ART LESSON / UNIT PLAN

KANSAS CITY ART INSTITUTE

Name of Lesson: _American Heroes: Ceramic Slab Tile Portrait Prints_ Class: _Greaves/Elementary Art/Broken Arrow
Elementary_
Grade (s): _5th grade_
Name of Teacher Candidate: ___Alison L. Miller_______________________________________________________ MoPTA Lesson Plan Format (revised by
KCAI)

Rationale:
Fifth-graders in the Shawnee Mission School District study American
Heroes across multiple subject areas, including Visual Arts. In Visual
Arts, fifth-graders also study printmaking closely. The ability to translate
printmaking techniques from one medium to another is an important
aspect of developing skills in art creation during this year. After learning
how to create American Hero mono-print portraits on paper (previous
lesson), students will learn how to print American Hero portraits onto
clay using a similar transfer technique.
Learning Objectives:
Students will.
Studying artists,
Integrating
art/Understanding art
technology
- Students will view examples of
- Students will view examples of
portraits, printed clay portrait tiles, and ceramic portraits and portraits printed
ceramic tiles.
on clay as projected onto a screen from
PowerPoint.
- Students will discuss the purpose of
- Students will locate an appropriate
portraiture/making portraits in clay and portrait of their American Hero (as
tiles/tile-making.
established in their Social Studies
class) using their iPads.
- Students will discuss the following
- Students will utilize their iPads as
vocabulary words: intermediate colors, light boxes in order to create print
contour lines, and mono-print.
blocks by tracing their American
heroes onto both paper and
transparency film.
Creating/ Expressing
Evaluating art

(2-3 sentences about why this

topic is important and relevant to
age group)

List the lessons objectives and

learning outcomes appropriate for
meeting curricular and student
needs.
Include objectives for:
studying artists,
art/understanding art
integrating technology
creating/ expressing
evaluating art works
exhibiting art works

- Using their iPads, students will select

appropriate portraits of their American
Heroes (as established in their Social
Studies class), and trace outlines of the
portraits on transparency film in order
to create print plates.
- Students will transfer the ink outlines
onto 6 x 6 clay tiles and use a needle
tool to carve out the facial details and
create a background design.
- Students will finish their tiles by
mixing watercolors to create flesh
tones for faces and backgrounds made
from intermediate colors.

works
- Students will compare and contrast
making prints on clay versus making
prints on paper (relating the current
lesson to the previous lesson).
- Students will compare their tiles to
the ceramic portraits they viewed at
the beginning of the lesson.
- Students will use BoardCam to project
their tiles in order to compare and
contrast them.
- Students will fill out final reflection
sheets about the assignment.

Standards/Quality Indicators/Skills
Missouri
National Core Art Standards
MOVA:FAI.1A.5
MOVA:FAI.1B.5
MOVA:FAI.3C.5
MOVA:FAII.1A.5
MOVA:FAII.1E.5
MOVA:FAIII.1A.5
MOVA:FAV.1B.5
Visuals:
Painted Portraits

VA:Cr2.1.5a
VA:Cr2.2.5a
VA:Re.7.2.5a

Identify the Missouri and national

[art core] standards, quality
indicators, and skills addressed for
each objective.

List at least 2 visuals that are

relevant and appropriate to the
lesson objectives.

Printed Portraits

Tile Portraits

Lesson Structure and Daily Procedures

Engagement/Opening
Introduction
DAY 1
- To begin the lesson, the students will view a PowerPoint presentation that
will introduce students to ceramic portraits and prints on clay (building upon
the previous assignment, in which students learned about printed portraits
and prints on paper).
Review of any concepts
- The students will review printed portraits and prints on paper.
- The students will review how to create a mono-print using transparency film.
- The students will learn/review the vocabulary words mono-print and contour
lines.
Checking for Understanding
Demonstration/Lecture
- To begin the lesson, the students will view a PowerPoint presentation that

Consider the Studio Thinking and

Choice-Based Education Models
here in your strategies for
engaging students.
Link your procedures to your
objectives

will introduce
students to ceramic portraits and prints on clay (building upon the
concurrent printmaking assignment, in which students learned about
printed portraits and prints on paper and created their own printed
portraits).
- Students will watch the teacher cut a clay slab into a square tile.
- Students will then cut their square tiles and return to the demonstration
table.
- Students will watch the teacher demonstrate how to trace the image of a
face onto transparency film (they will then trace the image of their
American heroes onto transparency film and return to the demonstration
table).
- Students will find an approved image of their American Hero on the Internet
and trace it onto transparency film using a Vis--Vis marker.
- Students will watch the teacher demonstrate how to pull up a white
background on the Internet, and use it as a light box to trace an image
from transparency film to paper using a water-based marker.
- Students will then use their iPads to search white background on the
internet.
- After students pull up a white background image, they will use their iPads
as light boxes in order to transfer the images drawn on transparency film to
paper using a water-based marker.
- Students will watch the teacher demonstrate how to transfer the image of a
face from paper to a clay slab (they will then transfer the images of
American heroes from transparency film to their clay tiles).
- Students will watch the teacher demonstrate how to carve the image of a
face from the image transferred onto the clay using a needle tool.
- Students will then carve the images of their American heroes from their clay
tiles.
- Students will watch the teacher demonstrate how to draw and carve lines
from the background of a tile using a needle tool
- Students will then carve lines from the backgrounds of their tiles using
needle tools.
Procedures
Students at Work
- Students will work individually.
- Students time will be split among the introductory PowerPoint, watching
demonstrations, and working individually on their tiles.

 In progress Assessment
- Students will be asked about their knowledge of warm and cool color
combinations.
- Students will compare and contrast making prints on clay versus making
prints on paper
(relating the clay and paper printmaking lessons).
Clean up
- Students will be warned when they have ten minutes left to work.
- Students will be asked to clean up when 5 minutes are left before class
ends.
Review and Closure
- Students will compare and contrast making prints on clay versus making
prints on paper
(relating the clay and paper printmaking lessons).
Final assessment (if applicable)
- N/A
DAY 2 (to take place after clay tiles are fired)
Introduction
- Students will review the goals of the tile slab project.
- Students will view images of ceramic portraits and portrait tiles.
Review of any concepts
- Students will review concepts covered during the first day of the lesson.
- Students will review warm and cool color combinations and discuss
intermediate colors.
Checking for Understanding
Demonstration/Lecture
- Students will watch the teacher demonstrate how to paint a portrait tile with
black watercolor and then wipe off the watercolor, which will leave the
contour lines indentations black.
- Students will then paint their portrait tiles with black watercolor and then
wipe off the watercolor, in order to leave the contour lines indentations
black.
- Students will watch the teacher demonstrate how to paint a portrait tile
using a mixture of brown, orange, red and yellow to create flesh tones for
their portraits.
- Students will watch the teacher demonstrate how to mix warm and cool
intermediate color combinations to create backgrounds for their portraits.

Procedures
Students at Work
- Students will work individually.
- Students will paint their portraits with black watercolor and wipe it off,
leaving their contour lines and indentations black.
- Students will mix watercolors to paint the facial features of their American
Heroes in realistic flesh tones.
- Students will mix intermediate colors from watercolors to paint the clothing
and background in their tiles.
Final Assessment
- Students will compare their tiles to the ceramic portraits they viewed at the
beginning of the
lesson.
- Students will share their images via BoardCam in order to compare and
contrast their completed projects.
Students will fill out final reflection sheets.
Clean up
- Students will be warned when they have ten minutes left to work.
- Students will be asked to clean up when 5 minutes are left before class
ends.
Review and Closure
- Students will review the goals of the project.
- Students will arrange their tiles together in order to compare and contrast
their completed projects.
Final assessment (if applicable)
- Students will fill out final reflection sheets about the assignment.
Resources and Supplies:
Books (author, date, title)
Web (URL and title)
Images
George Washington
- http://www.treadwaygallery.com/lotInfo.php?i=16829#.VL8VpEu4nFI
- http://www.foundersofamerica.com/Founders_Gallery_p16.htm
- http://www.kingsacademy.com/mhodges/11_Western-Art/18a_Grand-

List all resources (book, web, art

supplies, etc.) used in the planning
of and during the instruction of the
lesson(s). Be specific!!

Manner/Stuart/Stuart.htm
Marilyn Monroe
- http://www.life2art.com/marilyn-monroe-painting-02-p-720.html
- https://www.etsy.com/listing/168138710/andy-warhol-marilyn-monroe-popart-stone?ref=market
- http://www.jadaliyya.com/pages/index/8232/beirut-event_the-silver-factoryfeaturing-andy-war
Barak Obama
- http://www.npg.si.edu/collection/obamaportrait.html
- http://en.wikipedia.org/wiki/Barack_Obama_%22Hope%22_poster
- http://www.zazzle.com/president+of+usa+tiles
Maya Angelou
- http://creativetalanoa.com/2012/05/25/still-i-rise-by-dr-maya-angelou/
- http://totsymaedotcom.files.wordpress.com/2011/08/angelou.jpg
Video What Is a Portrait?, National Galleries of Scotland
- https://www.nationalgalleries.org/play/play-menu/what-is-a-portrait
Supplies / Equipment
- Clay slabs (one per student)
- Needle tools (one per student)
- 8x11 paper (one sheet per student)
- 8x11 transparency film (one sheet per student)
- Vis--Vis markers (one per student)
- Water-based markers (one per student)
- Paint (red, blue, yellow)
- Paintbrushes (one per student)
- Watercolor sets (one per student)
- Paint paper (one per student)
- Water cups (seven)
Other (ex.: teacher-made resources)
-

PowerPoint
Completed teacher sample (American Hero portrait tile)

In progress teacher sample (worked on during each class)

Technology:
- Overhead projector
- Apple TV
- Computer
- iPads (one per student)
- Internet
Assessments:
In progress assessments:
Before (Day 1)
- Students will be asked what they know about mono-printing on paper and
printmaking on tiles.
During (Day 1 & 2)
- Students will be asked about their knowledge of warm and cool color
combinations.
- Students will compare and contrast making prints on clay versus making
prints on paper (relating the current lesson to the previous lesson).
After (Day 2)
- Students will compare their tiles to the ceramic portraits they viewed at the
beginning of the
lesson.
- Students will arrange their tiles together in order to compare and contrast
their completed
projects.
- Students will fill out final reflection sheets.
Plan for critique / exhibit:
Critique
- Students will compare and contrast making prints on clay versus making
prints on paper (relating the current lesson to the previous lesson).
- Students will compare their tiles to the ceramic portraits they viewed at the
beginning of the lesson.
- Students will arrange their tiles together in order to compare and contrast
their completed projects.

List all Instructional and/or

assistive technology incorporated
into the lesson(s) to enhance
instruction and student learning,

List Assessment(s) used before,

during, and/or after the lesson.
Attach 1 tool you can use with
students that you have created for
this lesson/unit.

Exhibit
- Artwork will be displayed in the school-wide Art Show this spring.
Differentiation/Accommodations/Modifications/Increase in Rigor:
Increase in Rigor:
Students will add shading to the portraits they carve in clay.
The teacher and students will develop an alternative assignment.

Identify how you will modify

content, materials and/or
environment to meet the needs of
diverse learners.

Modifications:
If needed:
Students will be given different questions to focus on during the final
reflection.
Students will be allowed to present information for the final reflection in
an alternative
format.
- Students will be allowed to reach an alternative resolution to the
assignment while following
the typical instructions.
The teacher and the student will develop an alternative assignment.
Accommodations:
If needed:
The teacher will provide a worksheet listing the information provided in
the presentation.
The teacher will provide an assignment worksheet, display the
assignment, and present the
assignment verbally.
- The teacher will say and write down the ideas students suggest during the
whole group
discussion.
The teacher will allow extra time to complete tasks.
Classroom Management:
- The teacher will present the information in a positive manner.
- The teacher will keep the presentation short, use many pictures in the
Powerpoint, and include a few words in the presentation for emphasis.

Identify strategies you will use to

help keep students on task and
actively engaged AND to redirect

The teacher will stop presenting information if students are talking amongst
themselves or otherwise interrupting.
The teacher will let the students know in advance that they should bring
their iPads to class.
To keep students on task, the teacher will spend time walking around the
room and speaking with students about their progress as they work on their
projects.
The teacher will reiterate what the students should be considering as they
work on their projects.
The supplies will be easily accessible to students and easy to clean up.

Extensions:
- Students will have the opportunity to create mono-prints on paper in cool
and warm intermediate colors that reflect their American Heroes ceramic
tiles.

Reflection (150 words): (complete this after lesson has been taught, before
you turn in final copy)
I taught this lesson three times. During each class I developed techniques that
made the following classes more successful for both my students and myself. I
discovered that my students could create their clay print plates/contour drawings
on paper with a water-based marker and their paper print plates/contour drawings
on transparency film with a Vis--Vis marker at the same time, instead of
completely separating the two print-making projects.
My students helped me streamline this process as we ran into problems during the
making of these pieces. I have them to thank for the white background iPad
light boxes, in particular. I originated the idea, and they had enough innate knowhow to make it happen. I have learned that I must listen to my students, as they
have ideas and solutions to problems that I might not think of. I think this is
especially true when it comes to newer technologies. I am so glad I paid attention
when my students spoke. We had higher quality results and a simpler method to
use because of it.

inappropriate behavior.
Consider the materials you will be
using, and how they might be
organized.

Identify activities for early

finishers that extend students
understanding of and thinking
about the learning objectives by
applying their new knowledge in a
different way.
See CHOICE BASED EDUCATION
text PART II for examples

Learning Statement

The Fifth Graders explored portraiture using the American Heroes they chose in their
home classrooms as subjects. They then created contour drawings of their heroes
by tracing digital images. The students transferred their drawings onto clay slabs to
make mono-prints.
Students also studied intermediate colors. They employed their new knowledge to
paint realistic skin tones and bright backgrounds.
Images of Student Work (include minimum 4 examples )

If you were to teach this lesson

again, to the same age group, how
would you change the lesson?