AED 489 LESSON PLAN

Your Name: Jennifer Weyandt, Laura Nulf, Michael CherryUnit Title: Instant Messages: Stories and the World We Live InLesson Title: Creatures of Clay Number of Students: 11 Age: 7

This is the 2 lesson of 9 projected lessons in this unit.

I. UNIT RATIONALEEverything has a story, from a piece of dust to the hat on your head. Our

group chose the central theme of storytelling to guide us through the semester. All stories have applications in the real world. They determine how we communicate, what we communicate, what we revel and what we choose to keep to ourselves. Stories are everywhere. You see them on T.V., on people’s clothes, scrawled across brick walls, and in paintings and other works of art. Each medium tells a story differently. Each person tells a story differently, as well, and communicates their experiences as they relate to the world around them. Stories are central to students’ and teachers’ lives no matter what the age. Stories make a good teacher as much as they make an interesting student. We look forward to using this theme because it will enable us to learn more about the kids we are working with, throughout the semester, and as future educators. What are the big stories in a seven year olds life? Is it sports, celebrities, popularity, family, community, friends? Through active learning of shared experiences we will work together as a group to create works of art that express personal narratives in meaningful ways. Students will learn to see themselves as part of a larger society and world. They will learn to communicate personal narratives through visual and tactile forms.

II. LESSON RATIONALEThis lesson encourages students to use their imagination to construct clay

creatures which will form the foundation for storytelling. Students will enter the classroom on Saturday to discover that the entire space has been covered with black creatures, in the style of Kara Walker. Beginning with a class field trip over to the ceramics studio, students will learn how clay is fired and made. They will then view Shelby’s life-size work of strange, Tim Burton-like creatures. Students will examine the qualities that make each character different and unique. (Who is your favorite and why? Who is your least favorite? Are any of them scary or funny?) Students will then return to the classroom to create their own clay creatures based on a fantastic adventure. Students will sculpt their fantastic adventure characters, emphasizing the characteristics that allow such creatures to perform their adventure. For example, a cat who brings fallen baby birds back to their nests may need wings in order to fly. In the following lesson, students will complete their characters and pinch pots, before painting them.

III. LEARNER OUTCOMES

In this lesson, students will learn to think about storytelling from their own perspective, using their imagination as their guide. They will also learn how to process information into 3 dimensional forms. Students will see that they have the ability to bring something into this world with their own ideas and actions. This lesson also allows them to see the connection between form and function as they ponder the anatomy of a creature that is purely imaginative.

IV. MATERIALS NEEDED FOR LESSONA. Teacher Materials1. Sample Clay (wedged)2. Sample creature3. Wooden tools4. Fork, spoon, butter knife5. Sample sketches (if needed)6. Pencils and erasers7. Camera/ camcorder for observer8. Examples of creatures (Shelby)9. Music and music player10. Slides of example artists (Slideshow will accompany black silhouettes on the

front wall); Sample artists may include Robert Arneson, Deb Fleck-Stabley, and Jake and Dinos Chapman.

11. Water cup12. Plastic Covering13. Black, life-size silhouettes spanning the entire length of the room in the style

of Kara Walker. The silhouettes will be of different creatures, and although they may not be as intricate as Walker’s work, we are using her for inspiration.

14. LCD projector and laptop.

B. Student Materials1. Sketch books2. Pencils/pens/markers3. Clay (wedged) 4. Wooden Tools5. Fork, spoon, and butter knife (possibly plastic) 6. Any reference materials7. Water cup8. Plastic Covering

V. LESSON PROCEDURESA. Starting the Lesson

See Lesson SequenceB. Behavorial Expectations

Students are expected to continue working on their sketch books and/or smocks (t-shirts) as class begins, prior to going on their field trip. They will remain in their seats as the teacher begins the lesson, explaining what is going to

occur. They are expected to listen to instructions carefully as they will be working with some sharper tools and crossing the street to tour the ceramics department. While in the ceramics department, they are expected to respect the environment and its belongings. Students will remain in their seats during the demo and ask questions with their hands raised. Students will be given appropriate instruction and safety information regarding the lesson for the day.

C. OrganizerStudents will be informed of the day’s activity at the start of the lesson.

This will allow them to understand the major objectives of the day’s lesson and activities, and what is expected of them by the end of the class.

D. Lesson Sequence

Teacher Actions Expected Learner Outcomes9:00-9:15 (ALL) Teachers will assist students as they finish their smocks from the previous lesson and/or draw in their sketch books. (We may save the smocks for another day because they require more materials, attention, time, etc.)

9:00-9:15 Students will work on either their sketch book or smock as we wait for everyone to arrive and get settled.

9:15-9:25 (Jen) Teacher will introduce today’s lesson and let students know the course of the day. She will use the walls and power point slideshow (running in a loop on the front wall) to inspire students to think about the creatures they would like to make. For example, she could draw their attention to the silhouettes, asking them if they recognize any of the creatures. (Which creatures do you recognize? Which creatures don’t you recognize? Are there any creatures on the wall you would like to create?)

9:15-9:25 Students will remain in their seats and listen to the teacher. When Jen is finished going over the plans for today’s lesson, students will make their way across the street with supervision from Jen and Mike. Before leaving the classroom Jen and Mike will stress good behavior when leaving the building and entering the ceramics studio. For example: Keep your hands to yourself; Do not touch anything in the ceramics studio; No leaving the group; Raise your hands if you have questions; Do not touch the artwork.

9:25-9:45 (Lead: Jen, Assistant: Laura, Observer: Mike) Teacher(s) will take students to the ceramics department where they will tour the facilities, looking at the kiln room, glaze room, hand building area, wheels, clay mixing room and Shelby‘s artwork. Assistant teacher will stay behind to prepare materials for the lesson in the Patterson building.

9:25-9:45 Students will walk in an orderly fashion to the ceramics department where they will calmly follow teachers through the department. Students should ask questions and keep hands to themselves as they look at everything. They will look at Shelby’s artwork. We will discuss their favorites and what makes each piece unique or strange.

9:45-9:50 Teachers direct students back to the Patterson building where materials are waiting.

9:45-9:50 Students will proceed back to the Patterson building where they will take their seats and await further instruction.

9:50-10:00 (Jen) Teacher will do a short demo in order to show students how to begin sculpting their creatures. (The rest of instruction will be done as students encounter problems, pausing class to give demonstrations when needed.) **There will be examples of the clay making process from clay block, to reductive cut, to clay figure provided.** The teacher will also encourage them to think about an adventure their creature might go on (See cat example above).

9:50-10:00 Students will remain seated and listen attentively as teacher demonstrates how to begin sculpting.

10:00-10:50 (Head: Jen; Assistant: Laura; Observer: Mike) Teachers will help each student with ideas and hand building techniques as they circle the room. Demonstrations and hands-on help will be given as needed. (Mike will document the room and work with a digital camera.)

10:00-10:50 Students will sculpt their creatures with the given tools and raise their hand if they need help. Students will remain seated while working with clay.

10:50-11:00 Clean up/closure. Teachers will monitor students cleaning up and assist.

10:50-11:00 Students will assist in classroom clean up. They will listen to Jen’s instructions about the continuation of the lesson for next week.

VI. ENDING THE LESSONA. Closure of Lesson

Students will assist in classroom clean-up. Creatures will be covered with plastic in order to keep moisture in the clay. Students will continue working on their creatures next week. Any remaining time will be spent in the reading/lego center, using their sketch books, or finishing their shirts.

B. Transition to Next LessonThe kids will continue to work on their creatures next time. They will

paint their creatures and share them with the class, in the future.

VII. ASSESSMENT OF STUDENT LEARNING Teachers will be able to monitor students’ progress through observation

and evaluation of students’ ability to listen and talk respectfully, engage in active

class discussions, follow directions and use the techniques demonstrated by the teachers in the construction of their clay creatures.

VIII. REFERENCES TO MATERIALS CONSULTEDJake and Dinos ChapmanRobert ArnesonKara WalkerDeb Fleck-StableyTim Burton

See pictures below…

Creature silhouettes inspired by Kara Walker; by the end of the semester there were over 80+ silhouettes.

Creature silhouette handouts to cover the tables.

Clay creatures dissolving on a rotating loop in the front of the room.

Field trip to the ceramics studio. The kids saw how clay is fired and viewed life size clay creatures.

Bree: Bear, Age 7

Group