32 Step Lesson Plan

1. Title:

Foil Movement Sculptures

2. Created by:

Alexsia Chitwood

3. Date Created:

February 24, 2015

After Lietz Elementary

Schools Art Vista Program

Date(s) Taught:

4. Primary Art Form(s):

Fine Arts- Sculpting

5. Secondary Art
Form(s):

Movement

6. Academic Crossover
subject/ concept:

Creative Writing

7. Age/Grade Range:

Third grade

8. Skill Level of Lesson,

9. Length of Lesson:

Prerequisite Skills, if any: 85 minutes

10. References/ Sites:

11. Supplies to expend:

18 wide heavy-duty foil
(Reynolds is good)

Colored Foil (Optional)

Glue gun sticks

Poster Board

lined paper

For each child:

one 6x18 piece

two 6x9 pieces

one 5x5 poster

board

one lined paper

12. Reusable Props,

visuals, Music,
Amplification:

Glue gun

Pencils

13. Overarching Learning Goals/ Enduring Understanding(s) of Lesson:

Students will be able to recognize the different lines (Vertical Horizontal and
Diagonal) and how each lines either does or does not show an action. Students will
also be able to create shapes with their body and art supplies that demonstrate
movement and stillness.

14. Core Arts Standards to Meet:

Anchor Standard #1 because they generate movement in their warm up and then
conceptualize what types of people demonstrate movement and must plan ahead
and choose which movement sculpture they want to create before they are allowed
to create it. Anchor Standard #6 because they are conveying the meaning of
movement through their foil sculptures that they created.

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32 Step Lesson Plan

15. Cognitive Learning Objectives:

Knowing the different directions of lines and deciphering which lines demonstrate
movement. Have the ability to come up with multiple types of people who use
unique movement. (ex. dancers, athletes, cheerleaders etc.) Understanding that the
foil movement sculptures are a freeze moment in an action.

16. VAPA Arts Glossary Vocabulary Terms:

Movement

Line

Line Direction

Horizontal

Vertical

Diagonal

17. Assessment/Demonstration of Learning Plan:

Students can point out the different types of Line directions and be able to recall
the correct terminology. Their sculpture demonstrates a figure in a movement pose.
18. Affective/Socio-Emotional Objectives:

Feeling confident in their choice of movement and know that their peers are not
judging them. Staying focused during each task and not allowing their friends to
distract them from their personal time to experiment with movement. Participate in
the activity.

19. Developmental Assets Targeted:

21 Achievement Motivation: Students are encouraged to reman curious and
demonstrates an interest in doing well in the lesson.

22 Learning Engagements: Students are enthused about learning and enjoys
going to art class and school

20. Assessment/Demonstration of Learning Plan:

Observe students level of participation and willingness to go into the circle and
demonstrate a movement. Also, observe if students are imitating their peers who
model a particular movement.

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32 Step Lesson Plan

21. Psycho-motor/Kinesthetic Objectives:

Follow the directions of the instructor when creating the sculptures main body
before they are able to shape the body into a unique movement. Demonstrate
different lines and line directions their own body can make.

22. Dance/Motor Skills Utilized:

Creating shapes with their body that demonstrate a movement pose, (a pose that
takes physical exertion to hold) such as balancing on one foot with arms strait up
in the air.

23. Assessment/Demonstration of Learning Plan:

Students create a wide variety of movements and are exploring different lines and
line direction with their own body and the foil sculptures body.

Into

Timings

24. Entering/Greeting Protocols Welcome students as they enter the

class room and have them get into a
circle.

2 minute

25. Introduction/Warm-ups/
Focusing Activites

Bonita Circle: Go around the circle

8 minutes
starting with the instructor(s), Step
forward into the circle, say your name
and do any movement with your name.
After the entire class repats your
name and the movement you did. Each
person takes their turn saying their
and creating a movement for their
peers to mimic. If this has been done
in the classroom before encourage kids
to use their whole body when they
create their movement.

26. Transitions to Task # 1

Have the students sit on the ground in 3 minutes

front of the white board for next part
of the lesson.

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32 Step Lesson Plan

Through
27. Task #1

Timings

Vocabulary and People in Movement

15

minutes

a. What kind of lines can you see in the

a. OEQs

b. Cues

classroom? What kind of lines are we all making
c. Development

right now? Can you think of any people who use
d. Challenges to Give

movement a lot? What type of line directions do
e. Transition
their bodies create?

b. We can make many different lines with our
bodies, including horizontal, vertical, and
diagonal. When we stand up strait, we are
making a vertical line. When we are laying
down, we make a vertical line. If you take your
right arm and point to one corner of the room
and take your left leg and point it towards to
opposite corner of the room our bodies are
making a diagonal line.

c. After talking about the types of lines, explore
things people do (walk, run, dance etc.) that
creates unique movements that showcase the
lines we just discussed.

d. Challenge kids to come up with as many unique
movements as possible that they would not do
on a normal basses (splits, karate kick etc.)

e. Have the kids stand and find their own space in
the classroom where they will not bump into
anything or anyone.
28. Task #2

Creating lines through movement.

12

minutes

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32 Step Lesson Plan

a. How can you explore making horizontal lines
a. OEQs

b. Cues

with your body? How about vertical or diagonal
c. Development

lines? Can your body create multiple line
d. Challenges to Give

directions at the same time?

b.
e. Transition
Create shapes that involve your entire body. Try
shapes that a big (provide time for them to do
it), now show me small shape.. what about one
that is high and now a shape that is low.

c. Move around freely being away of the people
and things around you.

d. Call freeze and the students have to freeze in
what ever position they are in and pretend to
be figurines, statues, or sculptures. Challenge
them to create more complex freeze positions.

e. Have kids return to their seats at the desk.
During this time pass out the 6x18 piece of
foil to each student informing them they are
not to do anything with it until instructed.
29. Task #3

Sculpt Foil Figures

30
minutes

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32 Step Lesson Plan

a. How many ways can you change the movement in
a. OEQs

your sculpture's body? Does your sculpture look like
b. Cues

any of the people we talked about earlier?

c. Development

d. Challenges to Give
b. 1.Fold the long piece of foil (6x18) over and over,
long ways, no more than about an inch wide. You end
e. Transition

up with an 18-long pleat. Explain you are making

the head and body of a person. 2. Fold the rectangle
in half, short end to short end so you have a long v
shape. About an inch dow from the fold, pinch the
foil (to make a neck), then twist the head around
once (to secure neck). 3. Fold or roll each of the two
6x9 pieces, long-ways, then squeeze them in you
hands so theyre not flat because one roll will be
the arms of a person, the other roll will be the legs.
4. Holding the body by its neck, open the long pieces
and center one of the short pieces under the neck,
perpendicularly(like the same of a t) to the head.
you have made a set of arms! Flatten the long pieces
of foil around the arms, and twist below the arms
(to make a waist) 5. Spread the long foil pieces open
again, put in the remaining short rolled piece, up
against the waist, perpendicular to the waist, and
centered. You have made a set of legs! 6. Twist the
long places under the legs, and bring the ends up
and fold around the torso. Youve made a body!
Flatten foil against the arms and legs if they tend to
slide out.

c. Now allow kids to explore different movement poses
for their sculpture. Remember People have joints.
Give the sculptures elbows, knees, ankles, and
wrists. Once the child is happy with the movement
pose of their sculpture have them bring it to the
back table where hot glue guns have been warming
up. Provide the child with a piece of poster board
and have them write their name on the bottom. Then
have them put a dot or dots as to where they want
their foil figure glued down. Glue it for them in
order to prevent students burning themselves.

d. If time permits allow kids to add colored foil to
their sculpture (only allow them 1 or 2 colors each)

e. Bring your sculpture back to your desk and the lined
piece of paper and pencil that the instructor just
gave you and pull out your pencil.

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32 Step Lesson Plan

Through
30. Closure/Cool Down

Discussion: Extensions
beyond studio time/space

Return of work

Exit slips/ Prompts/
Homework

Exiting Protocols

Timings

While other kids are finishing their

sculptures. Have the students draw their
sculpture in pencil and then with a red
color pencil draw any vertical lines they see
in their sculpture, blue for horizontal and
green for diagonal. This will be homework
for any kid who does not finish the
assignment in class, and will be turned in
the next class period the students and art
instructor met. (Not a graded assignment. It
just a way for the instructor to see if the
students understand the concept and can
recognize the three types of lines
discussed in class.)

31. Restoring Room/ Props Have students help clean up any mess that
is left, such as extra foil.

10
minutes

5 minutes

32. Reflection:

It was a challenge to keep the kids focused during the Bonita Circle after about
half the class went. The moves became repetitive and many students lost interest,
and the instructors had to remind the groups several times that they need to
respect their peers leading time just as their peers respected their leading time.

The foil figures went very smoothly with the second and third grade classes.
Having one teacher lead the foil lesson and the others going around and providing
assistance helped move the process along. Doing one step at a time and waiting for
each student to do it was a way for the instructors to make sure each child was
creating their body of their foil figure in the correct way. They kids who finished
first were very patient and did not wait long since the steps were very short. Each
student was proud of their worked and wanted to showcase their piece to each of
the instructors, including their full time teacher. The lesson went a little fast for
the third graders and they were able to work more independently than the second
graders, so I would suggest give them two or three steps at a time. The lesson was
also shorted for them. It was about 10 minutes fast, but that gave them more time
to decorate their foil figures with clothing and props.

Chitwood 7