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Felt Dioramas

TIME REQUIRED: 

45 minutes for four days.

 

BIG IDEA: A fiber-crafted architectural space that provides comfort 

  1. Key Concepts: 

    1. Conceptualization of comfortability

    2. Opening up to multiple perspectives that can foster community

    3. experimentation with fiber

    4. Cross-cultural ideas that can be explored

    5. expanding the narrative within shared spaces

 

  1. Essential Questions: 

  • What are ways a “home” can be perceived?

  • Are you able to identify what you enjoy or what brings you comfort?

  • Do you think your art embodies a part of yourself?

  • How are the spaces and ideas explored to be connected?

 

CONTENT STATEMENT

Students will analyze what home means and how they can conceptualize it into a sculpture of fiber foliage. They will sketch their ideas and take time to list and identify their most common space within their lives, eventually developing a final draft to bring through the brainstorming phase. With this in mind, the students will craft a diorama sculpture using felt materials. In the end, the class will analyze and look at each other's work in a gallery format to see and understand how “home” can change in meaning for each other while learning about each other's culture of their home space, the meanings of a “home” and can learn to utilize fabrics and fibers so that they can create a 3-dimensional piece for.

RATIONALE 

Everyone finds comfort in material and conceptual things that shape them, which can be stretched out because the meaning can vary depending on who you ask. This concept can be foreign to others and they may find comfort in something physical or conceptual. I feel that it is essential to consider what you see your space as and how this influences you over time.

 

CULTURAL RESPONSIVENESS

This allows students to be more comfortable putting their “home” in their work while also giving others a moment of understanding and learning about where others live and what they value in their lives. This unit can broaden the horizons of students who may not have a varied perspective of their environment compared to others. This will allow them to investigate their perceptions of how they perceive and understand themselves. The artwork and visual representations embody the unit's goal of helping students find a home.

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OBJECTIVES AND ASSESSMENTS

 

Lesson/Day 1

  • Snapshot of the Day: 

    • In the first half of class, I will introduce the unit and review the artists represented in it. I will have a presentation ready to go over with them, explaining who the artists are, their artwork, and how it is relevant to the art project we will cover in more of a mini-lecture. Afterward, the students should start conceptualizing and sketching at least  4-5 things and ideas they consider comforting and/or what they enjoyed throughout their lives. If students have trouble coming up with ideas, I can provide suggestions to help move things along. 

 

  • Objective(D): 

    • On the first day, I will go over the artists and introduce the unit plan we will be doing, which should take up to 4 days and essentially take a month to finish. The students will know how the artists chosen to relate to the unit and how they can use these artists for their conceptualized spaces.

 

  • Assessment(F):

    • Discuss with the students what is covered in the unit plan, taking time to listen and answer any questions or concerns they may bring up at the end of the presentation and demonstration. The students will understand how they should go into this project while the teacher gains acknowledgment from the student's qualms. 

 

Lesson/Day 2

  • Snapshot of the Day: 

    • I will take the second half to get into 3-4 techniques of the material we will use. I will provide 2-3 sheets for each table on how to do the techniques afterward to help them. Students will apply the information I give them and make lists and sketches of their conceptualized spaces. They don’t have to be perfect but should encompass what they want from their art pieces.

  • Objectives(D): 

    • Students should start conceptualizing and sketching four to five things and ideas they consider comforting and/or what they enjoyed throughout their lives. With the list complete, they can apply it to a more concrete idea in 3-4 sketches of what their sculptures will look like. These don’t have to be fully developed but should have a general concept of what they want to create.

  • Assessment(F): 

    • The students will have an exit ticket for their completed sketches to bring to me. I should see 3-4 sketches for me to check off to know that they completed the assignment for the day with their list.


 

Lesson/Day 3

  • Snapshot of the Day: Today is an all-work day where I remind the students for their art sculptures and A brief paragraph describing the lesson's content.

  • Objective(P): 

    • The students will collect their materials and start their felt sculpture using their sketchbooks as reference. During this studio day, the teacher will walk around and see if the students need help or guidance regarding the sculptures and even replenish any materials they are running low on.

  • Assessment (F): 

    • The students will be provided an exit slip for them to use. This slip will address what stage they are in and how they feel about it so far. This exit slip will also be turned in to the teacher at the end of class to be counted as the grade for the day to keep track of what has already been made.

 

Lesson/Day 4

  • Snapshot of the Day: This is a wrap-up day. The students should finish their artwork and apply the final touches to their work to start the final reflection to end the unit.

  • Objective(D): 

    • The students should design their felt sculpture's final touches together and prepare to do group reflections. During this time, the teacher should walk around to ensure all students have their finishing touches on what they desire in their sculptures, aiding them with their troubles.

  • Assessment(S): 

    • The class will gather and walk around their peers' work. Every student should be up and ready to walk around to each other's artwork for about a minute or two. In the end, both the students and the teacher will come together to do a final reevaluation of what was observed. The teacher will be taking notes for participation and group reflection. 

Collaged Realities

TIME REQUIRED: 1 hour 30 min

 

BIG IDEA: unnatural machinations of the mind

  1. Key Concepts: 

    1. Shifting from traditional values

    2. blending cultures and experiences

    3. harboring imagination within a modern setting.

    4. Comfortability in the unnatural


 

  1. Essential Questions: 

    1. How can our perceived reality become altered?

    2. How do meshed realities reflect our character?

    3. How do we find structure in our conceptualized reality?

    4. Can you identify a part of yourself within your art?

 

CONTENT STATEMENT

The students will develop a collage consisting of multiple combined elements and mediums to create a composition that shows what they view as unreal. Their ideas will be sketched onto thumbnails and eventually developed into different stages. First, they will create the background, conceptualize, and put together the basis of the midground and foreground. Finally, they will analyze their work a step further and refine any parts or elements they need to edit, add, or refine to build a cohesive art piece.

 

RATIONALE 

All students have different ways they perceive their world and experiences. It is not often that they can express these without rigid structure forcing their ideas to fit a mold that they find difficulty adjusting/adapting to. This unit should be able to push for the ideas that they put onto the back burner and attempt to enrich the right side of their brain to create art.

 

CULTURAL RESPONSIVENESS 

This unit will allow students to be more open to including their personalities and culture within their projects. This will serve to blend in their experiences with their imaginative experience within the space for their collage art.

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OBJECTIVES AND ASSESSMENTS

 

Lesson/Day 1

  • Snapshot of the Day: 

At the start of class, I will pull up my slides, introduce myself, and briefly talk about what I do and how I look forward to our time together. Afterward, I will go over the overall unit, what I expect, and how I will go through the project each step of the way with the students. My presentation will have brief explanations of my chosen artists and a brief explanation of the artist movements by which this project will be inspired. I will also go over what collage art is and how it ties into the overall unit going forward into the weeks. Once I finish getting through the slides, the students can start by working on thumbnail sketches of the patterns and icons they may want to start with.

  • Objective(s): 

I will go over the unit after introductions and take time to explain the artists and the art movements that this unit is taking reference from before shifting off to let the students work on their thumbnail sketches and start to come up with their ideas for the kinds of patterns and overall base ideas they may have.

 

  • Assessment:

Before the end of class, I will ask them to take a moment and write on the front or back of their thumbnail a small fact they learned today. This can be of the artists, about the movements, or over about the medium itself. I take time to go around and inform them that I do need to have the student's thumbnails. 

 

Lesson/Day 2

  • Snapshot of the Day: For the second day, I will give a brief recap of what was covered in the slides and try to encourage student participation with a more open discussion, allowing students to speak their minds if they remember any of the content covered in class. Afterward, I will go into a bit more detail on the elements of collage art and how the artists and art movements are significant as well. Then, the students will work on the first part of their collages and work on backgrounds first before shifting back to the thumbnails.

  • Objective(s): The starting of development on their backgrounds will take priority before shifting back to the thumbnails. The students should be able to finish at least one background before shifting to continue working or finishing their thumbnails.

  • Assessment: By the end of class, the students should be able to hand me an outlined or partly colored background and have finished or come close to finishing their thumbnails.

 

Lesson/Day 3

  • Snapshot of the Day: For the second day, I will give a brief recap of what was covered in the slides and try to encourage student participation with a more open discussion, allowing students to speak their minds if they remember any of the content covered in class. This will be more of a work day where students will be working on the backgrounds as well as their mid-to-foreground pieces. I will have a section of the slides talking about assemblage and how to work with a composition that can be unified even with an array of chaotic elements.

  • Objective(s): There should be a good understanding of the use of composition in their collage and how to put certain elements together to develop a unified arrangement that can be viewed regardless of how simplified or erratic the design is.

  • Assessment: By the end of class, the students should have their backgrounds finished and their pieces cut and ready to be glued for the next class. The assessment will be a mini reflection of where they are and how they see things going for themselves.

 

Lesson/Day 4

  • Snapshot of the Day: For this day, I will briefly recap what was covered in the slides and encourage student participation with a more open discussion, allowing students to speak their minds if they remember any of the content covered in class. This will be another work day—less instruction but more guidance where I go around seeing if anyone needs help with putting pieces together. In the end of class, the students will more or less finish with a checklist for their artwork in order the students to evaluate where they see themselves.

  • Objective(s): During class, the students should be able to have a majority of their pieces glued and arranged on their backgrounds to form their design according to their thumbnail sketch.

  • Assessment: At the end of class, there will be a checklist for the students to see how far they are going with their artwork. This checklist should list off any or all steps that we have done in class for the students to have a self evaluation.

 

Lesson/Day 5

  • Snapshot of the Day: For the last day, I will give a brief recap of what was covered in the slides and try to encourage student participation with a more open discussion, allowing students to speak their minds if they remember any of the content covered in class. Students will finish their work and move on to do a gallery walk as their final assessment.

  • Objective(s): the will be the last day for students to work on their projects which results in an amalgamation of all of the terms, techniques, and guidance they have been given in the end.

  • Assessment: The students will be going through a gallery walk where they will observe and analyze each others work

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