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3.Independent Practice
Students will get to make what they want for the family crest and find out ways to make their relief
Crest.
4. Closure
I will make sure students will wrap all their clay up in plastic, so it doesnt dry out. The students will
be responsible for putting their clay on the appropriate racks.
5.Formative Evaluation
Walking around the class making sure students are following directions and that they are attempting
different techniques for the clay.
1.Introduction/Motivation:
Students will get their clay works and continue working on anything that they were practicing on
previously. I will encourage students to start moving to the final clay work. I will provide templet
shields if students decide to use it. I will show a presentation of some relief family crest for the
students so they know what they can look like.
2.Guided Practice.
Compositions should be already decided because of the drawings they did for the guide, but I will help
students find ways to manipulate their clay to look like the official drawing.
3.Independent Practice
Students will take the techniques that they practiced to work in their final clay piece.
4. Closure
I will make sure students will wrap all their clay up in plastic, so it doesnt dry out. The students will
be responsible for putting their clay on the appropriate racks. Remind students that they will be
painting their final pieces to represent a colorful visual aspect to their shields like their drawings.
5.Formative Evaluation
Walking around the class making sure students are following directions and that they are applying the
techniques they learned and are going off of their guides they made.
1.Introduction/Motivation:
Students will have learned certain painting techniques from the last unity we did. So I will show them
a video of Victoria Ellis painting her relief sculpture. I will instruct students to be very careful when
painting very small details of the relief sculpture.
2.Guided Practice.
I will help suggest different brushes to use for finer details or to get a broader surface faster.
3.Independent Practice
Students will be informed to try to paint on scratches of paper so that they can practice getting fine
lines for the more detailed areas of their work.
4. Closure
Students will clean their brushes of and clean their tables. Everyone will be responsible for their own
areas. They will make sure to put there pieces on a rack to dry.
5. Formative Evaluation
Walking around the class making sure students are following directions. I will be looking at their
official guide to see if they are sticking to the same colors they chose before. If any changes are visible
then I will ask the students why and how it might have improved their final piece.
Day 8
1. Intro
Critique Day! Students learned how to critique in a previous unit, so I will just review a little bit
how it works. I will hand out a sandwich critique sheet that has two positive points and on
constructive criticism.
2. Guided Practice
I will help the students set up their artworks and make sure they are spread out so everyone has
a chance to look at them. I will also guide the critique when there seems to be a silence or lack
of input in a students work so they will all have a fair amount of critique.
3. Independent Practice
Students will fill out their sandwich forms and the class will also go into groups to talk about
each students work, saying what they liked what could be improved and also talk about
similarities they share with each other in their families.
4. Closure
Students will turn in their sandwich forms and will all collect their pieces and put them on the
rack to be graded.
5. Formative assessment
The sandwich forms will be good assessment to see if students are critiquing and also listening
and keeping track of the students who are engaging in the live part of the critique as well.
Application Cards (Beattie pg. 95)
Composition Students crest contains at Students crest contains at Students crest contains no
least 4 different symbols to least 2 symbols to represent symbols to represent their
represent their family and is their family and is pretty well family and is not well
well composed. Both for the composed. Both for the composed. Both for the
drawing and the bas relief. drawing and the bas relief. drawing and the bas relief.
Completion Student completed their Student completed most of
entire family crest drawing their family crest lacked is Student did not do their
with full color and design some of the color to represent family crest or only
and with the required amount a trait of his/her self or of the partially completed it.
of symbols.. family.
(C) identify and understand the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and
(D) make judgments about the expressive properties such as content, meaning, message, and
metaphor of artwork using art vocabulary accurately.
(2) Creative Expression
(B) communicate a variety of applications for design solutions;
(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;
(F) demonstrate effective use of art media and tools in drawing, painting, printmaking,
sculpture, ceramics, fiber art, design, and digital art and media.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history and
culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops
global awareness and respect for the traditions and contributions of diverse cultures.
(A) compare and contrast historical and contemporary styles while identifying general themes
and trends;
(4) Critical evaluation and response.
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and other artists
such as that in museums, local galleries, art exhibits, and websites;
XIV. National Art Standards