Ashley Unger 1

Trails of an Artist

Enduring Idea (Big Idea): Throughout time and across cultures, artists have left behind personal trails or footprints of themselves in their artwork.

Lesson Title: The Trails You Leave Behind

Grade/Class: 10/11/12 Ceramics

Time Allotment: Approx. 6 Classes

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OVERVIEW:

1. Lesson summary: In this lesson, students will discuss and reflect on the differences they see between fine art, hobby, and craft. They will learn about the traditional medias that are typically considered to be craft. They will learn about the hands-on and intimate relationship an artist has with their craft and how they can leave behind trails of themselves, both physically by the imperfections their hands can leave, and conceptually through their ideas about their artwork. Crafts are unique; each piece is a one of a kind, due to the imperfections that handmade techniques produce. Students will also learn about how craft traditionally has been and is created to highlight both its aesthetic qualities, as well as its function and purpose.

Students will be learning about hand-built techniques (slab construction) and using that technique to create a cup that is personal only to them. Students will be shown examples of hand-built cupsvia PowerPoint on the book 500 Cups: Ceramic Explorations of Utility and Grace, and discuss and reflect on which aspects of these pieces demonstrate the physical and conceptual traces the artist has left behind, as well as the aesthetic qualities and functional purposes.

2. Artworks, artists and/or artifacts: 500 Cups: Ceramic Explorations of Utility and Grace by Lark & Suzanne J. Tourtillott.

3. Key concept(s):

-Crafts are interactive works of art that surround us in our every day lives.

-Crafts can be created for their aesthetic beauty, functionality, or combinations of both.

-Artists can leaves traces of themselves behind in their artwork both physically (by the artists touch) and conceptually (by the artists idea).

4. Essential Question(s):

-What are the differences between fine art, hobby, and craft?

-In what ways can a work of art be functional?

-In what ways can an artist leave behind traces of him or herself in an artwork?

5. Standards

a. PA Standards for Arts & Humanities:

9.1.12.A: Know and use the elements and principles of each art form to create works in the arts and humanities.

Visual Arts: color form/shape line space texture value

9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

Visual Arts: paint draw craft sculpt print design for environment, communication, multi-media

9.1.12.C: Integrate and apply advanced vocabulary to the arts forms.

9.1.12.E: Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.

9.1.12.H: Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.

Evaluate the use and applications of materials.

Evaluate issues of cleanliness related to the arts.

Evaluate the use and applications of mechanical/electrical equipment.

Evaluate differences among selected physical space/environment.

Evaluate the use and applications of safe props/stage equipment.

Evaluate the use and apply safe methods for storing materials in the arts.

6. Interdisciplinary connections: Students are asked to complete the student rubric that gives in depth directions for all students to follow with ease, as well as a writing assignment that will engage students in a short but effective writing prompt.

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OBJECTIVES:

The student will...

1. Knowledge:

-Students will identify how artists can leave behind traces of themselves both physically and conceptually in their artwork through class discussions, bell-ringers, and the student rubric.

-Students will discuss the differences between fine art, hobby and craft during a bell-ringer and class discussion.

-Students will identify the physical and contextual differences between a handmade craft, and a mass-produced craft during a bell-ringer and class discussion.

-Students will brainstorm and write via student rubric about a personal theme that reveals an aspect of them that will be portrayed in their artwork.

-Students will complete a self-assessment, which asks them to reflect on their participation and overall success and failures during the lesson.

2. Skills:

-Students will create at least one work of ceramic art that incorporates and demonstrates correct knowledge of hand building cup techniques.

-Students will incorporate a cohesive theme through their slab construction that portrays something about themselves.

3. Dispositions:

-Students will utilize all materials and tools safely and with their utmost respect.

-Students will demonstrate thoughtful, respectful, and cooperative social and participation skills with their peers, during group discussions, demonstrations and work periods.

-Students will adhere to their tables daily responsibilities located on the Keeping Peace in the Art Room sign.

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ASSESSMENT:

Pre-assessment: Students will participate in a group discussion/activity in the introduction to the lesson. This will give insight to the teacher to what level of thinking the students are at, and where the teacher needs to direct their thinking.

Formative assessment: The teacher is constantly around to each student answering questions and promoting thoughtful and artistic actions while working on their cups.

Summative assessment: See rubric.

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INSTRUCTIONAL PROCEDURES:

Day 1:

1. Motivation/Engagement: (about 30 minutes): Students will gather their binders and the class begins with a bell-ringer. At the front of the board we have two ceramic pieces, one hand made, one mass- produced. On the white board we have two columns, column one is labeled Physical descriptions and column two is conceptual descriptions. Students are instructed to pick them up, observe closely as the teacher walks around the room with them. Students are then instructed to go to the front of the board and write one word for each category and each ceramic piece. This will open up our class discussion where we will compare and contrast the words from each piece. The teacher asks students which piece was handmade, which was mass-produces, and how can they tell the difference?

This extended bell-ringer then goes into a PowerPoint presentation with imagery provided by 500 Cups: Ceramic Explorations of Utility and Grace by Lark & Suzanne J. Tourtillott. The topic of discussion will encompass what is craft? We will talk about how making crafts creates an intimate relationship between the artist and their artwork; that each work is unique and individual due to the imperfections that handmade techniques produce. It will be discussed that because the pieces the artists are creating are hand build, the artist leaves a footprint of himself or herself behind. The artist can leave personal traces of themselves behind through their conceptual themes and ideas as well.

Within most slides, we will be comparing a hand built cup from the book to a cup that is mass-produced side by side. An open discussion will take place about what specific supporting details we sea that support the idea of artists leaving behind traces of themselves.

2. Development: (50 minutes): The project introduction will take place at this time. I will hand out the student rubric as well and we will go over the directions.

-Create at least one slab built cup using slab construction, which will be demoed in a few minutes.

-Incorporate a personal theme that portrays something about their identity through the cup.

-The cup must be functional.

The teacher will complete a demonstration of slab built cup making.

Students will have the duration of the class period to work on the student rubric, completing the written brainstorm activity, the drawing, etc.

3.Culmination/Close: (10 minutes): The students will pack up, clean up and be dismissed.

Day 2:

1. Motivation/Engagement: (approx. 20 min) The students will complete a bell-ringer as an introduction to the block.

2. Development: (60 minutes): The teacher will offer another demonstration to those who were not in class yesterday and hand out all need materials to these students. The students will have the duration of the class block to complete/finalize their rubrics, and begin working on their cup(s) design and construction. The teacher will remind the students how to apply clay to clay, hopefully getting a response of score and slipping.

3.Culmination/Close: (10 minutes): The students will pack up, clean up and be dismissed.

Day 3-5:

1. Motivation/Engagement: (approx. 20 min) The students will complete a bell-ringer as an introduction to the block.

2. Development: (60 minutes): Students will work diligently throughout the block to accomplish their construction and design of their personal cups. The teacher reminds the students that if they wish to create more than one cup, they are free to do so, BUT the cohesive theme must be relevant in all cups that are produced. The teacher is around to all students to guide and be of assistance.

3.Culmination/Close: (10 minutes): Students are reminded that as they come to a close on their cup building, the student rubric self-assessment must be filled out and handed to the teacher upon completion of their cup(s). The students will pack up, clean up and be dismissed.

Day 6:

1. Motivation/Engagement: (approx. 20 min) The students will complete a bell-ringer as an introduction to the block.

2. Development: (60 minutes) Students will take the remaining day to complete their cups, student rubric and self-assessment.

3.Culmination/Close: (10 minutes): Students will hand in the rubric and place all cups on the to be fired shelf. Students will pack up, clean up and are dismissed.

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PREPARATION:

1. Teacher research and preparation:

Vocabulary List:

Craft: noun, an activity involving skill in making things by hand

Craft: verb, exercise skill in making (something)

Functional: adj, designed to be practical and useful, of or having a special activity, purpose, or task; relating to the way in which something works or operates.

Hand building: verb, One of the oldest craft techniques in which objects are constructed entirely by hand.

Slab: noun, Clay that has been made flat by rolling it out on a flat surface.

Slab construction: verb, Hand building technique where flat pieces of clay are joined via score and slip method.

2. Instructional Resources: 500 Cups: Ceramic Explorations of Utility and Grace by Lark & Suzanne J. Tourtillott.

3. Student Supplies:

-Clay Plastic bags Clay tools Kiln Student rubric Paper Pencils Computer/PowerPoint

4. Adaptations/Modifications:

-Time Accommodations: Students may have more time for project or rubric prompt completion if needed.

-Technique Accommodations: Students may have technique accommodations if they cannot physically perform the required movements needed to successfully complete the technique.

-Accommodation for gifted students: Students may create a set of cups that has a cohesive theme.