Daily Lesson Planning – 50 Minute Classes Unit: 2
Title: Art for Community and Social Justice
1.1: Once Loved Things Found Object Sculpture
1.2: Once Loved Things Found Object Sculpture
1.3: Once Loved Things Found Object Sculpture
1.4: Once Loved Things Found Object Sculpture
1.5: Once Loved Things Found Object Sculpture
Introduction to assignment
Item collection
Sculpture Assembly
Sculpture Assembly
Final Critique
Found object brainstorm
Assembly of sculpture
Formative Peer Assessment
2.1: Empty Bowls
2.2: Empty Bowls
2.3: Empty Bowls
2.4: Empty Bowls
2.5: Empty Bowls
Discussion about homeless/hunger
Demonstration of hump/slump bowl techniques
Formative Assessment of in progress work
Demonstration of Sgraffito technique
Discussion and demonstration of glazing
Work Day
Work Day
Discussion about pottery and historical cultural connections
Work Day
3.1: Radical 3.2: Radical 3.3: Radical Jewelry Makeover Jewelry Makeover Jewelry Makeover Discussion of Demonstration of Review basic social justice basic jewelry jewelry technique issues surround techniques ethical jewelry Work Day making and Work Day material culture Formative Critique Brainstorming 2.7: Empty Bowls 4.1: RJM & Empty 4.2: RJM & Empty Bowls Art Fair Bowls Art Fair Final Critique of projects Discussion and Discussion and planning of planning of effective art fairs effective art fairs Art fair set up
Work Day
3.4: Radical 2.6: Empty Bowls Jewelry Makeover Final critique of work
Review of glazing techniques Work Day
4.3: RJM & Empty Bowls Art Fair
4.4: RJM & Empty Bowls Art Fair
Art fair day 1
Art fair day 2 Final reflection
Art & Community: How Students Can Use Their Passion and Power to Discover Themselves and Civically Engage with the World Unit 2: Art for Community and Social Justice Unit 2, Art for Community and Social Justice, involves projects in 3-dimensional and digital media and incorporates further research into community issues and activism on a local scale as well as the business of art. The unit will begin with Once Loved Things Found Object Sculptures. This will be inspired by artwork by artists who use found objects in order to construct stories related to the environment and other social justice issues, such as Donna Castellanos, Vanessa German and Tess Felix Greene. The lesson will incorporate the collection of discarded or “useless� items from personal collections or collected from local areas that will be transformed into art objects based on the theme of ecology or environmental awareness. Next, the students will participate in the Empty Bowls Project and create ceramic hand built bowls that will be given away or sold to raise money for hunger. The third project, Radical Jewelry Makeover, will start with a simple 3 day project to deconstruct and reassemble donated costume jewelry inspired by the Radical Jewelry Makeover project. These will then be sold at a local exhibition or art and craft fair, along with their ceramic bowls, which is the final project of the unit, RJM and Empty Bowls Art and Craft Fair, that is produced by the students as a group. The students will be given a chance to promote their fair via social media and printed material placed around the school, as well as design the set up for the show. This will not only teach them how to set up an art show but also reflect aspects of the business of selling art in a community forum. All of the lessons will be to teach them about community issues and to raise awareness and will
continue the use of the elements and principles of design, symbolism and explore visual culture and community art for inspiration. The addition of 3-dimensional elements will provide a broader range of artistic skills, and the creation of multiple works of art to give away or sell will provide a chance for students to learn about the business of art or giving away for a more significant cause.
U2L1: Day 1 of 5
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Once Loved Found Object Sculptures – Motivation/Brainstorm Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, composition, contrast, layering, assemblage
Overall Lesson Objective: Given a presentation on community art and the history of assemblage, found object and environmental art, worksheets, and research into the history of assemblage, students will create a sculpture that conveys a meaningful message for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and discussion, students will effectively interpret multiple Found object assemblage sculptures and how to make choices that will convey meaning related to their chosen subject. Given process journals and research, the student will brainstorm ideas for their final project. Assessment Criteria: - Interpreted the different aspects and meanings behind assemblage and using recycled or found objects. - Brainstormed 3 ideas each for their final project from themes of memory, place/space, and a person/self - Sketched 1-2 ideas for each theme. - Listed items needed to collect for found objects. Teaching Resources Needed to Support the Lesson: Presentation: Assemblage Prezi - https://prezi.com/pyiijhfhqwk3/assemblage-inspiration/ https://www.donnacastellanosdesign.com/ http://www.tomdeiningerart.com/ http://pavelzoubok.com/artist/vanessa-german/ https://www.tessfelixartist.com/ Recycling Video: https://www.youtube.com/watch?v=Jixu9zCF0a0
Worksheets: Assemblage Prezi Handout Memory Assemblage Handout Memory Assemblage Proposal Artists: Marcel Duchamp John Dahlsen Jason Mecier Joseph Cornell Donna Castellanos Thomas Deininger Vanessa German Tess Felix Greene Art Materials Necessary for the Lesson: Paints Tools (Hammers, nails, screws, drills, saws, etc.) Glue Wood glue Scissors Fabrics Found objects -Any type of junk (aluminum cans, boxes, containers, bottle caps, wood scraps, odd machinery parts, computer parts, etc.) Metal cutters Cloth gloves (for handling metal pieces) Wire Brushes Nuts and bolts Teacher Directed Activities Introduction: (15 minutes) Class will begin with a presentation and discussion about the history of assemblage and found object artists, as well as the impact found object sculpture has on the environment and community.
Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion
Discussion will include issues that students face in particular, and art and artists historically and contemporary that use art to either make people aware or incite change using visual messages. It will also include the effects of assemblage, the meaning behind using found objects in one piece, and continued discussion of postmodern art. Development: (30 minutes) Students will be allowed to work in pairs or independently, and teacher will be available to consult on a one on one basis.
Development: Students will pair up if desired and work on coming up with a theme and possible objects for their final projects. They will
use the worksheets to define and inform their ideas for final projects, as well as sketch out possible ideas. Work in process journals and image collection, and further research into artists discussed in class to get ideas and inspiration. Conclusion: (5 minutes) I will ask students to share their ideas they found for their found object sculptures, as well as bring in items from home or that they have found for next class that can be used for their sculptures.
Conclusion: Students will share their ideas with the class.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
Assemblage Artists Marcel Duchamp (1887-1968) Duchamp was a French artist who came from a creative family: three of his brothers were also artists. He was an artist who continued to grow in his art and would explore different mediums. He has created artwork that fits into many art movements: PostImpressionism, Cubism, and Dada. However, he is well known for his ready-mades. Readymades are every day items that Duchamp would declare as art. His ready-mades helped viewers take a closer look to what we depend upon each day and find the beauty in those objects. One of the more popular ready-mades was Fountain, which was a urinal. It was made in 1917. However, the original copy was lost and was recreated in 1964. In 1917, the Society of Independent Artists were putting on an exhibition where all the artwork would be on display. Fountain was turned down from the show because it was not considered to be art. This led to Duchamp not returning to the Dada group after WWI and working more on his ready-mades. http://www.marcelduchamp.net/index.php John Dahlsen An Australian artist, Dahlsen transformed as an artist in a big way: going from an abstract painter to an environmental artist. Walking along the beach, he collected 80 gallons of found objects, or what he calls “ocean litter.” He enjoys collecting the objects and seeing how they have been worn by being in the ocean or out in the sun. He mentions how sometimes he will pick up these objects and not have a connection but the connection occurs once working in his studio and being around the object for a period of time. Dahlsen’s found object artwork is not only for aesthetic purposes but also to create an environmental awareness. Found objects from Australian oceans are commonly used in Dahlsen’s artwork. He has put plastic bags together to create Blue River, a plastic bag painting. He has created totems out of objects too, some of them even to be commissioned for public areas or in buildings. He also takes photographs of collections he has found. Thongs shows
how much of one object can be found on the beach. Dahlsen causes viewers to think about the environment while enjoying his pieces. http://www.johndahlsen.com Jason Mecier Mecier considers himself to be a mosaic portrait artist. His biggest inspiration was his grandmother who would draw on the back of her cigarette cartons. He said she taught him, “that I can make art out of anything I want to, and that there are no rules.� His work not only shows found objects but how finding those objects can become a collection. Mecier also incorporates food. He uses a special acrylic sealant that helps preserve the food. However, fresh foods are quickly thrown out after the portrait has been documented. Mecier really focuses on pop culture and celebrities. Even as a kid, he would cut out celebrity pictures and try to create small assemblages of their portraits. Depending upon the portrait, it can take between 50 hours to over 2 months to finish an artwork. It takes a lot of organization of colors and textures to create his pieces. He even has themes to his portraits where certain portraits are only made out of one kind of object. His portraits have become so well known that he gets packages from celebrities’ trash to be incorporated into their pictures! http://www.jasonmecier.com/title.html Joseph Cornell (1903-1972) Cornell was an American sculptor who was most famous for his boxes that arrange photographs and objects. He focused on the personal artifacts of a person. He was never formally trained, as an artist, yet was still a main component in assemblage. His assemblages usually had a clear coating on the front, usually by glass, and were interactive. He was influenced by Surrealism, which is evident in his pieces since they included irrational juxtaposition (placed close together to create contrast). Many of his boxes are influenced on things he was interested in. Cornell also worked with experimental film. He was using the assemblage idea even in the film by creating collages from other films to create his own. Later in his life he would use collaborative footage to create montages. http://www.artchive.com/artchive/C/cornell.html
Found Art: Memory Assemblage Materials: -
Surface (look at the list below) Found Objects Adhesive: Glue, Thumbtacks, Thread, etc.
Goals for the Assignment: -
Students will be creating a narrative by collecting found objects to create an assemblage that represents a memory. They will use color and texture, as well as shape and form to add meaning. Objects will be transformed in order to create unity within the artwork.
Process: Preliminary work - In your sketchbook, write out three ideas for each theme. You will be choosing one of these themes/memories to base the assemblage project off of: o A memory o A Place/Space o A person or yourself - Sketch 1-2 ideas for each theme. If you already know which one you want to use then make three sketches for that memory. - Make a list of items you will need. Look around your house, outside etc. for objects that could be used in your project. o Material Swap! Students will be bringing in materials that they would like to trade with other students. Bring in materials that you no longer need or that you have found and will not use. - Start thinking of how you will be assembling the project. Please DO NOT use tape unless it adds something or is appropriate for your piece. - Think about what surface you could use to create your found object project off of: - Shoe Box - Jewelry Box - Lantern - Cake Pan - Chair - Canvas - Mirror - Cooler - Fan - Clock - Picture Frame - Drawer
Constructing the piece: Form and Shape: You will be working with many different materials that are different weights and sizes. Take into consideration how these objects can be placed together to create unity in the piece.
Color and Texture: Sometimes putting different materials together seem to make sense to be placed close by each other but with color it could become a distraction from the piece all together. If you are set on using objects that create that distraction, brainstorm ways to not cause such a distraction: paint, wrapping another material around it, placing it towards the back, etc. Also, texture can provoke a mood if there is a lot of one. EX: Rough edges on all objects could make the viewer think it was not a pleasant memory.
Transformation:
When choosing objects also consider how they can be changed to hold a different function or taken on a different appearance. Having lots of objects can become clutter or the meaning could get lost. Transforming the object could create a new function or form that relates to your memory.
Helpful Tips and Tricks: -
Sketch out different areas to the project. Planning ahead could prevent mistakes. Use paint, drawing, rubbing, etc. to manipulate the items. Think “outside the box.” Think about how materials would look coming out of the surface. Don’t wait until the last minute! It takes a lot of thought and planning to make a successful piece.
Memory Assemblage Proposal What materials do you plan on using and what is their meaning? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
What is the memory/person/place you are basing your project off of? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
What are some obstacles that you may occur and how will you overcome them? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
U2L1: Day 2 of 5
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Once Loved Things Found Object Sculpture– Brainstorm/Work Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space,unity, line, movement, composition, contrast, layering, assemblage
Overall Lesson Objective: Given a presentation on community art and the history of assemblage, found object and environmental art, worksheets, and research into the history of assemblage, students will create a sculpture that conveys a meaningful message for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given a brief review and worksheets from previous class, process journals and research, students will continue to brainstorm ideas for their final project. Given student provided found objects and sketch plans and materials to assemble sculptures, students will begin to assemble their final projects using effective construction and elements and principles of design. Assessment Criteria: - Brainstormed 3 ideas each for their final project from themes of memory, place/space, and a person/self - Sketched 1-2 ideas for each theme. - Listed items needed to collect for found objects. - Brought in a minimum of 3-5 found objects for their final sculpture or to contribute to the object collection. - Assembled final project using the elements and principles of design. - Created a final sculpture that incorporates a meaningful theme. Teaching Resources Needed to Support the Lesson: Presentation: Assemblage Prezi (for review) https://www.donnacastellanosdesign.com/ http://www.tomdeiningerart.com/ http://pavelzoubok.com/artist/vanessa-german/ https://www.tessfelixartist.com/
Worksheets: Assemblage Prezi Handout Memory Assemblage Handout Memory Assemblage Proposal Artists: Marcel Duchamp John Dahlsen Jason Mecier Joseph Cornell Donna Castellanos Thomas Deininger Vanessa German Tess Felix Greene Art Materials Necessary for the Lesson: Paints Tools (Hammers, nails, screws, drills, saws, etc.) Glue Wood glue Scissors Fabrics Found objects -Any type of junk (aluminum cans, boxes, containers, bottle caps, wood scraps, odd machinery parts, computer parts, etc.) Metal cutters Cloth gloves (for handling metal pieces) Wire Brushes Nuts and bolts Teacher Directed Activities Introduction: (5 minutes) Class will begin with a quick review about the history of assemblage and found object artists, as well as the impact found object sculpture has on the environment and community.
Student Directed Activities Introduction: Students will prepare to take notes and participate in review.
Development: (40 minutes) Students will be allowed to work in pairs or independently, and teacher will be available to consult on a one on one basis.
Development: Students will pair up if desired and continue to work on coming up with a theme and possible objects for their final projects. They will use the worksheets to define and inform their ideas for final projects, as well as sketch out possible ideas. Work in process journals and image collection, and further research into artists discussed in class to get ideas and inspiration.
Teacher will provide a collection of recycled/found objects in addition to those brought in by the students.
Once students are ready, they may start to assemble their final found object sculptures using the provided materials and tools.
Conclusion: (5 minutes) I will ask students to share their ideas they found for their found object sculptures, as well as bring in more items from home or that they have found for next class that can be used for their sculptures.
Conclusion: Students will share their progress and ideas with the class.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
Memory Assemblage In-Progress Peer Review Artist: Reviewer: What memory/person/place do you see from the artwork (before hearing the narrative)? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Are the materials playing into the subject of the piece? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
What are some suggestions you have for this piece to be more successful? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________________
U2L1: Day 3 of 5
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Once Loved Things Found Object Sculpture– In progress critique/work Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, composition, contrast, layering, assemblage
Overall Lesson Objective: Given a presentation on community art and the history of assemblage, found object and environmental art, worksheets, and research into the history of assemblage, students will create a sculpture that conveys a meaningful message for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given student provided found objects and sketch plans and materials to assemble sculptures, students will continue to assemble their final projects using effective construction and elements and principles of design. Given in progress peer review worksheets, students will provide reflections and constructive criticism on the work of fellow students as to what is working and what needed to be improved. Assessment Criteria: - Brought in a minimum of 3-5 found objects for their final sculpture or to contribute to the object collection. - Assembled final project using the elements and principles of design. - Completed peer review worksheet. - Created a final sculpture that incorporates a meaningful theme. Teaching Resources Needed to Support the Lesson: Presentation: Peer review worksheet discussion https://www.youtube.com/watch?v=q3bO5_4b_cw OR https://www.youtube.com/watch?v=0T9fgJXYbB8 Worksheets: Assemblage Prezi Handout Memory Assemblage Handout Memory Assemblage Proposal
Peer review worksheet Lovely words handout Art Materials Necessary for the Lesson: Paints Tools (Hammers, nails, screws, drills, saws, etc.) Glue Wood glue Scissors Fabrics Found objects -Any type of junk (aluminum cans, boxes, containers, bottle caps, wood scraps, odd machinery parts, computer parts, etc.) Metal cutters Cloth gloves (for handling metal pieces) Wire Brushes Nuts and bolts Teacher Directed Activities Introduction: (5 minutes) Class will begin with an introduction to peer review/in progress critique. Peer review worksheets will be handed out and explained.
Student Directed Activities Introduction: Students will prepare to take notes and participate in review.
Development: (40 minutes) Teacher will provide a collection of recycled/found objects in addition to those brought in by the students.
Development: Students will pair up and review projects so far. Emphasis will be on positive reflections of work and kind ways to critique work for improvement.
Students will be allowed to work in pairs and teacher will be available to consult on a one on one basis.
Once students are ready, they may continue to assemble their final found object sculptures using the provided materials and tools, and using the constructive criticism from peers.
Conclusion: (5 minutes) I will ask students to share some of their constructive critique ideas with the class, and how they implemented them so far.
Conclusion: Students will share their progress and ideas with the class.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L1: Day 4 of 5
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Once Loved Things Found Object Sculpture– Final work/Artist Statement Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space,unity, line, movement, composition, contrast, layering, assemblage
Overall Lesson Objective: Given a presentation on community art and the history of assemblage, found object and environmental art, worksheets, and research into the history of assemblage, students will create a sculpture that conveys a meaningful message for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given student provided found objects and sketch plans and materials to assemble sculptures, students will finish assembly of their final projects using effective construction and elements and principles of design. Given artist statement work sheets, students will write an effective artist statement for their final artwork. Assessment Criteria: - Assembled final project using the elements and principles of design. - Completed artist statement worksheet. - Created a final sculpture that incorporates a meaningful theme. Teaching Resources Needed to Support the Lesson: Presentation: Peer review worksheet discussion https://www.youtube.com/watch?v=q3bO5_4b_cw OR https://www.youtube.com/watch?v=0T9fgJXYbB8 Worksheets: Assemblage Prezi Handout Memory Assemblage Handout Memory Assemblage Proposal Peer review worksheet Lovely words handout
Art Materials Necessary for the Lesson: Paints Tools (Hammers, nails, screws, drills, saws, etc.) Glue Wood glue Scissors Fabrics Found objects -Any type of junk (aluminum cans, boxes, containers, bottle caps, wood scraps, odd machinery parts, computer parts, etc.) Metal cutters Cloth gloves (for handling metal pieces) Wire Brushes Nuts and bolts Teacher Directed Activities Introduction: (5 minutes) Class will begin with an introduction to peer review/in progress critique. Peer review worksheets will be handed out and explained.
Student Directed Activities Introduction: Students will prepare to take notes and participate in review.
Development: (40 minutes) Teacher will provide a collection of recycled/found objects in addition to those brought in by the students.
Development: Students will pair up and review projects so far. Emphasis will be on positive reflections of work and kind ways to critique work for improvement.
Students will be allowed to work in pairs and teacher will be available to consult on a one on one basis.
Once students are ready, they may continue to assemble their final found object sculptures using the provided materials and tools, and using the constructive criticism from peers.
Conclusion: (5 minutes) I will ask students to share some of their constructive critique ideas with the class, and how they implemented them so far.
Conclusion: Students will share their progress and ideas with the class.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L1: Day 5 of 5
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Once Loved Things Found Object Sculpture– Final Critique Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space,unity, line, movement, composition, contrast, layering, assemblage
Overall Lesson Objective: Given a presentation on community art and the history of assemblage, found object and environmental art, worksheets, and research into the history of assemblage, students will create a sculpture that conveys a meaningful message for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given student final projects and artist statements, students will present final projects in class and participate in class critique.
Assessment Criteria: - Assembled final project using the elements and principles of design. - Completed artist statement worksheet. - Created a final sculpture that incorporates a meaningful theme. - Participated in final class presentation and critique of artwork. Teaching Resources Needed to Support the Lesson: Presentation: Review lovely words and instruction on how to present final projects Worksheets: Lovely words handout Art Materials Necessary for the Lesson: Final student projects
Teacher Directed Activities Introduction: (5 minutes) Class will begin with review of how to use positive words for critiques and brief instruction on how to set up for project presentations.
Student Directed Activities Introduction: Students will listen to review and ask any questions prior to final presentation.
Development: (40 minutes) Teacher will allow students to run a final presentation and critique of projects. Will be available to consult and provide feedback as needed.
Development: Students will present final projects one at a time and read artist statements. Remainder of the class will provide positive, constructive feedback on projects.
Conclusion: (5 minutes) Teacher will review with the class and give input on what was learned from the lesson regarding community, environment and effective visual communication.
Conclusion: Students will participate in review and discussion of what they learned.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
Once Loved Things Found Object Sculptures Rubric Assessment Criteria Interpret the different aspects and meanings behind assemblage and using recycled or found objects.
Proficient (10 points) Provided adequate evidence of interpretation through class discussion and written work in process journal. Successfully used process journal to collect at least 3-4 ideas for final project. Sketched 1-2 ideas for each theme related to memory, place/space and a person/self.
Emerging (5 points) Provided some evidence of interpretation through class discussion and/or written work in process journal. Moderate use of process journal for 1-2 ideas for final project.
Beginning (1 points) Provided no evidence of interpretation either through class discussion or written work in process journal.
Sketched 1-2 ideas for at least one theme related to memory, place/space or person/self.
Sketched minimal ideas or did not use sketches to inform ideas.
Created a list of at least 5-10 items needed to collect for found object sculpture. Collect found objects for Provided at least two final sculpture or to found objects for final contribute to the class object project and/or class collection. object collection. Assemble final project using Final artwork elements and principles of effectively uses the art. elements and principles of art in a meaningful way, including at least space, form, balance and unity.
Created a list of less than 5 items needed to collect for found object sculpture. Provided one found object for final project and/or class object collection. Final artwork effectively uses three or less elements and principles of art, in a meaningful way.
Did not create a list of items needed or list was not related to found object sculpture items. Did not provide any found objects for final project or class object collection and did not obtain a teacher pass. Final artwork does not use the elements or principles of art in a meaningful way.
Brainstorm ideas for final project from themes of memory, place/space, and a person/self Use of process journal to sketch ideas for each theme.
Create a list of items needed to collect for found objects.
Continued on next page
Process journal was not used, or none of the ideas collected were used in the final project.
Assessment Criteria
Proficient (10 points)
Emerging (5 points)
Beginning (1 points)
Final sculpture incorporates a meaningful theme.
Final artwork contains a meaningful thematic quality related to one of the themes of memory, place/space or person/self. Peer review worksheet is fully completed and answers provided are thoughtful and written in complete sentences. Artist statement worksheet is fully completed and well written, with complete sentences and little to no grammatical errors.
Final artwork relates to one of the themes of memory, place/space or person/self, but in a superficial way.
Final artwork does not relate to any of the provided themes.
Peer review worksheet is partially completed and answers are somewhat thoughtful and written in complete sentences. Artist statement worksheet is somewhat completed and written with complete sentences with minimal grammatical errors. Final artwork was presented using artist statement and some consideration and interpretation of at least one other student’s artwork was achieved through oral or written peer review.
Peer review worksheet is not completed or answers are missing, not thoughtful and not complete sentences. Artist statement worksheet is not completed or it is poorly written without complete sentences and numerous grammatical errors. Final artwork was not presented and/or no participation in either oral or written review of other student’s artwork was completed.
Complete peer review worksheet.
Complete artist statement worksheet.
Participate in final class presentation and critique of artwork.
Score_______/100
Final artwork was presented using artist statement and thoughtful consideration and interpretation of at least two other student’s artwork was achieved through oral or written peer review.
U2L2: Day 1 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Motivation/Brainstorm Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and discussion, students will participate in a discussion on world and local hunger issues. Given process journals and research, the student will brainstorm ideas for their final project. Assessment Criteria: - Interpreted the different aspects and meanings behind the empty bowls project, and how it relates to culture in both a historical and contemporary sense. - Brainstormed 3 ideas each for their final project from themes of personal culture. - Sketched 1-2 ideas for each theme. Teaching Resources Needed to Support the Lesson: Presentation: Homeless/hungry PowerPoint History of pottery/Form and Function PowerPoint Video: https://www.youtube.com/watch?v=M9GPzAafm5U
Artists: Ancient pottery Mesopotamia Crete, Minoan Jomon Navajo Contemporary
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Teacher Directed Activities Student Directed Activities Introduction: (20 minutes) Introduction: Class will begin with a presentation and Students will prepare to take notes and discussion about the social issue of participate in discussion homelessness, and the history of ceramic pottery and how it has been a part of cultural expression as well as a useful object. Watch Video: Homelessness in Chicago Discussion will include the prevalence of homelessness within the community, and how it is a part of our culture, and what we can do to help as artists. I will ask the following questions during the presentation: • Why do you think there are homeless people in America? • How do you feel when you see a homeless person? Do you want to help? • How do you think art can help the homeless? Development: (25 minutes) Students will be allowed to work in pairs or independently, and teacher will be available to consult on a one on one basis.
Development: Students will pair up if desired and work on researching local homeless shelters or community centers that the class can donate to, as well as for inspiration for their cultural designs. Students will sketch in process journals at least three different motifs related to their personal culture for their bowls. Special attention will be made to elements and principles as well as the symbolism behind imagery and color choice.
Conclusion: (5 minutes) I will ask students to share some ideas they sketched for their final motifs, in small groups.
Conclusion: Students will share their ideas with other classmates.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
EMPTY BOWLS PROJECT Giving back to the community through art
• According to statistics, 80,384 Chicagoans were homeless in 2016. • Eighty percent of these homeless residents lived doubled-up in the homes of others due to hardship, often in overcrowded conditions. • According to data from the U.S. Census Bureau’s American Communities Survey, 64,114 people lived doubled-up in Chicago in 2016. Of those, 55.5% were black, 33.1% Latinx, 6.5% white, and 4.9% other groups. • According to 2016 HMIS data provided by All Chicago, 23,808 people were served in the shelter system or other homeless service programs. https://www.chicagohomeless.org/faq-studies/
About Empty Bowls Project • Serves as an opportunity to raise awareness of hunger and homelessness in local communities. • Bowls are crafted by local students. • A fundraiser art/craft fair is held where patrons purchase the hand-crafted bowls. • Project will include research into local charities and the chosen charity will be voted on by the class. • Bowls will be sold without signatures, so that they may be acquired by anyone within the invited community.
Some Other Important Vocabulary
http://nikijacob.com/empty-bowls-lesson-plan/
U2L2: Day 2 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Intro to Hump/Slump Mold Technique Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and demonstration, students will create at least 3 hump or slump mold ceramic bowls. Given their motif ideas and carving tools, students will create 3 different motif ideas based on their personal culture. Assessment Criteria: - Created 3 hump or slump mold ceramic bowls using the techniques demonstrated in class. - Carved 3 separate motifs on their bowls related to their personal culture themes using symbolic representations and colors. - Used the elements and principles of form, movement and balance to create aesthetically pleasing bowls and motifs. Teaching Resources Needed to Support the Lesson: Presentation: Pottery technique PowerPoint Artists: Ancient pottery Mesopotamia Crete, Minoan
Jomon Navajo Contemporary
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Clay Slab roller/rolling pins Slump/hump molds Water Sponges Clay manipulation tools Newspaper Drying boards Plastic bags Teacher Directed Activities Introduction: (15 minutes) Class will begin with a presentation and demonstration of pottery technique for hump or slump bowls.
Student Directed Activities Introduction: Students will ask questions and participate in the demonstration.
I will show the steps for the project and then demonstrate how to create a flattened piece of clay that will be applied to slump or hump mold. Development: (30 minutes) Students will be allowed to work on their slump molds independently, and I will be available on a one-on-one basis to help with any questions.
Development: Students will work on their slump/hump mold bowl formations. At least one bowl will be created and put on their board to dry for carving.
Conclusion: (5 minutes) With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
Conclusion: With the remaining time, students will clean up their area and put supplies away in their proper area.
HOW TO MAKE A SLUMP (OR HUMP) BOWL Using a Slab Roller and Slump or Hump Mold
Step 1: Materials Needed ■ Clay ■ Slab Roller ■ Rolling Pin ■ Slump/hump mold ■ Pin tool ■ Metal rib tool ■ X-acto blade
Step 2: Wedge Clay and Begin Rolling Out â– You will start with wedging the clay semi-flat (use your hands), then begin rolling
Step 3: Poke Bubbles and Flip the Clay â– When it is partially rolled out, you will likely notice some bubbles in the clay. poke a small hole in each one with your pin tool. You will also want to keep flipping and turning your slab as you roll it. This will help keep it from wanting to curl up as it dries.
Step 4: Smooth the Surface of Your Slab â– When you have gotten it all rolled out evenly, go over the surface of your slab with the metal rib tool. This will get rid of the canvas marks on the clay. Unless, of course, you want the canvas marks, then go ahead and skip this step!
Step 5: Gently Lay the Slab Over Your Mold â–
Pick up your slab tenderly, making sure not to stretch the clay out of shape. Lay it softly on the mold.
â– If you are using a slump mold vs. hump mold, you will lay it inside instead of across the outside.
Step 6: Press Over Mold (or Into) â– Firmly, but gently, press the clay over the mold. Lift the sides off the work surface as you bring them close to the mold so they do not stretch and they keep the same thickness.
Step 7: Cut Around Edge‌ ■Firmly, but gently, press the clay over the mold. Lift the sides off the work surface as you bring them close to the mold so they do not stretch and they keep the same thickness.
Step 8: Finish the Piece â– I like to leave the clay over the mold until after I have put on a foot (or feet) and done any decorating I want to do to it. I also like to let it dry a bit on the mold. Maybe an hour or so. That way it comes off the mold more easily, especially if the mold is deep, like this one is.
â– Remove from mold and set on board to dry until leather hard for the next step: Sgraffito! Source: https://www.instructables.com/id/How-to-use-your-slab-roller-and-slump-mold-to-make/
U2L2: Day 3 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Hump/Slump Bowl Creation Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and demonstration, students will create at least 3 hump or slump mold ceramic bowls. Given their motif ideas and carving tools, students will create 3 different motif ideas based on their personal culture. Assessment Criteria: - Created 3 hump or slump mold ceramic bowls using the techniques demonstrated in class. - Carved 3 separate motifs on their bowls related to their personal culture themes using symbolic representations and colors. - Used the elements and principles of form, movement and balance to create aesthetically pleasing bowls and motifs. Teaching Resources Needed to Support the Lesson: Presentation: In progress student work
Art Materials Necessary for the Lesson:
Process journals Pens/pencils/colored pencils Erasers Computers Clay Slab roller/rolling pins Slump/hump molds Water Sponges Clay manipulation tools Newspaper Drying boards Plastic bags Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of slump/hump mold bowl creation and discussion of in progress work.
Student Directed Activities Introduction: Students will ask questions and participate in discussion about the technique and what is working or not working for them.
Development: (30 minutes) Students will be allowed to work on their slump molds independently, and I will be available on a one-on-one basis to help with any questions.
Development: Students will work on their slump/hump mold bowl formations. At least one additional bowl will be created and put on their board to dry for carving.
Conclusion: (10 minutes) At the end of class, I will have students group into small groups to discuss their progress so far, and help each other with process, as well as ideas for their motifs.
Conclusion: Students will group in small groups and discuss their bowls in regards to the elements and principles of design, improvement of techniques, and motif designs or plans.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L2: Day 4 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Sgraffito Technique Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery, sgraffito
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and demonstration, students will create at least 3 hump or slump mold ceramic bowls. Given their motif ideas and carving tools, students will create 3 different motif ideas based on their personal culture. Assessment Criteria: - Created 3 hump or slump mold ceramic bowls using the techniques demonstrated in class. - Carved 3 separate motifs on their bowls related to their personal culture themes using symbolic representations and colors. - Used the elements and principles of form, movement and balance to create aesthetically pleasing bowls and motifs. Teaching Resources Needed to Support the Lesson: Presentation: In progress student work Underglaze
Art Materials Necessary for the Lesson:
Process journals Pens/pencils/colored pencils Erasers Computers Clay Slab roller/rolling pins Slump/hump molds Water Sponges Clay manipulation tools Newspaper Drying boards Plastic bags Underglaze Teacher Directed Activities Introduction: (10 minutes) Class will begin with a demonstration of sgraffito technique to carve imagery onto bowls. Discussion will include using carvings with elements and principles of art and design.
Student Directed Activities Introduction: Students will ask questions and participate in discussion about the technique and what is working or not working for them.
Development: (30 minutes) Students will be allowed to work on their slump bowls independently, and I will be available on a one-on-one basis to help with any questions. I will encourage students to start with underglaze and carving.
Development: Students will finish work on their slump/hump mold bowl formations. At least one additional bowl will be created and put on their board to dry for carving. Underglazing and carving designs using sgraffito technique will begin.
Conclusion: (5 minutes)
Conclusion:
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
SGRAFFITO
What is sgraffito? ■ Besides a cool art word you can use to impress your parents and non-art friends ■ Sgraffito= a surface design technique that uses underglaze and leather hard clay ■ Very similar to lino printmaking
Sgraffito Pottery was once considered to be the vessels of kings. From the Byzantine emperors to the Russian czars, Sgraffito has been the earthenware for the "bluebloods" of Europe's finest houses. Sgraffito Pottery is defined by the intricate designs that have been actually scratched into the Byzantine ceramic ware with sgraffato decoration Production place : Paphos, Cyprus surface of the clay before Discovery place : Cyprus Date / period : Early thirteenth century firing.
Byzantine â– The eastern part of the later Roman Empire, dating from A.D. 330 when Constantine I rebuilt Byzantium and made it his capital. Its extent varied greatly over the centuries, but its core remained the Balkan Peninsula and Asia Minor. The empire collapsed when Constantinople fell to the Ottoman Turks in 1453.
This type of earthenware can be traced all the way back to the Sung Dynasty of China. There is a vase called the "T'zu-Chou vase that dates to the 11th to 12th century AD. That said Sgraffito can be found in many of the world's ancient cultures. It became quite popular among the many courts of Renaissance Italy. T''zu-Chou vase, Chinese, Sung Dynasty (11th-12th century AD) sgraffito carved through a white slip to a stoneware body
Derived from the Italian word graffito, a drawing or inscription made on a wall or other surface (graffito also gave us the word graffiti). Graffito is past participle of sgraffire, which means “to scratch.� So the word sgraffito basically means to scratch and create a graphic or an image. In ceramics, sgraffito is a technique of ornamentation in which a surface layer is incised to reveal a ground of contrasting color.
Process: A technique of ceramic decoration that involves painting a coat of a colored slip onto a leather hard pot, and then carving through the slip to reveal the clay color below. All that is necessary is that you choose a slip color that is distinctively different enough in color from the clay body that the contrast will be visible when the pot is glazed and fired.
Kathy King •Lives in Boston •Narratives from a feminist point of view •Uses her own personal experience in relation to social culture
Artist Statement ■I am interested in mapping the ways that popular culture – including comic books, magazines, television shows, films, and a host of other forms help to shape and change how our culture views women. Popular culture does not simply reflect women’s lives; it helps to create them and so demands critical scrutiny. My ultimate objective is to translate my own personal experience in relation to my culture, through narrative imagery on the utilitarian ceramic form.
Kathy King
You Are Sooo Transgendered, 2008 Carved Porcelain, Glaze, China Paint
You Are Sooo BiSexual, 2008 Carved Porcelain, Glaze, China Paint
Kathy King
Love Me? Plate Carved Porcelain, Glaze
In my work I use ceramic vessels, tiled furniture and printmaking, either separately or combined in installations, which present narratives from a woman’s point of view. My ultimate objective is to translate my own personal experience in relation to my culture, through narrative imagery on the utilitarian ceramic form. This presentation of personal narrative on ceramics through satirical humor, irony and sarcasm allows me to both celebrate and poke fun at my gender as well as myself. All work is made with mid-range porcelain, that is then covered with a black clay slip and carved using a technique called sgraffito. The work is then fired twice with translucent glazes and often times go through additional firings for use of decals or china paint. All work is food safe as well as dishwasher and microwave safe unless noted.
Jennifer Falter
Jennifer Falter
Mr. Sgraffito
Chris Theiss
"It Is What It Is", 2005, 11"x 5"x 6", whiteware, vitreous slip
"What's The Matta Clark?", 2007, 11"x 9"x 6.5", whiteware, vitreous slip
Tim Christensen
About the Artist ■ Lives in Maine ■ Will work on his pieces while on an island near his home ■ “My work is narrative, specifically illustrated, sometimes spiritual, often funny, and understandable. I make pots about the times in which we live, and the challenges of living in a time in which we are divorced from the natural world around us.”
Instructions
Step by Step Instructions
Source: http://mrsbanzhoff.weebly.com/cerami cs.html
U2L2: Day 5 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Sgraffito Technique and Intro to Glazing Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery, sgraffito
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and demonstration, students will create at least 3 hump or slump mold ceramic bowls. Given their motif ideas and carving tools, students will create 3 different motif ideas based on their personal culture. Given their choice of glaze, students will effectively glaze their pieces using careful choice of color related to symbolism and elements and principles of art and design. Assessment Criteria: - Created 3 hump or slump mold ceramic bowls using the techniques demonstrated in class. - Carved 3 separate motifs on their bowls related to their personal culture themes using symbolic representations and colors. - Used the elements and principles of form, movement and balance to create aesthetically pleasing bowls and motifs. Teaching Resources Needed to Support the Lesson: Presentation: Glazing PowerPoint In progress student work Underglaze
Glaze
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Clay Slab roller/rolling pins Slump/hump molds Water Sponges Clay manipulation tools Newspaper Drying boards Plastic bags Underglaze Glaze Brushes Teacher Directed Activities Introduction: (10 minutes) Class will begin with a demonstration of brush glaze technique onto bowls. Discussion will include choosing glazes that reflect symbolic color representation.
Student Directed Activities Introduction: Students will ask questions and participate in discussion about the technique and what is working or not working for them.
Development: (30 minutes) Students will be allowed to work on their slump bowls independently, and I will be available on a one-on-one basis to help with any questions. I will encourage students to finish underglaze and carving, and make a choice on final glaze color choice for all bowls.
Development: Students will finish work on their slump/hump mold bowl formations. Underglazing and carving designs using sgraffito technique will finish as well. Students will end class with three finished bowls that include underglazing and sgraffito carvings. Students that finish early may make additional bowls. Glaze choices will be finalized.
Conclusion: (5 minutes)
Conclusion:
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
GLAZING 101
GLAZES
There are essentially two types of colorants that we use here — underglaze and glaze.
UNDERGLAZES
Underglazes can be distinguished by their mint green label. The label should also say “underglaze.”
UNDERGLAZES â– Underglazes may be applied to bone dry clay pieces, or bisque ware. â– The color you see when you are applying the glaze is the color you will get once the piece is fired.
UNDERGLAZES ■ Underglazes do not contain glass or silica particles, so after firing the finish is matte and the piece is not waterproof. ■ If you want your piece to be waterproofed, or if you would like to intensify the color, you can add a clear gloss glaze over the underglaze. ■ Since there is no glass in the mixture, it will not stick to other pieces in the kiln.
GLAZE â– A liquid suspension of finely ground minerals which is applied on the surface of bisque fired clay. â– The glaze ingredients will melt together when fired to form a glossy glass-like surface.
GLAZE ■ The purpose of a glaze is to:
– 1. Decorate or add color to a ceramic piece. – 2. Waterproof a ceramic object. A clay body should be glazed in order to seal pores and make it water-tight. ■ Glazing is generally done by brushing, pouring, dipping or spraying. We will only apply by brushing in this class.
GLAZE • The color of the liquid glaze is rarely the color it will be when fired. While the label will give you the name of the color, always check the glaze chart on the door, or the Amaco glaze book for an idea of glaze color. EXAMPLE:
GLAZE ■ Depending on the “series” of glaze you are using, some may be opaque and others may be somewhat translucent. Again, refer to the color chart or the Amaco glaze book before applying a glaze.
GLAZE ■ The color and texture of clay will have a great impact on the glaze. ■ A light colored clay will have a better color response. ■ The texture of the clay surface can make a nice contrast in the over-all effect of glazing.
GLAZES ■
When firing, the objects should be placed about ¼” apart and from the sides of the kiln to prevent the two surfaces from bonding together.
■ Glaze is a way to enhance the design of your work, not detract from what should be a well-planned project.
GLAZING RULES There rules that need to be followed to help us be successful.
RULES FOR GLAZING ** Glaze is VERY expensive, you should only glaze pieces you intend to keep and you should use it properly and sparingly. ■ 1. Before applying glaze, wipe off your bisque pieces to remove any dust or clay particles. (Glaze will not stick to loose foreign matter.) – Defects from glazing: Blistering, pinholes, crawling, running, cracks and dull sheen to name a few.
■ 2. Remove rough spots before glazing.
RULES FOR GLAZING
â– 3. Be especially careful not to contaminate one glaze with another. â– 4. Wipe off lids and replace them on glaze containers immediately after using. (Make sure you put the correct lid on the correct glaze container!)
RULES FOR GLAZING ■ 5. ALWAYS check labels! Some glazes still contain a small amount of lead which can not be used for holding food or drink. Look for these symbols.
■ NOT SAFE
■ SAFE
RULES FOR GLAZING ■ 6. Apply 2 coats of glaze, and 3 coats of underglaze, in order to get even coverage and an accurate color. ■ 7. After glazing your pieces, clean up drips on tables and floor. ■ 8. WORK CLEAN - Clean off any glaze that sticks to the foot/base of the clay piece. Bottoms of pots must be absolutely free of glaze or the pot will not be fired.
ADVICE ■ So that the decoration works as a whole with the ceramic piece, and that it looks convincing, plan your approach to materials and how to apply them right from the beginning. ■ Write down what glazes you use, and in what order, in your sketchbook — so you can ensure you are able to replicate your design.
CAUSES OF DEFECTS ■ BLISTERS AND PINHOLES: – Caused by bisque not being moistened before glazing. Glaze trapped in the pours of the clay. ■ BLISTERS IN THE CLAY: – A second glaze was applied over a completely dry first coat. ■ CRAWLING OR SCALY SURFACE: – Dust or oil on the clay surface. ■ RUNNING GLAZE: – Glaze was applied too heavily.
CAUSES OF DEFECTS (cont.) ■ CRACKS IN THE GLAZE: – Glaze applied too heavily – the glaze will pull apart at the cracks when fired. ■ POOR SURFACE OR DULL SHEEN: – Glaze applied too thin.
QUESTIONS? Source: https://www.myhaikuclass.com/misshundt/3d/cm s_file/show/47418645.ppt?t=1443117804
U2L2: Day 6 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Glazing Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery, sgraffito
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given in class presentation and demonstration, students will create at least 3 hump or slump mold ceramic bowls. Given their motif ideas and carving tools, students will create 3 different motif ideas based on their personal culture. Given their choice of glaze, students will effectively glaze their pieces using careful choice of color related to symbolism and elements and principles of art and design. Assessment Criteria: - Created 3 hump or slump mold ceramic bowls using the techniques demonstrated in class. - Carved 3 separate motifs on their bowls related to their personal culture themes using symbolic representations and colors. - Used the elements and principles of form, movement and balance to create aesthetically pleasing bowls and motifs. Teaching Resources Needed to Support the Lesson: Presentation: Glazing PowerPoint In progress student work
Underglaze Glaze
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Clay Slab roller/rolling pins Slump/hump molds Water Sponges Clay manipulation tools Newspaper Drying boards Plastic bags Underglaze Glaze Brushes Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of glazing techniques and a brief demonstration. Discussion of the bisque fired step of ceramics.
Student Directed Activities Introduction: Students will ask questions and participate in discussion about the technique and what is working or not working for them.
Development: (30 minutes) Students will be allowed to work on their bowls independently, and I will be available on a one-on-one basis to help with any questions. I will encourage students to finish glazing all bowls.
Development: Students will finish work on their glazing their bowls. Students who finish early will be encouraged to do further research into local charities or write artist statements related to their motifs.
Conclusion: (10 minutes) I will ask students to pair up and discuss their final glaze choices and how they relate to the symbolism of their motifs.
Conclusion: Students will pair up and discuss their ceramic glaze choices related to their motifs.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
Name:____________________ Peer Assessment Title of Work: Artist: Date: 1. What is one aspect that caught your eye while viewing your peer’s artwork?
2. What are two qualities you think your peer did really well?
3. Were there any areas you were confused about? If so, what and why?
4. What suggestions do you have for your peer to improve their art?
U2L2: Day 7 of 7
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Empty Bowls Project – Class Critique Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining the history of school and community issues over time and how they have changed Examining how the people and environment affects certain social issues and telling stories of these communities How one’s identity can be reflected within a community Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, foot, hump/slump mold, slab built pottery, sgraffito
Overall Lesson Objective: Given a presentation on hunger statistics and local community outreach programs, history of ceramic art and cultural significance, slump bowl creation and glazing demonstration, and worksheets, students will create a ceramic bowl that conveys a meaningful message related to personal cultural experiences for the student as well as incorporates the elements and principles of art and design. Daily Objectives: Given their final artworks, students will actively participate in a group discussion to interpret and reflect on work related to symbolism, technique and the elements and principles of art and design. Assessment Criteria: - Participated in group critique by filling out a peer assessment sheet for at least one other peer in the class. Teaching Resources Needed to Support the Lesson: Presentation: Final student work Worksheets: Peer assessment worksheet
Art Materials Necessary for the Lesson: Final student artwork
Process journals Pens/Pencils/Erasers Artist statements Teacher Directed Activities Introduction: (5 minutes) Class will begin with a discussion of peer assessment and review of proper critique techniques.
Student Directed Activities Introduction: Students will ask questions and participate in discussion about the technique and what is working or not working for them.
Development: (40 minutes) I will ask students to display their bowls and process work/designs and then fill out at least one peer assessment sheet for another student in the class. I will provide guidance as students take turns talking about each other’s work in a group critique. Emphasis will be on reflection of symbolic motifs as well as the process of the work.
Development: Students will display their final works and process work, and fill out their assessment sheets. Then, they will each take turns choosing an artwork other than their own to discuss the successes and reflect on improvements for future work.
Conclusion: (5 minutes) I will inform the students that they will carefully pack up their work without signing it for the anonymous sale of their work at the craft fair at the end of the unit.
Conclusion: Students will carefully pack up and wrap their work for the craft fair at the end of the unit.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
Empty Bowls Rubric Assessment Criteria Interpret the different aspects and meanings behind the empty bowls project, and how it relates to culture in both a historical and contemporary sense. Brainstorm ideas for their final project from themes of personal culture. Use of process journal to sketch ideas for each motif.
Created 3 hump or slump mold ceramic bowls using the techniques demonstrated in class.
Carved 3 separate motifs on their bowls related to their personal culture themes using symbolic representations and colors.
Used the elements and principles of form, movement and balance to create aesthetically pleasing bowls and motifs.
Participated in group critique by filling out a peer assessment sheet for at least one other peer in the class.
Score______/70
Proficient (10 points) Provided adequate evidence of interpretation through class discussion and written work in process journal. Successfully used process journal to collect at least 3-4 ideas for final project. Sketched 3-6 ideas for motifs related to personal culture.
Emerging (5 points) Provided some evidence of interpretation through class discussion and/or written work in process journal. Moderate use of process journal for 1-2 ideas for final project.
Beginning (1 points) Provided no evidence of interpretation either through class discussion or written work in process journal.
Sketched 3 ideas for at least motifs related to personal culture.
Sketched minimal ideas or did not use sketches to inform ideas.
Successfully created 3 hump/slump bowls using the techniques learned in class that are high in quality, and contain smoothness, evenness and integrity of surface. Successfully created motifs on 3 separate bowls related to personal culture themes that contain symbolic representations and colors. Bowls created successfully used the elements and principles of form, movement and balance to create an aesthetically pleasing bowl shape and motif. Peer assessment sheet was fully completed in a thoughtful manner.
Created 3 hump/slump bowls using the techniques learned in class that are moderate in quality and contain some smoothness, evenness and integrity of surface. Created motifs on 3 separate bowls that were somewhat related to personal culture themes and/or contained symbolic representations and colors. Bowls created used the elements and principles of form, movement and balance to create a somewhat aesthetically pleasing bowl shape and motif.
Created less than 3 hump/slump bowls, did not use the techniques learned in class or bowls are poor quality and are missing smoothness, evenness and/or integrity of surface.
Peer assessment sheet was somewhat completed.
Peer assessment sheet was not completed or answers were not written thoughtfully.
Process journal was not used, or none of the ideas collected were used in the final project.
Did not create motifs, or motifs created did not relate to personal culture themes and/or contain symbolic representations and colors.
Bowls created were lacking in form, movement and/or balance and did not appear aesthetically pleasing in either shape or motif.
U2L3: Day 1 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Radical Jewelry Makeover – Motivation/Brainstorm Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, bead stringing, wirework, chain making
Overall Lesson Objective: Given a presentation on ethical metalsmithing and jewelry making techniques, material culture, basic jewelry design technique demonstrations, costume jewelry and jewelry tools, students will deconstruct and create jewelry designs based on stories they would like to tell using symbolism and the elements and principles of design. Daily Objectives: Given in class presentation and discussion, students will participate in a discussion on material culture and effects on people and the environment. Given process journals, research, and access to donated jewelry, the student will brainstorm ideas for their final project. Given their chosen donated jewelry pieces, created three final design ideas for their final project that tell a symbolic story using elements and principles of art and design. Assessment Criteria: - Interpreted the different aspects and meanings behind the radical jewelry makeover, and how it relates to material culture in both a historical and contemporary sense. - Brainstormed 3 ideas each for their final project from themes of personal and universal storytelling. - Sketched 1-2 ideas for each theme. Teaching Resources Needed to Support the Lesson: Presentation: Radical Jewelry Makeover Website https://www.radicaljewelrymakeover.org/ Material Culture PowerPoint Basic Jewelry Technique PowerPoint
Artists: Radical Jewelry Makeover Artists Worksheets: Material Culture Worksheet
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Donated costume jewelry Teacher Directed Activities Introduction: (20 minutes) Class will begin with a presentation and discussion about the social issue of ethical metalsmithing and jewelry making, as well as material vs. non-material culture and symbolic storytelling.
Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion
Watch Video: Radical Jewelry Makeover I will shift the discussion to basic jewelry techniques used to makeover old and broken jewelry, emphasizing story telling using symbolic elements as well as the meaningfulness behind material culture.
Development: (25 minutes) I will instruct the students to choose at least one used jewelry object to “makeover” and ask them to consider the following: • Question-Driven Research of an Object. Participants choose an object, examine it, and list 20 questions that emerge from mindful consideration of the object and sensory contact with it. Questions are prioritized, starting with those of most importance or interest. • Objects and Stories. Using objects brought in, participants tell stories about the objects. Illustrates how objects and stories are related and how the stories we tell weave us together as people.
Development: Students will choose their jewelry item or items and consider the questions asked on their worksheets. Students will sketch out three alternatives to the original design that tell a story that reflects their cultural influences, inspired by their reflections on their worksheets.
• Object as Storyteller. Participants assume the role of the object, telling a story about itself. (e.g. what is it like to be this object? Where and how was it made? etc.) Conclusion: (5 minutes) I will ask students to share some ideas they sketched for their final projects in small groups.
Conclusion: Students will share their ideas with other classmates.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
MATERIAL AND NON-MATERIAL CULTURE
What is Culture? ■ Culture is the entire way of life for a group of people including all of their ideas, values, knowledge, behaviors, and material objects that they share. ■ It is a lens through which one views the world and is passed from one generation to the next. ■ It is what makes us human. ■ It is what shapes and guides people’s perceptions of reality.
What is culture? ■ The word culture, from the Latin colo, -ere, with its root meaning "to cultivate“.
■ Culture refers to the universal human capacity to classify, and communicate their experiences symbolically.
Characteristics of Culture 1. 2. 3. 4. 5.
Culture is shared. Culture is learned. Culture is taken for granted. Culture is symbolic. Culture varies across time and place.
Culture
varies around the world
English Punk Rocker
Buddhist Monks in Myanmar
How Many Cultures? • • • •
One indication of culture is language Global estimates document 7,000 languages In the USA, there are about 200 languages Upcoming decades will show the disappearance of hundreds of languages
Material and Nonmaterial Culture â– Material Culture includes all those things that humans make or adapt from the raw stuff of nature: houses, computers, jewelry, oil paintings, etc (Stick from the forest might be a part of material culture) â– Nonmaterial culture is a group's way of thinking (including its beliefs, values) and doing (its common pattern of behavior, including language and other forms of interaction) (Poem about stick)
Material Culture â– Material culture includes the objects associated with a cultural group, such as tools, machines, utensils, buildings, and artwork.
Material Culture ■ Physical objects people create and give meaning – Homes – School buildings – Churches, synagogues, temples, mosques – Cell phones – Clothes – Cars – Computers – Books – ART!
Non-Material/Symbolic Culture â– Symbolic culture includes ways of thinking (beliefs, values, and assumptions) and ways of behaving (norms, interactions, and communication).
Non Material Culture
The products of collective human activity that have no physical reality
■ Beliefs ■ Customs ■ Language ■ Symbols ■ Music ■ Government What does a handshake symbolize? 11
Non-Material Culture Rules of Etiquette for Eating: Japan
Non-Material Culture Rules of etiquette for eating U.S.
12 Aspects of Culture or Ethnicity 1.
History-time period and conditions under which a group migrated or immigrated.
2.
Social Status Factors – education, occupation, income
3.
Social Group Interaction Patterns: Intra-group (within group relations) and Inter-group (between-group relations)
4.
Value Orientation – standards by which members of a culture judge their personal actions and those of others.
5.
Language and Communication: Verbal and Nonverbal
6.
Family Life Processes – gender roles, family dynamics
7.
Healing Beliefs and Practices – attitudes and beliefs about health.
8.
Religion – spiritual beliefs and practices
9.
Art and Expressive Forms – art, music, stories, dance, etc.
10.
Diet/Foods – preferred food eaten by groups.
11.
Recreation – activities, sports for leisure, etc.
12.
Clothing – types, styles, and extent of body coverings.
The Iceberg Metaphor ■ The metaphor of culture as an “iceberg” is extremely helpful in that it identifies aspects of culture that are: ■
Immediately visible= explicit, visible, taught (above the water line). Only about one-eighth of an iceberg is visible above the water. The rest is below.
■
Part of the iceberg that emerges & submerges with the tides= “now you see it, now you don’t” (at the water line)
■
Deep beneath the surface= “hidden culture” (below the water line)
Considerations for Jewelry as Material Culture… • Question-Driven Research of an Object. Participants choose an object, examine it, and list 20 questions that emerge from mindful consideration of the object and sensory contact with it. Questions are prioritized, starting with those of most importance or interest. • Objects and Stories. Using objects brought in, participants tell stories about the objects. Illustrates how objects and stories are related and how the stories we tell weave us together as people. • Object as Storyteller. Participants assume the role of the object, telling a story about itself. (e.g. what is it like to be this object? Where and how was it made? etc.)
The object becomes less about materiality and more about an aspect of culture.
JEWELRY RE-DESIGN TECHNIQUES Basic Tools and Steps For Beadwork and Wire Wrapping
Where do we begin? 1. Grab a few pieces that speak to you and think of them using the story telling prompts on your worksheets. 2. Be sure to grab the tools you need for dismantling. Consult your workbook if you need help or inspiration! 3. Dismantle the jewelry pieces you selected and start to play with a few different designs. 4. Sketch out some ideas for your jewelry pieces to help think of ideas and to come up with a plan to follow before assembly. 5. Grab all the tools you need to assemble your new design. Again, consult your workbook or a peer if you need help or inspiration! 6. Begin assembling your new design.
Dismantling Tips and Tricks:
FOCUS ON BEAD WORK AND WIRE WRAPPING
Bead Stringing
Wire Wrapping Techniques:
IF YOU GET STUCK, CONSULT YOUR WORKBOOK, YOUR FELLOW STUDENTS OR THE TEACHER FOR HELP!
Jewelry As Material Culture Worksheet When deciding how to reform an object, try one of the following. Thinking it as a cultural artifact, rather than just an object, creates a story and connection to your people, time and community: • Question-Driven Research of an Object. Participants choose an object, examine it, and list 20 questions that emerge from mindful consideration of the object and sensory contact with it. Questions are prioritized, starting with those of most importance or interest.
• Objects and Stories. Using objects brought in, participants tell stories about the objects. Illustrates how objects and stories are related and how the stories we tell weave us together as people.
• Object as Storyteller. Participants assume the role of the object, telling a story about itself. (e.g. what is it like to be this object? Where and how was it made? etc.)
U2L3: Day 2 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Radical Jewelry Makeover – Jewelry Makeover Workshop Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, bead stringing, wirework, chain making
Overall Lesson Objective: Given a presentation on ethical metalsmithing and jewelry making techniques, material culture, basic jewelry design technique demonstrations, costume jewelry and jewelry tools, students will deconstruct and create jewelry designs based on stories they would like to tell using symbolism and the elements and principles of design. Daily Objectives: Given process journals, research, and access to donated jewelry, the student will brainstorm ideas for their final project. Given their chosen donated jewelry pieces, created three final design ideas for their final project that tell a symbolic story using elements and principles of art and design. Given recycled jewelry, basic jewelry design technique and final design choices, students will recreate a piece of jewelry that reflects a storytelling quality influenced by their culture. Assessment Criteria: - Interpreted the different aspects and meanings behind the radical jewelry makeover, and how it relates to material culture in both a historical and contemporary sense. - Brainstormed 3 ideas each for their final project from themes of personal and universal storytelling. - Sketched 1-2 ideas for each theme. Teaching Resources Needed to Support the Lesson: Presentation: Basic Jewelry Technique PowerPoint Worksheets: Material Culture Worksheet
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Donated costume jewelry Jewelry construction tools and materials Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of jewelry technique and discussion about storytelling and material culture.
Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion
Development: (35 minutes) I will allow students to work independently to begin to makeover their jewelry pieces based on their design ideas from last class. One on one discussion and help will be provided as needed.
Development: Students will start to deconstruct and redesign their jewelry item based on their design ideas from last class. Emphasis will be on symbolic storytelling related to the materiality, color and type of jewelry piece being created.
Conclusion: (10 minutes) I will ask students to share their work so far with peers for a formative assessment.
Conclusion: Students will share their ideas with other classmates.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L3: Day 3 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Radical Jewelry Makeover – Jewelry Makeover Workshop Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, bead stringing, wirework, chain making
Overall Lesson Objective: Given a presentation on ethical metalsmithing and jewelry making techniques, material culture, basic jewelry design technique demonstrations, costume jewelry and jewelry tools, students will deconstruct and create jewelry designs based on stories they would like to tell using symbolism and the elements and principles of design. Daily Objectives: Given recycled jewelry, basic jewelry design technique and final design choices, students will recreate a piece of jewelry that reflects a storytelling quality influenced by their culture. Assessment Criteria: - Created a final recycled jewelry piece that tells a story using symbolic elements and the elements and principles of art and design. Teaching Resources Needed to Support the Lesson: Presentation: In progress student artworks.
Art Materials Necessary for the Lesson: Process journals Pens/pencils/colored pencils Erasers Computers Donated costume jewelry Jewelry construction tools and materials
Teacher Directed Activities Introduction: (5 minutes) Class will begin with a review of jewelry technique and discussion about storytelling and material culture. In process or finalized work will be used for demonstration of techniques.
Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion
Development: (40 minutes) I will allow students to work independently to finish makeover of their jewelry pieces based on their design ideas from last class. One on one discussion and help will be provided as needed.
Development: Students will finish redesign of their jewelry item based on their design ideas. Emphasis will be on symbolic storytelling related to the materiality, color and type of jewelry piece being created.
Conclusion: (5 minutes) With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
Conclusion: With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L3: Day 4 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: Radical Jewelry Makeover – Critique Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity, line, movement, bead stringing, wirework, chain making
Overall Lesson Objective: Given a presentation on ethical metalsmithing and jewelry making techniques, material culture, basic jewelry design technique demonstrations, costume jewelry and jewelry tools, students will deconstruct and create jewelry designs based on stories they would like to tell using symbolism and the elements and principles of design. Daily Objectives: Given process work, and final pieces, students participated in a class critique of final artworks. Assessment Criteria: - Participated with verbal commentary in a classroom critique. Teaching Resources Needed to Support the Lesson: Presentation: In progress student artworks.
Art Materials Necessary for the Lesson: Final Student Artwork Teacher Directed Activities Introduction: (10 minutes) Class will begin with a review of jewelry technique and discussion about storytelling and material culture. I will ask the students to set up their work for the class to walk around and view for critique.
Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion, and then will set up their work to be viewed for final critique.
Development: (35 minutes) I will direct students to gather their process work and finalized jewelry pieces in order to participate in a student led classroom critique. I will encourage students to take turns and mention at least one other piece of artwork in a positive way.
Development: Students will then participate in a classroom critique, and make at least one positive comment on another student’s final piece.
Conclusion: (5 minutes) With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
Conclusion: With the remaining time, students will clean up their area and put supplies away in their proper area.
Radical Jewelry Makeover Rubric Assessment Criteria Interpret the different aspects and meanings behind the radical jewelry makeover, and how it relates to material culture in both a historical and contemporary sense. Brainstorm ideas each for their final project from themes of personal and universal storytelling. Use of process journal to sketch ideas for final project themes and designs.
Proficient (10 points) Provided adequate evidence of interpretation through class discussion and written work in process journal.
Emerging (5 points) Provided some evidence of interpretation through class discussion and/or written work in process journal.
Beginning (1 points) Provided no evidence of interpretation either through class discussion or written work in process journal.
Successfully used process journal to collect at least 3-4 ideas for final project. Sketched 3-6 ideas for designs related to storytelling.
Moderate use of process journal for 1-2 ideas for final project.
Process journal was not used, or none of the ideas collected were used in the final project.
Sketched 3 ideas for designs related to storytelling.
Sketched minimal ideas or did not use sketches to inform ideas.
Create a final recycled jewelry piece that tells a story using symbolic elements and the elements and principles of art and design.
Successfully created a redesigned jewelry piece that uses the elements and principles of art to tell a story through symbolic representation. Provided insightful feedback to at least two other students in the classroom critique.
Created a redesigned jewelry piece that uses the elements of principles of art but is lacking in story telling or symbolic representation.
Did not create a redesigned jewelry piece or story telling or symbolic representation are not present.
Provided insightful feedback to one other student in the classroom critique.
Did not participate in the classroom critique.
Participate with verbal commentary in a classroom critique.
Score _____/50
U2L4: Day 1 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: RJM & Empty Bowls Charity Art and Craft Fair – Motivation and Planning Day 1 Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity
Overall Lesson Objective: Given final empty bowls and jewelry artworks, students will plan and set up and promote a two day art and craft fair at their school in order to sell their work to give back to charity and their community. Daily Objectives: Given a presentation on community art and craft fairs, and planning worksheets, students will actively participate in planning the layout of a school fair to promote and sell their artworks to promote awareness of local and global social issues. Given access to social media and images of their artworks, students actively promoted their art fair to the school and general public. Assessment Criteria: - Completed a planning worksheet within a group setting to plan out their section to sell their artworks. - Created and promoted social media posts that promoted their art fair. Teaching Resources Needed to Support the Lesson: Presentation: Art Fair PowerPoint Final student artworks
Art Materials Necessary for the Lesson: Process journals Pens/pencils Computers RJM and Empty Bowls Final Projects Cell Phones/Cameras for photos
Teacher Directed Activities Introduction: (10 minutes) Class will begin with a presentation and discussion of the process and benefits of art and craft fairs, the effect on community as well as the ability to use them to promote awareness and create change via fundraising.
Student Directed Activities Introduction: Students will prepare to take notes and participate in discussion
Development: (35 minutes) I will allow students to work in groups to plan layout and set up of artwork, and also take photos of existing pieces and then create social media posts to promote their art fair. I will be available to consult as necessary.
Development: Students will use their process journals and other materials in order to make a rough layout of their art and craft show that includes considerations of space, flow of design and set up. Promotional posts on social media will also be created and distributed.
Conclusion: (5 minutes) With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
Conclusion: With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L4: Day 2 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: RJM & Empty Bowls Charity Art and Craft Fair – Planning Day and Set Up Day 2 Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity
Overall Lesson Objective: Given final empty bowls and jewelry artworks, students will plan and set up and promote a two day art and craft fair at their school in order to sell their work to give back to charity and their community. Daily Objectives: Given a presentation on community art and craft fairs, and planning worksheets, students will actively participate in planning the layout of a school fair to promote and sell their artworks to promote awareness of local and global social issues. Given access to social media and images of their artworks, students actively promoted their art fair to the school and general public. Given access to tables, seamless paper and other materials, students will successfully set up their artwork for the art and craft fair. Assessment Criteria: - Completed a planning worksheet within a group setting to plan out their section to sell their artworks. - Created and promoted social media posts that promoted their art fair. - Set up an art fair based on their final plan and layout that promotes the sell of their artwork using the elements and principles of design and marketing ideas. Teaching Resources Needed to Support the Lesson: Presentation: Final student artworks
Art Materials Necessary for the Lesson: Process journals Pens/pencils Computers
RJM and Empty Bowls Final Projects Cell Phones/Cameras for photos Tables Seamless Paper Tape Letters for signage Printers Teacher Directed Activities Student Directed Activities Introduction: (10 minutes) Introduction: Class will begin with a review of student plan Students will prepare to take notes and for layout and gathering of materials and participate in discussion projects for setting up fair.
Development: (35 minutes) I will allow students to work collaboratively to set up their art fair according to their layout. I will be available to consult as needed.
Development: Students will use their layout plan to set up their art fair, emphasizing marketing techniques as well as flow, balance and space and unity. Students will also take photos and post on social media to continue promotion of their art fair.
Conclusion: (5 minutes) With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
Conclusion: With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L4: Day 3 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: RJM & Empty Bowls Charity Art and Craft Fair – Art Fair Day Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity
Overall Lesson Objective: Given final empty bowls and jewelry artworks, students will plan and set up and promote a two day art and craft fair at their school in order to sell their work to give back to charity and their community. Daily Objectives: Given final set up of art fair and assigned positions, students will actively work to collaborate on selling their artwork to the school and public community to raise funds for their chosen charities. Assessment Criteria: - Set up an art fair based on their final plan and layout that promotes the sell of their artwork using the elements and principles of design and marketing ideas. - Participated in the art fair promoting and selling their artworks using communication and marketing principles. Teaching Resources Needed to Support the Lesson: Final Art Fair Set up
Art Materials Necessary for the Lesson: Final Art Fair Set Up Promotional Materials
Teacher Directed Activities Introduction: (10 minutes) Class will begin with a set up of the art fair and students promoting via social media.
Student Directed Activities Introduction: Students will finish preparation for art fair and begin social media promotions to the community.
Development: (35 minutes) I will allow students to continue to promote their art and craft fair and take over sales and promotion of their artworks. I will be available to consult as needed.
Development: Students will greet and work to sell their artworks at the art fair. Emphasis will be on providing eye-catching displays as well as a communicative and friendly demeanor in order to promote sales to the community.
Conclusion: (5 minutes) With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
Conclusion: With the remaining time, students will clean up their area and put supplies away in their proper area.
U2L4: Day 4 of 4
Name: Caitlin Hazelton
DAILY PLAN Lesson Title: RJM & Empty Bowls Charity Art and Craft Fair – Art Fair Day 2 and Reflection Grade Level: 9th-12th Lesson S & S Concept Statements: Examining the current culture of the individual’s community Examining how the people and environment affects certain social issues and telling stories of these communities Examining issues within the immediate environment/community furthers exploration of how one can engage civically and use art to spread awareness/change Using metaphorical practices to spread messages about social issues Using art to inform and connect on a larger community scale Daily Formal Qualities (Elements & Principles of Design): Composition, emphasis, balance, metaphor, symbolism, scale, color, form, value, space, unity
Overall Lesson Objective: Given final empty bowls and jewelry artworks, students will plan and set up and promote a two day art and craft fair at their school in order to sell their work to give back to charity and their community. Daily Objectives: Given final set up of art fair and assigned positions, students will actively work to collaborate on selling their artwork to the school and public community to raise funds for their chosen charities. Given their final artwork and successful gains from their art fair, students will participate in a reflection discussion of the positive and negative outcomes of their art fair. Assessment Criteria: - Participated in the art fair promoting and selling their artworks using communication and marketing principles. - Participated in a reflection of their art fair related to the successes and challenges they faced while selling their artwork. Teaching Resources Needed to Support the Lesson: Final Art Fair Set up
Art Materials Necessary for the Lesson: Final Art Fair Set Up Promotional Materials
Teacher Directed Activities Introduction: (5 minutes) Class will begin with a set up of the art fair and students promoting via social media.
Student Directed Activities Introduction: Students will finish preparation for art fair and begin social media promotions to the community.
Development: (35 minutes) I will allow students to continue to promote their art and craft fair and take over sales and promotion of their artworks. I will be available to consult as needed.
Development: Students will greet and work to sell their artworks at the art fair. Emphasis will be on providing eye-catching displays as well as a communicative and friendly demeanor in order to promote sales to the community.
Conclusion: (10 minutes) I will gather students to reflect on and discuss the successes and challenges of their art fair set up, and discuss how marketing and communication skills promote the sales and thus, awareness and community change of artwork.
Conclusion: Students will participate in a final reflection of their successes and challenges and discuss how the art fair affected the promotion and awareness of their social issues via their artwork.
With the remaining time, students will be asked to clean up their area, put their supplies away and show me they are ready to be dismissed.
With the remaining time, students will clean up their area and put supplies away in their proper area.
Name: ___________________________
Self-Reflection/Assessment Worksheet Answer the following questions: 1. Overall, how successful do you feel you were at planning, designing and selling your artwork at the fair? 1 Not at all
2
3 Moderately
4
5 Extremely
2. What are some hard decisions you faced when selling your artwork?
3. What aspects of the art fair did you enjoy the most (planning, selling, donating, or something else?)?
4. Is there anything you would have done differently? If so, please explain what and why.
5. What are some things you learned about selling your work at an art fair?
6. What are some things you learned about yourself through this experience?
RJM and Empty Bowls Art Fair Rubric Assessment Criteria Complete a planning design within a group setting to plan out section to sell artworks. Create and promote social media posts that promote their art fair.
Proficient (10 points) Provided adequate evidence of planning through class discussion and written work in process journal. Successfully used social media to promote art far in at least 3-4 posts.
Set up an art fair based on final plan and layout that promotes the sell of artwork using the elements and principles of design and marketing ideas.
Sketched 3-6 ideas for designs of layout for art fair tables.
Participate in the art fair promoting and selling their artworks using communication and marketing principles.
Successfully participated in the art fair using adequate communication and marketing principles for promotion and sales of their artwork. Provided insightful feedback on self assessment worksheet, which was fully completed.
Participate in a reflection of art fair related to the successes and challenges faced while selling artwork.
Score _____/50
Emerging (5 points) Provided some evidence of planning through class discussion and/or written work in process journal. Used social media to promote art fair in 1-2 posts, or obtained a pass from the teacher to not participate in promotion. Sketched 3 ideas for designs of layout for art fair tables.
Beginning (1 points) Provided no evidence of planning either through class discussion or written work in process journal.
Used some communication and/or marketing principles for promotion and sales of their artwork.
Did not use any communication nor marketing principles for promotion and sales of their artwork.
Provided some insightful feedback on self assessment worksheet, and was at least partially filled out.
Did not complete self assessment worksheet or feedback was not insightful.
Did not promote art fair, and did not obtain a pass for not participating from the teacher.
Sketched minimal ideas or did not use sketches to inform ideas.