Surreal Ceramics: This Inspired THAT!
Meet The Teacher: Tony Young
Hey! My name is Tony Young I am a High School ceramics teacher at Olentangy Liberty High School in central Ohio. I'm completing my 19th year and I've worked in clay for over 20 years. My goal as a teacher is to create an inclusive, fun, positive environment giving students a chance for success no matter what their skill level.
Project Description
Students choose a surreal image from a collection I curate and write a narrative about the piece. They can tackle this as if it's a critique of the surreal artwork or go totally down the path of making up a story about the artwork. Students then decide if they want to make a sculptural or functional piece inspired by the image and narrative.
Materials
- Laguna B-Mix, Amaco Underglaze, Glazes, Sponges, Stencils, Variety of brushes, etc. Mid range Fire Cone 5.
Grade Level
High School
Difficulty
Advanced
Student Hands-On Time
5-6 Weeks
Teacher Prep Time
3-4 Hours
Project Cost / Cost Per Student
6
21st Century Skills
- Critical Thinking & Problem-Solving
- Creativity & Innovation
- Communication
- Information Literacy
- Media Literacy
- Flexibility & Adaptability
- Initiative & Self-Direction
- Social & Cross-Cultural Skills
- Productivity & Accountability
- Leadership & Responsibility
STEAM Education
- Arts
Differentiations and Accommodations
Differentiation
IEP
Accommodation
This project can easily be modified so that an IEP student can complete it successfully by scaling down the size of the work and/or narrowing the choices as far as product.
Differentiation
Advanced Learners
Accommodation
This project can easily be modified for an Advanced learner. My all star art students are always pushed to go above and beyond. If a student wants they could do a set of cups with a pitcher, etc. They can make multiples of an item or just go larger scale with their build.
Learning Objectives: Knowledge
Students should learn the value of taking inspiration from another artwork. I stress often that "Nothing is original, steal like an artist" (Austin Kleon). I want them to take underlying ideas/concepts from an artwork and create something new inspired from those ideas. They will have the freedom to choose whether they want to go functional or sculptural with their piece, which also is something artists have to do in the real world. When completed they should understand the research, planning, and have a new perspective on how to gather inspiration to become an independently working artist.
Learning Objectives: Skills
Students should acquire new problem solving skills they probably have not used before when creating art. They should acquire critical thinking/analyzing skills. A major component to this project is also being able to have the freedom to choose what you make. Whether it's functional or Sculptural the student chooses. They then get to choose the method of construction whether they slab, coil, or build solid I want them to start critically attacking projects thinking about what is the best approach for success.
Learning Objectives: Attitudes/Values
Students should gain an appreciation for surreal art. Learning about different/new artists and their way of communicating through symbols and imagery will inspire student work.
Formative Assessment
Students evaluate/collaborate on each others plans prior to submitting them to me. I give them my advice/feedback and then they begin building. I check in frequently with students and help them with any issues. About midway I like to have students walk around the room and check each others pieces out.
Summative Assessment
Students submit a reflection with their piece. They explain how they used their surreal image for inspiration. I also ask students to reflect on what they did well, what they would change, etc. As a class we have a critique and look at each others pieces explaining why we made the decisions we did and what we did well or could have done better. Finally, we usually vote on pieces that make it into the hallway to go on display!
Reflection and Discussion
I find one of the easiest ways to prompt students to talk about their work is to alleviate stress by letting them know this is so we get feed back and improve as artists. I try to do risk free critiques. We are not looking at work to destroy someone's self esteem. I usually ask students "What did you do well on your piece AND What would you do differently"
Lesson Activities
Choose Your Surreal Piece
I curate a collection of usually 40+ surreal artworks, print, and number them. I've gathered surreal artworks from google, Instagram, and I've recently generated some of my own using Ai. I spread them out on a table and do a lottery so there's no fighting! Students scan all the images for their favorites. I have them write the numbers of their favorites. When it's their turn they select a printed surreal image and that is what they'll work with for the entire project.
Surreal Image Break Down Worksheet
Students take their image back to their seat and begin to fill out this worksheet. It's like doing a critique of the artwork. They list elements and principles of design they feel are strong. They write down any underlying ideas/concepts they see within their surreal artwork. They make connections to anything that it reminds them of: Movies, books, music, etc. I also have them Title the piece! I don't give them the name of the artist or the actual title because I really want all of the information to come from the student.
Narrative about Your Piece
Students write a 1-2 page narrative about their artwork. This is very open ended. I allow them to explore this as if it's a critique of the artwork. They can break it down further using the elements and principles if they choose explaining what they think the artist is attempting to say. I also allow them to go another route and totally fabricate a narrative about the piece. Make up a story. Tell me what you think is going on through creative writing (these are my favorite). In the end, they write about their chosen artwork, and this tends to propel most of their project.
Planning: Functional or Sculptural
Students have the option of going functional or sculptural with the project. I go through a powerpoint with them on functional options. Many times students revert back to making a cup or vase. I introduce them to flower bricks, butter dishes, pitchers, sets of work, lidded vessels, and more. Essentially this is the planning phase where they determine what they want to make and flesh it out with sketches and research. They decide how they want to approach building this using prior build skills and knowledge. Many times I have them share in new groups their plan and get advice from peers before turning their plans into me, which I then give my advice.
Step-by-Step Instructions
Step 1
1) Gather surreal images, screen shot, download, PRINT 2) Students choose image of their choice. I use images ONCE. You could easily recycle them and use them again. I like the variety of not using a piece again. 3) Students fill out worksheet breaking down artwork. 4) Students write a narrative about their chosen surreal artwork. 5) Students plan out a functional or sculptural piece inspired by their artwork, narrative, worksheet, and other research. 6) Students build their piece and finish it using underglaze and glaze. 7) Students fill out a final reflection as well as do an in person class critique.
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