The HeART of All Things Clay - Lesson Plan 4

Title: The HeART of All Things Clay – Sadness – Week 4                                                                                                              
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   How we can express sadness in our artwork

o   How we can add interest to the surface of our clay without having to carve into it.

·        Why is it important for students to participate in this experience?

o   It is important to learn different ways to express emotion in our works, such as sadness, so that students have a productive way to vent this emotion

o   Clay slip is a great way to add texture and interest to a ceramic piece, and a good material for students to learn how to work with

·        What art content/concept or technical skill are the students learning?

o   Working with clay slip, Abstract art

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 to express sadness in their own art work by studying other artist’s sad works, and relating the characteristics discussed back to their own works.

TLW explore how texture can affect the mood of a piece by using some of the aspects discussed in other artworks and relaying it to their own using clay slip.

TLW practice giving and receiving constructive critique by stating where their fellow classmates could have improved on their work, but also where the succeeded in their work.

NAEA Standards:  Generally a lesson focuses on a few of the standards. 

Creating- Anchor 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.

Creating - 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?

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.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

How do life experiences influence the way you relate to art?

Visuals: Art History, Artist, information & examples

Pablo Picasso “The Old Guitarist” 

Helena Wierzbicki "Reflections" 

Vincent Van Gogh “Old Man in Sorrow” 

SiljaVich “Me and my sad little friends: the ravens” 

Lisa Orr 

Supplies, Materials and Resources Needed: Materials, Technology websites, youtube, PowerPoint:

Clay slip, clay, PowerPoint, Ziploc baggies, Spotify, clay

Vocabulary: an element or principle of design, or art concept that is being introduced that relates to the lesson.

Slip: clay mixed with water to become a thick, smooth liquid that has the consistency required for your work; this varies in relation to what you are using for. It must be very clean and should be sieved, using a mesh. Meshes are made in different sizes, between can be 40 and 200.

Slip decorating:  As there are different colored clays, the main ones used are red and white and slip colors are watered down clay, mixed with products to form the colors and textures you require. When the clay you are using is dry, it is decorated with slips colors which should be prepared with the same type of clay as the piece being decorated. Different method can be used spraying, pouring, brushing, spotting, trailing, dipping and sgraffito. Work formed in clay and decorated with slips, are always fired together

Definitions pulled from http://ceramicdictionary.com/en/s/

Teaching Procedure Plan (with time needed for each part)

COMMUNITY TIME (30 MIN.) 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. (12 min. ttl)

               Students will spend the first five minutes of class working with the slip. (5 min.)

                              Have students roll out small slabs to work on for this part. (2 min.)

               Begin PowerPoint with images and have students discuss why each image gives off the emotion. (5 min.)

What kind of lines are you seeing? How have they used color to convey the emotion? Is there any use of texture, and if so, is it helping transmit the emotion?

B.  Instruction or Demonstration (2 min.)

               After students have had time to work with the material, introduce the lesson. (2 min.)

Today we will be working with abstract ceramic forms, and adding texture to our pieces using the clay slip. The theme for this week is “sadness,” and aspects that we will be discussing in the PowerPoint should be kept in mind when creating the 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? (37 min.)

               Have students grab some clay to work with on this project. (2 min.)

The form for this project is loose. Students can work from slabs, pinch pots, or however they want to manipulate their clay.

               Allow students time to create their form. (20 min.)

As students finish creating their base form, have them grab the slip once again, and begin adding texture to their pieces. (15 min.)

If students finish early on their first piece, have them begin another project.

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? (15 min.)

               After students have completed their works, students will get up and look at everyone else’s works. (2 min.)

After students had a chance to check out their peer’s work, have each student participate in a discussion. (10 min.)

In this discussion, students will each take a turn receiving critique. In this critique, we will practice receiving critique on areas we can improve. After looking at everyone’s works, students will say where the student being critiqued could have done better on their work, and then end on a positive note, by saying where they have done well.               

“I think you could have improved on smoothing out your seems, but your use of clay slip on your work provides a lot of interest to your piece, and flows very well. I cannot wait to see it glazed!”

If students are feeling worked up from this project, play some classical music at the end of class, and allow students time to write and doodle in their notebooks and calm down before leaving the classroom. (3 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.

               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

	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 expressed the emotion of the week effectively on their work	Made whatever they wanted, did not meet any of the requirements	Added 1 to 2 aspects mentioned in class discussion onto basic forms	Added 2 to 3 aspects mentioned in class onto an abstract ceramic form	Added 2 to 3 aspects mentioned in class, while also adding some of their own, onto interesting and dynamic ceramic forms
Student contributed to class critique	Was not present/ Did not speak	Participated 1 to 2 times, did not take criticism well	Participated 2 to 3 times, and listened to what others had to say	Gave other students meaningful critiques in a respectful manner, while also receiving critique well
				Final Score	/12