Lesson #4:
Mosaic Sun Catcher

 

 

 

Lesson #4 (Take Home): Elements of Art: Light 

Title: Mosaic Sun-catcher 

Lead Teacher: All 

Other Teacher(s): Sydney, Sophie, Bethany, Madison                                      

Date: 10/31/21

Lesson Idea and Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age and background?  

 

This lesson will teach students how to manipulate light in different ways through the use of different materials and environment. This lesson is important to our students because it will give them the opportunity to manipulate light for themselves by making a mosaic sun catcher. This is relevant to the students' age and background because it is teaching them how light reflects or goes through certain objects and often even changes the color of light through craft. 

    

 

Essential Understanding (s): What are the “big ideas”? What specific understandings about 

them are desired?

 

The “big idea” behind this project is to demonstrate an art technique through recycling material from exploring the environment, while showing students the effects light can have when it is manipulated in certain ways. Students will learn the understanding of light and how it can be manipulated in different ways, similar to a stained glass window, through the use of craft. They will overall understand that by using certain materials and objects, light can look different when it is shining through. Students can take note and observe their own surroundings, taking notice of where light interacts with their space. They can also observe how light interacts with their environment throughout different times of the day! While the sun catcher might look nice at one window in the morning, it might look better in another location in the evening! 

 

Essential Question (s): 

What provocative questions will foster inquiry, understanding, and transfer of learning? 

 

• What are some other ways that human beings manipulate nature to mimic other natural phenomena? (ex: snow machines, greenhouses)

 

• In what ways do human beings use light/energy from the sun?

 

• How can we exploit the sun’s energy for our enjoyment and overall benefit? 

 

Outcomes - Students will know…

 

Students will use their observation skills and learn more about the environment within their own homes. They will also have the opportunity to make art out of a minimal amount of materials, like tissue paper! They will overall think about something they have previously seen in their natural environment (rainbows,) and how certain colors react when placed in front of a window or other light source. Students inevitably can make connections with other forms of mosaic and light refracted art. 

 

Student Reflective Activity: Through what authentic performance task(s) will students demonstrate the desired understandings? How will students reflect upon and self-assess their learning?

 

At the end of their project, students will be able to hang or hold their art up to a light source, and the learning will be made visible to them. They can see how their individual decisions add up to make one final product, and think about how they might approach this project if they were to try it again in the future. They can ask themselves, “what would I do differently if I tried this again?” “What color combinations don’t look as good as I originally thought they would?” They can also observe the ways in which these sun catchers interact with their environments at different times of the day! They could ask themselves other questions like “What would happen if I put this on the window to the backyard in the morning vs. the evening?” 

 

Assessment Instrument (s): By what criteria will “performances of understanding” be judged?

 

The understanding for this project will be judged by students’ ability to create a mosaic piece that resembles stained glass! They will fill their bags in with a variety of different colored tissue paper, and arrange them into interesting shapes. By the end of this project they should be able to verbalize their reasoning for why they chose certain colors, cut different shapes, and chose the location for their particular piece of “stained glass” art. 

 

Pre-assessment: How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)? 

 

We will use a clear and defined video demonstration, as well as simplified written instructions for students to reference. Teacher examples will be good jumping-off points for the students’ own ideas. After three completed service learning classes, we will be utilizing our previous knowledge about our particular group of students, and use that prior knowledge to make this take-home lesson meaningful, (even though we won’t be meeting in person.) In our previous service learning classes, we learned just how much our students love to be hands-on! Our students love the process of making art! We wanted to make sure our video was short and sweet, giving them just enough information to jump off of. We want them to be able to take their own creative liberties with this project! Our students love to work with color as well! For example we noticed that Silvia always loves to work with yellow and green because they are CSU Rams colors. Brandon, on the other hand, loves to use as many colors as he can in his work! We made sure to include a wide variety of colors in every take home bag to ensure our students had a lot to choose from!

 

Motivation: How will you hook all students and hold their interest?

We will hook the students' interests by asking them motivating questions as well as giving them other similar examples on how light can be transformed. Some questions might look like:

 

• How do you want your sun mosaic to look?

• What colors do you want to use in the project?

• Where do you think would be the best location for this project?

• Do you have a favorite sunny spot in your own home?

• What shapes could you cut out or tear and use in the project?

• What do you think will happen when you hold your final project up to the light? Like hang it in a window? 

• Do you think light can be “transformed” in other ways too? Like what? 

 

Ideation: How will you equip students, help them experience the key ideas, and explore the issues to generate ideas for their artwork?

 

For this take-home lesson, we will equip them with resources and a clear video with verbal instruction demonstrating their art activity. By utilizing auditory instructions and visual examples, students will be able to grasp the overall idea for this lesson, and get excited to create their own! By referencing similar light reflecting objects like “stained glass” we can help formulate some inspiration for this project! If students get “stuck” they can always re-watch the video! 

 

Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

 

The students have the ability to make this art project as simple or difficult as they desire. They are given examples to get their ideas rolling, but ultimately the color choices and shapes are their decision. For example, the students could choose to cut or tear different shapes from the tissue paper and arrange them to look like their favorite animal!  In previous lessons, when students were able to make art with their favorite colors, they seemed to enjoy the process more! The students can also see how their project develops as they add more material to their piece, so they have a rough idea of how it might look in its final stage. If students are having difficulty getting their tissue paper to stay in the desired spots, they can use some liquid glue to make the colored tissues stick to the bag!

 

 Steps for students to follow: 

 

1. First, students will gather their bag of materials that were handed out the previous week!

1. Students will then access the project video located on our collective PSD B website!

2. They will then watch the video and follow the following steps!

3. To start the activity students will take materials out of the bag.

4. Then cut or rip shapes out of colored tissue paper

5. Assemble tissue paper inside the ziplock bag to create an image, pattern, or collage. 

6. Carefully flatten the decorated bag and zip shut when there are not as many air pockets. 

7. Tie string through holes at the top of the ziplock bag

8. Hang the suncatcher where light shines (window, lamp, ceiling light, etc.…).

9. Finally, take photos of the finished piece! 

 

Materials, Resources, Safety: 

• Tissue Paper

• Plastic Bag (1 for each student)

• String

• Scissors (for those who have them at home and want to cut out shapes)

• Glue (if needed!)

 

* Students need to be cautious when handling scissors, especially if they are sharper, and should only use them while sitting down* 

 

Accommodations/Differentiation: (Resources and/or Process, Products and/or Performance)?

 

Packets will include some uncut larger pieces of tissue paper, but also will have some pre-cut smaller pieces for easier assemblage— an accommodation for students with more difficulty cutting out small pieces. Overall this project is very friendly to varying levels of ability, and it is geared toward our particular students and their demonstrated abilities/interests.