More Than Homeless Lesson Plan Cody Thomas

More Than Homeless Lesson Plan 1
More Than Homeless: Self-Identity & Face Jugs

Lesson Plan
Cody Thomas
ARH 6930: Special Topics in Museology
11 December 2022
More Than Homeless: Self-Identity & Face Jugs

Lesson Plan
Overview:
This community-based outreach art project serves as a tool for educators, artists, and researchers
to teach individuals that are homeless within their community about face jugs through American
history as well as completing research about themselves to hand-build their own face jug based
on research they have done with identity and learning about other artists – local and worldwide.
Throughout this hands-on art project, participants will learn about this history of face jugs in
America, and how they are still apparent in today’s society. There will be four visiting artists that
either make face jugs and/or focus their work on their identity. Each of these artists are from
different backgrounds and cultures and are assigned to each step of building a face jug.
This lesson also shows other community members (non-homeless) that homeless individuals
have an identity outside of their stereotype and myths of homelessness; they are more than just
“homeless”. The work will also be displayed in a public location in the Plaza de la Constitución
at a local fine art gallery. Reception to follow (if desired).
Learning Goals & Objectives:

Ø Individuals will know what clay is, where it comes from, and steps to make a vessel from
start to finish.
Ø Individuals will know how to roll a slab of clay via slab roller as well as by rolling pins and
dowels.
Ø Individuals will know how to roll a coil, use a clay extruder.
Ø Individuals will know the process of attach coils to one another by slipping and scoring.
Ø Individuals will discover more about themselves and their identity as a person by completing
worksheets and research.
Ø Individuals will discover local and international artists that focus on identity and face
jugs/mugs.
Ø Individuals will learn about the history of the southern face jug.
Ø Individuals will learn how to apply glazes.
Ø Individuals will learn studio best practices, how to use tools safely and correctly in the
ceramic’s studio.
Ø Individuals will learn the about the stages of clay.
Ø Individuals will learn about kilns (oxidation and reduction).
Ø Individuals will learn that they are an asset to society and their community.
Estimated Completion Time:

This lesson plan is based on meeting for two hours each class, every third day of the week, for a
month and a half to two months. Fifteen classes total.
Materials:
o Working table/bench
o Slab roller
o Clay extruder(s) with dye for coils
o Clay (25 lb. a person)
o Glazes
o Sketchbook/note pad, pencil, or pen

o Paintbrushes (variety in sizes for applying glazes)
o Spray bottle for water
o Plastic to wrap work in between sessions to keep work moist
o Clay tools: pen tools, scoring tools, texture tools, sponges
o Banding wheels/Lazy Susan’s
o Small cups for mixing slip (or a bucket to pre-mix slip to pass out to individuals later)
o Slip
o Kiln (oxidation and reduction)
o Plastic wrap
o Aprons
o Towels/paper towels
o Ware Boards
o Bisque Cart
o Glaze Cart
o Shelf or cubby to hold each participants work, supplies, and other materials until completion
of project
o Computer with internet access
o Printer and paper
o Projector
o Whiteboard or Large Paper pad to write on in front of class during presentations and
discussions
Resources:
o Face Jug Project PowerPoint
o Handouts
o Studio Best Practices & Studio Rules Handout
§ Located at the end of the Lesson Plan
o Face Jug Art Project (brief procedures for each day for students)
§ Located at the end of the Lesson Plan
o What is Clay?
§ John Norris, 2018
§ https://www.pinterest.com/pin/356065914302451415/
o Stages of Clay?
§ SCHS Art Blog, nd.
§ http://schs-art.weebly.com/stages-of-clay.html
o What is a Kiln?
§ Bonnita Johnson, 2020
o Personal Identity Wheel Handout
§ University of Michigan, 2022
§ https://drive.google.com/file/d/1h02iQ3Aa1tNSv4doSACwhR1Ls47Dn_wC/v
iew
§ Handout is located at the end of the Lesson Plan
o Personal Identity Wheel
§ https://drive.google.com/file/d/1h02iQ3Aa1tNSv4doSACwhR1Ls47Dn_wC/v
iew
§ Handout Located at the end of the Lesson Plan
o Social Identity Wheel Handout
§ https://drive.google.com/file/d/1nQVGAWF8-
zRdLnQrhEXViXCYtCKDOVIR/view
o Social Identity Wheel
§ https://drive.google.com/file/d/1nQVGAWF8-
o Spectrum Activities Handout
§ Handout located at the end of the Lesson Plan
o What is a Coil?
§ The Art of Education University, 2022
§ https://theartofeducation.edu/?s=how+to+roll+a+coil&cat=
o What is a Glaze?
o What is a Coil Pot?
§ The Art Lady Blog, 2017
§ http://theartlady2017.blogspot.com/2018/08/teaching-resource-clay-work-
booklet.html
o How to Slip and Score?
o Face Jug Form and Function
§ The Art of Education, nd
§ https://theartofeducation.edu/flex/resources/?shared=292177
o 16 Personalities Website Link:
§ https://www.16personalities.com/free-personality-test
o What is my Spirit Animal? Website Link:
§ https://www.spiritanimal.info/spirit-animal-quiz/
o Positive Traits List Website Link:
§ http://ideonomy.mit.edu/essays/traits.html
§ https://sites.lsa.umich.edu/inclusive-teaching/personal-identity-wheel/
o Visiting Artist: Jim McDowell
o Website: https://blackpotter.com/
o Visiting Artist: Mitchell Grafton
o Website: https://www.facebook.com/graftonpottery/
o Visiting Artist: Billy Joe Craven
o Website: https://www.cravenfamilypottery.com/
o Visiting Artist: Eugene Ofori Agyei
o Website: https://eugeneagyeiarts.com/
Daily Procedures:
Day 1: Introduction
• When all participants have joined and the art class is ready to start, the teacher will
introduce themselves, the assistance/studio help, as well as a brief intro to the course.
o What will they be doing for this project?
o How long will each class be?
o How long is the art project?
o What will each person gain from participating in this project?
• The teacher will then ask each individual to introduce themselves followed with an ice
breaker question.
• The teacher will then start the class by going over studio best practices and rules.
• The teacher will start the PowerPoint about Face jugs and ask the questions:
o Do you like art?
o Do you draw, paint, or have any training in art?
o Have any of you worked with clay before?
o Do you know what a Face Jug is?
o Have you seen a Face Jug?
o What do you think Face Jugs were used for?
o Are these still being made today?
• The teacher will go over the steps the class will take to complete their own Face Jug.
• Students will observe a PowerPoint presentation of sculptures and the history of Face
Jugs and how African American enslaved people made them and used them.
• The teacher will pass out Handout:
o Face Jug Form and Function
§ The Art of Education, nd
§ https://theartofeducation.edu/flex/resources/?shared=292177
• Through the PowerPoint, students will compare and contrast the various styles of the
jugs.
• After the introduction has finished, the students will receive their own sketchbook,
drawing materials, and be assigned a cubby/space to place their artwork during the
duration of the project.
• The teacher will also pass out a class version of the face jug program that is a brief
overview of each day.
• A tour of the studio will be given explaining what objects do. Studio best practices is
repeated at this time.
• Class will end for the day.
• If food and drinks are provided, those can be passed out at this time.
Day 2-3: Identity

• Upon entry into the class, the teacher will instruct the students to gather their sketchbook
and writing supplies before taking their seat.
• The teacher will introduce the days topic of Identity.
o The teacher will write the word “Identity” on the board and ask for examples that
would make up someone’s identity/the definition.
o As the teacher writes what the students say onto the board, the students are
instructed to write down the following mind map as well in their sketchbooks.
• The teacher will continue with the Face Jug + Identity PowerPoint that will talk about
artists who bring identity into their work. The students will be shown various artists work
that focus on their (the artists from the PowerPoint) identity in their art and ask the class:
o What are some ways the artists relate their work to their own identity?
o What are some attributes that make you YOU?
o What are your interests? Likes? Dislikes?
o What are your cultures? Are there colors, patterns, or textures that are related to
your cultures?
o Where are you from? Where is your family from?
• The teacher will then talk about the assignments for the day: to complete identity
worksheets and doing research about their own self and family.
o The teacher will pass out the following worksheets:
§ Personal Identity Wheel Handout
• University of Michigan, 2022
• https://drive.google.com/file/d/1h02iQ3Aa1tNSv4doSACwhR1Ls4
7Dn_wC/view
• Handout is located at the end of the Lesson Plan
§ Personal Identity Wheel
• https://drive.google.com/file/d/1h02iQ3Aa1tNSv4doSACwhR1Ls4
7Dn_wC/view
• Handout Located at the end of the Lesson Plan
§ Social Identity Wheel Handout
• https://drive.google.com/file/d/1nQVGAWF8-
§ Social Identity Wheel
• https://drive.google.com/file/d/1nQVGAWF8-
§ Spectrum Activities Handout
• Handout located at the end of the Lesson Plan
• The teacher will also ask the students to complete the 16 Personalities Test (if desired)
and share the website with the class:
o 16 Personalities Website Link:
§ https://www.16personalities.com/free-personality-test
• The teacher will also ask the students to complete the What is my Spirit Animal test (if
desired) and share the website with the class:
o What is my Spirit Animal? Website Link:
§ https://www.spiritanimal.info/spirit-animal-quiz/
• The teacher will encourage the students to visit these websites about positive traits:
o Positive Traits List Website Link:
§ http://ideonomy.mit.edu/essays/traits.html
§ https://sites.lsa.umich.edu/inclusive-teaching/personal-identity-wheel/
• The teacher and assistants will help students throughout the remainder of the class.
• Before class is complete, the students are asked to put their sketchbook and supplies back
in their cubby before leaving.
Day 4: Identity + Visiting Artis Jim McDowell

• As the students enter the class the teacher will instruct them to gather their sketchbook,
work from Day 2, and writing supplies from their cubby.
• The teacher will ask the students if they would like to share with the class what they
found out about themselves.
• The teacher will talk about artistic practices and the steps they take to make a piece of
work such as planning, drawing sketches, and researching.
• The teacher will the introduce Jim McDowell to the class.
• The teacher will pull up McDowell’s website onto the projector.
• McDowell will discuss his artistic practice, why he makes Face Jugs, and why it’s
important.
• McDowell will provide his process of making a Face Jug in a demo.
• The teacher will ask the students to start thinking about their own face jug. What will it
look like, what colors will the glazes be?
o The class will spend the rest of the time thinking about different ways they will
build their face jug based on the handouts and worksheets they have completed
along from discovering new ceramic artists.
• At the end of class, the students will be asked to return all of their materials to their
cubby before leaving.
Day 5: Intro to Clay

work from Day 4, and writing supplies from their cubby.
• While starting the class, the teacher will then ask:
o Who has worked with clay?
o What did you make?
o How did you like working with it?
• The teacher will pass out a handout that will discuss what clay, slabs, and coils are.
• The teacher will show the YouTube clip about clay that is also found as an embedded
link in the PowerPoint:
o https://www.youtube.com/watch?v=m7dFLHc-jwc
• The teacher will pass out 25 pounds of clay to each student (the students will retrieve the
clay from the clay storage room with guidance from instructor.
• The teacher will also pass out Clay Kits for each student that includes the following:
small bowls, texture tools, pin tools, sponges, water bottles, ware boards, scoring tools,
aprons.
• The teacher will ask each student to collect a banding wheel.
• The teacher will then go over helpful hints about working with clay
o To keep clay from drying out, make sure it is always covered with plastic.
o To keep the clay from drying out while working, spray it with water to keep it
hydrated.
• The teacher will demo with the class about pinch pots and how to roll coils and attach
them.
• The students will then be asked to repeat the process and experiment with their clay.
• The teacher will then go over the Face Jug Project.
o Step one is making a slab.
§ The students will be shown how to either use a rolling pin or a slab roller
to make the bottom of their jug.
§ The students will then be shown how to use the clay extruder to make
coils, changing dyes, and how to clean the extruder when done.
o Step two is building the vessel/jug
§ The teacher will demo how to attach coils onto the slab surface as well as
begin layering the coils.
• The students will then be directed to start rolling out their own slabs or using the slab
roller.
• The students will then be directed to roll their coils, plenty of them, OR they can use the
clay extruder to extrude enough to build their desired vessel.
• Before class is over, the students will be asked to clean up their tables and to return all
their materials back to their cubby.
Day 6: Building the Jug + Visiting Artist Billy Joe Craven

• As the students enter the class, the teacher will instruct them to gather their sketchbook,
clay work and supplies from their cubby.
• Once class is ready to begin, the teacher will ask about the processes they have learned so
far.
o What is clay? Where can we find it?
o How do potter’s ‘glue’ clay together?
o Why do we need to slip and score?
• The class will also discuss the history of the face jugs.
• The teacher will introduce visiting artist Billy Joe Craven who will be talking about his
history of making pottery, face jugs, and the importance of continuing to make them.
• The teacher, along with Billy Joe Craven, will assist the potters (students) in building
their jug.
• Towards the end of class, the students will clean up their work area and return all
materials and their work into their cubby.
• If food and drinks are given, the students are instructed to eat in the other room/studio.
Day 7: Building the Jug (A Catch-Up Day)

• Today is a day for students to continue to build their jug and catch up on things if needed.
• Towards the end of class, the students will clean up their work area and return all
materials and their work into their cubby.
Day 8-9: Faces, Identity + Visiting Artist Mitchell Grafton

• The teacher will introduce todays visiting artist Mitchell Grafton and display his website
on the projector.
o Grafton will present about his work as a potter, how he comes up with the themes
of his face jugs, and his processes.
o He will also talk about and show in a demo on how to make facial expressions in
different ways (imagined, abstraction, expression, realistic, etc.)
• After the lecture, the students will begin to talk about their plans to add on facial features,
symbolisms, and more onto their own face jugs.
• The students will then begin working on adding facial features onto their jugs.
• Before class ends, the students will spray their pieces and wrap in plastic and will
carefully place them onto their cubby or desired space (depending on size).
Day 10-11: Faces, Identity (A Catch-Up Day)

• Students will continue to work on their face jug for the duration of these two days.
• The students will refine their pieces and allow them to dry for the rest of the week to
bisque fire.
Day 12: Glazing Introduction, Surface Design

• The teacher will talk about the next two firings and glazing. The teacher will play these
short clips. These links are embedded into the PowerPoint Presentation:
• The teacher will also pass out the following hand outs:
o What is a Kiln?
§ Bonnita Johnson, 2020
o What is a Glaze?
• The teacher will also continue to Face Jug PowerPoint that will talk about different artists
and their glazing applications.
• The teacher will assist the students in loading the kiln and bisque fire the pieces for next
class.
• The teacher will have the students note in their sketchbook what types of colors they plan
to use, bright, dull, one color, an ash glaze, underglazes, etc.
• Towards the end of class, the students will return all of their materials to their cubbies.
• A bisque firing must be completed before, and pieces are ready to go on day 12 – at least
before day 13 starts.
Day 13: Glazing, Surface Design + Visiting Artist Eugene Ofori Agyme
and supplies from their cubby.
• As class starts, the teacher will have each student retrieve their work from the kiln room.
• The teacher will introduce Eugene Ofori Agyme who will present about his work, his
artistic process, and why he makes his work. He will also focus on the topic of his
identity and glazing.
• The teacher will show his website on the projector.
• The students will then spend the day glazing.
Day 14: Glazing (A Catch-Up Day) and Final Kiln Firing

face jug, and supplies from their cubby.
• The students will finish up glazing today if they haven’t done so.
• After glazing is complete, the teacher will load the kiln for the final firing.
• Students will participate in studio cleaning the remainder of the class time if any is left. If
no time is left, this will be on Day 15.
*The days in-between classes of 14 & 15, instructor and assistants from the studio will meet with
who is holding the work on display and who are holding a reception (if desired to do so).
Day 15: Face Jug Presentations and Display, Reception

• As the students enter the room, the teacher will instruct them to pick up their Face Jug
from the kiln room and take it back to their seat.
• The teacher will demo how to sand the bottoms of a ceramic piece as well as clean any
sharp edges left over by the glaze.
• The students will then clean the bottoms of their jugs and any sharp hazards.
• Each student will talk about their experience making their jug, what their jug means to
them, what they have learned from the lesson.
• The class and teacher will then place the jugs in the front viewing rooms of Cutter &
Cutter Fine Art located at 25 King Street, St. Augustine.
• If time allows, the students will enjoy a free meal at the art studio.
o If wanted, the students will keep their journal, writing supplies, and all handouts
from the lesson. All other clay supplies must not be taken from the studio.
Studio Best Practices & Studio Rules
Clay dust is hazardous to your lungs. Overtime it can build up in your lungs and cause health
issues, called silicosis. Therefore, we must take precautions while working with clay.
1. Dry Clay: Collect in buckets with a lid. Sweep up any and all lumps of dry clay into a dustpan
or bucket and throw that clay into the trash. Use a wet sponge to clean clay dust from your
working area each day.
If someone before you did not clean the pot you use as well, please clean that area before
working on your own projects.
2. Spills: Always wipe up clay spills off the floor-Wet clay is very slippery.
3. Sanding Clay: Sanding bone dry clay should be done with a respirator and outside. Use a
box lid under your work to collect the dust. dump the dust into the reclaim bucket.
Other Safety Precautions:
Glazing: Glazes contain chemicals. Although many glazes are nontoxic, some are not good for
you. Be mindful of your glaze. NO FOOD OR DRINKS on the work surface or in your space
while glazing.
Food and Drinks: It is important you do not eat or drink while working with clay or in a room
where and when others are working with clay, glazing, or on other projects. A bottled water with
a lid is okay. There will be a designated area in the building where you can eat.
• There is no smoking in the studio.

• Do not take anything supplies or equipment from the studio.
• Treat others with respect.
• Do not touch other people’s work.
Failure to follow these rules will result in being asked to leave the art lesson and not return.
Face Jug Art Project

Daily Tasks
Instructor: Cody Thomas; Potter, Educator

Projected Time Frame: 12 Class, One month and a half (time may be shorter)
Thank you for participating in this exciting hands-on workshop. Participants will learn how to
make their own Face Jug from stoneware clay. Each member will learn about the history of
American Face Jugs, historic and contemporary Face Jug potters, as well as other ceramic artists
that focus their work on their identity and culture. Students will also research their own selves
(identity and culture) and use this information when building their own Face Jug. Four visiting
artists will also take part of this workshop as each of these artists play a vital role in the ceramic
world. At the end of the art project, each jug will be placed on display for two weeks at Cutter &
Cutter Fine Art Gallery’s front display windows. After the show, the students will be able to
keep their work if desired.
At the end of each class, free food and drinks will be provided.
All materials, supplies, and studio space are supplied to the class by St. Augustine Arts
Association, Jensen Pottery, and Cutter & Cutter Fine Art.
Face Jug Art Project:

• Hand-build a face jug that shows your identity as a person based on the answering the
questions in the handouts, visiting web pages provided in class, learning about new
artists, and about your culture.
• Your face jug should be a minimum of 6 inches in height and cannot be taller than 14
inches.
• You should show at least three of your identity discoveries in or on your face jug through
sculpture and/or through glaze application.
Day 1: Introduction
Class introductions; Introduce the Face Jug Lesson; Learn about history of Face Jugs in America;
Students will receive their own sketchbook and supplies that will be kept at the studio; Studio
tour and will go over Studio Best Practices.
Day 2-3: Identity

Talk about Identity; Review artists that focus on Identity; Complete worksheets and a 16-
personality test, Spirit Animal discovery website quiz; Look over Positive Traits website.
Day 4: Identity + Visiting Artis Jim McDowell

Review Day 2-3 and share interesting discoveries about yourselves; Discuss artistic practices;
Guest artist Jim McDowell will demo and talk about his work; Sketch out designs on what your
Face Jug will look like based on your research and self-discovery from Day 2-3.
Day 5: Intro to Clay

Discuss clay; Pass out clay; Pass out Clay Kits; Demo on Pinch Pots; Build Pinch Pots and
experiment with clay/hand building; Learn how to make slabs, coils, how to attach/slip clay
together; Continue to work on designs for your Face Jug.
Day 6: Building the Jug + Visiting Artist Billy Joe Craven

Class discussion on history of Face Jugs learned so far; Visiting artist Billy Joe Craven will
demo face jugs as well as talk about his 300-year family history on pottery and face jugs; Start to
build face Jugs.
Day 7: Building the Jug (A Catch-Up Day)

Continue to build your Face Jugs; Good day to catch up on things as well.
Day 8-9: Faces, Identity + Visiting Artist Mitchell Grafton

Demo how to make facial expressions and characteristics; Visiting artist Mitchell Grafton;
Continue working on Face Jugs.
Day 10-11: Faces, Identity (A Catch-Up Day)

This is a catch-up day and to continue working on your Face Jugs. Face Jugs must be finished
and ready for bisque today.
Day 12: Glazing Introduction, Surface Design

Going over glazes, how to glaze; Talk more about kilns; Design how you will glaze your Face
Jugs. Assist in loading the kiln to fire pieces.
Day 13: Glazing, Surface Design + Visiting Artist Eugene Ofori Agyei
Spend the day glazing; Visiting artist Eugene Ofori Agyei.
Day 14: Glazing (A Catch-Up Day) and Final Kiln Firing

Today is your last catch-up day with glazing. It must be completed by the end of class; Studio
cleaning. Final firing will occur between classes of Day 14 and 15.
Day 15: Face Jug Presentations and Display

Unload final glaze kiln; Sand the bottoms and refine edges; Class discussion on your Face Jugs
and experience in the program; Walk Face Jugs to the gallery; Final studio clean up.
Personal Identity Wheel

Overview The Personal Identity Wheel is a worksheet activity that encourages students to reflect on
how they identify outside of social identifiers. The worksheet prompts students to list
adjectives they would use to describe themselves, skills they have, favorite books,
hobbies, etc. Unlike the Social Identity Wheel, this worksheet does not emphasize
perception or context. It is best used as an icebreaker activity or in conjunction with the
Social Identity Wheel in order to encourage students to reflect on the relationships and
dissonances between their personal and social identities. The wheels can be used as a
prompt for small or large group discussion or reflective writing on identity by using the
Spectrum Activity Questions on Identity.
Goals 1) When used as an icebreaker, this activity can be used to help students find common
ground with their peers and learn more about one another, helping students build
community.
2) When used in conjunction with the Social Identity Wheel, the Personal Identity Wheel
can be further interrogated to consider how students’ identities are or aren’t informed
by their social identities.
Implementation 1) View this video to see how to facilitate this activity in your classroom.
2) There are two ways you can approach this activity:

a. Option A: You can just focus on the Personal Identity Wheel for the activity.
b. Option B: You can complete both the Personal Identity Wheel and the Social
Identity Wheel.
Challenges 1) The students may not perceive the activity as relevant to the course and thus may
exhibit resistance.
Materials 1) Personal Identity Wheel Handout
2) If doing Option B: Social Identity Wheel Handout

Citations Adapted for use by the Program on Intergroup Relations and the Spectrum Center,
University of Michigan.
Social Identity Wheel

Overview The Social Identity Wheel worksheet is an activity that encourages students to identify
social identities and reflect on the various ways those identities become visible or more
keenly felt at different times, and how those identities impact the ways others perceive or
treat them. The worksheet prompts students to fill in various social identities (such as
race, gender, sex, ability disability, sexual orientation, etc.) and further categorize those
identities based on which matter most in their self-perception and which matter most in
others’ perception of them. The Social Identity Wheel can be used in conjunction with the
Personal Identity Wheel to encourage students to reflect on the relationships and
dissonances between their personal and social identities. The wheels can be used as a
prompt for small or large group discussion or reflective writing on identity by using the
Spectrum Activity Questions on Identity.
Goals 3) To encourage students to consider their identities critically and how identities are
more or less keenly felt in different social contexts. The classroom and the university
can be highlighted as a context as a way to approach questions on barriers to
inclusion.
4) To illuminate how privilege operates to normalize some identities over others. For
example, a student who speaks English as their first language can reflect on why they
rarely need to think about their language as an aspect of their identity while some of
their peers may identify language as the aspect of their identity they feel most keenly
in the classroom.
5) To sensitize students to their shared identities with their classmates as well as the
diversity of identities in the classroom, building community and encouraging empathy.
Implementation 2) View this video (at the 6:46 mark) to see how to facilitate this activity in your
classroom.
3) There are three ways you can approach this activity:

a. Option A: This can be done as an independent activity where students answer
the questions on their own and then you lead a whole-class discussion.
b. Option B: You can post the different social identity categories around the room
and have students go through the questions on the handout, moving to the
identity that best answers the question. Students can then discuss with other
students who chose the same identity. You can then lead a debrief after the
activity.
c. Option C: In combination with Option A or B, have students complete the

Personal Identity Wheel as well.
4) If you are choosing Option B or Option C/B, place the social identity categories around
the room before class.
Challenges 2) The students may not perceive the activity as relevant to the course and thus may
exhibit resistance.
3) Students may not be familiar with particular concepts, or they may have different
assumptions about those concepts that the activity assumes. For example, they may
not know the difference between the terms “sex” and “gender,” or they may be
resistant to the distinction between the two.
4) If the wheel is used as a discussion prompt or if students are in close quarters and are
able to see what their peers have written on their worksheets, this exercise may feel
especially vulnerable to students with invisible identities that they may not want to
disclose to the class. Disclosure in verbal or written form should be voluntary and
discussion questions should be broad enough that students can opt to not talk about
more vulnerable aspects of their identities while still leaving space for them to share if
they wish.
Materials 3) Social Identity Wheel Handout (Options A, B, C)
4) Social Identity Categories (Options B, C)
5) Personal Identity Wheel Handout (Option C)
Citations Adapted for use by the Program on Intergroup Relations and the Spectrum Center,
University of Michigan.
References
Balsley, J. (2022). Face Jug Form and Function [PDF]. 2022: Osage.
Balsley, J. (2022). What is a coil? [PDF]. 2022: Osage.
Bivens, G. (2022). Personal Identity [PDF]. 2022: University of Michigan.
Bivens, G. (2022). Social Identity Wheel Handout [PDF]. 2022: University of Michigan.
Bivens, G. (2022). Social Identity Wheel [PDF]. 2022: University of Michigan.
Bivens, G. (2022). Spectrum Activities Handout [PDF]. 2022: University of Michigan.
Givens, B. (2022). Personal Identity Wheel Handout [PDF]. 2022: University of Michigan.
Johnson, B. (2020). What is a kiln? [Digital image]. Retrieved November 25, 2022, from
https://www.pinterest.com/pin/404479610295881328/
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http://schs-art.weebly.com/stages-of-clay.html

More Than Homeless Lesson Plan Cody Thomas

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More Than Homeless Lesson Plan Cody Thomas

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More Than Homeless Lesson Plan 1

More Than Homeless: Self-Identity & Face Jugs

ARH 6930: Special Topics in Museology

More Than Homeless: Self-Identity & Face Jugs

Learning Goals & Objectives:

Estimated Completion Time:

o Sketchbook/note pad, pencil, or pen

Day 2-3: Identity

Day 4: Identity + Visiting Artis Jim McDowell

Day 5: Intro to Clay

Day 6: Building the Jug + Visiting Artist Billy Joe Craven

Day 7: Building the Jug (A Catch-Up Day)

Day 8-9: Faces, Identity + Visiting Artist Mitchell Grafton

Day 10-11: Faces, Identity (A Catch-Up Day)

Day 12: Glazing Introduction, Surface Design

Day 14: Glazing (A Catch-Up Day) and Final Kiln Firing

Day 15: Face Jug Presentations and Display, Reception

Studio Best Practices & Studio Rules

Other Safety Precautions:

• There is no smoking in the studio.

Face Jug Art Project

Instructor: Cody Thomas; Potter, Educator

Face Jug Art Project:

Day 2-3: Identity

Day 4: Identity + Visiting Artis Jim McDowell

Day 5: Intro to Clay

Day 6: Building the Jug + Visiting Artist Billy Joe Craven

Day 7: Building the Jug (A Catch-Up Day)

Day 8-9: Faces, Identity + Visiting Artist Mitchell Grafton

Day 10-11: Faces, Identity (A Catch-Up Day)

Day 12: Glazing Introduction, Surface Design

Day 14: Glazing (A Catch-Up Day) and Final Kiln Firing

Day 15: Face Jug Presentations and Display

Personal Identity Wheel

2) There are two ways you can approach this activity:

Materials 1) Personal Identity Wheel Handout

2) If doing Option B: Social Identity Wheel Handout

Social Identity Wheel

3) There are three ways you can approach this activity:

c. Option C: In combination with Option A or B, have students complete the

Materials 3) Social Identity Wheel Handout (Options A, B, C)

4) Social Identity Categories (Options B, C)

5) Personal Identity Wheel Handout (Option C)

Balsley, J. (2022). What is a coil? [PDF]. 2022: Osage.

Bivens, G. (2022). Personal Identity [PDF]. 2022: University of Michigan.

Bivens, G. (2022). Social Identity Wheel [PDF]. 2022: University of Michigan.

Bivens, G. (2022). Spectrum Activities Handout [PDF]. 2022: University of Michigan.

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