Learning Plan 1

Title: Look at the Mug on That Mug!

Pacing: 8-9 Days
Grades: 9-12
Class: Ceramics, Sculpture and Crafts
Concept: Expressing Emotion
Concept Questions: How does an artist portray emotion through facial gestures?
How can an artist use color to express an emotion to the viewer?
Established Goals: (Virginia Beach Objectives (VBO) from Unit Overview)
FAC.2- Students will understand that sculpture, ceramic and craft objects can
have beauty, function, value and meaning.
FAC.5- Students will understand the different purposes of sculpture, ceramic and
craft objects.
FAC.10- Students will compare/ contrast symbolic and metaphorical
interpretations of sculpture, ceramic and craft objects.
FAC.18- Students will create a sculpture , ceramic or craft object that serves a
purpose.
Art Production:
Aesthetics:
Enduring Understanding
Essential Questions/Learning Plan Questions: Can an artist create meaning in
artwork through expression of emotion?
ASSESSMENT
Pre-assessment: No pre assessment.
Ongoing assessment:
Class participation
Communication
Negotiated criteria
Critical thinking
Summative assessment: Students will learn how to create a three dimensional work of
art that expresses emotion.
Students will KNOW- Artists express emotions through art.
Students will UNDERSTAND that- Emotion can be expressed through facial gestures.
Students will DO - Students will create a clay mug with a face that expresses an emotion.
KEY CRITERIA:
Participation in discussion.
Completion of clay mug with face.

Completion of artist statement.

SEQUENCE OF TEACHING & LEARNING
Day 1
T-Present Powerpoint on clay and emotion in art.
S- Will discuss artwork in presentation including what the art means, how artists
portray ideas and emotions in their work and why expressing emotion in artwork is
important.
T- Present examples of mugs with facial expressions.
S- Will discuss the expression of emotion in the examples of mugs.
T- Demonstrate the slab building process including rolling out slabs with rolling pin,
cutting base, walls and handle out of slab and slipping and scoring parts to create
mug form.
T- Roll a coil and show how to slip and score coil to base to create a foot and slip and
score handle to mug.
T- Create facial parts such as nose, eyes and mouth and begin adding parts to side of
the mug to show the additive process of sculpting a face.
T- Carve into the clay to create depth in the face. Talk about the difference between
the additive and subtractive processes and how students can use both to create faces.
T- Tell students the expectations and criteria for project including size expectations,
evidence of emotion through facial gesture and color choice, and expectation of artist
statement which explains artist decision making throughout art process.
S- Tape down newspaper t and cut out a chunk of clay from block to begin rolling
slabs.
S- Once slabs are rolled out students will cut a base using various round objects and
will cut out walls for mug using a ruler.
S- Students will get clay tools and slip and begin sloping and scoring cut out parts to
create mug.
S- will sketch ideas for facial gestures before sculpting face.
T- Go over clean up procedures including cleaning tools, properly wrapping project
to avoid drying out and cleaning work area.

VOCABULARY
Photorealsim
Slip
Sculpture
Subtractive
RESOURCES/MATERIALS
Power Point presentation
Computer
Projector
Clay
Clay tools
Water
Slip
Slip brushes

Clay
Score
Additive

Newspaper
Rulers
Objects to cut circles including tape rolls, empty containers
Masking tape
Paper
Pencils

DIFFERENTIATION STRATEGIES
x
x

21ST CENTURY SKILLS

x
x
x
x
x

TEACHER REFLECTION

Flexible grouping
Open-ended activities
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
Independent studies
Tiered activities/products
Journal prompts
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest

Critical thinking
Open-ended activities
Problem solving
Information literacy
Listening
Collaboration
Communication
Social Responsibility
Sustainability
Interdependence
Health literacy