1a: Materials needed for week one
1) For teachers:
Major Reproduction: Roxanne Swentzell.  Emergence of the Clowns. 1988. Multi-piece sculptor. (The sculpture was influenced by the artist’s culture (Native American) and relates to my theme of life’s struggles and changes.)
Reproduction:  Carole Byard. The Gathering.  1989. Earth, branches, canvas, acrylic, and bamboo. (This work is also inspired from the Artists culture. (African American) It has a very similar theme but created extremely differently than the Emergence of the Clowns.)
Extra: Pictures of dolls from a large variety of cultures. (Voodoo, Rag, Worry, and Japanese Warrior dolls) (The extreme cultural differences in traditional dolls and art. How culture affects art.)
Extra: Action figures (To express modern culture and values of society.)
2) For students work:
Box of sculpy; tool to sculpt with, sticks, paper, pencils, rubber bands, tape, and cookie trays
2a: Materials needed for week two
1) For teachers:
Same as above.
2) For student work:
Same as the above, plus assortment of cloth, needles, thread, hot glue gun, paint, brushes, buttons, stapler and etc.
1c: Advanced preparation needed for week one.
I will need to gather material that will help students be as creative as possible. The more images to stimulate the students the better. I need to continually think of ways to improve and execute my lesson plan.
1d: Advanced preparation needed for week two.
 I will cook/harden the sculpy faces, hands and feet the students made in the first class.   They will be ready to be attached to their sculpture.  I will assess and adjust my lesson plan and mentality from the information I gather in the first class.
1e: Classroom expectations:
-I will respect you.  I expect the same respect towards your peers, yourself, and me.
           -Students will use appropriate language/content.
           -Students will pay attention and listen when teacher is talking.
           -Students will participate.
 2: These are my lesson objectives.
a) Social issue based:
In what way can interpreting the artworks, be used to help students consider changes, struggles in life, and a “celebration of life”?  The students will think about beginnings and starting over.  They will contemplate the idea that every day is a new chance at life.  Life is what they make of it and they should appreciate the opportunity to live. Students will see how other artists presented social issues in their artwork. The students will find ways and means of presenting their own social ideas in their own art.
b) Historical/cultural context:
Can analyzing the historical and cultural context of the artworks presented help the students to see influences, understand and appreciate the artworks and their meanings?  The students will learn that the artist’s cultures and the events of their lives, effect their art and may even be its influence.  The students will learn that the more you know about the artist and their culture the better the chances are that you will understand the artist’s work.  The students will use their own cultures and experiences to produce ideas and motivation for their artwork.
c) Aesthetic Inquiry:
Will questioning the presented art of its importance in the art world or of its classification as art, have an effect on the students in their perception or creation of art?  The students can compare the variety of art forms I’ll have available.  From the action figures to The Gathering they can consider what art is and what it does for society and how culture affect this Question.  Students will learn to question art for its value.  They can look at popular toys and dolls and see how they reflect their lives and culture. The students will create their own artwork while considering qualities of messages in art.
d) Studio Inquiry: (Creating with media)
In what way will students creating multi-media, sculptures help to communicate their ideas and intentions?  The students will learn to use a variety of different materials and techniques.  They will combine techniques to form one unique sculpture.  The students will learn to convert their ideas through techniques and medium into a meaningful sculpture.  The students will learn how different media and method can be manipulated to express the ideas.
e) Studio Inquiry: (Using design elements and principles)
In what way will the students learning and executing ideas behind form and shape help them in communicating their ideas? The students will learn to control their medium, to create from and shape to express their ideas.  The students will learn to use appropriate gestures, body position, size, or exaggeration to communicate their intentions. The students will learn that with form and shape alone they can express meaning.
3: This is what I will do/ask:
I will engage the students with several action figures and dolls.  I will use these dolls to relate to pop culture and the values it holds. The action figures will represent one slice of modern culture that are toys to most of us but may be viewed as art to other cultures and times. I will then show the students dolls from a variety of other cultures that are radically different.  I will use these to show what an extreme effect culture can have on people, toys and art.  These will be used to enter the students into a discussion about the effect of culture on art. (5-Min)
Action figures
? What are these? (Bring the students into the conversation.)
? Are these just toys or something else? (Get the students to think past their initial response)
? Do they represent any thing besides the characters? (Looking for social reference)
? What might these say about society? (Society’s values)
? What are some of things that are exciting and important to you? (Personal values)
Culture dolls
? Why are all these so different? (Relate to ethnicity and origin)
? What are some to the same values that are represented in several of these different dolls?  (Same theme done in very different ways)
? Why might the same idea be done so differently? (Culture’s influence)
? How might your culture effect your artwork? (Think about themselves and their culture)

4: This is how I will
  I will communicate with the students through further discussion and questions.  (5-Min)
 Our culture helps make up who we are.  It also helps to mold our beliefs and values.  While the students are inevitably influenced by their culture, I want them to comprehend this and realize the effect culture plays on their lives.  The students will think about what makes life important and what issues and events are worth struggling to achieve in life.  The students will enter into a “celebration of life”, what they may do with this opportunity of living.  They will exercise these ideas through their sculptures.  They will create culture-celebration dolls expressing their culture, values and experiences.
“Think about how you would celebrate, and what might represent a celebration. Clowns, tux, costume, and masks are some examples.”
? What are some things you value in life? (Generate ideas)
? What would you be willing to work hard for? (Work ethic is a necessity in life.)
? What gives you the greatest joy?
? If you could change, How would you? (Think about staring over, beginnings)
? What are some part of your culture that represent or make life meaningful? (Use culture as inspiration)
? What is worth celebrating? (Anything they say is relevant to life)
? Is their anything special you do to celebrate? (Personalize)
? How can you represent that? (relate to art)
5: Script Day #1
1:00 Greetings
1:05 Review of classroom expectations.
1:10 Begin introduction with Action figures and dolls. (Section3)
1:15 Critical Inquiry
I will direct the student attention to Roxanne Swentzell’s multi-piece sculptor Emergence of the Clowns. And Carole Byard’s Earth, branches, canvas, acrylic, and bamboo piece The Gathering.  I will give the students a minute just to look at the two art works.  Once the students have a chance to study the artworks I will ask them to describe them.  I will use question to lead the students in a conversation about the meanings of the two art works.  Our discussion will begin with Emergence of the Clowns
Some of these question will only be asked if necessary.
? How many figures are there? (Forcing the students to study the photo.)
? What are they doing?  (Interpret body language)
? What might these figures be? (Clowns)
? How do clowns make you feel? (Happy/celebration)
? What emotions does the piece represent? (Emotions of life, vulnerability, fear, yearning, exhaustion, satisfaction, contentment, and even silliness.)
? Where is the other half of the front clown’s body? (The assumption of earth)
? Why are their eyes squinting? (The assumption of light)
? Why do you think they are stretching? (Awakening/rebirth)
As I see fit I will tell the students some of the history and cultural references behind the art work
-Native American
-Inspired from her Native America culture’s myth of the clowns
 “Tewa origin story that speaks of clowns leading the people from the under world through the earth’s navel into the middle world where they still live.  Each clown will go off into a different direction leading his or her group of people home. These clowns were also called Kachinas, the Kachina Dolls were used in ceremonies and accepted prayers.  Native American children didn’t use them as toys but as reminders of their religion.”
-She manipulates the clay using traditional methods but expands upon tradition by producing figures rather then pots.
-Earth is considered her culture’s life source.
? How does this information affect the meaning of the painting? (Effects of culture)
? What more might she be telling us other then just the myth of the clowns. (Dig for meaning)
? What is this piece saying about life? (Celebration)
?  What are some of the ways she combined modern ideas and techniques with traditional ones? (I will have samples of traditional Native American dolls)
? What part of life might these clowns be struggling to achieve or be a part of? (Generate personal ideas on what is worth struggling for)
I will then ask the students to describe The Gathering.
? What are the two main subjects? (Start conversation)
? What are some of the different styles and techniques? (Combined Modern and traditional)
? Why might she have included the use of earth in her piece? (Burial/life)
? What emotions do the figures project? (Very peaceful and happy to be amongst one another)
? Why are they so tight together? (Compassion)
“Carole Byard is an African American artist who studied and showed her art in Africa.”
“She explains her use of torn cloth to symbolize internal and external forces we strive to overcome.”
? What might the figures be thinking about? (Pondering life)
? What parts of life would they be contemplating? (Personal ideas about life)
? How might this piece relate to time? (Could represent pondering of a long life or of every day struggles and issues)
1:30  (section 4)
1:35
I will explain the basic idea for their studio work. While being influenced by their cultures I want everyone to think about how they can represent a celebration of life through a sculpture of a small figure. The students have two classes to complete this project that will be broken into two sections: the design and sculpy section and the final body section.
Four broad Ideas
a. A Celebration of life.
b.  New beginnings or rebirth.
c. Internal and external forces we strive to overcome, Struggles in life.
d. Emotions of life.
The sculpture will consist of sculpy (plastic clay) and sticks, cloth, tape, thread, rubber bands and etc.  The students will first design their figures, complete the heads, hands, and feet portion of the project in the first class.  In the second class the students will construct their figures from sticks and such then add the sculpy part they made.  I will explain how I will cook/harden the pieces in between classes.  The students’ design will need to have themes and meaning before starting the project.
-This will be the beginning of my demo. I will have the students’ gather around to get a close look at what I’ll show and do.
-I will have my own version of this multi media sculptor to be used as models.
-I will ask the students what they have worked with in the past.
-The models will allow me to point out a lot of different possibilities for their work.
-I will present a demonstration on the sculpy material and how it compares to clay. (Holds its form better, harder, does not shrink, hard to smooth, no water)
-I will explain they have today and next week to finish these sculptures and they will only be designing the figures and sculpting the heads, hands and feet this week.
-They will need to finish this week, so I can harden the pieces.
I will still show the students the entire process so they can properly design their work.
-I will show the students all the material they will be able to use in their creations.                                               However I will not allow the students to handle the material to the following week. (Distraction)
-I will actually create a sample figure with the stick to explain the process and give the students some techniques. (This is important so the students can properly design their sculptures.)
-The head, hands and feet need to have holes inserted into them so they can be attached with glue to the stick-body they make next week.
-I will explain to the students how important their design is so they create a figure that expresses their ideas.
-I will talk about the form and shapes I used in my model and that the artist used in the visual aids.
-We will talk about the ideas behind thin/fat, tall/short, big/small, and round/square.
-We will also discuss body positions, gestures, and expressions.
-I will remind the students that their projects need to reflect ideas around life and its celebration.
-I will insist that they sketch out their ideas before starting on the sculpture.
 1:45 I will have the students start working
 I will interact with the students, throughout studio.  I will be concerned with the students personal concerns or confusion.
2:20 Closure
I will discus and ask question about the theme of the lesson.
? Can anyone think of any way their culture affected their sculpture? (See how culture effects their lives)
? Does anyone want to share what part of life they chose to represent? (Talk about values)
? What are some ways we can learn to understand art from other cultures? (Importance of history and tolerance)
6: Script Day #2
I will consider the first day of class; these considerations will determine how the second day of teaching will be executed.  Radical changes in the plan, more studio time, less studio time and the unexpected will all be considered.  I will have to accommodate for new students and be prepared for losing some.  The fact that the sculpy needs to be cooked is a major obstacle for students missing the first class.  My only real option is to have the students do as much work as possible that day and I will harden it for him the next week.  The students will then have to put the rest of the piece together on their own time.
1:00 Greetings
1:05 Review of classroom expectations.
1:10 Redo introduction with Action figures and dolls. (Section3)
1:15 Critical Inquiry
I will redirect the student attention to Roxanne Swentzell’s multi-piece sculptor Emergence of the Clowns. And Carole Byard’s Earth, branches, canvas, acrylic, and bamboo piece The Gathering.  Depending on what we were able to discus in last class, I will quickly recap.
? What were some of the main ideas and meanings we pulled out of these pieces? (Get the students to participate and remember.)
? How are these pieces similar and different? (Similar themes, Different approach)
? What might be some of the reasons for the differences? (Culture)
? How could you use this information in your artwork? (Use your culture as a resource for material)
? What are some ways these artists depicted life? (Relate to their assignment, examples)
I will show the students more samples of dolls from many different cultures. (Voodoo, worry, Kachina Dolls)
1:30  (section 4)
1:35
I will re-explain explain the basic idea for their studio work.  “I want everyone to think about what’s important in their lives and what’s worth struggling for. How will each of you chose to celebrate life?”
Four broad Ideas
e. A Celebration of life.
f.  New beginnings or rebirth.
g. Internal and external forces we strive to overcome, Struggles in life.
h. Emotions of life.
-I will present my models once again as I explain the final steps
-Anyone, who wasn’t here, I will demonstrate and explain the first step once everyone gets started.
-I will show the students the method of mending their parts to their constructed bodies.  “Me or my partner will be the only ones to operate the hot glue gun.”
-I will show the students all the material they will be able to use in their creations.
-I will explain to the students that they can use glue, tape, and needle and thread to complete their sculpture.
-I will demo on the needle and thread.
-With my sample model I will demonstrate methods of adding clothes as cloths.
-Paint will be available for the students that want to use it. It can only be used in very small amount and the student must have an expressive reason for its use.
 1:45 I will have the students start working.
 I will work with anyone who was not here the week before to include them in the lesson.  I will interact with the students, throughout studio.  I will be concerned with the students personal concerns or confusion.
2:20 Closure
The class will discuss their final projects.
? Does anyone care to speak about his or her piece? (Respect privacy and open discussion)
? Can anyone tell me about some aspect of his or her culture in their artwork? (Exaggerate learned material)
? What are some of the things you were trying to express? (Push social themes)
? What methods or techniques did you use to express this? (Push studio methods)
? How could you do it differently? (Broaden ideas)
? How might a different culture represent your ideas? (Tolerance)
“I hope you have learned about how culture affect your life and the art around you, that there are many ways of saying the same thing and life is a series of beginnings.  You should find what’s important to you and work towards improving and perceiving that.  Life is a celebration, live it.”
7: This is what I will look for in the student’s studio and design
My main concerns will be that the students are trying to communicate ideas throughout their work.  The methods and materials the students use should be used for expressive purposes. The students’ original sketches should take ten to fifteen minutes.  The students have the time to develop well-crafted figures.  The body should coincide and work well with the head, feet and hands.  Everything should be done for communicative reasons.  I want to see a high quality of their work ethic.  The sculptures should make sense as a whole not just in its parts.  The form and shape should help to tell the students’ stories. The students need to creatively combine mediums.
? What colors would fit your ideas best? (Relate colors with meaning)
? What body position relates to your theme? (form tells story)
? How would patterns or repetition affect your work? (Movement, confusion, different ideas, exaggeration)
? Do you want to be realistic or abstract? (Take away the pressures of realistic images. To get the students to consider what may best reflect their idea.)
? Are their any symbols that would reflect your ideas? (Exaggerated features, letters, sighs)
? Should all the body parts be the same?
? Is the head more important than the body? (Emphasize the important)
8: This is what I will expect the very best student to create.
The best student will create a well-developed and crafted sculpture representing “a Celebration of life.” They will perceive the influences of their culture upon their work.  They will understand this and use their culture as a resource for inspiration and understanding.  The best student will have used a variety of methods and materials to create their ideas.  They will have manipulated their sculpture’s form and shape to communicate their ideas.  They will use the mediums too their full potential by adding details for expressions and features, appropriate cloth and color, expressive lengths and sizes in relation to their theme.  The final piece will be well crafted and express meaning that shows they understand the theme.
? Did the student put forth an appropriate amount of effort? (Work ethic)
? Did the student choose methods and materials for the uses of expression? (Not just because it looks cool or fun)
? Does the sculpture communicate ideas? (Were they expressive)?
? Is there an expression of the theme? (Not just an excuse to draw something)
? Dose the design match the product?
? Were they able to manipulate the medium for a desired outcome? (Craftsmanship, skill)
? Where decisions made to promote communication? (Not just cool or easy)
? Did they take advantage of different mediums?
8b: This is what I expect the very best student to understand.
The very best student will understand how culture affects their life, art and the world around them.  They will understand how they can use this idea in art and in everyday life when encountering others.  The theme of the visual aids will be comprehended and the students will grasp the notions of struggles, new beginnings, meaningfulness, emotions, and the opportunities of life.  They will understand ways of expressing themselves through art as well as interpreting others and their art.  They will see different ways of seeing the same thing while developing tolerance. The best student will understand how all these ideas can be expressed with their own artwork and interpreted from others work.
-I will take the time to explain my own work to the students. I’ll let the students see how I expressed my ideas.
Questions are in the closure section of the scripts