Scheme: sculptural,

wearable art

Jane McKenna

Overall Learning Outcomes:O Observational skills – students will analyze the form and structure of the exotic plants/flowers and independently

choose areas of interest to them when creating prototypes.

O Drawing skills-students will develop a drawing of the exotic plant/flowers, investigating growth and formation. (unmotivated student can keep her drawing in simple form, choosing area of interest to her)

O Apply visual knowledge gained from their line drawing - composing it on a fashion illustration provided for them when allocated to groups. (unmotivated student will participate and give her opinion with in group setting).

O Be able to identify the work of the designers Iris Van Herpen, Una Burke, Ralph Rucci and Sandra Backlund –examining the multiple pieces which combine together in the work of Ralph Rucci, the multiple constraints which connect together and wrap around the body in the work of Una Burke.

O Technical ability – Skills of using materials and processes with their 3-4 paper prototypes.(unmotivated student can create 1-2 prototypes to the best of her ability).

O Demonstrate ability to work in groups and make collective decisions - successfully designing/making sculptural, wearable piece of art.

O Communication skills –student will confidently communicate their ideas and opinions within their group.

O Discussion skills –Students will as a group, discuss their work with the class, explaining their individual work and how they combined it as a group.

O Literacy – students will be able to compose a written piece through concentrated observation of image – dissecting buzz words to help them further in the project. ( Unmotivated student has issues with literacy and comprehension so therefore can keep her written piece simple but it must be understandable and readable).

INTRODUCTIONLisa is a second year student who lacks

motivation due to her issue with concentration

and weakness in art. I will be working with the

second year class with my Sculpture scheme. I

will have tasks in place for Lisa in order to

motivate her and make her feel like she has

an important role to play in the class and I

hope her confidence will improve.

CASE STUDY: MOTIVATION

“A theoretical construct used to explain the initiation, direction,

intensity, persistence and quality of behaviour, especially goal

directed behaviour (Maehr & Meyer, 1997). Learning motivation

is complex. It is derived from the Latin movere meaning ‘to

move’ , the term motivation is, as defined by Hilgard, Atkinson,

and Atkinson, a cluster of factors that ‘energizes behaviour and

gives it direction’ (1979, p. 281)”.

Contents:RationaleStudent ProfileStudent strengthsStudent Weaknessessubjects in schoolDifferentiation/StrategiesSculpture projectStudents task listStudent Inter-action/workprize incentivemood-board recording of projectstudents final group piecestudents task list accomplishments

RATIONALE

The Teachers primary motivational goals and strategies should focus on encouraging students to engage in

activities with motivation to learn –with the intention of acquiring

knowledge or skills that the activities are intended to develop. (Brophy, Jere)

Student Profile:Name: Lisa. Type of Intelligence: visual –observes Age: 13. demonstrations and other students as

they work.Favourite hobbies: swimming, camogie, soccer. Interpersonal – peer tutoring.Favourite books: Jaqueline Wilson. Learning style: visual learner.Favourite subject: English.What I am good at: Babysitting.Favourite TV show: Geordie shore or X factor.Favourite music/band: One Direction.School would be better if…. There was less hours.Favourite place: Lanzarote.When I grow up I want to be….A child-minder.Favourite sweets: Twirl.Favourite movie: Diary of a Wimpy Kid.Favourite colour: Purple.Favourite sports team: Liverpool.Favourite clothing: Hollister.Favourite game: Twister.Favourite food: Chicken curry & rice.

Students Strengths:

• Hard worker – will do what is asked of her.

• Good behaviour and co-operates very well

in class.

• Likes to do class tasks – checklist for

individuals work, collecting students work

at end of class.

• Polite.

• Gets on well with everyone though has a

select few friends whom she warms to.

Student Weaknesses:

• Drawing skills are weak.

• Needs things to be explained to her a

few times.

• Needs to be motivated so that she does

not give up on her work.

• Numeracy issues when measuring.

• Literacy is very basic.

• Speech and language.

• Concentration.

Subjects in school:• Art – C –good student. Consistently makes a positive attempt.

• C.S.P.E. – contributes well to class discussion.

• English - B– a very pleasant and co-operative student.

• Geography – F – A consistent and focused approach is essential.

• German – E – finds this subject difficult but tries.

• Home Ec. – E – a diligent student, always attentive.

• History – C – good student. Consistently makes a positive attempt.

• Maths – F - finds this subject difficult but tries.

• P.E. – Makes a great effort in P.E. class.

• Religion – D – finds this subject difficult but tries.

• Science – D - good student. Consistently makes a positive attempt.

• S.P.H.E. – very positive attitude.

Differentiation/Strategies:

• Checklist of tasks

• “Buzz” words with definitions

• Visual aids on designers work

• Short, simple written piece

• Group work with peer mentoring

• Incentive – prize

• Class tasks

• One on one help

• Re-cap on lessons

• Demonstrations – step by step

• Instruction – shortening and

repeating

Strategies – visual aids

SEQUENCE OF SCULPTURE PROJECT:

SCULPTURAL, WEARABLE ART

2.LINE-

DRAWINGS 2/3

1.WRITTEN PIECE

3.PROTOTYPE 1/3

4. GROUP WORK –

1 PROTOTYPE EACH AND ONE

SKETCH

5.COMBINE

PROTOTYPES

6.COMBINE

SCULPTURE PIECES ON THE MANNEQUIN

Lisa’s tasks for entire project:

O Tick checklist after every lesson of students

progress.

Collect all students work with Marcus

before end of class.

Tick group work checklist.

Document and create a mood-board of entire

project with the help of Marcus.

LISAS WORK:

EVALUATION OF LESSON ONE & TWO

PROTOTYPE NO. 1 & 2

EVALUATION OF LESSON THREE

EVALUTION OF LESSON FOUR

GROUP WORK

EVALUATION OF LESSON FIVE - SEVEN

INDIVIDUAL PRIZES

NEW TASK-RECORDING PROJECT

EVALUATION OF LESSON EIGHT

LISAS GROUP WORK AND FINAL SCULPTURAL,

WEARABLE ART.

Lisa’s tasks for entire project:

Collect all students work with Marcus before end of class.

Tick checklist after every lesson of studentsprogress.

Tick group work checklist.

Document and create a mood-board of entire

project with the help of Marcus.

BIBLIOGRAPHY:BOOKS:

O Brophy, Jere. Motivating students to learn - Second Edition. Publication: Mahwah, New Jersey London. Laurence Erlbaum Associates, 2004. Michigan State University. ISBN: 1-4106-1021-7 maser e-book ISBN.

Quote 1 – (Maehr & Meyer,1997).

O Reid, Gavin. Motivating learners in the classroom-Ideas and strategies. A SAGE publications company, 1 Oliver’s Yard, 55 city road, London. Paul Chapman publishing. Printed in Britain by cromwell pressLtd, Trowbridge Wiltshire. Page 7. ISBN: 978-1-4129-3096-3.

JOURNAL:

O Worley B. Rebecca - Co-editor University of Deleware, Newark, Dryud A. Marilyn, Co-editor Oregan Institute of Technology, Klamath Falls. Motivating students – A column sponsored by the ABC teaching committee. Business communication quarterly, December 2003, Vol. 66, issue 4. Quote 2 – (1979, p. 281).

O HSE REPORT

O Wilson, Ken. kenwilsonelt.wordpress.com/2010.../246 10/1/14

O www.cmu.edu/teaching/solve problem/strat-lackmotivation. 16/1/14

O Extrinsic motivation. giftedkids.about.com 10/1/14