Final Critique Stencil and Design Lesson Activity Plan

Final Critique Stencil and Design Lesson Activity Plan

1. Content: In this lesson, students will be finishing up their stencil design projects, and participating in a final critique. Their final composition should include two pieces using positive and negative space, both in the same medium, using the same stencil to depict one subject.

2. Learning Goals: Students will be able to…

• Create a cohesive series (2 pieces) of work using one medium and one subject
• Write and discuss their work and others’ work, focusing on style, technique, and overall success and improvement

3. Rationale: As students finish the projects, it is important for them to look back at them and reflect on their process and their product. It is equally important for them to see the way their peers have taken the same instructions and created a different project. Allowing students to reflect on artwork is an important part of the artistic process, and allows students to understand what styles and processes work or do not work for them. It also improves their academic language as they must write about what they see, using vocabulary they have learned.

4. Assessment: The final pieces will be graded based on planning, craftsmanship, critique and effort.

Stencil-Design Project Rubric

Planning (25 points)

Used class time wisely and completed all process steps and sketches (includes silhouettes, sketches, stencils, design sheets)

Craftsmanship (25 points)

Final composition successfully and neatly incorporates design patterns into traced stencil.

Critique (25 points)

Participates in final critique and self-reflections, in the form of bellringers and formal writing

Effort (25 points)

Puts in effort during class time without prodding or constant reminderThe final critique will be graded based on participation, written and oral. Students will be asked to write about three of the works on the wall, writing one thing they like, and one thing that could be improved. They will then share one comment they wrote. If students really do not want to share, they will be assessed more heavily on their writing.

5. Personalization and Equity: All artworks will be hung on the wall for students to observe. Writing will be low stakes and will simply ask students to write about one thing they like and one thing that can be improved. Students will be given the opportunity to write and participate orally, giving opportunity to students who have stronger speaking skills as well as those with stronger writing skills.

6. Agenda:

Time / Teacher / Student
0-5 / Greets students, takes attendance, and reads bellringer out loud. / Enter class, take a seat, write bellringer: What is one thing you like about you stencil design project, and what is one thing you think you could have improved? This questions will start the class by reflecting on their own work, before they begin to look at their peers’ work.
5-20 / Passes out projects, putty, and critique sheet. Explains that students will put putty on the back of their work and will hang their pieces on the wall. Then they will grab a number and stick it next to their work. / Students put putty on the back of their work and hang their pieces on the wall. Then they grab a number and stick it next to their work.
20-30 / Explains that students will write about 3 of their peers’ work, writing the number, one thing they like, and one thing that could be improved. / Write about 3 of their peers’ work, writing the number, one thing they like, and one thing that could be improved.
30-40 / Explains that students will share one comment they wrote. / Students share one comment they wrote.
40-47 / Collect work. / Take work down, write their names on it if they aren’t already.

7. Standards:

1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools

4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings • Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals; • Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately; • Complete: prepare work for presentation or exhibition

5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work

8. Reflection: The main thing I would change about this lesson would be to ensure that all pieces received feedback. By having students choose which pieces they wanted to comment on, many pieces did not get discussed. I could change this by assigning students the numbers of the pieces that they would talk about. This way each piece would have some written feedback and eventually oral feedback. As students went around to share the pieces they wrote about, I would encourage other students to also comment on the ones they had particular opinions about. This way students would also have the opportunity to talk about the pieces they want. Something else I would make sure to emphasize in this lesson is why we use numbers to correspond to each piece, and not people’s names. The main reason for this is so pieces remain anonymous. I have a few students constantly ask “Who made that one?” I am not opposed to students knowing who drew what, I just want to ensure that students are respectful of each other and their work.