Lesson+&+Unit+Plan+Samples

=__Welcome to the wonderful world of Jewelry and Metalsmithing! __=

media type="file" key="Podcast-Number-2.mp3" Podcast created by: Cori Buder Web Sources: [|www.readthewords.com] & [|www.audacity.com]

[|Cori Buder]   **Examples of what you will be doing!**


 * Surface Samples By: Cori Buder **

    [|Sarah King : Bottle #47 "Metal Quilt" (2006)]  
 * Visual Reference and Inspiration **

****

Title of Unit: //Quilting Together a Cultural Design Scavenger Hunt: Beginning Jewelry and Metalsmithing// Author: //Cori Buder// Primary Subject (elementary) or Course (secondary): //Secondary level visual Arts// Grade Level: //Grade 9 - 12//

//This unit is about learning some of the basic design elements that are used in jewelry and Metalsmithing, and explore where various metals originated from, and some historical and cultural components of jewelry & metalsmithing. In this class we will review all of the safety requirements and proper use of tools and the equipment that we will be using. This unit will cover a variety of processes to create different design patterns (Surface embellishments) with metals such as copper and brass. The students will be introduced to a process of transforming traditional cultural art perspectives and design techniques into a contemporary art piece of their own and as well into a collaborative piece. Students will learn some of the techniques, concepts, ideas, and traditional styles of art, jewelry, and Metalsmithing. The purpose of this lesson plan is to learn techniques to manipulate metals and to create a variety of designs that can enhance the aesthetics of metal and jewelry making, while using references and inspirational resources through research. This unit will require some research, reading, writing, and sketching that will be collected in a sketchbook journal. The sketchbook journal will also be used for documenting all processes and use to create a self critique and information to share will the class.//
 * Introduction:**

// 1 // . //Students will understand the proper and safety usage of all tools and equipment they will be using.// //2. Students will know and apply elements of art, principles of design, sensory and expressive features of visual arts.// //3. Students will understand some of the history of Jewelry and Metalsmithing from other cultures. They will be able to learn and express cultural and visual art concept in a form of visual communication.// //4. Students will understand the difference between functional and decorative, traditional, and contemporary styles of Jewelry and Metalsmithing.// //5. Students know and apply visual art’s materials, tools, techniques, and processes.// //6. Students will understand how to apply resources and models to their own creative process.// //7//. //Students relate the visual arts to various historical and cultural traditions.// //8. Students will be able to learning how to take notes on their process and create sketches of their ideas, as well learn how to do a self critique, and mini class critiques.// //9.Students will analyze and evaluate the characteristics, merits, and meaning of works of art.//
 * Unit Objectives:**

Time Required: //8 weeks// (Quarter Semester)

Title of the lesson: //Jewelry and Metalsmithing rules, safety, and equipment introduction.// Description of the lesson. //The students will learn about precautionary guidelines and rules in the classroom, to ensure safety while using tools and equipment. They will be provided an interactive assignment from my arted4 wiki, to learn what are the classroom rules, and guidelines. All students will be given instructions and demonstrations on the proper use and care of all tools and equipment they will be using. The class will be required to use appropriate safety gear such as shop glasses, apron, and work gloves. Each student will be required to take a brief safety exam to ensure that they have an understanding of the safety rules and procedures of the class.//
 * Lesson 1**

Assignment (homework or in-class): //Day 1- Lab Rules and Safety Regulations notes, assignment and exam//.

Resources/materials needed: //arted4 wiki rules and tools page//. //hand made at school or bought sketch books journals.//

Title of the lesson: //Cultural Scavenger Hunt Research// //Project// Description of the lesson. //First the class will work in small groups to research given topics and questions on the origins of metals to keep for their own personal knowledge and documentation. Students will pick 1-2 cultures that are of their own or within their interest. They will be required to internet / library research the culture they picked and find out how and why, and for what purpose that these cultures used art and jewelry in their culture throughout history. They will also be required to research the people, artist, art works, symbols, patterns, and designs most common and unique to that culture. The students will be required to retrieve information to document in their sketch books, and collect 5-10 images from each presented theme. The students will be asked to use their sketchpad journals to sketch, and retrieve images and to document information on their research findings. Students will pair up with one classmate to complete two compare and contrast power points to present their research finding to share with the class. They will be using a website called Prezentit, to complete their power point presentation.//
 * Lesson 2:**

Assignment (homework or in-class): //Internet, magazine, and / or Library research// //on their chosen culture /s.// //Students will be asked to collect 10-20 images from their research for the next step.// //Students will have five days to complete their research. Research will be encouraged to do during class as well as homework, if not completed during class time.// //Students will be paired up to create two power point presentations on their research to share with the class. The students will be given six days to complete their research and presentations.// //The students will be required to use the arted4 wiki site to retrieve web sources on the classroom exploration page, and to use the tumblr program on the unit and lesson plan interactive page, to complete their research project.//

Resources/materials needed: //Sketch book, Magazines, Printer, Copier, and Pencil or pen.//

Title of the lesson: //Cultural Study Collage// Description of the lesson. //The students will create a collage using their researched and sketched images//. //The guideline for these images, is that each student has retrieved at least 10-16 images,// //and to put them into a collage that is uniquely designed to their culture and personal creative ability. The students will be given a 8x10 card board or tag board sheet and will glue the images they researched onto that sheet.//
 * Lesson 3**

Assignment (homework or in-class): //Paste research images and sketches onto a sheet, arranging each image to their own creative process and layout.// //If students do not complete this assignment during class, they will be required to complete the collage as homework. They will be given two days to complete this portion.//

Resources/materials needed: //Photo copy or printed copies, magazine tear outs, or sketches from research, 8x10 card board / matte board, glue//, //scissors.//


 * Lesson 4**

Title of the lesson: //Searched and Scope surface embellishment examples Part I.//

Description of lesson. //The Students will be asked to choose four of their references used in their collages that have a line, texture, form, and design element in them. The students will transfer these elements to 2" x2" copper plates, by using a variety of hammers, metal stamps, found soft objects and textures. They will be learning to use an acetylene torch system to anneal the copper plates. This process will be what is needed to soften the metal, so it is easier to create and design the metals’ surface. The students will learn how to use a press roller to create a textured or a positive image of a stamp metal piece.//

Assignment (homework or in-class): //Demonstrations on the use of tools and equipment, collect soft and flat objects that can make an imprint and textures. The students will create one hammer textured copper plate, one Stamped plate, one roller printing plate using various objects to create a design or pattern, and one roller printed plate that has the transfer positive image of the stamped plate.// //The students will be required to take notes on these instructions, since they will be tested on them at the end of the unit. There will be four given days to complete this part of the unit.//

Resources/materials needed: //Demonstrations will be presented on the use and safety rules of using the torch, and on each of the four plate techniques.// //Materials that will be provided and used during this lesson, will be four 2" x 2", 18 gauged square copper sheets, a variety of hammers, metal stamps//, //roller press, soft / flat material. Students can find and use their own found objects / materials if desired.// //Students will use an acetylene-fueled torch.// //Cultural collages for references of texture, patterns, and design, to use on surface samples.//


 * Lesson 5**

Title of the lesson: //Search and Scope surface embellishment examples. Part II.//

Description of the lesson. //Students will learn four surface embellishing techniques. Two of the techniques the students will learn, consist of an etching process, in which they will use a substance called hard ground / or asphalt, and nitric acid. One of the etching plates will be of a painting process with asphalt. The other etching process will consist of a scratched design, in which the students will cover their plates with hard ground, let it dry, and use scratching tools to create their design. The third and fourth plate is a technique called piercing, where they will learn to use a jeweler’s saw and a drill to subtract metal in order to create a negative and positive space design. There will be a safety demonstration provided on the proper use and precautionary steps when using a nitric acid bath, and with using a jeweler saw.//

Assignment (homework or in-class): //The students will be provided with a safety demo on the use of using a nitric acid bath, and etching and proper usage of a jeweler saw. The students will learn four techniques to create a variety of surface embellishments designs, in which they will again use their collages as reference material to create textures, shapes, lines, and patterns on the copper plates. The first two plates are etching processes, and the other two is a piercing technique. The fourth piercing plate will be required to have a hammered texture, and will be used in the next surface embellishing technique used in lesson #7. The students will be required to take notes on these instructions, since they will be tested on them at the end of the unit. The students will be given five days to complete this process on all four surface samples.//

Resources/materials needed: //Culture Collages//, //2"x2"// //copper plates, Asphalt, Hard ground, Nitric acid, paint brush, scratching / etching tools, Jewelers saw, sketch book, pencil, heavy rubber gloves, splash proof apron, and face shield.//

Title of the lesson: //Search and Scope surface embellishment examples’ Part III.// Description of the lesson. //The students will learn three other surface embellishing techniques that will consist of using a drill, acetylene torch, and soldering techniques. The students will be using one of their piercing samples that should have a negative and positive components that they will use in two of the surface samples. One technique, known as riveting, which entails using a drill and saw. The next are two soldering techniques, one sweat soldering, and the other solder inlay. These soldering techniques will require a torch. They will be given one day to practice with using the torch and soldering. The students will be given a safety and proper use of equipment demonstration before starting this process.//
 * Lesson 6**

Assignment (homework or in-class): //Students will learn riveting and soldering techniques to create surface samples and the adhesive approach to metal connections. The students will complete the last three steps to surface samples. The students will be provided with a demonstration on how to organize and present these samples, and their documented process, as well their ideas in a professional manner. They will also be provided with handouts and a demonstration to the next process of making their sample pieces into a functional Jewelry / crafted item.// //The students will be required to take notes on these instructions, since they will be tested on them at the end of the unit. The students will be given five days to complete these surface samples.//

Resources/materials needed: //Demonstration will be provided and note taking required for safety and overview of the use of tools and equipment and techniques. Students will be given a hand out for the next process of the Unit Plan, which will be demonstrated and provided with examples. Students will need and provided with//, //2"x2"// //copper plates, copper or brass rods, jewelry saw, solder, flux, tweezers, wooden handled tweezers, Metal pickle solution, Torch, copper wire, rolling press, sketch book, and pencil or pen. The students will need their collages to refer to for designs, patterns, texture, and any other idea concepts.//

Title of the lesson: //Surface Sample completion. . . Organizing sketchbook and Surface Sample presentation and a written self critique. Demonstrations will be provided on creating a functional piece with the use of their surface samples.//
 * Lesson 7**

Description of lesson. //Students will learn examples of how to organize their sketchbook ideas and documentation, as well how to professionally present their work. They will also be required to complete a self critique with a given outline and demonstration. The students will be given a demonstration to the last steps of how to create a functional piece of jewelry or metal object from their surface samples.//

Assignment (homework or in-class): //Students will organize their work process, documentation, and references in their sketchbook. They will organize and present their work for review and grading. They will write up a self critique, using the step by step process, why they chose certain inspirations (cultures, images, design concepts, and ideas)? What they felt they were successful with and why? What they may have had difficulty with, and why? If they did or did not enjoy the processes or assignment, and why? They will need to choose two or more pieces of the surface samples they created for the next step. These will be turned in at the end of the week for grading before the final project. The students will be given four days to complete this process.//

Resources/materials needed: //Hand outs of guidelines, demonstration for self critique, sketchbook organization, surface samples’ organization and presentation. Students will be also provided with a photo slide protection sheet to organize their surface samples. Students will need their documentation, referenced image copies, sketches, cultural collages, and surface samples.//


 * Lesson 8:**

Title of the lesson: //The students will create a functional piece of jewelry, and / or metal-crafted object.//

Description of the lesson. //They will be encouraged to take this learning process a step further, to create an art piece out of the step by step instructional process. They will be able to create a functional piece of jewelry and/or metal-crafted piece, after a brief demonstration and instructions provide, along with hand outs.//

Assignment (homework or in-class): Resources/materials needed: //The class will be provided with a few simple examples and demonstration on how to create a connection or hinge on their chosen surface sample piece to transform it into a pendent, key chain, or any other ideas that they want to create for a functional / wearable piece.//


 * Lesson 9**

Title of the lesson: //Creating a metal cultural quilt// //and written description.//

Description of the lesson (if you were to describe to a parent what was happening in the classroom for this lesson, what would you say in 3-5 sentences). //The students will be asked to contribute 4-5 of their surface samples to put into the final assignment of creating a cultural quilt. This will be a collaborative group piece to be displayed. Each surface sample will be connected to one another to create a blanket of culturally designed metal pieces.// //The students will be asked to write up a brief summary of the culture and the design elements that they used in their pieces.//

Assignment (homework or in-class): //With the selection of 4-5// //of individual sample pieces the students will work in small groups to design how they would like to connect their surface sample pieces, under specific guidelines of drilling holes and using metal wire to join their pieces together. After each group has completed their section, then they will connect their piece to the other groups, to create a metal quilted collaborative piece. Each student will be responsible for writing a brief summary of the culture and the inspiration of the design they chose for each surface sample. The students will have four days to complete this final assignment.//

Resources/materials needed: //4-5 selected and contributed surface samples pieces from each student//. //Drill, Drill bits, Brass wire. Students researched journal documentation, on individual chosen culture.//


 * Lesson 10**

Title of lesson: //Sketchbook journals: process a folio, self critique, and class critique//.

Description of lesson. //Students will learn the process of organizing their documentation, references, and their work, as well how to presents their ideas in a written format and professional presentation of their work. This section will help the students learn to reflect on their own ideas, concepts, references, and processes that they explored through this unit. The students will learn how to evaluate their own work and the studio process, by writing a self critique. They will also learn to share their ideas and work, as well discuss their peer’s work in a large group critique.//

Assignment (homework or in-class): //Students will be given two days to organize their final body of work. Each student will write a one - two page self critique based// //on the following criteria.//


 * //__Self Critique__//**
 * //*What culture did you use references on? Why did you choose that /or those cultures, you used for the assignment?//**


 * //*What elements do you like about that culture/’s you chose, (art works, designs, patterns, people, place, symbols, and other researched information).//**


 * //*What did you and did you not like about the assignment and process, and why?//**


 * //*What did you feel that you were most successful at? What were the areas that were most challenging to you?//**


 * //* What would you do differently next time?//**


 * //What are the things you learned most during each process and assignment?//**

//The self critique will be helpful when it comes to the verbal class critique to share with others, your ideas, your final products, and what you learned.//

Resources/materials needed: //All bodies of completed work, sketchbook journals, and participation in the critique.// //Turn in all work (surface samples, Jewelry piece, sketchbook journals, and self critique).//

Title of lesson://. Studio clean up and test. Certificates as a reward for completed assignments. Public display of individual and collaborative work.//
 * Lesson 11**

Description of lesson. //Test on lab, equipment, safety rules, vocabulary terms, and basic how to instructions on each of the processes//. //The students will participate in a group, lab cleanup//. //The students will receive a certificate and display their art for family, school, and community viewing either at the school, or in the district library, as their reward for the completion of their work.//

Assignment (homework or in-class): //Final open book test for final assessment, lab cleanup, certificates, and art show.//

Resources/materials needed: //Class notes//

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 * **Materials** || **Vocabulary** || **Sketchbook** ||
 * //***Safety goggles**
 * Splash guard and Apron**
 * Jewelry saw**
 * Drill & Drill bits**
 * 18 gauge copper and brass plates**
 * Brass & Copper 16 gauge wire**
 * Solder**
 * Flux**
 * Tweezers**
 * Fine Point Sharpie Pen**// || //***Aesthetics**
 * Design Elements**
 * -Texture**
 * -Line**
 * -Form**
 * -Shape**
 * -Patterns**
 * Image Transfer**
 * Anneal**
 * Stamp**
 * Pierce**
 * Hammer**
 * Sweat Soldering**
 * Soldering Inlay**
 * Roller Print**
 * Rivet**
 * Functional Versus Ornamental Jewelry**// || **//*Research Documents//**
 * //*Class Notes//**
 * //*Word Sparks//**
 * //*Images//**
 * //*Sketches//**
 * //*Design Ideas & Concepts//**
 * //*References//**
 * //*Studio and project process//** ||

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