Saint Josephs University

Pennsylvania Standards Aligned System

Lesson Plan Format
Candidates Name: Alison Grohe
Date: 2/10/16
classes

Subject: Art

Course Prefix/Number/Section: EDU 691

Grade Level: 3rd

Duration: 4 - 5

Lesson Topic: Gargoyles

1. Essential Questions (Linked to Big Ideas)
This lesson will introduce students to the history of gargoyles, their purpose,
construction, and characteristics. This lesson will also give students an
opportunity to build on their pinch pot techniques and glazing techniques.
Students will have an opportunity to experiment with new techniques such as
slip and scoring, over glazing, and splatter techniques. Students will need to
pay close attention to their construction of the gargoyle as well as time
management so that the clay elements can be completed in one period which
prohibits the clay from drying out.
Essential Questions addressed during discussion and demonstration
What is/was the function of a gargoyle? What characteristics define a gargoyle?
Where have you see gargoyles? How can we build on our pinch pot techniques
to create a gargoyle? What is the difference between paint and glaze? How
does adding glaze to a piece influence the outcome?
2. Learner Outcomes (Instructional Objectives)
Students will review pinch pot techniques, clay vocabulary, and clay tools.
Students will learn how to incorporate and attach decorative elements with slip
and scoring.
Students will be able to use a variety of glazing techniques that involve under
glaze to color and design their gargoyle.
Students will be able to apply large areas of local color first, and then move to
small details.
Students will be able to use different sized brushes that are appropriate for the
areas they are glazing.
3. Related Academic Standards: Common Core and/or PA Standards
9.1.3 A: Know and use the elements and principles of each art form to create
works in the arts and humanities.
B: Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review and revise original works in
the arts.
C: Recognize and use fundamental vocabulary within each of the arts
forms.
9.2.3 A: Explain the historical, cultural and social context of an individual work
in the arts.
D: Analyze a work of art from its historical and cultural perspective

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9.3.3 B: Know that works in the arts can be described by using the arts
elements, principles and concepts
4. Vocabulary
Gargoyles, pinch pot, firing, kiln, slip and score (scratch and attach), under
glaze, speckling, over glaze, texture, two dimensional form, three dimensional
form
5. Materials/Resources
Moist Clay, clay needle, newspaper, water can, assorted under glazes, over
glaze, brushes, wire,
6. Instructional Procedures
Day 1
Introduction: Instructor will lead a discussion about the history of gargoyles,
their purpose, and unique characteristics. Students will be shown different examples
throughout history local examples such as Philadelphia City Hall, Gargoyles found
on houses in Merchantville, etc, as well as international examples like the Gargoyles
at Notre Dam, Paris. The introduction will conclude with a brief picture quiz asking
students to identify which images are gargoyles and why.
Demonstration: Students will gather at the back table for a demonstration
of how to create a gargoyle.
1. Taking a precut slab of moist soft clay, instructor will review the procedure
to create a pinch pot with flattened bottoms. Once the pinch pot is
created, it will be turned over and the edges smoothed.
2. Instructor will then demonstrate how to first draw the desired shape of the
gargoyles mouth on the flattened surface, then how to cut out and
remove the excess clay.
3. Demonstrating the slip and score techniques, the instructor will add on the
gargoyles physical features including eyes, nose, teeth, and
eyebrows. Students will be shown how to flatten the clay and create
symmetrical eyelashes, ears, and wings.
Once the demonstration is complete students will return to their desk to complete
their gargoyle. All gargoyles must be completed this period as the clay will dry out
before their next class. The gargoyles will need to dry for two weeks then be fired in
the kiln. Once the gargoyle is complete, students will carve their names into the
bottom and the instructor will add the holes for the wire.
Day 2 - 5
Introduction: each of the following class periods will begin with a
demonstration of glazing techniques broken down into two three days
for under glazing, and the final day as over glazing.
1. Under glazing: Instructor will discuss the differences between paint and
glaze, emphasizing the quick dry time and how to use lighter colors
before darker colors. Instructor will also demonstrate on sample how to
paint large color sections first then go back in with a smaller brush for
details. Once the gargoyles have been sufficiently painted, instructor
will demonstrate spackling techniques by taking one paint brush and
first dipping it into the water, then the under glaze, then back into the

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water before tapping it against another brush to give a stone effect if

students choose to use this technique.
2. Over glaze: once students have completed under glazing their gargoyle,
instructor will demonstrate how to over glaze the entire sculpture.
7. Addressing Learners Diverse Needs
Accommodations and adaptations (IEPs, 504 Plans, at-risk students)
For students that need additional assistance, instructor as well as aide will be
circulating the classroom to help students as needed at each table.
Students will be continually reminded to slip and score each addition of
clay to their bases.
Students who have difficulties with fine motor skills will have their aide present
at the table to assist.
If a student is absent when the gargoyles are created they may create one the
following class period while the other students work is firing. If a student
has had an extended absence and returned when the class is to begin
glazing, they may paint one of the samples so as not to fall significantly
behind the class timeline due to drying and firing.
8. Formative/Summative Assessment
Formative Assessments
Class Discussion introduction and demonstrations will include a question and
answer review of the previous lesson and terms.
Closing Activity students will peer critique gargoyles by sharing two positives
and one improvement, using proper art vocabulary as well as references to the
techniques (both old and new)
Summative Assessment
Teacher will review students class behavior, work ethic, and final product
within the below rubric to assess students final project grade.
Art Visual Rubric
This project shows that the
student:

Followed directions
Understood new concepts
Used creativity & imagination
Displayed neat, tidy work, and
good craftsmanship
Finished project completely

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Used class time efficiently

Thoroughly cleaned up
workspace and materials
Student Name: ______________________________
Comments:
_____________________________________________________________________________________
_____________________________________________________________________________________
_______________________________
9. Data Analysis and Reflection on Planning/Instruction; Plans for
Reteaching (as applicable)
For my first observed lesson I felt that this went exceptionally well! We were
tacking a difficult procedure in a short period of time. Students had one period to
create a pinch pot gargoyle out of clay and that left little time for error. We prepared
for this lesson extensively in the previous class, discussing the history and
characteristics of a gargoyle, reviewing a number of examples, and sketching what
each student wanted to create. This preparation is what I believe allowed the clay
day to run as smoothly as it did. Students were prepared for the clay day, they
came into the Art room ready to work and eager. I do not think I could have asked
for a more smoothly run lesson! Each class they approach it with excitement but
also understood we had a lot to accomplish in a little amount of time and the
students were really dedicated. My cooperative teacher and I really discussed the
best approaches to teaching this lesson in advance, I had a very good idea of how I
was going to demonstrate the lesson after practicing it a few times, and that also
contributed to the smoothness and ease.
In our introduction day, students were lead through a discussion about what
characteristics make up a gargoyle and we discussed in length how they were
created. For a gargoyle to be authentic, it was required to have a large open mouth
and could either be beautiful, funny, scary, or grotesque. Students really embodied
these descriptions in their creations and I believe really captured the characteristics.
Each gargoyle sculpture fell into one of these four characteristics and showed that
students understood the reasons behind the craft. The students really explored
different ways to show beauty or scary features, thought out how to uniquely
display the feelings and best ways to approach that in sculpture. No two sculptures
are the same, each students really found their own direction and expression.
A lot of this lesson also dealt with clay techniques and added on to their
previous knowledge of pinch pots and glazing. Students were familiar with the pinch
pot technique but we added on the ideas of slip and scoring when creating a
sculpture. It is very evident after firing the sculptures if a student understood that
concept because if they did not then the sculptures are broken in pieces. I was quite
pleased to see that only one or two sculptures out of forty had any break in them.
This is a repetition technique that is used every single time clay is being added to a
sculpture and if they forgot that on an ear or eyebrow, then the clay broke off during
firing. I was really impressed with each students approach to the sculpture, the

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different ways they rolled and attached the clay. We also entered new territory with
under glazing and over glazing techniques. This area was not quite as successful in
my opinion as many students got carried away with splattering and got paint
everywhere! In the future, I would probably minimize the use of splattering as I
really do not believe it added or enhanced their pictures, and it became a disruption
in the classroom if a student accidentally got glaze on another student or their
project.
Clay is always an exciting project in the Art room as each grade only gets to
do one or two clay lessons a school year. The students of course want to come in
that first day, quickly go through the introduction, and start working. At this age
they are just starting to understand the process involved in learning about a new
medium as well as the planning stages before creating. I was really pleased with
how much detail the students put into their initial sketch, they had three or four
ideas sketched out and many were able to follow those ideas in sculpture. I believe
it is an important part of the creative process that gets neglected some times, we
need to plan out our ideas before we are able to implement them because
sometimes our first idea is not out best! I think on this lesson that idea really hit
home, some students found their sketches too difficult to translate into clay and
others found they were continually inspired to new ideas.
We have one student in the classroom that needed accommodations and
thankfully he has an aide that comes in for projects like this. Vince required more
assistance hands on with the instructions being repeated as he completed steps. His
aide was present to watch my demonstration and she sat at his table while I was
circulating and helping as needed. While Vince needed the instructions repeated, he
was able to complete his sculpture with little hands on assistance as I initially
thought during clay. In the glazing portion of the lesson I was able to work with him
to show him how to use the paint brush techniques we were learning and then he
was able to work with his aide. The wonderful thing about Art and this lesson in
particular is that all students are able to create, clay is soft and easily manipulated
so we are able to work one on one with the students to ensure they can create their
vision.
Overall I thought this lesson was a success, the students were able to make
connections about gargoyles they see in the textbook to the types of gargoyles they
have seen around town and in Philadelphia. They understood what the purpose of
the gargoyle statue was, how it was created, and what characteristics define it. We
made great strides in our education in the clay medium and learned new techniques
in under glazing. As Dr. Chew pointed out in my observation, it was really amazing
how much the students were able to accomplish in just forty two minutes!
***Updated***
After reading your comments Dr. Sharma and speaking with my mentor Dr.
Chew, I have gone back to revise my lesson plan to provide further detail and
explanations to my big ideas and use of assessment. My students participate in a
significant amount of formative assessment throughout the lesson because we
discuss at great length the history of the art and medium, as well as the vocabulary
and technique review at the beginning of each day. Dr. Chew has pointed out that I
have covered all of these things wonderfully in my teaching but agreed with you
that I need to expand on them in my written lessons going forward.

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