Lesson Plan Format (an adaptation of the MoPTA lesson plan format for KCAI students)

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Name of Lesson : Class : Ceramics

Self-Portrait Busts Grade : 10th, 11th, and
12th
Name of Teacher Candidate : School Placement :
Katherine OHara Shawnee-Mission South High School

Rationale : (2-3 sentences why this topic is important and relevant to this age group) KCAI addition
This lesson addresses both state and national standards around materials and skill development. Creation of a bust
combines all of the hand building techniques students have studied up to this point in the semester: pinch, slab,
coil, and carving. The synthesis of these skills will promote their furtherment and refinement, as is appropriate for
an advanced high school class.
Learning Objectives (the lessons objectives and learning outcomes for meeting curricular and student needs;
bulleted) The students will:
The students will:
- Be able to identify what busts made by contemporary artists communicate about the artist's
relationship to the world around them/aspects of the self.
- Be able to use 2D images as preparation for 3D artwork.
- Understand how to use a removable armature for sculpting.
- Be able to create a complex, in-the-round self portrait using both additive and carving sculpting
techniques.
- Be able to apply correct facial proportions in the creation of their self portrait.
- Experiment with and apply previously learned clay modeling techniques in the creation of their bust.
- Evaluate their work in progress against the gridded photos of themselves and a theme in order to
inform decisions.

Missouri Visual Art Standards (bulleted)

HS Level 2 Create a sculpture using carving techniques. Possible media choices could include, but are not limited
to: clay, wax, soap, plaster, Styrofoam, commercially- produced carving blocks)
HS Level 2 Communicate ideas through the creation of a: portrait still life landscape non- objective
architecture
HS Level 3 Identify and create complex form in-the- round
HS Level 2 Identify and use realistic figure proportions
National Core Visual Art Standards (bulleted)
VA:Cr2.1.IIa Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge
in a chosen art form.
VA:Cr3.1.Ia Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and
plan revisions for works of art and design in progress.
VA:Re.7.1.Ia Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Cn10.1.Ia Document the process of developing ideas from early stages to fully elaborated ideas.
Studying Artists / Understanding Art (Learning outcomes includes artists, historical and cultural context; can
include books for elementary)
The students will: (bulleted)
-Students will view several images of two sculptures made by contemporary artists. These artworks are both self-
portrait busts that communicate the artist's relationship to the world around them. Both of these are postmodern
sculptures.
-Marc Quinn Self
-Janine Antoni Lick and Lather
Creating (Instructional Strategies; HOW it will be Expressing (Learning Activities; WHAT the
taught ): students will do):
List and bullet sequentially the strategies used in Lesson Structure and Procedure including direct instruction, oral
or written directions, modeling, guided practice, independent practice,etc
-Questioning (view artworks) -Whole group discussion (during slide show)
-Discussion (Whole group discussion on interpreting -Observing (during modeling)
artwork) -Taking and Gridding Photos (pre planning activity)
-Direct instruction (Students will be told the expectations of -Hand Building (Slab, pinch, coil, and reductive)
the artwork) -Independent Practice (planning activity, hand
-Modeling (how to create removable armature and begin building, and viewing review videos on the google
shaping) slide show via google classroom)
-Conferencing and informal assessment (during
independent practice)
Evaluating Artworks : (the overarching things that you will grade; the rubric in the assessment section will be
more specific) (bulleted)
-Students used the pre planning activity.
-Students show a relationship between themselves and the world or an aspect of themselves with the bust.
-Students use appropriate hand building/joining techniques.
-Students used correct facial proportions.
-Construction/concept shows innovative problem solving.
Exhibiting Artworks (be thoughtful) : (bulleted)
-Artwork will be displayed in the hallway display cases
-Artist Statements will be displayed with each student's piece
-Learning statement will be displayed with the artworks
Assessment Procedures : (assessments used before, during, and after the lesson) (bulleted)
Before : Students hand building skills with clay were assessed in the previous lesson in which students created a
transformed Greek Vessel. Instructor will ask questions regarding students understanding an artworks
relationship to the world.
During: Planning Activity/Instructor will walk around the classroom, observing and conferencing with students.
After : (please attach assessment tool to end of this lesson plan)

Lesson Structure and Procedures: The sequence of events of the lesson elements. Please list each sequence
by day or class period.
Consider: * Four Studio Structures * Eight Studio Habits of Mind * Procedures should be linked to objectives *
Materials Management
Day / Class #1
Preparation Before Class (materials management): Slip cups on tables are full. All of the clay tools are already
located where students can access them, and students know where to get them/return them. Removable
armatures, newspaper, and tape will be located on another supply table. Google slide presentation and grading
rubric on google classroom.
Engagement / Opening : Students will push three tables together and sit around them for whole group
discussion and the demo. Students will view the work of two artists and discuss how their art shows the artist's
connection to the world around them. Instructor will give an overview of the assignment and explain the pre
planning activity. Instructor will demonstrate how to make the removable armature and how to begin sculpting clay
on it.
Connection to Prior Learning: Builds on the hand building techniques learned earlier this semester.
Modeling: Instructor demonstrates how to make removable armature, attach clay to it, and beginning sculpting.
Procedures : Students will sit around three pushed together tables for discussion and lecture. After demo/lecture,
students will return tables to their places and return to seats. Students are allowed to move around the room
accessing tools/supplies/equipment as needed.
Guided Practice: This will be mini-lessons helping students with the pre planning activity and bust sculpture.
During work time, instructor will walk around the classroom and help students to meet the lesson expectations.
Independent Practice: Pre planning activity of photographing and gridding photos, as well as sculpting their
bust.
Clean-up: Five minutes before the bell, students will store projects, clean tables, and return tools.
Conclusion: Students will be at their clean tables waiting for the bell to be dismissed.
Eliminate Class #2 if only one session is needed, repeat as many times as needed for multiple days / classes
Following Class Periods:
Preparation Before Class (materials management): Slip cups on tables are full. All of the clay tools are already
located where students can access them, and students know where to get them/return them. Removable
armatures, newspaper, and tape will be located on another supply table. Google slide presentation and grading
rubric on google classroom.
Engagement / Opening : Remind student of what projects are due and when. Give mini lessons regarding topics
that multiple students are struggling with as needed.
Connection to Prior Learning: Continuation of same lesson.
Modeling: This will take place in mini-lesson for the whole group as student struggles become apparent. This will
also happen during conferencing with individual students as needed.
Procedures : Students sit in assigned seats at beginning of class for welcome/mini lessons. Students are allowed
to move around the room accessing tools/supplies/equipment as needed. Students are expected to return to
assigned seats.
Guided Practice:This will be mini-lessons helping students with the pre planning activity and bust sculpture.
During work time, instructor will walk around the classroom and help students to meet the lesson expectations.
Independent Practice: Pre planning activity of photographing and gridding photos, as well as sculpting their
bust.
Clean-up: Five minutes before the bell, students will store projects, clean tables, and return tools.
Conclusion: Students will be at their clean tables waiting for the bell to be dismissed.
Following Class Period, Mid-way Through Project on a Block Day:
Preparation Before Class (materials management): Slip cups on tables are full. All of the clay tools are already
located where students can access them, and students know where to get them/return them. Removable
armatures, newspaper, and tape will be located on another supply table. Google slide presentation and grading
rubric on google classroom.
Engagement / Opening : Student will bring their works in progress to one table. Instructor will lead a brief
critique. Students will be asked to identify whose busts are communicating a well and what they are
communicating. Instructor will point out what technical and compositional decisions the student made that aids in
the communication of that idea.
Connection to Prior Learning: Continuation of same lesson.
Modeling: This will take place in mini-lesson for the whole group as student struggles become apparent. This will
also happen during conferencing with individual students as needed.
Procedures : Students sit in assigned seats at beginning of class for welcome/mini lessons. Students are allowed
to move around the room accessing tools/supplies/equipment as needed. Students are expected to return to
assigned seats.
Guided Practice:This will be mini-lessons helping students with the pre planning activity and bust sculpture.
During work time, instructor will walk around the classroom and help students to meet the lesson expectations.
Independent Practice: Pre planning activity of photographing and gridding photos, as well as sculpting their
bust.
Clean-up: Five minutes before the bell, students will store projects, clean tables, and return tools.
Conclusion: Students will be at their clean tables waiting for the bell to be dismissed.
Resources and Supplies : (include all supplies per student; be specific as to amount and size) (include hard copy
materials such as handouts, prints, PPTs, etc.)( plan for storage)(bulleted)
About 5# of clay per student, one removable armature stand per student, tape, newspaper, clay tools (class set
located on counter), cameras (on laptops or student cell phones), paper (four sheets per student), slip (one cup per
table), plastic bags and paper towels for storage (below sinks), Im finding that in secondary, its hard to keep track
of what they use, since they just get up and get it themselves.
Technology : (instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning)(bulleted)
Projector, teacher laptop, google slide presentation, 1:1 student/laptop ratio, printer, Digital rubric and turn in
slides on google classroom.
Differentiation / Accommodations / Modifications / Increase in Rigor : (to help meet the needs of all
learners, learning differences, cultural and language differences, etc.) (include all listed below)
Differentiation: Students will see and hear how to make their busts independent practice begins. Students will have
review videos available to them on their google classroom.
Accommodations: All students will receive one-on-one instruction. Students who need alternative working
spaces/alternative tools to accommodate low fine motor skills/physical restrictions will have them provided.
Modifications: Students with intellectual disability and/or extreme physical disabilities will make small, abstract
heads.
Increase in Rigor: Students who show strong skills will be encouraged to sculpt not only the head and neck, but the
shoulders as well as a base.
Classroom Management: (strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students actively engaged) Includes: behavior management plan, time management,
transitions, and lesson/class wrap-up
Classroom Rules:
-Appropriate language
-Voices at a reasonable level
-Respect for instructor and peers
-Reasonable amount of movement around the classroom
-Raise hands/share out in a respectful manner.

Materials Management:
-Tools and materials are stored in places where they are available to students. Students are free to obtain these
materials at any time and are responsible for returning them at the end of the class period.

Behavior Management Plan :

Consequences:
1. Re-direction
2. Conference with student
3. Detention
4. Office Referral (in the case of physical fight or inciting to fight or repeatedly exhibiting the same
behavior after having received all other consequences)

Time Management /Transitions :

-Half an hour for lecture and demo
-half an hour of independent practice
-Clean up five minutes before bell

Lesson/Class Wrap-up (same as conclusion)

-Students stay at clean tables until the bell.
Extensions : (activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way)(bullet, minimum of 2)
-Students who finish this project early and have all of their other assignments completed will be shown how to
sculpt accessories, such as hats, hair pieces, etc.
-Students who finish this project early and have all of their other assignments completed will be allowed to create a
second, abstract bust or one of a different subject such as another person or an animal.
-Students who finish this project early and have all of their other assignments completed may begin sculpting other
body parts such as the hand or foot on the removable armature.
Follow-Up to Todays Lesson : (quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts; may be incorporated in next session as connection to prior learning or
throughout the unit)
During the last week of school, students will work on a final reflection project. They will write about each piece they
created over the course of the class with the help of a guiding prompt. The prompt for this project will be: What
relationship to the rest of the world does your bust describe?
Reflection : If you had the chance to re-teach this lesson, what would you do differently ?)(complete this section
in final draft after lesson has been taught) (5 or more complete sentences)
Being two weeks out from the lesson, I realize that a lot of students are intimidated by the exemplars I showed in
the lesson. Many students feel insecure about their sculpting skills. Next time, I will give students the option of
doing an abstract self portrait or a realistic one. This will hopefully take some of the pressure off. Also, next time I
will include a timeline/checklist for when things should be done. I am not in a position to change grading policies,
especially since I came into this class half way through it, but if I end up teaching at the secondary level, I will have
consequences for late work. The policy of accepting late work for full credit seems to be enabling students to waste
time.
Learning Statement: (Summary of what has been taught in this lesson and its purpose to be displayed with the
artwork; to inform the school community of the learning involved in the lesson.) (Bold or italicize 3 or more key
concepts or vocabulary.) KCAI Addition
Ceramic students created a self-portrait in the form of a bust. They began the work on a removable armature,
using both additive and reductive sculpting techniques. These busts are meant to express an aspect of the self
or a relationship of the self with the world.
Images of Student Work: (5 Examples) (Complete this section in final draft after lesson has been taught.) KCAI
Addition