1. One-on-one critique with students as they are working is incredibly important. If you do not check on students throughout the process, they will not push themselves, and end up unhappy with their work.
2. Great prompts make life a lot easier. If you have good questions, students will better understand what they are supposed to be taking away from a project, and discussion will be a lot more meaningful.
3. Be flexible. Listen to what your students want, and do not be afraid to adapt the lesson to fit their needs. It makes the lesson a lot more enjoyable overall.
4. Establish a balance between friend and authoritative figure. This will make it easier to keep control of the class, while still remaining approachable to your students.
5. Make the most of your time! Come up with ways to help students keep track of the time and work efficiently.
6. Keep the classroom fun. Try and avoid stereotypical art projects. Kids most likely have already done them a million times and will not put their all into the project.
7. Treat your students like artists with their own voice and style. They will take their work more seriously, and create better products because of it.
8. Listen to your students. Whether it is an idea for an assignment, or their plans for the weekend, show you care. They really appreciate it, and it builds up the class community really fast.
9. Sometimes requirements are not a bad thing! Having more requirements keeps your students pushing themselves to meet your expectations. Just keep them vague, so they still have room to work around the different mediums and explore.
10. Care. I know this will be a lot harder to do when I have class loads of 100+ students, but remembering things that they had told me a couple weeks ago, or asking how their weekend plans went meant a lot to them. This helped keep the class fun and comfortable, and kept them coming back!
UAY
Wednesday, May 6, 2015
Community Time
Rules:
-Our first activity consisted of coming together as a group to create rules for all students to follow.
-Since a lot of the students came from UAY and already understood the idea of UPR, this activity was not effective, and resulted in a very quiet community time. In retrospect, a more interactive activity would have been best, to get the students moving around and excited for the classes.
Pencil Cases:
-Students took clear packing tape, and decorated the sticky side with tissue paper before sealing the design with more tape. Students would then fold the tape, and seal the edges, to create the final product.
-I think project was a success, because students could either do this quickly and return to conversing with their peers, or take up the whole time to create the project. The only people who took longer than the allotted time were those who were not staying on task.
Cups:
-Students were given ceramic mugs and made their own designs on the mugs using Sharpie. After they were done, these cups were taken and baked in an oven to set the design, before returning them to the students.
-This project also worked out well, because it gave students a lot of freedom to create whatever they wanted. It was also a simple activity, so they could draw and talk at the same time.,
T-Shirt Designs:
-Every year, UAY creates shirts for the art workshops,and the students are the ones who create the letters for the front and their own designs for the back. We decided that the design on the back would be something that they felt represented themselves- i.e. animal, form, object, etc.
-This was similar to the cup activity, because students could easily multitask. Since we kept the design they had to create for the back open and vague, we also got a lot of really neat drawings to put on the t-shirt.
Tie-Dye Shirts:
-To make each students t-shirt even more unique, we decided to have a community time spent tie-dyeing their shirts before the designs were printed onto them. Students were taught a few different ways to roll/fold their shirts, and after choosing their design, were then sent into the other room to start adding the color to their shirts.
-Although this activity was the coolest, it was definitely the most difficult and labor intensive. During community time, the students typically like to kick back and relax for a bit before going into the activity we have planned for them, but tie-dyeing was going to require all of the time. So trying to push students along to make sure they completed their shirt was very stressful, and it was a difficult transition from community time to class time. It also added more work for us outside of class, because we each had to take five shirts home to rinse off and wash before the next Thursday.
Sharpie Designs:
-Since the method of adding the designs onto the t-shirts was silkscreen, the t-shirt designs had to be outlined in Sharpie, so that they would show through the screen.
-We initially thought that the students might appreciate the down time before having to start class, but it took them a really short time to outline their designs. The amount of time between them finishing and class beginning was really awkward, but adding in another activity might have proved to have been more hectic. This day could have been combined with the first t-shirt design day, but it was a detail that slipped our minds.
Dog Tugs:
-Our professor, Clar Baldus, encouraged the idea of eventually taking the focus off of the self and towards society, which is when we decided to do a community project. We then came up with the idea to create dog tugs, and donate them to local dog shelters in the area. We had cut long strips of fleece prior to the class, so all the students would have to do is braid them into tugs. Since the braids had to be really tight, it was best for students to buddy up, so one could hold the knot while the other braided.
-I think this was another successful project, because the students who wanted to do the activity and go back to snacking could create just one dug tug, and those who wanted to stay engaged throughout the whole period could create two to three. The time management was a lot better on this activity, and I think the students enjoyed the opportunity to give back to the community.
Artist Statements:
-Since most of us were going to be focusing on artist statements during this lesson, we decided to have an intro activity to get all of the students into the right schema. After discussing what an artist statement consists of, we put a prompt on the board, and then allowed the rest of the time for students to write out an outline for their own artist statements that they could later use in class.
-I do not think that the discussion went as well as we would have hoped, and we only had our prompt questions up on the board, despite encouraging them to chip into what they think would be a good question. Also, despite reminding my students about their outlines in my class, I do not think they even glanced at them while they were writing their final artist statement for their works.
-Our first activity consisted of coming together as a group to create rules for all students to follow.
-Since a lot of the students came from UAY and already understood the idea of UPR, this activity was not effective, and resulted in a very quiet community time. In retrospect, a more interactive activity would have been best, to get the students moving around and excited for the classes.
Pencil Cases:
-Students took clear packing tape, and decorated the sticky side with tissue paper before sealing the design with more tape. Students would then fold the tape, and seal the edges, to create the final product.
-I think project was a success, because students could either do this quickly and return to conversing with their peers, or take up the whole time to create the project. The only people who took longer than the allotted time were those who were not staying on task.
Cups:
-Students were given ceramic mugs and made their own designs on the mugs using Sharpie. After they were done, these cups were taken and baked in an oven to set the design, before returning them to the students.
-This project also worked out well, because it gave students a lot of freedom to create whatever they wanted. It was also a simple activity, so they could draw and talk at the same time.,
T-Shirt Designs:
-Every year, UAY creates shirts for the art workshops,and the students are the ones who create the letters for the front and their own designs for the back. We decided that the design on the back would be something that they felt represented themselves- i.e. animal, form, object, etc.
-This was similar to the cup activity, because students could easily multitask. Since we kept the design they had to create for the back open and vague, we also got a lot of really neat drawings to put on the t-shirt.
Tie-Dye Shirts:
-To make each students t-shirt even more unique, we decided to have a community time spent tie-dyeing their shirts before the designs were printed onto them. Students were taught a few different ways to roll/fold their shirts, and after choosing their design, were then sent into the other room to start adding the color to their shirts.
-Although this activity was the coolest, it was definitely the most difficult and labor intensive. During community time, the students typically like to kick back and relax for a bit before going into the activity we have planned for them, but tie-dyeing was going to require all of the time. So trying to push students along to make sure they completed their shirt was very stressful, and it was a difficult transition from community time to class time. It also added more work for us outside of class, because we each had to take five shirts home to rinse off and wash before the next Thursday.
Sharpie Designs:
-Since the method of adding the designs onto the t-shirts was silkscreen, the t-shirt designs had to be outlined in Sharpie, so that they would show through the screen.
-We initially thought that the students might appreciate the down time before having to start class, but it took them a really short time to outline their designs. The amount of time between them finishing and class beginning was really awkward, but adding in another activity might have proved to have been more hectic. This day could have been combined with the first t-shirt design day, but it was a detail that slipped our minds.
Dog Tugs:
-Our professor, Clar Baldus, encouraged the idea of eventually taking the focus off of the self and towards society, which is when we decided to do a community project. We then came up with the idea to create dog tugs, and donate them to local dog shelters in the area. We had cut long strips of fleece prior to the class, so all the students would have to do is braid them into tugs. Since the braids had to be really tight, it was best for students to buddy up, so one could hold the knot while the other braided.
-I think this was another successful project, because the students who wanted to do the activity and go back to snacking could create just one dug tug, and those who wanted to stay engaged throughout the whole period could create two to three. The time management was a lot better on this activity, and I think the students enjoyed the opportunity to give back to the community.
Artist Statements:
-Since most of us were going to be focusing on artist statements during this lesson, we decided to have an intro activity to get all of the students into the right schema. After discussing what an artist statement consists of, we put a prompt on the board, and then allowed the rest of the time for students to write out an outline for their own artist statements that they could later use in class.
-I do not think that the discussion went as well as we would have hoped, and we only had our prompt questions up on the board, despite encouraging them to chip into what they think would be a good question. Also, despite reminding my students about their outlines in my class, I do not think they even glanced at them while they were writing their final artist statement for their works.
Student Characteristics
Kelly:
Kelly is a senior at City High, who is a very creative student. She pushed herself in creating interesting, abstract forms in all of the projects she participated in, and had some really strong pieces in the show. I think her weakness is that she struggles with commitment, and because of this, it was difficult to fully assess her work since there was not much of it.
I think Kelly really respected my opinion on her work, and would confer with me about ideas before starting on a project. I tried to be very open with her, so she felt comfortable discussing ideas for her work with me.
Maya:
Maya is another student at City High that was in my class. Although, she believes herself to be a goofy girl, her use of intricate designs in her work show a complex side to her.
During the "sad" week it was Maya who failed to push herself in the assignment. Although her work was pretty, everyone agreed that they wished it was bigger, so they could see more of the design. That was when I realized that a size requirement was necessary, to make sure that students were not playing it too safe. After that, her work became much bigger, and you could see the intricacies of her designs a lot more.
Anna:
Anna is an eighth grader in one of the Iowa City middle schools, with a very big personality. She started out as being my quiet student, but as she grew more comfortable in the classroom, she really started to come out and show that she was actually a quirky, young girl.
I think how I helped Anna out the most was providing so much freedom in the class and a bunch of new mediums to work with. She enjoyed all the different projects, and she was a lot more consistent in her work. She jumped right into any medium, and had no issues experimenting with the new techniques. When I established the size requirement for the anxiety project, she exceeded that requirement and created an amazing abstract piece,
Alex:
Alex is also a senior at City High, who was already taking a couple of art classes before taking my own- those being Advanced Photo and a drawing class.
I think Alex did have issues with self-confidence, and so my task with her was to provide her plenty of encouragement and positive feedback. I tried to make sure it was not all coming from me, though, which is why I tried to always include one positive statement from classmates during critique. During the final class, when we discussing our work overall, Alex was struggling to come up with her strong points in her work. Instead of trying to force something out of her or provide my own opinion, I had her classmates look at her work, and tell her what they most enjoyed about her pieces. I think she appreciated hearing other people's opinions about her work, and I think it showed her that she did have success with her projects.
Something that I had to learn to do for all of my students to help them advance their ideas, is to start doing one-on-one critiques with them as they were still working on their projects. Prior to these, they were all playing it pretty safe, and creating small simple forms. When we all came to this realization, though, they decided to start pushing themselves to create bigger work, while I decided to check in on them occasionally to see where they were at in their process. I think because of this, their artworks became much more interesting and complex, and I think they were especially proud of those pieces.
Kelly is a senior at City High, who is a very creative student. She pushed herself in creating interesting, abstract forms in all of the projects she participated in, and had some really strong pieces in the show. I think her weakness is that she struggles with commitment, and because of this, it was difficult to fully assess her work since there was not much of it.
I think Kelly really respected my opinion on her work, and would confer with me about ideas before starting on a project. I tried to be very open with her, so she felt comfortable discussing ideas for her work with me.
Maya:
Maya is another student at City High that was in my class. Although, she believes herself to be a goofy girl, her use of intricate designs in her work show a complex side to her.
During the "sad" week it was Maya who failed to push herself in the assignment. Although her work was pretty, everyone agreed that they wished it was bigger, so they could see more of the design. That was when I realized that a size requirement was necessary, to make sure that students were not playing it too safe. After that, her work became much bigger, and you could see the intricacies of her designs a lot more.
Anna:
Anna is an eighth grader in one of the Iowa City middle schools, with a very big personality. She started out as being my quiet student, but as she grew more comfortable in the classroom, she really started to come out and show that she was actually a quirky, young girl.
I think how I helped Anna out the most was providing so much freedom in the class and a bunch of new mediums to work with. She enjoyed all the different projects, and she was a lot more consistent in her work. She jumped right into any medium, and had no issues experimenting with the new techniques. When I established the size requirement for the anxiety project, she exceeded that requirement and created an amazing abstract piece,
Alex:
Alex is also a senior at City High, who was already taking a couple of art classes before taking my own- those being Advanced Photo and a drawing class.
I think Alex did have issues with self-confidence, and so my task with her was to provide her plenty of encouragement and positive feedback. I tried to make sure it was not all coming from me, though, which is why I tried to always include one positive statement from classmates during critique. During the final class, when we discussing our work overall, Alex was struggling to come up with her strong points in her work. Instead of trying to force something out of her or provide my own opinion, I had her classmates look at her work, and tell her what they most enjoyed about her pieces. I think she appreciated hearing other people's opinions about her work, and I think it showed her that she did have success with her projects.
Something that I had to learn to do for all of my students to help them advance their ideas, is to start doing one-on-one critiques with them as they were still working on their projects. Prior to these, they were all playing it pretty safe, and creating small simple forms. When we all came to this realization, though, they decided to start pushing themselves to create bigger work, while I decided to check in on them occasionally to see where they were at in their process. I think because of this, their artworks became much more interesting and complex, and I think they were especially proud of those pieces.
Lesson Plan 8 - Outline and Process
This lesson was a lot more of a hodge podge, because we were trying to prepare for the show the next week. Since students still had a couple things to glaze, the first half of class was spent glazing the rest of their work. Because I wanted them to make the most of their time, we discussed some different ideas on how we could present our work at the show. We discussed some different ideas, and I suggested some ideas that they all ended up agreeing with. Since some were very aware of the deadline, and rushing to finish their works, I also spoke to them about how it is okay to present unfinished work. I think this calmed them down a bit, and helped them to prioritize the work they really wanted to show. After glazing, students brought out writing materials and wrote the title, name, medium, and statement for each of their pieces, as well as an overall artist statement for their work. Then, we finalized our ideas for how we wanted to present the work at the show. Finally, we ended the class discussing their work as a whole, and what direction they eventually wanted to take their work in.
I think this class was more or less okay, but I really should have set up better prompts for their general statements about their works. I think they did well enough on their artist statements, but for the individual pieces, the statements were general and not very insightful. These works were supposed to be expressing emotion, and explain to the general audience what these works were representing, and I did not convey that to them very well. Other than that, it went very well, and I think they did a great job reflecting on their work as a whole.
I think this class was more or less okay, but I really should have set up better prompts for their general statements about their works. I think they did well enough on their artist statements, but for the individual pieces, the statements were general and not very insightful. These works were supposed to be expressing emotion, and explain to the general audience what these works were representing, and I did not convey that to them very well. Other than that, it went very well, and I think they did a great job reflecting on their work as a whole.
The HeART of All Things Clay - Lesson Plan 8
Title: The HeART
of All Things Clay
Level or Course: Grades 9-12
Time Needed: 95 minute sessions
Level or Course: Grades 9-12
Time Needed: 95 minute sessions
Over all Goals: Description & Purpose. Include:
·
What “big
idea/concept” is the focus of this lesson? This is the larger theme that is
explored in the lesson these are broad ideas such as identity, loss, etc.
o
Proper glaze technique
o
How to present your ceramic work
·
Why is it
important for students to participate in this experience?
o
We think that we are done with a piece once it
is finished being fired, but we need to consider how each piece needs to be
presented to the public. Artist statements are also a great way to explain your
art work to the viewer without having to be there to explain it each time
someone questions it.
·
What art
content/concept or technical skill are the students learning?
o
Presenting ceramic work
o
Writing artist statements
o
Reflecting on work
Objectives: What do you hope to accomplish? Include
multiple objectives that address content, academic skills, social skills,
etc. Use the following format: TLW (The
Learner will). Each objective should include WHAT the student will learn and
HOW the student will learn it. The assessment is directly connected to these
objectives.
TLW reflect on each work by writing meaningful comments on
their artist statement.
TLW discuss and illustrate ideas on how they want their work
to be presented at the show.
TLW analyze their work in the classroom, and discuss what
direction they want to take in future projects.
NAEA Standards: Generally a
lesson focuses on a few of the standards.
Presenting
Anchor Standard 4: Select, analyze, and interpret
artistic work for presentation.
Proficient:
Analyze, select, and curate artifacts and/or artworks for presentation
and preservation.
Accomplished: Analyze, select,
and critique personal artwork for a collection or portfolio presentation.
Advanced: Critique, justify, and present choices in
the process of analyzing, selecting, curating, and presenting artwork for a
specific exhibit or event.
What criteria,
methods, and processes are used to select work for preservation or
presentation? Why do people value objects, artifacts, and artworks, and select
them for presentation?
Anchor Standard
6: Convey meaning through the presentation of artistic work.
Proficient: Analyze and describe the
impact that an exhibition or collection has on personal awareness of social,
cultural, or political beliefs and understandings.
Accomplished: Make, explain, and justify connections
between artists or artwork and social, cultural, and political history.
Advanced: Curate a collection of objects, artifacts,
or artwork to impact the viewer’s understanding of social, cultural, and/or
political experiences.
How does the
presenting and sharing of objects, artifacts, and artworks influence and shape
ideas, beliefs, and experiences? How do objects, artifacts, and artworks
collected, preserved, or presented, cultivate appreciation and understanding?
Visuals: Art History, Artist, information & examples
Lisa Orr
Steven Hill
Supplies, Materials
and Resources Needed: Materials, Technology websites, youtube, PowerPoint:
Glaze, Brushes, Spotify
Vocabulary: an
element or principle of design, or art concept that is being introduced that
relates to the lesson.
Glaze: to give a vitreous surface or coating to (a ceramic
or the like), as by the application of a substance or by fusion of the body.
Exhibit: to place on show
Definitions courtesy of http://dictionary.reference.com/
Teaching Procedure
Plan (with time needed for each part)
COMMUNITY TIME (30
MIN.) ARTIST STATEMENTS
A. Motivation/Hook/Introduction: Open with an
activity that will engage the students, with a technical skill, PowerPoint, introduction
to an artist or activity that relates to the lesson. (5 min.)
Since we are not going to bisque
the collaborative work from Week 3, have students use acrylic paint to add
color. (5 min.)
Students can brush
on the color, splatter, pour the paint onto the piece.
B. Instruction or Demonstration (2 min.)
Review how to properly apply
glaze to the surface of the clay. (2 min.)
Brush
on 3-4 layers, pour, dip, etc.
This part needs to
include what concept or skill the students are learning and how they will model
this in the lesson.
C. Work Period.
Supply distribution, task analysis of student-teacher interaction, clean up
procedures. What is happening step by
step in the lesson, what are the students doing for each part of the lesson
plan and how does it unfold?
Students will glaze the rest
of their ceramic works until 5 p.m.
Glazes will already be out and
available to students, along with brushes and containers to pour/dip their
ceramic pieces in.
As students are glazing, start
questioning which pieces they want to present at that show, and how they want
them presented. Students will have time to fully discuss this later, but they
should at least begin thinking about it.
With the
last 30 minutes of class, have students grab the pieces they want presented at
the show.
Have
them fill out the artist statement sheets provided for each of their works. (10
min.)
Next,
students will discuss how they are going to want their pieces displayed. (10
min.)
Show
websites of Lisa Orr and Steven Hill’s works. (3 min.)
Should they be propped up? Placed
on a box? Where should the artist statement be? Should there be other objects
placed on the table, as well? Should we keep all of our works separated or
grouped together by assignment?
D. Closure: Reflect/Share. What strategies
will I use to encourage sharing, complex communication, and critical thinking? What
questions will I ask the students to engage them to discuss their art? (10
min.)
Finally,
students will reflect on their work as a whole. (10 min.)
Where did you do best? Where did
you not do so well? Where would you like to improve? What direction are you
going to take with your work from here?
E. Rubric/Assessment/Evaluation:
This needs to be measurable and specific. How will the the objectives be
assessed? How will I know if the lesson was sucessful and the studentscan
demonstrate in their work knowledge of what the lesson covered.
| 0 | 1 | 2 | 3 | SCORE | |
| Student paid attention during class and participated in class discussion | Student did not participate in the activities | Student participated once or twice in the discussion, occassionally spacing off | Student paid attention during the whole class, and raised their hand in discussion 2-3 times | Student was an avid participator, and contributed meaningful ideas to the discussion | |
| Student presented clean and finished work | Seams were still visible, project requirements not achieved, work seemed unfinished | Work is acceptable, clean seams, but not all project requirements met | Work is finished, but failed to meet one to two of the requirements for the project | Work is finished, and all requirements are met | |
| Student used work time in class appropriately | Did not come to class, or if they did, did not work on project | Did some work during class time, but was goofing around/talking often and not staying on task | Did a decent job of staying on task, occassionally got distracted, but was able to get back to work | Worked hard on their project everyday in class, productive | |
| Student participated in clean up, leaving the room ready for the next class | Left the classroom without cleaning up their space or communal space | Somewhat cleaned up their area, did not help clean communal area | Their area is perfectly clean, minimal help in communal area | Left their area spotless, and contributed a lot to cleaning up communal areas | |
| Student properly glazed their pieces, and experimented with different techniques | Glaze was applied poorly, extremely thin | Glaze was applied unevenly | Glaze was applied properly, but only used one color | Glaze was properly applied, and student experimented with layering different glazes together | |
| Student put a lot of consideration into their self-relfection | Had nothing meaningful to say about their own work | Spoke only of where they did not succeed in their work | Provided some meaningful thoughts to their ceramic work | Provided honest and meaningful thoughts about their work | |
| Final Score | /18 | ||||
Lesson Plan 7 - Outline and Process
This class was dedicated to glazing all of the students ceramic pieces; a decision they had made earlier in the unit. The basics of glazing were discussed along with different glazing techniques, such as brushing, pouring, and dipping. Since they had a lot of work to glaze, most of the class time was dedicated to work time.
This was probably the most laid back lesson I had this whole unit, because once I showed them what to do they went right to it. A lot of the time was spent working and getting to know them more. I would remind them of different techniques if they were struggling with brushing, but other than that, there were no issues staying on task.
This was probably the most laid back lesson I had this whole unit, because once I showed them what to do they went right to it. A lot of the time was spent working and getting to know them more. I would remind them of different techniques if they were struggling with brushing, but other than that, there were no issues staying on task.
The HeART of All Things Clay - Lesson Plan 7
Title: The HeART
of All Things Clay – Glazing – Week 7
Level or Course: Grades 9-12
Time Needed: 95 minute sessions
Level or Course: Grades 9-12
Time Needed: 95 minute sessions
Over all Goals: Description & Purpose. Include:
·
What “big
idea/concept” is the focus of this lesson? This is the larger theme that is
explored in the lesson these are broad ideas such as identity, loss, etc.
o
Applying all of the concepts we have learned in
this class in the form of color. What colors help us to better represent the
designated emotion of the piece?
·
Why is it
important for students to participate in this experience?
o
It will be a great review for students to
remember what colors indicated to them the emotion of the different art works
they looked at during the different lessons.
o
Applying glaze is also a difficult thing to do
at times, so learning how to properly do it is important.
·
What art
content/concept or technical skill are the students learning?
o
Glazing, Unloading a kiln
Objectives: What do you hope to accomplish? Include
multiple objectives that address content, academic skills, social skills,
etc. Use the following format: TLW (The
Learner will). Each objective should include WHAT the student will learn and
HOW the student will learn it. The assessment is directly connected to these
objectives.
TLW enhance the emotion being conveyed with their ceramic
forms by applying color to their work.
TLW reflect on their ceramic work from the whole unit by
discussing where they succeeded and where they need to continue improving.
NAEA Standards: Generally a
lesson focuses on a few of the standards.
Responding
Anchor Standard 7: Perceive and analyze artistic work
Proficient: Hypothesize ways in which art influences
perception and understanding of human experiences.
Accomplished: Recognize and describe personal aesthetic
and empathetic responses to the natural world and constructed environments.
Advanced: Analyze how responses
to art develop over time based on knowledge of and experience with art and
life.
How does learning about art impact how we perceive the world? What can we learn from our responses to art?
How does learning about art impact how we perceive the world? What can we learn from our responses to art?
Anchor Standard 8: Interpret
intent and meaning in artistic work.
Proficient: Interpret an
artwork or collection of works, supported by relevant and sufficient evidence
found in the work and its various contexts.
Accomplished: Identify types of
contextual information useful in the process of constructing interpretations of
an artwork or collection of works.
Advanced: Analyze differing
interpretations of an artwork or collection of works in order to select and
defend a plausible critical analysis.
How can the viewer "read" a work of art as text?
Visuals: Art History, Artist, information & examples
Bob Green Craig Edwards Peter
Beard
Glen Lukas
Supplies, Materials
and Resources Needed: Materials, Technology websites, youtube, PowerPoint:
PowerPoint, variety of glazes, brushes, clean containers,
Spotify
Vocabulary: an
element or principle of design, or art concept that is being introduced that
relates to the lesson.
Glaze: to give a vitreous surface or coating to (a ceramic
or the like), as by the application of a substance or by fusion of the body.
Definitions pulled from http://dictionary.reference.com/
Teaching Procedure
Plan (with time needed for each part)
COMMUNITY TIME (30
MIN.) DOG TUGS
A. Motivation/Hook/Introduction: Open with an
activity that will engage the students, with a technical skill, PowerPoint, introduction
to an artist or activity that relates to the lesson. (5 min.)
Class will begin with a PowerPoint
looking at different ceramic works and how color helps to convey a certain
message to the viewer. (5 min.)
As the teacher clicks through the
slides, have students discuss what emotion they might feel coming through that
piece, and how the artist succeeded in doing this with color.
What do you already know about
that color that would help you identify it as a certain emotion? How did the
artist apply this color? Did it enhance the meaning or was it for aesthetic
purposes?
B. Instruction or Demonstration (8 min.)
Teacher will demo how to
apply glaze onto ceramic piece. (3 min.)
Using one of the class examples
from another lesson, the teacher will begin applying glaze onto the piece using
a brush.
3-4
layers of glaze will provide the best results for the students work
Clean containers will be provided,
as well, where students can also dip their pieces into glaze.
Remind students to keep the bottom
of their ceramic pieces glaze free!
Any
glaze on the bottom will cause the piece to stick to and damage the kiln shelf.
If
students accidentally apply glaze onto bottom, have them remove excess with wet
sponge.
If students want a glossy finish,
they will also have to apply a clear coat on top of their color of choice.
Students
will also be learning how to properly unload a kiln. (5 min.)
Teacher will gather students
around the kiln, and demonstrate how to properly lift out the pieces and the
kiln shelves.
Teacher should point out how the
shelves are not touching any of the metal components (elements) in the kiln. If
they did, this would damage the kiln, and it would not heat up properly.
It should also be noted how the
kiln was loaded. Consistency is key. Use the same amount of posts in the same
areas.
Do
not put any pieces on both the kiln shelves; this could warp your piece.
This part needs to
include what concept or skill the students are learning and how they will model
this in the lesson.
C. Work Period.
Supply distribution, task analysis of student-teacher interaction, clean up
procedures. What is happening step by
step in the lesson, what are the students doing for each part of the lesson
plan and how does it unfold? (40 min.)
After students have completed
unloading the kiln, have them bring their ceramic works over to the glazing
table.
One of each ceramic glaze color
will be placed on the table, and students will begin glazing their pieces. (40
min.)
They
will continue to work on glazing their pieces until the last 10 min. of the class.
If students finish glazing their
work early, they could use the remaining class period to make up any projects
they did not do, or create a whole new project.
Glazing
will not be doable for this project, so either the animal hair or engobe technique
should be used.
D. Closure: Reflect/Share. What strategies
will I use to encourage sharing, complex communication, and critical thinking? What
questions will I ask the students to engage them to discuss their art? (10
min.)
At
the end of class, students will reflect on their work as a whole, and discuss
with the class where they feel they
succeeded in their work and where their weak points might be. An idea of
where they want to improve on their work, and what they want to try and do next
in ceramics should also be mentioned. (10 min.)
E. Rubric/Assessment/Evaluation:
This needs to be measurable and specific. How will the the objectives be
assessed? How will I know if the lesson was sucessful and the studentscan
demonstrate in their work knowledge of what the lesson covered.
| 0 | 1 | 2 | 3 | SCORE | |
| Student paid attention during class and participated in class discussion | Student did not participate in the activities | Student participated once or twice in the discussion, occassionally spacing off | Student paid attention during the whole class, and raised their hand in discussion 2-3 times | Student was an avid participator, and contributed meaningful ideas to the discussion | |
| Student presented clean and finished work | Seams were still visible, project requirements not achieved, work seemed unfinished | Work is acceptable, clean seams, but not all project requirements met | Work is finished, but failed to meet one to two of the requirements for the project | Work is finished, and all requirements are met | |
| Student used work time in class appropriately | Did not come to class, or if they did, did not work on project | Did some work during class time, but was goofing around/talking often and not staying on task | Did a decent job of staying on task, occassionally got distracted, but was able to get back to work | Worked hard on their project everyday in class, productive | |
| Student participated in clean up, leaving the room ready for the next class | Left the classroom without cleaning up their space or communal space | Somewhat cleaned up their area, did not help clean communal area | Their area is perfectly clean, minimal help in communal area | Left their area spotless, and contributed a lot to cleaning up communal areas | |
| Student properly glazed their pieces, and experimented with different techniques | Glaze was applied poorly, extremely thin | Glaze was applied unevenly | Glaze was applied properly, but only used one color | Glaze was properly applied, and student experimented with layering different glazes together | |
| Student put a lot of consideration into their self-relfection | Had nothing meaningful to say about their own work | Spoke only of where they did not succeed in their work | Provided some meaningful thoughts to their ceramic work | Provided honest and meaningful thoughts about their work | |
| Final Score | /18 | ||||
Lesson Plan 6 - Outline and Process
This project was an open one, that allowed them to create whatever they wanted using what they had learned in the class. The prompt was to create an image/form/design/etc. that showed how they wanted the world to see them. After doing the meme activity, the students had a better idea on what they were supposed to do with this project, and began looking up pictures they could use. After printing off the images, students then transferred them onto clay before going over them with engobes, or colored slips. Critique for this lesson was the same set up as week 5.
I think the meme activity was perfect for this, because it connected with them, and they understood the direction I was trying to guide them. After that, they struggled finding images that would suit what they were thinking, even though I had begun discussing the project the previous week. I think it would have been best to allot time for them to take these pictures in class, but I think it still worked out in the end. They did have to work pretty big on this piece, because the image was 9x12, and they used the engobes to add color to their pieces. One student was a lot more intricate with her designs while the other, really let loose with the medium. After coloring in the whole piece, she began cutting away whole sections of her images, adding new colors, and experimenting with textures. She was laughing and joking the whole time, but it was really interesting to see her process.
I think the meme activity was perfect for this, because it connected with them, and they understood the direction I was trying to guide them. After that, they struggled finding images that would suit what they were thinking, even though I had begun discussing the project the previous week. I think it would have been best to allot time for them to take these pictures in class, but I think it still worked out in the end. They did have to work pretty big on this piece, because the image was 9x12, and they used the engobes to add color to their pieces. One student was a lot more intricate with her designs while the other, really let loose with the medium. After coloring in the whole piece, she began cutting away whole sections of her images, adding new colors, and experimenting with textures. She was laughing and joking the whole time, but it was really interesting to see her process.
The HeART of All Things Clay - Lesson Plan 6
Title: The HeART
of All Things Clay – Self-Expression – Week 6
Level or Course: Grades 9-12
Time Needed: 95 minute sessions
Level or Course: Grades 9-12
Time Needed: 95 minute sessions
Over all Goals: Description & Purpose. Include:
·
What “big
idea/concept” is the focus of this lesson? This is the larger theme that is
explored in the lesson these are broad ideas such as identity, loss, etc.
o
We have spent a long period of time discussing
how we can express emotion in our work, and now we are going to be discussing
how we want the rest of the world to see ourselves. People make assumptions
about others, or we put on a mask to hide what we are truly feeling. This
project is going to expose all of that, and show the world how we want to be
seen by them.
·
Why is it
important for students to participate in this experience?
o
Humans spend a lot of time trying to hide their
emotions from other people, and it is necessary to make steps to show that
being/showing emotion is okay.
·
What art
content/concept or technical skill are the students learning?
o
Image transfer, engobes, self-expression
Objectives: What do you hope to accomplish? Include
multiple objectives that address content, academic skills, social skills,
etc. Use the following format: TLW (The
Learner will). Each objective should include WHAT the student will learn and
HOW the student will learn it. The assessment is directly connected to these
objectives.
TLW discuss how different people in their lives view them by
participating in filling in the meme about teenagers.
TLW create a self-reflective artwork by discussing how they
want people to see them, and then creating an image that embodies that idea.
TLW improve in their art/help others improve by providing
meaningful ideas/thoughts during critique.
TLW create an expressive self-portrait using some of the
different characteristics of emotions that were discussed throughout the unit.
NAEA Standards: Generally a
lesson focuses on a few of the standards.
Creating
Anchor
Standard 1: Generate and conceptualize artistic ideas and work
Proficient:
Use multiple approaches to begin creative endeavors.
Accomplished:
Individually or collaboratively formulate new creative problems based on
student’s existing artwork.
Advanced:
Visualize and hypothesize to generate plans for ideas and directions for
creating art and design that can affect social change.
Anchor
Standard 3: Refine and complete artistic work.
Proficient:
Apply relevant criteria from traditional and contemporary cultural contexts to
examine, reflect on, and plan revisions for works of art and design in
progress.
Accomplished:
Engage in constructive critique with peers, then reflect on, reengage, revise,
and refine works of art and design in response to personal artistic vision.
Advanced:
Reflect on, reengage, revise, and refine works of art or design considering
relevant traditional and contemporary criteria as well as personal artistic
vision.
How does
collaboratively reflecting on a work help us experience it more completely?
What role does persistence play
in revising, refining, and developing work?
How do artists grow and become
accomplished in art forms?
Connecting
Anchor
Standard 10: Synthesize and relate knowledge and personal experiences to make
art.
Proficient:
Document the process of developing ideas from early stages to fully elaborated
ideas.
Accomplished:
Utilize inquiry methods of observation, research, and experimentation to
explore unfamiliar subjects through artmaking.
Advanced:
Synthesize knowledge of social, cultural, historical, and personal life with
art-making approaches to create meaningful works of art or design.
How does
engaging in creating art enrich people's lives?
Visuals: Art History, Artist, information & examples
BPD Lesbian by Jean Moessner
Daydreaming by Susan Campbell
Supplies, Materials
and Resources Needed: Materials, Technology websites, youtube, PowerPoint:
Clay, engobes, variety of ceramic tools, inkjet printer,
slab roller, Spotify
Vocabulary: an
element or principle of design, or art concept that is being introduced that
relates to the lesson.
Engobe: liquid clay slips
of varying compositions which are applied to the surface of a clay object, e.g.
a pot. The purpose of the engobe can be as different as the varied forms it
comes in: to give color to a piece; to improve the surface texture; to provide a
ground to do further decoration on; to add textures.
Self-expression: the expression or assertion of one's own
personality, as in conversation, behavior, poetry, or painting.
Definitions pulled from: http://www.ceramicstoday.com/articles/041601a.htm
Teaching Procedure
Plan (with time needed for each part)
COMMUNITY TIME (30
MIN.) WILD CARD/FINISHING T-SHIRT DESIGNS
A. Motivation/Hook/Introduction: Open with an
activity that will engage the students, with a technical skill, PowerPoint, introduction
to an artist or activity that relates to the lesson. (7 min.)
Pull up PowerPoint
Show how
examples of “How X Sees Me” memes (2 min.)
After
seeing a couple examples of the meme, pull up blank example of meme with
“Teenagers”
Have students fill in the meme
with different ideas of how different people in their lives view them. (5 min.)
B. Instruction or Demonstration (8 min.)
Introduce today’s lesson. (3
min.)
We have been focusing a lot on our
own emotions, and now we are going to discuss how other’s around us perceive
them. Do we want others to view us this way? How do we want them to view us?
Going back to our discussion about
how society views teenagers, students should focus in on the last part.. “How
we actually are,” and portray that in an image.
This
can be a self-portrait, object, or form that they feel best shows this.
Show art works by Susan Campbell
and Jean Moessner, and talking about how the images tell a story about the
artist. (3 min.)
Susan’s art work shows her two
sides. How people tend to see her (realistic style), serious and quiet, and how
she sees herself in her head (thought bubble), silly and weird.
Jean’s art work shows her
different side of her personality and how they all mesh to form who she is.
Review
how to do an image transfer onto clay, and different ways of applying slip to
clay. (2 min.)
Print off image using
water-soluble ink, lay on damp clay surface, and smooth out. Remove paper from
clay once image has transferred.
Slips/engobes can be applied to
clay in a variety of ways. We have already worked with “piping” on slip, but we
can also manipulate the slip into different forms and textures once it is on
the piece, using a variety of tools.
This part needs to
include what concept or skill the students are learning and how they will model
this in the lesson.
C. Work Period.
Supply distribution, task analysis of student-teacher interaction, clean up
procedures. What is happening step by
step in the lesson, what are the students doing for each part of the lesson
plan and how does it unfold? (40 min.)
Have students pull up the images
they wanted to use on the computer, or the images they printed off at home. (3
min.)
Print off students images.
Have each student grab some clay,
wedge it, and then roll it out on the slab roller. (5 min.)
When they have the slab, now would
be the ideal time to cut out the shape they want their final work to be.
Once
students are done working with the slap, they can then transfer their image
onto their slab. (2 min.)
After they have the image on their
clay, students can begin adding engobes onto their slab for color, and carving
into their slab with a variety of tools for texture
Students
will continue adding to/working on their project until the last 10 minutes of
class.
D. Closure: Reflect/Share. What strategies
will I use to encourage sharing, complex communication, and critical thinking? What
questions will I ask the students to engage them to discuss their art? (Final 10
min. of class)
Each
student will take turns focusing on a certain piece and stating where they
could have improved on their piece, but ending on where they succeeded. During
this critique, time for the artist to explain their work will be allotted, so that
each student can explain their choices. (10 min.)
How
are their edges? Their lines? Is the piece dynamic/intersting or plain/boring?
How do you feel about their choice of image? Do you feel it conveys their
meaning well? How was color used?
E. Rubric/Assessment/Evaluation:
This needs to be measurable and specific. How will the the objectives be
assessed? How will I know if the lesson was sucessful and the studentscan
demonstrate in their work knowledge of what the lesson covered.
| 0 | 1 | 2 | 3 | SCORE | |
| Student paid attention during class and participated in class discussion | Student did not participate in the activities | Student participated once or twice in the discussion, occassionally spacing off | Student paid attention during the whole class, and raised their hand in discussion 2-3 times | Student was an avid participator, and contributed meaningful ideas to the discussion | |
| Student presented clean and finished work | Seams were still visible, project requirements not achieved, work seemed unfinished | Work is acceptable, clean seams, but not all project requirements met | Work is finished, but failed to meet one to two of the requirements for the project | Work is finished, and all requirements are met | |
| Student used work time in class appropriately | Did not come to class, or if they did, did not work on project | Did some work during class time, but was goofing around/talking often and not staying on task | Did a decent job of staying on task, occassionally got distracted, but was able to get back to work | Worked hard on their project everyday in class, productive | |
| Student participated in clean up, leaving the room ready for the next class | Left the classroom without cleaning up their space or communal space | Somewhat cleaned up their area, did not help clean communal area | Their area is perfectly clean, minimal help in communal area | Left their area spotless, and contributed a lot to cleaning up communal areas | |
| Student created an interesting piece showing how they wished to be seen by society | Did not create an image/ did not meet any of the criteria | Created clean work, but failed to meet the requirements of the project | Created an interesting image that showed self-reflection, but looked unfinished | Created a self-reflective work, that portrays their meaning, and is clean/finished | |
| Student showed knowledge of how to portray different emotions discussed throughout the unit | Did not create any work, Did not create a work using any of the characteristics discussed in class | Used 1 to 2 different emotional characteristics, but failed to have any direction with them | Used some of the different emotional characteristics, but struggled to convey a specific meaning with their work | Used the different emotional characteristics necessary to create an expressive and interesting art work | |
| Final Score | /18 | ||||
Subscribe to:
Posts (Atom)