TEACHER NAME Jenelle Grosser GRADE 9,10,11,12 VISUAL ART WEEK PLAN UNIT TITLE Slab Construction 2015 DATES 2/9/15-2/20/15

National Visual Arts Standard(s)

VA:Cr2-II a. Through experimentation, practice, and persistence demonstrate acquisition of skills and knowledge in a chosen art form. VA-Re8-III a. Analyze differing interpretations of an artwork or collection of works in order to select and defend a plausible critical analysis. VA:Cn10-I a. Document process of developing ideas from early stages to fully elaborated ideas. VA:Cn10-II a. Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making. VA:Cn10-III a. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.

Materials Clay Sponges Sculpting tools Banding wheels Paper Bowls for water Slip Paint brushes Slab roller

Common Core State Standard(s)

CCSS.ELA-LITERACY.W.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic. CCSS.ELA-LITERACY.SL.9-10.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Focus / Theme Coil-building and Ceramic Busts

Learning Objective(s)

1. Using the Internet, students will research slab built vessels, saving at least 3 photo examples of vessels to their portfolios. VA:Cn10-I VA:Cn10-II

2. Using the Internet, students will research the tasks required to create a slab built vessel and create their own step-by-step instructions, containing at least 5 steps. VA:Cn10-I VA:Cn10-II

3. Using the program Paint, students will create a sketch of a slab built vessel that includes at least one personalized component in form or surface treatment. VA:Cn10-I VA:Cn10-II

4. Using slab-building techniques students will create a vessel that includes at least one element of hard slab construction and one element of soft slab construction. VA:Cr2-II VA:Cn10-III

5. Using sgraffito techniques, students will personalize their vessel with at least one image or phrase that reflects a personal attribute in their vessel. VA:Cr2-II VA:Cn10-III

6. Using the Internet, students will research phone amplifiers, saving at least 3 photo examples of amplifiers to their portfolio. VA:Cn10-I VA:Cn10-II

7. Using the program Paint, students will create a sketch of a phone amplifier that includes a charging port and at least one personalized component in form or surface treatment. VA:Cn10-I VA:Cn10-II

8. Using slab-building techniques, students will create a phone amplifier that utilizes at least one sound amplification principle. VA:Cr2-II VA:Cn10-III

Assessments (Form & Sum) Formative Assessments: Daily participation that includes informal verbal checks for understanding, research examples. Checklist. Summative Assessment: Digital summary portfolio with archived student work and research.

Modifications / Accommodations

• Throughout the lessons I will ask each student with an IEP individually to summarize the information to check for understanding. • I will provide frequent verbal positive feedback on each students work throughout the lessons. • I will provide students with an IEP with extended time to complete their projects. • I will provide students with an IEP with extended time to complete their computer-based research. • Students with gaps in prior knowledge will be provided with visual and verbal information to build their new knowledge base on. • Students will be allowed water breaks during class as needed.

Forms 2D 3D 4D Frames Cultural Subjective Structural Postmodern Conceptual Framework Artwork Artist Audience World

Computer Research assignment on class server Teacher examples Artist examples Pencils Kilns Plastic bags Glaze Under glaze

Key Artists Rebecca Chappell, Liz Howe, Andrew Gilliatt, Molly Hatch, En&Is Design

Key Artworks

Molly Hatch, No Pain No Gain En&Is Phone amplifiers

Key Critical Questions

1. What are some important things to keep in mind when combining hard and soft slab construction? 2. How are you going to incorporate personalized content into your vessel? 3. How can you employ surface treatments to further develop the personal content of your vessel? 4. In what way did you incorporate personalized content into your phone amplifier? 5. How have you incorporated sound amplification principles into your design for your phone amplifier?

Language Functions Analyze, compare/contrast, describe, discuss.

Language Tasks & Activities 1. Students will write out step-by-step instruction to make a vessel using slab-building techniques. 2. The students will participate in a discussion in which they compare and contrast two different artists approach to making vessels using slab-building.

Language Supports 1. Photo examples of the step-by-step process to create a slab-constructed vessel will be posted in the room to help the students understand the language functions and demands

of this unit. 2. Visual aids of the vocabulary terms will be posted around the room to help students understand the language functions and demands throughout this unit.

DAY (S) STUDIO PRACTICE VOCAB CRIT/HIST CONTEXT ACTIVITIES CRITICAL QUESTIONS

Set Induction: How would you go about building a box out of clay? 1. A projected image of a Molly Hatch’s, No Pain No Gain vase pair’s

with a verbal discussion on slab building. Describe the step by step process you would use to make this vessel.

2. Assign students to work on computer-based research finding at least 3 examples of slab built vessels.

3. Students share research findings about slab built vessels with the class.

1

Research Hard slab construction Soft slab construction

Molly Hatch Rebecca Chappell

Closure: Can anyone explain to the class an example of how to create slab vessels? What is the difference between hard slab and soft slab construction?

Set Induction: Did you ever think that clay could be used as glue? 1. Teacher demonstration of how to combine soft and hard slab to

create a vessel. 2. Introduce project requirements. 3. Student work time on slab vessels. 4. Teacher demonstration on sgraffito techniques. How can you

employ sgraffito to develop personal content in your slab vessel? 5. Students work time on sgraffito and glazing.

2

Slab vessel construction Sgraffito surface treatments/glazing

Hard slab Soft slab Sgraffito Score and Slip Beveled joint

Liz Howe Andrew Gilliatt

Closure: What is the most think to do when joining hard and soft slabs together?

3 Research Sound

amplification Didgeridoo Aboriginal Phonograph

Aboriginal Didgeridoo’s Thomas Edison

Set Induction: play audio only of person playing didgeridoo http://youtu.be/dQ9TJmmwRBY Can anyone guess what instrument this is? How does a didgeridoo work?

1. Project an image of a phonograph. Discuss the concept of sound projection.

2. Students will be assigned to find at least 3 images of homemade phone amplifiers, 3 images of creative acoustic stage designs, and 3 mages of creative ceramic phone docs. Import into PowerPoint portfolios.

3. Use the program Paint to design a personal phone doc with charging port. Save the design and place into your power point portfolio.

Closure: How have you incorporated sound amplification principles into your design for your phone amplifier?

Set Induction: Have you ever run your finger around the rim of a glass and made it ring loudly? 1. Introduce details of phone amplifier project. 2. Student work time.

4

Phone amplifier construction Surface treatments/glazing

Resonance

En&Is Design

Closure: Tell me something you learned about during this unit. Is there something you now know that you didn’t know before?

Teacher Notes/Reflections