Name of Teacher: Mrs. Lottie Looney Subject Area: Visual and Cultural Arts

Transcription

1 Name of Teacher: Mrs. Lottie Looney Subject Area: Visual and Cultural Arts Diocese of Wheeling-Charleston CASE Unit Planner Grade Level: 5 Cross Curricular Opportunities: Cultural eplorations (U.S., England & Italy), history (glassmaking), literature (artist biography), science (how glass is made). Unit Title: Glass: Breaking the Mold Estimated Duration of Unit: 3-4 weeks Overview of Unit: Students will make 3 Dale Chihuly-inspired collaborative installations using recycleable clear plastic bottles, cups and bowls as their base medium, applying color and in some cases cutting to create final design component. Forms of Tet (non fiction/fiction) & Media (video): "Shattering the Mold: Chihuly and the Science of Glass Blowing": video - Parts 1, 2, 3 & 4 by ARTrageous with Nate Venice Italy with Kids: Travel with Kids Italy: video "Dale Chihuly A Celebration" book by Rock Hushka, Tacoma Art Museum "Glass Today" book by American Studio Artists, Museum of Fine Arts, Boston Teaching Strategies: Direct instruction, Demonstration/modeling, Student apprentices, Lecture and Research via Video Catholic Identity Connections: Assessment (authentic/published - summative/formative): Completed projects assessed and installed by teacher; visual art critique by students, teachers and parents given it is displayed in public place. Standard Number Standards Description of Activity Resources Date of Completion

2 .03 Students selected plastic media (upcycled plastic bottles) to represent transparency and reflective nature of glass; used permanent markers to add color. Students then eperimented with cutting the plastic into a whirlagig and affiing to our armature which was a plastic laundry basket. Dale Chihuly installation at Huntington Art Museum, WV Student work; installation in cafeteria on 11/10/ Students selected plastic media (upcycled plastic cups and bowls) to represent transparency and reflective nature of glass; used permanent markers to add color. We then melted the plastic in a low heat oven to transform the shape, mimicking the shape and colors of our inspiration piece, the Dale Chihuly Bridge of Glass. Dale Chihuly's Bridge of Glass, Tacoma, WA Student work; completion VA Students selected plastic media (upcycled bottoms of plastic Dale Chihuly's Bridge of Glass water bottles) to represent transparency and reflective nature (closer view), Tacoma, WA of glass; used permanent markers to add color after discussing primary, secondary, warm and cool colors. These pieces were created with cool colors, silver and white to reflect snowflakes and winter theme. Since they hang in the window, students will be able to observe how light affects transparency and translucency. Student work; installation in classroom windows to be completed week of 11/21/2016

3 VA.S.5.4 VA Students compared traditional Venetian glass (from Murano) to that of Dale Chihuly's modern style. They also learned that Dale Chihuly has a permanent installation in Murano. Physical sample VA.S.5.4 VA Students compared traditional Venetian glass (from Murano) to that of Dale Chihuly's modern style. They also learned that Dale Chihuly has a permanent installation in Murano. Glass Comet, Dale Chihuly's installation in Murano, Italy Differentiated Instruction Opportunities/Overview: Cross Curricular Opportunities: Standard Standards Description of Activity Resources Date Number S.3-5.ETS.1 Science Students will watch a video on how glass is made (sand, salt and limestone) and how it can be blown into objects/art, using science that has been around for thousands of years Dale Chihuly video: Part 2

4 ELA.5.17 Language Arts Students will discuss information learned from video, artist's biography, and glass history non-fiction tets. Dale Chihuly videos: Parts 1-4, "Dale Chihuly" and "Glass Today". Writing Reading Paragraph Essay (narratives, fairy tales, realistic fiction) Summary Research Detailed answers (tet supported) Notes (note taking skills, outlines) Complete sentences Informational tet Leile Comple literature Speaking Listening Varied strategies and instructional methods Critical thinking in whole class discussion Student led activities common core standards (literature circles) Technology Smartboard Computers ipads Powerpoint, Elmo etc. Differentiated Instruction Used multiple resources Domain Vocabulary Cross-Curricular Collaborative engagement (meaningful feedback) Teaching Strategies Checklist

5 Assessment Higher level learning and teaching Project based Writing prompt Portfolio Observation Quiz Technology based Test Student created test Presentation Journal Think, pair, share Summary Oral questioning Analogy Powerpoint, or movie maker Authenticity Various activities Inquiry, research and evidence Evidence of time management and planning Problem solving strategies Summary of Unit after Completion: Upon completion of the unit, students will be able to: - identify artist in photos and by biographical facts - identify artists signature art styles, whether in books, on media or via real life eperiences/travel - understand the basics of how glass is made and blown into physical shapes - define "sculpture," "teture," "color," "medium," "transparency," "translucency," and "shape" - locate Venice, Italy, and understand the historical signaficiance of glassmaking in Italian culture - look at everyday items like recycleable plastic bottles/cups/bowls and see the posititilities of transporming them into "art"