LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY
Name:____Megan Tilley____________Date:______2/26/15 Periods 5 & 7
Unit Essential Question: Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you? What have you learned about your creative process and what you can create with clay?
Lesson Topic:_ Coil Vessel Critique _____Class:___Pottery: Periods 5 & 7_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson practices a nurturing pedagogy to support all students learning and provide all students equal access to knowledge that is learned. This means students will help teach each other what they learn and create an even stronger enculturation and equal access environment. As a democratic society and culture in this class students help teach their peers by providing them with the knowledge they learn during the throwing or hand-building, this information is exchanged between groups when the two groups switch after spring break.
STANDARDS (www.cde.state.com)
Content:
2.1: Reflective strategies are used to understand the creative process.
2.2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
3.2: assess and produce art with various materials and methods.
Literacy and Numeracy:
1. Think critically, analyze evidence, evaluate risks, and understand logical arguments.
2. Use logic and rhetoric to analyze and critique ideas.
3. Employ standard English language properly and fluently in reading, writing, listening, and speaking.
Democracy and 21st Century Skills:
1. Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
2. Cooperate for a common purpose.
OBJECTIVES
Content:
SWBAT participate in the class critique where we will analyze and reflect on the project providing positive feedback to peers as well as receiving positive feedback from peers to gain further knowledge on where we can improve.
Literacy and Numeracy:
SWBAT reflect and analyze each project to provide positive feedback through both logical thinking and rhetoric.
SWBAT critically grade their work according to the rubric for the coil pot project, which is to be turned in with the coil vessel.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to participate in the critique while further analyzing the whole experience for the purpose of cooperating to derive tips for the next group to do the hand-building unit after spring break.
ASSESSMENTS
What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of coil vessel graded on the rubric criteria.
Participation in critique.
Literacy and Numeracy:
Class discussion and compilation of tips and suggestions for their peers.
Self-grade project according to the rubric.
Democracy and 21st Century Skills:
Completion of coil vessel on time.
KEY VOCABULARY
Content
Coil vessel, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics, Analysis
Democracy and 21st Century Skills
any pottery terms we have used that apply to coil vessel project.
HIGHER ORDER QUESTIONS – for this lesson
Content
Why are there limitations to clay during your coil building process?
How has your creative process changed or developed through this project?
What new things have you learned about yourself?
Literacy and Numeracy
What would you recommend to someone doing this project after you?
What have you learned about your creative process and what you can create with clay?
Democracy and 21st Century Skills
Why is time management an important skill to learn and master?
What would you recommend to someone doing this project after you?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
10 minutes to gather projects and hand out sodas.
Pre-Assessment
Check in with class on where they are. Better to start the critique earlier or later?
Building Background
Link to Experience: Link to last project….. What did you learned that was different from the last project to working with clay coils? How does the clay act differently or is it the same? What are some key things to remember when working with clay as it hardens?
Link to Learning: How can you apply what you have learned to this project? Will it change or influence your design for the next project?
Activity Name In Progress Critique
Instructional Input Includes:
Discussion, Peer feedback
Models of Teaching:
Cooperative learning and discussion
SIOP Techniques:
discussion.
Checking for Understanding:
Get feedback during critique and compile tips for next group.
Accommodations, Modifications, and Student Adjustments
Provide a small discussion area where we can all hear each other well and are in close proximity. (Around the white table in the front of the classroom).
Review and Assessments of All Objectives
Content:
SWBAT participate in the class critique where we will analyze and reflect on the project providing positive feedback to peers as well as receiving positive feedback from peers to gain further knowledge on where we can improve.
Literacy and Numeracy:
SWBAT reflect and analyze each project to provide positive feedback through both logical thinking and rhetoric.
SWBAT critically grade their work according to the rubric for the coil pot project, which is to be turned in with the coil vessel.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to participate in the critique while further analyzing the whole experience for the purpose of cooperating to derive tips for the next group to do the hand-building unit after spring break.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Finalize the students’ list of tips for their classmates who will start this unit after spring break.
Next Step
You will start your hard slab projects, either air plant pot or functioning clock, on Monday. So come ready with ideas and three sketches.
Name:____Megan Tilley____________Date:______2/26/15 Periods 5 & 7
Unit Essential Question: Why are there limitations to clay during your coil building process? What would you recommend to someone doing this project after you? What have you learned about your creative process and what you can create with clay?
Lesson Topic:_ Coil Vessel Critique _____Class:___Pottery: Periods 5 & 7_
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission – the 4-Part Agenda for Education in a Democracy
EQUAL ACCESS ENCULTURATION NURTURING PEDAGOGY STEWARDSHIP
To Knowledge In Democratic Society Safe and Caring for All of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson practices a nurturing pedagogy to support all students learning and provide all students equal access to knowledge that is learned. This means students will help teach each other what they learn and create an even stronger enculturation and equal access environment. As a democratic society and culture in this class students help teach their peers by providing them with the knowledge they learn during the throwing or hand-building, this information is exchanged between groups when the two groups switch after spring break.
STANDARDS (www.cde.state.com)
Content:
2.1: Reflective strategies are used to understand the creative process.
2.2: A personal philosophy of art is accomplished through use of sophisticated language and studio art processes.
3.2: assess and produce art with various materials and methods.
Literacy and Numeracy:
1. Think critically, analyze evidence, evaluate risks, and understand logical arguments.
2. Use logic and rhetoric to analyze and critique ideas.
3. Employ standard English language properly and fluently in reading, writing, listening, and speaking.
Democracy and 21st Century Skills:
1. Manage time effectively while generating, evaluating, and implementing new ideas and novel approaches.
2. Cooperate for a common purpose.
OBJECTIVES
Content:
SWBAT participate in the class critique where we will analyze and reflect on the project providing positive feedback to peers as well as receiving positive feedback from peers to gain further knowledge on where we can improve.
Literacy and Numeracy:
SWBAT reflect and analyze each project to provide positive feedback through both logical thinking and rhetoric.
SWBAT critically grade their work according to the rubric for the coil pot project, which is to be turned in with the coil vessel.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to participate in the critique while further analyzing the whole experience for the purpose of cooperating to derive tips for the next group to do the hand-building unit after spring break.
ASSESSMENTS
What is your evidence of achieving each objective? How will students know and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Completion of coil vessel graded on the rubric criteria.
Participation in critique.
Literacy and Numeracy:
Class discussion and compilation of tips and suggestions for their peers.
Self-grade project according to the rubric.
Democracy and 21st Century Skills:
Completion of coil vessel on time.
KEY VOCABULARY
Content
Coil vessel, Rubric, Creative process, Score & Slip, Extruder, Slab
Literacy and Numeracy
Aesthetics, Analysis
Democracy and 21st Century Skills
any pottery terms we have used that apply to coil vessel project.
HIGHER ORDER QUESTIONS – for this lesson
Content
Why are there limitations to clay during your coil building process?
How has your creative process changed or developed through this project?
What new things have you learned about yourself?
Literacy and Numeracy
What would you recommend to someone doing this project after you?
What have you learned about your creative process and what you can create with clay?
Democracy and 21st Century Skills
Why is time management an important skill to learn and master?
What would you recommend to someone doing this project after you?
LESSON FLOW
This is the actual planning of the lesson activities.
Anticipatory Set – Purpose and Relevance
10 minutes to gather projects and hand out sodas.
Pre-Assessment
Check in with class on where they are. Better to start the critique earlier or later?
Building Background
Link to Experience: Link to last project….. What did you learned that was different from the last project to working with clay coils? How does the clay act differently or is it the same? What are some key things to remember when working with clay as it hardens?
Link to Learning: How can you apply what you have learned to this project? Will it change or influence your design for the next project?
Activity Name In Progress Critique
Instructional Input Includes:
Discussion, Peer feedback
Models of Teaching:
Cooperative learning and discussion
SIOP Techniques:
discussion.
Checking for Understanding:
Get feedback during critique and compile tips for next group.
Accommodations, Modifications, and Student Adjustments
Provide a small discussion area where we can all hear each other well and are in close proximity. (Around the white table in the front of the classroom).
Review and Assessments of All Objectives
Content:
SWBAT participate in the class critique where we will analyze and reflect on the project providing positive feedback to peers as well as receiving positive feedback from peers to gain further knowledge on where we can improve.
Literacy and Numeracy:
SWBAT reflect and analyze each project to provide positive feedback through both logical thinking and rhetoric.
SWBAT critically grade their work according to the rubric for the coil pot project, which is to be turned in with the coil vessel.
Democracy and 21st Century Skills:
SWBAT manage their time effectively in order to participate in the critique while further analyzing the whole experience for the purpose of cooperating to derive tips for the next group to do the hand-building unit after spring break.
Closure
What will you and the students do at the end of the lesson or after a chunk of learning to synthesize, organize and connect the learning to the essential question(s)?
Finalize the students’ list of tips for their classmates who will start this unit after spring break.
Next Step
You will start your hard slab projects, either air plant pot or functioning clock, on Monday. So come ready with ideas and three sketches.
Finished Student Works
Compiled Class Feedback for Hand-building Unit
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My Thoughts & Reflection After Class
The students have been given several weeks to finish their coil vessels and as a class we voted last week to postpone the critique till my last day with them. However, this means their next assignment will be done without me here and in a more inquiry based lesson, which I think will be good for them. The critique overall went fairly well. All students participated, some more enthusiastically than others. I was able to bring in sodas for the students to enjoy during our critique. It was nice to see all the student projects together at one time and I think the students enjoyed seeing everyone’s projects. It also gave us all a break from studio and demo days.
However, during the critique I realized that these students don’t really get the full purpose of a critique or how to give a critique that is meaningful for everyone. So next time I do a class critique, I would do a practice critique first maybe using my coil pot as an example. During this practice critique I would teach the class how to give constructive feedback and show how to take constructive feedback as the artist whose piece is being critiqued. This would prove for a far more successful critique that would actually give students more feedback so that they could improve on their technique or on their next project.
This lesson was perfect for practicing cooperative learning for the greater good of all students as we took the time to not only look at everyone’s artwork as a class but also to reflect on their experience. During this reflective time we came up with tips and information that they thought were important to pass onto the next section of students to do the hand-building unit.
However, during the critique I realized that these students don’t really get the full purpose of a critique or how to give a critique that is meaningful for everyone. So next time I do a class critique, I would do a practice critique first maybe using my coil pot as an example. During this practice critique I would teach the class how to give constructive feedback and show how to take constructive feedback as the artist whose piece is being critiqued. This would prove for a far more successful critique that would actually give students more feedback so that they could improve on their technique or on their next project.
This lesson was perfect for practicing cooperative learning for the greater good of all students as we took the time to not only look at everyone’s artwork as a class but also to reflect on their experience. During this reflective time we came up with tips and information that they thought were important to pass onto the next section of students to do the hand-building unit.