unit plan expansion - jenelle...

Level 2: ART 309 Unit Expansion & edTPA Student Teaching

EE = Early Elementary grades K-3 • LE = Late Elementary grades 4-6 • MS = Middle School grades 6-9 EHS = Early High School grades 10-11 • LHS = Late High School grade 12

edTPA ART UNIT PLAN TITLE Central Focus Transforming Every Day Objects! Grade Level Late Sr High (11-12) Class Size 25 Time 50 minutes Class Demographics Unknown

National Visual Arts Standards 11-12 1a, 11-12, 1b, 11-12 2a, 11-12, 6a, 11-12, 8a

Common Core State Standards Addressed Use http://www.corestandards.org/ELA-Literacy to copy and paste the codes for the level-specific Common Core State Standards this lesson will address. 4th grade lesson example: CCSS.ELA-Literacy.RL.4.9, CCSS.ELA-Literacy.W.4.2, CCSS.ELA-Literacy.W.4.2b

UNIT OVERVIEW

• Students will be creating ceramic installation projects that transform everyday objects into an artistic expression of the students chosen concepts; projects will be installed in the school as a public sculpture. Students will work collaboratively to create an artist statement to accompany their art installation.

Forms 2D 3D 4D Frames Cultural Subjective Structural Postmodern Conceptual Framework Artwork Artist Audience World

Student Prior Knowledge and Conceptions • Students may have gaps in their knowledge base of alternative ceramic processes like slip dipping, and burn out firings. • Students may have gaps in their knowledge base of creative reuse, collaborative and installation artwork.

Common Errors or Misunderstandings • Students may have gaps in their knowledge base about conceptual installation artwork. Students may not understand how to convey ideas

through abstract sculpture. • I will address these gaps in their knowledge base by scaffolding information through various classroom activities that will build their

knowledge base of installation art, creative reuse, and alternative ceramic process. Interdisciplinary Connections • Chemistry and Literacy

UNIT LEARNING OBJECTIVES

As a result of this lesson, students will be able to: 1. Students will complete 10 thumbnail sketches that demonstrate their ability to visualize a concept-based artwork. 11-12 1a 2. Students will demonstrate their ability to generate plans for their artwork by completing their 8-week project contracts. 11-12, 1a 3. Students will develop plans for their project that reflects a meaningful theme, idea, or concept that they wish to convey through their work of

art. 11-12 2a 4. Using slip-dipping technique each student will create a minimum of 15 ceramic objects for their collaborative installation artwork. 11-12 1b, 2a 5. Students will conduct a burnout firing and be able to compare and contrast burnout-firing techniques with traditional firing methods. 11-12, 1b 6. Students will choose from a range of materials and finishing techniques to complete their ceramic objects, which contribute to the theme,

idea or concept of their work of art. 11-12,1b 7. Students will work collaboratively to curate their ceramic objects into a concept based work of art, that impacts viewers understanding of a

meaningful theme, idea, or concept 11-12, 6a 8. Students will work collaboratively to write a 1-page artist statement that summarizes multiple aspects of their work of art. 11-12, 8a 9. Students will demonstrate their ability to analyze differing interpretations of an artwork through participation in a class critique. 11-12, 8a 10. Students will demonstrate their ability to defend their critical analyses of an artwork through participation in a class critique. 11-12, 8a

THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES

Why are the learning tasks for this lesson appropriate for your students? (Cite

• By creating ceramic installation project that transform everyday object this unit follows the theories of John Dewy as art as experience. John Dewy’s theories consider art as an aesthetic experience, that every day experiences can be transformed into art. Students will gain an understanding that anything can be considered art. There is no one word to combine "artistic" and "aesthetic," unfortunately, but "artistic" refers to the production, the doing and



specific, theoretical principles and/or research-based best practices in your answer.)

making, and "aesthetic" to appreciating, perceiving, and enjoying. For a work to be art, it must also be aesthetic. The work of the artist is to build an experience that will be experienced aesthetically.

STUDENT INTERACTIONS

How will you structure opportunities for students to work with partners or in groups?

• Students will work in 4 large teams during the alternative uses activity. • Students will work in pairs to fill out their installation art worksheets. • Students will participate in class discussions throughout the unit. • Students will be divided into groups of 4-6 for their projects. • Whole class participation will be required for the tape installation activity, and

What criteria will you use when forming groups?

• Think Pair Share; the students will be paired with the student sitting directly next to them. • Alternative use activity: students will be divided into 4 large teams based on there seating arrangements. • Project Groups: the students will count off by 6’s and be paired up with their corresponding numbers.

TEACHER MATERIALS

• Projector • Computer • Connector chords • PowerPoint Presentation on artists • Garth Johnson Ted Talk Video • Megan Geckler Installation Video • Everyday object for the alternative use

activity • Prize for winners of the activity • 25 rolls of colored painters tape for

installation activity. • Buckets of slip with various materials in it,

for opening instruction one day.

• Outdoor raku kiln • 3 raku kiln shelves • Gas kiln torch • Gas tank • Ceramic casting slip • 10 Buckets • Examples of slip dipped objects and

materials, fired and unfired • Glaze- 12 choices • Test Tiles of glaze and under glaze

• Grading Rubric • Hanging Hardware for installation. • Ladder

STUDENT MATERIALS

• Pencils • 8 week project contract • Computer with word-processing • Artist Statement Worksheet • Installation art worksheet • Project Checklist • Unit grading Rubric

• Collected materials for their projects • Ceramic slip • Paint brushes • 25 Small sponges • 5 large sponges • Glaze/ Underglaze • Acrylic paint • Water cups

• 25 rolls of different colored painters tape for installation activity

ARTISTS IN CONTEXT

Key Artists Ai wei wei , Garth Johnson, Katharina Grosse, Megan Geckler, Tara Donnavan, Susan Beiner, Jessica Drenk, Orly Grenger

Key Artworks

Orly Grenger, Red Yellow and Blue, Madison square park, New York City



Jessica Drenk, Filter Skins, Coffee Filters dipped in Porcelain slip and fired 2” by 4” Tall

Ai Wie Wie, The Unilever Series: Sunflower Seeds, Tate Modern Museum

Key Critical Questions

1. How Does the Scale of the installation art effect how viewers interact with the work? 2. What social or cultural issues come into question when an artist repurposes materials for their artwork? 3. How do we Read objects differently when there are many present, as apposed to just one? 4. How can installing a work of art in a public space change it’s meaning as apposed to installing it in a gallery?

VOCABULARY AND LANGUAGE ACQUISITION

Vocabulary Oxidation firing- In a oxidation firing, the kiln chamber is fully oxygenated Reduction firing- In a reduction firing, the oxygen supply to the kiln chamber is restricted Burn out firing- A kiln firing in which organic materials undergo combustion. Glaze- A layer or coating of a vitreous substance which has been fused to a ceramic object through firing. Glaze can serve to color, decorate, strengthen or waterproof an item. Under glaze- The decoration is applied to the surface before it is glazed using pigments derived from oxides which fuse with the glaze when the piece is fired in a kiln. Vitreous- Fully matured ceramic material, which makes the ceramic fully water proof. Cold finish- A post-firing method of teaching which involves other processes or materials outside of ceramic materials. Installation Art- An artistic genre of three-dimensional works that are often site-specific and designed to transform the perception of a space. Artist Statement- An artist's written description of their work. The brief verbal representation is about and in support of, his or her, own work to give the viewer understanding. Art critique- The discussion or evaluation of visual art. Constructive criticism- To analyze the work of others at their request, for the purpose of improving the outcome. Unlike criticism, it always identifies positive as well as negative aspects, usually including suggestions as to how to improve Slip dipping- Dipping materials in ceramic slip. Creative reuse- The process of taking materials or products that are unwanted for their original function and through creativity, transforming them into pieces of art, home decoration, or other useful items. Organic material- matter composed of organic compounds that have come from the remains of once-living organisms such as plants. Collaborative art- working with others to complete a task and to achieve shared goals.

Language Functions Analyze, compare/contrast, critique, describe, interpret, Language Modes Reading Writing Listening Speaking Language Demands Syntax Discourse Language Tasks and Activities

1. Students will be developing an artist statement using vocabulary in the proper context to critique their own and their peer’s work.

2. Students will be developing a personal project through writing an individual contract using the proper vocabulary in



context. Language Supports 1. Students will complete the artist statement worksheet and answer prompt questions.

2. Students will complete the 8-week project contract worksheet.

SPECIAL PRE-INSTRUCTION PREPARATIONS • Acquire outside raku kilns for the burn out firing process. Acquire gas tank and torch attachment for burn out firing process.

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Students with IEPs or 504s

N/A

Adaptations and Accommodations o For a student with dyslexia I would provide extra visual supports for instruction. o For a student with large motor skill impairments I would pair them with a student helper to assist with large motor skill tasks such as

dipping their found objects in the ceramic slip. Enrichment and Extensions • For enrichment and extensions students can create an individualized sculpture using slip dipping and burn out techniques. Activity for Early Finishers • Students will continue to work on their process diary, research, and digital portfolio.

OBJECTIVE-DRIVEN ASSESSMENTS

Describe the tools/procedures that will be used in this unit to monitor students’ learning of the lesson objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where the assessment will take place. Lesson

# (s) Objective

# (s) Informal

or Formal?

Description of Assessment

Modifications to Accommodate All Students

Evaluation Criteria: What evidence of student learning related to the learning objectives and central focus does this

assessment provide? 8 Formal Checklist for

completeness and proper use of vocabulary.

• Extra time for students who require personal assistance.

• This assessment demonstrates that students can use vocabulary properly to discuss and critique their artwork.

1 Formal/ Informal

Completion of 10 thumbnail sketches and discussion with teacher.

• Extra time for student who require personal assistance.

• This assessment demonstrates student’s ability to visualize a concept-based artwork.

2/3 Formal Checklist for completeness of their 8-week contracts and proper use of vocabulary.

• Extra time for students who require personal assistance.

• This assessment demonstrates that students can develop plans for projects that reflect a meaningful theme, idea, or concept.

4 Formal Completion of 15 ceramic objects, using slip dipped processes.

• Extra time for students who require personal assistance. Peer helpers for students who require physical assistance.

• This assessment demonstrates student’s ability to generate ceramic objects using alternative making processes.

REFERENCES http://www.megangeckler.com/, http://aiweiwei.com/, http://jessicadrenk.com/, http://www.wondabread.com/,

http://www.acegallery.net/artistmenu.php?Artist=8, http://susanbeinerceramics.com/home.html, Katharina Grosse, http://orlygenger.com/

* Developed and written by Jenelle Grosser Art Education, Illinois State University, 2014 *

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1 Launch Instruction Methods • Students will divide into teams and come up with as many alternative uses for an object as

they can. Teams share their creative reuses with the class. Team that gets the most reuses • Direct instruction, Cooperative learning



out of an object wins a prize. Instruction Instruction Methods • Introduce what creative reuse means through the Garth Johnson Ted Talk video, and what it

means to transform every day objects into art. • Show a power point that illustrates artists putting creative reuse into practice and

transforming every day objects into art. • Class discussion on artwork they may have encountered where creative reuse or installation

was used.

• Video, PowerPoint presentation, Direct instruction, Class Discussion

Structured Practice and Application How will you give students the opportunity to practice so you can provide feedback?

• Students will be given the opportunity to participate in a class discussion about creative reuse and installation art. The teacher will participate in and facilitate the discussion in order to provide immediate feedback to students.

How will students apply what they have learned?

• Students will apply what they have learned from this lesson towards their efforts in completing their projects.

How will you determine if students are meeting your intended learning objectives?

• I will determine if students are meeting my intended learning objectives through informal assessment and observation.

Closure Instruction Methods • Recap everything that was taught and briefly describe what will happen in class the next

day. • Direct instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

Launch Instruction Methods • Show Megan Geckler time lapse video of her art installation at the Wexner Center • Video Instruction Instruction Methods • Each student get a roll of colored painters tape, students must choose a line to create with

their tape. The line must move across the room and must interact with other lines it comes in contact with. Objects, walls, ceilings, and floors are the canvas. Students will have 15 min to complete an installation that fills the room, GO!

• Show a PowerPoint that highlights a few installation artists and the importance of the installation process and the materials they use for their work.

• Students will fill out a worksheet that will get them thinking more in depth about installation art and then share their responses with their neighbor and then share with the class

• Interactive Group Activity, PowerPoint Presentation, Direct instruction, Think Pair Share.

Structured Practice and Application How will you give students the opportunity to practice so you can provide feedback?

• Students will participate in a practice installation project using different colored painters tape. • Students will fill out a worksheet about installation art and creative reuse.


• Students will apply their knowledge from classroom activities, worksheets and discussion towards their final unit project.


• I will determine if my students are meeting my intended learning objectives through informal assessment and observation.

Closure Instruction Methods • Instruct students to collect and bring in a lot of an organic substance (cotton balls, news

paper, old shirts or sweaters, sheets, coffee filters, yarn, etc) • Direct instruction

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3

Launch Instruction Methods Students must dip their hands in a bucket of slip and try to determine what material is in the bucket.

• Interactive class activity, Direct instruction

Instruction Instruction Methods • Introduce the project and hand out project checklist sheet: Students will be creating ceramic

installation projects that transforms everyday objects into an artistic expression of the students chosen concepts, projects will be installed in the school as a public sculpture. Students will work collaboratively to create an artist statement to accompany their art

• Direct instruction, Teacher demonstration, Small Group Work.



installation. • Demonstrate slip-dipping processes with different materials, pass around fired slip dipped

objects. • Hand out project contracts • Divide class into groups and allow students to start filling out their planning

worksheets/contracts. Structured Practice and Application How will you give students the opportunity to practice so you can provide feedback?

• Students will participate in an activity that introduces them to organic materials and slip dipping processes.


• Students will apply their knowledge base from the previous lessons to work collaboratively to begin planning their installation projects.


• I will determine if my students are meeting my intended learning objectives through informal assessment, and observation.

Closure Instruction Methods • Instruct students to collect and bring in a lot of an organic substance (cotton balls, news

paper, old shirts or sweaters, sheets, coffee filters, yarn, etc) • Direct Instruction

unit plan expansion - jenelle...

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