Lesson Plan
Course Name
Title: Mug Shot with Personality
Artistic Abilities
Length: 3 classes
Grade Level
Enduring Understanding (s):
Prepared Graduate Competency (ies):
(Statements summarizing important idea(s) and core process(es) that are central to an art topic and have
lasting value beyond the classroom. They synthesize what students should understand—not just know or do—
as a result of studying a particular area of art. Moreover, they articulate what students should “revisit” over the
course of their lifetimes in relationship to art.)
(List, in bullet form, which Prepared Graduate Level Competency [ies] will be addressed in this lesson as it
[they] relate [s] to the enduring understanding [s].)
Artists create art to communicate their ideas and feeling through a variety -Comprehend: Recognize, articulate, and debate that the visual arts are a means for
expression
of materials and processes.
-Reflect: Use specific criteria to discuss and evaluate works of art
-Create: Develop and build appropriate mastery in art-making skills using traditional
and new technologies and an understanding of the characteristics and expressive
features of art and design
-Transfer: Transfer the value of visual arts to lifelong learning and the human
experience
Objectives/Outcomes/Learning Targets: Student will be able to... (Measurable)
(Aligned to: Bloom’s-Standards-GLEs/ and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective. Bloom’s: _____ - Standard: _____ - GLE: _____. Numeracy, Literacy,
and/or Technology)
1. The student will be able to create concept maps and/or lists to generate ideas for a Mug Shot with Personality. (Bloom’s: Create/Standard: Create/GLE: Apply
an understanding of art processes and create thinking to plan and create.)
2. The student will be able to describe the pinch, coil and slab methods of handbuilding in clay. (Bloom’s: Remembering/Standard: Comprehend/GLE:Visual arts
communicate the human experience.)
3. The student will be able to sculpt and construct a Mug Shot with Personality using multiple hand building techniques (Blooms: Create/Standard:
Create/GLE: Use artistic media and expression to communicate personal and objective points of view)
4. The student will be able to sketch their finished mugs and plan where and what colors they will use for glaze?
(Blooms: Apply/Standard: Transfer/GLE:
Apply an understanding of art processes and create thinking to plan and create.)
5. The student will be able to name the expressions of several historical examples. (Blooms: Analyze/Standard: Transfer/GLE: Artists, viewers, and patrons respond to art
from familiar and unfamiliar cultures.)
6. The student will be able to apply different texturing techniques.(Blooms: Apply/Standard: Create/GLE: Apply an understanding of art processes and creative thinking to plan
and create art.)
Pre-Assessment: (Hint-Turn objectives into questions.)
(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/objectives of the lesson. Be specific in describing what
you would recognize as proficient skill/knowledge.
Oral questioning:
1. Can the student explain how to create concept maps and/or lists to generate ideas for a Mug Shot with Personality? (conceptual/personal
grounding)
2. Can the student describe the pinch, coil and slab methods of handbuilding in clay? (Materials/techniques)
3. Can the student sculpt and construct a Mug Shot with Personality using multiple hand building techniques? (Assessment/Evaluation)
4. Can the student sketch their completed mugs and plan where and what colors they will use for glaze? (Critical reflection/aesthetics)
5. Can the student name the expressions on the Lycian rock tomb historical examples? (historical/multicultural[F1] )
6. Can the students describe different ways to create texture on clay surface or point out any examples of texture from their peers or own work?
(Elements/Principles of art)
Accommodations and modifications:
(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.)
-Students who have difficulty with ideation will be encouraged to collage a unique “mug” (portrait) using images from print materials (newspaper,
magazines, etc.)
-Students can be challenged to create a “transition mug” that incorporates multiple faces that transition from one emotion/characteristic to another.
-Brian will have the option to roll out a slab and draw directly on it.
Vocabulary:
(List terms specific to the topic that students will be introduced to in the lesson.)
Coil, slab, pinch, three-dimensional, two-dimensional, wedging, slipping and scoring, glaze, sprigging, kiln, bisque fire, glaze fire, wet clay, leather
hard, bone dry, foot, lip, handle, carving, incising, plasticity, shrinkage, form, fettling knife, function, burnishing, rib, wire tool
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.)
Clay, modeling tools, canvas, scissors, pens, markers, crayons, sketch book, forks, comb, water cups, spray bottles, sponges, garbage bags, rolling
pins, miscellaneous (for texture), canvas, glaze, paint brushes, hand mirrors, glue, fettling knife, spoon, aprons, rulers, rib, wire tool
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.)
-Facial images from here
-Expressive mug examples link1, link2, link3, sculpted faces
-Historical images
-taking pictures of the students
-examples of mugs
Preparation:
(What do you need to prepare for this experience? List steps of preparation in a bulleted format.)
Collect materials(Zoe, Holly, Asia), lay out materials for them on first day(Zoe, Holly, Asia), make our own mugs (Zoe, Holly, Asia), research other
examples of similar projects and historical (Holly), Have pre wedged clay balls, one slab and a cup ready for facial manipulation/making.
Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)
-Review the proper use of pin tools and wedging techniques.
-Review proper use of ALL materials
Action to motivate/anticipatory set:
(Describe how you will begin the lesson to stimulate student’s interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific about
what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: presenting a skit,
telling a story, posing a series of questions, role-playing, etc.
-Begin class by making a series of faces (smile, frown, excited, scared, etc.) without talking. Do this to get students attention until everyone is
watching. Ask:
-What are my expressions telling you about me or how I feel?
-How do you know that?
-What do these expressions tell you about these people?
-How do you know this?
-What features of the face help express people’s emotions?
-Can you show me an example using that facial feature?
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.)
-How do you feel during the course of a day?
-Create a list of feelings emotions.
Procedures: (Align with instructional methodologies and approximate times for instruction.)
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially (include approximate time for each activity). Include motivation and ideation/inquiry where appropriate.)
Day 1:
Begin class by making a series of faces (smile, frown, excited, scared, etc.) without talking. (Zoe=happy, confused, tired / Holly=sad, scared, excited
/ Asia=angry, disgusted, surprised)
Do this to get students attention until everyone is watching. Ask:
-Introductions around the room, and possibly bring in our own artwork that we like to make on our own time.
-What are our expressions telling you about we feel? (Zoe)
-How do you know that? (Zoe)
-What do these expressions tell you about us? (Holly)
-How do you know this? (Holly)
-What features of the face help express people’s emotions?(Asia)
-Can you show me an example using that facial feature? (Asia)
(10 minutes for the Questions)
(Pre-assessment completed before the start of the lesson.)
-Show images of historical pictures of expression.(Zoe)
-Briefly discuss findings; asking questions used above:
-What are these expressions telling you about how they feel? (Zoe)
-How do you know that? (Zoe)
-What do these expressions tell you about these people? (Holly)
-How do you know this? (Holly)
-What features of the face help express these emotions? (Asia)
-Can you show me an example using that facial feature? (Asia)
(10 minutes for the images)
-Now we will brain storm ideas. Ask:
-How do you feel during the course of a day? (Zoe)
-Create a list of feelings emotions on board and in sketch/journal. (Zoe)
(10 minutes)
-Introduce Mug project
-Show pictures as examples, discuss their emotions
-Sketch images that communicate those feelings in your journal/sketchbook.
(7 minutes)
-How would you “describe” yourself when you are feeling _____(Happy, Sad, Confused)? Draw what that would look like in your sketchbook.(Asia)
(7 minutes)
Demo clay techniques (coil and slab building) (Zoe demo) (Asia write terms on the board) (Holly Document)
Steps
·
Historical background:
Where clay comes from…
Types of clay and stages
·
Slip demo
any questions?
How to use the wire tool
·
·
·
·
·
WEDGE DEMO
Bull and spiral methods
Why we use these to save our wrists
Air pockets
How to check and why
any questions?
Roll out a slab
Grab a piece of canvas
Roll out clay (pretend your baking)
Show an air bubble example (if any, show how to repair)
What to do when clay dries out?
Spray down and re-wedge
·
What I like to use slabs for
Squares, triangle, circle
Show how to make the bottom of mug with plastic container as template.
Bring up the topic of Functional vs. non-functional
·
Slip and score Demo
Push down ends together, smooth out
Do this to make a good connection
any questions?
·
Coils
What are they?
Pushing hands down evenly, rolling out
If it turns into a square don’t worry- show how to correct
·
Slip and score
Pinch sides down together
Smooth out with rib or leave the texture
Roll out more coils talking about difference between thick and thin
·
Build a mug
Demo with a pre-made cups
any questions?
·
Build a handle
Keep the size in mind, can match it to your hand
Can make for an ear or nose!
·
Positioning of face on Mug
Add texture with tools
Springing
·
·
Slip and score
Eyes, lips etc.
Eyebrows help add emotion and texture
·
Texture using numerous tools
·
Talk about Bevel
Soften the square edge, smoothing it out
·
Mix and match variety of techniques
any questions?
(25-30 min.)
-Refer back to the historical images and ask:
-What textures do you see? (Asia)
-Give students chunk of clay and let them experiment.(Zoe) Ask:
-What is happening to the clay as they use it? (Zoe)
-What happens when you add water?(Holly)
(10 minutes)
-Let students practice these techniques on their own
(7 minutes)
-From the drawings they already made, have students pick 2 emotions they would like to turn into mugs
-Zoe, Holly, and Asia will give students approval to execute the 2 ideas they have picked.
-Have students work on their mugs until end of class
-Cleanup demo/directions (Zoe, with Asia and Holly’s help)
(15 minutes left in class)
Day 2:
-Have your emotions changed today since last class?(Asia)
-Have everyone show their emotion for their mug(s) physically to the class, and have students identify the emotion (Lead by Holly)
-Ask the students how to coil, what is a slab, review tools and safety again. (Zoe)
-Ask students about difficulties, and/or what they may be learning from this experience.(Asia)
-Address any concerns or questions from the group before (All) we get started
-Work day – wet clay
-Cleanup (Last 15 minutes)
Day 3:
Today students are working on different stages of completing projects:
Brian has very little interest in working with clay or drawing in clay. For our last day on this project an objective for Brian could be to draw while observing others work with clay.
Lets get Kayle to move to Kelsey and Brian’s table, we can place their mugs out before class and had her stuff over with those two. Plan B in operation get Kayle to join the
group would be to ask Heidi to move the table Kayle s at.
Lisa is still working on her second mug.
Brian will be drawing, however he does have his small piece he could glaze.
Kelsey has a ton of little pieces to glaze, hopefully Brian watching her, ‘paint on clay’ will help facilitate his eagerness to try.
Everyone else should be working on glazing?
Is there one student that wanted to make a 3rd mug?
-Ask students about difficulties, and/or what they may be learning from this experience. (Holly)
-Prepare some questions for students relevant to the project to have them delve deeper into the process to bring about discussions. (Zoe, Holly, Asia)
● Ask who has built their mug with coils and or slab.
● Why do we slip and score?
● What color would you associate with happy, sad, angry or love?
-With a show of hands, who is done with their mugs? (Asia)
- For those who are done they will draw their mug with many drawing materials in their sketchbooks
(most of the students want to start working with the clay again so this activity will be 5 minutes or less)
● Introduce the sample tiles
○ For drawing out ideas for painting their mug, use coloring materials for brainstorming in sketch books.
○ Once planning what colors of glaze they will use on their mugs they will then glaze mugs.
- Students who are not done with wet clay will finish their mugs (should just be Lisa)
-Work day - Complete project
- For students that are interested or need a break, they can be shown the kiln and the process of how the kiln works. (Zoe)
If the student finishes early, give students MOTIVATION to add onto project #1 or start project #2.
● Write a story for their mug. In their story the students must: give the character (mug) a name, discuss how it is feeling, and how they know
that, as well as where the mug lives. Encourage students to embellish their stories by considering detail, color descriptions and use of humor.
○ If they would like to write a story but cannot, they can DRAW a story about their mug.
● Continue to draw in their sketchbook
○ list of prompts to get them ready for the next assignment, drawing objects they will find in their own space. (Asia)
● Build a fort activity with Holly
● Start to build their space with clay or foam core. (Zoe)
-Cleanup (Last 15 minutes)
Will have two parts: clay project and tents.
Trying to encourage students to clean up their area before shifting over to project #2.
Day 4:
Open with a slide show of pictures from the fort building project or open with forts if we don’t have time for it Day 3?
Discuss what happened, what they enjoyed about the process?
If anyone took notice of any favorite things that exist in their personal space?
●
●
●
●
foam core walls and clay furniture/accessories (Prep: have foam core square shapes cut out and ready to go)
Brain, draw concepts from this activity.
How to extend projects for Kayle if needed
build an object you would always have in your personal space (exmples, clay picture frame, foam core journal/sketchbook, computer, or another mug)
Day 5:
Day 6:
Student reflective/inquiry activity:
(Sample questions and activities [i.e. games, gallery walk, artist statement, interview] intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and grade
level expectations of the lesson.)
-Student will take a gallery walk around the finished mugs and poem. In each mug is a poem. Each student will pick a poem from a mug and in order;
students will read the poem about the mug. If student did a story, then they will find the mug that matches the story.
-With the mug they have been paired with, ask student to identify texture, and elements they like about the mug.
Post-Assessment (teacher-centered/objectives as questions):
Post-Assessment Instrument:
(Have students achieved the objectives and grade level expectations specified in your lesson plan?)
(How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Rubric, checklist, rating scale, etc.)
1. Can the student explain how to create concept maps and/or lists to
generate ideas for a Mug Shot with Personality?
2. Can the student describe the pinch, coil and slab methods of
handbuilding in clay?
3. Did the student sculpt and construct a Mug Shot with Personality using
multiple hand building techniques.
4. Did the student sketch their completed mugs and plan where and what
colors they will use for glaze
5. Can the student name the expressions from the Lycian historical
example?
6. Did the students use any of the texturing techniques that were demoed?
Or can the student explain how and why they use texture when building
with clay?
Advanced
Proficient
Developing
Basic
Mapping/List
Well developed
and detailed
Mostly developed
and detailed
Somewhat
developed and
detailed
not developed
and detailed
Handbuilding
processes
All correctly
described
Two correctly
described
One correctly
described
None correctly
described
Building
Techniques
Always applied
demo techniques
Mostly applied
demo techniques
Somewhat
applied demo
techniques
Did not apply
any demo
techniques
sketched
mug/glaze
planning
Followed
guidelines, very
descriptive
Mostly followed
guidelines, fairly
descriptive
Somewhat
followed
guidelines, or
was not very
descriptive
Did not sketch
mug
Name
expressions
All correctly
identified
Two correctly
identified
One correctly
identified
None correctly
identified
Texture
Many areas of
experimented
texture
Three elements
of texture
One/two
element of
texture
No
experimentation
with texture
Studio Habits
Clearly and
always exhibited
Clearly and
mostly exhibited
Somewhat and
not consistently
exhibited
Not exhibited
Self-Reflection:
●
After the lesson is concluded write a journal response following the appropriate format. • Journal responses should be posted on the website; they will also be a separate document in the service learning portfolio.
http://optionalpha.com/wp-content/uploads/2011/04/Emotional-Trading.jpg
http://www.patton-pottery.com/images/gregimages/mugs/20070602gregmugs/mugs20070531b.jpg
http://img3.etsystatic.com/000/0/5681823/il_fullxfull.319561363.jpg
http://img1.etsystatic.com/000/0/5669785/il_fullxfull.307861653.jpg