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High [9th-12th] Lesson Plan

Soft Slab Cookie Jars

Created on November 08, 2018 by MrDigger

students learn the ceramics technique of 'soft slab' and create a cookie jar of their choice.

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5 sessions; 90 minutes per session

Students will learn the ceramics technique of 'soft slab' sculpture.

Clay, kiln, ceramics tools, newspaper or other scrap paper, tape, rolling pins or slab roller

Need these materials? Visit Blick!

1) Teacher introduces the concept of 'soft slab' - clay slabs that are rolled out and manipulated while the clay is still very soft and plastic. Teacher shows how to create an armature out of newspaper and tape and how to form clay around that armature.
2) Teacher shows examples of cookie jars - both digital and practical examples and discusses the process of deciding where the 'jar' will open to access the interior.
3) students brainstorm ideas and sketch out thumbnails of ideas for approval. Students start to build their newspaper armature and form clay around the armature.
4) Teacher demonstrates how to remove the paper armature after the clay has become leather hard. Teacher demonstrates how to create flanges for support of the lid.
5) teacher assists and reteaches where necessary.

Did students understand 'soft slab' technique and create a unique cookie jar?

Assessment also on time on task, use of ceramic techniques previously taught, and helping others.

Clay takes time and practice. Recommendation of trying all projects out by teacher ahead of attempting to teach.
Recommended discussion of 'Craft' and 'practical use' of artistic creations vs 'aesthetic use'.


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

[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 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Visual Arts Standard 2:
Using knowledge of structures and functions

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[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 create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
[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

[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 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
[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

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[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

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual 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

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

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Art Deco, Contemporary Art

Form, Proportion/Size