Content Area & Arts Discipline: Student IEP goals of Fine Motor Control, Identifying nouns by words and objects, Sequencing numerals from 0-1, and Working cooperatively. Arts competencies include picking up, positioning and using art tools i.e. mould deckle and felt.
Overview of the lesson: Introduction of invention of paper, demonstration of papermaking process, naming of tools, student performance with increasing independence.
Grade Level: SPED, ages 13-20, Pre-K to 3d
Proposed Time Frame: (2 hour class session, 8-10 sessions, conducted late April-middle of May 2013.)
Date Lesson Created: April 22, 2013
Lesson Authors: Tom Harmon, Teaching Artist Fellow, Tonya Brackett, SPED Teacher
Room Requirements & Arrangement: Use table in front room. Cover with plastic sheet. Move chairs away from table.
Materials/Equipment: TA will provide papermaking equipment, SPED will provide torn paper to use for making pulp.
Resources: TA will provide samples of paper, papyrus, cotton, and other plants.
Vocabulary:
Couch (Cooch), Deckle, Felt, Mould, Paper, Papyrus, Press, Pulp, Vat. / BIG IDEA & LEARNING OBJECTIVES
Students will be able to know who invented paper. (Chinese)
Students will be able to know what paper is made from. (Plants)
Students will be able to follow steps sequentially.
Students will be able to work cooperatively.
Students will be able to make at least one piece of paper that is 8” X 10” without any holes.
PROCEDURES
The teacher/teaching artist will engage students (“the hook”) by: asking who has used paper today. Students can respond by naming the various uses of paper, and what could we use if we had no paper.
The teacher/teaching artist will build knowledge by: Asking questions such as, “what did people write on before paper was invented”. Student discussion of possible items such as wood, stone, and leaves. Introduce and show papyrus sheet and papyrus plant. Introduce and show reproduction of old Chinese paper. Introduce and show handmade paper that students will be making.
The teacher/teaching artist will model the experience: By showing and naming all of the equipment and tools the students will use. The TA will demonstrate the steps necessary to pull a sheet of paper and have the students repeat out loud the steps as the TA demonstrates. The TA will point out the critical steps such as mould and deckle placement and couching problems. The TA will demonstrate what to do if the paper is unsatisfactory by “kissing the vat” with the mould or the felt. The TA will demonstrate what a “good” piece of paper looks like. The TA/SPED Teacher will each take two students and go to their papermaking station.
The teacher/teaching artist will guide the practice with the students by: observing student process and assisting in problem solving when student is having problems.
The students will apply understanding by: being able to follow the steps in sequence and make at least one good sheet of paper.
The teacher/teaching artist will create opportunities for reflection (Closing) by: asking questions about different uses of paper, different plants that can be used, and how can paper be colored.
The teacher/teaching artist will assess the students’ learning by: Observing student’s ability to follow the proper steps in sequence. Observing fine motor skills while making paper and assessing improvement. Analyze completed paper to determine if it met the standard. (Compare first sheet made to last sheet made to determine evidences of learning.)
STANDARDS & PRINCIPLES
Please list the standards/competencies from the following:
State Content Standards (Student Individualized Educational PROGRAM (IEP)):
Cognitive Ability Expressive and Receptive Language
Identify nouns by words and objects
Fine Motor
Pick up, position and use art tools.
Math
Sequence numerals from 0-10
Arts Standards :
1. Use a variety of basic materials and art media to produce works of art. (CP)
a. Begin to work cooperatively in producing works of art.
b. Use art materials, equipment, and facilities in a safe and responsible manner.
c. Select the appropriate tools and materials to produce a particular work of art.
d. Demonstrate manipulative skills by performing a variety of tasks.
See attached UDL Strategies Worksheet.
APPENDIX
Extended Learning Activities:
Continue to introduce handmade paper to students for use in other art projects.
Introduce the concepts of Recycling, Reusing, and Reducing.
TIPS/FAQs:
References: (i.e. Works cited, etc.)
Created by the Whole Schools Initiative at the Mississippi Arts Commission
Universal Design for Learning Strategies
Papermaking
I. Representation / II. Expression / III. EngagementUse multiple means of representation / Use multiple means of expression / Use multiple means of engagement
1. Provide options for perception
· Have samples of clay tablets, papyrus, banana leaves, wasp nest, cotton rag, cotton boll, wood, paper pulp and handmade paper to show and pass around for tactile and close-up examination.
· Label mould indicating right side up. / 4. Provide options for physical action
· Ensure table height is appropriate for students.
· Provide manipulative assistance as needed, allow student to decide colors, designs, and outcomes. / 7. Provide options for recruiting interest
· Discuss “value” of handmade paper.
· Assist students in recognizing that they are creating a unique and valuable work of art.
· Ensure that all necessary supplies and tools are available.
· Teach importance of ownership in one’s work.
2. Provide options for language and symbols
· Label all tools with name and have available for tactile recognition as necessary.
· Use arrow symbols and the word “up” on mould to indicate proper side up. / 5. Provide options for expressive skills and fluency
· Allow students to control pulp/water ratio to determine paper thickness.
· Allow students to choose paper color.
· Ensure availability of materials to allow full range of creativity. / 8. Provide options for sustaining effort and persistence
· Encourage experimentation with additions to paper.
· Ensure students have adequate work space.
3. Provide options for comprehension
· Show pictures of cave paintings to trigger memory and discussion (if necessary).
· Demonstrate how to problem solve if pulp sticks to mould.
· Demonstrate how to clean felts if pulp not couched properly. / 6. Provide options for executive functions
· Describe planned use of paper so students can establish production goals. / 9. Provide options for self-regulation
· Encourage problem solving by the students when the process is not working.
· Assist with discussion and leading questions so students themselves arrive at a solution.
(Revised April 22, 2013)
Created by the Whole Schools Initiative at the Mississippi Arts Commission