ARTS IMPACT LESSON PLANNING FORMAT

Transcription

1 ARTS IMPACT LESSON PLANNING FORMAT Arts Discipline: Visual Arts, Science and Writing Grade 4 Title: Plaster Casts of Natural Objects Level: Author: Chris Lirhus with Beverly Harding Buehler at Parkwood Elementary Enduring Understanding: Applying artistic and scientific observation of shape and texture can communicate surface feel through drawings, sculpture and words. Examples: Creates a contour drawing showing the external shape and internal details of an observed object Target Learnings and Assessment Criteria Replicates the actual surface of a natural object in clay and plaster. Uses observation to record the shape, details and sort shapes. Creates a contour drawing showing the external shape and internal details of an observed object and sorts according to like shapes. Describes actual texture. Uses specific words that describe how a surface feels. Creates a plaster cast as a bas relief/clay mold. Replicates the actual surface of a natural object in clay and plaster with height, width and depth. Instructional Strategies Material Prep: variety of leaves no larger than 5.5 in. to fit in 6 in. clay block. Refrigerate leaves between sessions (do not freeze). You will want a parent volunteer to assist in pouring plaster into trays. 1. Discusses the importance of observational drawing in both science and art. (Botanical illustrations/field journals.) Explains how scientists use observations to categorize the natural world and that artists use these same observational skills to inform their artwork. 2. Demonstrates contour drawing while students observe. Prompt: Select a plant and practice accurate contour drawings. Prompt: Allow your eye to direct your drawing tools as you follow the exterior contour of the object. Place pencil at top of page and focus eyes on top of leaf. Move eyes and pencil at same rate. Keep eyes most of time on leaf and check occasionally on drawing. Record the patterns of line and shape that create the textures that form the interior details of the object. Now let s practice sorting all of our drawings or objects into groups to see if we can sort the like shapes and textures. Embedded Assessment: Criteria-based Peer Assessment (in groups) (Examples shown to class using document camera.) 3. Defines actual texture. Prompt: Let s generate a list of specific words that describe how natural objects feel. We ll want to go beyond just rough and smooth to see if we can find the descriptive words that give the reader a clear sense of the surface of each object. As writers, we want to use specific words 1

2 that communicate the feel of a surface to the reader. Discusses how scientists categorize natural objects by actual texture. Embedded Assessment: Criteria-based Peer Assessment (Compares with partner) 4. Creating bas relief of leaves. Do relief process in two steps (half class) so that excess clay from group 1 can be given to group 2. Press leaf into clay and trace contour of the leaf. Scoop out (carve) shape of leaf a minimum of one in. in depth. This helps prevent breakage when removing cast from mold. Draw in the main veins of leaf. Cut off excess clay to one in. from leaf edge. Mix plaster with water to a pancake batter consistently in small batches (4-6 students). Place molds on trays (with sides) to prevent spillage and minimize breakage while moving Pour plaster and allow two days to dry fully. Student: Observes and discusses the techniques associated with each stage of making a clay mold and casting the plaster. 5. Lead an effective compare and contrast of observational drawing and plaster casts. Discuss which represent actual shape and texture of leaf. Embedded Assessment: Criteria-based Peer Assessment (in groups) Student examples shown to class. 6. Prepares students and makes connections to upcoming study trip to Olympic Sculpture Park. Prompts: You ve begun the first steps to creating a sculpture. We ll be going to the Olympic Sculpture Park. When we arrive I ll want you to think about all the surfaces various artists have used on their sculptures. 2

3 Vocabulary actual texture bas relief botanical illustration clay block clay mold contour drawing hardened cast interior detail natural objects observational drawing plaster cast Resources: Historical Art Mark Dion, Seattle Vivarium, Olympic Sculpture Park, Seattle Art Museum Scheduled Study Visit: Visual Arts Materials sketch paper drawing pencil clay plaster buckets water plastic wire hooks skewers kitchen utensils popsicle stick cardboard string WA Essential Learnings and GLEs AEL 1.1 concepts: actual texture descriptive words AEL 1.2 skills and techniques: contour drawing ceramic texture techniques plaster cast Writing and Science GLEs Science Understands how to use properties to sort natural and manufactured materials and objects Grade 4: Identifies, describes, and sorts objects and materials using observed physical properties such as....shape... texture... Writing Elaborates using specific details and/or examples Grade 4: Selects details relevant to the topic to elaborate: uses specific words and phrases, descriptions and examples 3

4 Arts Discipline: Visual Arts, Science and Writing Grade 4 Title: Plaster Casts of Natural Objects Level: Author: Chris Lirhus with Beverly Harding-Buehler Students SCIENCE/VISUAL ART Observation Creates a contour drawing showing the external shape and internal details of an observed object and sorts according to like shapes WRITING Descriptive Language Uses specific words that describe how a surface feels VISUAL ART Technique: Clay Mold/ Plaster Casting Replicates the actual surface of a natural object in clay and plaster with height, width and depth SCIENCE Categorization Categorizes various natural shapes Total Points 4 Total Percentage 4

5 Teacher Comments Were there any students especially challenged by concepts in the lesson; what instructional strategies helped these students? Were there lesson dynamics that helped or hindered learning? What classroom management techniques supported student learning? Other comments: Family Communication: Volunteer for pouring (especially) is a huge help. Mandatory. Key Thoughts in Communication to Family: The students created a contour drawing showing the external shape and internal details (patterns of line and shape) of an observed object. They sorted their drawings according to like shapes. Students used specific words that describe how a surface feels using descriptive language. They replicated the actual surface of a natural object in clay and plaster with height, width and depth, called bas relief. 5