SAFETY, PROTECTION, HOME, POWER INSPIRED BY BUBLEGUM

Create – Conceiving and developing new artistic ideas and work.
Present – Interpreting and sharing artistic work.

Students will be able to…

• Create an animal-based artwork to convey empowerment.
• Include design choices inspired by Bublegum, such as his use of light and dark, his unique approach (ornamental style), and organic elements.

1.  Generate and conceptualize artistic ideas and work. Create artistic ideas that reflect characteristics of different artistic movements from different cultures. (F.V.Cr.01)
2.  Organize and develop artistic ideas and work. Develop multiple plans for producing a piece of artwork prior to selecting one. (F.V.Cr.02)
3. Interpret intent and meaning in artistic work. Identify specific elements in a work that connect it to a specific genre or style. (F.V.R.08)

Elementary: Drawing, color theory (safe/powerful), 3D.
High School: Drawing, Collage, 3D, Painting, Mixed Media

• Pencil
• Markers
• Color pencils
• Paper
• Reference images
• Optional: collage, posca markers, found 3D materials, cardboard, tempera cakes, brushes, air dry clay/model magic, construction paper

• Elementary:
  o Safety
  o Armour
  o Protection
  o Power
  o Cultural Identity
  o Color Theory
  o Organic shapes
  o Value
  o Contrast
• High School Additions:
  o Protection
  o Layers of information
  o Overlap
  o Composition
  o Value
  o Form

All days are based on a 45-60 minute class period, meeting once a week on a rotation.

Elementary Adaptation:
Day 1: Ask students what safety means to them. – Personal reflections, then share out in group conversations. Discussion of colors in terms of safety. Create a list/web visual. Slides of Bublegum and similar artists to introduce
the lesson.
Day 2: Decide on an animal and create 1-2 sketches for project proposals. Exemplars can be used based on student needs. Encourage students to try new techniques to differentiate from peers’ work (Bublegum exemplar: empowerment through eyes, safety through the shell).
Day 3-4: The students will start on the final product and make design choices. The teacher will provide consistent feedback to students.
Day 5: Peer critiques, Final touches added to artworks.
Day 6: Elementary finishes and presents.

• Tier 1 Whole and Small Group Instruction
• Tier 2 Small Group Reteach/Support
• Guided Practice
• Students with IEPs/504s – provided step-by-step practice, and extra time as needed, see IEP for more specific accommodations. Subject to change based on students’ needs.

Assessment of student learning will be ongoing and multifaceted, ensuring
that all learners—including multilingual students—can demonstrate growth
and understanding in ways that align with their strengths and needs. (MTSS)

• Final artwork.
• Rubric based on product and teacher preference (should include key concepts taught throughout the assignment), and written reflection (questions for students to respond to).
• Peer Critiques (Post-it notes, paint palette critiques, two stars and a growth). Option HS: Artist investigation on Bublegum’s work.

Tier 1 (Universal Supports for All Students):

• Final Product & Rubric: Students produce animal-based artwork conveying empowerment. Rubric measures key indicators (use of Bublegum’s style, light/dark, ornamental/organic elements, and expressive choices). Rubric includes both visual communication and content understanding to support MLs who may have limited English proficiency.
• Written Reflection: Students answer 2–3 scaffolded prompts in writing, with sentence frames for MLs (e.g., “My animal shows safety because…” or “I chose this color to represent power because…”). Visual word banks and translated key vocabulary available.
• Peer Critiques: Structured formats such as “Two Stars and a Growth” or Paint Palette Critiques allow for oral, written, or symbolic (emoji/post-it icon) feedback, supporting MLs’ varied language proficiency levels.

Tier 2 (Targeted Supports):

• Small-group or partner conferencing with teacher to revisit vocabulary, symbolism, and design choices.
• Guided reflection templates with word banks and visuals for MLs and students needing additional scaffolds.
• Teacher-provided exemplars with sentence starters and bilingual glossary of art terms.

Tier 3 (Intensive Supports):

• One-on-one check-ins with teacher or peer mentor for students requiring significant support (e.g., newcomers, students with IEPs).
• Alternative assessment options:
  • Oral reflection recorded on Flip (formerly Flipgrid) or similar tool.
  • ○ Visual storytelling sequence (sketch + captions in home language and/or English).
• Collaboration with ESL or Special Education staff to adapt assessment rubrics to individual learning profiles.

Resource Indicators (for teachers & students):

• Beyond Walls – Bublegum’s wall and artist profile
• Bublegum’s socials/website – visual exemplars of style and symbolism
• Art of Education (Art of Ed) – resources for rubrics, reflection prompts, scaffolding supports
• Colorin Colorado – strategies and sentence frames for supporting MLs
• WIDA Can Do Descriptors – guidance on differentiating expectations by language proficiency level

• Beyond Walls Website – specifically Bublegum’s Wall.
• Bublegum’s socials and website.
• Art of Ed for worksheet resources and student materials.

Individual Assignment:
Safety with Animals – What keeps It Safe? What animal do you think of for you with the idea of safety? What’s your armour? When you think of power, what animal do you think of?

Students might pick a very vicious animal, such as sharks, big cats, or lions. Some other students might choose an animal like a penguin because the animals stay together like a family, and they’re huddled and protective. Students will pick different animals based on how they feel safe in the world. Mythical animals are ok.

Example: Bublegum chose an animal for his exemplar because the turtle carries their home with them wherever they go.