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

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

                                             http://dictionary.reference.com/

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.)

**Optional: https://open.spotify.com/user/xxsusancxx/playlist/0szBk1iVKaBw4J0VVmYksJ

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