Deverne Jackson - Lesson Plans for Week of Monday, 5/20/2013
Fifth Grade
Weaving (Pugh and Forrester)
Essential Standard (ES)
Clarifying Objective (CO)
ES: 5.V.1 Use the language of visual arts to communicate effectively. CO: 5.V.1.5 Apply the Principles of Design in creating compositions.
ES: 5.V.2 Apply creative and critical thinking skills to artistic expression. CO: 5.V.2.2 Use ideas and imagery from the global environment as
sources for creating art. ES: 5.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts. CO: 5.CX.1.4 Explain
how traditions and values influence ideas, issues, and themes found in art. ES: 5.V.3 Create art using a variety of tools, media, and processes,
safely and appropriately. CO: 5.V.3.3 Create art using the processes of weaving.
Objective: Students will begin/continue the weaving process and/or assess work.
Materials/Technology: paper, pencils, erasers, crayons, prezi.com, Artsonia (online art museum),tape, rubric, looms, yarn, needles, forks, art
books, YouTube videos:
http://www.youtube.com/watch?v=LbtKnvc_9No
http://www.youtube.com/watch?v=-ByYj5G4-Hc
http://www.youtube.com/watch?v=uPG7252dD0E
Procedures:
1. Teacher will review previous lesson.
2. Teacher will model how to warp a loom, weave, add details, and/or take weaving off loom on an as needed basis, and students will follow
teacher’s steps.
3. Peer helpers may be used to help classmates.
4. Teacher and students will review rubric.
6. Teacher and students may discuss color schemes or weaving techniques.
7. Students will continue to weave, working towards finishing.
8. Students who have completed the weaving process will evaluate their work, using the rubric, help peers, and/or free draw.
Academic Vocabulary: weaving, warp, weft, shot, rya, twining, soumac, needle, rubric
Differentiation: Students will use colors of their choice (within direction guidelines). Students will select weaving techniques they prefer to
use.
Assessment: Teacher will circulate around the room to informally assess student progress. Teacher/students will check understanding of
concepts using question/answer strategies. Teacher will observe the quality of student work. Students will use rubrics to self- assess work.
21st Century Skills: Communication and Collaboration skills, Information Technology skills
Closure: Today you began or continued weaving and/or evaluated your work.
Essential Question: How did Americans create cloth years ago? What has changed in the way fabric or cloth is created today?
Classes may be introduced to the 5th grade clay lesson.
(Some classes may be used to help with creating volunteer gifts.)
Briscoe’s class and Johnson’s class may be introduced to clay.
Clay (Briscoe and Johnson)
Essential Standard (ES)
Clarifying Objective (CO)
ES: 5.V.1 Use the language of visual arts to communicate effectively. CO: 5.V.1.5 Apply the Principles of Design in creating compositions.
ES: 5.V.2 Apply creative and critical thinking skills to artistic expression. CO: 5.V.2.2 Use ideas and imagery from the global environment as
sources for creating art. ES: 5.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts. CO: 5.CX.1.4 Explain
how traditions and values influence ideas, issues, and themes found in art. ES: 5.V.3 Create art using a variety of tools, media, and processes,
safely and appropriately. CO: 5.V.3.3 Create art using the processes of ceramics.
Objective: Students will begin creating pinch pot sculptures.
Materials/Technology: paper, pencils, erasers, crayons, prezi.com, Artsonia (online art museum), YouTube videos, rubric
Clay time with Liz: Project 2 - elephant ice cream bowl-http://www.youtube.com/watch?v=4Wyfl_yR4oc
Animal Effigy Vessel-http://www.youtube.com/watch?v=lqq7bF89Xsk
Hands of Maria Part1.mp4- http://www.youtube.com/watch?v=7AhX1MhvAG8
African Gakoigo Pottery Village Coil Building- http://www.youtube.com/watch?v=rjSq-tyKNRY
Traditional women potters of the Volta, Ghana West Africa.mp4- http://www.youtube.com/watch?v=EyeUNaWWpg
Procedures:
1. Teacher will review previous lesson.
2 Teacher and students may briefly review rubric for clay work or project rubric on screen.
3. Teacher will model how to create sculptures and/or glaze on an as needed basis.
5. Students will create sculptures and/or glaze as needed.
6. Students who have completed sculptures will be engaged in assessing their work according to the rubric.
Academic Vocabulary: sculpture, clay, ceramic, kiln, glaze, pinch, slab. Coil, texture, rubric, blend, smooth
Differentiation: Students will choose the animals and glaze color (s) of they prefer.
Assessment: Teacher will circulate around the room to informally assess student progress. Teacher/students will check understanding of
concepts using question/answer strategies. Teacher will observe the quality of student work. Students will evaluate their work using the rubric.
21st Century Skills: Communication and Collaboration skills, Information Technology skills
Closure: Today you began glazing, continued working in clay to create sculptures, or evaluated your sculpture.
Essential Question: How have sculptures impacted art in the United States? What influenced you in creating your pinch pot?
Classes may be introduced to a5th grade weaving lesson.
Fourth Grade
Clay Sculptures
(Some classes may be used to help with creating volunteer gifts.)
ES: 4.V.1 Use the language of visual arts to communicate effectively. CO: 4.V.1.4 Understand how the Elements of Art are used to develop a
composition.
ES: 4.V.2 Apply creative and critical thinking skills to artistic expression. CO: 4.V.2.1 Identify different successful solutions to artistic
problems.
ES: 4.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. CO: 4.V.3.3 Create art using the processes of
ceramics.
ES: 4.V.2 Apply creative and critical thinking skills to artistic expression. CO: 4.V.2.1 Identify different successful solutions to artistic
problems.ES:
Objective: Students will plan for creating clay sculptures.
Materials/ Technology: paper, pencils, crayons, student illustrations, clay, rubric, clay tools, you tube video
Procedures:
1. Teacher will review previous lesson.
2. Teacher and students may discuss/view rubric.
3. Students will create clay sculptures according to their illustrations.
4. Students will be enabled to collaborate in order to remind one another of steps for creating sculptures.
5. Students may view video.
6. Students who have a bisque fired sculpture will glaze.
Academic Vocabulary: sculpture, slab, coil, pinch pot, score, slip, smooth,
Differentiation: Students will choose details and colors for sculptures.
Assessment: Teacher will circulate around the room to informally assess student progress. Students will use the rubric to evaluate their own
progress.
21st Century Skills: Communication and Collaboration skills, Information Technology skills
Closure: Today you created/ glazed a sculpture.
Essential Question: How has the way clay has been baked changed over time?
What are some areas in NC where the clay industry is heavily found?
Third Grade
Collaborative Art/ Clay Lizards
ES: 3.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. CO: 3.V.3.3 Create art using the processes of,
mixed media, and sculpture. ES: 3.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts. CO: 3.CX.1.1
Exemplify how visual arts are used by various groups for artistic expression within the local community. CO: 3.CX.1.5 Use local, natural, or
recycled resources to create art. ES: 3.CX.2 Understand the interdisciplinary connections and life applications of the visual arts. CO: 3.CX.2.3
Use appropriate collaborative skills to create a work of art.
Objective: Students will be introduced to the concept of collaborative art.
Materials/Technology: Prezi, student examples, paper (for boxes), water bottles and sharpies (chandelier)
Procedures:
1. Teacher will review previous lesson.
2. Students may view rubric for creating a lizard out of clay.
3. Students will create sculptures when ready.
4. Students will be enabled to collaborate in order to remind one another of steps for creating sculptures.
5. Students may view video.
6. Students who have a bisque fired sculpture will glaze.
Academic Vocabulary: sculpture, origami, clay, coil, sculpture, slip, smooth, score, kiln, glaze, rubric
Differentiation: Students will choose colors for artwork. The student with autism in Ms. Mack’s class will be enabled to draw.
Assessment: Teacher will circulate around the room to observe the progress of students.
Summary: Today you created/ glazed clay sculptures.
Essential Question: What is a sculpture?
Kindergarten
Students will draw
First Grade
. Students will draw and possibly create collages.
Second Grade
Insects
2ES: 2.V.2 Apply creative and critical thinking skills to artistic expression. CO: 2.V.2.3 Create art from real and imaginary sources of inspiration.
ES: 2.V.3 Create art using a variety of tools, media, and processes, safely and appropriately. CO: 2.V.3.3 Use the processes of drawing and
sculpture to create art. ES: 2CX.2 Understand the interdisciplinary connections and life applications of the visual arts. CO: 2.CX.2.2 Understand
relationships between art and concepts from other disciplines, such as math, science, language arts, social studies, and other arts.
Objective: Students will use sculptural processes to create insects.
Materials: paper, pencils, aluminum foil, tape, scissors, newspaper, pipe cleaners, paint, gloss medium
Procedures:
1. Teacher will review previous lesson and introduce today’s lesson.
Delcourt’s class will continue to create paper mache’ sculptures as directed step by step by the teacher.
Other second grade classes will follow teacher directions to create clay insects.
Peer helpers may be used to help students who are challenged with sculpture creation skills.
Academic Vocabulary: sculpture, head, thorax, abdomen, legs, antennae, plaster, gauze, chemical reaction
Differentiation: Classes will work in various materials to create sculptures.
Assessment: Teacher will circulate around the room to assess student progress and provide feedback.
Closure: Today you worked on insect sculptures.
Essential Question: Why do artists create art based on nature? Where do artists get their inspiration for creating art? What subjects, other than art,
are we using to create sculptures?