Day Three 3/21/2016: Malleable Monday

In today's lesson we worked with clay. We set up three different clay activities for students to explore. We made pinch pots, animals from pictures and faces. To learn more about the experience please go here.

Service Learning Lesson Plan 3
Title: Malleable Monday
Group/Date: 03/21/2016
Community Connections Kellyn, Erica and Crystal

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Lesson Idea and Relevance: What are you going to teach and why is this lesson of importance to your students? How is it relevant to students of this age and background?
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• Clay can be malleable, messy, and manipulated using certain techniques. Students can use these techniques to create forms relating to their interests.

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Essential Understanding (s): What are the “big ideas”? What specific understandings about them are desired?
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• Artists may utilize different materials for the creative process. The creative process involves finding the proper artistic media for the artist’s concept.

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Essential Question (s): What provocative questions will foster inquiry, understanding, and transfer of learning?
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• What sorts of forms, if any, have you seen or used that were made of clay? (sculpture, tableware)
• What sorts of forms would you like to be able to create using clay? Why?
  
  

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Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture; expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and skill?  ...Compare and contrast art work; analyze sketches?
Students will be able to:
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1. Students will be able to create a clay form such as a sculpture or bowl.
2. Students will be able to use appropriate tools for manipulating clay.
3. Students will be able to demonstrate their understanding of the creative process through sharing in a pair or through a gallery walk with their peers.
   
   
4. Students will be able to infer the work of other artists by viewing a pottery display and by observing their peers’ work.
   
   
5. Students will be able to transfer their knowledge of form in function in the previous lesson to working with new 3D materials.
   
6. Students will recognize the relationship of form and function in their own community.
   
   

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Student Reflective Activity: Through what authentic performance task(s) will students demonstrate the desired understandings? How will students reflect upon and self-assess their learning?
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1. Students will reflect upon their work and the work of their peers through a gallery walk.
2. Students will have opportunities to consider their process throughout the class period. Teachers will prompt thought through questions, or comments like “I see that when you pinch the clay, ______ happens!” Or ask verbally responsive students questions like, “What is happening to the shape as you pinch it?”
   
   

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Assessment Instrument (s): By what criteria will “performances of understanding” be judged?
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• Individual students will demonstrate their ability to use tools to create their desired effect.

GOOD: Student creates at least one work from each of the three stations using tools.
GETTING IT: Student creates at least one work from one or more of the stations using tools.
NOT GETTING IT: Utilizes clay, but not tools and does not complete any of the stations.



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Pre-assessment: How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are coming from (prior knowledge, interests)?
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• Teachers will revisit the previous lesson concerning 3d work and briefly talk about form and function.
• Teachers will ask students, “raise your hand if you have worked with clay before?” Teachers will demonstrate form and function through examples of finished work and a small pinch vessel.

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Motivation: How will you hook all students and hold their interest?
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• Teachers will bring students to the pottery display so they can view other artists’ work with clay, they can infer that work, and they can gain insight into creating form and function with clay.
  
• Teachers will ask students questions like, “Do you see certain shapes in these forms?” Or “How do you think they did that?” Or comment things like “Look at how the shape affects how it works!”

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Ideation: How will you equip students, help them experience the key ideas, and explore the issues to generate ideas for their art work?
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• Allow students to experiment with clay as they brainstorm possible subject matter.
• Allow students to view other objects that were made with clay.
• Review previous student artwork.
• Demonstrate clay manipulation techniques.
• Demonstrate pinch pot­-making techniques.
• Bring photos/examples of clay sculptures and pots for inspiration
  
• Have physical examples of recently made work or previous student's work available for viewing.
  

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Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?
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1. Welcome students back to class. Offer name tags if they wish to create them.
2. Briefly review what we did last class and compare to today’s lesson (3D forms with found objects vs. 3D forms with clay.)
   
   
3. Takes students to pottery display.
   
   1. Split students into three groups for better management.
      
   2. Walk students to the pottery department display cases.
      
   3. “ We are going to take a quick walk to view some examples of what some artists have done with clay.”
      
   4. Walk students around the three cases and discuss the different forms found within.
      
   5. "What technique do you think this artist used?"
      
   6. "Is this form functional or non-functional, what could you use it for?"
      
4. Introduce materials and lesson.
   1. Show students clay materials and tools, give brief explanation while demonstrating what each tool does. Focus on more widely utilized tools.
   2. The lesson introduction:
      
      1. “Today we are going to investigate clay and what we can do with it.”
         
      2. “Picture in your mind some things that you have seen that may be made of clay.” 
         
      3. “ We have brought a few examples for you to view.” 
         
5. Students will reflect periodically upon their pieces through teacher interactions.
   
   1. "I notice how you used your ______ to make..."
      
   2. "I see how you decided to use that technique to.."
      
6. At the end of lesson, students will clean up their area, tools and move rendered clay to the clay firing box. Teachers will explain that each of their pieces will be "fired/cooked" so that they will be able to take their work home.
   
7. Works will be arranged for viewing in the firing box(es).
   
8. Students will conclude the lesson with a gallery walk and those who are able may discuss their work with others.
   
9. After gallery share, students are asked to take previous works with them and then dismissed.
    
   

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Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bullet-ed format.
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★ artwork from Lesson 2, and remainders from lesson 1.
★ Clay
★ visual examples from artists/resource photo
★ Physical examples
★ Name tags
★ markers and colored pencils
★ Tissue Paper
★ Watered down glue
★ paintbrushes
★ Drawing paper
★ Clay tools and texture samples



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Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and safety in a bullet-ed format.
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• Set up all materials
• Set up separate ‘centers’ tables
  • blocks
  • frame pieces
  • reflection table- tissue paper, glue, markers and paper
  • found objects table
• Monitor “found object” materials- no sharp objects, cigarette butts etc
• Monitor tool use (especially the hot glue gun)
• Monitor attendance at each table and encourage students to experience all of the tables.

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Accommodations: How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or Process) and Expression (Products and/or Performance)?
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1. Elli needs to be able to sit in a chair instead of a stool if she needs. She will have a table set up next to the art tables.
2. Shelby will be monitored for continued interest. She has a short attention span.
3. All non verbal communicators will be shown the techniques through hand-over-hand demonstration.
4. Employ certain participants to assist in demonstrations, through their own activity.
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