LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #1, 5th Grade, Sensorial Art Experiences, 165 minutes over 3 days, 55 minutes per class

II. Lesson Rationale:

This lesson plan focuses on the multisensory experiences that students can have with a work of art
beyond just using sight. Taste, touch, and smell have been ranked lower in the hierarchy of senses yet
these sense are associated with the body as the source of emotion (Duncum, 2012). The sense of smell
is especially powerful yet it is severely under-utilized within the art classroom. Smell is able to
summon emotional states related to combinations of scents that stimulate memory (Duncum, 2012). It
is important to teach children to experience art in a multidimensional way, exploring sense that arent
normally engaged within art. In contrast to immediate responses, imagining the smells in an artwork
calls for engagements that are slower, longer, and more nuanced (Hubard, 2007). This engagement will
reflect the nature of embroidery used in Ana Teresa Barbozas art and will be used when creating
candles. Candle making can be a slow, meticulous process that will allow students to connect with
Barboza through repetitive bodily movements.

Students will learn how to engage with an artwork with multiple senses, beyond just using sight.
Students will learn about the different processes to make candles.
Students will learn how to create artwork in response to another artists work.

III. Key Concepts:

Sensorial Engagement, Embodied Responses, Aromatherapy, Candle-making, Synesthesia, Color

Psychology,

IV. Essential Question:

How can you engage with an artwork with multiple senses, beyond just using sight?
What are the different processes to make candles?
How do we create artwork in response to another artists work?

V. Lesson Objectives:

The student will be able to describe how to engage with an artwork with multiple senses, beyond just
using sight.
The student will be able to identify the different processes to make candles.
The student will be able to create artwork in response to another artists work.

VI. Specific Art Content:

Candle-making, dyeing, color, color theory

VII. Resources & Materials for Teacher:

Ana Teresa Barboza. (2012). Suspension I. Embroidery, thread, and yarn on cloth.

Binder, B. (2014). Candlewic ~ How to Make Granulated Candles. YouTube. Retrieved April 19 2017
from https://www.youtube.com/watch?v=a35rk83gMGY

Candlewic. (2014). Granulated Wax Candles. Candlewic. Retrieved April 20 2017 from
http://www.candlewic.com/education/candle-making-projects/kids-candle-projects/granulated-wax-can
dles

ehowhome. (2014). Step-by-Step candle making for kids: Basic Candle Making. YouTube. Retrieved
April 20 2017 from https://www.youtube.com/watch?v=-YkVwrM8NXk

ehowhome. (2014). How to make candles the old-fashioned way: Basic Candle Making. YouTube.
Retrieved April 21 2017 from https://www.youtube.com/watch?v=L8P-zyw-ryo

Kim, A. (n.d.). How to Make Homemade Candle With Granulated Wax Crystals. Instructables.
Retrieved April 20 2017 from
http://www.instructables.com/id/How-to-make-homemade-candle-with-granulated-wax-cr/

Martin, J. (2016). Candle making with kids. Simple Homeschool. Retrieved April 19 2017 from
http://simplehomeschool.net/candle-making-with-kids/

Natures Garden. (n.d.). Granulated wax candle making. Natures Garden. Retrieved April 19 2017
from
http://www.naturesgardencandles.com/candlemaking-soap-supplies/item/granwax/-granulated-wax-can
dle-making.html

Sal, M. (2011). How Its Made, Decorative Candles. YouTube. Retrieved April 21 2017 from
https://www.youtube.com/watch?v=oQfeCrU-7LA.

WayOutWest Blowinblog. (2014). How to make perfect dipped beeswax taper candles (in an old tin
can). YouTube. Retrieved April 22 2017 from https://www.youtube.com/watch?v=E27yUdPTNEU

VIII. Resources & Materials for Students:

Plain Granulated Wax Liquid Candle Dye Fragrance Oils

Glass Containers Glue Gun Glue sticks

Wooden Skewers Plastic Spoons Gallon zip lock bags

 Candle wicks Blank label stickers Sharpies

Double boiler inch nuts cardboard

Ruler Tall, narrow, wide mouth container Rack or hanger

Portable Cooktop

IX. Instruction and Its Sequencing:

Day One of the Lesson

1. Introduction/Motivation:
How will I get students interested (the hook to get a students attention) in todays
exploration of the essential question? My goal is to present information about the unit in a fun
and exciting way that facilitates learning among students.
2. Guided Practice
The teacher will facilitate a class discussion on Ana Teresa Barbozas artwork Suspension I.
Students will begin by analyzing the artwork on formal qualities to familiarize themselves with
the piece. After a brief discussion, the teacher will then ask a series of questions that engage
with synesthetic reactions:
What would the objects around them feel like to the touch?
What sounds might they hear?
What kinds of scents might they smell?
3. Independent Practice
Students will record their responses to the teachers questions in their journals. Students should
begin with first response they think of and move into free association along the lines of
questioning.
4. Closure
Students will be asked to think about their previous artworks and the synesthetic reactions they
experienced when developing them.
5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress.
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more
clarity.
6. Classroom Management Procedures
Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Two of the Lesson

1. Introduction/Motivation:
 Students will be introduced to a variety of candle making techniques and learn how to create
their own candles.
2. Guided Practice
The teacher will show multiple YouTube videos that explain how to make a variety of different
candles; granulated candles, container candles, and dipped candles. The teacher will then
demonstrate how to make these different types of candles in class for students to observe. The
teacher will draw connections between the methodical nature of embroidery and the repetitive
process of creating dipped candles.
3. Independent Practice
Students will take notes about the different methods to make candles; students should note the
process that is involved for each method and how they appear differently from each other.
Students will have a chance to practice each of the different candle making processes before the
end of class.
4. Closure
Students will decide which type of candle that they will want to make next class that they think
will best convey their synesthetic reaction.
5. Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress.
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more
clarity.
6. Classroom Management Procedures
Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Day Three of the Lesson

3. Introduction/Motivation:
Students will be creating candles based on their synesthetic reaction to what Ana Teresa
Barbozas work might smell like.
4. Guided Practice
The teacher will explain to students ideas of color theory and color psychology when creating
their candles. The teacher will also explain how some scents evoke certain emotions or
memories, The teacher will show the examples of synesthetic candles made on day 2 of the
lesson to remind students of the end product.
3. Independent Practice
Students will create their own colorful and scented candles. Students will mix at least 3 of their
own colors and at least 2 scents to convey their synesthetic reaction to Barbozas artwork.
Students can choose between creating a granulated candle, a container candle, or a dipped
candles. Students should immerse themselves in the process of making candles and get into the
headspace of the artist to produce professional quality work.
7. Closure
The students will share the candles they made with the rest of the class, explaining their color
and scent choices.
8. Formative Evaluation
 Student progress will be assessed at multiple times during the lesson for progress.
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more
clarity.
9. Classroom Management Procedures
Observing students while they work for activity.
Asking if students need clarification on parts of the assignment.
Asking students to demonstrate the process they are using for the assignment.

Repeat 1-6, as needed, for each class session needed for this one lesson.

X. Summative Assessment and Evaluation:

In this lesson, students deliberately activated a sense other than sight in order to create art in response
to another artists work. By creating scented candles, students can enter an alternative world
imaginatively and pay heed to the different dimensions within Ana Teresa Barbozas artwork.
(Hubard, 2007). Students will respond to discursive questions to explore how they might experience
artwork through their other senses, primarily scent, and will reflect on these questions to explore how
they might create an artwork in response (Hubard, 2007). Students will be graded on the number of
responses to synesthetic questions they complete, whether they met the minimum requirement of
colors and scents, and whether or not they created a candle. Each category, responses, color, scent, and
candle production, will be worth up to 25 points each and assessed on a scale of developing (0-9
points), meets expectations (10-19 points), and exceeds expectations (20-25 points).

Developing Meets Expectations Exceeds Expectations

(0-9 points) (10-19 points) (20-25 points)

Student Responses The student did not write The student wrote a The student wrote a
(Minimum: 3) a resonse to any of the resonse to one or two of resonse to all of the
synesthetic questions. the synesthetic questions. synesthetic questions.

Use of Color The students did not use The students used at least The students used
(Minimum: 3) at least 3 colors when 3 colors when creating more than 3 colors
creating their candle. their candle. when creating their
candle.

Use of Scent The students did not use The students used at least The students used
(Minimum: 2) at least 2 scents when 2 scents when creating more than 2 scents
creating their candle their candle. when creating their
candle.

Candle Production The student did not The student started to The student completed
create a candle. work on a candle but did a candle.
not complete it.
_________ out of 100 points
XI. Interdisciplinary Connections:

Science
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations
following home and school safety procedures and environmentally appropriate and ethical practices.
The student is expected to:
(A) demonstrate safe practices and the use of safety equipment as described in the Texas
Safety Standards during classroom and outdoor investigations; and
(B) make informed choices in the conservation, disposal, and recycling of materials.
(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and
methods to conduct science inquiry. The student is expected to:
(B) use safety equipment, including safety goggles and gloves.

Math
(7) Geometry and measurement. The student applies mathematical process standards to select
appropriate units, strategies, and tools to solve problems involving measurement. The student is
expected to solve problems by calculating conversions within a measurement system, customary or
metric.

XII. References & Resources:

Anne. (2011). Rainbow in a jar. Flax & Twine. Retrieved April 20 2017 from
https://www.flaxandtwine.com/2011/03/rainbow-in-a-jar/.
Birren, F. (1961). Color psychology and color therapy: A factual study of the influence of color on
human life. New Hyde Park, N.Y: University Books.

Charlene. (2014). Easy sand art for children. My Frugal Adventures. Retrieved April 18 2017 from
http://myfrugaladventures.com/2014/07/easy-sand-art-for-children/

Duncum, P. (2012). An eye does not make an I: Expanding the sensorium. Studies in Art Education,
53(3), 182-193.

Elliot, A. J. & Maier, M. A. (2014). Color psychology: effects of perceiving color on psychological
functioning in humans. Annual review of psychology, 65(1), pp. 95 - 120

Ericksen, Marlene (2000). Healing With Aromatherapy. New York: McGraw-Hill. p. 9

Hazard, A. (2008). Making SCENTS. Career World, 37(1), 24.

Heller, B. (1972). Candle making: A step-by-step guide. New York: Galahad Books.
Hubard, O. M. (2007). Complete engagement: Embodied response in art museum education. Art
Education, 60(6), 46-56.

Otis-Gutman, L. (n.d.). Sand Jars. KinderART. Retrieved April 19 2017 from

https://www.kinderart.com/crafts/glasssand.shtml.

Tubbs, C., Drake, M., & Drake, M. (2007). Crafts and creative media in therapy. Thorofare, NJ: Slack.

Valnet, J.; Tisserand, R. (1990). The practice of aromatherapy: A classic compendium of plant
medicines & their healing properties. Rochester, VT: Healing Arts Press

XIII. Art TEKS

(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating artworks. The student is expected to:
(A) develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
(C) discuss the elements of art as building blocks and the principles of design as organizers of
works of art.
(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms
such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using
a variety of materials.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and others,
contributing to the development of lifelong skills of making informed judgments and reasoned
evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, general intent, media and techniques, or
expressive qualities in artworks of self, peers, or historical and contemporary artists;
 (B) use methods such as written or oral response or artist statements to identify themes found in
collections of artworks created by self, peers, and major historical or contemporary artists in real
or virtual portfolios, galleries, or art museums; and

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Identify and demonstrate diverse methods of artistic investigation to choose an approach for
beginning a work of art.
Anchor Standard 2: Organize and develop artistic ideas and work.
Experiment and develop skills in multiple art-making techniques and approaches through
practice.
Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
Anchor Standard 7: Perceive and analyze artistic work
Compare one's own interpretation of a work of art with the interpretation of others.