Ellen Adams

Sarah Dupuis
Kaitlin Jezequel
MEDT 7464
Spring 2018

Instructional Design Project

Course Title: Clay Animals Wearing Clothes

1. Instructional Designer(s): Ellen Adams, Sarah Dupuis, Kaitlin Jezequel

2. Client Information

• Name: Jennifer Heyser

• Title: Art Teacher
• Organization (school): McClure Middle School
• Email address: Jennifer.Heyser@cobbk12.org
• Needs: The purpose of this course is to teach specific content activities related to
clay techniques in a 6th grade art classroom. This course is designed so that
students can implement the flipped classroom by studying the basic content at
home and coming to class ready to complete the hands-on project in clay.

3. Target Audience

• Target Audience: 6th grade students

• General characteristics: ages 10-12, male and female, all ethnicities, 6th grade
education, varied reading levels, zero work experience, overall positive attitude
towards the subject
• Relevant knowledge, skills, and experience: Students have previous knowledge
of shapes and forms, 2 and 3-dimensional space, texture, and an array of art
vocabulary. Students have minimal computer skills as well as minimal online
learning experience.

4. Instructional Objectives

Upon completion of this course, the learners will be able to:

• Objective 1 (Module 1) Students will be able to develop a piece of clay into clay
that has been wedged properly.
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 Ellen Adams
Sarah Dupuis
Kaitlin Jezequel
MEDT 7464
Spring 2018
• Objective 2 (Module 2) Students will be able to construct two pinch pots using
proper technique.
• Objective 3 (Module 3) Students will be able to generate correct slip and score
techniques to attach two pieces of clay together.
• Objective 4 (Module 3) Students will be able to create an animal wearing clothes
out of clay.

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 Ellen Adams
Sarah Dupuis
Kaitlin Jezequel
MEDT 7464
Spring 2018
5. Instructional Strategies and Tools –

• Instructional approach and justification: We will be building a flipped classroom for

students to learn at their own pace and on their own time. Using the ARCS Model
by Keller, students will work at their own pace to build on knowledge learned in
each module starting with wedging clay, making pinch pots, and finally making an
animal wearing clothes out of clay. They will use examples seen in video, in digital
images and in real world applications.
• Motivational strategies – The ARCS Model, started by Keller, applies the
following to learning: Attention, Relevance, Confidence and Satisfaction. It is
easily applicable with a flipped classroom strategy because students are able to
work on their own and learn at their own pace. “Keller’s ARCS Model of
motivation can be perceived as a problem-solving approach to learning that
instructional designers can use to develop even more engaging eLearning
activities” (Pappas, 2015).
In developing an eLearning course, Pappas (2015) says the following is needed to
“grab and hold [the] learners attention: active participation, use of humor,
conflict, variety and real world examples”. With these, students will be more likely
to be attentive to the fact that learning that is occurring and that no matter how
difficult the challenges are, they can continue to acquire new skills.
In order to encourage students to learn, educators should attempt to show how
background knowledge or experience has taken the student to where they are
now; ready to learn a new skill or idea. Additionally, students will need to
understand how the learned skill is useful to them in the future and in real life,
rather than just in a classroom environment. This is relevance.
In order to “instill a sense of confidence”, the course should be designed to
“facilitate self growth, communicate objectives, provide feedback, and give
learners control” (Pappas, 2015). This level of confidence will allow for students to
see progress quickly and to believe in their ability to learn.
Satisfaction is needed as a final factor. Students will need to feel some sort of
satisfaction when they are learning in order to be able to have an awareness of
accomplishment and to continue to reach for their goals.
The ARCS model is used by instructional designers as they prepare students of all
ages for learning online, flipped learning or learning at a distance. Students seem
to respond to asynchronous learning because they are able to complete it at their
own pace and on their own time, both of which are vital in the world in which we
currently live.

• Assessment strategies - Assessments will be completed through Kahoot.it, Quizzizz

and/or Google Forms. These types of assessment tools keep student attention, are
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Sarah Dupuis
Kaitlin Jezequel
MEDT 7464
Spring 2018
relevant in our technological educational system, provide confidence in student
learning because the student is able to see exactly what they know and what they
need to know, and allows the student to be fully satisfied in their level of
knowledge. All three online assessments are able to be used in group assessment
or individually.
• Development tools - Our online course will be developed through Google Forms,
Office 365 One Note Notebooks, and YouTube Videos.

6. Course Outline
Module 1: How to Wedge Clay

Content Description
Media objects (original)
Media objects (external)
This module will teach students how to wedge clay.
This module will include photos that demonstrates how
to wedge clay. These photos will show crucial steps in
wedging clay.
YouTube Video- Wedging Clay: How and Why
https://youtu.be/GNZhkHJ1ozE

This video explains how to wedge clay and the

Practice or Assessment
importance of wedging clay prior to building a clay
project.
Student formative assessment will be based on their
development of wedged clay as well as an online
Google Form of clay vocabulary.
Module 2: Making Pinch Pots

Content Description
Media objects (original)
This module will teach students how to make pinch
pots.
This module will include photos of how to make a pinch
pot. These photos will document critical steps in
making a pinch pot.

Media objects (external) YouTube video: How to make a Pinch Pot

https://youtu.be/bELgM8aSqLc

This video will show how to make a pinch pot.

Practice or Assessment Student formative assessment will be based on their

development of pinch pots as well as an online Google
Form of clay vocabulary.
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 Ellen Adams
Sarah Dupuis
Kaitlin Jezequel
MEDT 7464
Spring 2018
Module 3: Slip, Score, and Build

Content Description
Media objects (original)
Media objects (external)
Practice or Assessment
This module will teach students how to attach clay
together and to construct their project.
This module will include 1 video of how to slip and
score clay together.
This module will include 1 video of how to build an
animal with clothes.
This module will include photos of student work.
This module will include the viewing of the movie
Zootopia for inspiration of animals wearing clothes.
Student formative assessment will be based on their
creation of an animal wearing clothes out of clay as well
as an online Google Form of clay vocabulary.

7. References

Art for Kids Hub. (2012, November 27). How To Make A Pinch Pot. Retrieved March 01, 2018,
from https://youtu.be/bELgM8aSqLc
Howard, B., & Moore, R. (Directors). (2016). Zootopia [Motion picture on DVD]. USA: Walt
Disney Animation Studios.
Pappas, C. (2016, May 20). Instructional Design Models And Theories: Keller’s ARCS Model Of
Motivation. Retrieved from https://elearningindustry.com/arcs-model-of-motivation
Reynolds, K.M. Roberts, L.M. & Hauck, J. (2017). Exploring motivation: integrating the ARCS
model with instruction. Reference Services Review, 45(2)149-165. Doi: 10.1108?RSR-
10-2016-0057.
Traen, C. A. (2011, August 26). Wedging Clay: How and Why. Retrieved March 01, 2018, from
https://youtu.be/GNZhkHJ1ozE

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 Ellen Adams
Sarah Dupuis
Kaitlin Jezequel
MEDT 7464
Spring 2018
Submit the URL of the ID Project Part 1 page of your Course Website by March 4, 2018.

Evaluation Criteria Points

Course title 1
Instructional designer(s) 1
Client information Name 1
Title 1
Organization 1
Email address 2
Needs 3

Target audience Target audience 1

General characteristics 4
Relevant knowledge, skills, and experience 5
Instructional objectives – specific, measurable 10
Instructional approach and justification‐Selection of 10
Instructional instructional strategies appropriate for self‐paced online
strategies and tools course
Motivational strategies‐Effective application of the ARCS 10
model
Assessment strategies‐Appropriate for self‐paced online 10
instruction
Development tools 5
Appropriate sequence, well‐organized 5
Course outline‐ Clear descriptions of course content 10
Specific descriptions of media objects 10
Clear descriptions of practice/assessments 5
References – APA style 5
Total 100