{"id":65,"date":"2017-11-13T16:51:14","date_gmt":"2017-11-13T16:51:14","guid":{"rendered":"http:\/\/brennanfruge.com\/virtues\/?page_id=65"},"modified":"2017-12-06T18:25:09","modified_gmt":"2017-12-06T18:25:09","slug":"lesson-two-animal-archetypes","status":"publish","type":"page","link":"https:\/\/brennanfruge.com\/virtues\/lesson-two-animal-archetypes\/","title":{"rendered":"2. Clay Slabs \/ Animal Archetypes"},"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 color, shape, and lines can be used to represent ideas
\n\u2022<\/strong>\u00a0 \u00a0drawing and painting techniques 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<\/strong><\/p>\n

The students will need to make slabs during this lesson so they have time to dry before the next lesson, so to begin class the teacher will play a video demonstration of clay wedging and slab making techniques.\u00a0 The video is titled Unit of Study: Virtues – Demo 1<\/em> and can be found here<\/a>.\u00a0 (10 minutes)<\/span><\/p>\n

Each student should make two slabs, roughly 12″ in diameter and 1\/4″ inch thick.\u00a0 Distribute pre-measured 1lb portions of clay to each student.\u00a0 Students should begin by wedging their clay.\u00a0 Provide assistance as needed.\u00a0 As students are wedging, visit with each student to ensure that they brought their list of five virtues from their own communities.\u00a0 (5 minutes)<\/span><\/p>\n

After the clay is wedged the students will begin making their slabs.\u00a0 Even after viewing the demonstration video, the students will need a lot of hands on instruction.\u00a0 Move amongst the students providing instructions and repeated demonstrations as needed.\u00a0 Once the slabs are completed, place them all on boards and set them aside to begin drying.\u00a0 (10 minutes)<\/span><\/p>\n

At the end of the last class, every student was asked to bring in a list of five virtues from their own communities.\u00a0 Instruct the students that they are to pick one of those five virtues to investigate further, and that they will need to choose an animal that best represents that virtue to them.\u00a0 The animal can be real, mythological, or completely fabricated but the students will be required to justify their decision and and explain how the animal they chose symbolizes their virtue.\u00a0 Next, the students will begin preparation sketches of their chosen animal.\u00a0 They can use any drawing medium they wish.\u00a0 As they are drawing, explain how the clay slabs they made will be used to create a sculpture of that animal, composed of hard slab pieces.\u00a0 \u00a0As the students are drawing they should be thinking about how they can create their animal using only hard slab shapes.\u00a0 Encourage them to use this drawing exercise as a way to “map out” the forms for their animal sculpture.\u00a0 Show the students an animal sketch and clay slab sculpture completed ahead of time.\u00a0 Examples can be found here<\/a> and here<\/a>.\u00a0 The students may not be able to finish their animal drawings in class.\u00a0 Inform the students their animal sketches will need to be completed before the next class so they should take them home and work on them if necessary. (45 minutes)<\/span><\/p>\n

With 20 minutes left in class have the students divide up into informal groups of two or three students each to share and discuss their choice of virtue, animal archetype, and their drawing progress so far.\u00a0 Encourage the students to give their peers constructive feedback.\u00a0 Move amongst the groups and provide prompts and constructive feedback as needed.\u00a0 (15 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 Ask the students to help return any supplies they used to their proper locations.\u00a0 Remind them that their animal drawings are due before next class.\u00a0 (5 minutes)<\/span><\/p>\n

1. Introduction\/Motivation<\/strong>
\nBegin by showing the YouTube video demonstrating clay wedging and slab making techniques.\u00a0 Play it twice if necessary.
\n2. Guided Practice<\/strong>
\nWhy do we wedge clay?\u00a0 What are some things to remember when creating slabs.\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? What animals might serve as an appropriate symbol of this virtue?
\n3. Independent Practice<\/strong>
\nStudents will practice the ram’s head method of wedging clay. Students will use throwing and rolling to create clay slabs.\u00a0 Students will use pencil, pen, markers, charcoal, or pastel to create drawings of animals representing virtues.
\n4. Closure<\/strong>
\nNear the end of class students will be encouraged to split up into groups of two or three to share their chosen virtue, their animal archetype, and progress on their animal drawing.\u00a0 Students will give and receive constructive feedback from their classmates and the teacher.
\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. 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 clay slabs and animal drawings created during class and the list of virtues that the students bring to class will serve as summative assessment. The 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 list of virtues that the students bring to class will demonstrate that they are able to identify virtues that are valued and promoted in their communities today.<\/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

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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