Title: The
HeART of All Things Clay – Week 2: Happy Cups
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
How happiness can be expressed in a work.
§
How emotion can be expressed in a simple form,
such as a cup.
·
Why is it
important for students to participate in this experience?
o
Students will be learning about how happiness,
one of the emotions being discussed in this unit, can be expressed in an
artistic piece.
o
Some basic hand-building techniques will also be
discussed in this class, as well
·
What art
content/concept or technical skill are the students learning?
o
Transferring images onto clay, rolling slabs,
basic clay building.
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 what artistic aspects present in a work portray
happiness, by discussing different works with fellow classmates, and making
genuine remarks on the artwork.
TLW demonstrate knowledge of “happy traits” of the artworks
we looked at by taking what they learned during class discussion and turning it
into a cup.
TLW practice some more basic building techniques, such as
wedging, slab-building, scoring and slipping, etc., and learn some new ones by
paying attention to the instructor’s demo and then putting it into practice in
their own work.
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.
Visuals: Art History, Artist, information & examples
Paradise, Abstract Art Print of Watercolor Painting
Abstract Flower Painting
Abstract Figure Painting
Supplies, Materials
and Resources Needed: Materials, Technology websites, youtube, PowerPoint:
PowerPoint, Slab roller, Clay, water, various texturizing
tools, markers, copy paper, needle tools (or something to score/cut clay)
**Optional** Have this playing in the background to keep
students motivated:
Vocabulary: an
element or principle of design, or art concept that is being introduced that
relates to the lesson.
Wedge*: to pound
(clay) in order to remove air bubbles.
Score and Slip**: Score and slip refers to a method of
joining two pieces of clay together. First, score the clay; this means that you
make scratches in the surfaces that will be sticking together. Then you slip
it; that is you wet the surface with some slip, using it like glue. Next, you
press the two pieces together. It is very important to always score and slip
clay that is leather hard. If you do not, the pieces will likely pop apart when
they are fired.
*Definitions taken
from http://dictionary.reference.com/
**Definitions taken
from https://pottery.netfirms.com/assignments/assign/terms/glossary.htm
Teaching Procedure
Plan (with time needed for each part)
COMMUNITY TIME-
PENCIL CASES (30 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. (15 min.)
Review some clay basics with
the Clay Tips PDF (5 min.)
Begin
PowerPoint displaying works with “happy” characteristics. (10 min.)
Have
students discuss how the works make them feel, and why they feel that way.
What colors/textures/lines make
you feel this certain emotion?
B. Instruction or Demonstration (15 min.)
Do a quick review on wedging
clay (5 min.)
Have
2 students volunteer to wedge 2 mounds of clay for the demo.
Once the
clay is wedged, bring it over to the slab roller, and explain how to properly
use it.
Roll out
2 slabs of clay. (2 min.)
The teacher will use 1 slab of clay
for the first demonstration, and a few pre-made designs drawn with washable
marker.
Make sure the clay is wet, place
the image onto the clay, and smooth out the paper. (2 min.)
Carefully peel the paper off of the
clay to reveal the transferred image.
Instructor will then grab the
second slab of clay, and create a cup. (5 min.)
Scoring and slipping will be
necessary for this step, and needs to be emphasized to the less experienced
students.
Make sure to discuss shrinkage.
They should make their cup a little bit bigger than they want it to be, so it
does not end up too small.
Take
another design, and repeat the same process. (2 min.)
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? (35 min.)
Students will get up and grab a few
sheets of paper and markers and begin drawing designs for their cups. (5 min.)
Remind
them not to get too detailed.. details might not transfer onto the clay.
Once students have created 2-3
designs, they will then wedge 1-2 mounds of clay (depending on the size) (2
min.)
Students will then roll out the
mounds of clay. (5 min.)
They will take their slab back to
their work area, and begin creating their cup. (20 min.)
Along with the transferred design,
have them experiment with different shapes and textures that give off the
emotion of happiness.
If students finish their first cup
early, have them make more with some of the other designs they made.
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? (5 min.)
The last 5 minutes of class, the students will get up
and look at their peers’ cups.
Have the students sit back down, and discuss each
other’s cups.
Have
one student’s cup as the focus, and have each classmate say something nice and
constructive about the student’s cup. Move on to the next student and repeat
the process until all students have received input on their work.
“I like ___, BECAUSE:___”
“Your use of lines are very
interesting! I especially like…”
“I really like those two colors
together, BECAUSE:___. May I ask why you chose them?”
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 demonstrated knowledge of new hand-building skills taught in class | Did not use any of the new skills, sloppy work i.e. cracking from bad seams | Used some of the new skills on ceramic work, but still needs to work on technique | Used all of the new skills on the ceramic piece, but still needs to work on technique | Used all of the new skills on ceramic piece, and presented clean work | |
| Final Score | /12 | ||||
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