Name: Jennifer Tsui

School District: Philadelphia

Lesson Title: Clay Man

Piloted with students in grade: 3rd

PA STANDARD AREA: ARTS AND HUMANITIES

 

x	7.1 Producing, Performing and Exhibiting
x	7.2 Historical and Cultural Contexts
	7.3 Critical Response
	7.4 Communicate Aesthetic Response

Specific Standard: (write out from grade 4 or 7 or 10 or advanced column in standards document): (10) Interpret Ideas that Generate works in the arts.

7.1.3B Know and use the elements and principles of each art form to create works in the arts and humanities.  Music:  Sing.  Visual Arts:  Sculpt.  

7.1.3C Recognize and use fundamental vocabulary within each of the arts forms.

7.1.3H Handle materials, equipment and tools safely.

7.1.3J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.  Know and use traditional technologies (clay).  Know and use contemporary technologies (internet website).

7.2.3H  Identify, describe and analyze the work of Pennsylvania Artists in visual arts (Jimmy Clark).

7.2.3L  Identify, explain and analyze common themes, forms and techniques from works in the arts (pinchpot technique in Native American and contemporary art).

Lesson Topic/theme:  Pinchpot Puppets (Clayman)

Overview:The students will produce a puppet head that displays their mastery of  basic pinch pot methods, using an example from a contemporary Philadelphia artist (Jimmy Clarke) and a Native American tradition.  

Keywords:  Pinchpot, puppet, wedging, handbuilding

Learning Objective(s): (What will all students do to demonstrate they have reached the standard?): (type in 17 lines or less .)

1. Students will learn basic handbuilding techniques and how those have been used in contemporary and indigenous American cultures.  

2.  Students will use and experience the basic ceramic handbuilding procedures of wedging and pinching to create puppets.   

Materials: (type in 8 lines or less):  Low-fire white clay, wedging board, water spray gun, internet-based illustrations, PC or MAC work stations with 300 MHz capacity, internet access.  

Pinchpot by Jimmy Clark

Image borrowed from:  www.craftsreport.com/july96/potter.html

Warm-Up: (type in four lines or less):

1.  Look at Robert Shiner's internet demonstration of pinchpot technique and watch teacher create a pinchpot. (http://homepages.go.com/~456mudman/techniques/pinchpot.html)

Procedure: (type in 43 lines or less)

1.  Show examples of pinchpot creations from Jimmy Clark and indigenous American cultures.

2.  Hand out clay to each student.

3.  Teacher and students wedge clay at the same time.

4.  Teacher and students make their wedged clay into balls.

5.  Teacher and students put clay balls onto thumbs and pinch balls into puppet heads.

6.  Teacher and students perform a brief musical/theatrical number using the puppet heads they made (based on tune "Frere Jacques").

Correctives: (enrichment activities for students who have not met the standard at proficient or advanced level): (type in 11 lines or less) 

One-on-one demonstration of making a pinchpot puppet, or, one-on-one website browsing (Robert Shiner's website:  see above).

Extensions: (Additional activities for students who have met the standard at a proficient or advanced level): (type in 20 lines or less).  Website exploration

Student can browse Robert Shiner's website (see above) and explore advanced techniques and see examples by students in other parts of the state. 

Assessment-Task Criteria: How will you judge below basic, basic, proficient and advanced? Do you have a model/exemplar of your expectations?: (type in twenty lines or less)

 

Below Basic A student who is below basic will have difficulty manipulating materials.  He/she may be stuck in one part of the process, lacking the ability to manipulate the clay effectively.  His/her puppet head may not contain any recognizable  facial features, lacks boldness, and/or has features created by sticking pieces to the puppet instead of pinching it.  The student needs one-on-one attention throughout the puppet head creation and/or with the technology requirements.

Basic A student demonstrating proficiency will create a puppet head that has some facial definition but lacks others, lacks boldness, and/or created features by sticking pieces to the puppet head instead of pinching it.  The student shows reasonable ability to manipulate the clay, but might not have a great final product.

Proficient A student who demonstrates proficiency will create a puppet head that has bold facial definition and finesse in handling the clay.

Advanced A student with advanced work will go beyond proficiency by creating a head that is bold and detailed.  The student will show finesse and independence in the manipulation of the clay.