Personal Reliquaries Ellen Keba

Enduring Idea: Throughout time art has been used to depict the spiritual world.
Grade: 10-12
Time: 2: 90 minute classes
Student Narrative:
The students in this school come from a small farm area. The
students who will be taught can vary from students really
interested in art and have future plans with it, and then students
who took the class for an easy grade.

School District

White 942 942

(89%) (89%)

Hispanic 47 47
(4%) (4%)

Two or More 30 30
(3%) (3%)

Asian 24 24
(2%) (2%)

Black 12 12
(1%) (1%)

Pacific Islander 0 0
(0%) (0%)

American Indian 0 0
(0%) (0%)

Lesson Summary:
Students will create a reliquary box out of clay based on a personal item that holds
importance. Students will learn about clay techniques such as slab construction, additive
and subtractive techniques. Students will be shown reliquaries made by Pam Stern and
Novie Trump.

Artists: Pam Stern and Novie Trump

Key Concepts:
Sculpture can hold spiritual importance.
Reliquaries have been made to hold items of high importance
for centuries as a remembrance of someone or protection of an
object.
Sculpture has been used to create reliquaries.
Essential Questions:
Why do artists use sculpture to show spiritual importance?
How have artists used reliquaries in art?
What is a reliquary?

Interdisciplinary: This lesson relates to language arts because it

teaches the students new vocab words. Also just as in language arts everything needs to be
clearly explained for students or demonstrated to avoid confusion.
Objectives:
Students will demonstrate knowledge of clay terms learned in PowerPoint through
a ticket out the door where they will write down the definition of the terms they are
using to construct their reliquaries.
Students will demonstrate their creativity by making a vessel with a design that
relates to and can hold their important item.
Students will describe their personal connection to the reliquary through a final
critique sheet.

Standards:
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review and revise original works in the arts.
9.1.12.C: Integrate and apply advanced vocabulary to the arts forms.
9.3.12.D: Analyze and interpret works in the arts and humanities from different
societies using culturally specific vocabulary of critical response.
Assessment:
Pre-Assessment: Students will be given a hand out with the clay construction terms
slab construction, additive process, subtractive process, and scoring and slip
construction. Also they will be asked to describe what they think a reliquary is. They
will have 5 minutes to write down what they think each term means. This will
provide information on how well the students already understand these terms.
Formative Assessment:
o Day 1: At the end of the class students will be given a ticket out the door
where they will write down the definition for reliquary, what theyre making
the box for, and the definition of the technique they are using.
o Day 2: Students will be handed a self-critique sheet. On this sheet there will
be a line to write what their object was, a box for them to draw their design,
and under that will be all of the terms and techniques they learned and will
 have to define them. This shows the teacher what the students really learned
from this project.
Summative Assessment:
o Along with handing in their self-critique sheets at the end of the project
students will be asked to being in a one page paper about their reliquary.
They must state why they chose this object and what it means to them. They
also need to write about how their reliquary reflects the piece. Students
should also include a step-by-step process including the measurements of the
reliquary. Also a picture of the final product along with their object should be
attached to the back of the paper. Students will be given a check sheet for this
paper along with the scores they could receive.
o Students will have a rubric to go a long with their check sheet. Students will
be graded on their use of the clay techniques and if they constructed their
boxes well. Also they will be graded on their creativity in their design being
inspired by their personal object.
Day 1: Introduction/Motivation
Students will arrive and take their seats. They will be handed a piece of paper with
the terms for the lesson on it. They will have five minutes to write down what they
think the terms mean. Once the five minutes are up we will discuss as a class what
they think the terms meant. After hearing what they think a PowerPoint will be
shown.
Development
Students will be introduced to the real meanings of all the terms with pictures
that go along with them. They will also be introduced to the two artists. From
there the students will begin to sketch up an idea for their reliquary based off of
an object they have and that holds importance to them. Students will then watch
a demo on how to roll out clay into slabs and also be given the option to choose a
template for their reliquaries that best relates to their object. Students will then
all roll out their slabs and cut the pieces for the walls, lid, and bottom using the
template. After they have all sides cut out students will watch a demo on how to
use the subtractive and additive method. Students will begin to add their design
to the sides and top of the box using one or both of the methods. Students will
then wrap their slabs so they dont dry out before the next class.
Close
With the last five minutes of class students will be handed a ticket out the door
and asked to recall what the term reliquary means and technique they are using.
They will also be asked to either bring in the item they were inspired by or take
a picture of it.
Day 2: Introduction/Motivation
Students will be asked to share with the class what their item is that they were
inspired from and why. This will be a way that the teacher can see where their
design is coming from and also learn more about the students.
Development
This day will be used to perfect their additive and subtractive design. Once most
students are beginning to finish there will be a demo on how to connect their
 box using a scoring and slip technique. Both of these should take up to the end of
the class. Once everyone is finished making sure their box is neat and held
together they will set them on their clay shelves to dry overnight.
Close
Students will be handed a self-critique sheet. On this sheet there will be a line to
write what their object was, a box for them to draw their design, and under that
will be all of the terms and techniques they learned and will have to define them.
This shows the teacher what the students really learned from this project.
Learning Styles:
Written: Students will be engaged through many writing activities starting at
the beginning of the lesson with the pre-assessment. Students will also have a
ticket out the door where they will be writing about the reliquary and how it
relates to their object. Students will also be doing a self-critique where the
students will write more in depth about their reliquaries and then define all of
the terms talked about through this lesson. Also students will write a paper
describing their personal reliquary and what it means to them.
Visual: Students will be watching the teacher do demonstrations with clay in
making the slabs, cutting them, then putting the slabs together through score
and slip to construct the reliquary. Students will also be shown a demonstration
on the additive and subtractive processes.
Kinesthetic: Students will experience kinesthetic learning when they are
actually constructing their reliquaries.
Verbal: Students will be engaged in verbal conversations about the definitions
of clay terms along with what a reliquary is and what it is used for.
Multiple Intelligences:
Visual: This lesson is a great one for the visual intelligence because students will be
watching the teacher demonstrate all of the clay techniques so they can learn and
apply that to their reliquaries. Also visual intelligence will be useful when designing
the box in relationship to an object. Being able to see an object for inspiration for a
design will be very helpful. They will be able to connect the two more.
Kinesthetic/Body: This is also a great lesson for kinesthetic intelligence because
most of this lesson is hands-on. They will be working with the clay and manipulating
it to their desired forms.
Intrapersonal: This lesson is very intrapersonal because everything they are doing
comes from them. Their inspiration for the project is an object that they are
personally connected to.
Teacher Research and Preparation:
Teacher will need to make sure they are well educated on all of the artists along
with each of the clay processes, and what a reliquary is. Teacher will need to provide
all of the clay and tools for the students. Also need to print out the handouts for each
day and have a PowerPoint with artist information and the terms.
Student Supplies:
Clay will already be in the classroom and how much depends on what template the
student is choosing for their reliquary. Clay tools used for score and slip process
along with tools for additive and subtractive process. Students will need to provide
their own personal object.
Personal Reliquary Paper__20 points

2__Identified connection between self and the object chosen

4__Reliquary reflects chosen object

4__ Step-by-step processes includes techniques used and measurements

Pre-Assessment

Write the definition to these terms to the best of your ability:

1. Reliquary:

2. Additive process:

3. Subtractive process:

4. Scoring:

5. Slip:
Ticket Out The Door

What is the definition of Reliquary?

What is the object you are using to make your box?

What is the definition of the process you are using to design your box?
Self-Critique

Do you think your reliquary connects to your object

and why?

Draw a picture of your finished reliquary.

Define the following terms.

1. Reliquary

2. Additive

3. Subtractive

4. Scoring

5. Slip
 Category 4 2 0 Score
Construction Reliquary is well Reliquary is not Piece has multiple
constructed. Score and constructed well. holes in seams and
Slip was done Seams of slabs have stands no chance at
perfectly and holds all gaps. Score and Slip lasting. Student only
the sides together. not done properly so scored or only
Seams are covered piece will not hold slipped. Forgot a step.
with the slip together.
completely unseen.
Technique Student used all clay Student poorly used Reliquary shows very
techniques properly. the clay techniques little effort in trying
Student rolled, and cut taught. Slabs were not the techniques. Slabs
slabs correctly. Also cut straight or rolled are constructed
reliquary has additive fully flat and even. extremely poorly.
and/or subtractive Student did a poor job Reliquary has no
technique at including the additive or
interestingly additive or subtractive subtractive designs.
throughout their piece. technique.
Creativity Reliquary relates Reliquary design is Reliquary is not
perfectly to chosen directly copied from creative and does not
object. Reliquary chosen object. Shows relate at all to the
doesnt directly match barley any use of chosen object. Shows
the object but is creativity. zero connection.
inspired form it.
 Ellen Keba
ARU 310
Fall 2015

Leonid Afremov, Melody of the Night, Palette Knife Oil Painting On Canvas, Size 40"x30"

One Mans Trash Another Mans Treasure

Enduring Idea: Transformation: Making every day objects into new.
Grade: 9-12

Personal Reliquaries:
Enduring Idea: Throughout time art has been used to depict the spiritual world.
Grade: 10-12

Narrative Landscapes
Enduring Idea: Through out time artist have used personal narratives to enhance
how we see the world.
Grade: 9TH- 10TH Grade