Lesson Title Art Form Grade Level

Thinking Caps Sculpture (Wire) Studio Art III

Grade Level Theme Key Concept Link

Contemporary Issues and Emergence of a Personal Voice

Personal influence on Adornment

Adornment / Fashion

Challenge

Create a wearable artwork that depicts a fantastical interpretation of a culturally significant headdress.

Assessment Standards

Communicate — Theme

o Subject Matter - Select subject matter and methods of representation to most effectively communicate a position or opinion on social and contemporary issues.

Creative Processo Generate Ideas - Independently formulate questions for personal artistic inquiry and use a

toolkit of strategies to generate ideas for artmaking to pursue investigation of the ideas.o Research - Investigate multiple sides of social and contemporary issues to inform artmaking.o Experiment - Experiment, innovate, and take risks to pursue ideas, art forms, and meanings

that emerge in the artmaking process. Safe and Ethical Practices

o Studio Safety - Demonstrate an understanding of studio safety by handling tools, materials, and equipment appropriately.

Presentationo Art Portfolios - Select materials for a process art portfolio to include completed artworks,

sketches, research, and critical writing that reflect a personal voice. (AIII.2, AIV.1)

Create—Art Formso Art Forms - Develop a personal voice by intentionally selecting art forms to communicate

meaning in artworks. Methods of Representation

o Representation - Explore variations of representation and abstraction to develop a personal voice and communicate intended meaning.

Fundamentalso Elements of Art - Use self-directed exploration of the elements of art to represent subject

matter and create meaning in artworks.o Principles of Design - Use the principles of design and self-directed exploration to

communicate ideas in artworks.o Composition - Investigate and experiment with compositional structures to inform and

communicate meaning in artworks. Media

o Goals for Mastery - Set goals to advance skills in a selected media and learning new media techniques and processes

Respond— Aesthetics

o Nature of Art - Investigate and describe how the purpose of artworks changes over time. (AII.22, AIII.21)

o Aesthetic Preferences - Develop criteria for aesthetic choices in personal artwork. Criticism

o Subject and Formal Qualities - Identify how materials, content, and formal qualities contribute to the meaning of nontraditional artworks. (AIII.14)

o Compositional Organization - Research and experiment with divergent approaches to compositional arrangements including those from various cultures and those which break with convention.

o Evaluation - Critically reflect on the development of a personal vision in artworks. (AIII.19)

Connect— Art History & Cultural Context

o Explore Theme - Investigate and describe how artworks address social issues of the time.o Influences on Artists - Analyze how personal voice is influenced by current cultural and

historical events.o Art References - Relate contemporary and historical artists and artworks to the work of

student peers during discussions and critiques. (AIII.23) Art Institutions & Careers

o Art Careers - Students will evaluate the changing roles of an artist within a career of personal interest. (AIII.15)

Supplies and Materials Images and ResourcesWorksheets Optional:Visual Journals - FabricMillinery Wire - FeathersWrapping Wire - Small BeadsFloral Tape - Tissue PaperMeasuring Tape - Other materials Rulers at studentWire Cutters discretionJewelry PliersAcrylic Paint and/or Spray PaintPaint BrushesGlue Gun/Craft GlueDoc Cam

- In the Wings – Lynne Mackey, Theatrical Milliner - https://vimeo.com/20608647

- Around the World in 80 Hats - http://www.coolinfographics.com/blog/2014/7/30/around-the-world-in-80-hats.html

- Philip Treacy – http://www.philiptreacy.co.uk/- Miss G Designs - http://missgdesigns.com/- Eiko Ishioka – The Fall & Lion King images- Pakistani Turban- Sophia Loren – Turban- Ziegfeld Follies - Pearl headdress

Time Allotment Alternate Approaches

6 sessions at 90 minutes each Papier Mache, Plaster or Clay

Lesson Session

Thinking Caps 1

Engage Students will have explored a mini interactive PowerPoint on the class’s Blackboard page with exemplars.

They will have responded in their visual journals and should have 3 images of reference for their own headdress design.

Teacher will explain the day’s agenda, review the challenge and ask if there are any questions. Teacher will announce assigned “Process Partners” and have students pair up to discuss their reflections in

their visual journals. They can follow the prompts on the PowerPoint slide. (10 min)

Develop After Partner meetings, students will be asked to do at least 3 different thumbnail sketches considering the 3

dimensional elements of the design and sketching from various viewpoints. Teacher will share her own reference images and explain their significance in her design. She will then talk

about her sketch, final product and design process while presenting the prototype. She will explain that the project will be made entirely out of wire, focusing on the use of line to define a space

and stabilize the structure. The item must be wearable, so balance is a key component in the creation process.

Create Students will consider their own reference materials, collaboration with the process partner and the medium to

further develop their design. They will receive and complete the brainstorming worksheet provided and turn the worksheet in to the teacher

by the end of class. They can analyze the rubric to better inform their design process. Students will work on the sketch for their headdress design in their visual journals, drawing the front, side and

back view.

Reflect Students will incorporate ideas from their process partners into their working sketches. After cleaning up, Teacher will discuss the next class & remind students that their sketches must be complete

for the next class. Teacher will ask students if there are any questions regarding the content of the day’s class.

Name: ______________________________ Date: ______________________ Class: ___________________

Thinking Caps

Thinking Sheet

1. Which headdress(es) did you find most inspiring?

2. What is the purpose of this garment in its native culture?

3. How does your design transform the existing item? How does it reflect the society it represents?

4. Talk about the person who wears this. Consider the following… Does it serve a particular function? (i.e. sport or medical device, etc.) What is the culture’s socio-economic story? Why is it relevant to society?

Turn in when you’ve completed THIS SIDE ONLY!!!

Grading RubricProcess Criteria:

Student Teacher

4 4 Exceeds expectations for idea development and analyzing & synthesizing multiple ideas and demonstrating advanced refinement of selected ideas through visual planning, notes, & research.

3 3 Meets expectations by exploring and documenting multiple ideas, selecting one idea & refining the idea.

2 2 Selects one idea with some evidence of refinement.

1 1 Selects one idea without evidence of refinement.

Product Criteria:

Student Teacher

4 4 Artwork meets all of the production criteria and exceeds expectations in originality, technique, and craftsmanship.

3 3 Artwork meets all of the production criteria and meets expectations in originality, technique, and craftsmanship.

2 2 Artwork may lack originality or need improvement in technique and craftsmanship.

1 1 Artwork lacks originality, technical skills and craftsmanship.

Theme/Content Criteria:

Student Teacher

4 4 Artwork demonstrates a thorough understanding by combining personal ideas with thematic content.

3 3 Artwork clearly shows some personal connection to thematic content.

2 2 Artwork implies thematic content without personal connection.

1 1 Artwork does not communicate thematic content.

Understanding Criteria:

Student Teacher

4 4 Exceeds expectations in the comprehension of contemporary adornment and the application of personal influences on a design.

3 3 Meets expectations in the comprehension of contemporary adornment and the application of personal influences on a design.

2 2 Describes how one's artwork conveys meaning to the viewer.

1 1 Describes artwork only in terms of compositional elements.Unde

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Prod

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Investigated cultural/contemporary headdresses & responded in visual journal.Completed brainstorming worksheet and working sketch.Collaborated with process partner regularly.Built wire headdress.

Created a stable wire headdress with smooth, secure joints and cross points.Product sits comfortably and balanced on subject’s head.Lines are smooth, shape is clearly defined and embellishments compliment the overall design.

Artist selected an existing cultural headdress and developed his/her own evolution evident in the piece.Medium successfully created the adapted design in 3 dimensions.Artist has considered cultural characteristics of the imagined wearer of his/her headdress.

Researched cultural headdresses to develop a unique 3D design.Passed the “Bounce Test,” proving proficiency of construction techniques.Thoughtful participation in PQP critique process.

Lesson Session

Thinking Caps 2

Engage When students arrive, teacher will have them take a measurement worksheet and a measurement tape. Using the PowerPoint slide, the teacher will talk through the measurements that students will need to take

of each other before beginning the build. Students will join their Process Partner and follow teacher’s demonstration to take and document each

other’s head measurements.

Develop After measurements are complete, students will collect pre-cut wire pieces and resume their seats. Teacher will introduce the tools necessary for the project and will educate students on proper ways of use. Using the doc cam, Teacher will demonstrate shaping and joining techniques as well as safety

precautions during the building process.

Create Once demonstration is complete, students will use the pre-cut wire pieces and the new techniques to

construct the shape illustrated on the back of their measurement sheet. Teacher will circulate to provide one-on-one assistance, as needed. If students complete the example shape, they may begin to construct the foundation of their designed

headpiece.

Reflect Students will present their practice wire piece to the teacher before being dismissed from class. Clear

evidence that the student is grasping the techniques is expected. Completion of the shape is not required.

While students clean up, Teacher will explain expectations for next class.

Name: ______________________________ Date: ______________________ Class: ___________________

Thinking Caps – Measurement FormAround the Head: _______________________

Keep it straight Just above eyebrows

Ear to Ear: ______________________________ Keep it tight to head Top of the ears

Circumference: _________________________ Along the hairline Measure over the ears

Center Front to Nape: __________________ Start the hairline in front & end at hairline

at the back

Other measurements that could be unique to your design:

Practice ShapePractice your skills by making the shape on the left. Keep in mind that the final

product should be no wider than 4 inches in diameter and no taller than 3 inches.

You can use the circle below as a starting point.

Lesson Session

Thinking Caps 3

Engage Students come in and take their seats. Once the teacher has their attention, she will go over expectations for the day’s class. Teacher will remind students that their working sketches should be complete and they should’ve brought their

practice shape to the teacher for approval. If either as not been done, they must do so ASAP.

Develop Teacher will stress the importance of “Measure twice – Cut once!” Wire is not cheap so every piece is

valuable. A bin will be provided for small scrap pieces and students need to put any unused measurements in that bin. If a student is looking for a small piece of wire, they should pull from the bin FIRST!

Create Students may collect supplies and begin working. They must start with the foundation that actually sits on the head before building any additional pieces. After meeting with Process partners, students will go back to their stations and continue working. Any

additional fit issues will have to wait until the partner meeting in the next class. Teacher will circulate to troubleshoot issues and answer one-on-one questions.

Reflect After 30 minutes of work time, students will meet with Process Partners to try on each other’s head pieces to

get feedback. Open communication is imperative. Students will only have the designated partner time to work, so they will have to work accordingly.

At the end of class, Teacher will address the agenda of the next class.

Lesson Session

Thinking Caps 4

Engage Students will come in and get out their work to get started. Teacher will address the day’s agenda and explain expectations. The basic structural elements should be

completed by the end of today’s session.

Develop While they begin working, teacher will ask for students to share what they’ve had difficulty with and what “Ah

Ha” moments they’ve had so far that they’d be willing to share aloud. Any students willing to answer a peer’s questions should be welcomed.

Create Students will continue to work while the teacher circulates to answer questions one-on-one. Basic structural elements should be completed by the end of the day’s class. Smaller securing points and

details may be completed in the next class period.

Reflect After 30 minutes of work time, students will pause to meet with Process Partners for 10 minutes. They

should check for fit and begin to identify any upcoming balance or structural issues. At the end of class, Teacher will ask for questions and review the next class’ agenda. Any students who

want to bring in materials to embellish their piece will need to do so for the next class.

Lesson Session

Thinking Caps 5

Engage Students will come in and get their projects and supplies out to begin working. Teacher will address the day’s agenda and set expectations for the class period. Construction should be complete by the end of this class and embellishment should at least be started. If a

student cannot finish by the end of class, he/she will need to find another time to come in to finish or they’ll need to take the project home.

Develop While students are working, Teacher will loosely demonstrate samples of embellishment.

Painting Gluing Wrapping in Fabric

Create Students will continue to work while the teacher circulates to answer questions one-on-one and provide

feedback as necessary.

Reflect After 30 minutes, students will meet with process partners for a quick feedback session and will discuss any

last minute tweaks for fit, style or balance. While students are cleaning up, teacher will go over the agenda and expectations for the next class.

Construction will be complete and the piece must be ready for the Bounce Test. Embellishment should be complete though there will be 5-10 minutes for any last minute issues. Also, students will want to revisit their initial ideas about the type of person who wears this headdress.

Lesson Session

Thinking Caps 6

Engage Students will come in and open their visual journals to respond to the quick write on the board. Teacher will review the day’s agenda and ask students to take 10 minutes to meet with Process Partners.

While making any necessary last minute adjustments or embellishments, partners should discuss their responses to the quick write.

Develop After partner meetings are complete, students will collect their own headdresses and form a circle in the

center of the room. Teacher will explain and demonstrate how to complete the Bounce Test. Two at a time, students will meet

in the center of the circle, hold their headdresses 2 feet off the ground and let them drop. No throwing or kicking. The point is to ensure that the joins are all secure. A properly constructed piece should gently bounce and roll.

Create

Reflect After the Bounce test, students will put their headdresses on their partners and collect a PQP parade form. Teacher will explain how the PQP will work. The form has a section for Praise, Question, and Polish and

there are the exact number of spaces as there are students in the class. Each student should have every other student in the class complete one comment (either a praise, question, or polish) for the headdress they are wearing. When commenting on the PQP sheet, the commenter must put their initials on the first short line.

When each PQP is complete, it will be turned in and each student will pick up his or her rubric for self-evaluation on their own created headpiece.

Teacher will collect all self-evaluations and talk about expectations for the next class.

Artist’s Name: _________________________ Date: ______________________ Class: __________________

Thinking Caps - Praise, Question, Polish

Have your commenter initial on the line at the left and then comment appropriately.

Praise!_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

Question?_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

Polish._________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________

_________ _____________________________________________________________________________