Clay Sea Plate: Student learning guide

Transcription

1 Clay Sea Plate: Student learning guide Student Learning: Students will be able to explain how different artists such as Wyland, Reid, and Church all approach the subject of sea life with different aesthetic viewpoints. (imitationalist, emotionalist, Students will understand how to communicate a message about ocean life and environmental Students will understand how to research information about a selected sea animal to enhance the meaning of the clay sculpture. Students will understand how to use slab construction to create a base for sculptures. Students should be able to create a slab base and store properly. Students should be able to use the academic vocabulary of clay terms using them correctly in Students will understand how to use clay sculptural techniques to communicate about a selected animal and its environmental concern. Students will understand how to enhance the communication of their message- imitationalist, formalist, or emotionalist by applying student selected glazes and through their application. Bill Reid- Haida gold box Wyland- Mural Shay Church- installation National Core Arts Standards: 6 th grade VA:Cr a: Combine concepts collaboratively to generate innovative ideas for creating art. VA:Cr.2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design. VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. VA:Re a: Identify and interpret works of art or design that reveal how people live around the world and what they value. VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions. VA:Cn a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making. VA:Cn a: Analyze how art reflects changing times, traditions, resources, and cultural uses.

2 Vocabulary: Elements of Art: Line, Color, Shape, Form, Space, and Texture Principles of Design: Balance, Movement, Rhythm, Contrast, Emphasis, Variety, and Unity Focal Point: the area in the artwork that first draws your attention Variety: the principle of design concerned with difference or contrast Unity: the quality of wholeness or oneness that is achieved through the effective use of the elements and principles of design- Unity can be achieved through simplicity, harmony, repetition, proximity, and continuation. Relief Sculpture a type of sculpture in which forms project from a flat background. Imitationalism aesthetic theory of art that emphasizes the realistic qualities that appear in the subject of the work. Formalism aesthetic theory of art that emphasizes the design qualities that appear in the subject of the work. Emotionalism - aesthetic theory of art that emphasizes that the expressive qualities (the qualities that communicate ideas, moods, or a story/message) of a work of art are the most important. Clay Vocabulary: Clay: a natural material found in the earth, made up of fine minerals such as kaolin and feldspar; when it is wet it can be molded and hold a shape; when it dries it becomes brittle and fragile; when it is fired it becomes very hard and its shape is permanent Glaze: a colored, glassy surface coating that is fired onto bisqueware to decorate pottery and to make it waterproof Kiln: a special oven or furnace that is used to fire clay at extremely high temperatures, over 1,500 Farenheit Slab: a sheet of damp clay created from rolling out/flattening clay with a slab roller or a rolling pin Forming/Joining clay vocabulary Slab Construction: a pottery technique in which a form is built up by joining shapes cut from thick sheets of damp clay Scoring: the process of scratching cross hatching marks into the clay in order to join two pieces of clay Slip: very wet clay (clay with water) that is used like a glue to join two pieces of clay Press/Blend: the final step to join clay after scoring and adding slip to the two pieces in order to seal them by smoothing the two edges together to unite the piece Additive: a way to add detail to a clay piece by adding on pieces of clay, scoring and adding slip Subtractive: a way to add detail by subtracting clay, by carving or engraving into the clay with carving tools Clay Tools: Elephant Ear Sponge: natural sponges used to smooth/add moisture to the clay Needle Tool: used to score the clay, pierce air bubble, and to draw onto the clay Modeling Tools: used for general smoothing, blending, sculpting and texturing of clay Wire Loop Tool: wooden handled tools with stiff wire ends used to carve or to remove clay Serrated Rib: used for scoring the clay; roughens the surface of clay; adds texture to clay Smooth Rib: used to smooth clay Rolling Pin: used to roll slabs of clay Fettling Knife: used to cut (small pieces), score or carve clay

3 Stages of Clay GREENWARE: clay that has not been fired- Clay is considered greenware in the following stages: wet, leatherhard and bonedry. 1. Wet: clay that is moist, very easy to use, and molds easily 2. Leatherhard: clay that is not floppy but holds its shape like a piece of thick leather- water has begun to evaporate from the clay 3. Bonedry: clay that is most fragile and very dry with all of the water dried out; it is ready to go into the kiln BISQUEWARE: clay that has been fired once- permanently hardened clay GLAZEWARE: clay that has been fired with a finished glaze (usually the result of the second firing of the clay) *Most definitions taken from Art Talk. Student Learning Plan: = There is a video or another resource available on my website for this step. Step Task Why? Student signs Teacher signs 1. PowerPoint with artwork by Wyland, Bill Reid, and Shay Church with an overview of clay project Imitationalism Formalism Emotionalism : PowerPoint available online on my site Students will be able to explain how different artists such as Wyland, Reid, and Church all approach the subject of sea life with different aesthetic viewpoints. (imitationalist, emotionalist, VA:Re a: Identify and interpret works of art or design that reveal how people live around the world and what they value. VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions. VA:Cn a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making. VA:Cn a: Analyze how art reflects changing times, traditions, resources, and cultural uses. 2. Select an ocean animal. Print a picture for reference. (1 pt) Begin researching animal to inform sculpture designresearch the animal s habitatfood source- predators- fun facts Students will understand how to research information about a selected sea animal to enhance the meaning of the clay sculpture. VA:Cr a: Combine concepts collaboratively to generate innovative ideas for creating art. Complete worksheet 1- research on sea animal (10 pts)

4 3. Sketches/Planning: Fill out worksheet 2 including questions and the three sketches for planning three very different plans for your sea plate based on each of the aesthetic viewpoints: Imitationalism- realistic Formalism- design Emotionalism- mood or message 50 points Students will understand how to communicate a message about ocean life and environmental VA:Cr.2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design. VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. 4. Text Reading and Questions: Complete the reading on Robert Wyland and complete the corresponding questions. Students will be able to explain how different artists such as Wyland, Reid, and Church all approach the subject of sea life with different aesthetic viewpoints. (imitationalist, emotionalist, Anchor Standard 7: Perceive and analyze artistic work. VA:Re a: Identify and interpret works of art or design that reveal how people live around the world and what they value. VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions. 5. Refine: Worksheet 3: Refine sketch for clay Refine sketch for clay construction: Of the three sketchesimitationalism formalism emotionalism Choose the strongest composition and elaborate the sketch to prepare for clay construction. Students will understand how to communicate a message about ocean life and environmental VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. 6. Slab construction: Roll out and refine/smooth slab to fit into foam tray base Students will understand how to use slab construction to create a base for sculptures. Students should be able to create a slab base and store properly.

5 Students should be able to use the academic vocabulary of clay terms using them correctly in 7. Refine and Complete clay construction adding sea animal and any habitat elements as well as refining textures 8. Bill Reid writing response Students will understand how to use clay sculptural techniques to communicate about a selected animal and its environmental concern. Students should be able to use the academic vocabulary of clay terms using them correctly in VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. Students will be able to explain how different artists such as Wyland, Reid, and Church all approach the subject of sea life with different aesthetic viewpoints. (imitationalist, emotionalist, Anchor Standard 7: Perceive and analyze artistic work. VA:Re a: Identify and interpret works of art or design that reveal how people live around the world and what they value. VA:Re.7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions. Clay Quiz: on clay vocabulary terms Students should be able to use the academic vocabulary of clay terms using them correctly in 9. Glaze bisqueware. Students will understand how to enhance the communication of their message- imitationalist, formalist, or emotionalist by applying student selected glazes and through their application. Students can carefully prepare artwork for presentation. VA:Cr.3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. VA:Pr.5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit. 10. Self-assess Questions and Rubric Anchor Standard 9: Apply criteria to evaluate artistic work. * Clay extension * Digital drawing extension