Ceramic Wind Chime /

Mobiles
Lesson Plan for Sculpture Class
Prepared by Ms. Lempola
Grade Level: 10 -12

Unit: Hanging Art

Duration of the lesson: 7 days

MINNESOTA STATE STANDARDS

1. V.A. 9.1.1.5.2 Evaluate how the principles of visual art such as repetition,
pattern, emphasis, contrast, and balance are used in the creation of,
presentation of, or response to visual artworks.
2. V.A. 9.1.3.5.2 Synthesize and express an individual view of the meaning and
functions of visual art

OBJECTIVES
Content Objectives:
1. Students will design and create a themed ceramic wind chime.
2. Students will use problem solving skills and critical thinking skills in regards to
figuring how the forms are hung to match the intent of the design.
3. Students will use communication and collaboration skills when presenting their
thumbnail sketches to their peers for feedback on designs
4. Students will further develop their hand building skills such as building several
pieces and assembling them into a design as well as designing in-the-round so
all visual angles are interesting
5. Students will especially consider the principles of art such as: repetition,
pattern, emphasis, contrast, and balance.

Language Objectives:
Identify and properly implement the following sculpture terms:

Kinetic art: art composed of balanced or suspended components that move in

response to air currents or motor power

Balance: principle of artfeeling of equal distribution of weight in an artwork

Movement: principle of artthe appearance of motion in an artwork

Behavioral Objectives:
1. Formulate and sketch possible ideas before starting to build one
2. Respect classroom materials used for this project

MATERIALS NEEDED
1. Clay

6. Pencils

2. Clay tools

7. Thin but strong string / Twine

3. Wood Scraps

8. Medium-thickness wire

4. Hoops

9. Wire Cutters

5. Scissors

10. Small pliers

PRIOR KNOWLEDGE / PREREQUISITE LEARNING

Students will already know and reviewed the following prior knowledge they learned
in foundations of art:
1. The art elements and principles of design
2. Handbuilding techniques such as slipping, scoring, and wedging
3. The concept of designing In-the-round

PROCEDURE
Introduction/ Motivation: Students will be shown a variety of art mobiles to spark
interest and curiosity.

Instructional Strategies: (direct instruction, modeling, demonstration)

Day 1: (DI) Presentation of the art mobiles (including morphing ideas), research, and
sketches

Day 2: (DI) Demonstration of creating holes and / or handles to hang the piece, finish
sketches, work time

Day 3: Work day

Day 4: Work day
Day 5: Work day
BISQUE
Day 6: Tying demo, Painting
Day 7 Assembling
Practice:
Guided: Days 1 & 2
Independent: Days 3 -5
Closing: Students share their piece, the design and intent behind their piece to a small
group of 8 peers.

ACCOMMODATIONS / MODIFICATIONS
Extensions:
For my student on an IEP, I will allow him to work where he feels most
comfortable with any break he feels necessary, I will also be checking for
understanding with him, monitoring his progress, and cuing any on-task behavior
for him as outlined by his IEP.
For my ELL students I will further clarify directions or steps as needed and will
continuously use the vocabulary with examples to deepen their understanding
and allow them to be comfortable with the terms.
I will also demonstrate tying a second time for these students.
Enrichment:
There are no gifted and talented students in this class but for my more advanced
students, they will be able to further develop and finish their piece with
advanced clay techniques. They will also be empowered to create larger wind
chime.
Additional supports:
In addition to verbal and written direction, students who need may request any
3

additional support (re-explain and/or breaking the project down into small goals).

ASSESSMENT OF LEARNING
Formative Assessments: (Checks for understanding during lesson)
Observation of problem solving skills, critical thinking skills, communication
and collaboration skills, as well as advancing handbuilding skills,k and use of
principles of art.
Summative Assessment:
-Mobile piece of artwork

Ceramic Wind Chime Project

Sculpture Class, Q1 2016
Graded Skills

Criteria
12 or less points

Creativity /
Originality
25 points possible

Construction /
Problem Solving
25 points possible

Effort / Time
Management
25 points possible

13-16 points

17-21 points

22 - 25 points

Project is
incomplete or
complete with no
creativity or
originality. Student
did not develop
their own idea or
theme within the
piece

Project is complete
but with minimal
creativity or
originality. Ideas
were inspired
from other sources
but not developed
into a unique piece

Project is complete
and shows
creativity and
originality. Ideas
that were inspired
from other sources
were developed into
unique ideas to
create an original
piece

Project is planned
carefully and
thoughtfully, student
developed their own,
original and unique
design elements

Project is
incomplete or
complete with
minimal effort in
attaching the
ceramic pieces
Student didnt
attempt to problem
solve when
figuring out
logistics of wind
chimes

Project is complete
with evidence of
an attempt to
attach necessary
items to make it a
teapot but one or
more of the items
is not well
attached

Project is complete
and demonstrates
the student's ability
to effectively create
and attach the
necessary parts of a
wind chime that
follows the set
theme of the wind
chime.

Project is complete
with all necessary
components of a wind
chime attached
exceptionally well
and display masterful
skill in relating the
components to the
theme of the wind
chime

Student was off

task most of the
time, disrespected
the materials, or
was on their cell
phone during class
time

Student did bare

minimum to
continually work
on project.

Student worked
enthusiastically,
used their time well,
and took care of
cleaning tasks in a
thoughtful and
timely manner

Student was very

responsible for their
own work, was
dedicated and used
the entire hour,
helped others when
needed, and was
respectful in cleaning
/ maintaining their
work space

Students planning
was demonstrated
in sketches and
showed
thoughtfulness of
how the piece will
hang

Student worked with

their original theme
and carefully planned
the project in all
aspects (how it hangs,
how the pieces hang,
how the different
elements of the piece
work together)

Student didnt
clean materials or
work area, or left it
a mess
Planning /
Sketches
25 points possible

Students planning
was incomplete or
missing. Sketches
had minimal effort

Student made
minimal effort at
problem solving

Student rushed
cleaning and left
area a mess

Students planning
was evident in
their sketches but
did bare minimum
to develop ideas

Points Earned:

Total points earned: ______ / 100