Ceramics+Science: Hollow Form
Unit: Intro. to Clay
Lesson: Hollow Form
Grades 9th- 12th, Six-45 minute periods
Essential Questions
What do hand-built clay artworks reveal about history or a culture? What hand-building techniques(s), tools, and processes best express your ideas? What are the qualities of an effective hand-built artwork?
Goals/Daily Performance Objectives
1. Understand ceramics vocabulary describing the process of constructing a hollow form.
2. Demonstrate and construct hollow form.
3. Utilize tools to perfect the shape of the hollow form.
4. Generate the genotype and phenotype of your creature.
5. Sketch design.
6. Discuss how working with clay media combines personal expression with form and function.
7. Conceptualize and score and slip the features into the surface of the clay. Carve ridges, face and detail.
NJCCCS/ Cross-Curricular Standards
Visual Arts: 1.1.12.D.1 Distinguish innovative applications of the elements of art in works from diverse cultural perspectives and identify cross-cultural themes.
Visual Arts: 1.3.12.D.2 Produce an original artwork in one or more art mediums that demonstrate mastery of visual literacy, methods, techniques, and cultural understanding.
Social Studies: 6.2.12.D.4.k Analyze how the arts represent the changing values and ideals of society.
Science: 5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).
Prior Knowledge
Knowledge of the Elements of Art.
Understand the use of (and apply) a range of subject matter, symbols and ideas.
Understand how to construct a pinch pot.
Knowledge of incising.
Understand phenotype, genotype, recessive and dominant genes
Multiple Intelligences
Visual-spatial
Kinesthetic
Logical
Naturalist
Learning Activities/Instructional Strategies
1. Discuss objectives with students.
2. Review construction of a pinch pot and discuss the differences when constructing a hollow form (Obj. 1). Hand out instructional worksheet.
3. Guided practice (1.3.12.D.2; Obj. 2).
4. Demonstrate how to combine pinch pots to form hollow form (6.2.12.D.4.k ; Obj. 6).
5. Review use of tools and perfect the surface (Obj. 3).
6. Generate genotype and phenotype for your creature (5.3.12.D.3; Obj. 4).
7. Sketch results to create the features the creature (1.1.12.D.1; Obj. 5).
8. Create features and score and slip them onto creature (Obj. 7). Use tools to carve and design details. Cut lid.
Assessment (Formative/Summative)
Sketches
Informal observation
Rubric
Materials
Hollow form handout
Sketch paper
Pencils
Clay and tools
Genotype data
Adaptations ESL/ Learning Disabled: ADD/ADHD, Behavioral/ Emotional, ELL/ ESL
Students with ADD/ ADHD will need extra prompting during guided practice. Additional instructional handout will be given to all students to provide supplemental support. Students with behavioral/ emotional disorders will be encouraged throughout the project. Further assistance will be determined based on IEPs/504s. ELL/ ESL students will also be provided with a translated version of the instructional handout. Attention of facilitator will be directed towards student during the demonstration to ensure visual aid. All students will be provided with appropriate adaptations according to their IEPs/504s and needs of the individual student.
Lesson: Hollow Form
Grades 9th- 12th, Six-45 minute periods
Essential Questions
What do hand-built clay artworks reveal about history or a culture? What hand-building techniques(s), tools, and processes best express your ideas? What are the qualities of an effective hand-built artwork?
Goals/Daily Performance Objectives
1. Understand ceramics vocabulary describing the process of constructing a hollow form.
2. Demonstrate and construct hollow form.
3. Utilize tools to perfect the shape of the hollow form.
4. Generate the genotype and phenotype of your creature.
5. Sketch design.
6. Discuss how working with clay media combines personal expression with form and function.
7. Conceptualize and score and slip the features into the surface of the clay. Carve ridges, face and detail.
NJCCCS/ Cross-Curricular Standards
Visual Arts: 1.1.12.D.1 Distinguish innovative applications of the elements of art in works from diverse cultural perspectives and identify cross-cultural themes.
Visual Arts: 1.3.12.D.2 Produce an original artwork in one or more art mediums that demonstrate mastery of visual literacy, methods, techniques, and cultural understanding.
Social Studies: 6.2.12.D.4.k Analyze how the arts represent the changing values and ideals of society.
Science: 5.3.12.D.3 Demonstrate through modeling how the sorting and recombination of genes during sexual reproduction has an effect on variation in offspring (meiosis, fertilization).
Prior Knowledge
Knowledge of the Elements of Art.
Understand the use of (and apply) a range of subject matter, symbols and ideas.
Understand how to construct a pinch pot.
Knowledge of incising.
Understand phenotype, genotype, recessive and dominant genes
Multiple Intelligences
Visual-spatial
Kinesthetic
Logical
Naturalist
Learning Activities/Instructional Strategies
1. Discuss objectives with students.
2. Review construction of a pinch pot and discuss the differences when constructing a hollow form (Obj. 1). Hand out instructional worksheet.
3. Guided practice (1.3.12.D.2; Obj. 2).
4. Demonstrate how to combine pinch pots to form hollow form (6.2.12.D.4.k ; Obj. 6).
5. Review use of tools and perfect the surface (Obj. 3).
6. Generate genotype and phenotype for your creature (5.3.12.D.3; Obj. 4).
7. Sketch results to create the features the creature (1.1.12.D.1; Obj. 5).
8. Create features and score and slip them onto creature (Obj. 7). Use tools to carve and design details. Cut lid.
Assessment (Formative/Summative)
Sketches
Informal observation
Rubric
Materials
Hollow form handout
Sketch paper
Pencils
Clay and tools
Genotype data
Adaptations ESL/ Learning Disabled: ADD/ADHD, Behavioral/ Emotional, ELL/ ESL
Students with ADD/ ADHD will need extra prompting during guided practice. Additional instructional handout will be given to all students to provide supplemental support. Students with behavioral/ emotional disorders will be encouraged throughout the project. Further assistance will be determined based on IEPs/504s. ELL/ ESL students will also be provided with a translated version of the instructional handout. Attention of facilitator will be directed towards student during the demonstration to ensure visual aid. All students will be provided with appropriate adaptations according to their IEPs/504s and needs of the individual student.
View materials for lesson:
Click here: Rubric for hollow form