JK, SK, GRADE 2 LESSON PLAN INSECTS CLAY SCULPTING

Transcription

1 JK, SK, LESSON PLAN INSECTS CLAY SCULPTING Lesson Plan Information Grade: JK/SK, 2 Subject JK/SK: Problem solving and innovating Subject Grade 2: Arts (Visual Arts), Science and Technology (Understanding living systems) Topic JK/SK: Shapes and patterns in insects Topic Grade 2: Growth and changes in animals Duration: 2 hours Lesson Plan Overview and Objectives JK/SK Students will create sculptures of insects inspired by Canadian author and illustrator Wallace Edwards. Through their sculptures, they will demonstrate the curriculum expectations listed above. Students will learn basic clay techniques and how they can be used to sculpt their insect animals. They will use appropriate terminology related to ceramics, and demonstrate an understanding of clay, tools and process. Grade 2 Students will create sculptures of insects combined with various animals inspired by Canadian author and illustrator Wallace Edwards. Through their sculptures, they will demonstrate an understanding of elements of design and principles of design (repetition of colour and shape in patterns). Students will learn basic clay techniques and how they can be used to sculpt their insect animals. They will use appropriate terminology related to ceramics, and demonstrate an understanding of clay, tools and process. AT QUEEN ELIZABETH PARK COMMUNITY AND CULTURAL CENTRE Insects - Clay Sculpting Inspired by Wallace Edwards Materials Clay, wire, ware boards, rolling pins, clay modelling tools, slip dishes, canvas cloth, plastic bags, glazes, brushes Introduction Explore and discuss visual/physical characteristics of insects. Inspiration Look at Wallace Edwards illustrations of fantastical animals invented by combining more than one insect and/or animal. Compare and contrast Edwards illustrations with photos of insects and animals. Discuss how Wallace Edwards used elements and principles of design to create his illustrations. Personal approaches and reflections. Page 1 of 5

2 Guiding questions - What function do insects play in the environment? (function) - What kinds of shapes and patterns can you see in looking at the insects? - Describe physical characteristics. How do these characteristics affect behavioral characteristics of insects? - What makes the illustration/insect visually interesting (shape, colour, pattern)? - How did Wallace Edwards use elements of design to create his illustrations? Art terms to be covered - Colours - Shapes - Elements of design - Principles of design (repetition, rhythm) - Design (composition) - Dimension - Geometric shape Demonstration Activity Clay terms can be covered: drying stages (plastic, leather hard, bone dry), building techniques (pinch pot, coil, slab built, relief), greenware, bisque, kiln, firing, scoring, clay slip, glaze. Planning Idea Sketch (Optional) Students will create an idea sketch of their insect(s) combined with one or more animals to create fantastical creatures. They are encouraged to play and use shape templates to trace and create their illustration. Students will: Play By playing with clay, children learn what the material can and cannot do. Children will touch, roll and form the clay. This will help them develop ideas and skills for beginning their flower vase. Children receive a small lump of clay to find out about it. They should poke, pull, roll and make marks on it. They should pinch, attach more clay and add texture. The group will sit in a circle and let the children follow simple instructions: make it into a round ball, make a finger hole in it, make a pattern over it with your fingernail, pull a piece off, roll it into a ball and attach it again. Children will start to see the clay as a 3D form that needs to be looked at from every angle. Demonstration by the clay instructor The clay instructor will explain the characteristics of clay, and how it can be used to sculpt pieces. The instructor will demonstrate clay techniques (coiling, pinch pot, and slab) and discuss adding clay to their pieces by scratching (scoring) and applying slip. Page 2 of 5

3 Building Based on the instruction and demonstration, students will make their insect structures based on their idea sketches. greenware bisque ware (one firing, no slip glazed slip or glaze) FOR TEACHER BACK AT SCHOOL POST-VISIT ACTIVITIES Post-Visit Activity Artist reflection questions, drawing (optional) Materials Pencil, eraser, paper, crayon Artist Reflection Students describe how they created their sculpted insects. Examine examples of real insects and animals to discuss the creative effects of combining them. What was the inspiration for creating their fantasy insect? What do they like best about their finished work? Drawing Insect habitat Students draw the habitat that their insect lives in, such as in the ground or in a tree. They also draw the type of food the insect eats to survive. Drama Students use their insects to create a play in which all the children/insects participate. They make the noise of their respective insect and tell each other where they live and what they eat. Resources Mixed Beasts, Wallace Edwards Unnatural Selections, Wallace Edwards FOR TEACHER REFERENCE ONLY CURRICULUM CONNECTIONS Cross Curricular and Integrated Learning Science and Technology Science and Technology (Understanding Life Systems: Growth and changes in animals) Drawing Life cycle of an insect Choose an insect such as a butterfly, beetle, ladybug, stick insect, wasp, cockroach, or similar. Draw its life-cycle and colour it. Present your drawing to the class. Now imagine how your fantastical clay insect would look at different stages of its metamorphosis. Page 3 of 5

4 Curriculum Expectations Belonging and Contributing BC Self-regulation and well-being SRWB Demonstrating literacy and mathematics behaviours DLMB Problem solving and innovating PSI 1. Communicate with others in a variety of ways, for a variety of BC, SRWB, DLMB, PSI purposes, and in a variety of contexts 3. Identify and use social skills in play and other contexts BC, SRWB 4. Demonstrate an ability to use problem solving skills in a variety of BC, SWRB, PSI contexts, including social ones 14. Demonstrate an awareness of the natural and built environment DLMB, PSI through hands-on investigations, observations, questions, and representations of their findings 17. Describe, sort, classify, build, and compare two-dimensional DLMB shapes and three dimensional figures, and describe the location and movement of objects, though investigation 21. Express their responses to a variety of forms of drama, dance, DLMB music, and visual arts from various cultures and communities 22. Communicate their thoughts and feelings, and their theories and BC, SRWB, DLMB, PSI ideas, through various art forms 23. Use problem-solving strategies, on their own and with others, PSI when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts 24. Use technological problem-solving skills in the process of creating PSI and designing 29. Demonstrate an understanding of the natural world and the need BC to care for and respect the environment 30. Demonstrate an awareness of themselves as dramatists, actors, BC dancers, artists, and musicians through engagement in the arts 31. Demonstrate knowledge and skills gained through exposure to BC and engagement in drama, dance, music, and visual arts The Arts D1.2 Demonstrate an understanding of composition using selected principles of design to create narrative art works or art works on a theme or topic. D1.3 Use elements of design in art works to communicate ideas, messages, and understandings. D1.4 Use a variety of materials, tools, and techniques to determine solutions to design challenges. D3.1 Identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences. D3.2 Demonstrate an awareness of a variety of art forms, styles, and traditions, and describe how they reflect the diverse cultures, times, and places. Science and Technology Understanding Live Systems: Growth and changes in animals 2.2 Observe and compare the physical and behavioral characteristics of a variety of animals, including insects, using student-generated questions and a variety of methods and resources. Page 4 of 5

5 2.3 Investigate the life-cycle of a variety of animals using various methods and resources. 2.4 Observe and compare changes in the appearance and activity of animals as they go through a complete life-cycle. 2.5 Investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods. 2.7 Use a variety of forms to communicate with different audiences and for a variety of purposes. 3.1 Identify and describe major physical characteristics of different types of animals. Fundamental Concepts FOUR FUNDAMENTAL CONDITIONS FOR GROWTH BELONGING Belonging and Contributing BC WELL-BEING Self-regulation and well-being SRWB EXPRESSION Demonstrating literacy and mathematics behaviours DLMB ENGAGEMENT Problem solving and innovating PSI Ways children demonstrate their learning: saying, doing, representing The educator s intentional interactions: responding, challenging, extending Elements of Design line: horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes shape and form: symmetrical shapes and forms (e.g., shapes and forms in buildings) space: overlapping of objects to show depth colour: secondary colours (various colours made by mixing equal amounts of primary colours, such as violet, orange, green); mixing of colours with a limited palette texture: textures of familiar objects (e.g., rough tree bark, smooth plastic plate, ridged corduroy fabric); illusion of texture (e.g., a rough texture created by patterns of lines); impasto (thick, textured paint) value: mixing of a tint; identification of light and dark Principles of Design repetition and rhythm: repetition of colour and shape in patterns; random, alternating, and regular patterns in everyday objects (e.g., textiles, ceramics) and in art (e.g., works by M. C. Escher) Page 5 of 5