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 | ||||
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