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High [9th-12th] Lesson Plan

Ceramic / Clay Fairy Houses

Created on September 19, 2019 by MrDigger



Students use basic ceramic construction knowledge to build a 'fairly house'


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THE PLAN
5 sessions; 90 minutes per session

Students use previous knowledge to construct a clay 'fairy house' with an emphasis on: construction (score and slip), 'in the round' design, and details

Clay, kiln, basic clay tools, rolling pins/slab roller, glazes and/or acrylic paint

Need these materials? Visit Blick!

Students have already learned basic ceramic procedures and how to construct basic forms. Students are then challenged to construct a detailed 'fairy house'. Emphasis is placed on thinking 'in the round' for design - final work should be interesting to look at from all angles and construction techniques (emphasis on scoring and slipping)

Did anything 'fall off' of the project due to poor construciton? Is it interesting to look at from all directions?

I always give a 'construction' grade and a 'glazing' grade as not all projects always survive from completion of construction all the way through the glazing process. and not always due to anything the student did wrong. Clay can be a fickle beast.

Charles Simonds is a great artist to tie to this project - http://www.charles-simonds.com/dwellings.html

THE STANDARDS

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 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
[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 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 describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
[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


[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 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
[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
Arts and Crafts Movement, Folk Art

Emphasis, Form, Proportion/Size

Ceramics