Lesson Plan

Title: ___feeling it out_______________________

Length:___2 day_______________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Can students describe radical textures in artwork?

Can students create a creature using texture to effectively support concepts/ideas?
Can students determine what is important in their observations/experimentation/discoveries and transfer that information to their artwork?
Can students define artistic decisions based on stated criteria in their artwork?
Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

Today as a zoo keeper you need to go out and find textures in the environment your exotic creature lives in. After discovering a variety of textures
your goal is to replicate them as detailed as possible so when you build your creatures enclosure it feels comfortable and at home
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Patterns, Influence, Expression, Observation, Experimentation, Prior Knowledge, Artistic intention, Choice, scale, proportion, and technique
Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring Understandings.

-An artists observations of patterns and textures leads to artistic intention of how they choose to apply their observations to their artwork.
-Experimentation of media and ideas influences the artists artistic intention in a work of art.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create

4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Showing images of radical textures, students will be able to describe radical textures in artwork by Heather Knight, Nuala ODonovan, and Jeannine Marchand (Blooms:
Analyzing- Standard: 1 GLE: visual arts connect multiple characteristics of art. Artists and viewers determine artistic intent by comparing and contrasting the characteristics
and expressive features of art and design and visual arts learning involve analyzing the formal and sensory qualities of art Art learning: Historical/Multicultural content)
2. Using found objects, students will replicate texture using clay. (Blooms: Creating/Analyzing/Applying Standards: Comprehend/Create/Transfer GLE: Materials and
processes can be used in traditional, unique, and inventive ways. Create art using technological media and Apply an understanding of art processes and creative thinking to plan
and create art Art learning: Conceptual/Ideation/Personal Grounding)
3. Using their sketchbooks, students will write down their observations/experimentation/discoveries that are important and transferable to their art making. (Blooms:
remembering/ understanding Standard: Comprehend/Reflect GLE: Visual arts connect multiple characteristics of art. Artists and viewers determine artistic intent by
comparing and contrasting the characteristics and expressive features of art and design and Specific methods of planning support the development of intended meaning. The
processes and philosophies of art and design inform interpretations in works of art Art learning: Assessment/Evaluation)
4. Using clay students experiment manipulating the clay to create inventive textures. (Blooms: Creating Standard: Invent and Discover to Create GLE: Apply an
understanding of art processes and creative thinking to plan and create art Art learning: Expressive feature/Characteristics of art)
5. Using traditional and non-traditional clay tools students explore creative and inventive techniques to create texture. (Blooms: understanding/creating Standards: Invent
Discover to Create -GLE: Apply an understanding of art processes and creative thinking to plan and create art Art learning: Materials/ Techniques

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:
(Multiple means for students to access content and
multiple modes for student to express understanding.)

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

What texture does this remind you of?

Different materials such as clay, plaster tape, or both.

A variety of tools.
Multi-media to incorporate into the clay. Ex: sticking tooth
picks into clay to make it spikey.

Is your texture soft or spikey?

Access (Resources and/or Process)

Expression (Products and/or Performance)

Pick a texture in the room and try to recreate it.

Similarities?
Differences?

Literacy:

List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Vocab: Manipulation, slip and score, armature

Students will write their findings in their sketchbook by writing down the feeling of their texture, spikey, and then drawing a picture of it.
Students will write the techniques they are using to build their creature and apply texture to their texture

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

News paper
Clay
Bowls
Water
Plaster tape
Smart board
Variety of tools
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

-Ceramics by Nuala ODonovan, untitled

-Ceramics by Heather Knight, untitled
-Ceramics by Jeannine Marchland, Untitled
- Textured painting
-Textured mixed media
-Textured paper sculpture
-Implied texture drawing still lifes
Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

1.
2.
3.
4.

Move desks into larger groupings

Cover desks with plastic
Set out their sketchbooks on their desks
Set up a clay station
3

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Scissors
Clay manipulation tools (proper safety use of tools, be alert of sharp objects)
Action to motivate/Inquiry Questions:
Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

Will show them works by Nuala ODonovan, Jeannine Marchland, and Heather Knight and ask these questions:
How does viewing different textures make you feel different?
Why do artists use textures in their artwork?
Where do artists find textures to use in their artwork?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What tools can you use to make your texture?

How many can you use to make one texture?
How many different ways can you create texture using one tool?
Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry,
etc. Include motivation and ideation/inquiry where appropriate.

Day
1

Instruction - The teacher will... (Be specific about what concepts,

information, understandings, etc. will be taught.) Identify
instructional methodology.
1. Greet class
2. Take attendance
3. write down the word of today, texture
4. describe the days agenda
-talk about what clay and plaster tape is: pass around pieces of

Learning - Students will... i.e.: brainstorm to generate ideas; describe

detail to develop observation skills, etc. (Be specific about what will be
the intended result of the instruction as it relates to learning.)

Time

1.
2.
3.
4.

2min
3min
30sec
3min

clay and describe how it can be manipulated. Talk about the process
of putting plaster tape in warm water to make it sticky so youre able
to build with it.
-mention safety when working with materials, using them properly
-find textures and create textures
- take notes and post on discovery board
- play a pair share rotation game
5. Talk about texture
- What is texture?
- Where can we find texture?
- What are different kinds of texture?
- pick out some interesting textures in the room and talk about
them: is it hard, soft, or pokey? How does it make you feel?
-mention different methods such as stamping
6. Students will choose what medium they want to work with first
and go to that station.
7. Let the students take time to explore the materials on their own

5.

By discussing texture students will have a better understanding

of what to explore when working with the clay and plaster tape.

5.

10min

6.

By choosing the medium they are going to work with they will
be more inclined to work.

6.

2min

7.

They are experimenting, observing, getting to know the

materials before really focusing on the task of finding textures
allowing them to feel more comfortable achieving more complex
textures.

7.

5min

8.

Now that they are more comfortable with the medium they can
view really complex images of textures that will motivate and
inspire them to think deeper about how they can achieve texture.

8.

6min

9.

30min

8. Have everyone stop what they are doing and gather around the
smartboard to view a power point of motivational images from Nuala
ODonovan and talk about: How would you describe this texture?
Does it make you feel a certain way?
How do you think Nuala created these textures?
What do these textures remind you of another texture you have seen
before?
Jeannine Marchland: How is this texture different from the one we
viewed before?
Does it make you feel different? How so?
How can you describe the relationship between texture and
expression?
Take a second and think about your animal, does it relate more to the
first or second?
Art works from various artists and media:
Why do artists use textures in their artwork?
Where do artists find textures to use in their artwork?
9. Students are free to explore mediums and textures until 20min
before class ends. Ask individuals what they are experimenting?
Document these experimentations

10. 6min

11. 15min

12. Till end of

class

9.

Students are invested in their own explorations while teachers

visit them individually asking deeper meaning questions to
further their intent, understanding and deeper thinking

10. Divide class into 4 groups for clean-up.

-group 1, goes to the sink and cleans materials

-group 2, collects all the newspaper and throws it away
-group 3, collects the materials and places them in a neat table
-group 4, picks up everything off the floor

Day
2

10. Students learn to clean-up in an orderly fashion working

together.

11. Have students get in pairs and discuss what they

discovered/experimented/how theyll apply it/ what worked/ what
didnt work. Every few minutes switch partners.

11. Students will learn how to vocally describe their findings using
their sketchbook as a reference and learn about their peers
findings.

12. Ticket out the door.

- Did you like todays lesson?
- What was the coolest thing you found?
- How will you incorporate it into your design?
1. Greet class
-Take attendance
-Go over learning objectives

12. Students reflect on the day to understand what they learned.

2. Take time to reflect on what the students did last week

-Talk about what they learned/what they would like to learn
- Check for understandings. (thumbs up method of
assessment)

2.

3.

3.

Transition into demonstration on slipping and scoring,

armature and coil and slab building.
-Ask the students if they know what any of the terms are. At
this time, the teacher will present the creature they made
outside of class ("Tongue-saurus"). This will be a visual for
the students and used throughout the demonstration process
for reference.
Slippingandscoringis the process of connecting two
pieces of clay together.
- By scoring, use a tool like a fork to scratch both pieces
where you want the attachment to take place and apply a
very small amount of water, the slip, to both ends and then
press the two pieces together on the scored areas. Both
pieces of clay must be the same consistency (have the same
moisture content).

1.

5min

This allows students to access prior knowledge and share new

found knowledge with each other. Any insights/failures can be
expressed during this time.

2.

3min

This pre-assesses students prior knowledge about clay processes.

Having a hands-on visual("Tongue-saurus"),allows the visual
learners a better ability to grasp the processes. The students will
be able to properly attach two pieces of clay. Students will
understand that this is important because it helps prevent the
pieces from falling off as they dry and/or exploding in the kiln.
Students will understand that as the clay dries it shrinks. If a
damper piece of clay is attached to a dryer piece of clay, the
possibility of it falling off or cracking increases. Students will
understand what an armature is and why it is used. They will
also know if they need to utilize the technique or not. SWBAT
build a clay sculpture with coil building and/or slabbuilding.
Depending on the desired shape, the student will understand
what processes to utilize to accomplish their goal.

3.

7min

-Armature is a framework around which the sculpture is

built. This framework provides structure and stability.

- The students building larger creatures will need to use

armatures to prevent exploding in the kiln. It also reduces
the weight of the piece.
- Armatures will be made out of rolled up newspaper. Once
fired the newspaper will turn to ash, leaving the clay body
behind.
Coilbuildingis the process of creating coils of clay and
building the coils upon each other. Slabbuildingis the
process of creating slab shapes, rolled out flat pieces of clay,
then building the slabs upon each other.
- Proper coil building: a consistency in length and thickness
to each coil rolled out. Application of the coils is
appropriate to the shape and must be attached with slip and
score method.
- Proper slab building: Role out a piece of clay with a
rolling pin. Then with a strait edge cut the slabs in equal or
different widths (depending upon the shape of the desired
piece). Application of the slabs is appropriate to the shape.
- Depending on the desired texture of the coil sculptures, the
student will blend the coils together on one side or both
sides
4. After the demonstration, the students will begin to create their
creatures. Students will use gathered information on their creatures
characteristics, knowledge of textures, continued experimentation,
teacher demonstrations of techniques and other information they
have gathered to construct their creature.

4. The creation process allows the students to utilize all they have learned
thus far, to create their creature. SWBAT think for them selves and come
up with solutions for any problems they face. The SWBAT take
precautions to prevent their piece from drying out. The student will
understand how to work with clay over an extensive period of time.

4.

10min

5.

4min

- During this time teachers are facilitators of learning:

guiding the students through questions and letting them
think for themselves. If problems arise, teachers are there to
guide students to find solutions on their own.
5.

Towards the end of the creation process, check to see

where students are in their artwork. If students need to
continue to work on their creature they will take the
necessary steps to make sure their sculpture does not

dry.
- Those steps are: fully wrap the clay sculpture in a damp
paper towel. Then apply a plastic bag over the sculpture to
prevent air from reaching it.

6. Learn to clean up after ones self...important understanding!

7. rest of class

6. Divide class into 4 groups for clean up.

-Group 1, goes to the sink and cleans materials
-Group 2, collects all the news paper and throws it away
-Group 3, collects the materials and places them in a neat table
-Group 4, picks up everything off the floor
Day
3
Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

Ticket out the door.

- Did you like todays lesson?
- What was the coolest thing you found?
- How will you incorporate it into your design?
Have students get in pairs and discuss what they discovered/experimented/how theyll apply it/ what worked/ what didnt work. Every few minutes switch partners.

Students create textures out of clay of different common texture that will be used in their enclosure or in their creature and place it on the discovery
table with a short description of how they made it.

Post-Assessment (teacher-centered/objectives as questions):

Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?

How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Can students describe radical textures in artwork?

Can students create a creature with radical texture using found objects?
Can students determine what is important in their
observations/experimentation/discoveries and transfer that information
to their artwork?
Can students define artistic decisions based on stated criteria in their
artwork?

Students create textures out of clay of different common texture that will
be used in their enclosure or in their creature and place it on the
discovery table with a short description of how they made it.
Ticket out the door

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.

8/9/14 Fahey