Building Clay Shrines
Enduring Understanding: Students will build a shrine out of clay in order to help them identify and preserve personal and cultural aspects of their identity.
PGC’s:
Make informed critical evaluations of visual and material culture, information, and technologies
Identify, compare and justify that the visual arts are a way to acknowledge, exhibit, and learn about the diversity of peoples, cultures, and ideas
Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research
Develop and build appropriate mastery in art making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design
Objectives:
Students will be able to define the terms shrine, relic, score and slip, and slab.
(Remembering; Comprehend: Works of art articulate and express different points of view.)
Students will be able to develop the final design of their shrine in their sketchbook.
(Creating; Create: Use media to express and communicate ideas about an issue of personal interest.)
Students will be able to create a shrine using slab building techniques.
(Creating; Create: Materials and processes can be used in traditional, unique, and inventive ways.)
Students will be able to evaluate the artistic intent within the work of their peers. LITERACY
(Evaluating; Reflect: The critique process informs judgments about artistic and aesthetics merits in works of art.)
Pre-assessment:
Day 1:
Ask class if they are familiar with the terms shrine and relic, have students show if they are familiar with the terms by a show of hands. If students are familiar with the terms have them define them in their own terms.
Day 2:
Before the demo ask the class if they are familiar with the terms score and slip and slab. Make sure to use these terms often during the demo.
Accommodations and modifications:
Accommodations: students with challenges building with slabs can begin building their shrine with pinched forms.
Students could be given extra time to design their shrine.
Modifications: Students can be challenged by stamping texture to the outside of their shine. This will require extra planning.
Students also could be challenged by being asked to build multi chambered shrines.
Materials:
Sketchbooks
Pencils
Clay
Clay boards
Rolling pins
Forks
Tupperware/trash bags to keep clay workable for a week
Stamps for texture
Glaze
Resources:
Images of shrines found:
http://thoughts-awry.blogspot.com/2010/06/pottery-parade-ceramics-i.html
http://www.touchingstone.com/Toubako.htm
http://www.deviantart.com/art/Ceramic-Box
Preparation:
Create a slide show showing students examples of relics
Print off the design your shrine worksheets
Wedge clay and have enough clay ready for the class
Bisque fire pieces between day 4 and 5
Safety:
Clay dust is the largest safety concern with this project. During days that students are working with clay precautions will be taken during cleaning to ensure that no clay dust is left behind. One student will wipe the table down with a wet sponge and another student will follow behind with a dry paper towel to make sure the tables are properly cleaned.
All glazes used will be kid safe because they are lead free and non-toxic.
A clean and orderly workplace will be established and enforced to create a working environment that reduces possibility of accidents occurring.
Action to Motivation:
Each table will work as a group
Give each group an image of a container
Each group will answer two questions;
What do you think this container holds?
How do you know?
-Assign one student to be the writer of the group
This student will write all the thoughts from the group
We are brainstorming so every thought is valid
-Assign one student to be the presenter for the group
This student will present the ideas their group came up with to the class
The main thought to end with for this activity is sometimes containers give visual clues to what’s inside and sometimes it remains a mystery.
Ideation/Inquiry:
Before building their shrines students will be asked to complete the “Design Your Shrine” worksheet. This will help them come up with the topic for their shine as well as envision potential building plans and problems. Have them draw their shrine from many different angles. Ex: front and back, bird’s eye view, from the side, etc. Students will also be asked to draw what their shrine will look like.
Students will have to first brainstorm words about what is important to them as well as what they are interested in to decide what they will honor in their shrine.
Procedures:
Day 1:
1. Action to motivate (see above)
Students will work in groups and discuss what they think belongs inside their shrine image. (Cooperative Learning)/(Discussion)
2. Show students slide show on shrines (Exposition/Lecture)
-get their minds primed for the upcoming assignment
-define key terms; shrine and relic
-explain that shrines are small and portable
Image 1: this shrine is a French Shrine made of Fabric
Image 2: How do you think this shrine is carried? It hangs around your neck.
Image 3: very secretive shrine, notice how they built a lip for the lid
Image 4: Also closed, maybe the designs give a clue to what is inside
Images one through four are very secretive shrines, they hide what is inside.
Image 5: different for two reasons, multiple compartments and you can clearly see the relics, these relics are bones
Image 6-8: these shrines are all open, they show what relic they hold
Image 9: This shrine has holes in the sides and roof
Image 10: These shrines can open to give you a view of what’s inside, your relic can be made of clay
Image 11: This Shrine gives you a clue what’s inside because it depicts a shrine of a Japanese temple, the architecture and writing give hint to what the shrine holds
Images 9-11 give you a clue to what’s inside; they allow the viewer to take a peek
3. Show students my personal example of a shrine
-tell story of honoring two sides of my personality; thoughtful and playful
- discuss how the outside sun and moon relates to the shrine inside because both have the idea of duality
-let students know the approximate size to build their shrine
4. Demo how to complete todays task (Demonstration)
-glue worksheet into sketchbook
-show detailed drawings of shrine and relic
-planning time is a way to visually solve problems before we work with clay
5. Work time
-table one passes out sketchbooks, pencil boxes, and glue sticks
-have students fill out inquiry worksheet – Design your shrine (inquiry)
- have them draw their shrine from many different angles. Ex: front and back, bird’s eye view, from the inside looking out, etc.
-Help students on individual basis
-ask students if their shrine will hide, show, or give a peek to the relic within. If students finish early have them draw their shrine in the other ways, “Your shrine hides your relic, what would it look like if it allowed viewers to take a peek?”
-Students could also be asked to draw what their relic will look like
-Students could also be asked to write why their shrine relic is important to them
Day2:
1. Review key terms and ideas
Have students define shrine, and relic. (Discussion)
Discuss that shrines can hide, show, or give a peek to the relic held within
2. Demo
-Pre-assessment- ask students if they are familiar with the terms slip and score as well as slab.
-Show students where to find materials, clay boards, rolling pins, forks, and clay
-use the document cam to show students how to roll a slab (technology)
-show them the proper way to score and slip clay together “scratch and attach”
3. Finalize ideas (concept)
-students will have to see Mr.V before they will be able to work with clay
-bring your drawings and ideas and show them to Mr. V to make sure you are on the right path before you begin building
4. Work time
-as students are checked off by Mr. V they can grab the appropriate materials and begin to work
-tell students that today is a practice clay day; we will not be keeping what we are making today
-use this as a way to experiment with the process of working with clay (skills)
-if your piece has feet find out how thick they need to be to support the weight(inquiry)
-if your piece is circular find out how you can roll a slab to achieve the shape
-planning on paper is a way to visualize any problems that may arise before you begin building, today will be a way to address any problems you may have working with clay before you begin your final piece
-Use this time to problem solve in 3D – write any discoveries you found in your sketch book
5. Clean up
-return clay boards to rack
-clay will be recycled and returned to a Tupperware
-forks returned to their containers
-wipe down tables
-wash hands
-the first table that is sitting quietly will be excused first
Day3:
1. Demo (technology)
-Give students a visual reminder of how to roll out a slab and score and slip them together
-discuss the importance of really blending the clay when they “scratch attach”
-Show students how to make a lid (Demonstration)
-trace the outside of your shrine so your lid is the same size
-cut a slab that is the same size as the inside of your shrine
-score and slip the two pieces together so the lid will not move around when it is attached
2. Work time (skills)
-Table one will pass out sketchbooks, keep these out as a reference while they are building
-dismiss class by table to get their materials
-walk around and help students on an individual level
3. Clean up
-return clay boards to rack
-clay projects will be stored in Tupperware
-forks returned to their containers
-wipe down tables
-wash hands
-the first table that is sitting quietly will be excused first
Day4:
1. Demo (demonstration/technology)
-show students how to stamp textures into their shrine
-hold the inside of the wall for support when you press your stamp on the outside
- make sure that texture matches the theme of your shrine
2. Work time (skills)
-Table one will pass out clay tools
-dismiss class by tables to pick up their work out of the Tupperware as well as a clay board to work on
-help students on an individual level
3. Clean up
-return clay boards to rack
-clay projects will be stored in Tupperware, if they are complete they will be stored on the window sill to dry
-forks returned to their containers
-clay stamps returned to their bin
-wipe down tables
-wash hands
-the first table that is sitting quietly will be excused first
Day 5:
1. Demo (Demo/technology)
-Show students how to glaze piece on the doc cam
-put on one coat and wait to dry before you put on the next layer
-don’t add too many layers, 2 or three is fine
-be sure to really stress not to paint on the bottom of the clay piece
2. Work time (skills)
-table one will pass out brushes and glazes
-dismiss tables one at a time to get their art work out of Tupperware and an apron
-help students on an individual level
3. Clean up
-Clay projects will be stored on window sill – dismiss one table at a time to set their projects on the sill
-glazes returned to the island
-brushes washed in the sink and returned to their bin
-wipe down tables
-wash hands
-the first table that is sitting quietly will be excused first
Day 6:
1. Work time (skills)
-allow students time to finalize glazing their pieces
-only give students 20min of work time
-clean up early
-All brushes washed and returned to bin
-glazes returned to island
-wipe down tables
-the only thing left on the tables will be the student’s glazed pieces
2. Reflective activity (see below) (discussion/critique)
-have students divide into pairs
-give each student a reflective worksheet
-if there is time left allow students to share their work and ideas with the class
-place all art work back on the window sill – dismiss by table
-first table that is sitting quietly will be dismissed first
Student reflective/inquiry activity:
Have students divide into pairs
Give each student a reflective worksheet
First fold the paper in half, the artist will write what they meant to express through their art work
Flip the paper over and give it to the viewer, they will write what they think the artist was trying to say
When both have finished writing open the paper and compare answers
Do this for both works of art
Post-assessment:
See attached rubric
Self-Reflection:
The shrines that fourth graders built turned out to be a big success. Two things really began to make them transform into unique creations. The first thing was showing students examples of work from other classes. I would show examples of students who had created exceptional work such as shrines with sliding doors or secret compartments. This really inspired students to push their own ideas of what was possible for this assignment. The second thing that really made the shrines come to life was the use of stamps and molds. Once students had completed the basic building of their shrines I gave the class a demonstration in decoration. Students really loved adding texture and detail to their pieces.
Although the students really loved adding texture and detail to their work I had to constantly ask what the purpose of their decorations were. If I were to do this lesson over I would have been more adamant about making students stick to their original design ideas rather than just building something because it looked interesting. I introduced the concept of shrines and relics on the first day but did not reinforce those concepts enough throughout the lesson.
The other thing I would change about teaching this lesson is the amount of help I would give to some students. It is surprising how some students will never speak up or ask for help in class and some will demand your attention nearly every minute of class. I feel that there were a few instances where I would get tunnel vision working with one student (on a sliding door for example) and not enough time with the rest of class. Clay can be a difficult medium for some students but its biggest benefit is the problem solving that it requires. It can be difficult but sometimes you have to let students struggle so they can learn.
shrines_rubric.pdf | |
File Size: | 37 kb |
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design_your_shrine.pdf | |
File Size: | 120 kb |
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