Level 3: ART 309 & Student Teaching
Saturday Class Culture Lesson
Central Focus
Grade Level
Class Size
Time
Class Demographics
Greek narrative vessels
7-8
6 students
Saturday 8-12
(use during Student or Clinical Teaching only)
National Core Arts Standards Addressed
 Creating: Organize and develop artistic ideas and work VA:Cr2-7
c. Apply visual organizational strategies to design and produce a work of art, design, or media that clearly
communicates information or ideas.
 Responding: Interpret intent and meaning in artistic work. VA-Re8-7
a. Interpret art by analyzing art-making approaches, the characteristics of form and structure, relevant
contextual information, subject matter, and use of media to identify ideas and mood conveyed.
Common Core State Standards Addressed
 CCSS.ELA-Literacy.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus
and angles in a film).
 CCSS.ELA-Literacy.RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter history.
 CCSS.ELA-Literacy.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
SPECIAL PRE-INSTRUCTION PREPARATIONS
 make sure the projector works
 make teacher examples
 decorate room with pictures and examples
ARTISTIC PRACTICE
Forms
Frames
Conceptual Framework
2D
Cultural
Artwork
3D
Subjective
Artist
Artmaking (60%)
 Students will create a clay vessel inspired by Greek
narratives.
Structural
Audience
4D
Postmodern
World
Critical/Historical Study Activities (40%)
 Students will discuss the images on Greek narrative
vessels.
LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Create a storyboard using pencil and template paper with an introduction, conflict, climax, and conclusion with an original
superhero.
2. Use clay to create a slab or coil-built vessel inspired by Greek narrative vessels that is at least 6 inches tall and contains at
least one image relating to their narrative.
3. Orally and in writing compare imagery on Greek vessels to graphic novels giving at least two similarities and two
differences.
4. Orally analyze Greek vessels and decide which narrative is depicted giving at least two reasons.
INTERDISCIPLINARY CONNECTIONS
 The historical contexts of the Greek narrative vessel
 Writing out storyboards of their superhero
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Room decorations
Teacher examples
Hero adjective wheel
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TEACHER MATERIALS
Ancient Greece teacher kit from
Milner
Cardboard to cover tables
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Overhead projector
Example comic books
Storyboard template
Level 3: ART 309 & Student Teaching
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Clay
Underglaze/ glaze
Sculpting tools
Glaze brushes
Key Artists
Key Artworks
Key Critical Questions
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STUDENT MATERIALS
Paper for sketches
Pencils
Water cup
bowls
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Storyboard template
Sponges
ARTISTS IN CONTEXT
Johnny Romeo, Keith Haring, Richard Notkin, Greyson Perry, Laura Carrlin
Keith Haring, Pop Shop III, 1989
Beth Tarkington, I Take My Father With Me
Jacques-Louis David, Oath of the Horatii, 1784
List at least 4 critical questions about each of the key artworks that will ground writing and
discussion activities
1. What do you think the narrative is saying? (What objects are in the image? What
are the people doing? What does the story tell you?)
2.
VOCABULARY AND LANGUAGE ACQUISITION
Include ALL words as well as definitions for all terms related to this lesson that you will emphasize. Remember to think
about age-appropriate language when wording definitions.
Discipline Specific (Syntax)
Academic
 Vessel: a hollow container, especially one used to hold
 Narrative: a spoken or written account of connected
liquid
events; a story.
 Storyboard: a way to organize images in chronological
sequence
LANGUAGE FUNCTIONS
analyze, compare/contrast, critique, describe, interpret, question, etc.
LANGUAGE MODES AND ACTIVITIES
Throughout your unit you should have at least one activity focused on have students exercise each mode.
Read
Write
Listen
Speak
 The students will read
 The students will write out
 Students will listen to
 Students will speak to
through example comic
a storyboard of their
each other’s ideas
each other about their
books
character.
ideas.
 Students will listen to
teacher instructions
 Students will explain their
storyboard to the
teachers.
INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
Launch
Instruction Methods
 What do you know about Greek mythology?
 Group discussion
 Can anyone tell me what a vessel is?
 Think pair share
 What do you think the images on the vessels mean? Do you think they are telling
a story?
 Think pair share: Compare and contrast Greek vessels to modern comic books.
Instruction
 The teacher will ask students to define narrative
 The teacher will explain the purpose of the imagery on Greek vessels and show
some examples of Greek vessels
 The teacher will show the students some samples of modern comic books and
expand on the conversation about how similarities can be found between Greek
vessels and modern comics. Suggest the idea of a hero/villain story.
 The teacher will ask students to identify each part of a narrative (beginning,
Instruction Methods
 Group discussion
 Teacher Demonstration
 Independent student work
 Hands-on student involvement
Level 3: ART 309 & Student Teaching
conflict, climax, resolution, and conclusion).
 The teacher will ask the students to create their own story on a story board and
show teacher examples.
 The students will create their story boards.
 The teacher will discuss the stories with the students.
 The teacher will ask the students if they have ever heard of or used the coilbuilding process and/or slab building process when working with clay.
 The teacher will demonstrate the coil-building process and slab building process
and ask students to try it out on the example.
 The students will design the shape of their vessel and begin to build their vessels
using the coil-building process.
 The students will use carving tools to create the imagery on their vessels.
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Closure
 The teacher will ask the students to share their narratives with the class
 The teacher will ask each student how their narrative relates to Greek mythology
and modern comics.
Instruction Methods
 Whole group discussion
ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Adaptations and Accommodations
 Students will be given spaces to write out their stories on their story boards so they can verbally construct their stories
before they visually construct it for students who are not visual learners.
 Students will be given a choice to use either a slab-built process or a coil-build process for their vessels to accommodate for
different abilities and skill levels.
 Teacher will give demonstrations and ask students to be involved in the demonstration to accommodate for visual, auditory,
and kinesthetic learners.
Enrichment and Extensions
 Students may create a dialogue for their stories.
Activity for Early Finishers
 Students may browse through the comic book examples that we have available in the classroom
 Students can make a rough sculpture of a character in their story
OBJECTIVE-DRIVEN ASSESSMENTS
1. Students will show the teacher when they have completed their story board before moving on to the clay activity. (Objective
1)
2. Rubric assessing conceptual development of the story, craftsmanship on the vessel, and effort (Objective 1,2, and 3)
REFERENCES
You must have references to books, web pages, films, etc. you used in the development and execution of your lesson, to allow
you to teach the lesson again, or to allow someone else to teach the lesson.
Use APA style in formatting the reference list.
* Developed and written by Ally Cummings and Kristy Moon, Art Education, Illinois State University, 2014 *