Kenneth Sanders 10th Grade Art Lesson Plan: June 12, 2017

Unit: Unit 6: Sculpture

Lesson Title/Topic: Lesson 6-4: Abstract Ceramic Self Portrait

Lesson I can create an abstract ceramic self portrait that portrays my personal facial features each with a unique texture.
Objective(s):

Lesson Goal(s): The student has sculpted a geometric representation of their own face.
The student has sculpted geometric representation of their eyes, eyebrows, ears, nose, mouth, and hair.
The student has painted their sculpted portrait using a variety of colors for the facial features.

Essential Question: Can texture inform form, value, rhythm and shape?

Lesson Form - the visible shape or configuration of something.

Vocabulary: Space - position (of two or more items) at a distance from one another.
Value - the degree of lightness or darkness of an area.
Texture - the visual feel of 2D art or physical touch of 3D art.
Rhythm - a combination of elements repeated in a pattern, but with variations and movement.

LESSON 6-4 DAY 1

Materials DAY 1: - Clay ( lb) - Wax Paper - Sculpting Tools - Water Cups - Lesson 6-4 Powerpoint
- Clay Slip - Hand Mirrors - Napkins - 2 Shapes (variety of round and angular shapes)

Procedures 1. Bell Ringer: Pass out an assortment of 2 cut geometric shapes to the students (ovals, circles, semi-circles, squares,
DAY 1: rectangles, triangles, diamonds/rhombuses, all in a variety of colors). Ask the students to use the shapes to make a face.
On the board list the features you want the students. Have students explain why they used certain shapes to represent
certain body parts.
2. Direct Instruction: Show students the Lesson 6-4 Powerpoint (Slides 1-5). Ask students how the simplification of
forms can create pattern and rhythm. How can certain shapes convey a mood (what kind of mood does using round
shape convey; what kind of mood does using sharp angular shapes convey?)
3. Modeling: Pass out the hand mirrors, wax paper, and the clay. Have students take a moment to observe their own
facial features with the hand mirrors. Instruct the students to break their clay into to two equal lumps, and model how to
work the clay in their hands and on the wax paper to remove any air pockets. After working the air out of the clay,
model how to shape the clay into a geometric shape (oval, circle, semi-circle, square, rectangle, triangle,
diamond/rhombuses) that best represents the shape of their own face. When finished shaping the base of their face, have
students carve their initials using a pencil or sculpting tool into the backside of their face shape.
Model using the 2nd lump of clay and breaking it in half again (2 pieces), half those (4 pieces), and half those (8 pieces).
 Show students how to shape one of these lumps into a geometric shape that represents their nose (most commonly a
triangle, rectangle, trapezoid, circle, or semi-circle). Model how to score the clay and use slip to attach the nose piece.
Stress the importance of scoring and slipping the clay so that when the clay dries and is fired, if it not properly slipped
and scored, their features will fall off.
4. Independent Practice: Instruct students to finish sculpting their eyes, eyebrows, ears, lips, and hair, using the same
geometric shapes they used with construction paper but with clay they have the option to use their hand mirrors and
shape them to closer resemble the proportions of their own facial features, while still keeping their geometric shape.
Continue to stress the importance of slipping and scoring their facial features to the base face of the clay.
5. Conclusion: Have students partner up and explain to their partner why they chose certain shapes to represent their
body parts. Have students explain if they trying to have a more abstract or realistic look to their clay portrait. Ask
students why would an artist choose abstraction over realism. How could an artist use abstraction to show a mood or get
an emotional response from their audience.

Accommodations Students that finish early: may add texture to each facial feature to their portrait using sculpting tools.
DAY 1: Students that are struggling: may draw the (geometric) facial features onto their clay base face using sculpting tools.

LESSON 6-4 DAY 2

Materials DAY 2: - Brushes - Napkins - Glaze - Glue - Paper Plates

- Water Rinse Cups - Acrylic Paints

Procedures 1. Bell Ringer: Have the students clay faces placed around the classroom. Have students try to find their own clay face
DAY 2: (without checking the back for their initials). If any parts have fallen off during the firing process, have a bottle of glue
placed by that sculpture. Have students whose sculptures have broken to repair them during the Powerpoint lesson.
2. Direct Instruction: Review the Lesson 6-4 Powerpoint (slides 1 - 5) before showing finishing (slides 6 - 9) the
Powerpoint lesson. Ask students how the simplification of color was used to convey mood in the artwork displayed.
What kind of mood did the examples using cool colors convey? What kind of mood did using warm colors convey?
What kind of mood did using contrasting colors or analogous colors convey?
3. Modeling: Pass out the paints, brushes, napkins, and water cups. Model how to properly mix the paints on the paper
plates to achieve the color they would like for their facial features. Show on the teachers example that facial feature can
have a realistic coloring or an abstracted coloring. Model how to cover every surface of the clay so that that no unpainted
clay surface remains. Show how acrylic paint can painted over if students change their minds with a color scheme they
have chosen for their ceramic portraits.
4. Independent Practice: Before students begin painting, have them think of a color scheme they would use to convey
mood: cool colors for a calmer mood, warmer colors for a more energetic mood, contrasting colors for a dynamic mood,
or realistic colors for an astute mood. Inform students that they will discuss both their color and shape choices when
critiquing their artwork at the end of class, so chose their color with the mood of their artwork in mind while they finish
painting their sculptures.
5. Conclusion: One at a time, have students hold their masks up to their face and explain to the class what mood,
emotion, or feeling they were trying to express with their sculpture and painting. Have students explain the choices in
 shape, color, and for some students, even texture. Have students explain their choice of taking their artwork in a more
realistic or abstracted route, and why that choice worked best for the expression of their artwork.

Accommodations Students that finish early: may paint a pattern or texture onto each colored facial feature using acrylic paint.
DAY 2: Students that are struggling: are not required to mix colors and may paint their sculpture with the base colors provided.

Assessment The student is able to present their work to the class (or explain to the teacher) explaining the shapes and colors they used
for each facial feature.

Priority SC State Standards National Standards

Standard(s): VAH2-2.2 Create works of visual art that use the VA:Cr1.2.IIa: Choose from a range of materials and methods
elements and principles of design and other of traditional and contemporary artistic practices to plan works
compositional strategies. of art and design.

Supporting SC State Standards National Standards

Standard(s): VAH2-1.3 Communicate ideas through the effective
use of a variety of materials, techniques, and processes
in works of visual art.
VAH2-1.4 Apply materials, techniques, and processes
with skill, confidence, and sensitivity sufficient to
make his or her intentions observable in the artwork
that he or she creates.
VAH2-1.5 Use a variety of art materials, tools, and
equipment in a skillful and safe manner.
VAH2-3.2 Analyze and describe the relationships
among subject matter, symbols, and themes in
communicating intended meaning in his or her
artworks and the works of others.
VAH2-5.4 Maintain a portfolio of his or her artworks.
VA:Cr1.1.Ia: Use multiple approaches to begin creative
endeavors.
VA:Cr2.2.Ia: Explain how traditional and nontraditional
materials may impact human health and the environment and
demonstrate safe handling of materials, tools, and equipment.
VA:Cn10.1.Ia: Document the process of developing ideas from
early stages to fully elaborated ideas.
VA:Pr4.1.IIa:Analyze, select, and critique personal artwork for
a collection or portfolio presentation.
VA:Pr6.1.IIa:Make, explain, and justify connections between
artists or artwork and social, cultural, and political history

Rubric The student has sculpted a geometric representation of their own face shape. (10pts)
The student has sculpted geometric representation of their facial features:
- 2 Eyes (10pts) - 2 Eyebrows (10pts) - 2 Lips (10pts) - 2 Ears (10pts) - Nose (5pts)
The student has painted the geometric representations of their facial features:
- 2 Eyes (10pts) - 2 Eyebrows (10pts) - 2 Lips (10pts) - 2 Ears (10pts) - Nose (5pts)

Resources Lesson 6-4 Powerpoint