Art Education edTPA Lesson Plan Template

Author: Lauren Barkand

Lesson: 1

Grade Level: High school

Lesson Title: Introduction to Metals (Sculpture)

Essential Standards/Common Core Objectives:
I.V.3- Create art using a variety of tool media and
processes, safely and appropriately.
I.V.3.1-Understand the function of tools in creating
art.
I.V.3.2-Select media appropriate for communicating
content.
I.V.3.3-Analyze the relationship between process and
product.
Information and Technology: Use appropriate
technology tools and other resources to access
information. (Students will be assigned to watch
videos for further instruction for help with producing
metal work.)
Daily Lesson Objective:
N/A
21st Century Skills:
Learning and innovation skills*Students must creatively think about process of how
to design their sculpture. Will the sculpture need
hinges, rivets, or only soldering?
*Problem solving will be used by students when
figuring out what metal will work best for the sculpt
they need (brass or copper), or what will the student
do if he or she solders the wrong piece? (It will
happen, just as in life, the student will need to be
prepared for mistakes.)
ISTE Standards:
Critical thinking, problems solving, and decision
making4.a. Identify and define authentic problems and
significant questions for investigation.
4.b. Plan and mange activities to develop a solution
or complete a project.

Central Focus: N/A

Visual Arts Concept(s):

Students will learn how to create/produce metal samples exhibiting
working with solder, rivets, chasing, and hammering. Creating these
samples will help students form metal sculptures which they will
sketch on paper after completing samples.

Academic Language-

Vocabulary:
* Soldering/Solder- Any of various alloys fused and applied to the
joint between metal objects to unite them without heating the
objects to the melting point.
*Rivet- A metal pin for passing through holes in two or more plates
or pieces to hold them together, usually made with a head at one
end, the other end being hammered into a head after insertion.
*Copper and Brass heating levels- ( 1984F, 1650F )
*Coping-saw- A saw consisting of a thin, light blade held, under
tension, in a U -shaped frame that has a handle: used for cutting
small curves in wood.
*Flux- A substance used to remove oxides from and prevent further
oxidation of fused metal, as in soldering.
*Chasing- A metalworking technique in which a malleable metal is
ornamented or shaped by hammering the surface to create a design.
Blooms Taxonomy:
*Students will Solve problems throughout soldering metal,
hammering, chasing, etc. (e.g. If the students is unable to solder a
piece together, he or she will have to figure out why. Maybe the
piece is not heated fully enough, or the solder melts too quickly.)
*Students will estimate how much time is needed for each piece in
order to complete all of the samples in the given period/s.
*Students will visualize the steps they must take in order to
complete the samples as well as their sketch for the future sculpture.
Product and Psychomotor Skills: Students will produce three small samples, cut out, not over the size of 2x2inches. The
samples will be soldered on, riveted, and hinged. They will also cut 4x4 pieces which will be hammered on and chased. This

will prepare students for sculpting in metal.

Links to Prior Knowledge:

N/A
Activity

1. Focus and Review

2. Statement of Objective
for Learner

3. Teacher Input

4. Guided Practice

Description of Activities and Setting

Students will be seated at tables as lesson is being presented. Papers with
vocabulary and important steps will also be passed out. A video which has
been recorded prior to the lesson will be projected. This video will contain
myself introducing vocabulary along with how to solder, rivet, create a
hinge, chase, and hammer safely. Questions like Have you ever used any
type of metal to form a shape before this class? will be asked, or comments
such as Think about metal materials you use daily, or that you have seen
before, maybe a work of art. How was this object or work shaped, what
might have been used to put the parts together, if they were separate pieces?
Think about this in order to help you visualize creating your samples and
(future) sculpture piece. will be asked after the video.
Students will learn to create samples from metal which will prepare them to
create sculptures from designs sketched. The students will learn how to use
tools safely by tying hair up and wear eye protection. Students will use torch
carefully and make sure they are at a safe distance from another student. I
will stress the importance of safety rules. If students can not follow the
safety rules, they will not participate in the project.
The demonstration will be given on video explaining necessary safety
precautions, how to create samples using specific techniques. The video will
begin with cutting samples (2x2 and 4x4 circles or squares) using coping
saw. Then I will begin showing students how to chase and hammer, those
will take less time, so I will do that before the other techniques. Finally I will
rivet, creating plan rivets, flushed rivets, and pen rivets. The vocabulary will
be defined as techniques are presented through the demonstration. I will also
have a sheet with important vocabulary or steps students might forget that
will be passed out for reference. Once the presentation of video has ended
questions will be answered. If there are any specific needs, depending on
individual, I will personally attend to that one student, but if the question can
be solved, thus answering other questions, I will answer out to the class
before letting the students begin working. This lesson will procced to the
next class day. Because of an introduction to metals was needed, there will
not be much time for students to work. The next class period samples should
be completed, and students will most likely be comfortable using
tools/materials. If there are any students who need extra helping, more time
creating samples, more time and help will be given.
Students will begin working on project. I will be walking around making
sure that students are handling material/tools correctly and safely. Tools will
have already been put in individual bags, or if not enough, one bag to a pair
of students. Helping students might include assisting in the distribution of
tools or helping them to saw, because sometimes that may be frightening for

Time
20-25mins

5mins

5mins (To
answer any
questions.
Hopefully
video will
be
explanatory
)

10mins

the first time. Also, a sheet was given to help assist the students. The sheet
will include vocabulary, pictures of samples, and specific techniques they
might have forgotten after watching the video presented. Techniques include
how to hold a chasing tool while hammering the tool on the metal. Also, it
would include how to safely turn on a torch or switch heads on and off the
torch. When continuing the next day, if help is needed, I will assist any
student in need for the first ten minutes.
10mins

5. Independent Practice

6. Closure and Clean Up:

Once students are comfortable using tools, I will step back and let them
proceed on their own, still watching as they continue though. The students
should have an understanding now of techniques, tools, and material now,
thus, it will be expected of the students to sketch out a plan for their
sculpture at home and bring it to the next class. I will have links prepared for
any extra learning which students can go to and watch videos to help them
further understand in case questions were unable to be answered.
The reason I choose to include video into the lesson instead of teaching
directly or with a document camera, is because I thought using the video
would engage the students (like watching Youtube on the computer). Also
using something such as a document camera would have been complex due
to using a torch. Videos assigned to students to look up will help assist in
any extra questions I may have been unable to answer due to pressing time.
When putting away materials, students will put samples, tools, and metals in
the bag which was presented to them. Their metals should have their names
on them with sharpie marker. The bags will go in designated area as they
were before being passed out. If students are sharing tools, a separate bag for
their metals will be given to them. Ask students about their comfortability
around tools/ use of handling torch or saw. Let them know of videos they
could watch if there are any particular questions. Explain how a sketch is
expected for the next class, with the process of how they will go about
creating their sculpture.

10mins

Check list of student work:

Grade scale: check plus, check, check mins, x (for did not do or was unable to follow)
*Student worked in a timely manner, trying to avoid too many distractions.
Assessment Methods of
*Finishes at least two samples in the work day (may have other sample for next class
all objectives/skills:
period)
(Include any
*Student tried to solve problems on own before asking teacher and possibly saying I cannot
modifications)
solve this.
*Student is comfortable with tools, and safely uses tools.
* Techniques (such as soldering and chasing) as clean and look as though the student did
not rush.
Directed Questions for Discussion:
*How will you use your time effectively in order to create all the samples in the given time?
*Are you comfortable using these tools?
*If you are not comfortable, is there a way which I can help you feel more at ease using the tools/materials?
*Have you ever used any type of metal to form a shape before this class?
*Think about metal materials you use daily, or that you have seen before, maybe a work of art. How was this object or
work shaped, and what might have been used to put the parts together, if they were separate pieces? Think about this in
order to help you visualize how to create your samples and sculpture piece.
Modifications to Support Varied Learning Needs:
N/A
Materials/Technology/References:
Copper or brass, Chasing hammer and chasing tools/heads, wire, flux, solder (hard, medium, soft), torches, Sheet with

important vocabulary and steps for students to look on while doing samples/project, projector of made video lesson
Reflection on lesson:
N/A