Professional Documents
Culture Documents
Overview
Lesson/Unit Plan Overview
characteristics to the animal. The students completely built animal will be fired in a kiln before
the students add acrylic paint to their animals as additional detail. If time, some students will
spend a few minutes talking about their work, discussing troubleshooting, and going around the
room for an art walk. The students final product must be recognizable as a known animal.
Standards
Lesson/Unit Plan Standards
N2.1.3
N2.4.1
N2.6.1
N2.9.1
Instructional Objectives
Instructional Objectives
1. After a teacher lesson/lecture, TSWBAT plan their chosen animal based on their personal
relationship with that animal in their sketchbooks
2. After brainstorming, sketching, and planning, TSWBAT transfer their sketchbook
practice into a three-dimensional work of art
3. After a teacher demonstration, TSWBAT build a ball of clay into an animal without
separating the clay and by adding texturized components
Focus
Enduring Understandings
The big idea for this lesson is People & Nature. The concepts are:
With People & Nature, the two worlds do not always mix a lot of the time, animals
coexist amongst each other without humans (biomes)
Even though Nature can go on without people, People can often relate to certain animals
in their everyday lives, in dreams, or on adventures
When Nature coexists with People, it adapts to these changes in a variety of ways
Essential Questions
Where can we see animals every day? What animals do you see when you walk out of
your home? What animals are in your home? What kind of places can we go to see animals?
What kids of animals do they have at the zoo? What kind of animals do they have at the farm?
What kind of animals do they have at the aquarium? Are animals 2D or 3D? How do you know?
What are geometric shapes? What are organic shapes? What is the difference between geometric
and organic shapes? Are animals made up of geometric shapes or organic shapes? How do
animals adapt to the environment that humans live in? What do we call a place where certain
types of animals are grouped together based on whats around them?
Procedures
Lesson/Unit Set
The students will be presented with a series of photographs of different animal sculptures
by Nick Mackman and Chris Williams. Mackman sculpts her animals from ceramic and bronze
through a subtractive method. Her animals show more realistic than interpretive qualities.
Williams uses an additive method to sculpt his animals from bronze, steel, and stainless steel.
This allows the students a chance to see that animals are sculpted professionally in the art world.
Additionally, the students will be provided with important information regarding my
expectations for their final product. At their tables, the students will brainstorm an animal that
relates to them in some way, shape, or form.
Rationale
This lesson is related to the students real life because they are surrounded by animals
daily. From the time they walk out of their homes they might see bird, cats, dogs, and squirrels.
When they go to the farm, zoo, or aquarium, they also see animals. The exhibits in farms, zoos,
and aquariums also show the students what kind of environments certain animals live in.
Students might also see animals in their homes as pets. The students, as shown in the lesson, can
learn to sculpt an animal from their memory into a three-dimensional form. Through this project,
students will be challenged to recreate a recognizable and relatable animal through their art.
Techniques and Activities
Day One
The students will brainstorm what animal they want to sculpt (2-5 minutes)
o No one at the same table will have the same animal
o Think about details about chosen animal
The students will watch a demonstration on how to make the animal without separating
the clay using a cut-and-pull method
The students will begin creating their animal with sculpting method
The students will add characteristic textures to their sculptures with tools
Day Two
Students will not work on sculptures as they are drying for the kiln
Students will complete a detailed drawing of their animals, where their animal is located
in the world (background details)
Day Three
The students will use acrylic paint to add visual details to their animals
The students will allow time for their animals to dry
Lesson/Unit Closure
I will check for understanding on what the students have learned throughout the lesson by
asking/answering questions. (if time) The students will present their work by explaining what
animal they are making and how that animal somehow relates to the student. The students will
answer questions reviewing the material covered in the lesson. These questions will be similar to,
if not the same as, some of the essential questions. How can an animal relate to you? What kind
of animals do we run into every day? Are animals two-dimensional or three-dimensional? How
did we turn our 2D drawings into 3D works of art? The students must raise their hands before
answering the questions. For every day of the lesson, students will spend the last five minutes of
class cleaning.
Assessment/Evaluation
Unsatisfactory (0)
Evidence of
distinguishable
characteristics/text
ures/details
No evidence of
characteristics,
textures, or details in
animal
Evidence of
painting
craftsmanship
No evidence of paint
on animal
Needs
Improvement (1)
Barely recognizable
animal no
distinguishable
characteristics
Incompletely painted
animal or use of
unnatural colors to
describe animal
Satisfactory (2)
Outstanding (4)
Evidence of
recognizable animal
Animal with
distinguishable
characteristics
through
textures/details
Animal painted with
additional details
Animals with
textures, details, as
well as additional
added components
(scratch and slip)
Animals painted with
realistic details,
implied texture
and/or
embellishments
Animal completely
painted with correct
color use
The students will be assessed/evaluated throughout the lesson. For each student, I will
assess their understanding of distinguishing characteristics of animals and the craftsmanship used
in painting their animals. Students can receive a total of 8 points (four points for each of the said
expectations).
Learners Products
Day One
Brainstormed selected animal
Start and finish sculpting animal
Add textured details to animal
Day Two
Completed detailed drawing of animal and environment
Day Three
Start and finish painting animal
Student Materials
Clay
Water cups
Sculpting tools
Glaze
Kiln
Brushes for glaze
Sketchbooks pencils
Canvas mats