{"id":190,"date":"2017-12-06T11:29:12","date_gmt":"2017-12-06T11:29:12","guid":{"rendered":"http:\/\/brennanfruge.com\/virtues\/?page_id=190"},"modified":"2017-12-07T01:40:19","modified_gmt":"2017-12-07T01:40:19","slug":"score-and-slip-animal-assembly","status":"publish","type":"page","link":"https:\/\/brennanfruge.com\/virtues\/score-and-slip-animal-assembly\/","title":{"rendered":"3. Score & Slip \/ Animal Assembly"},"content":{"rendered":"

Grade Level<\/strong><\/p>\n

Grades 9-12, 90 Minutes<\/span><\/p>\n

Rationale<\/strong><\/p>\n

Every society and subset of society has their own virtues. Through this unit of study, students will learn what virtues their communities value and promote, allowing the students to assess whether their own personal beliefs align with these virtues. If they do, then students can move forward as a confident and engaged member of their own community and strive to cultivate these virtues in their own life. If their community\u2019s virtues do not align with their beliefs, they will be encouraged to seek out or develop their own set of virtues to guide them as they progress through life.<\/span><\/p>\n

In this unit of study, students will also work to develop their abstract thinking skills through the creation of symbols based off abstract concepts. Highly developed abstract thinking helps students to more easily process complex ideas and to use theories or metaphors to solve problems. <\/span><\/p>\n

Key Concepts<\/strong><\/p>\n

\u2022<\/strong>\u00a0 \u00a0every society and subset of society has their own virtues
\n\u2022<\/strong>\u00a0 \u00a0virtues are context specific and highly situational
\n\u2022<\/strong>\u00a0 \u00a0virtues are an abstract concept often communicated through visual symbols in art
\n\u2022<\/strong>\u00a0 \u00a0animals have agreed upon associations that help them serve as visual representations of abstract concepts
\n<\/span><\/p>\n

Essential Questions<\/strong><\/p>\n

1. Why does my community value and promote these virtues?
\n2. How do we communicate the idea of a virtue to individuals in communities other than our own?
\n<\/span><\/p>\n

Objectives\u00a0<\/span><\/strong>
\n
\n\u2022\u00a0 \u00a0<\/strong>The student will be able to identify virtues that are valued and promoted in their communities today by interviewing friends and family and generating a list of their own virtues.
\n\u2022\u00a0 \u00a0<\/strong>The student will be able to design and construct a sculpture that serves as a visual symbol of one virtue, of their choosing.<\/span><\/p>\n

Specific Art Content<\/strong><\/p>\n

\u2022<\/strong>\u00a0 \u00a0art can be used as a form of communication
\n\u2022\u00a0\u00a0<\/strong> combinations of shape and form can be used to represent ideas
\n\u2022<\/strong>\u00a0 \u00a0sculpture can be used for self-expression and communication<\/span><\/p>\n

Resources and Materials<\/strong><\/p>\n

computer, projector, large screen, demonstration video, sketchbooks, pencils, colored pencils, pens, markers, charcoal, pastel, clay slabs,\u00a0 clay tools, small paintbrushes<\/span><\/p>\n

Instruction and Its Sequencing:\u00a0 Day 1<\/strong><\/p>\n

This lesson will cover two days of classes.\u00a0 The first half of this lesson will consist of a demonstration video on score and slip techniques and cutting out slab shapes, after which students will begin working on their clay animal sculpture.\u00a0 During the second half\/second day of the lesson the students will continue to work on their animal sculptures.\u00a0 Depending on the pace at which the students work on their sculptures, another day may need to be added to allow them enough time to finish in class.<\/span><\/span><\/p>\n

The teacher will begin class by asking all of the students to retrieve their animal archetype drawings.\u00a0 These drawings should have been completed before the start of class.\u00a0 Next, play the demonstration video covering score & slip techniques and cutting slabs into shapes.\u00a0 The video is titled Unit of Study: Virtues – Demo 2<\/em> and can be found here<\/a>.\u00a0 (10 minutes)<\/span><\/p>\n

Once the video is completed, discuss the requirements for the final project for this lesson, the clay animal sculpture.\u00a0 The sculpture should be no bigger than 8″ x 5″ x 6″ and no smaller than 6″ x 4″ x 3″.\u00a0 It must be composed of shapes cut out from a hard clay slab, but the students can use other hand-building methods to modify or add to it once the sculpture is completely assembled.\u00a0 Share the rubric for the final assignment with the students.\u00a0 The rubric can be found here<\/a>.\u00a0 (10 minutes)<\/span><\/p>\n

Instruct the students to retrieve the slabs they made during the previous class.\u00a0 The slabs will have dried enough to work with, but will need to be kept covered after that until they are ready to be used.\u00a0 Each student will likely need at least two slabs, roughly 12″ in diameter.\u00a0 Encourage the students to draw the shapes they wish to cut out on a piece of paper first and then transfer it to the clay slab.\u00a0 Move among the students and verify that they are scoring and slipping their pieces correctly.\u00a0 Provide further instruction and assistance as necessary.\u00a0 (65 minutes)<\/span><\/p>\n

When there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 \u00a0All of the in-progress sculptures will need to be covered in plastic trash bags and stored securely.\u00a0 Ask the students to help return any supplies they used to their proper locations.\u00a0 Inform them that we will continue working on this assignment during the next class.\u00a0 (5 minutes)<\/span><\/p>\n

1. Introduction\/Motivation<\/strong>
\nBegin by showing the YouTube video demonstrating score & slip, and cutting slabs into shapes.\u00a0 Play it twice if necessary.
\n2. Guided Practice<\/strong>
\nWhat does score and slip mean?\u00a0 What is the best way to cut out shapes from a hard clay slab?\u00a0 What are some of the virtues that your community values and promotes?\u00a0 Which virtue did you choose to investigate further? Why did you choose this virtue?\u00a0 What animal did you choose as a symbol of this virtue?\u00a0 Why did you choose this animal?
\n3. Independent Practice<\/strong>
\nStudents will practice the cutting out shapes from a hard clay slab and connecting them by scoring them and applying slip.\u00a0 Students will use this method to complete a sculpture of an animal of their choosing that symbolizes a virtue valued and promoted in their community.
\n4. Closure<\/strong>
\nWhen there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 All of the in-progress sculptures will need to be covered in plastic trash bags and stored securely.\u00a0 Ask the students to help return any supplies they used to their proper locations.\u00a0 Inform them that we will continue working on this assignment during the next class.
\n5. Formative Evaluation<\/strong>
\nThe guided practice questions listed in section 2 above will serve as formative evaluation. If the students are unable to answer these questions, then they will need to be rephrased or simplified in a way that allows the students to demonstrate that learning is taking place.\u00a0 If a student is not clear on what they should be doing, the teacher will sit with them on an individual or small group basis and re-demonstrate the tasks that are required for the day\u2019s lesson.
\n6. Classroom Management Procedures<\/strong>
\nStudents should be encouraged to raise their hand before speaking. Do not allow students to speak when the teacher is speaking. Encourage questions and answers that contribute to the subject being discussed. Walk around the room while students are working to offer assistance and encouragement. Monitor conversations at the art tables. Do not allow students to use art materials improperly.<\/span><\/p>\n

Instruction and Its Sequencing:\u00a0 Day 2<\/strong><\/p>\n

Begin class by instructing all of the students to retrieve their in progress sculptures.\u00a0 This day will be devoted entirely to working on this final project.\u00a0 \u00a0Move among the students providing instructions, demonstrations, and feedback as needed.\u00a0 (85 minutes)<\/span><\/p>\n

When there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 \u00a0All of the in-progress sculptures will need to be covered in plastic trash bags and stored securely.\u00a0 Ask the students to help return any supplies they used to their proper locations.\u00a0 Inform them that we will continue working on this assignment during the next class.\u00a0 (5 minutes)<\/span><\/p>\n

1. Introduction\/Motivation<\/strong>
\nBegin class by instructing all of the students to retrieve their in progress sculptures.\u00a0 This day will be devoted entirely to working on this final project.
\n2. Guided Practice<\/strong>
\nHow can we create an animal form with simplified geometric shapes?\u00a0 How do these design constraints affect your choices as an artist.\u00a0 Which virtue did you choose to investigate further?\u00a0 Why did you choose this virtue?\u00a0 What animal did you choose as a symbol of this virtue?\u00a0 Why did you choose this animal?
\n3. Independent Practice<\/strong>
\nStudents will practice the cutting out shapes from a hard clay slab and connecting them by scoring them and applying slip.\u00a0 Students will use this method to complete a sculpture of an animal of their choosing that symbolizes a virtue valued and promoted in their community.
\n4. Closure<\/strong>
\nWhen there are only five minutes left in class, it is time to clean up \u2013 instruct the students to stop working, and begin cleaning up.\u00a0 All of the in-progress sculptures will need to be covered in plastic trash bags and stored securely.\u00a0 Ask the students to help return any supplies they used to their proper locations.\u00a0 Inform them that we will continue working on this assignment during the next class.
\n5. Formative Evaluation<\/strong>
\nThe guided practice questions listed in section 2 above will serve as formative evaluation. If the students are unable to answer these questions, then they will need to be rephrased or simplified in a way that allows the students to demonstrate that learning is taking place.\u00a0 If a student is not clear on what they should be doing, the teacher will sit with them on an individual or small group basis and re-demonstrate the tasks that are required for the day\u2019s lesson.
\n6. Classroom Management Procedures<\/strong>
\nStudents should be encouraged to raise their hand before speaking. Do not allow students to speak when the teacher is speaking. Encourage questions and answers that contribute to the subject being discussed. Walk around the room while students are working to offer assistance and encouragement. Monitor conversations at the art tables. Do not allow students to use art materials improperly.<\/span><\/p>\n

Summative Assessment and Evaluation<\/strong><\/p>\n

The animal drawings and the clay forms created during class will serve as summative assessment for the days activities.\u00a0 The clay forms and drawings will demonstrate that the students are able to relate the abstract concept of virtues to concrete visual symbols and that they are able to use these symbols to create art. The students will also be given a rubric to guide them and to encourage self-evaluation as they create their sculptures.\u00a0 The rubric will be used to grade the final versions of the animal sculpture assignment as well.\u00a0 That rubric can be found here<\/a>.<\/span><\/p>\n

References and Resources<\/strong><\/p>\n

demonstration video<\/span><\/a><\/span><\/p>\n

Aristotle, ., Ross, W. D., & Brown, L. (2009). The Nicomachean ethics. Oxford: Oxford\u00a0 University Press.<\/span><\/p>\n

 <\/p>\n

Art TEKS<\/strong><\/p>\n

\u2022\u00a0\u00a0<\/strong>117.111 (b)(1)(A) \u2013 explore ideas from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art;
\n\u2022\u00a0\u00a0<\/strong>117.111 (b)(2)(A) \u2013 integrate ideas drawn from life experiences to create original works of art;
\n\u2022\u00a0\u00a0<\/strong>117.111 (b)(2)(C) \u2013 produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials.
\n\u2022\u00a0\u00a0<\/strong>117.111 (b)(3)(A) \u2013 identify simple main ideas expressed in artworks from various times and places;
\n<\/span><\/p>\n

National Art Standards<\/strong><\/p>\n

\u2022\u00a0\u00a0<\/strong>Anchor Standard #1. Generate and conceptualize artistic ideas and work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #6. Convey meaning through the presentation of artistic work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #7. Perceive and analyze artistic work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #8. Interpret intent and meaning in artistic work.
\n\u2022\u00a0\u00a0<\/strong>Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
\n<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Grade Level Grades 9-12, 90 Minutes Rationale Every society and subset of society has their own virtues. Through this unit of study, students will learn what virtues their communities value and promote, allowing the students to assess whether their own personal beliefs align with these virtues. If they do, then students can move forward as … <\/p>\n

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