Title: The HeART
of All Things Clay
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
Proper glaze technique
o
How to present your ceramic work
·
Why is it
important for students to participate in this experience?
o
We think that we are done with a piece once it
is finished being fired, but we need to consider how each piece needs to be
presented to the public. Artist statements are also a great way to explain your
art work to the viewer without having to be there to explain it each time
someone questions it.
·
What art
content/concept or technical skill are the students learning?
o
Presenting ceramic work
o
Writing artist statements
o
Reflecting on work
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 reflect on each work by writing meaningful comments on
their artist statement.
TLW discuss and illustrate ideas on how they want their work
to be presented at the show.
TLW analyze their work in the classroom, and discuss what
direction they want to take in future projects.
NAEA Standards: Generally a
lesson focuses on a few of the standards.
Presenting
Anchor Standard 4: Select, analyze, and interpret
artistic work for presentation.
Proficient:
Analyze, select, and curate artifacts and/or artworks for presentation
and preservation.
Accomplished: Analyze, select,
and critique personal artwork for a collection or portfolio presentation.
Advanced: Critique, justify, and present choices in
the process of analyzing, selecting, curating, and presenting artwork for a
specific exhibit or event.
What criteria,
methods, and processes are used to select work for preservation or
presentation? Why do people value objects, artifacts, and artworks, and select
them for presentation?
Anchor Standard
6: Convey meaning through the presentation of artistic work.
Proficient: Analyze and describe the
impact that an exhibition or collection has on personal awareness of social,
cultural, or political beliefs and understandings.
Accomplished: Make, explain, and justify connections
between artists or artwork and social, cultural, and political history.
Advanced: Curate a collection of objects, artifacts,
or artwork to impact the viewer’s understanding of social, cultural, and/or
political experiences.
How does the
presenting and sharing of objects, artifacts, and artworks influence and shape
ideas, beliefs, and experiences? How do objects, artifacts, and artworks
collected, preserved, or presented, cultivate appreciation and understanding?
Visuals: Art History, Artist, information & examples
Lisa Orr
Steven Hill
Supplies, Materials
and Resources Needed: Materials, Technology websites, youtube, PowerPoint:
Glaze, Brushes, 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.
Exhibit: to place on show
Definitions courtesy of http://dictionary.reference.com/
Teaching Procedure
Plan (with time needed for each part)
COMMUNITY TIME (30
MIN.) ARTIST STATEMENTS
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.)
Since we are not going to bisque
the collaborative work from Week 3, have students use acrylic paint to add
color. (5 min.)
Students can brush
on the color, splatter, pour the paint onto the piece.
B. Instruction or Demonstration (2 min.)
Review how to properly apply
glaze to the surface of the clay. (2 min.)
Brush
on 3-4 layers, pour, dip, etc.
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?
Students will glaze the rest
of their ceramic works until 5 p.m.
Glazes will already be out and
available to students, along with brushes and containers to pour/dip their
ceramic pieces in.
As students are glazing, start
questioning which pieces they want to present at that show, and how they want
them presented. Students will have time to fully discuss this later, but they
should at least begin thinking about it.
With the
last 30 minutes of class, have students grab the pieces they want presented at
the show.
Have
them fill out the artist statement sheets provided for each of their works. (10
min.)
Next,
students will discuss how they are going to want their pieces displayed. (10
min.)
Show
websites of Lisa Orr and Steven Hill’s works. (3 min.)
Should they be propped up? Placed
on a box? Where should the artist statement be? Should there be other objects
placed on the table, as well? Should we keep all of our works separated or
grouped together by assignment?
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.)
Finally,
students will reflect on their work as a whole. (10 min.)
Where did you do best? Where did
you not do so well? Where would you like to improve? What direction are you
going to take with your work from here?
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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