Professional Documents
Culture Documents
NAME OF THE BIGGER UNIT OR TOPIC OF STUDY IN WHICH THE LEARNING SEGMENT
OCCURS: Hand building Techniques
A. Desired Results for the Unit or Topic of Study
Standards, Goals, Learning Objectives (What Will Students Know, Say, Do at the end of the unit or
semester?):
Students will have knowledge about masks of the world and the purposes that masks are used for.
Students will understand the techniques and skills needed to create a ceramic mask and will produce a mask
of their own.
Students will improve their deeper thinking skills while practicing the four steps of art criticism.
Students will use the art criticism worksheet to write a self-assessment of their ceramic mask.
Essential Questions for The Unit? (this addresses the topic and ideas specifically)
B. Assessment Evidence:
Summative Assessments (Benchmarks, Culminating Assignments, Grade Determinants)
Students will produce a ceramic mask at the end of this unit demonstrating their understanding of
the techniques they have learned.
Students will write a self-evaluation of their work using the art criticism worksheet that
demonstrates their ability to think critically about art.
D. Student Academic Development Readiness (Consider what students have learned, what they appear to
know, understand, not know and misunderstand. Consider social development as well, in terms of peer
collaboration, problem solving)
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Students have created a few projects since I began teaching this class in January. During each project I have
taught them proper handling of tools and materials, how to attach clay by slipping and scoring, and how to
troubleshoot when problems arise. We have also consistently looked at the elements and principles of art such
as form, texture, and balance, and practice the four steps of art criticism in class discussion, through teacher
modeling, and in writing. That being said, this class contains students in a range of academic and artistic
abilities, and their skills and mastery of the concepts that I have presented are widely varied.
My more advanced students work quickly and confidently through the assignments I give. They develop and
execute complex creative designs, and write and speak thoughtfully about the artworks that we discuss in class.
My middle learners need some prodding to stay on task, occasionally have questions about how to do
something, and their designs and writing are less complex, but they generally are capable of completing the
assignments. My lower achievers need a lot of monitoring and assistance to get them to complete tasks. They
struggle with deeper thinking questions and tasks. For example, in the four steps to art criticism, the first step
is the easiest and simply asks the viewer to describe what they see. Pretty much all students are able to
complete this step although some might simply write that a picture is of a boat instead of describing the color,
size, or shape of the boat. The subsequent questions get more difficult and subjective, asking students to guess
at the meaning and intention of an artwork and making a judgment if the art is successful or not. Many
students are still struggling with developing this level of thinking. This is evident in their production of
artwork as well, where their designs are simple. This lesson will challenge students to continue to develop their
thinking skills by giving students opportunities to practice and challenge themselves, but will also provide
support for those who need it.
(3-5 hours of instruction for Math, English, Science, SS/History, PE, WL, and Music. Art needs a longer period of time.)
A. General Topic:
Masks with a Message
Grade(s):
9-12
B. Standards
Subject Area Content Standards (VAPA):
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and
in works of art, including their own.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.6 Create a two-or three-dimensional work of art that addresses a social issue.
3.1 Identify similarities and differences in the purposes of art created in selected cultures.
3.4 Discuss the purposes of art in selected contemporary cultures.
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that
position after considering the views of others.
4.5 Employ the conventions of art criticism in writing and speak about works of art.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.
C. Central Focus: (Reference PACT Handbook)
The focus of this learning segment provides opportunities to develop students ability to 1) make art through learning
ceramic techniques and creating masks (creative expression); 2) to analyze, interpret, and evaluate qualities of visual form by
observing and analyzing images of masks (artistic perception); 3) understand the contributions artists and art make to
culture and society through the study of masks around the world (historical and cultural context); and 4) understand how
people make and justify judgments about art objects through their learning about the four steps of art criticism(aesthetic
valuing).
D. Learning Objectives
Students will be able to:
E. Common Core Literacy Standards Addressed (for other than ELA): Speaking, Listening, Reading, Writing,
and Performing (Standards can be clustered but every lesson need not address every strand.)
Reading
Speaking & Listening
CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
Writing
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS.ELA-LITERACY.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
F. List Texts (texts may be other than print, like music, art, video)
Complete a Preparatory Analysis of Text (PAT) worksheet for planning reading tasks and strategies. PAT Worksheet follows the template.
Images of Masks. Images are attached.
G. California ELD Standards for Learning Segment and Performance Levels (reading, writing, speaking,
listening, performing). Align with Common Core Content Standards.
Reference CA ELD Standards. Select those that apply to the Learning Segment. Describe those that apply to the LS. Select levels that
apply to your students in the classroom and use those performance descriptions to help create appropriate language supports.
Part 1: Interacting in Meaning Ways
CCCS that align
With ELD
Standards
Collaborative
SL.9-10.1, 6;
1. Exchanging information and ideas with others through oral collaborative discussions on a range
L.9-10.3, 6
of social and academic topics.
Emerging- 1. Exchanging information/ideas Engage in conversational exchanges and express ideas
on familiar current events and academic topics by asking and answering yes-no questions and who
questions and responding using phrases and short sentences.
Expanding- 1. Exchanging information/ideas Contribute to class, group, and partner discussions,
sustaining conversations on a variety of age and grade-appropriate academic topics by following
turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing
additional, relevant information, and paraphrasing key ideas.
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SL.9-10.1, 3, 6;
L.9-10.1, 3, 6
Rl.9-10.1-7, 9-10;
RI.9-10.1-10;
RH.9-10.1-10;
RST.9-10.1-10;
SL.9-10.2;
L.9-10.1, 3, 6
W.9-10.1-10;
WHST.9-10.1-2, 4-10;
L.9-10.1-6
Emerging- 10. Writing a. Write short literary and informational texts (e.g., an argument about water
rights) collaboratively (e.g., with peers) and independently. b. Write brief summaries of texts and
experiences by using complete sentences and key words (e.g., from notes or graphic organizers).
Expanding- 10. Writing a. Write longer literary and informational texts (e.g., an argument about
water rights) collaboratively (e.g., with peers) and independently by using appropriate text
organization and growing understanding of register. b. Write increasingly concise summaries of
texts and experiences by using complete sentences and key words (e.g., from notes or graphic
organizers).
Bridging- 10. Writing a. Write longer and more detailed literary and informational texts (e.g., an
argument about water rights) collaboratively (e.g., with peers) and independently using appropriate
text organization and register. b. Write clear and coherent summaries of texts and experiences by
using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Part 2: Learning about How English Works
CCCS
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EmergingExpandingBridging
Connecting and Condensing Ideas
EmergingExpandingBridgingH. Types of Assessments: How will you check for understanding?
Summative: These occur after instruction.
E.g., any length, genre or type of writing, quiz, test,
presentation, project, performance assessment, report
Summative assessments will be utilized by
evaluating students visual work for completion
and signs of understanding. Students will also
produce a written artist statement and art
criticism about their work. In these written
works I will be able to determine student
understanding by their usage of the new
vocabulary and ideas. I can compare this art
criticism to day one and see where
improvements were made.
Formative: These occur during instruction. They let you check for
understandings and misunderstandings; they give students
critical feedback when they are saying, making, and doing, and
they allow for changes in the instructional plan.
E.g., oral response, whole class cues, observation of pair work, observation of group
work, records of work, worksheets, notes, annotations, drafts, organizers, outlines,
journals, discussions
Formative assessment will be ongoing in the classroom. I will be
walking around the room as students are working and observing them
to check for learning. I will have one-on-one talks with students during
this time to address changes that need to be made, give suggestions for
improvement as well as positive feedback, and nudge students to persist
and continue working. Observing students during activities will also
help me assess their understanding of the concepts. The art criticism
worksheet that students complete on day one is also a formative
assessment and gives me a basis from where I can see growth through
the lesson segment. During discussions I will use targeted questions to
determine which students understand the material and which may not
be comfortable with the material or with sharing out to the class.
Day 1: Through
What will you do? What will students do?
Day 1: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
3-2-1 Ticket out:
3 Things you found out.
2 Interesting things.
1 Question you have.
Opportunities for
Assessment During
Instruction
I will have the
opportunity to read
and evaluate
students art
criticism
worksheets.
I will observe
students prior
knowledge by
asking targeted
questions during
the discussion.
How will students demonstrate
learning?
How will you know what
students know?
I will circulate
around the
classroom as
students are
working to observe
how well they are
working and assist
when needed.
Students will
demonstrate with
the ticket out
what they
learned, found
interesting, and
still have
questions about.
Teacher modeling
Students may look
up further reference
images on phones
or computers.
Read questions
aloud.
Day 2: Through
What will you do? What will students do?
I will:
Demonstrate making newspaper mound and rolling
out clay slab on slab roller.
Students will:
Finish designing mask template.
Cut out mask template.
Roll out slab of clay on slab roller.
Use template to trace shape of mask and features
onto clay slab. Cut out eyes and add details.
Shape the clay over the newspaper mound.
Opportunities for
Assessment During
Instruction
During this activity
I will be observing
students and
paying attention to
who answers
questions correctly
or incorrectly, who
shies away from
speaking, and
which areas of
instruction
students struggle
with.
How will students demonstrate
learning?
How will you know what
students know?
During my
demonstrations I
will ask questions
to check for
understanding.
I will circulate
around the room
and observe
students during
their work time.
Use of visual
demonstration
presents material
verbally and visually
to increase
opportunities for
student
understanding.
While circulating the
room I will assist
students and give
them additional
explanations and
support as needed.
Some students need
monitoring to keep
them on task. Other
students may need
individual or small
group
demonstrations to
understand the
process. Repeating
demonstrations on
small groups or with
individuals allows
the rest of the class
to continue moving
forward while
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eliminating
distractions for
students who need
more assistance.
Day 2: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
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Think/Pair/Share
Students create masks.
Day 3: Through
What will you do? What will students do?
Students continue working on making masks. Place on kiln
room shelf when they are completed and ready to be fired.
Opportunities for
Assessment During
Instruction
While circulating the room
I will observe students
sharing the knowledge that
they have learned so far.
Day 3: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
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Opportunities for
Assessment During
Instruction
Day 4: Into
Review masks of the world images, paying extra attention to
their colors. Discuss what meanings colors can convey.
Day 4: Through
What will you do? What will students do?
I will demonstrate glazing of masks.
Students will begin to glaze their masks.
Day 4: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
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Opportunities for
Assessment During
Instruction
Day 5: Into
Day 5: Through
What will you do? What will students do?
Day 5: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
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Day 6: Through
What will you do? What will students do?
Students will complete Art Criticism worksheet, analyzing
their own finished masks.
Opportunities for
Assessment During
Instruction
I will ask students to
participate in answering the
art criticism questions. This
will give me an opportunity
to see how well students are
able to use higher order
thinking to analyze art
works.
How will students demonstrate
learning?
How will you know what
students know?
The completed Art
Criticism worksheet will be
used as a summative
assessment. It will be
compared to the Art
Criticism worksheet
completed by student on
day 1 to see progression in
learning.
Day 6: Beyond
How will you wrap up the lesson?
How will you ready students for homework or segue to the next lesson?
Note: Attach relevant documents, such as worksheets, assessments, rubrics, scoring guides, etc.
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Name:
Period:
Description
What does this piece look like?
Interpretation
What is the meaning of this piece?
What message is the artist trying to say?
What does it make you feel? Why?
Analysis
How are the elements and principles of art
and design used in this work? Which
elements and principles do you see?
Judgment
Do you think this piece is a success? Why?
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Creativity
Craftsmanship
Problem Solving
Clean up/ Attitude
Art Criticism
Score:
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Name:
Period:
Period:
Period:
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