Task 1 Part B: Lesson Plans for Learning Segment

Student Teacher: Andrea Swofford

Date / Week: Thursday 2/20,Thursday 2/27, Thursday 3/5, Thursday 3/19, Tuesday 3/31
and Thursday 4/2.

Lesson Title: Recycled Narrative footwear

Grade Level: 6th grade

Number of Students:11

Time available for this lesson: 6, 40-minute sessions

Central Focus (Big Idea): Students will learn that their personal choices can impact the world
greatly by way of using artwork to protest pollution. Students will understand that their opinion,
choices and voice have weight in the world and create an everlasting impact even at a young
age. Students will learn to make artwork by selecting three recycled materials that relate to their
perspective on overcoming pollution.

i) interpreting art Students will learn the power their voice has through art making by using
visual elements to symbolize their personal stance regarding pollution.
ii) developing works of art/design Students will understand the use of connecting different
materials to make a work by selecting three recycled materials that relate to their pollution’s
perspective by using elements of art.
iii) relating art to context Students will understand the impact Consumer products have on the
environment. Students will demonstrate their understanding through creating a narrative that
visually speaks their perspective.

Social Issues / Concepts of the Lesson

• Pollution
• Visual Culture
• Human destruction
• Personal Perspective
•
Essential Questions:
• What does pollution mean?
• What are some examples of pollution?
• What is the environment?
 • How does pollution effect people and the environment?
• What does sustainability mean?
• How does the setting of the artwork impact the overall meaning?
• How can art be used as propaganda?
• What are some ways you as a student can effectively combat pollution?
Illinois Arts Learning Standards:

Standard # VA:CR1.2.6 a. Formulate an artistic investigation of

personally relevant content for creating art.
Section Investigate, Plan, Make.
In this lesson: Students will artistically investigate their
personal perspective of pollution through
Industry fashion. Using their newfound
knowledge, the students will create footwear
works to protest an element of pollution by
using the same materials polluting the
environment.
Standard #VA: Cr2.1.6 a. Demonstrate openness in trying new ideas,
materials, methods, and approaches in
making works of art and design.
Section Creating
In this lesson: Students will demonstrate the use of new
materials, like untraditional recycled goods, to
create their narrative shoes.

1. Objectives: IALS Goal Codes

1.1 Conceptual/Cognitive Objectives: OBJECTIVE I:
VA:Cr1.1.6
 OBJECTIVE I: Given classroom discussion of pollution, students VA:Cr2.2.6
will critically dissect human destruction in past, present and future VA:Re7.1.6
perspectives.
OBJECTIVE II:
OBJECTIVE II: Given examples of artworks like Wild Mood VA:Pr4.1.6
Swings, Mr van Binsbergen and Godwit, and Sparrow Stories,
students will successfully comprehend Tim Noble and Sue
Webster, Petra van der Steen, Max Liboion, John Dalhsen,
Mandy Barker and Anne Kelly for their symbolic meaning.
OBJECTIVE III:
OBJECTIVE III: Given discussion of Tim Noble and Sue Webster, VA:Pr4.1.6
Petra van der Steen, Max Liboion, John Dalhsen, Mandy Barker VA:Re7.2.6
and Anne Kelly, students will figuratively illustrate the destructive
truth of pollution.
OBJECTIVE IV:
OBJECTIVE IV: Given completed recycled foot wear, students VA:Cr3.1.6
will critically analyze their artwork's meaning by completing an
artist statement OBJECTIVE V:
OBJECTIVE V: Given completed recycled students will actively VA:Re9.2.6
participate in discussing the meaning of their peer’s work.
OBJECTIVE VI:
OBJECTIVE VI: Given artists who use waste to create art, Tim Noble VA:Cn10.1.6
and Sue Webster, Petra van der Steen, Max Liboion, John Dalhsen,
Mandy Barker and Anne Kelly and narrative artists George Tames and
E.H. Shepard students will descriptively express their visual
symbolical protest through writing a statement.

1.2 Artistic Skill Objectives: OBJECTIVE VII:

OBJECTIVE VII: Given materials from various sources, students VA:Cr2.1.6
will carefully elect items to construct a pollution related work as
footwear.

OBJECTIVE VIII: Given varying materials students will OBJECTIVE VIII:

expressively demonstrate their personal perspective relating to VA:Cr2.2.6
pollution. VA:Cr2.1.6

OBJECTIVE IX: Given examples of Tim Noble and Sue Webster, OBJECTIVE IX:
Petra van der Steen and Anne Kelly students will purposefully VA:Cr3.1.6
compose their narrative footwear.
 OBJECTIVE X:
OBJECTIVE X: Given hot glue, scissors, X-acto knives, and VA:Cr3.1.6
measuring skills, students will cleanly assemble narrative footwear.

2. Assessment Criteria:
OBJECTIVE I: Students critically dissected human destruction in past, present and future
perspectives.
OBJECTIVE II: Student successfully comprehended work by Tim Noble and Sue Webster,
Petra van der Steen, Max Liboion, John Dalhsen, Mandy Barker and Anne Kelly for their
symbolic meaning.
OBJECTIVE III: Student figuratively illustrated the destructive truth of pollution.
OBJECTIVE IV: Student critically analyzed their artwork's meaning by completing an artist
statement
OBJECTIVE V: Students actively participated in discussing the meaning of their peers’
works.
OBJECTIVE VI: Student descriptively expressed their visual symbolical protest through
writing a statement.
OBJECTIVE VII: Student carefully elected items to construct a pollution related work as
footwear.
OBJECTIVE VII: Students expressively demonstrated their personal perspective relating to
pollution.
OBJECTIVE IX: Student purposefully composed their narrative footwear.
OBJECTIVE X: Given hot glue, scissors, X-acto knives, and measuring skills, students will
cleanly assemble narrative footwear.

3. Learner Characteristics:
3.1 Developmental Rationale
From my understanding of student’s learning and development, we see that middle graders
vary in levels of their confidence, directly relating to the impact on their making ability. We see
that students have an inner battle of enjoying and hating their artwork especially because when
asking adults for assistance can be damaging their self-image, “children who become
dependent upon adults for approval tend to lose status in their group or gang” (Lowenfeld, 309).
It can be seen that students have a high expectation of their artwork being strictly realistic
without any wiggle room for abstract or error. This lesson is appropriate for students of 6th grade
because of the group work, drawing, design, self-discovery and personal expression within the
lesson, “students need to identify with their own experiences in their art” (326). Using the
everyday waste, ideally from the student’s home, students will be able to create in order to
protest pollution in their community based on their personal experience and outlook on pollution.
Each student’s perspective on art will develop as the work progresses based on their ability to
communicate their ideas, “they all need to discover their own sincere relationships to the
environment and to the people, objects, and materials that make up the environment” (342). I
strongly believe my students will be fully engaged with this lesson because of their level of
involvement and decision making with in the project. Because the learners will purposefully
choose their recycled materials and pollution related topic, being a negotiated curriculum, the
students will create an ongoing movement and reflection as, “a materials is good only if it
contributes to children’s needs and helps to express their intentions” (336). I came up this
lesson based on my personal experiences with sustainability and repurposing materials. In 2019
I started a journey to become zero waste. Starting in the bathroom, I began to purchase items
with intent of their life after use. Since, I started collecting and speaking the world of reusing. I
believe that as a community we have forgotten the two beginning Rs of Reduce, reuse and
recycle. It is common that most plastics created are actually not recyclable or being recycled
correctly. Upon a conversation with Professor Kaye, I became aware of the big idea of pollution
and waste was common within schools. While observing Sycamore Middle School I noticed
some trends with the students. It was common for the students to wear the popular brand “vans”
and sporting reusable water bottles with personal stickers and straws. From here I realized
student’s passion for their clothing and environment, “Become more interested in their
environment as a source for their drawings and painting” (Wachowiak, 8). Students will be
demonstrating skills like cutting, measuring, and designing, all skills they will continue to use
into their adult lives, “some concepts children develop by this time continue with them through
adult life” (Lowenfeld, 321). Students will develop story telling skills through symbolic visual art,
as well as communicate their ideas through the artist statement as “another approach that is
especially suited for those who doubt their art ability is to use art topics in which students
express themselves and their values through symbol, dreams and metaphors” (Wachowiak 1).

3.2 Students with special needs

I would adapt this lesson to students with needed physical accommodations by finding
materials that may be easier for them to work with, like substituting thick cardboard for
cereal boxes or easy to cut plastic. For construction, I would have Mr. Dodson or myself
handle the hot glue and has the student place the materials in the spot of their choosing.
For students with Cognitive accommodations, I would have my students sit closer to me
while giving presentations while having the printed powerpoint provided for them. After
the presentations or directions are given, I would have a one-on-one conversation with
my students about the objective for the day.

4. Literature and References

4.1
 As a we have grown as a society in North America, our lives have become easier as we have
benefited from industrial, medical and convenient advances. As we continue to advance, the
need for convenience and affordability grow. As our time for preparing home cooked meals,
homemade clothes, and home-grown food decreases, our landfills are increasing with waste as
single use items are produced for convenience. At the end of the single-use item’s, they are
improperly disposed of. This can be seen as items not being placed in trash units, not being
washed correctly and placed in the recycle, or illegal littering and dumping of waste as
described in the 2019 Chicago Tribune article, “More and more non-recyclables are finding their
way into single-stream containers - things like plastic bags, organic matter (food, liquid and yard
waste), rubber hoses, wires and low-grade plastics. These items contaminate recycling and can
cause recyclable items to be landfilled. Contamination rates (the percentage of trash mixed with
recyclables) have steadily climbed to the current rate of 25%” (2018, Chicago Tribune). Pollution
is not limited to the production of single use items as we see a variety of ways humans destruct
our environment. A few examples being: air pollution from CO2 and burning of fossil fuels,
nuclear pollution from poor disposal procedures, water pollution from ships, fast fashion, and
agriculture chemical runoff. We as Americans preach the words, ‘Reduce, reuse and recycle’
but as time and convenience let on, recycle has been on the only chant to continue. Recycling
was introduced after the second World War, as many refillable companies ceased, as Carl A.
Zimring explains in his article It’s Not Easy Being Green, “Recycling, a term introduced by the
petroleum industry in the 1920s to conserve its own wastes, gained new significance as state
and local governments tried to limit the wasteful effects of mass consumption through curbside
recycling programs” (Zimring 2005, p. 134). Recycling did not become mainstream until the
1960s, at West Coast States began to yearn for the time of simple collections as consumption
rose, Zimring reminiscing of the 1970s and 1980s as recycling at peak production, “the amount
of paper and paperboard packaging material—including corrugated boxes, milk cartons, folding
cartons, bags, sacks, wrapping paper, and other paper packaging—disposed of in municipal
solid waste rose from 14,124,000 tons to 26,314,000 tons” (Zimring 2005, p. 139). Moving to
modern day, as ecofriendly materials take the shelves, it appears that the American lifestyle is
continuing to embrace the recycling. Unfortunately, the plastics from the united states were no
longer being recycled as the 2018 Chicago Tribune newspaper article tells, Finally, and perhaps
most significantly, China, which imported and processed more than 45% of the world's
recyclables, passed a new law banning the import of plastic waste and imposing greater
restrictions on the types of paper waste accepted” (2018, Chicago Tribune). From this we
understand that the greatest possible change to make when items are not being recycled is to
repurpose and reduce our waste.
4.2 Background of the topic
This lesson challenges sixth grade students to critically analyze human destruction in various
contexts using their visual culture surroundings and life experiences as reference. As the
students reflect on prior knowledge and visual culture experiences, students are challenged to
investigate their personal experiences with pollution. Analyzing human destruction from
improper use and disposal of manmade items created from fabric, wood, plastic, paper products
and more, students will choose items to symbolically represent the pollution of their choice. In
Frank Wachowiak’s Emphasis Art: a qualitative art program for elementary and middle schools
(2006), he describes student curiosity in experimentation, claiming sixth grade students
“develop a growing curiosity to experiment with new and varied materials, tools and techniques”
(Wachowiak 2006, p.197). By purposely choosing materials that are associated with the
pollution, the students will create a propaganda piece to target the problem while simultaneously
repurposing the products. These recycled materials challenge traditional artmaking while
simultaneously acting as an opportunity to experiment with materials and tools needed to
construct with such items. Frank Wachowiak’ describes many qualities of sixth grade students
becoming increasingly independent, developing their moral compass, stating sixth grade
students are “becoming more dependable, responsible, self-critical, and reasonable”
(Wachowiak 2006, p.196). This lesson provides students to be self-critical, understand how their
perspective contributed to pollution, while teaching them to be responsible for their actions.
From Wachowiak, we can see students of this age are increasing becoming interested in
creating change for themselves and the world. They can reflect on their personal choices and
choices made by others of the past that have contributed to pollution and create artwork to
make change and better the future. By creating artwork, it demonstrates to the students the
power their artwork has over the world. As underage citizens, the students cannot vote but they
can use their artmaking abilities to change pollution. This lesson uses investigation,
communication and interpretation to understand the student perspective of pollution to create
artwork. By students discussing their prior knowledge, material choice, human destruction and
final products with their peers, we see a community-based ecosystem. Wachowiak again
explains student’s interests in working as a group by stating, sixth grade students “enjoy
working on group project” (Wachowiak 2006, p.196). As this project is based on the student
perspective using their natural environment experience and visual culture, the lesson uses
visual culture references like Tik Tok and The Simpson’s Movie, Freedman suggests to the
reader that has an artist educator, one needs “to understand that several events lead to
understanding the contexts as, “no image or object has one context” (Freedman, 2003, p.49).
These visual culture references, like The Simpson’s Movie’s demonstration of illegal dumping, it
exposures students to new perspective of pollution pairing with their reflection back on the
pollution in their lives. Visual culture give students a well-rounded connection as Freedman
further explains, having the “connection between then and now that extends and creates greater
knowledge” (p. 55). We see that students can use their visual culture in a community-based
classroom to communication and analyze old and new perspectives of pollution. Students
creating artwork using recycled materials have a hands-on experience of experimentation in and
out of the classroom. By having an interactive curriculum-based classroom, students are able to
make decisions that reflect onto their personal experience creating a sense of ownership and
responsibility, as Freedman explains “[An interactive classroom] helps to create a learning
culture that extends beyond the classroom” (p.114). Freedman continues by explaining a
student owned lesson results in a hidden curriculum, as the students learn from
experimentation, she continues to explain how this can pair with popular media, “Other visual
culture products, enriching meaning in art learning through life experience” (p.114). From this,
we see the students creating artwork in a hands-on, interactive environment while making life
long connects to their perspective. In conclusion, we can understand this lesson to be beneficial
to sixth grade students as its connections using student perspective and visual culture to
pollution, an active social issue, while supporting the learners as responsible, curious learners
who are developing a value system.

4.3- Information about related artists

Tim Noble and Sue Webster- The British pair use household objects to make anti movements
with projected light. The projection of light and shadow take the everyday objects to create
something new and recognizable, often self-portraits. Their artwork takes the general likeness of
something abstract and transform the work into an easy to preserve image. The pair have
worked together for over two decades; their work being showcased in galleries from carnivals to
Times square. It can be seen that the artists are making “anti-art” working in ideas of opposites
to challenge the viewer’s perspective and culture.

Mandy Barker: Mandy Barker has worked all over the world, with national geographic and
closely with scientists. Having been interviewed by major broadcasters like BBC and CNN
news, Barker uses her voice and art making to teach the world the impact human activity has
had on animal marine life and ours. With the last ten years, Barker has received several awards
and recognitions, including being chosen by The Royal Photographic Society to be included in
one of the top 10 photobooks of 2019.

Max Liboion: Max Liboion is a non-traditional artist who is based in science and technology.
Being a scholar, activists and scientist, Liboion monitors plastic pollution. Liboion uses waste to
create art based on his studies. In his series Sea globes, the globes are genuine souvenirs from
the green apple, plastic included as well.

John Dahlsen: Using tiny plastics “from nature,” Dahlsen uses found plastic to combat pollution
by creating works relative to where he found them. In his 2019 artist statement, he discussed
the human constructed plastic materials that enter the landscape. Using the trash found, this
artist turns waste into items of value and pushing the boundaries of what is natural and what is
human made.

Petra van der Steen-Started in art by drawing, later translated her drawings into wearable art.
Tried traditional art school to later travel and explore other art forms. Greatly impacted by her
father’s death. Started with hand sewing but transitioned into machine work.

Anne Kelly- Using recycled materials in mixed media textiles. Not only is she a visual artist,
Kelly also writes books.

George Tames- A photojournalist famous for photographing 10 presidents. Working for Time’s
Tames developed a “fly on the wall” photography style.

E.H Shepard- British Illustrator and author famous for his “Winnie the Pooh” books depicting his
son’s play time with dear toys. Several drawings were led to being produced as books, and later
the rights were bought by Disney. Winne the Pooh now has several recognizable toys, movies,
shows and other novities.

4.4 Art Terms/Vocabulary/Higher Level Thinking Verbs

Texture: Visual and tactile quality of an item.
Design: A plan or sketch of potential work.
Narrative: An oral or visual story.
Recycle: To use again.
Repurpose: To use again; alternative of recycle.
Symbolic: Something used to represent another idea.
Pollution: Man made waste tampering with the environment.
Fast fashion: Companies who unethically produce fashion items.
Environment: Our surroundings.
Sustainability: The ability to maintain.
Analyze: to study for better understanding
Interpret: translating for understanding from personal experience
Describe: explaining for another person
Questions: sentences expressed for further understanding
Compare and contrast: finding similarities and differences
Critique: feedback from one person or group for the understanding of work
Greenhouse gas: Gas from manmade objects that create a greenhouse effect in the
atmosphere
Carbon footprint: the amount of carbon dioxide produced from one particular person.
 Propaganda: biased information used to promote an idea
Biased: a preference or relation towards something
Color: element of art produced when light strikes object and reflects into the eye.
Line art: Marks in a straight or curved line
Negative space: Area around or between subject.
Balance: weight.
Emphasis: Important feature to the work

4.5 Description of visual examples

Wild Mood Swings

Tim Noble and Sue Webster
Tim Noble and Sue Webster
These works are selected for this
lesson plan because of the artists’
use of waste to create a new work
separated from the waste; taking
found materials to make with
intent and value. Using abstract
thinking the artists effectively
created a hidden meaning.
The Negative
Tim Noble and Sue Webster
These works are selected for this
lesson plan because of the artists’
use of waste to create a new work
separated from the waste; taking
found materials to make with
intent and value. Using abstract
thinking the artists effectively
created a hidden meaning.

Mr van Binsbergen and Godwit By

Petra van der Steen
This works was selected for this
lesson plan because she uses
repurposed materials and
needlework to give untraditional
texture to drawings. The artist
purposefully selects materials to
convey meaning.

They came from far away by Petra

van der Steen
This work was selected for this
lesson because of Steen’s use of
the found materials and imagery
to create a narrative.
Sparrow Stories
Anne Kelly
This work was selected for this
lesson because of the multiple
materials paired together to create
a narrative. This work is a great
example of how to use three or
more materials together.

Untitled Overall Work

Anne Kelly
These works are selected for this
lesson plan because they directly
relate to wearable art. The
students will create narratives with
intent to wear the items just as
Kelly does in her work.

Christopher Robin at the

Enchanted Place, E.H Shepard
This work was selected for this
lesson plan because the artist
used varying elements to tell a
story and it is a recognizable
children’s story book.
The Loneliest Job in the World,
George Tames
This work was selected for this
lesson plan because the artist
used their attention finding eye
from photojournalism to capture a
visual story. The artist worked with
existing potential for storytelling.

Blue Rope John Dahlsen

This work is significant to this
lesson because of the use of
found plastics collected from
Australian beaches. This artist
uses the waste found in an area to
protest against pollution in the
particular area.

Sea Globes Max Liboiron.

This work was selected for this
lesson plan because the artist
used found waste in New York to
make New York souvenirs.
 Untitled Mandy Barker
Artwork was chosen to as visual
aid on visual board.

4.6 List of references

Noble, Tim., Webster, Sue. Retrieved from

http://www.timnobleandsuewebster.com/biography.html
Admin. (2014, July 24). Petra van der Steen: A contemplative occupation. Retrieved from
https://www.textileartist.org/petra-van-der-steen-contemplative-occupation
Binder, D. (1994, February 24). George Tames, Photographer, Dies at 75. Retrieved from
https://www.nytimes.com/1994/02/24/obituaries/george-tames-photographer-dies-at-75.html
Clark, N., Clark, N., Eric Carle Museum of Picture Book Art, & Eric Carle Museum of Picture Book
Art. (n.d.). The Lucas Museum of Narrative Art. Retrieved from
https://lucasmuseum.org/collection/category/childrens-art#790,792
The Lucas Museum of Narrative Art. (n.d.). Retrieved, from
https://lucasmuseum.org/collection/category/illustration#390,392
Witkovsky, M. S., Chair, S., Witkovsky, M. S., Chair, S., Art Institute of Chicago, & Art Institute of
Chicago. (n.d.). The Lucas Museum of Narrative Art. Retrieved, from
https://lucasmuseum.org/collection/category/photography#1170,undefined
Lowenfeld, V. (1987). Creative and mental growth. Upper Saddle River, NJ: Prentice.
Wachowiak, F. (2009). Emphasis art: a qualitative art program for elementary and middle schools
(9th Ed.). New York: Allyn & Bacon, Inc.
Liborion, M. (2020). New york trash exchange. https://maxliboiron.com/2013/08/05/new-york-trash-
exchange-nyte/
Dahlsen, John. (2019). John Dahlsen artist statement 2019. https://johndahlsen.com/latest-artist-
statements/john-dahlsen-artist-statement-2019/
Barker, Mandy. (2020) About. https://www.mandy-barker.com/about
ZIMRING, C. (2005). It’s Not Easy Being Green. In Cash For Your Trash: Scrap Recycling in
America (pp. 131-162). New Brunswick, New Jersey; London: Rutgers University Press.
Retrieved April 30, 2020, from www.jstor.org/stable/j.ctt5hj417.10
Changes in the waste management industry mean changes in how we recycle at home. (2018).
Freedman, K. (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. New
York, NY: Teacher College Press.

5. Integration/Connecting Links
5.1 Idea Mapping

5.2 Instructional Resources and Materials: *Needed all days*

Powerpoint, computer, projector, visual board, think sheets, bins, folder

5.3 Art Materials for the Lesson:

• X-acto knives
 • Scissors
• cutting boards
• cardboard
• plastic bottles
• jugs
• ziplock
• bags/storage containers
• sharpies
• Pencils
• rules
• string
• straws
• plastic bags
• Glue
• hot glue
• paint
• colored pencils
• paint brushes
• masking tape
• Markers
• strings
• needles
• popsicle sticks
• paint trays or carboard pieces
thread
Day 1
• pencils
• think sheets
• 12 collected materials from trash
Day 2
• Cardboard
• Scissors
• Xacto knife
• Sharpies
• String
• Rulers
• Glue
• Hot glue
• Cutting boards
 • Ziplock bags
• Pencils
• Think sheets
• Popsicle sticks
Day 3
• Cardboard
• Scissors
• Xacto knife
• Sharpies
• String
• Rulers
Cutting boards
• Ziplock bags
• Pencils
• Think sheets

Day 4
• Ziplock bags filled with student materials
• Glue
• Hot glue
• Popsicle sticks
Day 5
• Cardboard or paint trays
• Paint
• Paint brushes
• Think sheets
• Masking tape
• Colored pencils
• Markers
• Student constructed artwork
Day 6
• Thinksheets
• Artwork
• pencils

6. Management and Safety Issues:

For my lesson some safety concerns will be using the hot glue and X-acto knives. In my demo I
will explain that the scissors are to be used first for cutting and the X-acto knives
are later for details. I will ask my assisting teacher to stay with the X-acto knife
 station. When using hot glue, I will pair buddies to using the glue gun. During my
demo I will specifically state not to touch the metal tip. The glue is not to be
touched by fingers, for any close areas needed to be glues I will supply popsicle
sticks to push.

6.1 Organization of Supplies day 3-6 added

My students will be using recycled materials supplied from their homes and from myself to
create work. Students will need to pick a minimum of 3 different types of materials to create
their works. I will have a storage container with all materials for them to choose from. For
tools, they will be organized on the counter or on the front table. Students’ name tags will be
color coded to match their assigned job for the day. The students with be arranged by way
that each grouping will have all colors in an assigned area. I will call a color to collect a
particular material or tool for their group. For thinksheets, a random student will be selected to
distribute as well as another student for drawing materials. While working with exacto knives,
students will need permission from me to use the X-acto knife before heading to the cutting
mat station. The cutting mat station will be supervised by my co-teacher. When using hot
glue, the students will be provided with cardboard boxes to cover the tables. When the
learners paint the works the tables will be protected by paper.

Day 1- Students’ name tags will be resting on their assigned seats. Box of assorted materials
will be on the floor next to the door for students to select an item as they come in. Pencils will be
in a box at the front table. Students’ clean up color will be assigned to their name tags. Group 2:
Alana, Alex, Laura. Group 1: Max, Lainey, Jenna, Sam. Group 3: Nick, Olivia, Gregory, Kloe.
Day 2- Materials listed for day 2 will be placed on the demo table for teacher use. Think sheets
and pencil will be on the front table. Students will work at tables.
Day 3- Xacto knife station will be at the Demo table. Mr. Dodson will supervise any students in
this area. Scissors, markers, string, and rulers will be organized into a bin per group, waiting on
the on floor in front of each table. Pink tags will be asked to collect ziplock bags, orange to
collect saved materials, and yellow to grab the bins.
Day 4: Hot glue guns will be plugged in around the room near outlets, students will have their
ziplock bags places near their hot glue gun station. Cardboard will be placed under the glue
gun. Each station will have popsicle sticks.
Day 5: Group bins will have paint brushes, colored pencils and markers inside for student
convince. Buckets will be placed near the sink. Blue tags will collect water for their group, pink
will collect the bin, orange will collect students’ projects, yellow will place protective sheet to
table before painting. Mr. Dodson and Miss Swofford will come around to tables to deliver paint.
Day 6: Student completed artwork will be displayed on demo table. Artist statement sheets will
be on the front table. Blue tags will collect papers for entire group, pink will collect pencils.
 6.2 Clean-Up of Supplies
For clean-up procedure, I will be color coding my students name tags to match the tasks
for the day. As stated in organization of supplies, students will be grouped in order to have each
color in an area. Blue: Alana, Max, Kloe. Pink: Alex, Lainey, Gregory. Orange: Laura*, Jenna,
Olivia. Yellow: Laura, Sam, Nick. Completed thinksheets will be collected by a random
student of the particular day. Each tool or material will have dedicated color-coded students to
collect, clean, or organize each material. Students will be provided ziplock bags to store their cut
items, all ziplock bags will be collected before students leave in order to ensure security.
■ Day one clean up: Orange name tags collect pencils and place in the bin on the front
desk, yellow tags collect papers and bring to Mr. Dodson, Blue tags collect all waste
items and place into the bin by the door.
■ Day two clean up: Orange name tags all ziplock bags and place in the bin near
storage closet, yellow tags collect pencils and place in the bin on the front desk, Blue
tags collect papers and bring to Mr. Dodson.
■ Day three clean up: Orange name tags: Place all materials back into bins and return to
front desk. Yellow tags throw away any extra cut materials, Blue tags collect all items
that can reused and place back into the main bin. Orange and pink: collect all Ziplock
bags and place into the closer. Everyone: pick up straps on the floor.
■ Day four clean up: Orange name tags: collect all glue guns. Yellow tags throw away
any extra materials, Blue tags collect all items that can reused and place back into the
main bin. Orange and pink: collect all artworks to be placed in the closest.
■ Day five clean up: Orange name tags: Wash brushes and palettes, yellow tags throw
away protective cover and dump buckets, Blue tags collect papers and bring to Mr.
Dodson. Orange and pink: move all artwork to drying area.
■ Day six clean up: Yellow tags collect pencils and place back in the bins, pink collect all
statements and give to Mr Dodson. All students place their artwork on demo table.

7. Vocabulary:
Texture: Visual and tactile quality of an item.
Design: A plan or sketch of potential work.
Narrative: An oral or visual story.
Recycle: To use again.
Repurpose: To use again; alternative of recycle.
 Symbolic: Something used to represent another idea.
Pollution: Man made waste tampering with the environment.
Fast fashion: Companies who unethically produce fashion items.
Environment: Our surroundings.
Sustainability: The ability to maintain.
Analyze: to study for better understanding
Interpret: translating for understanding from personal experience
Describe: explaining for another person
Questions: sentences expressed for further understanding
Compare and contrast: finding similarities and differences
Critique: feedback from one person or group for the understanding of work
Greenhouse gas: Gas from manmade objects that create a greenhouse effect in the
atmosphere
Carbon footprint: the amount of carbon dioxide produced from one particular person.
Propaganda: biased information used to promote an idea
Biased: a preference or relation towards something
Color: element of art produced when light strikes object and reflects into the eye.
Line art: Marks in a straight or curved line
Negative space: Area around or between subject.
Balance: weight.
Emphasis: Important feature to the work

8. In-Class Activities:
DAY 1
Time Learning Activities Purpose
10 mins Orientation/Engagement/Motivation: As This exercise will introduce
students enter the room, they will choose students to pollution related topics
one item from the bin of waste and then and gage the teacher for
bring their waste to their pre-assigned understanding the students’
seats. understanding to the topic.
Miss Swofford: Good morning everyone,
please pick something from the box and
find your assigned seats.
Teacher will start by introducing herself
and also introduce the collected trash they
picked him the bin.
Miss Swofford: Welcome 6 th grade! My
name is Miss Swofford and this is Mr
Dodson. I will be teaching you this spring.
Starting from one side of the room to the
other, all 11students will also introduce
themselves and the item they selected.
Miss Swofford: We are going to go around
the room and introduce ourselves and
show the class what item we chose from
the bin.
(My name is Sally and I chose this
starbucks cup)
(My name is John and I chose a straw)
Teacher will ask students what pollution
is.
Miss Swofford: Thank you everyone. Who
can tell me what pollution is? (Garbage on
the ground)
Students will raise hands to answer.
Teacher will ask what goes to the recycle,
what is composted and what goes the
landfill. 3 students will answer.
Miss Swofford: What are some items that
can be recycled, and what has to go to the
landfill? (tooth paste tubes)
Teacher will ask students whose items
can be composted to raise their item.
Miss Swofford: Please raise your item in
the air if you think it can be composted.
Teacher will ask students whose items
can be recycled to raise their item.
Miss Swofford: Please raise your item in
the air if you think it can be recycled.
Teacher will ask students whose items go
to the landfill to raise their item.
Miss Swofford: Please raise your item in
the air if you think it can only go to the
landfill.
10 Presentation/Explicit Instruction: Using discussion with the students
minutes 1. Miss Swofford will start the allows for full engagement and
powerpoint asking 1 student per slide active learning through answering
the questions with featured keywords. questions.
Following the students answering,
Miss Swofford will show an example
of the answer for discussion.
2. Miss Swofford-What does pollution
mean? (trash on the ground)
3. Miss Swofford-What are some
examples of pollution? (straws, cups,
paper)
4. Miss Swofford- What is the
environment? (the outside)
5. Miss Swofford-How does pollution
effect people and the environment?
(It makes the outside ugly and hurts
animals because they eat it.)
6. Miss Swofford-What fast fashion?
Student-cheap clothes.
7. Miss Swofford -How does fast fashion
effect people and the environment? (it
makes people have to work for very
little money)
8. Miss Swofford -What does
sustainability mean? (not using all of
the Earth’s material all at once)
9. Miss Swofford- How does fast fashion
effect sustainability? (it makes
pollution.)

5 minutes Structured Practice/Exploration: Students will work together to

10. Students will compare and contrast understand the differences in how
the artists shown. artists work with found materials to
Teacher will show Tim Noble and Sue make art. Students will analyze
Webster, Petra van der Steen, Anne work for deeper meaning.
Kelly to the students. With each artist
 being shown, Miss Swofford will ask a Students will relate artists work to
guide question. shoes.
Tim Noble and Sue Webster- What
are your straight away thoughts?
Does the material have significance
to the meaning of the artwork?
Petra van der Steen and Anne Kelly
Miss Swofford-Does the relationship
between the birds and human have
significance to the meaning? Why?
( It shows that we value animal life.)Is
the represent anything? Is it
symbolic?
Miss Swofford-Name the materials
we see in the artwork. (Papers and
fabric.)
Let’s compare and contrast the
artists. What are some similarities
and differences we see in all of the
artwork? They all use trash. Student-
They all use trash different.)
11. Students will be asked to discuss the
qualities of good story telling in their
opinion. Miss Swofford-Raise your
hand and tell me what are good
qualities of storytelling? ( funny
characters) (good drawings.)
12. Miss Swofford-How many of you
know the story of Forrest Gump? Do
you agree that you can tell a lot about
a person by their shoes? We are
going to tell stories with our shoes.
What are some popular shoes?
13. Students will discuss popular shoe
styles (Vans! Converse!)
•
10 Guided Practice/Feedback: Students will Design shoes
minutes • Miss Swofford: Now that we know relating to pollution from their
what our goal is for creating narrative perspective.
artwork, please answer all questions
and use your chromebooks to
complete your shoe design
thinksheets. Keep your personal
perspective in mind while you design
your shoe. We are creating to protest
against pollution by using pollution.
• Students will use their chromebooks
and handout to design their shoes on
think sheets.
• Students will answer questions
relating to key words from powerpoint.

5 minutes Closure Students will develop group skills

■ Miss Swofford: Green name tags and reflect on the content
collect pencils and place in the bin discussed in class. This will create
on the front desk, yellow tags a supportive environment leading
collect papers and bring to Mr. into sharing.
Dodson, Blue tags collect all waste
items and place into the bin by the
door.
• Each table will be asked a question
regarding the days powerpoint. They
will answer as a group.
• Miss Swofford-Table 1: How does
Pollution effect people and the
environment? (Pollution has a
negative impact on our planet.)
• Miss Swofford- Table 2: How does
Fast Fashion effect people and the
environment? (Fast fashion is bad for
the environment and for workers.)
• Miss Swofford-Table 3: How does Fast
Fashion effect sustainability? (Fast
fashion doesn’t support sustainability.)
 • Miss Swofford: It was wonderful
meeting everyone today. Please bring
in some trash for your artwork next
class.

DAY 2
Time Learning Activities Purpose
10 minutes Orientation/Engagement/Motivation: Popcorning a question to
Miss Swofford will “popcorn” an item of groups will keep the class
trash to a student at table 3, asking them engaged and reflect what
a question regarding the previous week. as learning the week
Popcorn is selecting a random student to before.
answer the question. Once the student
has answered the question, the student
will choose the next person to answer the
question.
• Miss Swofford (to selected student
at table 3)-How does Pollution
effect people and the
environment? (it poisons our water
and animals sometimes eat the
trash.)
• Student will “popcorn” an item of trash
to a student at table 1 or 2
• Miss Swofford (To selected second
student) How does Fast Fashion
effect sustainability? Fast fashion
creates a lot of pollution and is not
sustainable.)
• Student will “popcorn” an item of trash
to a student at the last table.
• Miss Swofford to (third selected
student) How does Fast Fashion
effect people and the environment?
(it makes lots of toxic water)
• Presentation featuring artists Tim
Noble and Sue Webster. Questions
for each work will be asked:
 • What items in the artists’ work are
significant to the meaning? (they use
items that cost nothing or are found)
• What is the significance of the setting
of the work? (They use fancy galleries
to showcase trash)
• Would the work be successful without
the lighting? (No)
• Do the materials used relate to the
meaning? How do they connect?
(The trash makes art from trash that is
not normally looked at)

10 minutes Presentation/Explicit Instruction: Students will have visual

14. Demonstration of making the shoes. understanding of the step to
Showing a completed think sheet, create their artwork. Students
how to measure, cut and a mini will understand how to measure
demonstration of gluing. Teacher will and construct their shoes for the
also be demonstrating how to next class to save time.
storage their cut items.
Presentation/photos will be shown
while demonstrating.
• 1. Look the design, decide what
we need to cut. Everyone is
required to have the toe cap, welt.
heel, and shoe sole.
• 2. Stand on the material selected
to create the sole with one foot.
Use marker to trace around your
foot.
• 3. Cut using scissors. Use cutting
to trace again. Shoes come in
pairs and are the same size. You
can use the first cut piece as a
trace guide to save time and
ensure that both shoes are the
same. Make sure when gluing that
there is 1 left shoe and 1 right
shoe.
• 4. To make the walls, decide
where the heel cap starts, and
ends. I will be using the string to
measure the back half of the shoe.
I will put the start of the string on
the left side where the heel cap
will start, and the cut the string on
the right side where I would like
the cap to end.
• 5. Decide how tall to create the
heel cap to be. We will not be
wearing these shoes, but we need
them to look realistic. Make sure
the heel cap is tall enough to hold
a foot inside.
• 6. Lay the string flat to show the
length. This is similar to a ruler.
Use marker to mark length 2
times. Again, shoes come in pairs.
Measure once, but Measure and
cut twice for both shoes.
• 7. Cut using scissors. We will use
scissors to cut our cardboard. For
any detail work please go to the X-
acto station.
• 8. Using the pre-made teacher
example, Miss Swofford will
discuss how the toe cap or toe, is
flexible for the toes while walking.
Look on my example or on your
real shoes. The toe or toe cap is
not hard or restricting. Think about
using flexible materials while
choosing your materials.
Miss Swofford will show each
student how to storage cuttings.
You each will have a ziplock bag.
Please write your name on the
bag and place all cut materials you
 are keeping in the bag.
• Miss Swofford will give a mini
gluing demo. We will be using hot
glue for our shoes. Make sure to
have a piece of paper or
cardboard under your glue gun to
prevent it from damaging the
surface. Never touch the tip of the
glue gun, it is hot metal. When
using a glue gun, the material is
very hot; never touch the glue
while it is hot, use a popsicle stick.
When working with hot glue, you
have to be quick. Use short
movements and lines of glue. Miss
Swofford will create a short line on
the sole of the shoe to glue to the
wall. Place one piece to the other,
being careful to not touch the glue.
Hold together until it is cool.
• Students will return to their seats.
Miss Swofford- Please return to
your seats.

15 minutes Structured Practice/Exploration: Continuing the think sheet and

15. Students will have their think sheets one on one meetings with the
to edit. Miss Swofford- Please use students addresses any
the rest of the time to finish your concerns and sets the students
shoe design. I will be coming around up for success for the next day
to everyone to discuss your project. of art class to maximize time.
Once I have talked to you, you can
select your materials. Orange name
tags please get pencils for your table
and pink collect your table’s
thinksheets.
16. Students will have one on one
 meeting with teacher to discuss
notes written by Miss Swofford
between day one and two.
17. After meeting with the teacher,
student will select 3 materials to use
• If finished early, students will start
“bonus sheet” to create detailed
drawing of their painting design.
15 minutes Guided Practice/Feedback: Continuing the think sheet and
Same 15 as • The teacher will be coming around to one on one meetings with the
Exploration the students with concerning details or students addresses any
notes. In the prior class, the teacher concerns and sets the students
collected the thinksheets and up for success for the next day
reviewed them between day 1 and of art class to maximize time.
day 2 with feedback.
• Teacher will first talk to the students
with concern with poor material
choices, or lack of choices.
• Teacher will then talk to students who
brought their own materials
• I would correct student
misunderstanding on day 2 while in
the one on one meetings.

5 minutes Closure Tweet sheets will allow for

• #tweetoftheday: “tweet sheets” will be community building and reflect
handed out to each table with a sheet on the day.
with a question for the group to
answer together. Leaving the
classroom, students will turn it to Mr.
Dodson or Miss Swofford.
• Working in groups answer this tweet
sheet question: How does the setting
of the art work impact the overall
meaning?
• Students follow clean up instructions
after finishing the tweet sheet.
DAY 3
Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation: Going through the steps of the
Good morning class demonstration will ensure
Teacher will ask 3 students to describe students are prepared for the task
the demonstration from the pervious of the day as well as reflect on the
week. week prior.
What are the required parts of your
shoes? (Everyone is required to have the
toe cap, welt. heel, and shoe sole).
How can do I make enough for 2 shoes?
(Measure once, cut twice)
What do with my materials once they are
cut? (Put into a ziplock bag)

8 minutes Presentation/Explicit Instruction: This presentation will have

1. Presentation featuring artists John students analyze and interoperate
Dahlsen and Max Liboiron. Questions the provided artists.
for each work will be asked:
We are going to analyze and interoperate
two artists who used waste to create
works.
In Dalhsen’s work what materials does
she use?
What is symbolic of his work? (location)
Does Max Liboiron’s material choice
impact his meaning? (yes because it is all
found) Are either of these artists’
Sustainable? (yes)
How do these artists repurpose or recycle
materials? (they both use found trash
2. Daily Keywords: Symbolism,
Sustainability, repurpose and recycle.
16 Structured Practice/Exploration:
minutes 3. Green name tags collect ziplock bags
and from the bin near storage closet
for their entire group, yellow tags
collect pencils from the bin on the
front desk and collect cutting tools,
Blue tags collect measuring tools.
 Teachers will pass back think sheets
with designs.
4. Students will complete cutting
following demo steps.
5. Students will place cuttings into
ziplock bag.
6. If finished early, students will start
“bonus sheet” to create detailed
drawing of their painting design.

16 Guided Practice/Feedback: Teachers assisting will aid

minutes • Teachers will walk around and students as cardboard may be
assist students. difficult.

5 minutes Closure Tweet sheets will allow for

• #tweetoftheday: “tweet sheets” will be community building and reflect on
handed out to each table with a sheet the day.
with a question for the group to
answer together. Name 2 ways artists
create sustainable artworks. Leaving
the classroom, students will turn it to
Mr. Dodson or I.
• Students follow clean up instructions.
DAY 4
Time Learning Activities Purpose
3 minutes Orientation/Engagement/Motivation: • This reflection will aid in
 Good morning class. reminding students of the
Teacher will reflect back to the task needed to be completed
demonstration of cutting and gluing. How that day.
do we protect surfaces from the hot glue?
(put a protective sheet down) What are 2
ways we protect ourselves from the glue
gun? (Do not touch the metal tip) (use
popsicle sticks)
8 minutes Presentation/Explicit Instruction: Introducing narrative story telling
1. Presentation featuring artists E.H will prepare students for painting
Shepard and George Tames. their works the next day. Exposing
Questions for each work will be students to keywords will help
asked: How does Tames use his them investigate successful
perspective to tell a story? (Being a narratives.
fly on the way shows parts of life no
one sees) How does E.H. Shepard
successful tell a narrative? (Creating
a successful story by making images
that match his son’s stories)
2. What is propaganda? (Persuading to
a certain side) Is propaganda bad?
Are narratives and propaganda the
same?
3. Daily keywords: Narrative and
propaganda.
23 Structured Practice/Exploration: Creating assigned stations with
minutes 4. Students will hot glue their materials materials already present will allow
together at their stations. Please find for more time to be used.
your ziplock bag at your hot glue Reminding students of hot glue
station. Complete the gluing task safety will work as a third reminder
while following the hot glue of the dangers.
instructions.
5. If finished early, students will start
“bonus sheet” to create detailed
drawing of their painting design.
6. After gluing your materials, unplug
your glue gun and allow to cool.
While cooling start tweet sheet or
artist statement.
 0 minutes Guided Practice/Feedback:
Miss Swofford will bring additional
materials students requested and assist at
each station. For students needed
additional cutting time, a station will be
created for them as well.

8 minutes Closure Students will complete tweet sheet

• #tweetsheet: Compare and contrast will glue guns cool. Reflecting on
propaganda to a narrative story. propaganda allows for students to
• Students will follow clean-up for the reflect on how their voice is heard.
day.
•
DAY 5
Time Learning Activities Purpose
5 minutes Orientation/Engagement/Motivation: Leading directly into
Students will follow item collection demonstration.
directions on the board. No formal
Presentations, only a short demonstration.
Good morning class, please follow me to
the sink.

5 minutes Presentation/Explicit Instruction: Demonstration shows

7. Teacher will demonstrate how to pour expectations for painting.
paint, brush on, clean brushes and
final clean up. When painting, make
sure your table is covered. Using the
primary colors, pour paint onto your
palette. You and your neighbor will be
 sharing so communicate what colors
will be used. Use the water buckets
at your tables to clean your brushes
between colors. This is acrylic paint,
it will dry quickly on cardboard, slow
on plastic. Paint your plastic first so it
will be dry by the end of the class.
25 Structured Practice/Exploration: Students will follow the same
minutes 8. Students will use their think sheet steps as the demonstration.
designs to paint their shoes
30minutes Guided Practice/Feedback:
(same • ***if finished early students will
time) start artist statement think sheets***

10 Closure Oral discussion allows for

minutes • Students will follow clean up community building and reflect on
instructions the day.
• Closure question: Oral discussion
How similar or different were your
initial plans to the final product? (My
painting doesn’t look like a turtle) Was
i difficult translating your idea to the
final artwork?
DAY 6
Time Learning Activities Purpose
10 Orientation/Engagement/Motivation: Games allow for easy review and
minutes Keyword game to review the content. 2 engagement.
students will come to the visual board at
one time. Holding a fly swatter, the
students will listen to the definition given.
Student who hits the correct word first
gains a point for their team.
Good morning class, today we are going
to wrap our lesson it a little challenge. We
are going to split down the middle of the
classroom; This side (Right side) Will be
team one, This side, (Left) will be team 2.

At the end when everyone has gotten a

turn-Thank you everyone! Team _ is the
winner!! Everyone, please collect your
shoes and bring them to your table.

0 minutes Presentation/Explicit Instruction: This allows for students to have a

9. There will be an ongoing presentation visual aid during the presentation.
of all the artists discussed.
20 Structured Practice/Exploration: By completing the statement,
minutes • Students will answer the question for students effectively complete the
their artist statement: “How does your objective: Student descriptively
artwork combat consumer waste and expressed their visual symbolical
effect the environment?” protest through writing a
• Before we share our final artworks statement.
please use the running powerpoint
and your prior knowledge to complete
the artist statement.
• Pink tags please collect pencils for
your table, orange collect papers for
group.
•
 8 minutes Guided Practice/Feedback: By critiquing in small groups, all
• In your table groups, please tell students will actively participate in
your group how your artwork the critique.
combat consumer waste and
effect the environment?
• Discussion in small groups will
occur.
• Teachers will walk between
groups to ensure engagement.
• Mr Dodson and I will walk
between groups to make sure
everyone is discussing during this
critique. As viewers, please tell
the artist 1 thing you find
extremely effective.

3 minutes Closure This closure question will review

• Final question: What are some ways the big idea of the entire lesson.
you as a student can effectively
combat pollution?
• (Don’t liter!)
• (make art)

9. Critical Comments and Reflections:

Overall Teaching Surprises

As this is my first time interacting with middle level learners as an art teacher, rather than a

sister or guest in the classroom, I found the students’ maturity and interactions to be surprising

as before this experience I generalized middle schoolers as stubborn, disorganized and difficult

to teach. Working with the students on day one, their knowledge, level of respect, and visual

culture references impressed me. The students started to share personal experiences, ideas,
and personal art projects with me. Students like Nick, Laura, Greg, and Jenna shared their

interests in wood burning, animal safety, and self-advocated researching. After just three days

of teaching at St Mary School Dekalb with 11 sixth grade students, I surprised myself by

changing my mind and deciding to pursue middle level education as I found that the students

are excited, responsive and have strong visual culture references.

Best student responses: While investigating my students’ prior knowledge about

pollution, my student, Nick, became extremely passionate about nuclear waste. This was

apparent from his hand being raised consistently, and the way he shared information about

nuclear waste’s half-life; meaning the pollution created in order to power our homes would be

around for millions of years. If not disposed of properly, it would continue to damage our

environment, animals and people of the future. I found this to be one of the best student

responses because this was something I did not include in my lesson and it allowed for a

community-based teachable moment and the student to become the teacher.

Best questions and dialogue: Overall, I found my day one introduction to pollution to be

the best dialogue of my lesson. This is because I used guided questions for my students to

answer and expand upon. From this, I experienced my students becoming eager to speak,

based on consistent hand raising, and sharing personal experiences. This is important because

the lesson is based on the students’ perspectives on pollution.

Problem and Solving: At the end of day one, I reviewed all think sheets to better

understand how well they understood the project, and how they were using the topic to create
footwear. With many of my students, their sketches were not fully developed. They did not have

a topic chosen, or they were not yet understanding pollution. I researched visual aids to create a

worksheet for each student and write each students an individual note. Following the

demonstration on day two, the students completed their thinksheets as I individually spoke to

each student. I did this to build a student teacher relationship and to fully understand what my

students had planned as they may have had difficulty expressing their design through writing or

drawing. For students like Nick, who wanted to use metal and patterns that suggest violence, I

was able to discuss who to make his artwork hold a powerful meaning without using explicit

symbolism. Another great student example of this was with Laura. Her sketch did not showcase

specific symbolism. Talking to Laura, she let me know that she was not sure how to best depict

dolphin cruelty because she was not confident with her drawing ability. From my meeting with

her, I was able communicate alternate resources.

Best organization: While teaching I had bins assigned to each table. Before class, I would

organize each bin to have the students’ name tags, thinksheets, and tools needed for the day. I

found this to be one of the best choices I made for my classroom management because I was

able to limit the amount of time my students would be out of their seat. If I created any additional

handouts, I would staple them to the original thinksheets, creating a packet. This saved me time

in the classroom by not having to pass out papers.

Best quality of student work: Looking at their completed thinksheets, all students

exceeded assessment standards by using color, labeling, connection a pollution topic to

materials and investigated meaning. Alex, Sam, Nick, Olivia, and Greg created sketches using

color, line, negative space, and emphasis, following the objective criteria of strong craftsman

ship and reflecting their perspective of pollution in the past, present and future. In particular, I

found Sam’s work of the class to be of the highest quality as he used visual culture references,

like Nike, in his artwork to symbolize fast fashion. Another example of a student demonstrating

high quality symbolism would be Greg as he choice to create frog legs using wrappers, and

sketched his patterns relating to frog eggs. Because of his background knowledge of frogs,

Greg demonstrated his perspective of frog life is damaged through chemicals in run off pollution.

Ideas for Improvement:

Student responses: At the end of each day, my students worked in teams to answer the

tweet sheet of the day. I found this to be extremely successful as the students used this time to

discuss the presented artwork and connect it their visual cultures. For students like Max, who

often needed peer support, this was a time for additional explanation in the comfortable setting

of his peers, as the question used keywords from the lesson of the day. On the second day,

several students asked me to define the keyword being used. Because of this, in future teaching

days I need to emphasize the academic language throughout the lesson both in formal and real-

life contexts for better understanding within my students. In the future, I would create guided

questions for my students and have them use the academic language when responding. This

would allow for the student to hear the language being used when the question is posed, and

directly apply the language to practice.

 Questions and Dialogue: During my Recycled Narrative Footwear lesson I found it very

difficult to limit my students’ stories as they were excited about the project. I am extremely

interested in having collaborative classroom where students can share personal stories, but as

there are many students, I would not be able to pace my lesson in order for every student to

share. While maintaining a community-based classroom where my students are encouraged to

share their personal perspective with the class to create meaningful work, I found myself having

to guide my students back to the original questions. When posing questions in future classes, I

need to ask for limited students to answer to maintain pacing. In future lessons, instead of

limiting the students who could answer, I could ask more specific guided questions to receive

more specific answers.

Problem solving: Some teaching days, I found students I believe to be advanced like

Laura or Sam finished the day’s tasks while students like Max had a difficult time pacing

themselves to accomplish the daily tasks. In future lessons, I would implement a buddy system

of students who work quickly to students who may benefit from a peer to keep them on task.

This will allow for community building and creative process for both students and implementing

leadership in the advanced students.

Organization: In the beginning of my lesson, I planned to use color-coded name tags

with assigned clean-up tasks for each color. As the days progressed, I adopted the bin method

over the name tags because my lesson increasingly required several tools and materials.

Rather than having my students retrieve the tools and materials, I decided to prepare bins for
their tables to save time. In the future I would dedicate these names tags for dividing the class

into small group critiques or lessons the required heavier cleaning jobs, like cleaning brushes,

sweeping, or passing back artwork.

Quality of student work: In the student think sheets, many students used a single dot

of color to demonstrate the colors and patterns used for the paint portion of the project. This

may because the students either focused on the design portion of their think sheet, or they

did not choose patterns with their pollution topic in mind. To improve in the future, I would

supply my students with additional time to create more detailed designs.

Differentiated teaching: Nick, a student interested in nuclear waste and violent

symbolism, designed his footwear to represent how vital it is to protest against nuclear waste.

He chose clear plastic, garbage bags, cardboard and neon green paint to demonstrate this idea.

Nick requested to use leather to better display his footwear as boots, something needed to be

worn when cleaning up nuclear waste. I attuned my lesson to Nick’s design by seeking leather

scraps; both recycling materials, as the lesson describes, and aiding the student in their visual

ideas.

Conclusion: Reflecting on my teaching, I understand my lesson followed a sequential,

interactive, and interdisciplinary curriculum. This type of teaching is the most comfortable for me

to teach as I enjoy promoting community discussions and value my students successfully

interpreting and making artwork for real life situations in their long-term careers, art based or

not. Something I surprisingly found to be extremely helpful for me was using closure questions
to end the class. I found closure questions helpful to complete the students’ understanding of

the day’s tasks. I used this time to reflection on the students’ comprehension in case they

needed additional accommodations to my lesson plan as we moved forward with the lesson. In

the future I would like to experiment with closure questions being individualized by using a QR

code and Google Forms to investigate each student’s understanding.

Task 1 Part C:
Attachments:
Group names: Swofford #keywordtweetsheet

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Artist Name:

How does your artwork combat consumer

waste and effect the environment?

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Name: Think sheet 1 Miss. Swofford

From your perspective, what is the most harmful part of

pollution?__________________________________________________________

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What three items of waste do you want to use to tell a narrative to show the

viewer your perspective of pollution and why did you choose those items

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3. Visual examples for instruction

4. Students’ artwork examples

Student example of design on

thinksheet. Student wanted to
use fast food waste to create
a work that showcased the
idea of innovative
repurposing.
 Student example of design on
thinksheet. Student wanted
recreate his favorite shoes by
using multiple materials to
showcase the ability to
repurpose in the fashion
industry. Student exceeded
expectations of choosing
more than the required three
materials. Student did this by
including felt and labeling his
materials within the design.
Student example of design on
thinksheet. Student wanted to
showcase the variety of
plastics in the environment.

Student example of design on

thinksheet. Student wanted to
create a sandal shoe using
straws as the straps.

5. Class Photos and St. Mary exhibition photos

Individually helping a student with
cutting material. Student chose to use
tin cans, and we were discussing how
to safety store cut pieces and how to
ensure this will be adhered safety to his
footwear design.

Discussing the safety measures

needed while using hot glue. Before
demonstrating, I am asking students if
any of them have used hot glue, and
what they used it for.

Continuing the safety conversation into

using the hot glue to secure the
student’s artwork.
Showing the students the materials
available to them for general use.

Discussing Sea Globes Max Liboiron.

We are investigating the artist’s choice
with materials to convey meaning the
artwork. Students will see the variety of
materials used together to create a
singular artwork.