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7th Grade Gregory Middle School Ally Schlumpf Lesson Plan: Clay Gargoyle Sculptures

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Aim/Goal: The Gargoyle sculpture lesson is designed to help students begin to think in all three dimensions while still creating an object that is uniquely their own. Students will first be expected to complete their own digital sketch outlining all of the elements they wish to include in their sculpture. By creating a sketch using a digital platform, students are able to work on their image-making skills digitally while still creating a successful sketch to utilize in the classroom. By transferring their sculpture from a two-dimensional sketch to a three-dimensional object, students will continue to practice and refine their fine motor and art building skills using techniques discussed and learned in class. Standards:

§ 25.A.1d: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion, and pictorial representation.

§ 26.A.1e: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing, and constructing.

§ 26.A.2f: Understand the artistic processes of printmaking, weaving, photography, and sculpture.

§ 26.B.2d: Demonstrate knowledge and skills to create works of visual art using problem solving, observing, designing, sketching and constructing.

§ 26.B.3d: Demonstrate knowledge and skills to create 2- and 3- dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional, and decorative.

§ 26.A.3e: Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.

Objectives:

§ Students will: o Utilize their new desktop publishing skills to create a sketch digitally that combine

elements from multiple source images to create one single creature. o Transform their two-dimensional sketch into a three-dimensional object utilizing

their clay skills acquired during class. o Learn about the process of firing clay and work with glazes to transform their clay

sculptures into their finished piece of art.

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7th Grade Gregory Middle School Ally Schlumpf Lesson Plan: Clay Gargoyle Sculptures

Materials:

§ Gargoyle PowerPoint § Computers and Computer Software: Microsoft Word or Paint § Clay § Clay tools § Cups for water (slip) § Glaze § Paintbrushes § Plastic Bags (for storage and labeling) § Placemats (for easier clean-up)

Vocabulary:  

o Three-Dimensional o Sculpture o Gargoyles o Architecture o Statuary o Clay o Glaze o Score o Slip o Kiln

Related Artists & Artworks:

o Cathedral of Notre Dame o Chrysler Building, NY o Washington National Cathedral, Washington D.C.  Princeton University Campus o University of Chicago Campus o Duke University Campus

Procedure

1. Digital Sketch: a. Students will first find a seat in the computer lab. They are instructed to log on to

their computer account and are asked to turn off their computer monitors for a PowerPoint presentation.

b. During presentation teacher will discuss the history of Gargoyles with students from their early beginnings as functional art in architecture to legends of the statues being guardians throughout history.

c. After students have discussed the history and significance of gargoyles, they are introduced to their project of creating their own gargoyle out of clay.

d. Students are instructed on how they will first be completing a digital sketch using both Google Images and Microsoft Word.

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7th Grade Gregory Middle School Ally Schlumpf Lesson Plan: Clay Gargoyle Sculptures

i. Students instructed on Microsoft tools such as cropping, resizing, deleting backgrounds, and overlapping.

e. Students printed out their images and turned them in for participation points. 2. Clay Construction:

a. On the first day of clay, teacher had already measured the same amount of clay into gallon plastic bags for each student. Each student was instructed that when they received their bag, that they should immediately write their name on it with the sharpies that were on their table.

b. The teacher then called the students over to the demonstration table to give a demonstration on how they were to begin their gargoyles.

i. The first clay technique that was demonstrated was the use of pinch pot and removing of clay from the center of the body form. They were instructed that from this they will build their gargoyle. They were also told of the “pinky rule” where they were warned that no piece of clay should be thinner or thicker than their pinky finger. This was to be their guide through the whole project.

ii. On the second day, students were introduced to scoring and slipping techniques. Students were given cups of water for their tables as slip, and clay tools were made available on the materials table. Students were then given time to work on attaching all of their parts and were told that when they were done they should begin working on the finishing touches in their clay (working on the details with the clay tools).

Closing

o Teacher will announce that they will let their clay pieces dry out before they are ready to be fired. After they are ready, the teacher will fire the pieces and get them ready for students to glaze.

o Students will be glazing their pieces on a day the following week to make them look like the gray stone statues that they researched.

Assessment Strategies For their digital sketch, students turned in their images for participation credit. If their image consisted of over 3 different images (or parts of those images) they received full credit. If they only included 2 or 3 different images, students were only given 3 or 4 (the number of images missing being subtracted from the 5 point total. For their gargoyle, students will be assessed in two parts. The first portion of their grade is made up of their participation scores from each day of working. The second part of their assessment is a rubric alongside a clay worksheet to assess not only their project’s success, but also find out how much they have learned about the process of using clay as an art medium (see attached Rubric).