Professional Documents
Culture Documents
Note: Before you plan and write art experiences; pre-assess your students based on the
proposed concepts, enduring understandings, and objectives of the unit/lesson(s). You may
also gather this information from (previous) teachers, by reviewing already completed artwork,
consulting curriculum materials, etc., to get a better understanding of what content students
already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the
skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint:
turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
I will use a thumbs up/ down assessment to see how familiar the second graders are
with clay.
We will also participate in review of how to make a pinch pot during slideshow
presentation.
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story.
In this narrative the students take on a role and create a learning product about a specific topic for a certain audience.
(RAFT – Role / Audience / Format / Topic)
Role: Zoo Keepers
Audience: Kids on a field trip to the clay zoo
Format: Assignment
Topic: Clay animal zoo
You are a clay zoo keeper. Design your favorite animal in a pinch pot to add to the
Clay Animal Zoo. We will place all of our animals together when they’re finished to
create a Clay Animal Zoo! There are students going on a field trip to observe animals
in the clay zoo.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable.
Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style,
Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement,
Shape, Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
- Pattern
- Technique
-Expressions
-Identity
-Create
-Transfer
-Using pattern students can create works that contain expressive elements.
-By implementing expressive features in their art, students will make a work that possesses elements
of their identity.
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition → behavior (measurable) → criterion. Aligned to:
Bloom’s – Standards – GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be
written as: Objective. (Bloom’s: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy,
and/or Technology)
1. Using pinch and slab techniques, swbat create an artwork that expresses identity in a 3D form.
(Bloom’s: Creating - Standard: Create - GLE: Create works of art that articulate more sophisticated
ideas, feelings, emotions, and points of view about art and design through an expanded use of media and
technologies - Art Learning: tools and procedures)
2. Given a prompt, students will be able to create sketches that synthesize their ideas to be created in 3D.
(parts to whole) (Bloom’s: Create - Standard: Reflect - GLE: Recognize, interpret, and validate that the
creative process builds on the development of ideas through a process of inquiry, discovery, and research
- Art learning: Ideation - Literacy)
3.Using their artwork students will be able to explain their artistic choices in design that express identity.
(Bloom’s: Analyse - Standard: Reflect - GLE: Critique personal work and the work of others with
informed criteria. - Art learning: Expressive features and characteristics in art - Literacy)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive
scale. Describe the strategies you will use for students who are already proficient and need growth beyond what you
have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges.
Students must still meet the objectives.
Extensions for depth Access (Resources and/or Process) Expression (Products and/or
and complexity: Performance)
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy
is integrated into the lesson.
After the completion of the animal pinch pots, students will discuss within their table
groups what animal they chose and why. Prompt questions will be projected on the
smart board:
What does your animal mean to you?
How did you use line and pattern to create the form?
What technique did you use to create their work?
Why is it important to slip and score?
Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These
are the materials students will use.) List all materials in a bulleted format.
-Powerpoint on Pinch Pot Animals
-SmartBoard
-Computer
-Forks
-Water Buckets
- Clay
-Sketchbooks
-Markers
-Colored Pencils
- Pencils
-Ribs
-Aprons
-Watercolor Paint
-Animal Reflection WKSHT
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make
reference to where the material can be found. (These are the resources used by the teacher to support/develop the
lesson.) List all resources in a bulleted format.
-Collection of animals books within the classroom to use for reference images
-Printing reference images for students once they have selected their animal
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
-Create Powerpoint reviewing pinch pots and examples of what other students have
done.
-Inventory all materials and reorder as necessary.
-Set up demonstration station to show students how to slip, score, create texture, and
different clay building techniques
-Set up demonstration station to show students how to paint on fired clay.
-Create fired clay pinch pot animal to use during painting demonstration.
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted
format.
Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood
as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and
processes you will engage students in to help them develop ideas and plans for their artwork.
Following the demonstration students will grab their sketchbooks so they can begin
sketching their pinch pot animals. They must draw at least 3 sketches before they can
begin creating in clay.
Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including
what student will understand as a result of the art experience
Da Instruction - The teacher will... (Be Learning - Students will... i.e.: explore Time
y specific about what concepts, ideation by making connections,
1 information, understandings, etc. will comparing, contrasting; synthesize 12:30-
be taught.) Identify instructional possibilities for each painting technique; 1:15pm
methodology. KNOW (Content) and etc. (Be specific about what will be the
DO (Skill) intended result of the instruction as it
relates to learning.) UNDERSTAND
We will begin with a preassessment -Compare and contrast pinch pot animal
of students clay knowledge: examples. 12:30 -
12:45
-How many of you remember how to Discussion/
make a pinch pot? Presentatio
-Who knows what slip & score -Synthesize ideas about what they want n
means? to make.
-How many people know what a
pinch pot animal is? 12:45 -
1:10
Following discussion, I will engage Sketchbook
students in a powerpoint discussion -Explore clay building techniques. s
that reviews:
After the completion of the animal pinch pots, students will pair up with another student who
has finished and discuss what animal they chose and why. Prompt questions will be projected
on the smart board:
What does that animal mean to you?
How did you use line and pattern to create the form?
What technique did you use to create your work?
Why is it important to slip and score?
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Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what
extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would
you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)
The students really seemed to enjoy the choice that was presented in this project. They could choose any
animal they want and place their pinch pot in any orientation they want. There was a variety of products
when the students completed their pinch pots. For future revisions, I want to focus more of showing students
how they can use their sketches to create in 3D. A lot of the students made sketches for their 3D creation, but
weren’t really using them during the actual clay building process.
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.