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Multiple Level Unit Plan

'Piggy' Banks

Created on March 22, 2013 by MisterPP

Students learn 'soft slab' sculpture methods with clay while creating a 'piggy' bank.

7 Keeps, 1 Likes, 2 Comments

THE PLAN
1. SWBAT understand 'soft slab' construction methods.
2. SWBAT balance a figural sculpture
1. Clay
2. Newspaper
3. Tape
4. Sculpture tools
5. Soft ribs
6. Rolling pins

Need these materials? Visit Blick!
1. Students look at examples of 'piggy banks' and discuss history of banks and how students remember using piggy banks to save money
2. Teacher demonstrates how to roll a slab of clay.
3. Teacher demonstrates covering a ball of newspaper with clay and how to smooth the clay using a rib.
4. Students form slabs of clay over a ball of newspaper and smooth with a rib.
5. Students add details to their 'piggy bank.'
6. Students make sure 'piggy bank' balances either on feet or on it's base.
'Piggy Bank' is assessed on smoothness of clay; creativity of construction of piece; balance of piece.
http://pinterest.com/donaldp/arted-ceramics-banks/
feel free to contact me with any questions about this resource.
THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Visual Arts Standard 2:
Using knowledge of structures and functions


[K-4] Students describe how different expressive features and organizational principles cause different responses
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students use visual structures and functions of art to communicate ideas
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[K-4] Students explore and understand prospective content for works of art
[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[K-4] Students describe how people's experiences influence the development of specific artworks
[K-4] Students understand there are different responses to specific artworks
[K-4] Students understand there are various purposes for creating works of visual art
[5-8] Students compare multiple purposes for creating works of art
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Visual Arts Standard 6:
Making connections between visual arts and other disciplines


[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
THE FEATURES
Pop Art
Emphasis, Form, Proportion/Size, Shape, Texture
Ceramics
Math

  • Artsycat 03/24/2013 at 01:36pm
    Love the idea! Do you take out to paper before firing? Do you have a hole in the bottom, with a cork in it, so money can be taken out without destroying the sculpture?


  • MisterPP 04/02/2013 at 10:44am
    If we can, we take the paper out. Otherwise it burns out. The kiln is in a separate room so the smoke is not a big deal. They have a choice to cut a hole and put in a cork. Some do, some don't.