Tasha

** Intro to Ceramics ** ** Grades 9-12 ** ** Direct Instruction and New American Lecture **
 * Lesson 1 **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**


 * Strand: Artistic Foundations**
 * Standard: Demonstrate knowledge of the foundations of the arts area**
 * Benchmark: Analyze how the elements of visual art and principles are combined to communicate meaning in the creation of, presentation of, or response to visual artworks**
 * Benchmark: Evaluate how the principles of visual art are used in the creation of, presentation of, or response to visual works**
 * Benchmark: Apply understanding of the health and safety issues related to creating in art.**
 * Standard: Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.**
 * Benchmark: Synthesize and express an individual view of the meaning and functions of visual art.**


 * Strand: Artistic Process: Respond or Critique**
 * Standard: Respond to or critique a variety of creations and performances using the artistic foundations.**
 * Benchmark: Analyze, interpret and evaluate works of visual art by applying self-selected criteria based on knowledge of how criteria affects criticism.** |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**


 * Understanding why fast judgements on art and in life are not always the best idea**
 * Understanding why taking time to analyze, interpret, and evaluating can be valuable to actual understanding.**
 * How to apply self-selected criticism to a work of art**
 * Analyze how elements and principles are used in the creation of an art work and evaluate how they can communicate meaning**
 * Understand their own tastes affect their aesthetics.**
 * Understand how Western culture has affected ceramic arts.** ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**


 * The terms: elements, principles, art criticism, aesthetics** |||||| **What do you want students to be able to __do__?**
 * Come up with their own criteria on aesthetics**
 * Interpret, analyze, and evaluate works of art using elements and principles and their own self-selected criteria. (discuss a work of art academically with a group of peers)** ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**


 * We will critique a work of art as a class, using our self-selected criteria as well as elements and principles**
 * I will also ask frequent questions to check understanding** |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**


 * They will write out a critique of a work with a group using our self selected criteria and the elements and principles.** ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**


 * The terms: elements, principles, art criticism, aesthetics** |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**


 * They will try to define it. I will define it for them. Then we will apply it through discussion.** ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * What is art?**
 * What is this artist trying to convey?**
 * What does that remind you of/ accomplish/ do?**
 * How does that relate?**
 * Etc…** |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * I will have visual guides as well as oral conversation. Students will participate through talking and writing.** ||
 * **Materials/Resources Required:**

(What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Worksheet What is fine art? Give an example of an artist/artwork: What are your personal aesthetics?
 * Power point and worksheets** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Introduce subject. Tell story about prejudgement || 1 min ||
 * Handout worksheets, give instructions, have students fill out first question || 2 min ||
 * Powerpoint, including definitions and group critiques || 22 min ||
 * Individual group critiques (summative assessment) || 5 min ||
 * Introduce project for next classes (tied in to what we did today) || If we have time ||

What is Art Criticism?

What are elements and principles?

How do they relate to art criticism?

Group Critique What is your initial reaction to this piece?

What do you see in this work (brief summary of different images)

Why are these images included? What is the artist trying to say?

What elements and principles does the artist use?

Do these help the work at all? How? (do they make the work more beautiful, do they help convey a meaning or message?)

Is this work successful? (Did the artist accomplish what he was trying to accomplish? Does it reflect your aesthetics?)

** Natasha Haugen ** ** Lesson 2 ** ** Intro to Ceramics:Grades 9-12 ** ** Concept Attainment **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**


 * Strand: Artistic Foundations**
 * Standard: Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.**
 * Benchmark: Integrate the characteristics of the tools, materials and techniques of a selected media in original artwork to support artistic purposes. (I am teaching them the characteristics of the tools, materials and techniques of ceramics in order for them to build an original artwork (next class).** |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**


 * Why wedging is important**
 * How to identify different stages of clay**
 * How to properly wedge a small amount of clay** ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**


 * The different stages of clay**
 * What firing means**
 * Why wedging is important**
 * How to wedge** |||||| **What do you want students to be able to __do__?**


 * Identify the different stages of clay’s attributes.**
 * Be able to effectively wedge a small amount of clay.** ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**


 * I will ask and respond to questions during the power point and we will wedge clay together.** |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**


 * I will slice open their wedged ball of clay for air holes.**
 * They will fill out a concept analysis matrix for different stages of clay and list the reasons we wedge.** ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**


 * Raw clay/earthenware, slip, plastic, leather hard, bone dry/green ware, bisque ware, glazed ware, wedge, and firing.** |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

(What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * We will use a pre-assessment concept game**
 * I will present a power point over the concepts**
 * I will use a story to explain the importance of wedging (hook)**
 * I will give a demo on how to wedge clay**
 * We will wedge clay together.** ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * What about the attributes of blank stage make blank a good/bad idea?**
 * Would black be a good idea at this stage?**
 * Why would air pockets be a bad idea?** |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * The power point will be visual. I will provide audio and hands-on activity.** ||
 * **Materials/Resources Required:**
 * Computer**
 * Projector**
 * Power point**
 * Clay**
 * Wire cutter** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Pre-assessment concept guessing game || 4 min ||
 * Power Point || 11 min ||
 * Demo || 3 min ||
 * Students Wedge || 7 min ||
 * Summative Concept Analysis Matrix competition || 5 min ||
 * Group brainstorming for project || If time left over. ||

Attributes V || Bone Dry || Earthenware/ Raw Clay || Leatherhard || Bisqueware || Plastic || Slip || Glazed Ware ||
 * Examples>
 * Clay is soft and malleable ||  ||   ||   ||   ||   ||   ||   ||
 * Clay is very fragile ||  ||   ||   ||   ||   ||   ||   ||
 * May be used join clay bodies ||  ||   ||   ||   ||   ||   ||   ||
 * Best stage to make fine decoration and carving ||  ||   ||   ||   ||   ||   ||   ||
 * Work may be considered finished ||  ||   ||   ||   ||   ||   ||   ||
 * Work may be recycled ||  ||   ||   ||   ||   ||   ||   ||
 * Work has been fired twice ||  ||   ||   ||   ||   ||   ||   ||
 * Work is ready to be glazed ||  ||   ||   ||   ||   ||   ||   ||

Why do we wedge clay? 1. 2. 3. 4.

** Lesson 3 ** ** Natasha Haugen ** ** Intro to Ceramics ** ** Unit 4: Slab Construction and the Non-funtional ** ** Grades 9-12 ** ** Interpersonal Strategies ** ** Decision Making ** ** Applying One Type of Aesthetic to Create a Collaborative Work **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**


 * Benchmark: Analyze how the elements of visual art and principles are combined to communicate meaning in the creation of, presentation of, or response to visual artworks.**
 * Benchmark: Evaluate how the principles of visual art are used in the creation of, presentation or, or response to visual artworks.**
 * Benchmark: Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.**
 * Benchmark: Create a single, comples work or multiple artworks to express ideas.** |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**


 * How different aesthetics relate to the purpose of artworks and how they are created.**
 * How collaborating effects a piece, especially in regards to decision making, work load, and design.** ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**


 * The different aesthetic purposes in creating art. What are they? **
 * The principle of unity pattern and rhythm Great **
 * The elements line and texture. Great ** |||||| **What do you want students to be able to __do__?**


 * Create definition of aesthetic purpose of art.**
 * Select an aesthetic purpose as a group. You mean identify it or select one for a work they are going to do? (ambiguous) **
 * Create criteria in which to judge work Create a unified collaborative piece, with their aesthetic purpose in mind. This makes the 2nd one a bit more clear. What work are they going to judge? **
 * Utilize texture and/or line as well as the principles of unity, pattern, and/or rhythm in the creation of a work. Did they actually get to do this? Cool. ** ||
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**


 * Review the definition of aesthetic and the elements line and texture and the principles of pattern and unity.**
 * Group discussion of aesthetics in regards to why we make art (purpose). I will list the reasons on the board. Group discussion of the pros and cons of the specific aesthetic purposes and examples of different ways to create art with these aesthetics in mind.**
 * Then they will work in groups to decide on a specific aesthetic purpose. They will discuss how to relay this purpose on clay. They will divvy up responsibility of different panels (everyone should have at least one side of the cube).** |||||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**


 * They will have work sheets on which they will answer the questions on the topics being discussed. They will also be responsible to create at least one panel for their collaborative work of art that must demonstrate the use of line or texture. They will also be graded on the cohesiveness of their groups work in relation to their panel through the use of pattern unity or rythym. Their group’s chosen aesthetic purpose should also be included.** ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**


 * Aesthetics**
 * Unity**
 * Collaboration**
 * Pattern, rhythm, unity, line, and texture.**


 * Anything else? ** |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**

(What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Non-Functional Collaborative Cube Slab Construction 3”x3”x3” What aesthetic theory will your group be using? (refer to board)
 * They have already watched a presentation on aesthetics. We will review the vocab using group discussion. They will devise their own definitions of aesthetic purposes (guided by me) then apply them in their own creation. Great description. ** ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**
 * Why do we create art? What do you think is most important in a work of art? Is affecting someone or something important? Expressing yourself? Are some ideas more benefiscial than others. How might you create a work with these ideas in mind? Why Why Why? Great questions! ** |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**
 * There will be oral communication, written visual information on the board, small group conversation, hands on work sheets, as well as hands-on application.** ||
 * **Materials/Resources Required:**
 * Grading Rubric for art project**
 * White Board to list class’s aesthetics as well their definitions of certain elements and principles.**
 * Work sheets for them to follow along with**
 * Power point with examples of artwork using different aesthetic theories.**
 * Ceramic slabs for students to work on.** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Hand out grading rubric for art project. Explain what we will be discussing (aesthetic theories, collaboration, decision making, elements and principles) and how they will be graded. || 2 min ||
 * Write texture, line, unitiy, pattern, rhythm and aesthetic on the board and have them define the terms. Write the definition on the board (review) || 3 min ||
 * Have students list reasons we make art (aesthetic theories or purposes) Use power point pictures and work sheets to discuss different aesthetic theories as well as elements and principles. Discuss pros and cons of each purpose and how they are used. || 10 min ||
 * Have class split into two groups and decide on an aesthetic purpose to work with and how they will do it. || 5 min ||
 * Hand out clay slabs and tools. Ask what stage the clay is in (raw). Students will work on their slabs for the rest of class with their group. Challenge them to find objects that will create textures within room. || // 7 min // ||
 * Have students wipe off desks and cover clay (explain why we do this) || 2 min ||

How will you all use this theory? (i.e. if you are focused on expressing yourself will you use exaggeration of form or particular imagery?)

How will your slab differ from the others’?

How will you use line or texture and unity, pattern, or rhythm to create cohesiveness in the work?

You will be graded according to this criteria!

For each of the following artworks answer the following: What aesthetics are used? Give an example of how. Is line, texture, unity, pattern, or rhythm used? How? 1.

2.

3.

4.

5.

6.

7.

8. ** Strategy Lesson 4 ** ** Time: 30 min. **


 * Co-Teachers: **__ Me and Myself!**;** Natasha Haugen __
 * Instructional Strategy: _ **__ Expert’s Research Organizer __** __ **

** TPA Approved Lesson Plan Template **


 * ** Desired Results ** ||
 * **__Co-Teaching__: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.**


 * N/A** |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**

Be able to conduct research utilizing reliable media sources and proper citations on a contemporary ceramic artist. This is a "students will be able to do" They will create a presentation using power point and submit it via the class wiki. This is a "students will be able to do" They will be able to identify and teach about a contemporary ceramic artist and their work. This is a "students will be able to do" They will indentify and apply aesthetic theory, including formalism, in order to critique a work of art by their artist. This is a "students will be able to do" They will participate in presentations in a professional manner This is a "students will be able to do" ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**

Different styles, movements, materials, and processes involved with their individual artist as well as their classmates. I know you have taught this group a lot about styles, terms materials, elements, principles etc. Do you believe they have enough to adequately do this?

Definition of Trompe l’oeil, Abstract Expressionism, Slab Construction, Silk Screening. Great. Clear, concise and brief. I know exactly what I'm supposed to know. |||| **Standards:**

Strand- Artistic Foundations Standard- Demonstrate knowledge of the foundations of the arts area Code- 9.1.3.5.2 Benchmark- Synthesize and express an individual view of the meaning and functions of visual art. Strand- Artistic Process: Respond or Critique Code- 9.4.1.5.1 Benchmark- Analyze, interpret and evaluate works of visual art by applying self-selected criteria within the traditions of the art form. ||
 * **__Group Accountability (Formative Evaluation)__**
 * How will you check to see whether your class has met your learning objectives?**

They will work together to present their artist using power point, including a critique of one of their artworks. They will take notes on others’ presentations. This tells me what __they__ will do to make sure they learn what they're supposed to but not how YOU will use what they're doing to discover whether or not they have met the objectives. |||| **What do you want students to be able to __do__?**

Research an artist in pairs using reliable sources - Did you show us what reliable artist sources are? Create a bibliography page - How will you ensure that your students know how to do this before asking them to? Will you have to teach them how to correctly create a bibliography page or will you make yourself aware of which other classes (English, History etc.) teach students how to do this as a part of the general education requirements and capitalize on the fact that this is done. Make a power point about their artist - on the wiki? Teach about their artist to the class, including a critique of one of their artworks. ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**

Trompe l’oeil Silk Screening Slab Construction Realism Abstract Expressionism |||| **__ How __ will you teach this key vocabulary to enable students to meet the learning objective?**

The students will research different definitions, teach them to each other and take notes Did you specifically give them these terms so they know that they (1) should be looking for them? and (2) need to make sure their groups members know what these terms mean? ||
 * **What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**

What is the artist’s name, date of birth, nationality, some cultural background and basic facts (are they married, do they have kids, did they go to school, etc)? This is a "know" What kind of art do they make? This is a "know" What does it look like? This is a "know" How did they make it? This is a "know"

What influenced them? Do you like it? Why? These are "knows" as well...however, these are closer to "Guiding questions or Understandings...you might say, "What are ways that artists are influenced to create certain styles or art or use certain mediums for creating art?" "How might the intention use of aesthetics influence people's appreciation of art?" |||| **How will you differentiate for all the learners.** ||
 * **Materials/Resources Required:**

Computers, internet, and Microsoft Office. || (What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** || Marilyn Levine Expert: Research/Presentation Project: Research your artist using reliable resources (artist’s website, museum sites, periodicals, etc… Not Wikipedia, facebook or twitter pages) Create a short Power Point about artist to share with the class. This should include:
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Introduction/ importance of using reliable sources || 2 min ||
 * Research/ power point || 15 min ||
 * Presentation || 12 min ||
 * Wrap up || 1 min ||
 * Brainstorm ideas for own projects (how we would use artists as inspiration in our own project) || If extra time available ||
 * ===** Tash, you ask WONDERFUL questions. You're insightful, penetrative, and engaging with your questions. Your questions elicit great response from students' internal states. And...you ask them "in passing." I want you to either write them down and MAKE students respond or create powerpoint slides with the questions on them (Thought I imagine many of them you think of as you go rather than before hand because they come up as you go? right?). Your questions will force your students to "get at" the understandings and deep appreciation for your content that you want. **=== ||  ||
 * 1) The artist’s name, date of birth, nationality, some cultural background and basic facts (are they married, do they have kids, did they go to school, etc)
 * 2) Pictures of the artwork, including titles, dates, genres (i.e. post modernism), materials, and methods used. (For this artist make sure to explain realism and Trompe l’oeil as well as mention any materials mixed in the clay)
 * 3) Artist’s Statement(s) (if you can find it)
 * 4) Information about why this artist appeals to them; why their work is art.
 * 5) Critique of one artwork by artist: should use at least one aesthetic theory (can use other elements.) Should identify theory being used and provide evidence.
 * 6) Use of reliable sources in a bibliography page.
 * 7) Should be 3-5 minutes long.
 * 8) Should be professional (loud clear voice, facing class, familiarity with content, etc..)

Notes (To be taken during others’ presentations) Name of Artist: Name of Artwork(s) and Description: How do they make this work?: Key Vocabulary/Definition: Do you like this artwork, Why? What would you like to know more about?:

Les Lawrence Expert: Research/Presentation Project: Research your artist using reliable resources (artist’s website, museum sites, periodicals, etc… Not Wikipedia, face book or twitter pages) Create a short Power Point about artist to share with the class. This should include:
 * 1) The artist’s name, date of birth, nationality, some cultural background and basic facts (are they married, do they have kids, did they go to school, etc)
 * 2) Pictures of the artwork, including titles, dates, genres (i.e. post modernism), materials, and methods used. (For this artist try to explain the silk screening process onto clay. Also explain abstract expressionism and slab construction.)
 * 3) Artist’s Statement(s) (if you can find it)
 * 4) Information about why this artist appeals to them; why their work is art.
 * 5) Critique of one artwork by artist: should use at least one aesthetic theory (can use other elements.) Should identify theory being used and provide evidence.
 * 6) Use of reliable sources in a bibliography page.
 * 7) Should be 3-5 minutes long.
 * 8) Should be professional (loud clear voice, facing class, familiarity with content, etc..)

Notes (To be taken during others’ presentations) Name of Artist: Name of Artwork(s) and Description: How do they make this work?: Key Vocabulary/Definition: Do you like this artwork, Why? What would you like to know more about?:

Betty Woodman Expert: Research/Presentation Project: Research your artist using reliable resources (artist’s website, museum sites, periodicals, etc… Not Wikipedia, facebook or twitter pages) Create a short Power Point about artist to share with the class. This should include:
 * 1) The artist’s name, date of birth, nationality, some cultural background and basic facts (are they married, do they have kids, did they go to school, etc)
 * 2) Pictures of the artwork, including titles, dates, genres (i.e. post modernism), materials, and methods used. (For this artist make sure to explain slab construction and abstract painting. Focus on her ceramic artwork. Does she use any interesting tools?)
 * 3) Artist’s Statement(s) (if you can find it)
 * 4) Information about why this artist appeals to them; why their work is art.
 * 5) Critique of one artwork by artist: should use at least one aesthetic theory (can use other elements.) Should identify theory being used and provide evidence.
 * 6) Use of reliable sources in a bibliography page.
 * 7) Should be 3-5 minutes long.
 * 8) Should be professional (loud clear voice, facing class, familiarity with content, etc..)

Notes (To be taken during others’ presentations) Name of Artist: Name of Artwork(s) and Description: How do they make this work?: Key Vocabulary/Definition: Do you like this artwork, Why? What would you like to know more about?: