lesson #4
I. Lesson Number, Grade Levels, Title, and Duration:
Lesson #4, Third Grade, “Translating 2D into 3D: Identity Concepts”, Duration of 2 class sessions
II. Lesson Rationale:
The purpose of this lesson is for the students to be introduced to clay as an art medium. Clay techniques will be learned. They will be shown artworks that are 3D, versus the 2D artworks that were shown to them in earlier lessons. I want them to think about how they can effectively translate the same ideas formed about Identity into a different format, while just as successfully making the project conceptual and meaningful to them.
III. Key Concepts:
Identity can change in time.
Identity can connect individuals.
Identity is formed through associations.
Identity themes can be seen through art.
IV. Essential Question:
What associations help to form your identity?
How does Identity connect individuals?
How have individuals expressed their identity through art making?
V. Lesson Objectives:
Students will be able to apply new technical skills learned within personal work.
Students will develop new art knowledge base.
VI. Specific Art Content:
Students will be shown how other artists have created 3D artworks while working with themes of Identity. I will be giving a class demo on fundamental clay techniques.
VII. Resources & Materials for Teacher:
VIII. Resources & Materials for Students:
Sketch books for them to take notes while I teach clay technique in class demo
Students should have at least 5 items (either the same or different) from home with them work with
Pencils
Clay
Tools for using clay
IX. Instruction and Its Sequencing:
Day of the Lesson 1st Day
1. Introduction/Motivation:
At the beginning of the class session, I will recap on Identity concepts already discussed in previous lessons. I will motivate and spark the students’ curiosity by showing a PowerPoint of subjective and representational 3D clay sculptures.
2. Guided Practice
How do the items brought from home reflect your own identity?
How can you create an artwork that is a visual representation of yourself in a 3D format?
How many ways can you arrange your items- and what is the best arrangement for a ‘successful’ composition?
What artists explored have sparked your interest?
How can we use clay to represent our own Identity?
How have other artists utilized clay in representing themselves?
3. Independent Practice
Students will be given a short amount of time after I give a clay demo to the class for them to experiment with the clay and practice the techniques that have just been taught. I will be able to assess their understanding of the techniques taught by watching them experiment.
4. Closure
The closure for this class session will be a time for cleaning up. They will demonstrate their knowledge of where the supplies go and how to appropriately clean up after using the clay- all aspects that will be already discussed during my clay demo for the class.
5. Formative Evaluation
There will not be a rubric created for this day; I will assess their understanding during their personal experimentation with the clay.
6. Classroom Management Procedures
I will keep track of the class session time, they will be required to clean up after themselves and put away the materials used before the class session ends.
Day of the Lesson 2nd Day
1. Introduction/Motivation:
We will immediately dive into creating our 2nd project with clay. I will recap on techniques taught in last class session. Students will be required to apply new skills learned within their personal works.
2. Guided Practice
How do the items brought from home reflect your own identity?
How can you create an artwork that is a visual representation of yourself in a 3D format?
How many ways can you arrange your items- and what is the best arrangement for a ‘successful’ composition?
What artists explored have sparked your interest?
How can we use clay to represent our own Identity?
How have other artists utilized clay in representing themselves?
( I will remind students of this questions while they work)
3. Independent Practice
Students will be given the duration of the class session to create their 3D clay sculptures based off of their first 2D projects. They will just be translating those ideas and concepts into this form.
4. Closure
The closure for this class session will be a time for cleaning up. They will demonstrate their knowledge of where the supplies go and how to appropriately clean up after using the clay- all aspects that will have already been discussed during the previous class session.
5. Formative Evaluation
There will not be a rubric created for this day; I will assess their understanding during their personal experimentation with the clay.
6. Classroom Management Procedures
I will keep track of the class session time, they will be required to clean up after themselves and put away the materials used before the class session ends.
X. Summative Assessment and Evaluation:
(will be created on the 2nd day, after they have started to work on their 3D projects
Criteria
Meets
Somewhat Meets
Does not Meet
New clay technical skills are exhibited in student work
Student fully utilizes class time for clay project
Students appropriately uses the project materials
Student has made significant progress on 3D project by end of 2nd class period
Student exhibits correct class clean up procedures taught
XII. References & Resources: List all references used to develop this lesson.
XIII. Art TEKS
Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem solving skills.
The student is expected to:
- integrate ideas drawn from life experiences to create original works of art;
- create compositions using the elements of art and principles of design; and
- produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
The student is expected to:
- explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
- use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
- discuss the elements of art as building blocks and the principles of design as organizers of works of art.
XIV. National Art Standards
Performing/Presenting/Producing:
Anchors #5 and #6
Creating:
Anchors #1, #2, and #3