Unit Plan

Wonder
Middle School 6-8
Emily Brewer

LTC 7730
Overview of Art Education 2014

UNIT PLAN - WONDER - Lesson 1

TITLE OF LESSON-

Emily Brewer

A History of Wonderment

GRADE LEVEL: Middle School 6-8

NAEA STANDARDSRESPONDING:
7: Perceive and analyze artistic work
VA:Re7.2.8a - Compare and contrast contexts and media in which viewers encounter images that
influence ideas, emotions, and actions.
8: Interpret intent and meaning in artistic work.
VA:Re8.1.7a - Interpret art by analyzing art-making approaches, the characteristics of form and
structure, relevant contextual information, subject matter, and use of media to identify ideas and
mood conveyed.
VA:Re8.1.8a - Interpret art by analyzing how the interaction of subject matter, characteristics of
form and structure, use of media, art-making approaches, and relevant contextual information
contributes to understanding messages or ideas and mood conveyed.
CONNECTING:
10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.6a - Generate a collection of ideas reflecting current interests and concerns that could
be investigated in art-making
GRADE LEVEL EXPECTATIONS (GLEs)STRAND I: Product/Performance
3. Communicate ideas about subject matter and themes in artworks created for various purposes
B. Grade 8: Create an original functional object
STRAND III: Artistic Perceptions (AP)
2. Analyze and evaluate art using art vocabulary
A. Grade 6: Identify the type of artwork (e.g., painting, drawing, print, sculpture)
Identify and explain symbolism or message communicated in an artwork
Match the artwork with an aesthetic theory:

UNIT PLAN - WONDER - Lesson 1

Emily Brewer

Showing a real or idealized image of life (Imitationalism)

Expressing feelings (Emotionalism/Expressionism)
Emphasis on elements and principles (Formalism)
Serving a purpose in the society or culture (Functionalism)

Grade 7: Describe the artwork and subject matter. Describe elements (line, form, shape, color,
value, texture, space) and principles (balance, emphasis, contrast, rhythm) as they are used in artworks. Interpret the subject and theme, supporting them with the artists use of elements and
principles. Select an aesthetic theory and ex-plain why it best fits the artwork:

Showing a real or idealized image of life (Imitationalism)

Expressing feelings (Emotionalism/ Expressionism)

Emphasis on elements and principles (Formalism)

Serving a purpose in the society or culture (Functionalism)

STRAND IV: Interdisciplinary Connections (IC)

1. Explain connections between visual art and performing arts
A. Grade 7: Explain how art is used in designing sets in film, television, or live theater
RATIONALE and GOALS FOR THIS LESSONMy hope is that the students will walk away with a new respect for the importance of wonder. I want them to
know that its good to ask questions and to wonder because it can lead to extraordinary ideas, inventions and even
cures.
ENDURING BIG IDEAWonder Looking at everyday items in a new way. I wonder what else this could be used for.
ESSENTIAL QUESTIONS

What new ideas through history came about because of wonder?

How does wonder lead to knowledge?
What have you always wondered about?

KEY CONCEPTS

Students will learn to see how everyday objects can be reused for something new
Create a drawing of their own invention
Learning the relationship between wonder and problem solving
Looking to film and literature for inspiration
Learning the relationship between invention and art

UNIT PLAN - WONDER - Lesson 1

Emily Brewer

OBJECTIVES

Students will be able to discuss the relationship between wonder and invention.
Students will be able to come up with new ways everyday objects like a clothes pin can be used
Students will be able to produce a drawing of an original functional object after discussing how to view
objects in new ways.

VOCABULARY

Synonyms for wonder

Muchness
Invention

LESSON VIGNETTEDay 1:
We as a class will be exploring the idea of wonder. We will start off with a clip from Tim Burtons
version of Alice in Wonderland. Students will then be given a journal prompt. What did you like or dislike about
the clip? Why? What have you always wondered about? Afterward we will look at the Wonder Board. Students
will be given post-it notes, write what they wonder about and then post them on the Wonder Board. Students will
be encouraged to find the answers to their own wonders and their classmates. At the beginning of each class,
students will be able to post their answers along with their sources. We will talk about what it means to wonder,
synonyms or the word wonder and why it is important to wonder. We will discuss inventors, philosophers,
scientists and doctors who came up with new ideas, inventions and cures from wondering. We will also talk about
artist such as Tim Burton and Charles Lutwidge Dodgeson aka Lewis Carroll who wrote Alices Adventures in
Wonderland in 1865.
Day 2:
The students will be looking at everyday items in a new way. Wonder Problem solving Inventions.
They will come up with as many things as they can as new purposes for a clothes pin and then share with the
class. They will then be able to make their own New Purpose Invention choosing an item out of a hat and
drawing their new idea. They will then share their invention with the class. They will need to keep these ideas in
mind for the next lesson.
LESSON SEQUENCE- (Based on 50 min class periods)
Day 1:
10 min Students will watch a video clip from Tim Burtons version of Alice in Wonderland
10 min Journal entry and Q & A about the video- What did you like or dislike about the clip? Why?
What have you always wondered about?
15 min - Wonder Board discussion, opportunity to post their first wonders
15 min Discussion about film producers, inventors, scientists and how their creations started from
wondering Tim Burton, Leonardo Da Vinci, Galileo, Alexander Graham Bell, Thomas Edison
Wilhelm Konrad von Roentgen and the Wright brothers.
Day 2:
5 min Recap of what was talked about last class How wondering can lead to new creations

UNIT PLAN - WONDER - Lesson 1

Emily Brewer

5 min Students will write down as many uses as they can for a clothes pin and share a couple ideas
5 min - Intro to their drawing project
25 min - Students will draw their own invention from pulling an item name out of a hat
10 min - Presentation time with Q & A
ADAPTATIONS FOR SPECIAL NEEDS and STUDENT ENGAGEMENT

A teacher will be giving auditory cues 5 minutes before for each activity transition.
Students will be able to move around and may stand while working
Allow "wait" time for students to think before answering a question.
Students get to choose what they want to create
Examples will be given

MATERIALS

Projector
Computer
Wonder board
Post-it notes
Tim Burtons Alice in Wonderland movie
Alices Adventures in Wonderland book

Object names written on slips of paper in a

hat maybe Mad Hatters hat??
Student journals
Clothes Pins
Visual Dictionaries

ASSESSMENT
Formative
Journal entries
Tell me about what yo9u have so far
What can I help you with?
Summative
Class presentation with Q & A students will share their invention drawings and its function.
RESOURCEShttp://www.biographyonline.net/scientists/top-10-inventors.html
http://www.enchantedlearning.com/inventors/medicine.shtml
TEACHER REFLECTIONStudents will be able to discuss their work process to the class. They will be able to explain how they decided
what to make and how it would function if it were real.