Name _ M. HUTTERER______________________ Date _5/4/2015_______ Length of Lesson 2WK___________
Content Area _ADV. JEWELRY___________________
WEB PAGE_X__
EDLINE_X__
LESSON TOPIC (Module, if applicable):
Sculpted clay sun masks
4 tiered totems introduced…research and brainstorm
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill focus)
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.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand: Visual metaphor - Following in the footsteps of ceramic artist Robert Arneson, students create a humorous ceramic sculpture visually illustrating a common metaphor (for example, "egghead" could be represented by an egg shape, with hair and glasses).
Lesson: Faces/heads - Anthropomorphic pottery - Show your Art classes examples of African pottery that incorporate human characteristics into the functional container designs, such as heads or faces carved or added onto the surface. Students then design their own anthropomorphic ceramic pieces, possibly adding arms, legs, ears or figures onto t their sculptures.
Figures - Using armatures and learning about related vocabulary such as 'contrapposto', students create real or imagined figurative human or animal clay sculptures, improving their skills in sculpting form and balance
VOCABULARY: ADDITIVE/SUBTRACTIVE
SCULPTURE
VISUAL METAPHOR
ANTHROPOMORPHIC
ARMATURE
CONTRAPPOSTO
ESSENTIAL QUESTIONS:What is the purpose fo the sculpted face/bust? What inspires the artists to work this way?
How long have people been practicing this form of art? Why?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
SUCCESSFULLY SCULPT A HUMAN LIKENESS USING
AN ARMATURE AND APPLYING ALL TECHNIQUES
PREVIOUSLY MASTERED.

PERFORMANCE TASK: •• classroom set of reproduced tasks, including the glossary of terms
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• classroom set of reproduced student response sheets drawing pencils, and Space for sketching is included with this prompt’s documents ceramic clay generally available clay tools and materials
FORMATIVE ASSESSMENTS:
#1. Open Ended Questions
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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 on-going interview
INSTRUCTIONAL
PROCEDURES:
Do Now;
Mini Lesson:
Guided Practice:
Independent Practice:
Summations/Formative Assessments:
Reflections:
DO NOW-FEATURED
ARTIST OF THE DAY-5
LINES
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:
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
MATERIALS AND
RESOURCES: ALL CLAY
MATERIALS NECESSARY
ALL RESEARCH
MATERIALS NECESSARY
MATERIALS NECESSARY
ALL RESEARCH
MATERIALS NECESSARY
STUDENTS ARE
PERMITTED TO USE
THEIR ELECTRONIC
DEVICES AS A VISUAL
REFERENCE TOOL ALL
MATERIALS NECESSARY
ALL RESEARCH
MATERIALS NECESSARY
INTERVENTIONS:
STUDENTS WILL BE
GIVEN INDIVIDUAL
ASSISTANCE AS NEEDED
AS WELL AS
DEMONSTRATIONS
THROUGHOUT THE UNIT
OF INSTRUCTION
ADAPTATIONS WILL BE
MADE AS NECESSARY
ASSIGNMENTS:
EVALUATION OF THE
RESEARCH TOPIC
PARTICIPATION WILL
ALL BE CONSIDERED IN
THE FINAL GRADE TO
THIS UNIT

evaluation and skills mastered
• Works in progress are daily and on-going interview