RHYTHMIC BOWLS GRADE 9-12
ESSENTIAL QUESTION | What does the student need to know about rhythm, the slab-hump mold method and pedestals to design and create a rhythmic quilt pedestal bowl?
INSTRUCTIONAL GOALS AND LEARNING OUTCOMES | Students will look at various examples of pottery utilizing different shape pedestal feet. The student will then design and create a bowl using the slab-hump mold method. The slabs will be imprinted with a texture and/or pattern and draped over the hump mold. The student will create a pedestal foot using coils. The student will keep in mind rhythm and shape when designing and creating their bowl.
PA ACADEMIC STANDARDS | 9.1.12 A, 9.1.12 E, 9.1.12 H
INSTRUCTIONAL OBJECTIVES |
The student will be able to participate in discussions on examples and student artwork shown in class.
The student will be able to sketch their design of a bowl following all the requirements given.
The student will be able to create a bowl based on the sketch they drew earlier.
The student will be able to correctly explain and demonstrate each of the techniques shown in class.
The student will be able to clean up their workspace appropriately.
INSTRUCTIONAL ACTIVITIES AND PROCEDURES |
Motivation:
Uncover various "random" items on the table (CDs, instruments, artwork, dancers, et cetera) and have students guess what they all have in common. (Answer is Rhythym- a word discussed in the previous class.)
Project Process:
Go through power point. See notes on power point slides.
Give project requirements. Briefly describe steps.
Pass out paper and pencils and have students sketch ideas.
Walk around and make sure students' ideas and sketches are detailed enough and "doable".
Show everyone good ideas that other students have.
Move into ceramics studio and have students bring their sketches with them.
Encourage students to wear an apron and take off any rings/bracelets.
Gather students around the main table. Demonstrate steps- roll out a slab, press textures and patterns, cut shapes, lay on hump mold, coil base. Make sure students know the importance of slipping and scoring.
Have students write their name on the bottom of their piece.
Pass out hump molds, clay, tools, fabric and slip containers.
Walk around while students are creating.
When and/or if the bowls are hard enough to be taken off the hump mold without collapsing, carefully remove.
Closure:
Bring all bowls to large table to talk about.
Talk briefly about the process- overview, what went well, what didn't, what was hard and easy.
Talk briefly about the pieces- do they look like the sketch, do they have rhythm, do they have an asethetically pleasing shape.
Talk a little about the firing and glazing process that they will be doing the next week (motivation to come back!)
Clean-Up Procedures:
Carefully bring all bowls to one table.
Throw away all aprons/place in designated place to reuse.
Clean up clay pieces off the table and scrape off the table.
Clean up clay pieces on the floor with the dustpan and broom.
Fold up all fabric and return all tools.
Wash hands.
Hand in sketch.
Modifications and Accomations:
For gifted and special needs students, ask questions that either challenge them or are suitable for their learning level.
If a student is done early and their work is above average, move them onto the next step and/or have them help other students and/or have them add more detail to their bowl. If they are done early, they can also help collect/distribute materials.
If a student is done early and their project can still use some work, give extra encouragement, not only to them but to the whole class. Point out areas that are good as well as areas that still need to be worked on. Re-motivate all students.
If a student has behavioral problems and will not cooperate, have them be the "class helper" (without directly saying that) and give them things to keep them busy and out of trouble. Do not pay too much attention to them if attention is what they are seeking.
Accomodate students with physical needs by providing ample room for them to move around in if they need it, et cetera.
Materials:
Fabric, 2-3 pieces per table
White paper (copy paper), one per student plus extra
Clay, 4-5 lbs per student plus extra (depends on size of hump molds)
Pin tools and other ceramic tools
Newspaper
Pencils, one per student plus extra
Plastic aprons, optional for student use
Items for motivation
Items for pattern/texture
Power point equipment
Bowls for hump mold, one per student plus extra
Summative Assessment:
|
2 |
1 |
0 |
Participation in Discussions |
The student actively participates in class discussions on examples and student artwork. |
The student talks when called on and voluntarily participates some of the time. |
The student does not pay attention and/or barely participates, if at all. |
Sketch and Design |
The student has sketched a well thought out design for their bowl, utilizing all the rules and requirements will still being creative. |
The student has sketched a design for their bowl, following all/most of the rules and requirements. Design may need to be pushed further. |
The student has either sketched a design or his/her sketch is incomplete. Has not put much thought/effort in. Does not follow rules and requirements. |
Creating a Bowl |
The student has created a well thought out and executed bowl based on the design from their previous sketch. Has followed all rules and requirements. |
The student has created a decently thought out and crafted bowl that represents their original sketch. Has followed all/most of the rules and requirements. |
The student has created a bowl but it may be incomplete and/or have bad craft. Bowl does not represent the sketch. Has not followed rules and requirements. |
Techniques |
The student can correctly explain and demonstrate each of the techniques shown in class. |
The student can correctly explain and demonstrate most of the techniques shown in class with some prompting/reminders. |
The student cannot correctly explain and demonstrate the majority, if any, of the techniques shown in class. |
Clean-Up |
The student cleans up his/her space without being asked a second time. Puts supplies away in appropriate place. Helps other students clean up their areas as well. |
The student cleans up his/her area adequately. May need to be asked/reminded twice. |
The student refuses/forgets to clean up his/her area. Needs to be asked several times. Does not listen to instructions. |
Total Points = ___ x 2 = ___ / 20 = ___
* Power point and extended Summative Assessment available upon request.
* Photo releases available upon request.