Title:
The HeART of All Things Clay – Anxiety – Week 5
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
How
can we express anxiety in our ceramic work
o
Experimenting
with “piecing back together” our ceramic pieces.
· Why is it important for students to participate in
this experience?
o
Anxiety
is something that we all experience at one point in time, and can often be key
to unlocking some of the other emotions we have gone over in this unit.
o
We
already tried intentionally damaging our work, and now they are going to try
and piece another work back together using a variety of shapes and maybe even
different materials to tie the pieces together.
· What art content/concept or technical skill are the
students learning?
o
Piecing
work back together, working with leather strips, Firing a kiln with horse hair
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 create work collaboratively inducing the feeling
of anxiety by using Jackson Pollock’s work as inspiration.
TLW show knowledge of the material being learned in
class by participating in class discussion.
TLW demonstrate how to show anxiety in their works,
by looking to Jackson Pollock’s and the horse hair pieces as inspiration, and
creating forms that they feel would induce anxiety.
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.
Why do artists
follow or break from established traditions?
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.
How do artists
and designers create works of art or design that effectively communicate?
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?
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
Jackson Pollock
Natalie Jetter
Rob Drexel
Ruth Nelson
Supplies,
Materials and Resources Needed: Materials, Technology websites, youtube,
PowerPoint:
PowerPoint, Youtube, Spotify, paper, brushes, paint,
clay, slab roller, needle tools/sharp clay tools, horsehair
Vocabulary:
an element or principle of design, or art concept that is being introduced that
relates to the lesson.
Anxiety: distress or uneasiness of mind caused by
fear of danger or misfortune
a state of intense
apprehension or worry often accompanied by physical symptoms such as shaking,
intense feelings in the gut, etc, common in mental illness or after a very
distressing experience
Definitions pulled from http://dictionary.reference.com/
Teaching
Procedure Plan (with time needed for each part)
COMMUNITY
TIME (30 MIN.) TIE-DYE SHIRTS
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. (15 min. total)
Open with the
PowerPoint for this week. This week we will be focusing on Jackson Pollock’s
work, since his work envokes a feeling of chaos and anxiety. (5 min.)
Since we are focusing on one specific artist, a lot of
the discussion will be in the first painting.
What characteristics
give off the anxiety vibe? What colors did Pollock select in his paintings that
might help with giving off the emotion? What kind of lines are you seeing in
the painting? Do they contribute or no?
After
discussing his work, students will watch a short video of Pollock in action. (4
min.)
Once students have had
a chance to see him work, they will be led outside to a large piece of paper
and a variety of paint colors.
Students will then
spend a few minutes collaborating on a piece, using Pollock’s style as
inspiration. (5 min.)
B. Instruction or Demonstration (5 min.)
Once students
are done with the collab painting, have them come back in and sit down.
Teacher
will pull out their example, and show students the teacher’s model.
Explain that the form
can be abstract, and that students also need to make sure that the holes are
big enough for the leather strips to go through.
There will also be a size requirement of 12”x12”
Sometimes anxiety makes
us feel like we are trying to hold it all together.. and sometimes failing to
do so. Sometimes we manage to make ourselves seem whole, sometimes we struggle
to hold some things together, and sometimes things just fall apart completely.
In this lesson, students will be experimenting how to show anxiety in their
works.
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? (25 min.)
Students will
begin working on their project, by rolling out a slab. (2 min.)
As
students acquire their slabs, have them begin cutting out their shapes. (25
min.)
If
students want, they can spend a few minutes sketching their ideas before
jumping into the project.
Allow students to work
for the rest of the class. If they finish their first project early, have them
begin a second project.
Teacher should be
keeping an eye on students, and possibly providing one on one critique
depending on how the student is doing in the 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? (10 min.)
Students
will arrange their works in the way they want it to hang, and then each student
will get up and look at their peers works. (2 min.)
This
week students are going to be practicing more with the critique method used in
the last 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, though, time for the artist to explain their
work will be allotted, so that each student can explain their choices. (8 min.)
How
are their edges? Their lines? Are the shapes dynamic/intersting or
plain/boring? How do you feel about the arrangement of the pieces? Do you feel
that some pieces should be switched around?
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 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 created an interesting piece while also meeting the size requirement | Made nothing in the class/worked extremely small | Made decent work, but missed the size requirement by 4-5 inches | Made clean, interesting work, but missed the size requirement by 3-4 inches | Met or exceeded the size requirement, while also turning in a clean, interesting ceramic piece | |
| Final Score | /12 | ||||
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