What’s Bugging You?
Meet The Teacher: Cheryl Newsted
What is more fun than making mud pies by the river bank? Building exquisite works of art in ceramics as you leave your hand prints on the world with Cheryl Newsted at The Home of Fine Arts. My mission is to help other see that when you hold a hand made object you are holding the creator's hand.
Project Description
Using double pinch pot and other had building techniques students will construct a vessel that show what bugs them the most. Use of color and glaze will enhance the creator's message. Join me for this fun filled adventure.
Materials
- Low fire white clay
- Clay working tools
- Glazes
- Reference pictures of bugs
Grade Level
Elementary School
Difficulty
Easy
Student Hands-On Time
2 hour
Teacher Prep Time
15 minutes
Project Cost / Cost Per Student
65
National Core Arts Standards - Visual Arts
- Creating - Generate and conceptualize artistic ideas.
- Creating - Conceiving and developing new artistic ideas and work.
- Presenting - Develop skills for artistic presentation and exhibition.
- Responding - Perceive and analyze artistic work.
- Responding - Interpret intent and meaning in artwork.
- Connecting - Relate artistic ideas to historical, cultural, and social contexts.
- Connecting - Connect personal experiences with artmaking and meaning.
21st Century Skills
- Critical Thinking & Problem-Solving
- Creativity & Innovation
- Communication
- ICT (Information, Communications, and Technology) Literacy
- Flexibility & Adaptability
- Initiative & Self-Direction
- Social & Cross-Cultural Skills
- Leadership & Responsibility
STEAM Education
- Science
- Engineering
- Arts
- Mathematics
Differentiations and Accommodations
Differentiation
Advanced Learners
Accommodation
Students will be encouraged to make multiple personal choices that reflect their values and beliefs. A wide degree of skill levels allows for struggling students to succeed and advanced students to excel.
Learning Objectives: Knowledge
How to make a pinch pot, how to join pieces of clay together, How to add embellishments such as texture and coil construction, How to apply glaze and basic color theory
Learning Objectives: Skills
Basic hand building construction ( double pinch pot and coil, finishing techniques, problem solving , critical thinking)
Learning Objectives: Attitudes/Values
I am an artist that can create original pieces that communicate my personal experiences in the world through planning, constructing and evaluating my work as i progress.
Formative Assessment
Facilitator will circulate during construction asking probing questions that challenge students to evaluate their choices. Students will be encouraged to make positive comments to their peers about their work as well as asking classmates thought provoking questions. 1. Can students define additive sculpture? 2. Can students successfully produce an additive sculpture form? 3. Can the students compare the use of additive techniques in the clay sculpture? 4. Can students describe some of the pottery techniques utilized by these artists? 5. Where students able to use a variety of lines and forms in their sculpture? 6. Did students demonstrate proper use and care of art tools and materials? 7. Where students able to classify artwork according to the reason it was created ? 8. Did students justify their personal choices?
Summative Assessment
Final project will be evaluated using a 4 point rubric that is directly tied back to the the objectives and targets of the lesson.
Reflection and Discussion
Think, pair, share will allow students to initially explore their inner thoughts and feelings. Artists statements will reveal students thought process, celebrate their successes and allow them to evaluate what they could improve. Providing junior/ senior peer museum situation will allow older students to act as mentor to their younger peers.
Lesson Activities
What Bugs you the Most?
Students will brainstorm what bothers them the most. Then they will consider what type of bug or insect best conveys this message. Next students will use hand building skills to make a double pinch pot for the body and a separate smaller pinch pot for the head. After that they need to consider what type of mouth their insect has, how it protects itself, and how it moves. Once clay has dried completely fire it to maturation. During the next session discuss messages different colors or color combinations can make. Explain how you wish for students to apply glaze ( I use Stroke Coats) including if you want the bottom to stay raw. For further fun have students extend the lesson by justifying the choices in an artist's statement. Invite other peers into the room so they can museum around the class and lean more about their community.
Step-by-Step Instructions
Step 1
Brainstorm things that bother you or irritate you? Think, pair, share
Step 2
Have students consider what insect could symbolize the thing that bothers them the most after looking at a variety of reference images or real insects.
Step 3
Explain that two dimensional objects are flat, like this drawing of a frog. Three dimensional objects have height, width and depth like this sculpture. Relief sculptures are objects that stick out from a flat surface. Free standing Sculpture- is surrounded by space on all sides.
Step 4
Have students create 6 thumb-nail sketches (two sets that show three different views of the same insect) in their art journal.
Step 5
Give each student one large and two small balls of clay. Have students divided large ball in half. Instruct kids to make a double pinch pot for the body. Take a dull pencil and push it through the top of the double pinch pot.
Step 6
Demonstrate how to use a coil to create a rim for advanced students ( this step can be skipped with struggling students.)
Step 7
Using small ball of clay create a pinch pot bug head. Remind them that this will need to fit over the rim at the top of the thorax. Don't forget to add a way for your insect to eat ( a mouth. )
Step 8
Talk about how they can use the additive method and coils to add 6 legs and any way their bug might protect itself like a stinger or pincers as well as a way for the insect to get around (which might be wings or other appendages.)
Step 9
Encourage other embellishments that would enhance their message such as a crown for queen bee, sword to mosquitoes, or hammer to a tick.
Step 10
Encourage students to tell their neighbors what they like about their neighbor's piece or ask thoughtful questions about why they a piece was constructed the way it was. It often helps to encourage students to piggy back off of their peer's great ideas adding their own twist.
Step 11
Discuss color theory and how colors or color combinations can be used to enhance a message. Also share your expectations for glazing insect.
Step 12
4-VA-21 Recognize and associate artists with their individual work and identify styles that the artists use.4-VA-15 Emphasize specific elements and principles and select materials and techniques appropriate to create artwork based on the student’s own self-direction.4-VA-18 Demonstrate proper use and care of art materials and tools.4-VA-14 Create artwork using direct observation, forms and balance.4-VA-9 Examine artwork based on realism, structuralism/formalism, expressionism/emotionalism. 4-VA-16 Produce artwork in a variety of subject matter such as drawing, painting, printmaking, sculpture, and pottery.VA4MC.1 Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating, or combining them in unusual ways) to change how they are perceived and interpreted. b. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet). VA4MC.2 b Formulates personal responses to visual imagery. Responds to big ideas, universal themes, and symbolic images to produce images with richer, more personal meaning.VA4MC.2C. Self-monitors by asking questions before, during, and after art production to reflect upon and guide the artistic process.VA4AR.1b Develops and maintains an individual portfolio of artworks. Identifies strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art.VA4AR.2b Uses a variety of approaches to understand and critique works of art. Explains features of a work, including media, subject matter, and formal choices, that influence meaning
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