SWBAT identify the importance of African American Slavery within ceramic history.
SWBAT identify different types of ceramic techniques.
SWBAT use ceramic techniques to create their own, unique Face Jug/Ugly Jug.
Day 1: Students receive a reading (CCSS) that gives them a basic overview of clay and how it is used effectively. They complete an activity that reaffirms their learning while reading.
Day 2: Students participate in a presentation about African American Slavery and the connection to Ugly Jugs/Face Jugs. I use Prezi to do this. This prezi should also include different clay techniques for basic review. Students also take this information and with the remaining time, begin planning out their ideas on paper so that they can have a clear idea of where to go.
View my Prezi here:
http://prezi.com/9c6rpavze-r_/8th-grade-face-jugs/
Day 3: Students participate in a demonstration during which students lead the teacher through the steps such as coils, slabs, and pinch. Students help the teacher while the teacher instructs them of the first half of the project - building the vessel. (Slab based, coils to build it up.) Rather than spend time on the details of the Ugly Jug, start with this first to give students a sense of control and understanding (not overwhelm).
Day 4: Quiz, yes a quiz. To review the rules and procedures when using clay; to show understanding of the unit; and to draw connections between American history and ceramic art. At the end of the class, check the quiz together.
Day 5: Students get their clay and begin making their bases. Students can advance to coil making but because this is their first time using clay, it is typically a slow going process.
Day 6-8: Students continue making coils and building their project, smoothing the coils over every 3-4 layers. On day eight, have students smooth and prepare the clay for adding details.
Day 9: Students are presented with tricks and tips for making the details of a ceramic face jug. Using pinch pottery and other tools, students learn how to add eyes, noses and mouths. To keep it transparent, I let students know I am looking for a creative and unique project but because it must have a face, one eye, nose and mouth must be recognizable & three dimensional.
Day 10-12: Students add details of their ceramic face jug.
Day 13: Critique and grading (I do self, peer and teacher grading). I approach decorating the clay objects as an entirely new unit focusing on planning, craftsmanship and the different areas of decorating ceramics.
I use a consistent form of assessment aligned with standards and rubrics. The rubric attached shows is set up so that students can review it ahead of time, goal set and when a project is completed, students self-assess, peer-assess and write written responses prompted by essential questions.
This unit was new this year and it has been a huge success (just look at the pictures). It creates a great platform to discuss copyright issues and why art classrooms [should] steer away from the use of logos and other copyrighted images when doing project (the previous teacher loved doing this and they put up a fight when I came).
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