Monets Lily Pad Lesson Plan

Your Name: Sarah Skidmore Subject: Art Lesson Title: Monet Lily Pad Clay Project

Grade Level: 2nd Grade

Materials Needed: clay, wedging boards, plastic bags, skewers/cutting tools, cut-off wires, acrylic paint, paintbrushes Prerequisite Skills: scoring, slipping, wedging, painting Standard(s): 1. Content Standard: Understanding and applying media, techniques, and processes. Achievement Standard: Students a. know the differences between materials, techniques, and processes b. describe how different materials, techniques, and processes cause different responses c. use different media, techniques, and processes to communicate ideas, experiences, and stories d. use art materials and tools in a safe and responsible manner 4. Content Standard: Understanding the visual arts in relation to history and cultures. Achievement Standard: Students a. know that the visual arts have both a history and specific relationships to various cultures b. identify specific works of art as belonging to particular cultures, times, and places c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art Lesson Objective(s): 1) Students will learn about Monet and about his involvement in the Impressionism art era. 2) Students will work with clay to create a 3d works of art representing a lily pad and a flower/water animal of their choice. 3) Students will understand the connection between Monet and the lily pad that they are creating. 4) Students will demonstrate knowledge of wedging, scoring, slipping, and slabbing to

construct sturdy ceramics pieces of artwork. 5) Students will paint their lily pad with acrylic paint after the firing process has been completed, creating colorful and unique pieces of 3d ceramic art. 1. Provide objectives: (What are students going to learn?) Students will learn about Impressionist artist Monet and about his interest in painting plein air or outdoor scenes. This technique of painting outdoors got Monet out of the art studio and out into the nature that he was so inspired by. He resided in Paris, France when he was young but when he got older he moved to Giverny, France where he bought a piece of land with a pond on it. He would frequently go out to paint this scene that he loved so dearly. We will look at a few examples of his paintings and talk about how he loved to depict scenes with water and light in them. The style of Impressionism was well suited for Monet focusing on spontaneous brush strokes that captured the feeling of the moment he was depicting.

Le Bassin aux nymphas 1899.

Water Lilies, 1916

Students will work with clay to produce their own water lily pad in a 3d form. After the ceramic piece has gone through the firing process, students will use acrylic paints to create a colorful and unique piece of 3d art. Time: 5 minutes 2. Demonstrate knowledge or skill: (Input/Modeling by the teacher) Wedge clay and then demonstrate how to roll out a slab of clay. When wedged and slabbed, cut out the lily pad shape to demonstrate how it should look. Remind students that the size and shape are up to them and that they should not be perfect. Using tools, create the veins in the lily pad or add texture to the leaf. To start the flower, cut a many sided star shape out of the same slabbed piece of clay. Scratch and slip both the lily pad and the flower to attach the center of the star to the lily pad then begin to form the petals. Let them know that they can stop here or they can add extra petals to the inside of the flower to add more interest. Show students the frog sample as well as demo quickly how they may do a dragonfly to add to their water lily pad instead of a frog or a flower

Time: 10 minutes

2. Provide guided practice: (Guided practice with the teacher) Walk around and help each student get their clay wedged and slabbed. Have students let me check for the right width of clay before they begin to cut it into shapes. Time: 10 minutes

3. Check for understanding and provide student feedback: (How will you know students understand the skill or concept? How will they know they get it?)? Students will demonstrate their understanding of wedging and slabbing as I am walking around. I will make sure to reinforce time and time again during the introduction what will happen if they do not wedge properly or if they dont scratch and slip enough. One will result in their lily pad blowing up in the kiln and potentially hurting other students artwork, as well, or falling apart after being fired due to not putting it together properly. I will ask questions before sending them on their own about how to wedge, how to create a slab, and how to score and slip. At the end of the class I will have students clean up early and ask them to sit in their seats and each table will have to tell me a fact about Claude Monet before they can get in line to leave. Time: 5 minutes

5: Provide extended practice and transfer: (Independent practice of the skill) Students will create this 3d piece of artwork over a 2-day period. Students will independently work on shaping and forming their lily pad, their flower, frog, or dragonfly. After the firing process has been completed, students will paint their lily pads and object/animal on top. Time: 2 class periods

Assessment / Closure: (How do you evaluate student progress or provide closure to this lesson?) Reflect upon Monet and why creating a sculptural lily pad would have been something that had interested him. Talk about the era of art he was assigned to and any new terms that they learned. Talk about techniques that they learned how to do through this project, as well as techniques that they maybe struggled with or believed to be difficult. Reflect

on any works that had problems in the kiln and what may have caused those problems. Talk about how the kiln is a great resource to them as they are going through school and have access to them in the art rooms they will be in, because once you get out of school it is a lot harder to have this piece of equipment for your art practice. Introduce the next project that we will work on the next day and pick exemplary works to display and have students write up a nametag with a few sentences about their work to be displayed by it. 4. Time: 10 minutes

7. Plans for differentiation: I believe that giving students the choice to pick between a flower, a frog, or a dragonfly is providing differentiation for both male and female students. I will give extra attention to students who may say they havent done clay before, or do not know how to score and slip ensuring that their project will remain successful. Students will be able to choose their color schemes and also have a great deal of say in not only the subject matter and the color, but also the size and shape.

TOTAL LESSON TIME: 2 complete class periods for formation of the clay body, 1 week for drying of the clay in order to fire, 1 day for painting of the fired ceramic pieces. 8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources, websites, etc.): The National Visual Arts Standards, http://beingcr8iv.blogspot.com/2012/05/monetswater-lilies.html, http://cassiestephens.blogspot.com/2012/04/in-artroom-monetswaterlilies.html, http://artventurous.blogspot.com/2012/02/clay-lilly-pads.html,