Students in Studio Art will research a famous ceramic artist and then create his or her own representation of that artist's work out of clay.
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THE PLAN
10 sessions; 40 minutes per session
1. SWBAT describe the characteristics of a given artist and his or her artwork.
2. SWBAT utilize the hand-building skills correctly.
3. SWBAT verbally explain how to use the hand-building techniques.
4. SWBAT create a visually appealing poster about an artist that is easy to read and understand.
1. Rubrics (attached)
2. List of Ceramic Artists (attached)
3. Clay
4. Glazes
5. Clay tools
6. Paint
7. Computers or other resources for research
8. Poster board
9. Scissors
10. Glue
Day 1-3: Assign a ceramic artist to each student (or pair of students) and spend time in the computer lab researching the artist.
Day 4-5: Use the information found and the photos of artwork printed off to create a poster about the artist.
Day 6-7: Split students into three groups. Assign each group a hand-building skill. Each student must create an object using that skill. Then, have each group teach the rest of the class their hand-building skill.
Day 8-10: Students must create a sculpture out of clay that represents the artist they researched. They can elect to paint, underglaze, glaze, etc. their project.
See attachments.
This unit is for high school students. It is expected that they will already have experienced the hand-building skills with clay, so the group activity is meant as a review. If this is a first time clay project for high school students, I would suggest approaching the hand-building skills differently so that each student can experience them hands on.
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 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 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
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
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[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
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