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CourseName
Title:TextureTiles
3DDesign
Length:7Days
GradeLevel
9th12thgrade
EnduringUnderstanding(s):
PreparedGraduateCompetency(ies):
Artistsusetheinherentcharacteristicsandexpressivefeaturesofarttocommunicate
meaning.
(Comprehend)
Comprehend:
Makeinformedcriticalevaluationsofvisualmaterialculture,information,and
technologies
Recognize,interpret,andvalidatethatthecreativeprocessbuildsonthedevelopment
ofideasthroughaprocessofinquiry,discovery,andresearch
(Statementssummarizingimportantidea(s)andcoreprocess(es)thatarecentraltoanarttopicandhave
lastingvaluebeyondtheclassroom.Theysynthesizewhatstudentsshouldunderstandnotjustknowordo
asaresultofstudyingaparticularareaofart.Moreover,theyarticulatewhatstudentsshouldrevisitoverthe
courseoftheirlifetimesinrelationshiptoart.Thesestatementslinktwoormoreconcepts.)
Artistsanddesignersexplorematerialstomakeartinallitsforms.
(Create)
(List,inbulletform,whichPreparedGraduateLevelCompetency[ies]willbeaddressedinthislessonasit
[they]relate[s]totheenduringunderstanding[s].)
Reflect:
Recognize,compare,andaffirmthatthemakingandstudyofartanddesigncanbe
approachedfromavarietyofviewpoints,intelligences,andperspectives
Usespecificcriteriatodiscussandevaluateworksofart
Create:
Createworksofartthatarticulatemoresophisticatedideas,feelings,emotions,and
pointsofviewaboutartanddesignthroughanexpandeduseofmediaandtechnologies
Recognize,articulate,andimplementcriticalthinkinginthevisualartsby
synthesizing,evaluating,andanalyzingvisualinformation
Transfer:
Identify,compareandjustifythatthevisualartsareawaytoacknowledge,exhibitand
earnaboutthediversityofpeoples,culturesandideas
Objectives/Outcomes/LearningTargets:Studentwillbeableto...(Measurable)
(Alignedto:BloomsStandardsGLEs/and,whenappropriate,Numeracy,LiteracyandTechnology.Shouldbewrittenas:Objective.Blooms:_____Standard:_____GLE:_____.Numeracy,Literacy,
and/orTechnology)
GivendemonstrationTSWBATcreateastraightedgedslabtoactastheirtexturetile.
(Blooms:Analyze,Standard:Comprehend,GLE:1.1Visualarthasinherentcharacteristicsandexpressivefeatures,Literacy,Technology)
Using wooden slats TSWBAT roll a clay slab of even thickness to be their texture tile.
UsingclaytoolsTSWBATcreate9differenttexturesanddesignsonaclaysurface.
(Blooms:Analyze,Standard:Create,GLE:3.2Assessandproduceartwithvariousmaterialsandmethods,Technology)
(Blooms:Create,Standard:Create,GLE:3.3Makejudgmentsfromvisualmessages,Numeracy)
UsingpaintingtechniquesTSWBATdemonstratedrybrushingtoenhancethetexturaldesignsonclay .
(Blooms:Apply,Standard:Create,GLE:3.3Makejudgmentsfromvisualmessages,Technology.)
Using paint and brushes TSWBAT blend at least 2-3 different colors that match their reference.
Through a walk around, SWBAT discuss techniques and processes used to emulate texture.
(Blooms:Remembering,Standard:Reflect,GLE:2.1Reflectivestrategiesareusedtounderstandthecreativeprocess,Numeracy)
(Blooms:Evaluate,Standard:Transfer:GLE:4.2Communicationthroughadvancedvisualmethodsisanecessaryskillineverydaylife,Literacy)
PreAssessment:(HintTurnobjectivesintoquestions.)
(Thiswillneedtobedonepriortoteachingyourlesson.Outlinethemethodyouwillusetodeterminetheskill/knowledgelevelofyourstudentsbasedontheconcepts/objectivesofthelesson.Bespecificindescribingwhat
youwouldrecognizeasproficientskill/knowledge.
Whataresometechniquesusedinclaythatwehavelearnedthusfar?
Whatdostudentsknowabouttexture?Whataresomewaysyoucancreatemultipletexturesonclay?
Whatarewaysinwhichartistsbrainstorm?Whyisitimportanttobrainstorm?
Whatdoyouknowaboutpositiveandnegativespace?Whatdotheymeanandhowdotheyworkwithoneanother?
Whatarethestepsinrollingoutanevenslab?Whyshouldaslabbemadeevenly?
Whyistextureimportantin3Dart?
Accommodationsandmodifications:
(Explainspecificallyhowyouhaveaddressedtheneedsofexceptionalstudentsatbothendoftheskillandcognitivescale.Describethestrategiesyouwilluseforstudentswhoarealreadyproficientandneedgrowthbeyond
whatyouhaveplannedfortherestoftheclass,aswellasmodificationsforstudentswithphysicaland/orcognitivechallenges.Studentsmuststillmeettheobjectives.Thecurriculumdoesnotchange;access,process
andproductarereconsidered.NOTaboutdoingmoreorless.)
Studentswhoaremoreadvancedmaychoosetheoptionofcreatingtheirownpatterntocutoutadifferentshapedtile.Studentswillalsobeencouragedtoexperimentwithhow
theyshowthetextures(notnecessarilyinagrid).Texturesourcescanbegiventolessskilledstudents.Ifastudentislackingmotorfunctions,theteacher,orstudentwhoisahead,
canholdonesideoftherollerandguideittohelpthestudentrolltheslab.
Vocabulary/LiteracyIntegration:
(Listtermsspecifictothetopicanddescribehowliteracyisintegratedintothelesson.)
Slab,Texture,Paint,Drybrushing,template,stencil,positive,negative,tools,foreground,background,middleground,gradient
LiteracyIntegration:Thestudentswillbeaskedtocompleteresearchthatrequiresthemtonavigatethroughlargeamountsofinformationinordertodecidewhatpictureismost
important.Thestudentswillberequiredtoverballydiscusstheirchoiceofimageryandhowtheycanemulatecertaintextures.Oncestudentshavecreatedtextures,studentswill
participateinawalkaround,discussingideasandtextureemulation.
Materials:
(Mustbegradelevelappropriate.Listeverythingyouwillneedforthislesson,includingartsuppliesandtools.(Thesearethematerialsstudentswilluse.)Listallmaterialsinabulletedformat.)
Slabrollers(PVCpipe)
Water
Clay
Butcherpaper/newspaper
PaperPlates
Sharpie
Papertowels/scratchpaper
WoodSlats
Canvases
Claytools
o Needletool,RubberRib,Varietyoftoolstocreatetexture
Paintandpaintbrushes
Resources:
(List all visual aids and reference material (books, slides, posters, etc.) Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to support/develop
the lesson.) List all resources in a bulleted format.)
Premadetexturetilesatdifferentstages:Beginning,Middle,&Complete
Slabtemplates
Laptops
ReferencePhotosprintedoutB/W&color
Preparation:
(Whatdoyouneedtoprepareforthisexperience?Liststepsofpreparationinabulletedformat.)
(Daybeforestartingremindstudentstobringtheirlaptopsfullycharged!)
Day1:Getlaptops/computers(students)&premadeexamples(teachers)
Day2:Research&Pictureschosen(students),demomaterialsanddemostationfortexturetiledemo(teacher)
Day3:Finishcompletingtexturetile(studentworkday)
Day4:LandscapeTileDemo(slab&tracingpaper)(teacher)
Day5:Referenceprintedincolor(students).Gatherfiredtiles,surfacedesigndemo(teacher)
Day67:Workdaysifneeded
Safety:
(Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.)
Studentsneedtomakesurethattheyareusingalloftheequipmentproperlysotheydonothurtthemselves.Studentsmustplacenewspaperorscrappaperdownas
aprotectivesurface.Studentsmustproperlydisposeofandcleanuppaint.
Actiontomotivate/anticipatoryset:
(Describehowyouwillbeginthelessontostimulatestudentsinterest.Howwillyoupiquetheircuriosityandmaketheminterestedandexcitedaboutthelesson?Whatinquiryquestionswillyoupose?Bespecificabout
whatyouwillsayanddotomotivatestudentsandgetthemthinkingandreadytoparticipate.Beawareofthevaryingrangeoflearningstyles/intelligencesofyourstudents.Someideasmightinclude:presentingaskit,
tellingastory,posingaseriesofquestions,roleplaying,etc.
Motivation:Iwillbeaskingstudentstobringinobjectsfromhomethattheythinkwillmakeinterestingtextures.Theywillalsobeaskedtolookintheirback
packs,shoes,andpockets.Theywillthenbetoldthattheygettousetheseobjectstopressintoclayandexperimentwithwhatdifferentdesignstheycancreate
withthem.Iwillexplaintheprocessasatimetocreateunique,fun,andindividualizeddesigns.Studentswillseecompletedtexturetileswithdrybrushingonthe
frontandapropergradientscaleonthebacktoshowfinaltransformation.
Ideation/Inquiry:
(Ideationisthecreativeprocessofgenerating,developing,andcommunicatingnewideas,whereanideaisunderstoodasabasicelementofthoughtthatcanbevisual,concreteorabstract.Listanddescribeinquiryquestions
andprocessesyouwillengagestudentsintohelpthemdevelopideasandplansfortheirartwork.)
1.Thestudentswillbeaskedtousecomputertolookupphotosthattheymaybeinterestedin.Youmustchoose2todiscusswithteacher.Thinkabout
howyoucanuseyourownphotosjustmakesurethe3groundlayersareincluded.
2.Thestudentwillbeaskedtoemulateasmanytexturesastheycanfromtheirchosenphoto
3.Studentwillbeaskedtomatchcolorstotheirchosenreference
Procedures:(Alignwithinstructionalmethodologiesandapproximatetimesforinstruction.)
Giveadetailedaccount(inbulletedform)ofhowyouwillpresentthelessonlogicallyandsequentially(includeapproximatetimeforeachactivity).Includemotivationandideation/inquirywhereappropriate.)
Day1:
Teacher
1.
DayOne:
1. Attendance&Announcements
2. IntroduceProject:SlabTechniques
3. Wewillbeginthisnewprojecttomastertheslabtechnique,as
wejustfinishedupcoils.Youallwillbecompletinganature
tile.Thenaturetilecanbeananimaloralandscape,anditmust
havethreedistinctlayers.Thelayersmustincludeaforeground,
background,andmiddleground.
4. Discussgrounds.Backgroundisinthebackusuallyincluding
theleastamountofdetail,middlegroundisinthecenter,and
foregroundisinthefront.
5. Showpreviousclassexamplesprovidedbymetoinspireand
hookstudentsin.
6. Explainresearchmethods:
Usingyourcomputer,lookupphotosthatyoumaybe
interestedin.Youmustchoose2todiscusswithteacher.Think
about:youcanuseyourownphotosjustmakesurethe3ground
layersareincluded.Also,youneedtohaveyourphotoprinted
bynextclass.Sizemustbeatleast8.5x11butmaybelarger.
Trytofindatilewithasmuchtextureasyoucan.
7. Discussremainderofproject:
Students
Time
ListeningCritically
Studentswilllistentoclassintroductionandconductindividual
researchtofindatleasttwophotographsontheircomputers.
1520minutes
10minutes
Oncephotoischosen,youwillbecreatingatexturetilesoyou
canpracticeemulatingtexturesfromyourphotobeforeyour
finalnaturetile.
8. Allowtherestofclassforresearchandprojectdiscussion.
9. Studentsmustshowteacheratleast2photosthatwediscuss
whichwouldbebetterforproject.Photomustbeprintedin
colorandblackandwhite.(blackandwhitecanbeusedfor
buildingandcolorwillbeusedforsurfacedesign.)
10. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.
2.
ThinkingIndependently
50minutes
10minutes
DayTwo:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Demonstration:
Teacherwilldoademoofrollingaslab
Puttingwoodslatsoneithersidetoassureeventhickness
Showhowtorollonewithoutwood(centerout,shortrolls,
mistake:quickbackandforth)
Cuttingsquareout,usinggiventemplate
Showmessupandreroll(airbubble,toothink,toothick)
Demowedgingoncemore
Rerollslabandcutoutanicecompleteslab
Create9squaresusingclaytool
Demonstratepressingdifferenttextures(somecreatedwith
objects(shoes,keys,foil),somedrawnonwithtools,&some
withaddedclay)
Demonstratecarvingdesignsonaslightlymoredryslabtoshow
differentresults
Studentswillthenbeexcusedtotheirseatstocreatetheirown
texturetile.Thegoalfortheseisnottocreateafinished
producttodisplaybutinsteadtopracticeemulatingtexturesyou
willcreateonyournextnaturetile.Wearetestingdifferent
surfacedesigns.
Pleasegoaheadandgetstartedonyourtexturetile.Tryto
emulateasmanytexturesoutofyouchosenpictureasyoucan.
Wearetestingdifferenttextures,andwewillbetestingdifferent
paintingtechniqueslikedrybrushingforfutureprojects.Iwant
toseeatleastninedifferenttexturesonyourtile.Thinkabout
whattextureswilllookthebestonceyouaddcolortothepiece.
Doyouwantthedesignsorganic,geometric,deep,orshallow?
Lecture&demonstration
ListeningCritically
Lecture&demonstration
ListeningCritically
20minutes
10minutes
50minutes
Independentpractice
Studentswillwatchtheslabandtexturetiledemonstration.
Studentswillfinishprintingandsizingphotos.
Studentswillbegintexturetile.
Studentswillcontinueworkingontheirtexturetile.
Patternedorrandom?Therearelotsofthingstoconsiderwhen
youremakingthesetexturetiles.
14. StudentWorkTime
15. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.
3.
10minutes
DayThree:
*makesurestudentscomewithreferencephotoprinted*
1. Introduction & Attendance
2. Announcements: Today will be a work day! Please continue
working on your texture tiles and feel free to raise your hand
and ask questions.
3. Iwillwalkaroundtheroomofferinghelp,andgivingideasfor
texturestheycanuse.
4. Asstudentsfinishmakingthetile,theywillbesetasidetodry.
Remember:Yournameneedstobeonthebottom,all9squares
mustbefullofDIFFERENTtextures,&whenyouputyourtile
awayitneedstobeflat,oritwontdryflat,andonceitdriesifit
hasntbeenflatitwillbestucklikethat,andifyoutrytobendit
backITWILLBREAK!
5. Whentilesareputawaystudentswillbeexpectedtocleantheir
areas,andtheycangetstartedplanningforthenextproject.
6. CleanUp:Studentsknowtheircleanupduties&dailycleanup
routine.
ListeningCritically
Independentpractice
510minutes
70minutes
10minutes
*FIRETILESWHENDRY!
4.
DayFour:
1. Nature Tile Demonstration
2. Once students have printed out their resources to the appropriate
size, have them take their photo to a piece of tracing paper.
3. Using light source (window, light table, etc.) students trace
picture including important details.
4. Roll out clay slab at least 8.5x11
5. Remind students to not create square tiles, look at chosen picture
and allow characteristics of photo to dictate form.
6. Place traced image atop clay slab.
7. Trace through tracing paper on created lines using dotted line
ListeningCritically
Visualdemonstration
ThinkingIndependently
1520minutes
method.
8. Remove tracing paper and begin to build up layers using
previously learn techniques (slab, coil, slip and score, etc.)
9. Allow students to trace pictures and create their slab if
applicable
-make sure the slab is wrapped very well because they will
continue working in the future
10. Clean Up: Students know their clean up duties & daily clean up
routine.
5.
60minutes
10minutes
DayFive:
*makesurereferencephotoisprintedinCOLOR&broughttoclass*
1. Attendance&Introduction
2. HomeRoomvideoannouncements(inthesharedmycomputer
folder)
3. Beforestartingexplainhowstudentscansetuptheirtable:
ListeningCritically
Demonstration
15minutes
frontofyoutocreateyourtextures?Whatdoyouneedinfront
ofyoutopaintyourtextures?Whatwillwebeusingthisfor?
Thegoalfortheseisnottocreateafinishedproductto
displaybutinsteadtopracticeemulatingtexturesyouwillcreate
onyournextclayproject,thenaturetile.Wearetestingdifferent
surfacedesigns,andwewillbetestingdifferentpainting
techniquesforfutureprojects.Iwanttoseeatleastnine
differenttexturesonyourtile(2colorspersquare).Think
aboutwhattextureswilllookthebestonceyouaddcolortothe
pieceDoyouwantthedesignsdeep,orshallow?Organic,
geometric,patternedorrandom?Therearelotsofthingsto
considerwhenyouremakingthese.Yourbrushstrokes,paint
application,andcolorchoicewillalteryourtextures.Alsomake
sureyouarecorrectlymatchingcolorswithspecifictextureson
yourreferencephoto.
6. Demonstration:Oncethetilesarefired,teacherwill
demonstratepaintingtechniquesonapremadetile
-Setting the table, creating a pallet, gathering materials
Blending23colorsontheback(gradient)
Puttingthickerpaintintocrevassesandthinnerpaintonoutside
Reallywateryvs.thick
Drybrushing:Twodifferentcolors,oneinsidetexture,and
anotheroverthetop.Showstudentstoblendwhenpaintiswet
anddrybrushwhenfirstpaintcolorisdry.Demowet&dry
techniques.
7. Studentswillgettheirtexturetilesandbeginpainting.
Remember:Takeyoutimepaintingthese;itisgoodpractice
forprojectsinthefuture,makesureyouareworkingtomatch
yourcolorstoyourreferenceoneachofyourtextures!You
mustdrybrushtwocolorsoneachsquare.
8. Walk around
Studentswillcontinuetobuildandsculpttheirnaturetilefor
oneweek.
9. Askquestions:whatdidthispersonuseastheirreference?
Whattexturescouldthissquarerepresent?
10. Whenstudentsfinishtheirtexturetiletheywillgrade
themselvesontheirtexturetile.
11. Ifstudentsfinishveryearlythentheycanbegintobuildtheir
naturetile.
12. Clean Up: Students know their clean up duties & daily clean up
DevelopingConfidenceinReason
Studentswillmatchcolorstotheirreference.
1520minutes
ListeningCritically
40minutes
DevelopingConfidenceinReason
510minutes
NotingSignificantSimilaritiesandDifferences
Studentsdiscussindividualchoices.
10minutes
routine.
Days67:Canbeworkdaysifneeded
Studentreflective/inquiryactivity:
(Samplequestionsandactivities[i.e.games,gallerywalk,artiststatement,interview]intendedtopromotedeeperthinking,reflectionandrefinedunderstandingspreciselyrelatedtothegradelevelexpectations.Howwill
studentsreflectontheirlearning?Aparticipatoryactivitythatincludesstudentsinfindingmeaning,inquiringaboutmaterialsandtechniquesandreflectingabouttheirexperienceasitrelatestoobjectives,standardsandgrade
levelexpectationsofthelesson.)
Studentswillsetthetilesoutattheirseats,andtheclasswillwalkaroundtheroomlookingatthedifferenttexturesandgettingideasforwhattheymightbeabletouseontheir
naturetileclaypiece.Studentswillbeabletoaskpeerswhattoolsortechniqueswereusedtocreatecertaintextures,andalsowhatthetexturesemulate.Studentswillbe
encouragedtoengageindiscussionandgivesuggestions.
PostAssessment(teachercentered/objectivesasquestions):
PostAssessmentInstrument:
TeacherCenteredAssessment
Didthestudentrollanevenslabfortheirtexturetile?(1)
Didthestudentfollowtheguidelinesincludingthetemplateand
size?(1)
Didthestudentcreate9differenttextureswithpaintingtechniques
applied?(18)
Didthestudentblendatleast3colorsontheback?(5)
__/25pointstotal
StudentCenteredAssessment
Whenstudentsfinishpaintingtheirtexturetiletheywillgradethemselvesalongwiththeteachergrading
themtoensurebothteacherandstudentareonthesamepage
Name:____________________________________________
(Havestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyour
lessonplan?)
(Howwellhavestudentsachievedtheobjectivesandgradelevelexpectationsspecifiedinyourlessonplan?Rubric,checklist,rating
scale,etc.)
GradeYourselfTextureTile
Didyourollanevenslabfortheirtexturetile?(1)
Didyoufollowtheguidelinesincludingthetemplateandsize?(1)
Didyoucreate9differenttextureswithpaintingtechniquesapplied?(18)
Didyoublendatleast3colorsontheback?(5)
__/25pointstotal
Comments/Reasons:
SelfReflection:
Afterthelessonisconcludedwriteabriefreflectionofwhatwentwell,whatsurprisedyou,andwhatyouwoulddodifferently.Specificallyaddress:(1)Towhatextentwerelessonobjectivesachieved?(Utilizeassessment
datatojustifyyourlevelofachievement.)(2)Whatchanges,omissions,oradditionstothelessonwouldyoumakeifyouweretoteachagain?(3)Whatdoyouenvisionforthenextlesson?(Continuedpractice,reteach
content,etc.)