WOODLAND HILLS SECONDARY LESSON PLAN
Name M. HUTTERER_______________________
Content Area __CERAMICS__________________
WEBSITE_x
EDLINE _x
Date 5/4/2015________
Length of Lesson 4_WKS.___________
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if
applicable):TRIBAL/CULTURAL CERAMIC MASKS
"FOOL THE EYE'
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
PA ACADEMIC STANDARDS FOR THE ARTS AND HUMANITIES

9.1. PRODUCTION, PERFOMANCE AND
EXHIBITION OF DANCE, MUSIC, THEATRE AND
VISUAL ARTS

9.2. HISTORICAL AND CULTURAL CONTEXTS

9.3. CRITICAL RESPONSE

9.4. AESTHETIC RESPONSE
PA STANDARDS
Standards:
9.1.12 - A. Know and use the elements and principles of each art form to create
works in the arts and humanities.
C. Integrate and apply advanced vocabulary to the arts forms.
E. Delineate a unifying theme through the production
of a work of art that reflects skills in media processes and techniques.
F. Analyze works of arts influenced by experiences or historical and
cultural events, through production, performance, or exhibition.
G. Analyze the effect of rehearsal and practice sessions.
9.2.12 - A. Explain the historical, cultural and social context of
an individual work in the arts.
F. Know and apply appropriate vocabulary used
between social studies and the arts and humanities.
L. Identify, explain and analyze common themes, forms
and techniques from works in the arts.
9.3.12 - A. Explain and apply the critical examination
processes of works in the arts and humanities.
• Compare and contrast
• Analyze
• Interpret
• Form and test hypotheses
• Evaluate/form judgments
F. Analyze the processes of criticism used to compare the meanings of a
work in the arts in both its own and present time.
9.4.12 - A. Evaluate an individual’s philosophical statement on a work in the
arts and its relationship to one’s own life based on knowledge and
experience. 5
READING ANCHOR 11.A.2.
COMMON CORE READING & WRITING 9.10.1.C
UNDERSTANDING GOALS (CONCEPTS): THE
CREATION OF AN ARMATURE; PRELIMINARY
SKETCHES THAT DISPLAY TEXTURE, COLOR
SYMMETRY AND BALANCE.
MODELING CLAY WITH THE SCULPTURAL
TECHNIQUE OF ADDITIVE/SUBTRACTIVE
SCULPTURE. ONE SYMMETRICAL HANDBUILT
PIECE STUDENTS WILL BE EXPECTED TO APPLY
ALL KNOWLEDGE OF PLANNING AND
HANDBUILDING TO THEIR WORK
EMPHASIS PLACED UPON KNOWLEDGE RETAINED,
QUESTION AND ANSWER PERIOD AS TO THE BASIC
SCUPTURAL PROCESSES AND THE BASIC
HANDBUILDING PROCESSES THAT COULD BE
ESSENTIAL QUESTIONS:
HOW DO YOU WORK THE CLAY BODY TO DO WHAT IS
INTENDED?
WHAT ARE THE BEST TECHNIQUES WHEN SCULPTING?
WHAT ARE THE BEST TECHNIQUES OF
HANDBUILDING?WHAT ARE THE FEATURES
REPRESENTIVE OF? DISCOVER DIFFERENT
CULTURES, REPRESENTATION OF EMOTIONS AND
DIFFERENCES ?
UTILIZED
VOCABULARY:
ADDITIVE/SUBTRACTIVE SCULPTURE
ARMATURE
TEXTURE
COLOR
SYMMETRY
BALANCE DRAP, MODEL
EMBELLISHMENT
PATTERN
MOTIF
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
TSW MASTER THE METHODS OF HANDBUILDING BY
SUCCESSFULLY COMPLETING A CLAY PIECE TO
SHOW LEADERSHIP QUALITIES.
TSW IDENTIFY
THE METHODS USED TO ACHIEVE THE END PRODUCT
OF THEIR MASK
IN ADDITION TO THE
HANDBUILDING BASICS, TSW MUST IDENTIFY AND
APPLY SCUPTURAL COMPONENTS TO THEIR WORK
AND THE KNOWLEDGE OF THE DECORATIVE
PROCESS
*SCULPTURAL COMPONENTS ARE
ADDITIVE/SUBTRACTIVE
MODELING
SCRAFITTO
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK: THE STUDENTS WILL ENTER
THE ROOM RETRIEVE THEIR FOLDERS AND BEGIN
INDEPENDENT WORK UNTIL THE FORMAL START
OF CLASS. FOLLOWING THE CLASS DISCUSSION,
ONE ON ONE ASSISTANCE IS AVAILABLE TO THE
STUDENTS
POSTED RUBRIC, REVIEWED AND PASSED OUT TO
THE STUDENTS
STUDENTS WORK AT THEIR OWN SPEED AND
ABILITY LEVELS
STUDENTS OFTEN ASSIST EACH OTHER
TEACHER CHECKS FOR UNDERSTANDING
CONSTANTLY THROUGH EACH PROCESS--DAILY
MODEL CORRECT PROCESSES/GUIDED
PRACTICES/CHECK FOR UNDERSTANDING.
PLANNING/REFLECTION, CRAFT,
CREATIVITY, EFFORT, TIME
MANAGEMENT. PROJECT.
FORMATIVE ASSESSMENTS: FORMATIVE
ASSESSMENTS: STUDIO WORK DAY FOR STUDENTS,
FOLLOWING THE PROCEDURES GONE OVER THE
PRECEEDING DAY. INDIVIDUAL HELP IS GIVEN TO
STUDENTS EACH DAY, THE PROCEDURES AR THE
SAME FOR THE CLASSROOM AND THE
EXPECTATIONS OF THEIR WORK AND THEIR WORK
ETHIC
OTHERS: GUIDED DISCUSSION, FEEDBACK,
SKETCHBOOKS1.
FORMATIVE ASSESSMENTS
•
VISUAL REPRESENTATION
•
ADHERING TO DISCUSSIONS AND
DEMONSTRATIONS
•
VISUAL AIDS
•
INFORMATIONAL READINGS
•
MEASURING SKILLS AND TOOLS APPLIED
WHEN APPROPRIATE
•
SUMMARIZE AND REFLECT
•
RUBRIC FOR TECHNIQUE
•
WRITTEN STUDENT EVALUATION AND SKILLS
MASTERED
•
WORKS IN PROGRESS ARE DAILY AND ONGOING INTERVIEW
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
DO NOW;FEATURED ARTIST
DAILY-5LINES
MINI LESSON:
GUIDED PRACTICE:
INDEPENDENT PRACTICE:
SUMMATIONS/FORMATIVE
ASSESSMENTS:
REFLECTIONS:
ACTIVE ENGAGEMENTS USED:
#1. HIGHER LEVEL THINKING
SKILLS
#2. COMPARE AND CONTRAST
OTHERS:
DESCRIBE USAGE:
MATERIALS AND
RESOURCES:
CLAY, ALL CLAY TOOLS
AND BOARDS, SLIP,
SPONGES, ETC.
CLAY STORAGE BAGS
STORAGE FOR THE
WEEKEND WILL BE
STRESSED, THE PROPER
DRYING TECHNIQUE
AND FINISHING
TECHNIQUES WILL BE
INTERVENTIONS:
STUDENTS ARE
EXPECTED TO
RETRIEVE THEIR WORK
AND BEGIN TO
STUDENTS ARE
RESPONSIBLE FOR
CORRECT PROCEDURE
AND HAVE BEEN
REMINDED OF THAT
PRACTICE
REPEATEDLYWORK IN A
STUDIO SETTING
STUDENTS ARE
PERMITTED TO USE
INDIVIDUAL AND GROUP
INSTRUCTION IS GIVEN
ASSIGNMENTS:
ASSIGNMENTS: READING
ASSIGNMENT FOR THE
NINE WEEKS ON
CREATIVITY
DO NOWS
READING/WRITING
ACTIVITIES
ART CRITICISM
PROJECTS
DISCUSSIONS
CRITIQUES
EVALUATION/REFLECTION
SCAFFOLDING USED:
#1. BUILD ON PRIOR
KNOWLEDGE
#2. PROVIDE VISUAL SUPPORT
OTHERS: TEACHER
PROMPTING
DESCRIBE USAGE:
OTHER TECHNIQUES USED1.
FORMATIVE
ASSESSMENTS
•
VISUAL
REPRESENTATION
•
ADHERING TO
DISCUSSIONS AND
DEMONSTRATIONS
•
VISUAL AIDS
•
INFORMATIONAL
READINGS
•
MEASURING SKILLS
AND TOOLS APPLIED WHEN
APPROPRIATE
•
SUMMARIZE AND
REFLECT
•
RUBRIC FOR
TECHNIQUE
•
WRITTEN STUDENT
EVALUATION AND SKILLS
MASTERED
•
WORKS IN PROGRESS
ARE DAILY AND ON-GOING
INTERVIEDISCUSSION AND
DEMONSTRATION, REVIEW OF
THE BASIC CLASSROOM
PROCEDURE AND THE PROPER
CONSTRUCTION BEGINNINGS
REVIEW OF THE
CLEAN-UP, STORAGE
PROCEDURES
INDIVIDUAL HELP OFFERED TO
EACH STUDENT STUDENTS
ARE PROVIDED WITH
INDIVIDUAL HELP EACH AND
EVERYDAY…THE
INDEPENDENT WORK
ATMOSPHERE ALLOWS ME TO
CONSULT AND REVIEW WITH
EACH STUDENT REGARDLESS
OF ABILITY . STUDENTS ARE
ENCOURAGED TO MAKE
DECISIONS ON THEIR OWN AS
WELL AS SUGGESTIONS FOR
EACH OTHER .
THE ROLLING REVIEW OF
WORK
ATTRIBUTES TO THE
MASTERING OF THE
TECHNIQUES NECESSARY TO
BE SUCCESSFUL AS WELL AS
PERMITS GROWTH AND A
PLEASANT SURROUNDINGS
THEIR ELECTRONIC
DEVICES AS A VISUAL
REFERENCE TOOL
DAILY, DISCUSSION AND
DEMONSTRATION IS
ALSO GIVEN DAILY.