Students created pockets out of clay. They had to represent an image from land, sea or sky. The pocket and the slab had to work together to create the design.
7 Keeps,
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THE PLAN
3 sessions; 45 minutes per session
1. SWBAT to transfer a 2-D idea into a 3-D form.
2. SWBAT use the elements of line, shape, form, color, texture and space to create a clay pocket.
3. SWBAT use glazes correctly to add color to their clay pocket.
1. White Clay
2. Glaze
3. Clay tools
4. Water tubs
5. Pencil
6. Paper
1. Students will create a design for a clay pocket that is inspired from the land, sea or sky.
2. Students will use a rolling pin to roll out a slab of clay.
3. Students will fold the slab of clay to create a pocket, leaving at least 3" on the top of the pocket for design.
4. Students will use proper scoring to attach all pieces of clay together.
5. Students will stuff the pocket with paper while it is drying.
6. Students will glaze their bisque fired clay using correct application.
Students were assessed on their final piece. Was it constructed well? Did it represent a theme?
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[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
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[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
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[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
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