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NorfolkPublicSchoolsLessonPlanTemplate

Name_JaniceDavidsson______________Date(s)___March2017__________Class/Grade______8__________

N8.1 Understand and apply steps in artmaking.


N8.1.2 Plan for and reflect on the art-making process, using a sketchbook/journal.
N8.1.4 Refine personal works of art to improve quality of craftsmanship.
N8.4.1 Select the following to express meaning in works of art:
a. Color- contrasting relationships
c. Proportion- scale, ratio relationships
N8.5 Use observational and expressive drawing techniques to demonstrate multiple viewpoints (e.g.,
above, below, front, back.)
N8.6.1 Select painting techniques to achieve intended effects (e.g., hard soft edges, over-painting,
wet on dry, scraffito, scumbling, stippling).
N8.6.5 Create three dimensional works of art by combining variety of techniques and processes.
NAI.1 Keep sketchbook/journal that reflects individual ideas through drawing and writing.
NAI.1.1 Use sketchbook/ journal to practice and document artmaking skills and techniques.
NAI.1.2 Maintain and use a process art portfolio (e.g. sketchbook/ journal and working portfolio) for
planning and as a resource in the art-making process.
NAI.2.1 Identify and use steps of the design process, including brainstorming, preliminary sketching,
planning, reflecting, refining, elaborating and researching in creative problem solving.
NAI.4 Develop an Understanding of craftsmanship and quality to evaluate art work.
NAI.4.1 Describe and demonstrate craftsmanship (artisanship) on works of art.
NAI.4.2 Describe how the degree of craftsmanship/ artisanship affects the value in works of art.
NAI.6 Recognize the use of skills and techniques for practical and expressive purposes and apply to
own work.
Standard(s)NAI.7.2 Know, understand, and apply rules regarding plagiarism.
NAI.8.2 Describe and apply texture.
a. Real
NAI.9.4 Develop skills in and use/apply techniques in sculpture.
a. Additive
b. Subtractive
c. In the round
d. Relief
NAI.9.5 Develop skills in and use/apply techniques in ceramics.
a. Slip
b. Score
c. Wedge
d. Leather hard
e. Green ware
f. Bisque
g. Plasticity
h. Kiln
i. Slab
j. Coil
NAI.9.6 Develop skills in and use/apply techniques in crafts.
a. Function
b. Craftsmanship
c. Decorative
Essential
Unit title
Knowledge
orSkill Virginiasongbirdhousesandfeeders.
(from
Curriculum
Framework
)
BloomsTaxonomy(Checkallthatapply.):
Cognitive
X CreatingX EvaluatingX AnalyzingX ApplyingX UnderstandingX
Level(s)
Remembering
BigIdea
Buildingafunctionalceramicbirdhouse/feederwithemphasisondesignprocessand
craftsmanship.

BigIdeas EssentialQuestions
(Essential WhatkindofbirdamIdesigningthisbirdhouse/feederfor?
Questions, Whatisslab,slip,score,coilandkiln?
Enduring Whatsthedifferencebetweenbisqueandgreenware?
Wheredothesebirdslive?
Understand
Whatkindofnestdotheybuild?
ings,how
Whatkindoffooddotheyeat?
thislesson
relatesto
ProceduralQuestions
theme,etc.) Howdoesithang,stand,andwork?
HowheavyamIgoingtomakeit?
Whatworked?
Whatchangedovertheprocess?
HowcanImakeitsothewaterdoesntcollectinthefoodtray?
Objective(s Durationwillbe8days.
Studentswillhandbuildclaysculpturesthatwillbefunctionalasbirdhousesandfeeders.
)(behavior,
Studentswillcreateoriginalworkfromthedesigntothefinalproduct.
conditions,
Studentswillbeabletoidentifyanddefinetheceramictermssuchasslip,score,bisqueandgreen
criteria) ware.

Approx
Step LearningExperiences
Time
Anticipatory Day1:Studentswilllearnaboutandidentifylocalbirdsfromthearea.Aftera
Set briefoverviewoftheprojectstudentswillbringtheirsketchbookstothemedia
centerwheretheywillusethecomputerstofindinformationaboutaspecific
birdofinterest.Studentswillthensketchthebirdalongwithnotesofquestions
theyareaskingthemselvesaboutthebirdandthedesignstheyarethinking
about.Thesecondhalfofclasswillbestudentssketchingtheirideasfora
houseorabirdfeeder.Theywillhaveafrontview,sideviewandabottom
view.Thosewhoarenotfinishedwilldoitforhomework.

Day2:Atthestartofclasswewilltalkaboutthedesignsthatthestudentshave
comeupwith.Eachstudentwillcomeuptothedeskcameraandpresentwhat
theirdesignideaistotheclass.Afterthesketcheshavebeenputawaythe
studentswillgetaquickdemonstrationofclay.Studentswillbeaskedtomake
asphere,acubeandacylindereachusingoneofthehandbuildingtechniques.
Studentswillbeaskedatdismissaliftheyhavethoughtsaboutchangingtheir
designsandifsotohavethemfornextclass.

Day3:Studentswillstarttobuildtheirbirdhouse/feedersculptures.
Day4and5:Bothofthesedayswillbeworkdaysforthestudentstoworkon
theirsculpturalbirdhouse/feeder.
Day6:Studentswillfinishtheirworkandwriteabouttheirpiece.Theywill
starttothinkaboutcolorstheywouldliketouseontheirpieces.

Day7:Studentswillworkonglazingandpaintingtheirbisquewarebird
house/feeders.Theywillpaintandfinishtheirwork.

Day8:Studentswillpresenttheirfinalpiecealongwiththeirsketchandthe
writeupthatexplainstheirwork.Wewillhaveaclasscritiqueofeachstudents
work.

Teaching/ (Procedures,includingmodeling,includingvisual/instructionalresources
Explicit i.e.,artwork)
Instruction
Day1:Studentswillbegivenquestionstothinkaboutwhilethinkingaboutthe
processofmakingabirdhouse/feeder.Ifmakingafeederhowcanthey
preventthecollectionofwaterandhowtheycoulddetersquirrels.Iftheyare
makingahousehowlargedoestheopeninghavetobe?Whatkindofnestdoes
yourbirdliketolivein?Dotheylikethesafetyofenclosedspacesordothey
needamoreopenconcept?Afterapresentationofdifferentbirdsandtheir
needssuchasahomeandfoodstudentswillgoovertothemediacentertostart
doingonlineresearchabouttheirbirdtogetmoreinformationfortheirdesign.
Bythesecondhalfofclassstudentswillbegintosketchtheirpreliminary
sketchesfortheirhouse/feeder.Therewillbeafrontview,asideviewanda
bottomview.Ifthestudentsdonotfinishbeforetheendofclassitittobe
completedashomeworkandreadyfornextclass.

Day2:Studentswillpresenttheirideasforhouses/feederstotheirpeersfor
feedbackinthebeginningofclass.Studentswillusethedeskcameratoenlarge
andexhibittheirdesign.AftersketcheshavebeenputawayIwillgivea
demonstrationonhowtousehandbuildingtechniquestocreateacube,cylinder
andasphere.Studentswillberequiredtobuildthesethreeshapesbeforethe
endofclass.Thiswillbethetimeforstudentstopracticeandexperimentwith
theclaywhiletheygetfamiliarwiththebuildingmedium.Theywillusetools
toworkonsmoothing,scumblingandothertexturetechniques.Attheendof
classStudentswillrecycletheirclaybackintoaballfornextclass.

Day3:Studentswillusethetechniquesthattheylearnedinthepreviousclassto
startconstructingandbuildingtheirbirdhouse/feeders.

Day4and5:Thesetwodayswillbeworkdaysforstudentstobuild,and
decoratetheirpieces.

Day6:Studentswillfinishtheirpiecesandhavethemreadytobedriedand
firedinthekilnbytheendofclasstohopefullybefiredwithinthenextweek.
Studentswillstarttheirroughdraftartiststatementabouttheirprojectandthe
processandmeaningbehindit.Theywillincludemedium,dateandsize.

Day7:Studentswillpaintandglazetheirfinalpiecesandworkontheirartist
statementabouttheirwork.
Day8:Studentswillpresenttheirfinishedprojectalongwiththeirsketches
andartiststatement.

How will the teacher guide the students in practicing the concept or skill?
(prepping for artmaking, skill, technique or process practice, minilesson, media
exploration, etc)

Guided I will demonstrate each step with the clay and how to use the tools such as the
Practice slab roller. I will also have a power point of my own work in progress to help
assist students.

What will students do to independently practice the concept or skill? (Create


artwork.)
Students will do the clay practice on their own. Students will use the skills
learned from the practice day in their work.
Independent
How will you know whether or not students are learning the concept or skill?
Practice&
And how are you able to offer individual immediate applicable feedback?
Checkfor (The teacher will continuously check for understanding and provide guidance
Understandi through individual questioning and/or discussion during students independent
ng practice. )

If a student can successfully make a coil, slab and a pinch pot.

Closure/ How will skills, knowledge and understandings be summarized?


Assessment (Closure-summary of learning connected to future application)
ofLearning Day 1: Ask students questions about the songbird they chose and what do they
have in mind for their project.

Day 2: Ask students questions about handbuilding techniques.

Day 3,4,and 5: Ask students about progress.

Day 6: Talk about the artist statement and its requirements.

Day 7: Going over different ways to glaze or paint ceramic.

Day 8: Have the students fill out a note card saying one thing they liked and
one thing they did not.

How will student progress be measured?


(Lesson requirements/rubrics, formative assessment strategies, critiquing, self-
reflection, etc)

Each day will build on itself, if a student is on task they will have a finished
piece by the end of the 8 classes.
Whatworked?Whatwouldyouchangetomaketheunit/lessonmoreeffective?

Reflection