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Grade(s): 7, 8
Teacher(s): Sherri Callahan
School: Hinson Middle School
County: Volusia
State-Adopted Arts Course Description Number, Title, and Description:

Next Generation SSS in the Arts:
VA.68.C.1.1, VA.68.F.1.1, VA.68.S.3.3, VA.68.S.3.5, VA.68.H.1.2, VA.68.S.3.4, VA.68.C.3.1

LACC and/or MACC:
Unit Theme (optional):

Lesson Focus:
Development of art imagery from natural forms

Lesson Description:
Students analyze microscopic pond samples, then develop art imagery for painting and clay relief sculpture
Books, Equipment, Materials, and Supplies

Books, DVDS, websites:

Microscopic Art Forms from the Plant World

Make Just One Change: Teach Students to Ask Their Own Questions

❸(7th/8th grade Science Textbook)

Proteus (2004) DVD

Art Forms in Nature: The Prints of Ernst Haeckel

How to be an Explorer of the World

Art Materials:
paper, pencil, watercolor, marker, colored pencil, acrylic paint, colored glazes, clay slabs
microscope, document camera, glass slides, water sample


Student interest survey; Pre/post Vocab quiz, art vocab xword; description and analysis; project timeline/checklist; sketchbook pages; peer review form; clay vocab xword; clay relief rubric; tools and safety quiz, self-reflection; family participation;

media, subject, representational, non-representational, abstract, copyright, 2D, 3D, elements of design (line, shape, form, color, value, space, texture), contrast, hue, pattern, repetition, rhythm, balance, symmetry, relief sculpture in the round, genre

microscopic, cell,

Lesson Strategy:
Getting Started:
Essential Questions: Where do artists find their ideas?
Where is art found outside of school?
  1. Show video and/or website imagery – what do you see?
  2. Students develop questions
  1. Students gather and study samples. Discuss, sketch, write
  2. Students use design principles to sketch original imagery.
  3. Students create watercolor/pencil/marker image from sketches
  4. Students refine image after applying design principles
  5. Students practice clay techniques
  6. Students develop rubric for clay relief
  7. Students create final painting and clay relief
  8. Student write description of process

Assessment of Student Learning:
Student created rubric; pre and post vocabulary quizzes; successive peer reviews; tools, safety and clean-up checks; student written self-assessment; student oral presentation of 2-d and 3-d artworks

Documentation of Student Learning: student created rubric, vocabulary tests, written description of original image, 2-d painting, 3-d relief sculpture, written reflection on process, photos of images posted on class website, signed family participation form

Teacher Reflection:

Notes, including extensions or thoughts and ideas for other days:
Plaster casting of clay model, Calder-esque mobiles, science expert lecture, questioning of environment improvement,