Name: Crystal L. Hernandez

Grade Level: Art 1 (9-12)

Big Idea: Metamorphosis – Change

Lesson Objectives:

Students will be able to review, think, and understand how the concept of change affects us as people.

Students will be able to create an original work of art – a small ceramic bust that incorporates some sort of metamorphosis (minimum 9 inches tall). Specifically a half human and half animal transformation that requires at least two human and animal characteristics.

Students will be able to participate in class discussion and class art critique.

Students will learn how to use proportion, texture and variety to accomplish their final project. 

Art TEKS: Art Level 1 – (1) Perception [A & B], (2) Creative expression/Performance [A, B & C], (3) Historical/Cultural Heritage [A & B], (4) Response/Evaluation [A & B]

Interdisciplinary Connections: World History, Geometry, Biology/Anatomy

Teacher Materials: PowerPoint – lots of examples from different cultures and time periods, paper, pencil, clay, wooden boards, trimming tools, slip, needle tools, glaze, kiln, brushes, color pencils and mirrors

Student Materials: Sketchbook, paper, pencil, clay, wooden boards, trimming tools, slip, needle tools, glaze, brushes, color pencils and mirrors [Most, if not all of the clay tools should be found in some sort of class set basket. Students will be responsible for getting their corresponding basket.]

ELICIT:

• Describe how the teacher will uncover prior understanding about topic.

Have one picture up on your projector - the picture will be of a hybrid transformation. The image will have at the left a human and at the far right an animal and everything in-between will be the transformation.

Class Discussion - The students will be asked to draw upon their previous knowledge of what metamorphosis is. What change means and its significance to individuals and to society.

ENGAGE:

• Describe how the teacher will capture students’ interest.

Show examples of what clay busts look like from different time periods and cultures. Show a YouTube video (approx. 5 min) that shows an artist creating a ceramic bust.

• What kind of questions should the students ask themselves after the engagement?

How do I do that?

What animal do I want to do?

How am I going to make my animal and myself change and become one?

EXPLORE:

• Describe what hands-on/minds-on activities students will be doing.

Day 1: Brainstorm, Sketch, Color Scheme

Day 2-3: Create Foundation – i.e. core construction (In Progress Grade is taken)

Day 4-7: Add facial features

Day 8: Hollow out bust

Day 9-10: Final details

DRY

Teacher Bisque Fires

Day 11: Glaze

Teacher Fires

Day 12: Critique  

• List the Essential Questions (related to the Big Idea) that the teacher will use to encourage and/or focus students’ exploration.

Do you have some sort of connection to this animal?

What is the significance of change? In general and in your work?

If you can transform your appearance, What else can you change about yourself?

EXPLAIN:

• Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?

Teacher will use art vocabulary and explore the Bid Idea in-depth, by continuing conversations throughout the project. The teacher will want to aid students in connecting the Big Idea to themselves. The teacher will help students think of metamorphosis as its most fundamental meaning – that being change. How does physical change affect them as people?  

• List higher order thinking questions that teachers will use to solicit student explanation and help them to justify their explanations.

In your own words, define what metamorphosis means? Elaborate – give an example that doesn’t necessarily have to do with the project.

Have them explain how certain aspects of their bust work.

What is another possible change you can make to your work?

What technique is being used here?

What visual information is needed, so that your piece looks like it is morphing? 

ELABORATE:

• Describe how students will develop a more sophisticated understanding of the concept.

The students will participate in discussion and critique – examining in depth the big idea and comparing/contrasting and connecting this concept to themselves. Creating their own meaning and sharing/defending it to their peers and teacher.

• What vocabulary will be introduced and how will it connect to students’ observations?

Big Idea: Metamorphosis, morphing, transforming, hybrid, etc.

Technical: Reduction, clay, firing, bisque, trimming tools, score and slip, needle tools, glaze, etc.

• How is this knowledge applied in our daily lives?

Metamorphosis – topic may come up in other classes or on television

Change – is an everyday occurrence, whether its minuscule or grand or if the person is aware or not

EVALUATE:

• How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson

They will be evaluated on participation – both in discussion, art making and artwork.

Does your bust have at least 2 human and 2 animal characteristics?

Did student effectively use clay techniques, such as: coils, slabs, hand building, scoring and slipping, etc.?

Score: 0-100

Graded on the questions listed above and craftsmanship, Idea, Success, and Participation.

In Progress grades – a few to make sure that students are managing time wisely and are completing assignment well, so as to decrease the odds of structural problems.  

EXTEND:

• How will students demonstrate that they understand how the objectives of the lesson can be applied to a new context?

They will demonstrate that they understand through conversation/discussion about what metamorphosis is. They can also discuss it in other classes or with friends. Additionally, the processes and techniques they learn can be used in future projects.  

Differentiation strategies to meet diverse learner needs:

Scenario 1: Learning (Probs with Reading) - Accommodations can include, but are not limited to, having visual printout of all steps and modeling procedures.

Scenario 2: Mental (OCD) – Accommodations can include:  The ‘buddy system’ - have a fellow peer, coach said student to stay on task and to foster confidence or the teacher can extend deadlines for ‘in progress’ grades. The teacher can also make sure to break the assignments down into a few key steps, so that the assignment is easy to follow and clear.