Section III: Unit Standards, Goals, and Objectives
1. Goals and objectives are appropriate and aligned with State Content Standards,Literacy and Numeracy, 21st Century Skills.
With the standards in mind the main goal and objective of this unit is to provide students with the skills to work with clay in order to make two hand built projects while learn problem-solving skills. The students will also gain the understanding of the importance of planning. Through this process the students are provided an avenue to develop their own studio work ethic and artistic process. In alignment with the standards, the goals are providing an avenue for the students to discover the traditional material of clay as well as reflecting on their own projects and process, which is required for art standards 2.1 and 3.2. On top of the objectives being aligned with the State Content Standards, there are also objectives written and aligned with Literacy/Numeracy and 21st Century Skills.
2. Goals and objectives are clearly stated.
In each lesson and the unit plan all objectives are very clearly stated within the AED Lesson Plans. The students are provided with learning targets/objectives on the projector upon entering the classroom. As a class we review these targets before beginning the lesson so students know where we are and where we are heading.
3. Literacy (speaking, writing, reading, or listening), numeracy, 21st Century Skills, and technology are addressed by at least one goal and/or objective.
During this unit students will practice Literacy, Numeracy, and Technology. Before starting on their plans for each project students will have to look for inspiration by doing some research on both Coil Pots and Hard Slab Pottery using their laptops and or smart phones and accessing the sources they find (literacy standard in lesson one). The images they find for inspiration are put into a word document that we print out for each student to put in their pottery binders for easy access. We also learn pottery terminology through a crossword puzzle activity. After completing their project they will practice numeracy in evaluating themselves according to each criteria on the rubric for each specific assignment (numeracy standards used for each assignment). Further Literacy is practiced in giving constructive criticism during a class critique after completing the Coil Pot project. These rubrics with the grade they think they should get are to be turned in with their project. The technology in this unit is having students utilize their laptops for research and learning traditional technology in clay tools, as well as more recent techniques in working with clay. The 21st Century Skills are also clearly stated and can be seen in the UBD plan located in the last section and in each lesson, which are posted in the Instruction & Management Plan.
4. Objectives addressed higher order thinking skills.
Higher order thinking is addressed in this unit focusing on the importance of and application of research in other avenues. I also address why reflecting and critiquing our work whether it is artwork, papers/essays, or even a task at work is important to improve on later projects. Some of the specific questions addressed or ask during this unit are: What are the possibilities and limitations with hand building clay and why are cooperative decisions important to experience? The objectives that address higher order thinking are listed below.
5. Objectives allow students various means to demonstrate proficiency.
The objectives allow students to demonstrate proficiency in their skills and knowledge even if clay is not their forte. Through reflection on their projects, grading their own work, sharing and giving feedback during critique, and during studio time in one on one check ins. All objectives are set in a way that allows for different skill levels. The project techniques are decided but students have freedom to adjust to their skill level by deciding on a simple design in comparison to a more complex or challenging design with guidance from myself to help create the most successful outcome for each student. For example, “Students will be able to create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and build on their own personal creative philosophy/process.” This allows students to have free rain on their projects design and creation as long as it is made out of clay coils.
With the standards in mind the main goal and objective of this unit is to provide students with the skills to work with clay in order to make two hand built projects while learn problem-solving skills. The students will also gain the understanding of the importance of planning. Through this process the students are provided an avenue to develop their own studio work ethic and artistic process. In alignment with the standards, the goals are providing an avenue for the students to discover the traditional material of clay as well as reflecting on their own projects and process, which is required for art standards 2.1 and 3.2. On top of the objectives being aligned with the State Content Standards, there are also objectives written and aligned with Literacy/Numeracy and 21st Century Skills.
2. Goals and objectives are clearly stated.
In each lesson and the unit plan all objectives are very clearly stated within the AED Lesson Plans. The students are provided with learning targets/objectives on the projector upon entering the classroom. As a class we review these targets before beginning the lesson so students know where we are and where we are heading.
3. Literacy (speaking, writing, reading, or listening), numeracy, 21st Century Skills, and technology are addressed by at least one goal and/or objective.
During this unit students will practice Literacy, Numeracy, and Technology. Before starting on their plans for each project students will have to look for inspiration by doing some research on both Coil Pots and Hard Slab Pottery using their laptops and or smart phones and accessing the sources they find (literacy standard in lesson one). The images they find for inspiration are put into a word document that we print out for each student to put in their pottery binders for easy access. We also learn pottery terminology through a crossword puzzle activity. After completing their project they will practice numeracy in evaluating themselves according to each criteria on the rubric for each specific assignment (numeracy standards used for each assignment). Further Literacy is practiced in giving constructive criticism during a class critique after completing the Coil Pot project. These rubrics with the grade they think they should get are to be turned in with their project. The technology in this unit is having students utilize their laptops for research and learning traditional technology in clay tools, as well as more recent techniques in working with clay. The 21st Century Skills are also clearly stated and can be seen in the UBD plan located in the last section and in each lesson, which are posted in the Instruction & Management Plan.
4. Objectives addressed higher order thinking skills.
Higher order thinking is addressed in this unit focusing on the importance of and application of research in other avenues. I also address why reflecting and critiquing our work whether it is artwork, papers/essays, or even a task at work is important to improve on later projects. Some of the specific questions addressed or ask during this unit are: What are the possibilities and limitations with hand building clay and why are cooperative decisions important to experience? The objectives that address higher order thinking are listed below.
- SWBAT create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and begin to develop their own personal creative philosophy/process.
- SWBAT reflect on their experience and provide feedback and tips for their peers to start the hand building section of the class next.
- SWBAT reflect and analyze their project to make final decisions on their project and grade themselves according to the rubric for coil pots using the point system provided on the rubric.
- 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.
- SWBAT reflect and analyze each project to provide positive feedback through both logical thinking and rhetoric.
- 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.
5. Objectives allow students various means to demonstrate proficiency.
The objectives allow students to demonstrate proficiency in their skills and knowledge even if clay is not their forte. Through reflection on their projects, grading their own work, sharing and giving feedback during critique, and during studio time in one on one check ins. All objectives are set in a way that allows for different skill levels. The project techniques are decided but students have freedom to adjust to their skill level by deciding on a simple design in comparison to a more complex or challenging design with guidance from myself to help create the most successful outcome for each student. For example, “Students will be able to create a hand built vessel out of clay coils that provides evidence in understanding the process of clay and build on their own personal creative philosophy/process.” This allows students to have free rain on their projects design and creation as long as it is made out of clay coils.