Lesson Plan Title: Identity in Sculpture Length: 5 classes

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts,
enduring understandings, and objectives of the unit/lesson(s). You may also gather this information from
(previous) teachers, by reviewing already completed art work, consulting curriculum materials, etc., to get a
better understanding of what content students already know and what they will need to know to be
successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge
level of your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into
questions.) Be specific in describing what you would recognize as proficient skill/knowledge.
We will begin our-pre assessment with a series of questions. These questions will have narrow answers so it distinguishes
the kids who actually know the material. Questions are to be as followed:
Has anybody used a sketchbook or journal? What things did you put in it?
Who here knows the purpose of a sketchbook and can explain?

Pre-assessment with clay sculpture will include a beginning exploration of the material. The students will be given clay to
play with as teacher introduces the next section after ideation phase. Students prior knowledge of clay building will be
assessed with questions:
Who knows what a pinch pot is?
Who can show me how to make one?
How do you make a coil?
How do you attach 2 pieces of clay together?

Performance:
What will students accomplish as a result of this lesson? T his can be presented to students in the form of a story. In this
narrative the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role
/ Audience / Format / Topic)

We're hiring a series of artists to construct a sculpture garden in their community. Artists need to incorporate elements of
identity and imagination as they create fictional characters such as a noun combined with an adjective (Hippy Mountain) or
an animal combined with food of their choosing. The artists will have an exhibition where they articulate the thoughts
driving their works. After creating 3-D sculpture from clay they will need to place their representational work in an
environment which creates interaction.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable.
Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force,
Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape,
Improvisation, and Observation Look for concepts in the standards, content specific curriculum, etc.
Observe
Create
Identity
Exploration
Expressive Features
Environnement
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best
enduring understandings not only link two or more concepts; but demonstrate why this relationship is important. Like
concepts, they are timeless, transferrable and universal.
Artists take elements of their own identity and transfer those ideas to create works of art.
Artists observe how other artists explore chalk art in a space.

-Observation and exploration, creates expressive features connecting works of art and their environment

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as:
Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)
Address the 5 art learning- ideation, art and culture, reflection, materials, inherent characteristics
1. Given examples of artwork, swbat discuss what inspired the artists. (Blooms: Evaluating - Standard: Transfer - GLE:
Viewer and patrons make person meaning and infer artistic intent - Art Learning: Art and Culture - Literacy)
2. Using pinch,coil, and/or slab techniques, swbat create an artwork that expresses identity in a 3D form. (Blooms:
Creating - Standard: Create - GLE: Materials and processes can be used in traditional, unique, and inventive ways -
Art Learning: tools and procedures - literacy)
3. Given prompts students will be able to create sketches that synthesize their ideas. (parts to whole) (Blooms: Create
- Standard: Reflect - GLE: Evaluative criteria is used when responding to works of art. - Art learning: Ideation -
Literacy)
4. Using their artwork students will be able to explain their artistic choices in design that express identity. (Blooms:
Analyse - Standard: Reflect - GLE: Artists make connections amongst different art features and characteristics. - Art
learning: Expressive features and characteristics in art - Literacy)
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale.
Describe the strategies you will use for students who are already proficient and need growth beyond what you have planned
for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still
meet the objectives.

Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

(Multiple means for students
Students will be aided in process by
to access content and
constantly assessing students
multiple modes for student
throughout the process.
to express understanding.)
We will ask students if they have questions
and if they feel comfortable in what they
are doing.
If multiple students are needing more one
on one support we will have support
groups formed that can help each other.
As students are working on their pieces we
can evaluate where they are in their
drawing abilities by walking around the
room.
We can group higher ability artists with
those who may need more help to
encourage community within the
classroom.

Extensions for depth and Access (Resources and/or Process)
complexity:
Demonstrations will be given on shading
and how to give drawings a sense of depth.
This can push all students in their abilities
of drawing.
Expression (Products and/or Performance)
Students will be shown examples of how we
have expressed ourselves. As we show
our art pieces we will discuss with
students how we incorporated our ideas
through line, color, shape, and texture.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is
integrated into the lesson.
We will be asking students to articulate their ideas based on the prompt questions about what they drew.
Example prompts to explore: Why did you choose that animal? What qualities of that animal do you associate with? What
qualities of the chosen food resonate with you? Students will also be asked to discuss how their building can host their
hobby of choice. Another point we will ask the students to articulate is how the descriptive adjective such as Happy (if
Happy Mountain were the subject) is shown in their work.

-Students will choose one out of the three prompts to draw in their sidewalk chalk mural (2 ideas of each in sketchbook)
- If you could be a hybrid of an animal and a food what would you be? (Sketch 1)
- My favorite favorite hobby is? Now use your hobby to create a building- kids could research architecture-
This can direct back to David Best. (Sketch 2)
- Adjective>noun- students will choose one adjective and one noun that appeals to them. (Sketch 3)
- (Include unfamiliar vocabulary words - ie Bisque)

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are
the materials students will use.) List all materials in a bulleted format.
Sketchbook
Pens
Colored pencils
Oil pastels
Watercolor Pencils
 Markers
Sidewalk Chalk
Sidewalk Paint
Clay
Clay tools (Popsicle Sticks, Water Bowls, Sponges, Rollers)
Aprons
Glaze
Pencils
Gesso

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to
where the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all
resources in a bulleted format.

9/14/17
(powerpoint) day 1

9/21/17
(Powerpoint) day 2
Day 3 PowerPoint
Ross Day 4 Power Point DO NOW
(Ross Day 5)

(Ross Day 6 Slide)

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
have our work brought in and displayed.
powerpoint- could have one digital sketchbook tour
have bins set out of Oil pastels, Color pencils, Markers

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
Closed toed shoes
Baseball cap
Sunscreen
Sunglasses
Proper clay handling
properly use clay tools

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them
interested and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and
do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning
styles/intelligences of your students. Some ideas might include: telling a story, posing a series of questions, role-playing, etc.
Teacher will begin with motivation by introducing our own art. We will bring in physical works in which the students can
see, touch, feel, smell experience. The artworks shown will include (insert artworks here).
Questions will include (Will be written and verbally addressed):
- Describe what you are seeing
- Color, texture, size, movement, etc.
- Do you like this work? Why?
- How does it make you feel?
- How did I make this?
- Where do you think the artist got their inspiration from?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a
basic element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will
engage students in to help them develop ideas and plans for their artwork.
Students will be given guided questions and create 3 different sketches about different aspects of themselves

- Example- If you could be a hybrid of an animal and a food what would you be? Sketch one
- My favorite favorite hobby is? Now use your hobby to create a building- kids could research architecture-
This can direct back to David Best. (Sketch two)...( Possibility..)???
- Adjective>noun- students will choose one adjective and one noun that appeals to them.
- example: Happy-Mountain. Frightened-Galoshes, Angry-Grapes

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity
and instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate;
including what student will understand as a result of the art experience

Day Instruction - The teacher will... (Be specific
1 about what concepts, information,
understandings, etc. will be taught.) Identify
instructional methodology. KNOW
(Content) and DO (Skill)
Learning - Students will... i.e.: explore ideation by Time
making connections,
comparing, contrasting; synthesize possibilities for
each painting technique; etc. (Be specific about
what will be the intended result of the instruction
as it relates to learning.) UNDERSTAND

Begin class with introduction of teacher: -

I will hand out sketchbooks to students

Purpose of sketchbooks
Inspirations Students will be developing ones perspective:
Ideas creating or exploring beliefs, arguments, or
Thoughts theories
Passions
Identity
Importance or writing things down
and filling sketchbook
Student will be encouraged to sketch in their
books during our conversation

Introduce Personal Identity

What is personal identity?

Personal identity is the concept you develop
about yourself that evolves over the course of
your life. This may include aspects of your life
that you have no control over, such as where
you grew up or the color of your skin, as well
as choices you make in life, such as how you
spend your time and what you believe.
This can be likes, interests, your family and
community.

Teacher will present own works

Plaster/cement slabs with dye
- What material is this? Why? Students will be analyzing or evaluating
- What kind of textures do you see? Colors? arguments, interpretations, beliefs, or theories
- Where should this be displayed?

I identify with nature, natural material,

exploration, fluidity

Cylinder sculpture (Installation art)

What is installation art? (Foreshadowing for

later project)
 Installation art is a work that interacts and
affects its surrounding as well can affect the
viewer

- How do you think this was made?

- How does this make you feel?
- Would you interact with this?
- Do you like this work? Why or why not?

I love music and rhythm. This piece evokes

pattern, repetition, and viewer interaction.

Painting of Custer
- How many of you have dogs?
- What is this dogs name?
- What does this painting say about the
artists identity? Students are thinking independently

Adding personal identity into your art is way

of express yourself.

Students will begin ideation phase by Student are exploring thoughts underlying feelings
brainstorming 2 prompts and feelings underlying thoughts
(see PowerPoint)
Students will need to answer both prompts
and complete 2 sketches on transferring
personal identity to drawing.

Drawing 1:
Mad Scientist Complete a composite drawing
of your favorite animal and favorite food.
Encourage exploration

Drawing 2:
Adjective / Noun adlib Student will come up
with one Adjective and one Noun. From these
words they will create a composite sketch. Be
creative.
Think about likes, dislikes, memories, family,
pets, sports.
Cleanup with 7 minutes left in class

Day Students will 8:15-8:35

2 Rosss Class sketchbook
and head
Start class with circle up and pre-assess by outside
going around the room and seeing how Students will be thinking independently
everyone is feeling
Ask students on scale of 1-10 see how students 8:35-9:15
feeling chalk
drawing
We will begin class with Do Now activity
sitting in semicircle 9:15-9:35
(first slide of powerpoint) -Discussion
Wait 5 minutes and lead students in time
conversation about their sketches - intro clay
conversation should be about 5-10 minutes project.

Teacher will follow with chalk art slides. 9:35-9:45

clean-up

Students will exploring thoughts underlying

Discuss feelings and feelings underlying thoughts
- Line is used to create shapes and
contour
- Form is important element of art, form
is made up of shapes
- composition is how your work is laid Students will be developing intellectual courage
out on the pavement
- shading can be used to create depth,
texture, blending
- optical illusion visual effect to trick
the eye.

Key Contemporary Artist -

Julian Beever
David Zinn
Jennifer Chapparo
Students are making plausible inferences,
Students begin on identity chalk drawing predictions, or interpretations

Students will be instructed to put chalk back

into the box and cleanup any other messes
made outside

Cleanup

Show Video
https://www.youtube.com/watch?v=rODW-qj
7oHg
Day Teacher will: Students will: Recap
3 Demonstrati
-Begin the class with a reflection of last class on:
period, using questions such as: 8:30 - 8:45
describe how I used chalk to create Students are examining or evaluating assumptions
my creature and its environment? Work Time
how do I incorporate three with clay:
dimensions in a two dimensional 8:45 - 9:20
surface?
How do we think the assignment Gallery Walk
went? 9:30 - 9:35
Would I change anything about the
chalk mural if I had a chance to do it Clean Up:
over today? 9:35 - 9: 45
-Pre-assess students: Describe score/slip,
texture, and the different building techniques
(coil, slab). (Based on a thumbs up/ thumbs
down assessment, we will recap any
information that needs to be reiterated.). Students are thinking independently

-Students will be shown a small slide show

presentation, the presentation will ask
students:
Ponder the purpose of sculpture. Why
would an artist choose to use this
media as opposed to chalk? we will
look at examples that show different
hand building techniques and what
they might look like. Slides throughout
the presentation will show students
what slab projects look like, as
opposed to coil built sculptures. The
students will be prompted with
question relating to each picture that
helps them ponder how each
sculpture was built, and what
technique that artist may have used.
The last slide will show the intro into
the students projects. Students will
choose one of the prompt worksheets
to use as subject matter for their
sculpture project. As a source of
inspiration we will pass out some of
our hand made clay projects for the
students observe as they work. (Slide
pictures will be under resources.)

-Teachers will demonstrate how to form a

creature or building using slab, slip and score,
pinching, and coil techniques. students will
chose one design from their preliminary
sketches and chalk design. This is to show the
 progression and ideation from sketch > 2D
application > 3D application.

- After power point presentation over Students are making interdisciplinary connections
sculpture has been presented we will pass out
Stoneware clay and tools.
Instruction:
- Proper kneading technique to get
bubbles out
- canvas need to be underneath clay
while kneading and working
- clay needle tool for scoring and
cutting
- wire took for cutting
- Ribs and scrapers for smoothing and Students are noting significant similarities and
shaping differences

Students will take their drawings that they

have chosen and begin working.
- we will continue visiting with the students to
give assistance when necessary.
-The last fifteen minutes of class we will have
the students come back to the couches with
pencil and sketchbook in hand. We will have
the students answer and draw details of the
following questions about what they see in
their gallery walk.
Describe what you are seeing
Color, texture, size,
movement, etc.
Do you like this work? Why?
How does it make you feel?
How did I make this?
Where do you think the artist got their
inspiration from?
after students have walked around we will
discuss what the students observed as the
looked at the variety of sculptures.

students will take the last ten minutes to clean

up and put away tools. Make sure students put
their sketch books back in their perspective
cubbies.

Teacher will: Coloring

Demo: 8:20-
Day 8:35
4 (Rosss Class)
 Discussion:
Begin day with group circle and check to 8:35 - 8:50
attitude and attentiveness.
Go around the circle and get 2 numbers from Students will be exploring thoughts underlying Work Time:
the students. First is attitude and and second is feelings and feelings underlying thoughts 8:50- 9:35
attentiveness.
Clean Up:
Do Now slide (refer to 9:35 - 9:45
This is a formal assessment to check for
understanding, difficulties, things that worked
and didnt work.

Work Day Students will be examining or evaluating

- Remind students to think about assumptions
surface detail, building techniques,
and think about color.
- This is the last day for students to
work on clay before painting/ glazing
/ surface detail.

Cleanup

Day Students will...

5

(Rosss Class) 8:15-8:20

Begin class with group circle at SmartBoard

Check for students attentiveness and attitude Students are thinking independently
with numbers 1-10
Ask students
In two numbers, how is everyone
feeling, and how awake is everyone?
Ask students to come up with
beginning poll activity, Examples:
Reptiles or mammals? Why?
(This is class routine students will know how 8:20-8:35
to begin activity)

(SLIDE 5.1) Begin the workday with this slide.

The activity will get students back into the
creative mode and get them thinking about Students are noting significant similarities and
their sculpture. differences
Allow for students to finish their
thoughts
Ask students to share their backstory
on their creatures
Open discussion and questions for
their stories
 Why did you choose that?
Why does it live there?
Does it have any friends? Why or Why
not?

Most of the students have finished sculpting

their piece. It is important to continue ideation
and planning before we move on to the next
part of the sculpture
15 mins
(SLIDE 5.2) Maybe your creature lives in an
ancient civilizations jungle lair. The landscape
is overgrown and there are vines hanging from
the canopy.

(SLIDE 5.3) What about a vast desert

landscape with jagged rocks and dangerous
creatures?

(SLIDE 5.4) Maybe they live in a dark cave

system hundreds of feet below the earths
surface.
Does your creature have eyes? Students will be making plausible inferences,
Art they nocturnal? predictions, or interpretations

(SLIDE 5.5) The creature lives high up in a tree

with other creatures,
How does your creature use their
special powers for survival?
Can it use its claws to climb the trees?
Can your creature fly?

(SLIDE 5.6) Where does this creature live?

They must have some special gills or be able to Students are recognizing contradictions
hold their breath.
Look at the surroundings.
What would this creature interact
with?

(SLIDE 5.7) Maybe your creature lives in a

kitchen and is the permanent chef. Maybe your
creature has just escaped from the oven and is
fleeing for its survival.
Remember think of the backstory
What is your creature's past? How did
this affect its life?
What is your creatures goal? Likes, 9:00-9:37
dislikes, etc.
Where is your creatures future? What
is it trying to accomplish? Students will be comparing and contrasting ideals 9:37-9:45
with actual practice
 (SLIDE 5.8) Your creature can live anywhere.
Maybe its in a universe far far away with
hundreds of moons.

(SLIDE 5.9) Student will begin working on

their environment plans in their sketchbooks.
Come up with an environment for your
creature
Remember your backstory
This is to be in your sketchbook with color
Use Internet for references if needed
Use colored pencils, crayons, watercolor, and
acrylic paint

Ask for students who are not done sculpting

their creatures.
These students will continue to work on
sculptures and catch up with the rest of class.

For students who finish their sketches early

they can begin working on their poster board
backdrop

Instruct students to clean up.

Students on recess

Day Ross Class

6
We are continuing working on our 3D
sculptures and interactive environment.

Teacher prepare for class by setting up demo 7:30

materials on table

include pallet or plate with red, yellow, blue,

white, black
- pallet knife, paint brushes
- sponges, newspaper, fingers, etc
(different painting techniques)

prep cardstalk, hot glue, and take for

construction demo

Morning circle 8:15

Select a student to pick a creative preference
topic
Check for students energy and attitude with Students will be exploring thoughts underlying
1-10 feelings and feelings underlying thoughts 8:20
 - Students go around the circle 1 by 1
and express their thoughts on 1-10
attitude and energy
- Students will respond to creative
response topic
8:22
All students should be done with sculpting of
clay
Prepare for class and have all student work Students will be developing criteria for evaluation:
fired clarifying values and standards

Student will be working on painting or glazing

their clay sculpture and interactive
environment

Do Now Check for understanding and

difficulties with construction of environment. 8:27
(Slide 6.1)
guage understanding of construction from
students

How do you want your final work to look? How

clean? Why? 8:35
Do you want tape to be visible? Why or why
not? Students will be generating or assessing solutions
How is this background going to express your
character's story? why?

Proceed with construction demo 8:40

- Show how to support paper with tape
and hot glue
- Bend paper and glue down to make
walls
- How to remove tape after glue has set
- Students should not have visible tape
on the outside of their works

Paint mixing demo

Primary, Secondary, and Tertiary colors.
- must work quickly with acrylic paint 8:50
- Check for previous knowledge
- Who knows how to mix paint?
- How do you make green?
- How do you make orange? 9:35

Demo painting with brushes on clay and paper Students will be thinking precisely about thinking:
- Identify differences in color on paper using critical vocabulary
compared to clay
- Dab or stamp
- Spatter
- Dry brush
- Wet on wet
- scraffito
 - Paint under color and let dry
- Paint color on top and scratch
away
- Wet on wet
- Blending
- Tint and shade

Student will work for the rest of the class on

their sculptures

They should finish painting their sculptures

Exit ticket for students to get out the door for

recess

Clean up

Day
7 Rosss Class

This will be the final class period for the clay 815
project.

Today will serve as a culmination of student

work from the first lesson.

The focus and key concept will be on process

Class will begin with group circle

Check for attentiveness and attitude (#,#) 1-10
Students will suggest discussion topic and will students will be thinking independently
explain their ideas with their numbe

SLIDE 1
Do Now Activity 8:25
Think about process

Look at your original sketches

How did your ideas and plans change from the
original sketches to the chalk drawing to the
clay sculpture? 8:30
SLIDE 2
What types of decisions did you make
translating from your ideation to your chalk
drawing?

What decisions did you make going from your

chalk drawing and sketches to your clay
sculpture?

The students successfully planned in 2D and

translated to 3D forms
8:40
Critique

This classroom is a safe space and students

need to be respectful when talking about their
classmates work
Students will be questioning deeply: raising and
Have students get out their ideation pursuing root or significant questions
worksheets and sketchbooks
and place with their sculptures

This is dependent upon their work being out of

the kiln and ready for viewing

Count students off into 4 groups

All the number ones will be at one table

All the number twos at another table, so on
and so forth

SLIDE 3
This room is a safe space
WE are going to be talking about our own and 8:45
our classmates artwork

Students will to describe their work

How they made it
Discuss the process
What are worked well
What was difficult?
How did they use
color
texture
fom
balance
line
brush technique

What do we see in our classmates artwork

How successful were they in translating from
2D-chalk-3D
Is their work successful?
 9:15
Closing thoughts

When this critique is over we will begin Mask

project and Ideation

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking,
reflection and refined understandings precisely related to the grade level expectations. How will students reflect on their
learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and
reflecting about their experience as it relates to objectives, standards and grade level expectations of the lesson.)
Students will will hold a discussion with their table groups after all work has been completed. The student should have
sketch, ceramic creature, and background environment. each person will go around their table group and discuss what their
creature is, the environment it lives in and why they chose the colors/patterns.

1.) What did you make? Why did you choose to make this?

2.) What methods did you use to make your work? (think slab, coil, pinchetc.)

3.) What colors did you choose for your work? What stories are your colors telling? (is this happy based off the colors, do
the colors make it scary???

4.) What is the environment? what materials did you use to make the environment? Why is your object there?

Post-Assessment (teacher-centered/objectives as Post-Assessment Instrument:

questions): How well have students achieved the objectives and grade
Have students achieved the objectives and grade level level expectations specified in your lesson plan? Include
expectations specified in your lesson plan? your rubric, checklist, rating scale, etc.
can students explain their artistic choices in design Bottom of Handout
that express identity within their own artwork?
given different examples of art, can the students
describe what may have inspired the artist and
why?
have students used pinch,coil, and/or slab
techniques, to create an artwork that expresses
identity in a 3D form?
Given prompts, have students created sketches that
synthesize their ideas?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do
differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach
again? (3)What do you envision for the next lesson? (Continued practice, reteach content, etc.)

This was the first project of the semester with our Polaris school. Overall the first project of the unit went well. There were a
few things can could be tightened up next. I think giving the students step by step instructions to follow during the ideation
and creation process can be very beneficial. I inserted the idea of identity multiple times throughout my lesson. I feel that
this was successful. I discussed personal identity with multiple students and how this idea relates to their artwork. Many
times there were certain students who finished their work much faster than the rest of the students. At that time they would
come up to me and say Im done, what do I do now? As an educator we need to be prepared for this. Instead of giving them
the next task, I could easily point the board and have the next task spelled out on the board. Another thing to work on for the
next lesson is documentation of all students work. For example I didn't document all the students chalk murals. For the next
time I will document all students work so everyone can be equally represented. All of our learning objectives were met. We
discusses historical as well as contemporary artists work. My students made sketches that synthesize their ideas, after
which were brought to life in a mural and then 3D clay sculpture. During our end critique my students all were able to
discuss their artwork as well as the artwork of their classmates. This is an utmost importance in elementary school
standards in reflection and transfer. I would like the add an installation element to the sculpture portion of the project. The
students enjoyed and showed understanding transferring from paper and pencil to chalk. Upon exit tickets from the lesson,
students found hollowing out the clay, glazing, and slip and scoring to be the most difficult. I would reteach and go more
indepth in a demo on these processes.

1. Student were able to discuss their artwork with the classmates in their critique. In looking at exit tickets student got
concepts, coil, slab, slip and score.
2. Students were able to look at artwork and come up with assumptions about artist intention.
3. Students mixed colors and made deliberate discissions while creating their work.
4. Students discussed each other's work and used art vocabulary.

Things that worked well:

I inserted the idea of identity multiple times throughout my lesson. I feel that this was successful. I discussed
personal identity with multiple students and how this idea relates to their artwork
I began the class with a Do Now activity. I instructed the students to get their sketchbooks and join me back in the
front of the room. The directions for the activity were on the smartboard.
I began the day with our routine of circling up in the front of the class by the smart board. This routine is working
well and begins the day with a formative assessment
I conducted a formative assessment on clay building so far. I asked each student for one thing they found difficult
working with clay, one thing that was successful working, and their goal for the day regarding their sculpture.
I asked the students to come up with the background story of their character. Some inquiry questions for them to
think about were, Where does your character live? What is its job or purpose? Does it have any friends? Do they
have any special powers? I got some very creative responses and instructed my students to keep their ideas for the
next phase.
After the glaze demo I took just the students who wanted to paint and did a small demo around the painting station
on some simple color mixing and paint application. This strategy of separating the classroom worked well and
added to the overall autonomy of the classroom.
This allowed for multiple discussions to go on at once. Not only did this allow for great small discussion but also it
cut down the overall time of the critique significantly.

What didn't work well:

One thing I thought didnt work as well for the students was the expression of own ideas when if came to my
ideation prompt. Many of the students wanted to create the same animal/food hybrid as my example. After I
showed the students my sketch (pizza/giraffe) they all really liked and decided their favorite food was pizza, which
is very common, and their animal is a giraffe.
I told the three students to join us at the demo table and they continued to draw in their sketchbooks. I think I need
to be more direct with them next time this happens.
Today my class seemed extra rowdy and Im sure this was caused by Toms absence. My students works well but
the overall volume of the class was something that was distracting.
I instructed the students to begin working on their sketch for their environment in their sketchbook.
I had to ask students 3 times last class, and ending up giving 3 boys a disciplinary 1 and 2s.
One thing that I have noticed most weeks is a little difficulty with cleanup.
One thing that didnt go so well was 4 or 5 of my students were mad because they didnt get to finish glazing or
painting their sculptures.

 What I envision or what I will change?
One thing that I would change in my teaching will be to let the students work without interrupting. I began to rush
towards the end of the day as the time seemingly winded down.
I didnt anticipate the attitude change of 4th and 5th graders when stepped out of the classroom.
Setting my behavioral expectations for the students is something that I will do next time.
I think for the next class having a better plan for cleanup would help alleviate some of the stress. I will try to assign
students specific jobs to do. Hopefully the students will take ownership over their task and get cleaned up quicker
I dont want to get into a routine of fixing her projects for her.
I think for next class I am going to do a group demonstration on attaching a wall to a base using glue
One of my goals for next class is to be sterner when it comes to clean up.
I am setting a goal to stand by my deadlines. I feel as though I communicated my expectations for deadlines well,
but I think this situation could have been avoided if I would have reiterated the deadline for the project each class
period

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

Scale Comprehend Planning- Create Reflect

Ideation

Advanced Student is able to Students Students used Student can

explain what explored a coil, pinch, and explain their
inspiration variety of slab and artistic choices in
means, as well as prompt incorporated design that
telling how that examples to texture to expresses
artist was create a variety create a 3D identity within
inspired. of different form that their own work.
sketched ideas. expresses Student can cross
identity. connect between
different
mediums.

Proficient Student can Student students used Student can

describe what explored a pinch, coil, explain their
may have prompt and/or slab artistic choices in
inspired the worksheet to techniques, to design that
artist and why. create a plan for create a 3D express identity
sketch idea. form that within their own
expresses artwork.
identity.
 Developing Student can Student explore Students used Student can
somewhat a prompt one of pinch, somewhat
describe what worksheet to coil, and slab to explain their
may have create create a 3D artistic choices in
inspired the somewhat of a form that design that
artist and why. plan for a sketch somewhat express identity
idea. expresses within their own
identity. artwork.

Basic Student cannot Student didnt Student did use Student cannot
describe what use prompts, any techniques, explain their
inspired and and did not and did not artistic choices in
artist, or why. create a express identity design that
sketched idea. in a 3D form. express identity
within their own
artwork.

8/9/15 Fahey