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Level 3: ART 309 & Student Teaching

Beach Culture
Central Focus
Grade Level
Class Size
Time
Class Demographics

International, national, and personal beach culture in ceramics


3rd grade
15
9:00-10:50
Diverse

National Visual Arts Standards Addressed


VA:CR1-3: a. Elaborate on an imaginative idea.
VA:Pr6-3: a. Identify and explain how and where different cultures record and illustrate stories and history of life through art.
VA:Cr2-3: a. Create personally satisfying artwork using a variety of artistic processes and materials.
VA:Cn10-3: a. Develop a work of art based on observations of surroundings.
Common Core State Standards Addressed
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key events occur).

Forms
Frames
Conceptual
Framework

2D
Cultural
Artwork

Subjective

3D
Structural

4D
Postmodern

Artist

Audience

World

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1.
Given 3 pieces of 4x4 drawing paper students will create pencil rubbings emulating textures using the found
objects provided by instructor in order to differentiate tactile versus visual texture.
2.
Given information about beach culture on international, national, and personal levels, students will be able
to orally describe, and compare the elements of each culture giving one similarity and one difference.
3.
By orally describing three characteristics of minoan pottery students will be able to understand the
relationship of geographic location to the imagery on the vessels.
4.
Given 1 lb of stoneware clay students will use a decorative ceramic technique on a pinch pot by
demonstrating the additive method.
5.
Given 1 lb of stoneware clay students will use a decorative ceramic technique on a pinch pot by
demonstrating the subtractive method.
6.
Given 1 lb of stoneware clay students will use a decorative ceramic technique on a pinch pot by
demonstrating the impression method.
7.
Combine 3 pinch pots into one free standing sculpture that demonstrates a variety of texture using 3
decorative clay techniques.

texture with

clay
clay modeling tools
objects to use
water
bogus paper

TEACHER MATERIALS

drawing material

markers

pencils

newspaper

magazine

scissors

glue

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

powerpoint
videos
teacher examples
name tags
vocab sheet

Level 3: ART 309 & Student Teaching

large paper

STUDENT MATERIALS

pencil
paper

ARTISTS IN CONTEXT
Key Artists
Key Artworks

Bronwyn Oliver (Australia)


Diane Lublinski
Noriko Kuresumi
Diane Lublinski
Ceramic Coral Tryptich
Bronwyn Oliver
Ammonite, 2005 copper 95x90x90
Fringe, 2006 copper 107x107x10
Noriko Kuresumi

Key Critical Questions

Vocabulary

Language Functions
Language Demand

Sea of memory 042

1.
List at least 4 critical questions about key artworks that ground writing
and discussion activities
Diane Lubinski
What do you see?
What characteristics make this look like coral?
Where do you think these pieces should exist?
What do you think of when you see the colors?
Would it be different if there was just one sculpture by itself? How so?
Bronwyn Oliver
What do you see?
What do you think this is made out of?
Would a different material change the work? How?
Why do you think the artist made these so big?
would you make something that big? why?
Where should this live and why?
why do you think it looks like it is moving?
Noriko Kuresumi
What do you see?
How does texture affect the way we see this work?
Do you think this work needs color?
what do you notice first without color?
What do you think this looks like through body movement?
VOCABULARY AND LANGUAGE ACQUISITION
culture: is a way of life of a group of people--the behaviors, beliefs, values, and symbols
that they accept, generally without thinking about them, and that are passed along by
communication and imitation from one generation to the next.
texture: feel, consistency, or appearance of a given surface
additive
subtractive
impression
community: a group of people sharing common goals, beliefs, attitudes
environment: our surroundings
analyze, compare/contrast, critique, describe, interpret, create
Syntax
Discourse

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

students will use the


vocabulary terms to define in
their own words what they
learned
students will participate
in several oral discussions with
classmates applying the
vocabulary to use when
comparing and describing
similarities and differences

students will receive a


vocabulary sheet
students will create a
venn diagram that shows
similarities and differences
between each character

Language Tasks and


Activities

Language Supports

1. Creating short written paragraphs that include the use and


understanding of these vocabulary words
2. Participation in discussion using the artistic language/vocab throughout
the lesson
3. Describe their own artwork using artistic language to their peers
4. Artists statements and critique that uses vocabulary and application of
concepts
Powerpoints that include text and images on culture, beach culture, minoan ceramic,
hybridity, clay
Vocabulary handout
Books focused on oceans, reefs, and underwater life
Venn diagram work sheet

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS


Launch
Instruction Methods
Teachers will begin by asking students to think about the beach
Direct instruction
Teachers will ask students to close their eyes and envision themselves there
Questions to ask them:
Hands-on student involvement
What does it look like?
How does it feel?
Group work
What are some of the smells you are sensing?
Are there different types of sounds being heard?
Instruction
Teachers will ask students to think about their five senses
Students will then write down three words that come to mind when they think about
the beach
Teachers will begin by asking students to define culture.
-

Instruction Methods
Direct Instruction
Independent Student Work

What does culture mean to you?


How do you define it?

INTRODUCTION OF BEACH CULTURE


Teachers will then introduce beach culture, what they mean, and how to define it.
This information includes beach culture on a international, national, and
local/personal experience.
Hand out vocabulary sheet and have students write down definitions
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

Continue to lecture with PowerPoint


Hand out sheet with Venn diagrams that ask students to fill out characteristics of
each beach culture and then putting the ones that are similar in the overlapping
circle.
Split students into groups and do a think, pair, and share activity.
Oral discussion as a whole. This is reporting what the groups came to in talking with
each other.

Teachers will introduce the Minoan culture.


Teacher will discuss Minoan pottery
-

vessels
sense of community
what they were traditionally used for
geographic location and how that relates to the imagery

Teachers will then perform the texture rubbings exercise.


Students will receive 3 different square sheets of paper.
Each student will obtain 3 different objects to use as a texture rubbing.
The teacher will then demonstrate how to do the rubbing.
The teacher will also explain the difference between tactile texture and visual
texture.
INTRODUCTION OF CERAMIC ARTISTS/ANALYZING CONTEMPORARY
ARTWORKS
Teachers will introduce students to 3 contemporary artists.
-

Bronwyn Oliver
Noriko Kurisumi
Diane Lublinkski

The students along with the teachers will discuss three works by these artists and
exercise the Australian framework.
Teacher will give examples of how we coexist with nature. Teachers will explain the
connection of land to people.
Oral discussion of the similarities and differences between the artists and why.
INTRODUCTION INTO CORAL REEFS
Teachers will discuss the importance of coral reefs
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

The students will learn about key characteristics of how the reefs bridge
communities together.
-

How they grow


Where they grow
What they do
Relationship to the people

CLAY MAKING ACTIVITY


In light of the information presented above, next, teachers will ask students to create
3 different pieces of ceramic clay. Each piece needs to contain one different texture.
This will be the final artmaking activity: community coral sculptures.
First, students will collect three separate balls of clay.
Next, the teachers will demonstrate how to pinch out a pot.
Students will then model what the teacher demonstrated with their own.
Students will pinch out three pots
The teacher will then take one pot to teach the method of additive texture.
Teachers will also demonstrate the slip and score method to students.
Students will model additive texture using the slip and score attachment technique.
Next the teacher will demonstrate the subtractive method.
Students will model that method.
After, the teacher will demonstrate impression texture.
From here, students will model after the teacher using different materials.
Students will then combine all three of their sculptures together to make one piece
of work.
Closure
Teachers will review key concepts with students
The different types of beach cultures
Practice prompting questions/look for use of vocabulary
What they learned
Vocab
Favorite parts of the day!

Instruction Methods
Direct Instruction
Hands-on Student
Involvement
Group

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS


Adaptations and Accommodations
Teachers will use several activities for students of different learning styles
-

Visual: powerpoints and teacher examples

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching


-

Verbal: lecture and direct instruction of material


Social: group work and collaboration on art making activities

Enrichment and Extensions


For students who are more advanced in skill or thinking, they will be asked to expand upon the coral sculpture by writing a
story about their creation and giving it a name or a purpose.
Activity for Early Finishers
Early finishers could perform three more texture rubbings and then cut and paste to create a hybrid drawing that mimics the
clay making activity.
OBJECTIVE-DRIVEN ASSESSMENTS
Students created pencil rubbings emulating textures using the found objects provided by instructor in order to differentiate
tactile versus visual texture.
Students expressed orally an understanding of thinking abstractly in terms of subject matter by creating and presenting a
compilation drawing of at least 3 different elements.
Students described, orally, and contrasted the elements of each culture with the given information about beach culture on
international, national, and personal levels.
Students orally describing three characteristics of minoan pottery and understood the relationship of geographic location to
the imagery on the vessels.
Students used a decorative ceramic technique on a pinch pot and demonstrated the additive method.
Students used a decorative ceramic technique on a pinch pot and demonstrated the subtractive method.
Students will use a decorative ceramic technique on a pinch pot and demonstrated the impression method.
Students combined 3 pinch pots into one free standing sculpture that demonstrated a variety of texture using 3 decorative clay
techniques.

INTERDISCIPLINARY CONNECTIONS
Science
Language Arts
History
REFERENCES
Alevision, W.( May 2013). Coral Reef Facts: Your Online Guide to the World of Coral Reefs. http://www.coral-reefinfo.com/types-of-coral-reefs.html
Culture of the Waves. (May 13 2014). Surf Speak. http://www.clubofthewaves.com/surf-culture/surf-speak.php
Lublinski, D. (1999-2015). Clay Forms By Diane Lublinski. http://clayforms.com/portfolio/coral-reef/
Mijo, C. (March 17 2008). The Beach http://www.australia.gov.au/about-australia/australian-story/beach.
Oliver, B. (2015, November 5). Roslyn Oxley9 Gallery. http://www.roslynoxley9.com.au/artists/copyright.html
Orchard, J. (September 25 2013). Minoan Art Pottery. http://www.veniceclayartists.com/minoan-art-pottery/
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

Wikipedia (October 8 2015). Surf Culture https://en.wikipedia.org/wiki/Surf_culture


Wikipedia (October 12 2015). Minoan Pottery https://en.wikipedia.org/wiki/Minoan_pottery
* Developed and written by Anna Jahncke and Leah Kuhn), Art Education, Illinois State University, 2015 *

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12