Submitted by: Jeryl
Hollingsworth, La
France Elementary, La France SC
UNIT: Ceramics/Sculpture
Lesson: Self Portrait Pots
Grade Level: Upper Elementary (thru middle school)
 
Objectives : Students
will
Materials:
- Create a hollow sculptural form
- Create a self portrait bust
with approximate proportions
- Demonstrate craftsmanship in forming clay and glazing/underglazing firing
clay (Amaco Buff is a good choice) canvas cloths, rolling pins, guide sticks, slip dishes, modeling tools, garlic press, underglazes, clear glaze, brushes, newspapers (optional: small balloons)
Note: Jeryl
did this lesson with the help of an Artist in Residence.
Resources:
Select sculptural ceramics
from this links page: ../middle/ceramics.htm
Vocabulary:
Portrait bust, coil, slab,
slip/score, underglaze, glaze, leatherhard, bone dry, kiln,
fire, bisque
Instruction/Motivation
-
Optional: Present a
PowerPoint with a variety of portrait busts. Include some
examples of clay busts (this could be done AFTER the art
making)
-
Demonstrate
steps/procedures for making portrait pot
-
Demonstrate proper
glazing/underglazing
Procedures:
-
Make newspaper hump for
shoulders (limit size).
-
Build up shoulders
section with coils (draped slab could also be used).
-
Make coil pot head (small
balloons could be used to guide size/shape). Alternate
method: Make pinch pot head.
-
Attach coil pot head to
shoulders with wide flat coil (use rolling pin and 3/8"
guide stick to roll out coil). Be sure to score and slip
joint thoroughly.
-
Make facial features for
face approximating proportions.
-
Optional: put a slab
bottom on the shoulders and put hole in bottom of head so
air is not trapped. Jeryl's student left the shoulders open
on bottom.
-
Use garlic press to make
hair - apply with slip.
-
Allow to get bone dry -
bisque fire.
-
Brush on choice of
underglazes (See examples
underglazed) - allow to dry - brush on clear glaze.
Fire.
-
Critique pots. Write
about experiences. Compare to examples of portrait
buts and ceramic sculptures.
Assessment:
Project: Ceramic Portrait
Pot Name___________________________________
Class ______________
|
Criteria
|
Goal
|
Mastery
– 3 pts
|
Advancing
–2pts
|
Novice – 1 pt
|
Score
|
|
Developing
skills at grade level – Shows growth -
takes risks to discover
|
I
produce high quality, creative work. I show originality
and take risks to learn new.
|
|
|
|
|
|
Understanding
and application of Art Concepts and lesson objectives
|
I
apply all art concepts, especially those stressed for
the project. I solve problems myself.
|
|
|
|
|
|
Participation
and effort
|
I
always participate in class and always use class time
well
|
|
|
|
|
|
Use
and care of Materials
|
I
used all materials appropriately with no reminders. I
always clean up
|
|
|
|
|
|
Behavior
|
I
always follow all classroom rules and never cause a
classroom disturbance. I am Always helpful.
|
|
|
|
|
|
S+=15-11
S=10-6
NI=5-0
Total
|
|
Art
Concept (s):
-
Ceramics
sculptures need to be hollow.
-
To
attach clay, one must score the clay and apply slip
Lesson
Objectives:
- Create a hollow sculptural form
- Create a self portrait bust with
approximate proportions
- Demonstrate craftsmanship in forming
clay and glazing/underglazing
Teacher’s
comments:
Parent Signature:
______________________________date______________
National Standards:
| 1.
Understanding and applying media, techniques, and
processes |
2.
Using knowledge of structures and functions |
5.
Reflecting upon and assessing the characteristics and
merits of their work and the work of others |
| Students
know the differences between materials, techniques, and
processes |
Students
know the differences among visual characteristics and
purposes of art in order to convey ideas |
Students
understand there are various purposes for creating works
of visual art |
| Students
describe how different materials, techniques, and
processes cause different responses |
Students
describe how different expressive features and
organizational principles cause different responses |
Students
describe how people's experiences influence the
development of specific artworks |
| Students
use different media, techniques, and processes to
communicate ideas, experiences, and stories |
Students
use visual structures and functions of art to
communicate ideas |
Students
understand there are different responses to specific
artworks |
| Students
use art materials and tools in a safe and responsible
manner |
|
|
|
