AED 401 Lesson Plan


Part 1: Unit Overview

Unit Title: Ceramics in the Community Space

Enduring (Big) Idea: Clay and ceramics throughout history have been used to display representations and a personal history of the world surrounding the artists. They can be markers of time and are often looked to as proof of long-forgotten communities and civilizations existing due to their durability. It is through understanding the power and longevity that clay work holds in embodying our social circles and both the history of ourselves and others that students can then begin to create with a greater purpose behind their works.   

Key Concepts about the Enduring Idea:

-        Community

-        Creation

-        Social Circles

-        Representation

-        Hand crafts

-        History

Key Concepts:

-        Community

-        Social Circles

-        Representation

-        Personal History

-        Life

Essential Questions:

-        How can a student’s social circles be explored through clay?

-        How can students create links with others through exploring their personal histories in clay?

-        How can the surrounding community effect a student’s perception of the world they reside in?

Rationale:

Students in this age of technology and digital connectivity often express that they may not know many people and could then suffer in their academics and/or personal lives. This unit is done with the purpose to remind students of how interconnected they are within the variety of communities they reside in. Examples of these include personal homes, school, clubs, local organizations, and more. The lessons created implement clay so that students can create these connections and begin to see where similarities or differences occur with their peers, all of which in turn displays a student’s personal history and how unique each one is.    

Unit Objectives:

-        Students will collaborate to explore their role as an individual in a larger community

-        Students will brainstorm the construction of their artwork through discussion and collaboration

-        Students will interpret their personal histories through the lens of community entanglement

Standards:

National Core Art Standards:


HS Proficient (MA:Cr1.1.I): Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.



HS Proficient (MA:Pr5.1.I): c. Demonstrate adaptation and innovation through the combination of tools, techniques and content, in standard and innovative ways, to communicate intent in the production of media artworks.



HS Proficient (MA:Cn11.1.I): a. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity.

End of Unit Assessment:

-        Evidence:

o   Photography of artworks both in progress and completed

o   Talks with students



-        Rubric and Criteria:

o   Students will know they have completed the task successfully when they create 7 or more miniature ceramic pieces.

Lesson 1: Clay Communities

-        Students will create miniature figures from clay to represent people within their community. Students will learn about the underlying connections found between peers in their community and how these can expand their views of how a community is built and how it thrives.

Lesson 2: Self Portrait in Clay

-        Students will create a single miniature figure of themselves that they would decorate with accessories to individualize their base work. Students will learn about creating accessories through clay and how to identify unique properties within their communities and within themselves.

Lesson 3: Historical Ceramics

-        Students will research, design, and create a historical ceramic piece that was used in communal events or widely used for a specific purpose within a community. This will teach students about how clay was used for daily utility and how it affects a community’s forms of communication, production, and historical documentation.   

Artmaking Problem / Conceptual Strategy:

-        What does a community look like?

-        How can clay be used to represent a vast array of unique entities?

-        What makes a community bound and interconnected within itself?

Personal Connections / Artmaking Boundaries

-        Students must complete their work within one class period

Technical Knowledge

-        How to kneed clay

-        How to smoothen clay using hands and/or tools

-        The different stages of clay hardness

-        Ability to show representation of people through an art medium

Artworks, Artists, Artifacts

-        Artists:
Aguilar family (Oaxacan potters)





Antony Gormley


o   Artwork: Field

Materials and Resources:

-        Clay (Around 2 lbs. per student should suffice)

-        Ceramic tools

-        Wooden Boards for clay preservation

-        Canvas mats to roll and kneed clay on

-        Ceramic glaze to color finished pieces

Interdisciplinary Connections: Social studies and connections within communities






Part 2:

Unit Title: Ceramics in the Community Space

Enduring Idea/Theme: Clay and ceramics throughout history have been used to display representations and a personal history of the world surrounding the artists. They can be markers of time and are often looked to as proof of long-forgotten communities and civilizations existing due to their durability. It is through understanding the power and longevity that clay work holds in embodying our social circles and both the history of ourselves and others that students can then begin to create with a greater purpose behind their works.   

Lesson Number: 1

Lesson Title: Clay Communities

Grade or Class: 9th-12th Grade

Time Allotment: 1 hour

Lesson Summary: With the clay provided, students will create miniature figurines that represent people within their community and their own social circles. They will start by representing those closest to them (family and friends) and then branch out as far as possible. At the end, all figurines will be lined up together to allow student to reflect and analyze the amount of clay works made. These figurines may then be either molded back for future project usage or kept for firing at a later date. Glazing the figurines is optional.

Artworks, Artists, and/or Artifacts:

-        Artists: 

Josefina Aguilar and Aguilar family (Oaxacan potters)








Antony Gormley "Field"






Key Concepts

-        Community

-        Social Circles

-        Representation

-        Personal History

-        Life

Essential Questions:

-        How can a student’s social circles be explored through clay?

-        How can students create links with others through exploring their personal histories in clay?

-        How can the surrounding community effect a student’s perception of the world they reside in?

Standards

National Core Art Standards:

  • HS Proficient (MA:Cr1.1.I): Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.
  • HS Proficient (MA:Pr5.1.I): c. Demonstrate adaptation and innovation through the combination of tools, techniques and content, in standard and innovative ways, to communicate intent in the production of media artworks.
  • HS Proficient (MA:Cn11.1.I): a. Demonstrate and explain how media artworks and ideas relate to various contexts, purposes, and values, such as social trends, power, equality, and personal/cultural identity.

Interdisciplinary Connections: Social studies and connections within communities

Lesson Objectives:
  • Knowledge: Students will demonstrate their knowledge through awareness of public spaces, self, others, and their personal meanings of what a community is 
  • Skills: Students will demonstrate their skills with clay through physical interaction with the clay and ceramic tools to create a variety of products
  • Disposition: Students will demonstrate dispositions through expressing creativity in clay figures and critical representation of those selected to be shown

Assessment:
  1. Students will be able to discuss their created pieces and articulate connections between them
  2. Student achievement will be measured through the counting of student created works and their ability to discuss the significance of each figurine
  3. Students will display their understanding of the lesson through notecard reflections and class discussions 

Preparation:
Teacher Research and Preparation:
  • Research on Antony Gormley and Aguilar family
  • Research on Field and Aguilar pieces, their physical characteristics and symbolic imagery
  • Research Social circles and find images
  • Present findings in a PowerPoint

Teaching Resources:
  • National Core Art Standards

Student Supplies:
  • 1-1.5 lbs. of clay per student
  • Toothpicks
  • Popsicle sticks 
  • Wooden Boards for figure preservation
  • Newsprint paper to roll and kneed clay on







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