LESSON PLAN - VISUAL ART:

SUBJECT: STEAM - MIXED MEDIA & TECHNOLOGY

GRADE: Eighth
TEACHER: Nina Benson

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

Enduring Understanding: Creativity and innovative thinking are essential life skills that can
be developed
Essential Questions:
What factors prevent or encourage people to take risks?
How does collaboration expand the creative process?
How does knowing the contexts histories and traditions of art form help us create works of
art and design?
Why do artists follow or break from established traditions? (rebellion)
How do artists determine what resources and criteria are needed to formulate artistic
investigation?

Anchor Standard 2: Organize and develop artistic ideas and work.

Enduring Understanding: Artists and designers experiment with forms, structures, materials,
concepts, media and art-making approaches
Essential Question:
How do artists and designers learn from trial and error?
Enduring Understanding: People create and interact with objects, places, and design that
define, shape, enhance, and empower their lives.
Essential Questions:
How do objects, places, and design shape lives and communities
How do artists and designers create works of art design(s) that effectively communicate

Anchor Standard 3: Refine and complete artistic work.

Enduring Understanding: Artists and designers develop excellence through practice and
constructive critique, reflecting on, revising, and refining work over time.
Essential Questions:
What role does persistence play in revising, refining and developing work?
How does collaboratively reflecting on a work help us experience it more completely?

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation
Enduring Understanding: Artists and other presenters consider various techniques, methods,
venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks
for presentation
Essential Question:
Why do people value objects, artifacts, and artworks, and select them for presentation?

Anchor Standard 8: Interpret intent and meaning in artistic work.

Enduring Understanding: People gain insights into meanings of artworks by engaging in the
process of art criticism.
Essential Questions:
What is the value of engaging in the process of art criticism?
How can the viewer read a work of art as text?

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical
context to deepen understanding
Enduring Understanding: People develop ideas and understandings of society, culture and
history through their interactions with and analysis of art
Essential Question:
How does art help us understand the lives of people of different times, places and cultures?

GOAL/OBJECTIVE: Students will create a mock steampunk airship, incorporating technology

and 19th century appearances/history. Students will learn primarily to collaborate and
create 3 dimensional art works using mixed media, initially utilizing programing that creates
prototypes of their country and/or point of origination and steam airships
Students will CREATE a "country"/place and culture that uses steam powered airships as a
mode of transportation and CREATE such an airship that is specific to that place.

VOCABULARY:
Elements of Art: The basic standard of HOW art is produced
Line: The area between two points - the edge of a thing. The extent of length.
Shape: a 2D item - something that is flat - having width and length.
Geometric: A measurable element
Organic: Free-form shape
Form: A 3D item that has height, width and depth.
Color: reflected light from an object, that is interpreted through the lens of the eye
Primary: Yellow, R
ed, B
lue
Secondary: Y + B = G
reen, Y+ R = O
range, B + R = Violet
Tertiary:
Y + G = YG Y + O = YO
R + O = RO R + V = RV
B + G = BG B + V = BV
Tint: White + any pure color
Shade: Black + any pure color
Complementary Color: Opposite colors of the color wheel
Analogous Color: Colors that are neighbors
Value: The lightness or darkness of tones or colors
 Space: Area - as in foreground, middleground and background
Perspective: The view from a particular point - defined as the foreground,
middleground, or background
Horizon line: The imaginary line where the Earth meets the sky
Vanishing point: The point where the background recedes and can no longer
be seen
Texture: The touch and/or appearance of a surface
Principles of Designs: The emotional description of a composition
Unity: Harmony between all components of an art piece - giving a sense of
completeness
Variety: Use of several elements that captivates the viewers attention
Rhythm: A repeated element used to create a feeling of organized movement
Proportion: When all elements work well together according to size.
Repetition: A created pattern demonstrating activity
Pattern: A repeated element/object or symbol
Movement: The path determined by the artist that leads the viewer to the focal point.
Emphasis: The focal point that catches the eye of the viewer.
Plan: A detailed proposal of intentions aka the recipe.
Design: A purpose that shows a look or function
Mixing: The combination of elements
Composition: The story of a drawing or painting. The description and content of a work of
art. The arrangement of various elements
Attributes: Qualities that are conveyed to the viewer
Emotional - A state of being either active or passive
Aesthetic - Realistic, impressionistic, Abstract, Decorative
Spatial - Depth
Rationale: Reasoning - why
Critical Thinking: Analytical reasoning
Executive Function: Scheduling - timing
Craftsmanship: Ones effort
Collaboration: Working together
Culture: The manifestation of human intellect - customs, art, social norms, etc that are
particular, (associated with) of a group of people
Modding: Altering items to fit for another purpose

RESOURCE FOR BASIC INFORMATION: WATCH on DAY ONE

https://www.youtube.com/watch?v=iwROgK94zcM By H. Miyazaki - MUST SEE
https://lewispalmer.instructure.com/courses/31/pages/art-example-steampunk-info?modul
e_item_id=18841
http://hamptonroads.makerfaire.com/maker/entry/149/ A quick video - seconds long
https://www.keiththompsonart.com/ A MUST SEE
http://gvozdariki.ru/ Another MUST SEE
Info and names of characters
http://www.huffingtonpost.com/laura-wattenberg/18-ingenious-names-from-the-world-of-s
teampunk_b_6201642.html

http://www.taskboard.com/Taskboard%20instructions.html How to use taskboard

https://www.youtube.com/watch?v=krtsaM1MQ_4 taskboard demo

ARTISTS: Keith Thompson, Vladimir Gvozdev, and Hayao Miyazaki

PROCEDURE:
BIG IDEA: HOW DO YOU SEE CULTURE?

Students will be divided into four different groups. From within each group there will be two
sub groups. Sub group A will develop/create an airship. Subgroup B will create the culture
or place: The group, behavior, cultural norms, rituals, art/artifacts, social organizations and
tech.

QUESTION:
Who invented the Steampunk phenomenon?
The term Steampunk was first coined in 1987 by K. W. Jeter, the author of the novel
Morlock Night. He used the term to describe a genre of speculative fiction in which
steam, not electricity, drove technological advancements. Since then it has been used
to describe an artistic and cultural movement.
What is Steampunk art?
Steampunk is a subgenre of science fiction or science fantasy that incorporates
technology and aesthetic designs inspired by 19th-century industrial steam-powered
machinery.

PROJECT EXPECTATIONS:
Students of Subgroup A will creates a d
etailed rendering of the airship, showing ALL sides of
the ship TOP, BOTTOM, SIDE and FRONT. Students will also detail the inside of the ship with
an explanation for the inside/rooms. When actually b
uilding, the airship must have an
observation post, have a wingspan of no more than 3 feet.The actual ship shouldnt be more
than 3 feet long from tip to tip and be no more than 2 feet wide. Students will detail the
qualifications for being able to fly the ship and what that person, (if it be human), might
look like. Students will detail the capabilities of the ship, (special features), offering rationale
for such. Students must write about one specific journey of their airship

Students of Subgroup B will c

reate a detailed map, (approx. 3'x3'), that shows the schematic
diagram of their country/place - structures, p
eople/creatures, geographical features, etc.
explaining and building directly on the map all there is to know and understand about the
country. Students will show details drawings, paintings, of the actual place that the airship
hails from. They will show and develop a minimum of t hree devices of special use. (They get
to determine their purpose). They must create the e
nvironment that surrounds the place the
airship originated from. Students will w
rite about the place they have created assigning
names, tasks, happenings, etc.

Both student subgroups MUST take responsibility and collaborate to create unity. Both
groups must maintain the genre of Steampunk Art - 19th century - Victorian era. Staying
true as much as possible to low tech and high steam power mechanics.
Students may use some features of a program called Plotme.

Simultaneously, other students will build the airship for their country - first developing the
prototype using Autodesk Inventor. I will incorporate my sixth graders into the project by
introducing them to creating gears, (connecting color mixture), and creating a wall that
"moves".

Additionally, I have already been in contact with students from Northwestern University, who
have STEAM projects that they are working on and have presented to my present sixth
graders. I have shared my lesson with them and a collaborative venture is already being
developed.

I also will be collaborating with Mrs. Huber, our orchestra teacher, for her May concert, who
has found Punk Art Steam Airship music.
Lastly, it is my hope that in the end these "airships" fly. I am looking into funding for four
inexpensive drones, ($50) that would be alternative power source instead of actual steam.
:-).

MATERIAL: Chromebooks, design sheet, colored pencils, drawing paper, watercolor paper, .3
pens, paintbrushes, lightweight paper, posterboard, straws, basal wood, hot glue, wood glue,
string, mixed media materials, scissors, craft knives, wire thread

TIERED: Learning Style & Content

TIER I - VISUAL LEARNER: Students will be shown clips from Howls Moving castle and a
sample airship

TIER II - AUDITORY LEARNER: Students will be questioned and encouraged to participate in

the discussion about various ideas and direction that students will develop. The Essential
Questions will be used extensively to stimulate discussion. These students should be given
responsibilities that allow them to contribute verbally concerning design and execution.

TIER III KINESTHETIC LEARNER: This student will benefit from the different textures of the
various materials perhaps working closely with auditory learner - taking instructions and
creating/building together as a team. This student is aware of the movement of various
items and can clearly shine when putting the different elements together - much like a clock
maker.

TIER I CONTENT: Students may benefit from a highly structured program. Having everything
available and laid out before class will assist this student in maintaining control and order.
This would benefit from a student buddy that would work more one-to-one to accomplish
concepts that they imagine, however, need a voice of reason to assist in seeing the bigger
picture of a collaborative effort.

TIER II CONTENT: Students may need more hands on and assistance - giving them the
opportunity to talk their ideas out and allowing a more quiet work space in the back of the
room. These students may benefit from additional time, coming before and after school and
during lunch period.

TIER III CONTENT: This student may benefit from additional study, however has a firm grasp
of expectations and needs occasional reminders of goals and collaborating with other to
achieve their shared focus. This student may be the project leader.

All student will have the opportunity to redefine basic previously held ideas with the goal to
create new ideas , that leads to modification of previously held standards. These standards
will be expanded upon to accommodate any direct substitutions of basic ideology. Students
will discover that goals can be achieved with the same results, however, hopefully, more
efficiently.

GENERAL RUBRIC for PROJECT

CRITERIA 4 3 2 1

CRAFTSMANSHIP Has an extreme Has some care for Inconsistent work Exhibits lack of
care for details . details, but does habits. Makes little concern for
Applies the EoA not tidy work effort to present outcome. Sloppy.
and PoD with completely well
intent

CREATIVITY Goes beyond Has great ideas Looks to others for Does not attempt
requirements that occasionally ideas, needs original work, but
and considers diminishes with time constant goading, copies
and acts upon and production resulting in little
ideas effort work output

CRITICAL Sees the joy in Usually unique but Unclear thinking. Does not think -
THINKING the challenge of must be prodded Often at a lost for LAZY
a problem into consistent ideas and direction
sustaining effort

FINAL QUESTIONS:
1. What new skills have you added to your art cache?
2. How might you apply what you have learned to other areas of study?
3. What did you enjoy and therefore what will you continue to explore?
4. What was challenging and why? How will you conquer the challenge?
5. What will you do to further your studies and skills given this was just an introduction?
6. What other artists do you plan to research?
7. What newly acquired skill do you feel confident in sharing?
8. What are some of the art words youve learned or know?
9. How will you further your skills?
10. How will you share your work and why?

Teacher Notes: