Title:
Self-Expression through Clay
Level or Course: Grades 8-12
Time Needed: 95 minute sessions
Level or Course: Grades 8-12
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
Begin
exploring how certain emotions can affect art.
o
What
traits can represent certain emotions?
· Why is it important for students to participate in
this experience?
o
Emotion
can play a huge role in developing an artists’ work, and this lesson is to make
students aware of this before we start diving into more detailed ideas.
· What art content/concept or technical skill are the
students learning?
o
Abstraction
o
Turning
sound into an object
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 learn how emotion can affect
their artmaking, by manipulating clay while listening to different kinds of
music.
TLW reflect on how emotions
affect art by discussing the similarities and differences of the pieces with
their peers.
TLW recognize what traits can
represent certain emotions by observing expressive works of art and discussing
what emotion each work is portraying.
NAEA
Standards: Generally a
lesson focuses on a few of the standards.
Creating- Anchor Standard
2: Organize and develop artistic ideas and work.
Proficient: Engage in making a work of art or design
without having a preconceived plan.
Accomplished: Through experimentation, practice, and
persistence, demonstrate acquisition of skills and knowledge in a chosen art
form.
Advanced: Experiment, plan, and make multiple works
of art and design that explore a personally meaningful theme, idea, or concept.
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.
Visuals: Art History, Artist, information & examples
“Finding Inspiration
for Art Projects : Art Ideas for Inspiration: Matching Music to an Art Project”
https://www.youtube.com/watch?v=jUB8uWTfDr0
Brandy Cattoor, Nielly
Francoise, Mabbery + Walker, Bastien Aubry & Dimitri Broquard
Supplies,
Materials and Resources Needed: Materials, Technology websites, youtube,
PowerPoint:
Youtube, 3 balls
of clay per student, PowerPoint
Vocabulary:
an element or principle of design, or art concept that is being introduced that
relates to the lesson.
Abstract: expressing a
quality or characteristic apart from any specific object or instance, as
justice, poverty, and speed.
of or relating to the
formal aspect of art, emphasizing lines, colors, generalized or geometrical
forms, etc., especially with reference to their relationship to one another.
Self-expression: the
expression or assertion of one's own personality, as in conversation, behavior,
poetry, or painting.
Manipulate: to adapt or change (accounts, figures, etc.)
to suit one's purpose or advantage.
Shape/Form: Shape
implies spatial form and is usually perceived as two-dimensional. Form has
depth, length, and width and resides in space. It is perceived as
three-dimensional.
Teaching
Procedure Plan (with time needed for each part)
PROMOTION
(30-45 min.)
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. (4 min.)
Class will begin with a
video demonstrating making art along with music. (2 min.)
Once video is done
playing, talk about her use of gestural/abstract lines and how the music
influenced each movement. (2 min.)
B. Instruction or Demonstration (3 min.)
Play video of
teacher demonstration the activity for today. (3 min.)
The teacher should
explain the thought process they had while making the piece- Explain why they
chose certain shapes/forms for certain parts of the song.
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? (38
min.)
Class will walk
over to clay station, and each student will grab a mound of clay.
The teacher will then
demo how to wedge clay for the students, before allowing them to wedge their
own. (5 min.)
Emphasize
the importance of wedging well! They do not want air bubbles in their clay.
After students wedge their clay, have them
divide their clay into 3 parts. (2 min.)
Form
3 parts into balls, and put 2 off to the side. Minimal size of two fists.
(Before/between songs,
students can take the ball of clay, and separate it into smaller pieces to make
working faster.)
Make sure students don’t have any questions before
beginning the video.
Remind them to keep it
abstract. Focus on shapes and “movement” that they feel when listening to the
music- the motions you feel when you hear the music (not enough time to focus
on making one specific object).
Begin
playing music. (15 min.)
As students finish each piece, have
them set it to the side, and grab a new ball of clay
Once students have
completed each song, allow them time to get up and look around at everyone
else’s works. (2 min.)
Have everyone sit back
down, and discuss if there are any similarities or differences between their
works. (5 min.)
If students feel
comfortable enough, have them volunteer to explain why they chose a certain
shape/form.
Return
back to the songs, and discuss how the 3 songs made them feel. (2 min.)
Then discuss if the
different shapes they used reflected these different feelings they had during
the music. (2 min.)
Cleanup (5 min.)
Spend remaining class
looking at expressive art, and talking about the different emotions coming
through the works.
How does it express that emotion? What characteristics
gave it away?
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?
After
everyone has had a chance to create a piece to go along with the music, there
will be time for everyone to look at what other students have done.
When
the class is done observing other student’s work, they will then talk about it.
What were some things your works had
in common?
What were some differences?
Does anyone want to discuss why they
chose a certain form?
What part of the song inspired you
to create that shape?
When
looking at the images of other expressive works, students will be asked to talk
about the emotions they get from the painting.
What do you think the artist is
trying to portray through this piece?
What characteristics tell you that?
How does color play into the
emotions of the work?
Are there any similarities between
these works and the works you created with the music?
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.
1=Strongly Disagree, 5=Strongly Agree
I
understand the topics presented in class today: 1 2
3 4 5
Here’s
what I thought class was about:
I
felt I did well on the assignment: 1
2 3 4 5
This
assignment was interesting: 1 2 3
4 5, because:
My
favorite part about this assignment was:
My
least favorite part about this assignment was:
Additional
comments/suggestions:
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