kate did a great job supporting students in understanding the complex aspects of printmaking and designing as a whole. There were some really great educational moments where students found both inspiration and solutions in regard to their work. It was fun to see feelings of accomplishment appear when students finalized each section of the lesson and saw the culmination of their hard work in their final pieces.
WEEK 5: PHOTOGRAPHY
WEEK 5: PHOTOGRAPHY
Distort Your Reality - (04/06/23)
Distort Your Reality - (04/06/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learner will have set up and photographed at least 2 dynamic and visually interesting compositions.
- By the end of the lesson, the learner will have taken at least 2 photographs that distort an object or subject through physical means.
- By the end of the lesson, the learner will have practiced giving constructive feedback and artistically supporting their peers by participating in a group critique and sharing at least one comment in response to a peer’s work.
Lesson Break Down
Lesson Break Down
I, (Carolyn), taught Distort Your Reality to 7th-12th grade students. This was an individual project in which students were tasked with distorting their physical reality and documenting it through the use of digital photography. To start off the lesson, students participated in a photo scavenger hunt where the goal was to find and photograph objects that had certain qualities to them (i.e., colorful, sharp, lonely, etc.). After this exercise, the goals for the lesson were detailed including some artist and teacher examples of how one can distort and abstract objects. Before formal work time began, students engaged with materials through a short experimentation session. Students played with the objects on hand, getting a better feel for how they can manipulate their objects in relation to their camera lenses and how materials may interact. After around 10 minutes of this experimentation, students gathered back together to share their findings with each other.
I, (Carolyn), taught Distort Your Reality to 7th-12th grade students. This was an individual project in which students were tasked with distorting their physical reality and documenting it through the use of digital photography. To start off the lesson, students participated in a photo scavenger hunt where the goal was to find and photograph objects that had certain qualities to them (i.e., colorful, sharp, lonely, etc.). After this exercise, the goals for the lesson were detailed including some artist and teacher examples of how one can distort and abstract objects. Before formal work time began, students engaged with materials through a short experimentation session. Students played with the objects on hand, getting a better feel for how they can manipulate their objects in relation to their camera lenses and how materials may interact. After around 10 minutes of this experimentation, students gathered back together to share their findings with each other.
Once this short deliberation was complete students began their formal work time for their final image compositions. Most of this time was dedicated to free discovery learning and included students helping one another compose images and stretch their imaginations. Near the end of the lesson, students gathered together for a group share and feedback session. During this time students shared their two favorite photos with the group, detailing their methods and ideas for the image. Those who were not showing an image were asked to share their thoughts about the presented photographs, keeping a positive and supportive environment in mind.
Once this short deliberation was complete students began their formal work time for their final image compositions. Most of this time was dedicated to free discovery learning and included students helping one another compose images and stretch their imaginations. Near the end of the lesson, students gathered together for a group share and feedback session. During this time students shared their two favorite photos with the group, detailing their methods and ideas for the image. Those who were not showing an image were asked to share their thoughts about the presented photographs, keeping a positive and supportive environment in mind.
Student Work
Student Work
Final Outcomes
Final Outcomes
This lesson was very successful in my eyes. Students instantly became engaged with the project as we migrated toward the materials table - I had to let them start early because the moment we arrived they were already experimenting and taking great photos. There were so many accomplished images presented during the feedback session and I could feel the pride and excitement emanating from students as they explained their work and detailed their successes. There were hardly any lulls in creative inspiration and so many unique uses of tools and natural materials were explored. It was a joy to watch students work on this project and see a new form of expression arise in their artistic repertoire.
This lesson was very successful in my eyes. Students instantly became engaged with the project as we migrated toward the materials table - I had to let them start early because the moment we arrived they were already experimenting and taking great photos. There were so many accomplished images presented during the feedback session and I could feel the pride and excitement emanating from students as they explained their work and detailed their successes. There were hardly any lulls in creative inspiration and so many unique uses of tools and natural materials were explored. It was a joy to watch students work on this project and see a new form of expression arise in their artistic repertoire.
WEEK 6: Screen Printing
WEEK 6: Screen Printing
Screen to Screen (04/13/23)
Screen to Screen (04/13/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learner will create a stencil from imagery taken from their photos and/or new imagery to begin the screen printing process.
- By the end of the lesson, the learner will mix ink and use a squeegee and screen to create new artwork inspired by their photos.
- By the end of the lesson, the learners will critique their finished art pieces in a group discussion based on the use of the screen printing technique, the transformation of their photos, and the final results.
Lesson Break Down
Lesson Break Down
Aidain taught Screen to Screen to 7th-12th grade students. For this project, students started out by choosing a photo from their camera roll or one that was provided to them by Aidan as their focus. The image they chose needed to have a large amount of geometric or defined shapes as the main point of the lesson was to take those shapes and transform and rearrange them into a new composition. This element was introduced as the introductory activity. At this point in the lesson, Aidan gave detailed instructions on all the steps needed to complete the project such as the cut-out process of the vinyl and how to attach it securely to the printing screens.
Aidain taught Screen to Screen to 7th-12th grade students. For this project, students started out by choosing a photo from their camera roll or one that was provided to them by Aidan as their focus. The image they chose needed to have a large amount of geometric or defined shapes as the main point of the lesson was to take those shapes and transform and rearrange them into a new composition. This element was introduced as the introductory activity. At this point in the lesson, Aidan gave detailed instructions on all the steps needed to complete the project such as the cut-out process of the vinyl and how to attach it securely to the printing screens.
After the steps of the lesson were clear, students began their work time by transferring their shapes onto vinyl stencil material and cutting them out. Once their finished designs on the vinyl were attached to the printing screens, Aidian gave a demonstration on how to ink their screens and pull a print. Students got right to work inking and pulling test prints, some moving on to using t-shirts after their initial test print on paper.
After the steps of the lesson were clear, students began their work time by transferring their shapes onto vinyl stencil material and cutting them out. Once their finished designs on the vinyl were attached to the printing screens, Aidian gave a demonstration on how to ink their screens and pull a print. Students got right to work inking and pulling test prints, some moving on to using t-shirts after their initial test print on paper.
Student Work
Student Work
Final Outcomes
Final Outcomes
This lesson had a lot of new processes for students to learn in a short period of time but they worked through each step really well. They were able to create designs they were interested in which I think really positively influenced their motivation. I saw a lot of great moments of embracing small mistakes and rolling with them whether they occurred in the cut-out process, printing, or initial design phase. I think this is a great ability to have as a budding artist and all of the students displayed it wonderfully.
This lesson had a lot of new processes for students to learn in a short period of time but they worked through each step really well. They were able to create designs they were interested in which I think really positively influenced their motivation. I saw a lot of great moments of embracing small mistakes and rolling with them whether they occurred in the cut-out process, printing, or initial design phase. I think this is a great ability to have as a budding artist and all of the students displayed it wonderfully.
WEEK 7: Glass
WEEK 7: Glass
Fused Glass (04/20/23)
Fused Glass (04/20/23)
Learning Objectives
Learning Objectives
- By the end of the lesson, the learner will know the basic procedures for making fused glass art.
- By the end of the lesson, the learner will know the safety procedures when making fused glass art.
- By the end of the lesson, the learner will have assembled and glued their glass pieces, in preparation for fusing in the kiln.
Lesson Break Down
Lesson Break Down
Jack taught Fused Glass to 7th-12th grade students. To get students into the mindset of breaking down their designs into geometric shapes, Jack prompted them to look up a picture on their phone and start drawing its basic shapes on a notecard. Students could then use this geometric drawing as a guide when cutting out their glass pieces. While everyone participated in this exercise, Jack made sure to let the students know that they could also stray from the original drawing by abstracting it further or choosing a whole new design.
Jack taught Fused Glass to 7th-12th grade students. To get students into the mindset of breaking down their designs into geometric shapes, Jack prompted them to look up a picture on their phone and start drawing its basic shapes on a notecard. Students could then use this geometric drawing as a guide when cutting out their glass pieces. While everyone participated in this exercise, Jack made sure to let the students know that they could also stray from the original drawing by abstracting it further or choosing a whole new design.
Jack jumped right into things after the intro activity as there were a lot of safety procedures and tool orientations that needed to be done. He started by showing some examples of what students finished projects might look like and then started to orient students to the tools they would be using. Everyone put their safety glasses on and Jack proceeded to demonstrate how to use the cutting tool, breaking pliers, and glue to make and secure their pieces. Once all safety procedures and instructions were given, students began collecting their glass pieces from the materials table and got to work creating their pieces. During their work time, Jack was walking around helping students problem solve and providing extra instruction where needed.
Jack jumped right into things after the intro activity as there were a lot of safety procedures and tool orientations that needed to be done. He started by showing some examples of what students finished projects might look like and then started to orient students to the tools they would be using. Everyone put their safety glasses on and Jack proceeded to demonstrate how to use the cutting tool, breaking pliers, and glue to make and secure their pieces. Once all safety procedures and instructions were given, students began collecting their glass pieces from the materials table and got to work creating their pieces. During their work time, Jack was walking around helping students problem solve and providing extra instruction where needed.
Student Work
Student Work
Final Outcomes
Final Outcomes
This lesson yielded some very successful projects from the students. Student engagement was high during this lesson and a few students even made more than one piece. There was a lot of problem-solving done in relation to how to make their designs a reality. Students experimented with many different methods of cutting and layering and found interesting ways to arrange their pieces. There was a nice mix of abstract and representational art as it was a very open-concept lesson in regard to the subject matter of their projects.
This lesson yielded some very successful projects from the students. Student engagement was high during this lesson and a few students even made more than one piece. There was a lot of problem-solving done in relation to how to make their designs a reality. Students experimented with many different methods of cutting and layering and found interesting ways to arrange their pieces. There was a nice mix of abstract and representational art as it was a very open-concept lesson in regard to the subject matter of their projects.
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