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Totem Pole Lesson Plan

Class: 3D Design

Unit: Collaboration and Cooperative Learning

Teacher: Donna Pence

Introduction:

This is an assignment about the aesthetic, cultural and social significance of the Native American Totem Pole. It is also about one's identity within a social order.

It is a Lesson that I used last year in my 3D Design Class. I found it in a book called From Ordinary to Extraordinary by Ken Vieth. The point of this exercise is to encourage supportive interactions among students using group decision making but it turned into much more. Students designed a symbol that was to represent who they are. These symbols were combined with others in the class to create a group totem pole. The class was divided into four groups and leaders were randomly selected. A lot of pleading to rearrange the groups fell on deaf ears. It was interesting to see how the procrastinators and over-achievers and other contrasting personalities and skill levels worked together to create a group symbol that represented each individual, then the group, and finally, with the set of 4, the whole class.

Objectives:

Visual Arts Core:

Explore a variety of art media, techniques, and processes.

Experience the expressive possibilities of said media, techniques, and processes.

Practice safe and responsible use of art media, equipment and studio space.

Create works of art that show the use of the art elements and principles.

Evaluate works of art

Evaluate works of art based on how they were created, effective use of the art elements and principles, fulfillment of functions, and expressive qualities.

Bloom's Taxonomy:

Application: Students use learned material (elements and principles of design) in new and concrete situations.

Synthesis: Students will compose together material to form a new whole.

Evaluation: Students judge the value of material for a given purpose.

Here I introduce another category of Objectives

Behaviors and Life Skills:

Student Recognizes situations is which a variety of conclusions can be drawn from the same information.

Students will gain an understanding of Native American culture and personal expression and develop an enhanced sense of citizenship, responsibility and community values.

Students demonstrate the importance of cooperation among individuals to accomplish a task.

Students will effectively communicate with self and others through the forms and processes of the arts.

Student will use innovative and creative approaches (problem-solving and risk-taking ) to design and perform tasks

It is anticipated that the students will understand how one's role as a student is like that of an adult worker.

Set-up (Knowledge)

Students will use their knowledge of the elements and principles of design, safe use of tools, technical skills, and problem solving skills to begin this lesson.

It is expected that the student understands how art helps to define a culture

It is expected that the students communicate a variety of conflict management strategies appropriate to the individuals and situations, and finally, understands that listening is essential to effective interpersonal communication.

This list of expectations does get offered throughout the process as a reminder

Required materials:

Sketch book, journal, and organizer

paints and brushes

2' square per person of 3/8” finished plywood (preferred) or foam core

sandpaper

scroll saw if available

nuts and bolts

Required time period: Three weeks

Week one: Lay the groundwork

Week two: build the totems

Week three: Install and Evaluate, create video

Beginning:

Have students research on the computer, finding answers to a worksheet on Native American Art, their research should provide them with an understanding of the personal and mystical properties of totem poles. (Life skill)(Technology)

The teacher supplements this research with images and class discussion of their social purpose of connecting groups of people and how they serve as important components in the heritage of certain cultures.

Share examples of Native American art and ask students to think about ways of simplifying the basic design concepts of the art. Students understanding of visual simplification will add a contemporary quality to their final sculptures.

Images of previous student work is viewed to open the discussion of similarities and differences.

It is important to explain that the project is to be done in parts in order to allow each individual to contribute to the final product.

After the project is introduced to the students, group discussion follows, “OK, what do we need to do first?” The answers that we are looking for are..1.Obtain the site where the totems are to be placed. (where will that be?, the school, a senior center, a park?) And 2.Gain necessary approval.”How do we do that?” (What will prospective clients want to know before agreeing? What will it look like, how big will it be, how much will it cost, when will it be done?) (Problem solving Life skill)

The Process

Students first work individually in deciding what symbols would best represent them and make 3 sketches before finally deciding. Students share the meaning of their symbols and discuss design options once in their group. (Core: exploring , creating)

Groups and group leaders are selected grouping high, medium, and low achievers and the students meet together with their symbol idea to brainstorm how these images can synthesize. Students assign individual tasks such as project manager, materials coordinator, site manager, and project document-er this student will photograph and or videotape the process for the final presentation (Technology) . Within three days, the group is required to submit a mock-up of their proposal including details of construction. Before the ideas are finalized, students should vote on which construction works best and defend their position in their presentation to the teacher. (life skill, collaboration, Bloom: application analysis and synthesis, Core: create)

After the individual elements are completed, they are assembled using cold connection materials (nuts and bolts, preferably not glue or solder) (Core: safe use of tools)

Each group is expected to document the process in an evaluation where they reflect on the difficulty of working with a larger group, the challenges of artistic compromise, and the overall perceived successes and failures, then do a formal presentation to the rest of the class.(Core: evaluation, Bloom:evaluation, Life skill:communication, collaboration, problem-solving, risk taking, diversity, everything!)

Conclusion

Students cooperative efforts produce strong images and encourage supportive interactions among students.

A follow up of discussion takes place in which the class views images of large scale public art projects with the intent of encouraging the students to consider what can be accomplished through collaboration. .(Core: evaluation, Bloom:evaluation Life skill: collaboration)

Evaluation: .(Core: evaluation, Bloom:evaluation, Life skill:reflection , Technology)

Students collaborate on the video reflection piece using the film that has been compiled by the student document-or on the process. The video or slide show presentation should answer the following questions...

“How difficult was it to work within your group to reach decisions?”

“Do you feel that the color, varied forms, and placement came together well?

“What creates or diminishes the sculpture's visual impact?”

Typical Art Rubric

Craftsmanship

1- Novice understanding and application of artistic qualities:line, color , texture, and balance in the use of materials.

2- Improved understanding and application of artistic qualities: line color texture, and balance in the use of materials. Little attention to detail.

3- Competent understanding and application of artistic qualities:line, color texture, and balance in the use of materials. Adequate attention to detail.

4-Excellent understanding and application of artistic qualities: Line, color, texture, and balance in the use of materials. Good attention to detail.

5-Refined and sophisticated understanding and application of artistic qualities: Line, color, texture, and balance in the use of materials. Extreme attention to detail.

Creativity

1- Novice and restricted approach to developing the idea with no evidence of risk taking.

2-Improved thing and expression in the development of creative idea but with limited risk taking.

3-Competent development increased risk taking

4-Excellent approach to original thinking with evidence of risk taking.

5-Refined and sophisticated approach to original and unique expression with a high degree of risk taking.

Accessing Life skills and Behavior components.(New for Me)

Did the student...

* Demonstrate a willingness to work with diversity and tolerate diverse viewpoints?

*Demonstrate positive ways of performing work activities?

*Seek to identify own personal voice, aptitude, and ability?

*Respond pro-actively to a variety of leadership and management styles?

*Exhibit a willingness and readiness to work?

*Value and take pride in workmanship?

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