African Coil Pot

 

Art Lesson Plan

Title: African Coil Pot

Grade Level: 2nd-3rd

Suggested Time: 1-2 class periods

Unit: African Art

Medium: Model Magic

Instructional Objectives: Students will model, pinch, pull and roll material (MO.); Students will identify and demonstrate sculpture in the round (MO.).

Elements of Art: shape, form, texture

Principles of Design: repetition, pattern, unity

Materials and Equipment: Model Magic clay

Vocabulary: form, clay, pinch, 3-D

Art Production:

1. Anticipatory Set: Open package of clay, take it out of package, start rolling different pieces and molding pieces together.

2. Objectives: Students will model, pinch, pull and roll material and also identify and demonstrate sculpture.  

3. Input: PowerPoint presentation

4. Demonstration: Teacher showed class different examples of coil pots and how to roll the clay into different pieces.

5. Check for Understanding: Teacher walked around the classroom and helped students mold their clay together.

6. Guided Practice: Teacher told students to be creative and to use as much clay as we needed.

7. Independent Practice: Teacher gave advice when needed.

8. Closure: Took a picture of the final project.

Art History: PowerPoint presentation, and examples of different coil pots.

Aesthetic Questions: Do coil pots have to only have 1 pattern throughout the pot?

Art Criticism: What would you change about your coil pot? 

Evaluation: Quiz over vocabulary words

Modifications: 

Physical Disability: Sit down with students and guide them through all of the steps, assist with rolling the clay when needed.

Giftedness: Let students use more than one package to create one big coil pot or multiple pots; elaborate on pots with stencils or pencils to make indentations.  

Special Needs

• Symmetrical African Mask - Physical Disability: When cutting the construction paper students may use modified scissors to make the process easier; Giftedness: If students finished up their first mask, they may start on another one, using different colored paper and cutting different shapes out.

• African Family Portrait - Physical Disability: Instead of using the white glue bottles students may use glue sticks instead to help control the amount of glue used in the collage; Giftedness: Have students color their family portraits when they are done arranging the different pieces. 

• Maasai Color-Wheel Necklace - Cognitive Disability: For example, you might have a child with ADHD and to assist them you might sit with the child throughout the activity and guide them through all the steps, giving them frequent feedback; Giftedness: Students may elaborate on their necklaces and maybe even add some beads to the yarn part of the necklace when finished.

• Kente Cloth - Physical Disability: For a child who has an orthopedic impairment you could place the paper on a vertical surface at the child's shoulder level. This helps keep their neck and head in an upright position so that they can visually monitor what they are drawing; Giftedness: Students may create another Kente Cloth using different colors of tempera paint and different shapes and lines.

• Africa Savanna Watercolor - Physical Disability: For some students it might be easier to have them use only crayons or makers instead of the watercolor paint. Markers and crayons reduce the amount of visual shifting; Giftedness: Allow students to draw more than 3 animals, and have them include more landscapes to their Savanna. 

• African Coil Pot - Physical Disability: Guide and assist students with the rolling of the clay and putting it all together, give easy to follow instructions; Giftedness: Let students use more than one package of clay to create a bigger coil pot or to create multiple coil pots.

Chapter 8 Reflection

In chapter 8 of Rethinking Curriculum in Art it discusses the importance of visual culture in the classroom. It is very important for students to see several different images and to make ideas and connect with pictures they have seen. The purpose of visual art is to provide students with a set of critical tools for the investigation of human visuality, not to transmit a specific body of information and values, said by a professor at the University of Chicago. In this chapter it also talks about how visual culture can create the idea of identity and belonging to adolescent students. Through visual art you can learn so much about different time eras and different cultures. There are four critical tools that can be used to interest students in visual culture and they are, language, travel publications, artworks, and artmaking. It is really great when students can connect art with something in their own lives. This chapter did a great job of sharing how important visual art is for your classroom and your students. I really enjoyed this chapter because I know that I definitely learned something from it!

Classroom and Supply Management

1. Item Number: 00307-1039  Quantity: 11  Description: Crayola Washable Watercolor Pan Set - Oval, Set of 8 Colors  Page: Online  Unit Price: $2.23 Each  Total: $24.53  Subtotal: $24.53

2. Item Number: 05144-1049  Quantity: 2  Description: Crayola Natural Hair Brush Set - Set of 4  Page: Online  Unit Price: $1.62 Each  Total: $3.24  Subtotal: $3.24

3. Item Number: 00045-1129  Quantity: 1  Description: Prang Ready-To-Use Washable Tempera Paints - Assorted, Set of 12 Colors, 8oz bottles  Page: Online  Unit Price/Total: $13.49  Subtotal: $13.49

4. Item Number: 07400-1046  Quantity: 3  Description: Blick Studio Canvas Pad - 12" x 18", 10 sheets  Page: Online  Unit Price: $8.38 Each  Total: $25.14  Subtotal: $25.14

Total: $66.40

Shipping Costs: $8.96

Overall Subtotal: $75.36

Chapter 7 Reflection

In Chapter 7 of Rethinking Curriculum in Art it talked about how to integrate other subjects into your art classroom. It's a great idea to involve other subjects into your classroom just like art should integrated into regular classrooms as well. In this chapter it really emphasizes how important it is to always have an enduring idea and essential questions for your students. I learned that it is recommended that today's art classrooms engage students with contemporary art and understanding the research practices that contemporary artists produce. It is important for students to interpret art in their own way, and to ask questions about artwork as well. It is also very important for teachers to help their students get engaged with what is being taught, and to make things exciting for them. I liked how in this chapter it really made a point to say how vital it is that kids are asking questions and understanding art. It is also important for teachers to help their students be as creative as possible.

Chapter 6 Reflection

In Chapter 6 of Rethinking Curriculum in Art it discussed how to assess your students on the curriculum. This chapter gave step by step instructions on how to assess students, starting with planning. It is very important to plan ahead and to make sure that your students can demonstrate what they have just learned. It is also very important to constantly check in with your students to determine how well they are doing. The next step is to make sure that your lessons are aligned with the curriculum and with the standards. A teacher's unit of study should scaffold off of one another. There are a few different types of assessments, a couple of them would be formal assessment and summative assessment. A formal assessment is used to check if students are understanding with a little quiz here and there, and a summative assessment is at the end of the course to make sure your students learned everything they were supposed to. I enjoyed this chapter because it really emphasized the importance of planning ahead of time and frequently checking to make sure your students are learning the curriculum.

African Savanna Watercolor Resist

Art Lesson Plan

Title: African Savanna Watercolor Resist

Grade Level: K-2

Suggested Time: 2-3 class periods

Unit: African Art

Medium: Watercolor Resist 

Instructional Objectives: Students will create an original outdoor scene to show the illusion of space (MO.); Students will apply paint in even strokes to create a watercolor wash (MO.)

Elements of Art: line, color, space

Principles of Art: balance, emphasis, unity

Materials and Equipment: 12 by 18 inch white paper, pencil, crayons, watercolor, paint brush, cup of water, paper-towels

Vocabulary: background, middle-ground, foreground, landscape, horizon line

Art Production:

1. Anticipatory Set: draw with pencil, simple contours; cover all pencil with hard crayon; watercolor washes over whole surface.

2. Objectives: Students will create an outdoor scene and apply paint to create a watercolor wash.

3. Input: power-point presentation, you-tube links, games

4. Demonstration: Teacher showed the class how to divide paper into 3 different sections, and also showed examples of different animals to draw.

5. Check for Understanding: Teacher walked around and helped with the sizing of our drawings

6. Guided Practice: Teacher instructed students to use more paint

7. Independent Practice: Teacher came around and gave advice when needed

8. Closure: Took a picture of final project

Art History/Resources:  http://www.crayola.com/lesson-plans/king-of-beasts-lesson-plan/

http://www.pinterest.com/diva2b3/home-school-grassland-savannah/

http://www.pbs.org/wnet/africa/explore/savanna/savanna_overview_lo.html

http://pbskids.org/wildkratts/habitats/african-savannah/

Aesthetic Questions: Do all landscapes have to be pretty?

Art Criticism/Analysis Questions: If you had the chance what would you change about your landscape? What was your favorite part about this project?

Evaluation Criteria: Quiz over the vocabulary words