Residency Title: Exploring Mosaics
This exploration will provide a hands-on experience in the art of mosaic making through a teaching artist residency. After a visit to Patriot Plaza (separate Exploration) where students will have viewed a large mosaic mural and spires that honor our military, students will further learn about the history and applications of mosaic with teaching artist Ellen Goldberg Tishman. (This exploration can also be used independently from a visit to Patriot Plaza). This art form has been utilized for decorative and symbolic purposes over the centuries in many cultures and in ancient times. It is both an art form that has survived through the centuries as well as one that is still used in modern times as a decorative and expressive art form on walls, floors, outdoors and indoors, and as architectural feature in public and private forums, etc. Students will learn how this art form can utilize natural and man-made materials to create weather resistant and timeless art much as the materials were utilized by artisans over time. Students will create their own designs on paper and transpose the drawings into mosaics on a board. This experience and the product/art that results will then provide inspiration for a session that will ask students to write about their mosaic in an Artist’s Statement.
Lesson Plan number 1 of 5
Grade Level(s): 4 and 5
Subject Areas: Visual Art, Math
Description of Lesson: This lesson will provide a background of the topic by showing photos of mosaics from ancient through modern times. The process of creating a mosaic will also be covered and will outline the steps from inception to completion including the design process, and description of materials and tools that will be used.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: Projection equipment/ActivBoard, rulers, pencils, paper, Elmer’s glue or other white glue
Teaching Artist provides: Sample mosaics, visual presentation/Power/Point, and colored paper squares,
equipment used to create a mosaic (board, sandpaper, glue, Popsicle sticks, grout, tiles, sponge, and
float). Handouts
Room Setup Description: There is no special set up needed for this first class meeting.
Objectives: Students will view examples of mosaics and materials/equipment used in making mosaics. They will learn basic term/vocabulary associated with mosaic. And they will review the elements and principles of design as related to the project. They will play with cut out squares of paper and drawing as they think about the characteristics of good design and be ready to create a final mosaic design/drawing/sketch at the second class meeting.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.H.1.3 Describe artworks that honor and are reflective of particular individuals, groups, events and/or cultures. During Lesson 1’s PowerPoint students will examine mosaics of different groups, events and cultures. Emphasis will be placed on the photos of Patriot Plaza’s mosaics and how they honor the military and veterans of the United States.
VA.4.H.2.2 Identify differences between artworks and utilitarian objects. Through the PowerPoint introduction of mosaic, students will be introduced to utilitarian mosaics as well as those which are strictly art forms.
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the art making process. While creating their initial designs for their mosaics students will have the opportunity to develop a theme in their artwork. Students will also use the building blocks (elements and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for their mosaic that is content rich. This will be achieved through a thoughtful process during the design phase while also considering some of the elements and principles of design to make certain student’s themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools, processes and materials unique to mosaic will be used by students to create unique and individual works of art.
VA.4.S.1.2 Explore and use media, technology and other art resources to express ideas visually. An overview of mosaic throughout the ages will be shown via PowerPoint presentation and then the media(tile,etc.) will be used by students to create individual expressive artworks.
VA.4.S.1.3 Create artworks that integrate ideas from culture or history. A brief history of mosaic through the ages highlighting its use in many cultures will be shown in a PowerPoint demonstration and by viewing examples in books.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1 of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design will be discussed and then used and reviewed in all other lessons for this Exploration.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the elements and principles of design students will use these in designing their own mosaics and also in the final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the end of production. As mosaic is an additive art form, students will need to review and recall the procedures they will use to produce their designs from inception to completion, at all stages in the process.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. During the design and creation phases of their mosaics, students will consider how many tiles they will need by using area formulas, also considering fractional measurements of space that will need to be left around each tile for grouting purposes.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During the design process students will have the opportunity to play around with the placement of mosaic tiles until they are ready to permanently place the pieces using glue.
VA.5.H.1.1 Examine historical and cultural influences that inspire artists and their work. Using Patriot’s Plaza mosaics and other examples on a PowerPoint presentation students will learn that mosaics have many times been inspired by historical events as well as cultural ones.
VA.5.H.2.2 Describe the ways in which artworks and utilitarian objects impact everyday life. Through the PowerPoint introduction of mosaic, students will be introduced to utilitarian mosaics as well as those which are strictly art forms. They will learn that mosaic has been integrated into architecture and is also used in many utilitarian applications.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics created by students will be created using a specific process that will require thinking about the elements and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in artwork. While creating their initial designs for their mosaics students will have the opportunity to develop a theme in their artwork. Students will also use the building blocks (elements and principles of art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for their mosaic that is content rich. This will be achieved through a thoughtful process during the design phase while also considering some of the elements and principles of design to make certain student’s themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.1 Use various art tools, media, and techniques to discover how different choices change the effect on the meaning of an artwork. Tools, processes and materials unique to mosaic will be used by student to create unique and individual works of art.
VA.5.S.1.2 Use media, technology, and other resources to inspire personal art-making decisions. An overview of mosaic throughout the ages will be shown via PowerPint presentation and then the media (tile,etc.) will be used by students to create individual expressive artworks.
VA.5.S.1.3 Create artworks to depict personal, cultural, and/or historical themes. A brief history of mosaic through the ages highlighting its use in many cultures will be shown in a PowerPoint demonstration and by viewing examples in books.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1 of this Exploration a group of words relating to mosaics and to the elements and principles of art and design will be introduced. These words will continue to be emphasized throughout the subsequent lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the writing of an Artist’s Statement.
VA.5.S.2.1 Organize the structural elements of art to support planning, strengthen focus, and implement artistic vision. After review of the elements and principles of design students will use these in designing their own mosaics and also in the final analysis of the students’ completed designs/artworks.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form, students will need to review and recall the procedures they will use to produce their designs from inception to completion. Each week students will put into practice one or more of the steps they have learned until they have completed the project in Lesson 4.
VA.5.1.1 Use structural elements of art and organizational principles of design to develop content in artwork. While creating their initial designs for their mosaics students will have the opportunity to develop a theme in their artwork. Students will also use the building blocks (elements and principles of art and design) in the initial development of their designs and will have further opportunity to discuss this in their final sessions writing of an Artist’s Statement.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication problems related to area.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Students will be working with two-dimensional square surface areas.
Key Vocabulary:
Elements and Principles of Design: Building blocks used to create a work of art. Elements: Line, Shape, Direction, Size, Texture, Color, Value. Principles: Balance, Gradation, Repetition, Contrast, Harmony, Dominance, Unity.
Grout: The material that is used to fill the spaces between the tiles on a mosaic.
Float: Tool used to spread grout over tile surface and into spaces around tiles.
Mortar: An adhesive (glue or mixture of cement and sand and water) which is used to adhere the mosaic tiles onto the surface where they will be placed.
Mastic: Premixed tile adhesive that has a latex (a rubbery like material that can be natural or manmade) or petrochemical (made from oil or natural gas) base.
Tessera: Term for singular tile within a mosaic. Tesserae is the plural term.
Millefiori: 1000 flowers. Glass formed in hot furnaces on the Island of Murano outside of Venice, Italy. It is one of the earlier forms of mosaic artwork.
Lesson Lead-in or Hook: Do you know what mosaics are? Where might you find a mosaic?
Steps to Deliver Lesson:
1. Hook activity will be completed.
2. Students will view photos depicting mosaics that are composed of a variety of materials, as well as those that are three-dimensional, incorporated into elements of architecture, and those created as murals, artworks, and objects.
3. Students will view projected examples of mosaics from ancient to modern times. They will then be asked if they can tell during what eras these mosaics may have been created.
4. Students will analyze mosaics that tell stories or depict an event or time in history.
5. We will discuss the size and color of tiles to be used, themes, and other elements and principles of design to be reviewed here (emphasis on color and value and balance and harmony/unity) to consider when creating a design or drawing for the mosaic. We will examine materials first hand. We will also consider the size of space that needs to be left around each tile for grouting. Vocabulary reviewed.
6. Students will receive a two-sided paper handout (with a 6 inch square on each side), pencil and ruler, pre-cut small colored paper squares and glue. Each student will create two separate designs, one composed of the glued colored squares, and the other in pencil, both considering scale and size of materials they will be using.
7. EdExplore Teaching Artist will collect drawings at end of classroom session and tell students that in the subsequent session they will plan the colors for their mosaic by using either colored pencils or watercolors applied to their original drawings. Explain how we will either use a transfer method when we begin to create the mosaic on a piece of board or use another method to draw the design to scale as it is shown in the original.
Guided Practice: After showing and discussing mosaic examples via PowerPoint presentation, Teaching Artist will show students materials to be used throughout the five lesson project. Teaching Artist will also circulate around room (after distributing sketch paper with pencils, rulers and pre-cut squares and glue materials) as students create designs for their mosaics, assisting where needed. Teaching artist will collect drawings at end of session and briefly discuss how designs will be transferred onto the surface board on which we will apply mosaic tile in a subsequent session.
Lesson Closure: Today we learned about the history of mosaics and where they can be found. We also reviewed some of the elements and principles of design and learned about the materials and equipment used in creating a mosaic. We also took steps in creating some ideas for our own mosaic designs which we will further develop during our next class meeting.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 2 of 5
Grade Level(s): 4 and 5
Subject Areas: Visual Art, Math
Description of Lesson: This lesson enables students to use colored pencils or watercolors and brushes to
incorporate color into their preliminary drawings for their mosaic designs. They will consider whether
they want to create solid colors in their design or create values of a color. They may also grid their
drawings for later transfer to the surface onto which they will apply the mosaic tiles. They will also
continue to evaluate and or make changes in their designs. Tiles will be chosen and students will be
allowed to experiment with their placement before making adjustments to color and composition on
their drawings. Selected tiles will be placed into baggies labeled with student name for safekeeping
until the next session when gluing will take place.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: rulers, pencils, water supply, paper towels
Teaching Artist provides: Tiles, labels, markers plastic baggies, water receptacles where there is no sink,
watercolors, brushes, colored pencils, graphite paper, and sketching paper
Room Setup Description: Desks or tables should contain paper towels, and water receptacles
Objectives: In this session students will add color to their previous sketches and choose tiles to
correspond. They will be able to experiment with juxtaposition and then determine how many tiles they
will need for their final 6”x 6” mosaic also considering the 1/16” space that will be needed around each
tile for grouting purposes. They will consider the elements and principles of design as they continue to
alter their drawings and apply color. Transferring of design to final mosaic surface either by using
graphite or a grid method will be briefly discussed.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools,
processes and materials unique to mosaic will be used by students to create unique and individual works
of art.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is an additive art form, students will need to review and recall the
procedures they will use to produce their designs from inception to completion, at all stages in the
process.
Florida Standards
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. During the design and creation phases of their mosaics, students will consider how many tiles
they will need by using area formulas, also considering fractional measurements of space that will need
to be left around each tile for grouting purposes.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During
the design process students will have the opportunity to play around with the placement of mosaic tiles
until they are ready to permanently place the pieces using glue.
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.H.2.2 Describe the ways in which artworks and utilitarian objects impact everyday life. Through the
PowerPoint introduction of mosaic, students will be introduced to utilitarian mosaics as well as those
which are strictly art forms. They will learn that mosaic has been integrated into architecture and is also
used in many utilitarian applications.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.1 Use various tools, media, and techniques to discover how different choices change the effect
on the meaning of the artwork. Tools, processes and materials unique to mosaic will be used by
students to create unique and individual works of art.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is constructed in an
additive art form, students will need to review and recall the procedures they will use to produce their
designs from inception to completion. Each week students will put into practice one or more of the
steps they have learned until they have completed the project in Lesson 4.
Florida Standards
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong
to all subcategories of that category. For example all rectangles have four right angles and squares are
rectangles, so all squares have four right angles. Students will be working with two-dimensional square
surface areas.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook: Today you will select either watercolors and brushes or colored pencils to apply
color to your designs. Once you have determined your color choices you may select tiles that
correspond to these colors and begin playing around with their placement on your drawings.
Steps to Deliver Lesson:
1. Distribute sketches that students made in previous session. Provide new paper where necessary.
Hook activity will be completed.
2. Discuss how tiles are colored, what kind of materials they can be made from, and if they are
made differently now than in the past.
3. Students will complete sketches by selecting either colored pencils or watercolors/brushes and
then making color choices with this media onto their sketches.
4. EdExplore Teaching Artist will facilitate a discussion before asking students to make final
decisions about their tile selections and designs again reviewing some of the elements and
principles of design. Students can share their sketches with other students if desired.
5. Students will select tiles (amount determined according to the size of the tiles and the surface to
be covered -6” x 6” surface) that are similar in color to the color choices they have made on
their sketches. They must consider that a space of 1/16” needs to be left around each tile for
grouting purposes. They may also experiment by laying the tiles onto their drawings and
juxtaposing them. This may result in some measuring and mathematical calculations.
6. They will place selected tiles into plastic bags labeled with their names and return these and the
sketches (now with color applied) to the EdExplore Teaching Artist.
7. Students will return other materials and be responsible for cleaning their own workspace.
Guided Practice: Teaching Artist will distribute sketches to students and ask them to choose either
colored pencils or watercolor media to apply color to their drawings/designs. Teaching artist will discuss
elements and principles of design as needed to help guide students in their color choices. Students will
then be asked to select colored tiles using their colored sketches for reference to use for their final
mosaics. Teacher will circulate around room while students are measuring areas of their surface to
determine how many tiles they need of specific colors, and then also experimenting by laying tiles onto
the drawings to see how final mosaic will look. Teaching Artist will check with each student before
giving them final approval on their design and color choices and then will ask each student to put their
selected tiles into a baggie with their name printed on it.
Lesson Closure:
Today we planned and applied color to the mosaic designs (using either watercolor or colored pencils)
considering the elements and principles of design that were discussed in Lesson 1 and reviewed today in
Lesson 2. Then we chose mosaic tiles for the final mosaic using our sketches as a guide to color choices.
In some cases students had to make changes to our designs, and measure parts of the drawings to
determine the amount of colored tiles needed for specific areas and also play around with the tile
placement and spacing. We briefly discussed the design transferring methods that we will use in the
next class session.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 3 of 5
Grade Level(s): 4 and 5
Subject Areas: Visual Art, Math
Description of Lesson: Each student will be given a 6”x 6” board, their colored drawings, pencils, rulers,
sandpaper, and their bag of previously chosen tiles. They will begin by writing their name on the back of
their board with a sharpie marker. Boards will then be sanded on the opposite sides and students will
transfer their mosaic design outline either by a graphite technique or scaled/grid drawing method.
Students will begin to place their mosaic tiles onto their board’s surface, (referring to their drawing for
color placement) by first placing a small amount of glue onto a one or two inch square area of the board
using a Popsicle stick to apply. Tiles will then be placed onto glued surface, keeping a 1/16” space
around each tile. This process will continue until the surface of the board is completely covered with tile.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: rulers, pencils, water supply, paper towels, and table covering if
needed
Teaching Artist provides: Tiles, student sketches and bagged tiles, markers, glue, paper plates, Popsicle
sticks, 6” x 6” boards, sandpaper, graphite paper
Room Setup Description: Each desk should be set with protective covering, and a paper plate with
poured glue and Popsicle stick. Also each place will contain a 6” x 6” board, sandpaper, pencil, ruler and
original colored drawing. Graphite paper will be available for those wishing to use this transfer method
which will be discussed along with the grid transfer option.
Objectives: Students will sand their boards to prepare for gluing of mosaic tiles. They will then transfer
their line drawing designs to the sanded side of the board. They will glue their pre-selected tiles onto the
surface (using special glue and applying it in ribbons on small areas using Popsicle sticks to apply). This
process will continue until the surface is covered, remembering to keep 1/16” spaces around each tile.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools,
processes and materials unique to mosaic will be used by students to create unique and individual works
of art.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration. During Lesson 5
students will have the opportunity to use five or more of these words in the writing of an Artist’s
Statement.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is constructed in an additive art form, students will need to review and
recall the procedures they will use to produce their designs from inception to completion, at all stages in
the process. Each week students will put into practice one or more of the steps they have learned until
they have completed the project in Lesson 4.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. During the design and creation phases of their mosaics, students will consider how many tiles
they will need by using area formulas, also considering fractional measurements of space that will need
to be left around each tile for grouting purposes.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During
the design process students will have the opportunity to play around with the placement of mosaic tiles
until they are ready to permanently place the pieces using glue.
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.H.1.1 Examine historical and cultural influences that inspire artists and their work. Using Patriot’s
Plaza mosaics and other examples on a PowerPoint presentation students will learn that mosaics have
many times been inspired by historical events as well as cultural ones.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.1 Use various art tools, media, and techniques to discover how different choices change the
effect on the meaning of the artwork. Tools, processes and materials unique to mosaic will be used by
students to create unique and individual works of art.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form,
students will need to review and recall the procedures they will use to produce their designs from
inception to completion. Each week students will put into practice one or more of the steps they have
learned until they have completed the project in Lesson 4.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong
to all subcategories of that category. For example all rectangles have four right angles and squares are
rectangles, so all squares have four right angles. Students will be working with two-dimensional square
surface areas.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook:
Today we will transfer our design outlines onto a 6” x 6” surface after sanding the side onto which we
will apply the mosaic tiles. We will then begin our mosaic by placing small ribbons of glue onto 1” or 2”
square sections on our boards using provided Popsicle sticks to apply. We will then place tiles onto the
surface areas containing glue, using our colored drawings as reference guides, making sure to leave
1/16” space around each tile.
Steps to Deliver Lesson:
1. Distribute sketches that students made in previous session. Hook activity will be completed.
2. Distribute tiles and glue materials. Write name on one side of board with sharpie marker.
Sand board on the opposite side.
3. Students will then transfer their design onto their boards using graphite paper and pencil or
by drawing a one inch grid onto their drawing and prepared mosaic surface. EdExplore
Teaching Artist will demonstrate methods using a student’s materials.
4. Students who choose to use the graphite transfer method will trace the linear part of their
design on their sketch using a piece of graphite paper under the sketch and placed on top of
the sanded side of the mosaic board. Students who wish to use the grid transfer method
will after drawing the grid onto the sketch and mosaic board consider each square of their
design and carefully copy with pencil onto the mosaic board trying to keep the scale as
identical as possible to the original drawing.
5. Students will begin putting glue onto one side of the board beginning by covering one to
two inch square areas. Glue should be applied as a flat ribbon using a popsicle stick
6. Students will place individual tiles following the color placement/design of their original
drawings leaving a 1/16” space around each tile. Continue gluing and placing tiles until the
entire surface is covered with tiles.
7. Students will return materials to their proper place and be responsible for cleaning their
own workspace.
8. Before putting mosaics away to dry students may walk around the room to view their
classmate’s work.
Guided Practice: Teaching Artist will assist students in transferring their design to the surface of the
board they have prepared and will use one student’s work to demonstrate methods. Students will
choose one of two methods that have been discussed/demonstrated. Teaching Artist will circulate
around room to assist in this process. They will further circulate to help students in gluing their preselected tiles onto the surface board, reminding students to keep 1/16” spaces around each tile. When
all students’ boards are covered with tile teaching artist will ask students to circulate to view their
classmate’s mosaics.
Lesson Closure: Today we transferred our designs onto the mosaic board which we prepared by sanding
one side to create a textured surface for better tile adhesion. We then applied glue to small areas of our
surface and placed tiles onto our design following the color placement from our original colored sketch
or design. We kept 1/16” spaces around each tile to leave room for the grout material which we will
apply during the next session. We continued application of tile until our boards were covered and
design completed.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 4 of 5
Grade Level(s): 4 and 5
Subject Areas: ELA, Visual Art
Description of Lesson: Students will be given their 6”x 6” tile covered board to grout. We will discuss
how different colored grouts can change the look of a mosaic design (negative/positive effect, etc.) After
a grout demonstration, students will grout their mosaic and sponge according to EdExplore Teaching
Artist’s directions. Pictures will be taken of the mosaics and students will have the opportunity to give
their mosaic a title.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: water supply, paper towels, table covering
Teaching Artist provides: 6” x 6” tile covered boards, water containers, sponges, cheesecloth, floats, premixed grout, Popsicle sticks, plastic implements for grout mixing and application, other small containers,
several plastic basins or buckets.
Room Setup Description: Each desk should be set with protective covering, the un-grouted mosaic, and
container with water, paper towels and Popsicle stick. If possible this activity could be held outside.
Smocks or old t-shirts are suggested.
Objectives: In this lesson students will learn how to grout their own mosaic. After grouting they will
sponge the surface of their mosaic followed by wiping down the tiles with cheesecloth to remove any
haze that has formed while the tiles are drying. A discussion will take place among students and
EdExplore Teaching Artist and classroom teacher to evaluate the success of this project focusing on a
few student examples that show how design principles and elements were used to create their work and
one’s that may illicit an emotional response as well.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools,
processes and materials unique to mosaic will be used by students to create unique and individual works
of art.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration. During Lesson 5
students will have the opportunity to use five or more of these words in the writing of an Artist’s
Statement.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is constructed in an additive art form, students will need to review and
recall the procedures they will use to produce their designs from inception to completion, at all stages in
the process. Each week students will put into practice one or more of the steps they have learned until
they have completed the project in Lesson 4.
Florida Standards
LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During
the design process students will have the opportunity to play around with the placement of mosaic tiles
until they are ready to permanently place the pieces using glue.
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form,
students will need to review and recall the procedures they will use to produce their designs from
inception to completion. Each week students will put into practice one or more of the steps they have
learned until they have completed the project in Lesson 4.
Florida Standards:
LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. Students will develop and write a 50-100 word Artist Statement using a writing prompt and
specific criteria for this assignment. The students will write about their process and other aspects of
their design and completed mosaic artwork. They will then have the choice to share this writing with
classmates by reading it aloud.
LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook:
I will ask the students to gather around a table where I will perform a grouting demonstration and
discuss how a different colored grout could change the entire appearance of a mosaic and how this is a
great example of Negative/ Positive or Ground/Background, etc.
Steps to Deliver Lesson:
1. Distribute mosaic boards. Hook activity will be completed.
2. Workspaces will have been previously set up with protective covering, un-grouted mosaics,
popsicle-sticks, paper towels, container with water, and in some cases floats.
3. Students will then receive some grout, a sponge, plastic implements as needed,
4. Students will begin grouting and working the material into the spaces around each tile by
using provided implements or a float, and then sponge wiping their tiled/grouted boards to
get rid of excess grout. Sponges may be wrung out in large basins of water placed about the
room.
5. Students may need to continue wringing out their sponges and rinsing in fresh water as they
clean their mosaic surface.
6. Students will return materials to their proper place and be responsible for cleaning their
own workspace.
7. After their mosaics have partially dried, students may then use cheesecloth to further wipe
the haze off of the tiles.
8. Students may title their mosaic if desired.
9. Before putting mosaics away to dry students may walk around the room to view their
classmate’s work and EdExplore Teaching Artist, classroom teacher and students will discuss
the success of the project and make favorable comments about the designs and emotional
impact of some of the projects where applicable.
10. Announce that during our last class session we will create Artist Statements utilizing our
new vocabulary and understandings of the process of mosaic and explanation of the work
itself.
An Artist’s Statement is a written description of his or her work to bring the viewer an
understanding. It can explain, justify, and analyze the work and place it in relationship to art
history or theory. Usually they are about 50-100 words. Read an example
11. EdExplore Teaching Artist will take photographs of the mosaics before mosaics are put away
to dry.
Guided Practice:
Teaching Artist will distribute nearly completed mosaic boards to each student and
then ask students to gather around one desk for a grouting demonstration. After the demonstration
students will be asked to gather materials and begin grouting their own projects. Teaching Artist will
circulate to assist in this process. Before wiping the final haze off mosaic surface, students will be asked
to start cleaning up their work area and teaching artist will explain to students that they may give their
mosaic a title, if desired. After the final wiping process and clean-up of materials teaching artist will
initiate a discussion about the success of this project and ask for comments from the students regarding
the designs and emotional impact of the mosaics. Teaching Artist will further announce that during the
last session for this project students will be writing artist statements and will briefly explain what this
entails by reading a sample. Teaching Artist will take photos of the mosaics before they are put away for
final drying.
Lesson Closure:
Today we completed our mosaics by grouting the spaces around the tiles and wiping the excess grout off
the tile. We then discussed the successful use of the elements and principles of design, but more
importantly why certain mosaics had appeal for us and may also have caused an emotional response
from the viewer. During our final session together we will write an Artist Statement about our mosaic.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 5 of 5
Grade Level(s): 4 and 5
Subject Areas: ELA, Art
Description of Lesson: Students will be given the following writing prompt on the board:
You will write a 50-100 word Artist Statement about the mosaic you have created and describe the
thoughts and feeling you have about your artwork. If you have given your work a title you may use it in
the statement. Include in your statement the following: some vocabulary (see board) at least 5 words
and physical description of your work. Ask yourself the following: What are you doing? What does your
art express? Why is your work unique? What motivated you to create this design? What emotions are
you trying to convey? What does your art mean to you? Where did you get the inspiration for this art?
What tools and materials did you use? These are merely a guide and not all of these questions need to
be answered in the statement. Students will have their mosaic on their desk as they write.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: lined paper and sharpened pencils.
Room Setup Description: Each desk should be set with paper and pencil. Prompt will appear on board.
Objectives: Students will learn how to write a concise Artist Statement that uses the following criteria: 50-100
words, five new vocabulary words from our lessons, physical description of the mosaic and title if
applicable, and other explanation that may be inspired by answering the sample questions above.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is constructed in an additive art form, students will need to review and
recall the procedures they will use to produce their designs from inception to completion, at all stages in
the process. Each week students will put into practice one or more of the steps they have learned until
they have completed the project in Lesson 4.
Florida Standards:
LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Florida Next Generations Sunshine State Standards:
5th Grade
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.1 Organize the structural elements of art to support planning, strengthen focus, and implement
artistic vision. After review of the elements and principles of design students will use these in designing
their own mosaics and also in the final analysis of the students’ completed designs/artworks.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form,
students will need to review and recall the procedures they will use to produce their designs from
inception to completion. Each week students will put into practice one or more of the steps they have
learned until they have completed the project in Lesson 4.
Florida Standards:
LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. Students will develop and write a 50-100 word Artist Statement using a writing prompt and
specific criteria for this assignment. The students will write about their process and other aspects of
their design and completed mosaic artwork. They will then have the choice to share this writing with
classmates by reading it aloud.
LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook:
On the board there is a prompt for this session’s writing assignment. Students will be writing Artist
Statements and we will review the steps and questions to ask one-self when writing this 50-100 word
essay. I will read a sample Artist Statement again.
Steps to Deliver Lesson:
1. Distribute finished mosaics to student’s desks. Hook activity will be completed.
2. Students will view their own mosaic and write an Artist Statement about the
experience of designing and creating their project. They will use at least five
vocabulary words written on the board and use the questions written on the board
as guides in writing their own statements. The questions are as follows: Physical
description and title? What are you doing? What does your art express? Why is your
work unique? What motivated you to create this design? What emotions are you
trying to convey? What does your art mean to you? Where did you get the
inspiration for this art? What tools and materials did you use? These are merely a
guide and not all of these questions need to be answered in the statement.
3. Students will then use the remaining time to share their statements with a partner
and if desired read one of the statements aloud to the class.
Guided Practice: Teaching Artist will distribute mosaics to each student and then explain how to write
an Artist Statement. Prompt, vocabulary and questions helpful to the process of writing this statement
will be written on the board. Students will already have paper and pencil at their desk and will be asked
to write a statement that is 50-100 words long. Teaching Artist will use the last ten minutes of class to
let students partner to read each other’s statements and then if desired let students who volunteer to
read their statement aloud to the class.
Lesson Closure:
Today students learned how to write an Artist Statement with the following criteria: 50-100 words, use
of at least five vocabulary words learned in our previous sessions, and included in the body of the
statement some of the answers to the following questions that were to be used as guides/prompts:
Physical description and title? What are you doing? What does your art express? Why is your work
unique? What motivated you to create this design? What emotions are you trying to convey? What
does your art mean to you? Where did you get the inspiration for this art? What tools and materials did
you use? Students then shared their statement with a partner and if desired they read their statement
aloud to the class.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson: Students may write about one of their classmate’s mosaics and use
some of the vocabulary learned during the five sessions. They will use a descriptive style, in other words
they will paint a picture with words. In this one paragraph exercise students will be selective about the
details they want to provide using good transitions between sentences.
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
This exploration will provide a hands-on experience in the art of mosaic making through a teaching artist residency. After a visit to Patriot Plaza (separate Exploration) where students will have viewed a large mosaic mural and spires that honor our military, students will further learn about the history and applications of mosaic with teaching artist Ellen Goldberg Tishman. (This exploration can also be used independently from a visit to Patriot Plaza). This art form has been utilized for decorative and symbolic purposes over the centuries in many cultures and in ancient times. It is both an art form that has survived through the centuries as well as one that is still used in modern times as a decorative and expressive art form on walls, floors, outdoors and indoors, and as architectural feature in public and private forums, etc. Students will learn how this art form can utilize natural and man-made materials to create weather resistant and timeless art much as the materials were utilized by artisans over time. Students will create their own designs on paper and transpose the drawings into mosaics on a board. This experience and the product/art that results will then provide inspiration for a session that will ask students to write about their mosaic in an Artist’s Statement.
Lesson Plan number 1 of 5
Grade Level(s): 4 and 5
Subject Areas: Visual Art, Math
Description of Lesson: This lesson will provide a background of the topic by showing photos of mosaics from ancient through modern times. The process of creating a mosaic will also be covered and will outline the steps from inception to completion including the design process, and description of materials and tools that will be used.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: Projection equipment/ActivBoard, rulers, pencils, paper, Elmer’s glue or other white glue
Teaching Artist provides: Sample mosaics, visual presentation/Power/Point, and colored paper squares,
equipment used to create a mosaic (board, sandpaper, glue, Popsicle sticks, grout, tiles, sponge, and
float). Handouts
Room Setup Description: There is no special set up needed for this first class meeting.
Objectives: Students will view examples of mosaics and materials/equipment used in making mosaics. They will learn basic term/vocabulary associated with mosaic. And they will review the elements and principles of design as related to the project. They will play with cut out squares of paper and drawing as they think about the characteristics of good design and be ready to create a final mosaic design/drawing/sketch at the second class meeting.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.H.1.3 Describe artworks that honor and are reflective of particular individuals, groups, events and/or cultures. During Lesson 1’s PowerPoint students will examine mosaics of different groups, events and cultures. Emphasis will be placed on the photos of Patriot Plaza’s mosaics and how they honor the military and veterans of the United States.
VA.4.H.2.2 Identify differences between artworks and utilitarian objects. Through the PowerPoint introduction of mosaic, students will be introduced to utilitarian mosaics as well as those which are strictly art forms.
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the art making process. While creating their initial designs for their mosaics students will have the opportunity to develop a theme in their artwork. Students will also use the building blocks (elements and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for their mosaic that is content rich. This will be achieved through a thoughtful process during the design phase while also considering some of the elements and principles of design to make certain student’s themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools, processes and materials unique to mosaic will be used by students to create unique and individual works of art.
VA.4.S.1.2 Explore and use media, technology and other art resources to express ideas visually. An overview of mosaic throughout the ages will be shown via PowerPoint presentation and then the media(tile,etc.) will be used by students to create individual expressive artworks.
VA.4.S.1.3 Create artworks that integrate ideas from culture or history. A brief history of mosaic through the ages highlighting its use in many cultures will be shown in a PowerPoint demonstration and by viewing examples in books.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1 of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design will be discussed and then used and reviewed in all other lessons for this Exploration.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the elements and principles of design students will use these in designing their own mosaics and also in the final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the end of production. As mosaic is an additive art form, students will need to review and recall the procedures they will use to produce their designs from inception to completion, at all stages in the process.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. During the design and creation phases of their mosaics, students will consider how many tiles they will need by using area formulas, also considering fractional measurements of space that will need to be left around each tile for grouting purposes.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During the design process students will have the opportunity to play around with the placement of mosaic tiles until they are ready to permanently place the pieces using glue.
VA.5.H.1.1 Examine historical and cultural influences that inspire artists and their work. Using Patriot’s Plaza mosaics and other examples on a PowerPoint presentation students will learn that mosaics have many times been inspired by historical events as well as cultural ones.
VA.5.H.2.2 Describe the ways in which artworks and utilitarian objects impact everyday life. Through the PowerPoint introduction of mosaic, students will be introduced to utilitarian mosaics as well as those which are strictly art forms. They will learn that mosaic has been integrated into architecture and is also used in many utilitarian applications.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics created by students will be created using a specific process that will require thinking about the elements and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in artwork. While creating their initial designs for their mosaics students will have the opportunity to develop a theme in their artwork. Students will also use the building blocks (elements and principles of art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for their mosaic that is content rich. This will be achieved through a thoughtful process during the design phase while also considering some of the elements and principles of design to make certain student’s themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.1 Use various art tools, media, and techniques to discover how different choices change the effect on the meaning of an artwork. Tools, processes and materials unique to mosaic will be used by student to create unique and individual works of art.
VA.5.S.1.2 Use media, technology, and other resources to inspire personal art-making decisions. An overview of mosaic throughout the ages will be shown via PowerPint presentation and then the media (tile,etc.) will be used by students to create individual expressive artworks.
VA.5.S.1.3 Create artworks to depict personal, cultural, and/or historical themes. A brief history of mosaic through the ages highlighting its use in many cultures will be shown in a PowerPoint demonstration and by viewing examples in books.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1 of this Exploration a group of words relating to mosaics and to the elements and principles of art and design will be introduced. These words will continue to be emphasized throughout the subsequent lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the writing of an Artist’s Statement.
VA.5.S.2.1 Organize the structural elements of art to support planning, strengthen focus, and implement artistic vision. After review of the elements and principles of design students will use these in designing their own mosaics and also in the final analysis of the students’ completed designs/artworks.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form, students will need to review and recall the procedures they will use to produce their designs from inception to completion. Each week students will put into practice one or more of the steps they have learned until they have completed the project in Lesson 4.
VA.5.1.1 Use structural elements of art and organizational principles of design to develop content in artwork. While creating their initial designs for their mosaics students will have the opportunity to develop a theme in their artwork. Students will also use the building blocks (elements and principles of art and design) in the initial development of their designs and will have further opportunity to discuss this in their final sessions writing of an Artist’s Statement.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication problems related to area.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example all rectangles have four right angles and squares are rectangles, so all squares have four right angles. Students will be working with two-dimensional square surface areas.
Key Vocabulary:
Elements and Principles of Design: Building blocks used to create a work of art. Elements: Line, Shape, Direction, Size, Texture, Color, Value. Principles: Balance, Gradation, Repetition, Contrast, Harmony, Dominance, Unity.
Grout: The material that is used to fill the spaces between the tiles on a mosaic.
Float: Tool used to spread grout over tile surface and into spaces around tiles.
Mortar: An adhesive (glue or mixture of cement and sand and water) which is used to adhere the mosaic tiles onto the surface where they will be placed.
Mastic: Premixed tile adhesive that has a latex (a rubbery like material that can be natural or manmade) or petrochemical (made from oil or natural gas) base.
Tessera: Term for singular tile within a mosaic. Tesserae is the plural term.
Millefiori: 1000 flowers. Glass formed in hot furnaces on the Island of Murano outside of Venice, Italy. It is one of the earlier forms of mosaic artwork.
Lesson Lead-in or Hook: Do you know what mosaics are? Where might you find a mosaic?
Steps to Deliver Lesson:
1. Hook activity will be completed.
2. Students will view photos depicting mosaics that are composed of a variety of materials, as well as those that are three-dimensional, incorporated into elements of architecture, and those created as murals, artworks, and objects.
3. Students will view projected examples of mosaics from ancient to modern times. They will then be asked if they can tell during what eras these mosaics may have been created.
4. Students will analyze mosaics that tell stories or depict an event or time in history.
5. We will discuss the size and color of tiles to be used, themes, and other elements and principles of design to be reviewed here (emphasis on color and value and balance and harmony/unity) to consider when creating a design or drawing for the mosaic. We will examine materials first hand. We will also consider the size of space that needs to be left around each tile for grouting. Vocabulary reviewed.
6. Students will receive a two-sided paper handout (with a 6 inch square on each side), pencil and ruler, pre-cut small colored paper squares and glue. Each student will create two separate designs, one composed of the glued colored squares, and the other in pencil, both considering scale and size of materials they will be using.
7. EdExplore Teaching Artist will collect drawings at end of classroom session and tell students that in the subsequent session they will plan the colors for their mosaic by using either colored pencils or watercolors applied to their original drawings. Explain how we will either use a transfer method when we begin to create the mosaic on a piece of board or use another method to draw the design to scale as it is shown in the original.
Guided Practice: After showing and discussing mosaic examples via PowerPoint presentation, Teaching Artist will show students materials to be used throughout the five lesson project. Teaching Artist will also circulate around room (after distributing sketch paper with pencils, rulers and pre-cut squares and glue materials) as students create designs for their mosaics, assisting where needed. Teaching artist will collect drawings at end of session and briefly discuss how designs will be transferred onto the surface board on which we will apply mosaic tile in a subsequent session.
Lesson Closure: Today we learned about the history of mosaics and where they can be found. We also reviewed some of the elements and principles of design and learned about the materials and equipment used in creating a mosaic. We also took steps in creating some ideas for our own mosaic designs which we will further develop during our next class meeting.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 2 of 5
Grade Level(s): 4 and 5
Subject Areas: Visual Art, Math
Description of Lesson: This lesson enables students to use colored pencils or watercolors and brushes to
incorporate color into their preliminary drawings for their mosaic designs. They will consider whether
they want to create solid colors in their design or create values of a color. They may also grid their
drawings for later transfer to the surface onto which they will apply the mosaic tiles. They will also
continue to evaluate and or make changes in their designs. Tiles will be chosen and students will be
allowed to experiment with their placement before making adjustments to color and composition on
their drawings. Selected tiles will be placed into baggies labeled with student name for safekeeping
until the next session when gluing will take place.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: rulers, pencils, water supply, paper towels
Teaching Artist provides: Tiles, labels, markers plastic baggies, water receptacles where there is no sink,
watercolors, brushes, colored pencils, graphite paper, and sketching paper
Room Setup Description: Desks or tables should contain paper towels, and water receptacles
Objectives: In this session students will add color to their previous sketches and choose tiles to
correspond. They will be able to experiment with juxtaposition and then determine how many tiles they
will need for their final 6”x 6” mosaic also considering the 1/16” space that will be needed around each
tile for grouting purposes. They will consider the elements and principles of design as they continue to
alter their drawings and apply color. Transferring of design to final mosaic surface either by using
graphite or a grid method will be briefly discussed.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools,
processes and materials unique to mosaic will be used by students to create unique and individual works
of art.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is an additive art form, students will need to review and recall the
procedures they will use to produce their designs from inception to completion, at all stages in the
process.
Florida Standards
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. During the design and creation phases of their mosaics, students will consider how many tiles
they will need by using area formulas, also considering fractional measurements of space that will need
to be left around each tile for grouting purposes.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During
the design process students will have the opportunity to play around with the placement of mosaic tiles
until they are ready to permanently place the pieces using glue.
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.H.2.2 Describe the ways in which artworks and utilitarian objects impact everyday life. Through the
PowerPoint introduction of mosaic, students will be introduced to utilitarian mosaics as well as those
which are strictly art forms. They will learn that mosaic has been integrated into architecture and is also
used in many utilitarian applications.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.1 Use various tools, media, and techniques to discover how different choices change the effect
on the meaning of the artwork. Tools, processes and materials unique to mosaic will be used by
students to create unique and individual works of art.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is constructed in an
additive art form, students will need to review and recall the procedures they will use to produce their
designs from inception to completion. Each week students will put into practice one or more of the
steps they have learned until they have completed the project in Lesson 4.
Florida Standards
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong
to all subcategories of that category. For example all rectangles have four right angles and squares are
rectangles, so all squares have four right angles. Students will be working with two-dimensional square
surface areas.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook: Today you will select either watercolors and brushes or colored pencils to apply
color to your designs. Once you have determined your color choices you may select tiles that
correspond to these colors and begin playing around with their placement on your drawings.
Steps to Deliver Lesson:
1. Distribute sketches that students made in previous session. Provide new paper where necessary.
Hook activity will be completed.
2. Discuss how tiles are colored, what kind of materials they can be made from, and if they are
made differently now than in the past.
3. Students will complete sketches by selecting either colored pencils or watercolors/brushes and
then making color choices with this media onto their sketches.
4. EdExplore Teaching Artist will facilitate a discussion before asking students to make final
decisions about their tile selections and designs again reviewing some of the elements and
principles of design. Students can share their sketches with other students if desired.
5. Students will select tiles (amount determined according to the size of the tiles and the surface to
be covered -6” x 6” surface) that are similar in color to the color choices they have made on
their sketches. They must consider that a space of 1/16” needs to be left around each tile for
grouting purposes. They may also experiment by laying the tiles onto their drawings and
juxtaposing them. This may result in some measuring and mathematical calculations.
6. They will place selected tiles into plastic bags labeled with their names and return these and the
sketches (now with color applied) to the EdExplore Teaching Artist.
7. Students will return other materials and be responsible for cleaning their own workspace.
Guided Practice: Teaching Artist will distribute sketches to students and ask them to choose either
colored pencils or watercolor media to apply color to their drawings/designs. Teaching artist will discuss
elements and principles of design as needed to help guide students in their color choices. Students will
then be asked to select colored tiles using their colored sketches for reference to use for their final
mosaics. Teacher will circulate around room while students are measuring areas of their surface to
determine how many tiles they need of specific colors, and then also experimenting by laying tiles onto
the drawings to see how final mosaic will look. Teaching Artist will check with each student before
giving them final approval on their design and color choices and then will ask each student to put their
selected tiles into a baggie with their name printed on it.
Lesson Closure:
Today we planned and applied color to the mosaic designs (using either watercolor or colored pencils)
considering the elements and principles of design that were discussed in Lesson 1 and reviewed today in
Lesson 2. Then we chose mosaic tiles for the final mosaic using our sketches as a guide to color choices.
In some cases students had to make changes to our designs, and measure parts of the drawings to
determine the amount of colored tiles needed for specific areas and also play around with the tile
placement and spacing. We briefly discussed the design transferring methods that we will use in the
next class session.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 3 of 5
Grade Level(s): 4 and 5
Subject Areas: Visual Art, Math
Description of Lesson: Each student will be given a 6”x 6” board, their colored drawings, pencils, rulers,
sandpaper, and their bag of previously chosen tiles. They will begin by writing their name on the back of
their board with a sharpie marker. Boards will then be sanded on the opposite sides and students will
transfer their mosaic design outline either by a graphite technique or scaled/grid drawing method.
Students will begin to place their mosaic tiles onto their board’s surface, (referring to their drawing for
color placement) by first placing a small amount of glue onto a one or two inch square area of the board
using a Popsicle stick to apply. Tiles will then be placed onto glued surface, keeping a 1/16” space
around each tile. This process will continue until the surface of the board is completely covered with tile.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: rulers, pencils, water supply, paper towels, and table covering if
needed
Teaching Artist provides: Tiles, student sketches and bagged tiles, markers, glue, paper plates, Popsicle
sticks, 6” x 6” boards, sandpaper, graphite paper
Room Setup Description: Each desk should be set with protective covering, and a paper plate with
poured glue and Popsicle stick. Also each place will contain a 6” x 6” board, sandpaper, pencil, ruler and
original colored drawing. Graphite paper will be available for those wishing to use this transfer method
which will be discussed along with the grid transfer option.
Objectives: Students will sand their boards to prepare for gluing of mosaic tiles. They will then transfer
their line drawing designs to the sanded side of the board. They will glue their pre-selected tiles onto the
surface (using special glue and applying it in ribbons on small areas using Popsicle sticks to apply). This
process will continue until the surface is covered, remembering to keep 1/16” spaces around each tile.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools,
processes and materials unique to mosaic will be used by students to create unique and individual works
of art.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration. During Lesson 5
students will have the opportunity to use five or more of these words in the writing of an Artist’s
Statement.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is constructed in an additive art form, students will need to review and
recall the procedures they will use to produce their designs from inception to completion, at all stages in
the process. Each week students will put into practice one or more of the steps they have learned until
they have completed the project in Lesson 4.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.4.MD.1.3 Apply the area and perimeter formulas for rectangles in real world and mathematical
problems. During the design and creation phases of their mosaics, students will consider how many tiles
they will need by using area formulas, also considering fractional measurements of space that will need
to be left around each tile for grouting purposes.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During
the design process students will have the opportunity to play around with the placement of mosaic tiles
until they are ready to permanently place the pieces using glue.
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.H.1.1 Examine historical and cultural influences that inspire artists and their work. Using Patriot’s
Plaza mosaics and other examples on a PowerPoint presentation students will learn that mosaics have
many times been inspired by historical events as well as cultural ones.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.1 Use various art tools, media, and techniques to discover how different choices change the
effect on the meaning of the artwork. Tools, processes and materials unique to mosaic will be used by
students to create unique and individual works of art.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form,
students will need to review and recall the procedures they will use to produce their designs from
inception to completion. Each week students will put into practice one or more of the steps they have
learned until they have completed the project in Lesson 4.
Florida Standards:
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Opportunity to figure out
how many tiles will be needed for a 6”x 6” mosaic piece will allow students to formulate multiplication
problems related to area.
MAFS.5.G.2.3 Understand that attributes belonging to a category of two-dimensional figures also belong
to all subcategories of that category. For example all rectangles have four right angles and squares are
rectangles, so all squares have four right angles. Students will be working with two-dimensional square
surface areas.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook:
Today we will transfer our design outlines onto a 6” x 6” surface after sanding the side onto which we
will apply the mosaic tiles. We will then begin our mosaic by placing small ribbons of glue onto 1” or 2”
square sections on our boards using provided Popsicle sticks to apply. We will then place tiles onto the
surface areas containing glue, using our colored drawings as reference guides, making sure to leave
1/16” space around each tile.
Steps to Deliver Lesson:
1. Distribute sketches that students made in previous session. Hook activity will be completed.
2. Distribute tiles and glue materials. Write name on one side of board with sharpie marker.
Sand board on the opposite side.
3. Students will then transfer their design onto their boards using graphite paper and pencil or
by drawing a one inch grid onto their drawing and prepared mosaic surface. EdExplore
Teaching Artist will demonstrate methods using a student’s materials.
4. Students who choose to use the graphite transfer method will trace the linear part of their
design on their sketch using a piece of graphite paper under the sketch and placed on top of
the sanded side of the mosaic board. Students who wish to use the grid transfer method
will after drawing the grid onto the sketch and mosaic board consider each square of their
design and carefully copy with pencil onto the mosaic board trying to keep the scale as
identical as possible to the original drawing.
5. Students will begin putting glue onto one side of the board beginning by covering one to
two inch square areas. Glue should be applied as a flat ribbon using a popsicle stick
6. Students will place individual tiles following the color placement/design of their original
drawings leaving a 1/16” space around each tile. Continue gluing and placing tiles until the
entire surface is covered with tiles.
7. Students will return materials to their proper place and be responsible for cleaning their
own workspace.
8. Before putting mosaics away to dry students may walk around the room to view their
classmate’s work.
Guided Practice: Teaching Artist will assist students in transferring their design to the surface of the
board they have prepared and will use one student’s work to demonstrate methods. Students will
choose one of two methods that have been discussed/demonstrated. Teaching Artist will circulate
around room to assist in this process. They will further circulate to help students in gluing their preselected tiles onto the surface board, reminding students to keep 1/16” spaces around each tile. When
all students’ boards are covered with tile teaching artist will ask students to circulate to view their
classmate’s mosaics.
Lesson Closure: Today we transferred our designs onto the mosaic board which we prepared by sanding
one side to create a textured surface for better tile adhesion. We then applied glue to small areas of our
surface and placed tiles onto our design following the color placement from our original colored sketch
or design. We kept 1/16” spaces around each tile to leave room for the grout material which we will
apply during the next session. We continued application of tile until our boards were covered and
design completed.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 4 of 5
Grade Level(s): 4 and 5
Subject Areas: ELA, Visual Art
Description of Lesson: Students will be given their 6”x 6” tile covered board to grout. We will discuss
how different colored grouts can change the look of a mosaic design (negative/positive effect, etc.) After
a grout demonstration, students will grout their mosaic and sponge according to EdExplore Teaching
Artist’s directions. Pictures will be taken of the mosaics and students will have the opportunity to give
their mosaic a title.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: water supply, paper towels, table covering
Teaching Artist provides: 6” x 6” tile covered boards, water containers, sponges, cheesecloth, floats, premixed grout, Popsicle sticks, plastic implements for grout mixing and application, other small containers,
several plastic basins or buckets.
Room Setup Description: Each desk should be set with protective covering, the un-grouted mosaic, and
container with water, paper towels and Popsicle stick. If possible this activity could be held outside.
Smocks or old t-shirts are suggested.
Objectives: In this lesson students will learn how to grout their own mosaic. After grouting they will
sponge the surface of their mosaic followed by wiping down the tiles with cheesecloth to remove any
haze that has formed while the tiles are drying. A discussion will take place among students and
EdExplore Teaching Artist and classroom teacher to evaluate the success of this project focusing on a
few student examples that show how design principles and elements were used to create their work and
one’s that may illicit an emotional response as well.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.1 Manipulate tools and materials to achieve diverse effect in personal works of art. Tools,
processes and materials unique to mosaic will be used by students to create unique and individual works
of art.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration. During Lesson 5
students will have the opportunity to use five or more of these words in the writing of an Artist’s
Statement.
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is constructed in an additive art form, students will need to review and
recall the procedures they will use to produce their designs from inception to completion, at all stages in
the process. Each week students will put into practice one or more of the steps they have learned until
they have completed the project in Lesson 4.
Florida Standards
LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Florida Next Generation Sunshine State Standards:
5th Grade
VA.5.C.2.1 Revise artwork as a necessary part of the creative process to achieve an artistic goal. During
the design process students will have the opportunity to play around with the placement of mosaic tiles
until they are ready to permanently place the pieces using glue.
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form,
students will need to review and recall the procedures they will use to produce their designs from
inception to completion. Each week students will put into practice one or more of the steps they have
learned until they have completed the project in Lesson 4.
Florida Standards:
LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. Students will develop and write a 50-100 word Artist Statement using a writing prompt and
specific criteria for this assignment. The students will write about their process and other aspects of
their design and completed mosaic artwork. They will then have the choice to share this writing with
classmates by reading it aloud.
LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook:
I will ask the students to gather around a table where I will perform a grouting demonstration and
discuss how a different colored grout could change the entire appearance of a mosaic and how this is a
great example of Negative/ Positive or Ground/Background, etc.
Steps to Deliver Lesson:
1. Distribute mosaic boards. Hook activity will be completed.
2. Workspaces will have been previously set up with protective covering, un-grouted mosaics,
popsicle-sticks, paper towels, container with water, and in some cases floats.
3. Students will then receive some grout, a sponge, plastic implements as needed,
4. Students will begin grouting and working the material into the spaces around each tile by
using provided implements or a float, and then sponge wiping their tiled/grouted boards to
get rid of excess grout. Sponges may be wrung out in large basins of water placed about the
room.
5. Students may need to continue wringing out their sponges and rinsing in fresh water as they
clean their mosaic surface.
6. Students will return materials to their proper place and be responsible for cleaning their
own workspace.
7. After their mosaics have partially dried, students may then use cheesecloth to further wipe
the haze off of the tiles.
8. Students may title their mosaic if desired.
9. Before putting mosaics away to dry students may walk around the room to view their
classmate’s work and EdExplore Teaching Artist, classroom teacher and students will discuss
the success of the project and make favorable comments about the designs and emotional
impact of some of the projects where applicable.
10. Announce that during our last class session we will create Artist Statements utilizing our
new vocabulary and understandings of the process of mosaic and explanation of the work
itself.
An Artist’s Statement is a written description of his or her work to bring the viewer an
understanding. It can explain, justify, and analyze the work and place it in relationship to art
history or theory. Usually they are about 50-100 words. Read an example
11. EdExplore Teaching Artist will take photographs of the mosaics before mosaics are put away
to dry.
Guided Practice:
Teaching Artist will distribute nearly completed mosaic boards to each student and
then ask students to gather around one desk for a grouting demonstration. After the demonstration
students will be asked to gather materials and begin grouting their own projects. Teaching Artist will
circulate to assist in this process. Before wiping the final haze off mosaic surface, students will be asked
to start cleaning up their work area and teaching artist will explain to students that they may give their
mosaic a title, if desired. After the final wiping process and clean-up of materials teaching artist will
initiate a discussion about the success of this project and ask for comments from the students regarding
the designs and emotional impact of the mosaics. Teaching Artist will further announce that during the
last session for this project students will be writing artist statements and will briefly explain what this
entails by reading a sample. Teaching Artist will take photos of the mosaics before they are put away for
final drying.
Lesson Closure:
Today we completed our mosaics by grouting the spaces around the tiles and wiping the excess grout off
the tile. We then discussed the successful use of the elements and principles of design, but more
importantly why certain mosaics had appeal for us and may also have caused an emotional response
from the viewer. During our final session together we will write an Artist Statement about our mosaic.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson:
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236
Lesson Plan number 5 of 5
Grade Level(s): 4 and 5
Subject Areas: ELA, Art
Description of Lesson: Students will be given the following writing prompt on the board:
You will write a 50-100 word Artist Statement about the mosaic you have created and describe the
thoughts and feeling you have about your artwork. If you have given your work a title you may use it in
the statement. Include in your statement the following: some vocabulary (see board) at least 5 words
and physical description of your work. Ask yourself the following: What are you doing? What does your
art express? Why is your work unique? What motivated you to create this design? What emotions are
you trying to convey? What does your art mean to you? Where did you get the inspiration for this art?
What tools and materials did you use? These are merely a guide and not all of these questions need to
be answered in the statement. Students will have their mosaic on their desk as they write.
Time: One class period or up to 60 minutes.
Materials: Teacher/Classroom provides: lined paper and sharpened pencils.
Room Setup Description: Each desk should be set with paper and pencil. Prompt will appear on board.
Objectives: Students will learn how to write a concise Artist Statement that uses the following criteria: 50-100
words, five new vocabulary words from our lessons, physical description of the mosaic and title if
applicable, and other explanation that may be inspired by answering the sample questions above.
Florida Next Generation Sunshine State Standards:
4th Grade
VA.4.0.1.1 Use the structural elements of art and organizational principles of design to understand the
art making process. While creating their initial designs for their mosaics students will have the
opportunity to develop a theme in their artwork. Students will also use the building blocks (elements
and principles of art and design) in the initial development of their designs and will have further
opportunity to discuss this in their final sessions writing of an Artist’s Statement. Students may choose
to create a design for their mosaic that is content rich. This will be achieved through a thoughtful
process during the design phase while also considering some of the elements and principles of design to
make certain student’s themes will achieve communication of an idea, emotion and/or rich visual
imagery to the viewer.
VA.4.0.1.2 Identify the structural elements of art used to unite an artistic composition. Students will be
able to discuss how they successfully used certain elements and principles of design/art in their mosaic.
They will be able to write about their achievement in this area through the creation of an Artist’s
Statement.
VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process. During Lesson 1
of Exploring Mosaics, vocabulary pertaining to mosaics as well as the principles and elements of design
will be discussed and then used and reviewed in all other lessons for this Exploration
VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective. After review of the
elements and principles of design students will use these in designing their own mosaics and also in the
final analysis of the their completed designs/artworks
VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the
end of production. As mosaic is constructed in an additive art form, students will need to review and
recall the procedures they will use to produce their designs from inception to completion, at all stages in
the process. Each week students will put into practice one or more of the steps they have learned until
they have completed the project in Lesson 4.
Florida Standards:
LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Florida Next Generations Sunshine State Standards:
5th Grade
VA.5.C.3.1 Use the structural elements of art and organizational principles of design when engaged in
art criticism. While creating designs for mosaics students will consider how their design achieves certain
elements and principles of art and design. In the final session they will be asked to write an Artist
Statement that will describe their successful design/artwork by using terms descriptive of the elements
and principles.
VA.5.F.3.2 Create artwork that shows procedural and analytical thinking to communicate ideas. Mosaics
created by students will be created using a specific process that will require thinking about the elements
and principles of design as well as how they want the audience to perceive their idea.
VA.5.0.1.1 Use structural elements of art and organizational principles of design to develop content in
artwork. While creating their initial designs for their mosaics students will have the opportunity to
develop a theme in their artwork. Students will also use the building blocks (elements and principles of
art and design) in the initial development of their designs and will have further opportunity to discuss
this in their final sessions writing of an Artist’s Statement. Students may choose to create a design for
their mosaic that is content rich. This will be achieved through a thoughtful process during the design
phase while also considering some of the elements and principles of design to make certain student’s
themes will achieve communication of an idea, emotion and/or rich visual imagery to the viewer.
VA.5.S.1.4 Use accurate art vocabulary to communicate about works of art and artifacts. During Lesson 1
of this Exploration a group of words relating to mosaics and to the elements and principles of art and
design will be introduced. These words will continue to be emphasized throughout the subsequent
lessons. During Lesson 5 students will have the opportunity to use five or more of these words in the
writing of an Artist’s Statement.
VA.5.S.2.1 Organize the structural elements of art to support planning, strengthen focus, and implement
artistic vision. After review of the elements and principles of design students will use these in designing
their own mosaics and also in the final analysis of the students’ completed designs/artworks.
VA.5.S.2.2 Identify sequential procedures to engage in art production. As mosaic is an additive art form,
students will need to review and recall the procedures they will use to produce their designs from
inception to completion. Each week students will put into practice one or more of the steps they have
learned until they have completed the project in Lesson 4.
Florida Standards:
LAFS.5.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly. Students will develop and write a 50-100 word Artist Statement using a writing prompt and
specific criteria for this assignment. The students will write about their process and other aspects of
their design and completed mosaic artwork. They will then have the choice to share this writing with
classmates by reading it aloud.
LAFS.5.W.2.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. Students will develop and write a 50-100 word Artist
Statement using a writing prompt and specific criteria for this assignment. The students will write about
their process and other aspects of their design and completed mosaic artwork. They will then have the
choice to share this writing with classmates by reading it aloud.
Key Vocabulary: See Lesson 1
Lesson Lead-in or Hook:
On the board there is a prompt for this session’s writing assignment. Students will be writing Artist
Statements and we will review the steps and questions to ask one-self when writing this 50-100 word
essay. I will read a sample Artist Statement again.
Steps to Deliver Lesson:
1. Distribute finished mosaics to student’s desks. Hook activity will be completed.
2. Students will view their own mosaic and write an Artist Statement about the
experience of designing and creating their project. They will use at least five
vocabulary words written on the board and use the questions written on the board
as guides in writing their own statements. The questions are as follows: Physical
description and title? What are you doing? What does your art express? Why is your
work unique? What motivated you to create this design? What emotions are you
trying to convey? What does your art mean to you? Where did you get the
inspiration for this art? What tools and materials did you use? These are merely a
guide and not all of these questions need to be answered in the statement.
3. Students will then use the remaining time to share their statements with a partner
and if desired read one of the statements aloud to the class.
Guided Practice: Teaching Artist will distribute mosaics to each student and then explain how to write
an Artist Statement. Prompt, vocabulary and questions helpful to the process of writing this statement
will be written on the board. Students will already have paper and pencil at their desk and will be asked
to write a statement that is 50-100 words long. Teaching Artist will use the last ten minutes of class to
let students partner to read each other’s statements and then if desired let students who volunteer to
read their statement aloud to the class.
Lesson Closure:
Today students learned how to write an Artist Statement with the following criteria: 50-100 words, use
of at least five vocabulary words learned in our previous sessions, and included in the body of the
statement some of the answers to the following questions that were to be used as guides/prompts:
Physical description and title? What are you doing? What does your art express? Why is your work
unique? What motivated you to create this design? What emotions are you trying to convey? What
does your art mean to you? Where did you get the inspiration for this art? What tools and materials did
you use? Students then shared their statement with a partner and if desired they read their statement
aloud to the class.
Evaluation/Assessment of Each Lesson:
The students will be assessed through verbal response and teacher observation.
Did the students achieve the objectives and benchmarks?
Did the lesson go as planned? How could the lesson be improved?
Enrichment/Extensions to Lesson: Students may write about one of their classmate’s mosaics and use
some of the vocabulary learned during the five sessions. They will use a descriptive style, in other words
they will paint a picture with words. In this one paragraph exercise students will be selective about the
details they want to provide using good transitions between sentences.
Evaluation of the Exploration:
This is completed after the last lesson or activity in the Exploration. The Teacher and Students complete
the Evaluation Forms provided by the Arts and Cultural Alliance. These forms can be e-mailed, faxed, or
mailed to the Alliance:
E-mail: [email protected]
FAX: 941-365-2787
Mailed: Arts and Cultural Alliance
1226 N. Tamiami Trail, Suite 300, Sarasota, FL 34236