Week Eight Falk Middle School

December 9th-13th Falk Middle School


Monday, December 9th

• Seventh Grade Humanities
• Plaster Casting Relief Sculptures
• Relief= to raise
• Relief is a sculptural technique where the sculpted elements remain attached to a flat, solid background of the same material
• Goals:
• Shape a medallion 1 inch thick and no bigger than the square paper
• Make one 3D element
• Make one raised textural element
• Add one found object
• No Undercuts
• Make alginate mold
• Place oil-based clay relief sculpture in alginate 
• Pour plaster into the mold
• Bob Clyatt
• American artist who creates relief sculptures
• Travels around the US creating relief sculptures of American flag and all different 3D elements that are symbolic of American society
• Stop Motion Video Projections
• Continue watching stop motion videos while the plaster set

• 8.3 and 8.1 Art Lab
• Students continue to work on their self proposed projects

Tuesday, December 10th

7th Grade Humanities

• Relief Sculptures and Plaster Casting
• Students create relief sculptures of cats, of their own face, holiday themed, sports themed, beach themed, and more

• Finish watching stop motion videos

8.2 and 8.3 Art Lab

• Students continue working on their self proposed projects
• Clay, oil paint, foam core, plexi-glass, mosaic glass, plaster casting, paint pens, stop motion videos, spray paint

Wednesday, December 11th

6th Grade Humanities

• Glass Mosaic Tiles
• Today we loaded all of the tiles into the kiln to be fused 
• They will be ready by the end of the day and we will let them cool and take them out tomorrow 
• Below is the program for the full fuse kiln, slump mold, and 

8.1 and 8.2 Art Lab

• Students continue working on their self proposed projects
• Several students have finished what they have been working on, so they have started a second in the "series"

Thursday, December 12th

8th Grade Humanities

• Block Printing
• Students will finish carving their prints with the gauges
• Emphasize creating two clashing patterns, one that is lighter (more carved) and one that is darker (less carved) when printed
• The final print will depict an element from nature that is doubled or shows symmetry
• Students will then transition into the inking proces
• They will be required to make a series of 8 satisfactory prints: 4 single color prints, 1 black on white print, 1 white on black print, and 2 prints with 2+ colors. 
• The printing press
• Will show students how to use the printing press which they are also welcome to use and try

8.3 and 8.1 Art Lab

Mosaic Glass Tiles fused and fired in the kiln

Friday, December 13th

8th Grade Humanities

TEACHER ACTIONS / EXPECTED LEARNER ACTIONS

Teacher Actions	Expected Learner Actions
5-10 Minutes: Teacher welcomes students into the classroom. The seats are arranged in a way so that all the students can see the projected power point. The teacher asks the attendance question “Do you remember what object from nature is in your print design?”. Students will then go around the room individually answering what the design is on their print.	5-10 Minutes: Students come in to the room and take a seat at one of the stools in the center of the room. Students are quiet and respectful as they answer the attendance question.
10-15 minutes: Teacher gives demonstration for completing the carving of the linoleum block. Then teacher transitions into demonstrating the printing process. This includes how to use the brayer, inking plate, and printing press.	10-15: Students respectfully listen to and watch the teacher’s demonstration.
40-60 minutes: Teacher will instruct the students to work.  The teacher will walk around the room and assist students who need.	40-60 minutes: Students work freely around the art space to finish carving their block and then move on to the printing process. They will create at least 4 prints.
10-20 minutes: Teacher will explain and then distribute the reflection sheet to the students.	10-20 minutes: Students will fill out their reflection sheet. Students who finish everything early can draw in sketch book or create a mini-linoleum block and prints.
5-10 minutes: Teacher will ask students to help with the clean up process who are clearly finished with their work. The teacher will set out two soapy water buckets to clean the brayers and knives in.	5-10 minutes: Students will clean up the carving space and the print space.

ENDING THE LESSON

Closure of Lesson: To end this lesson, students will each have a series of 4 prints (or more).  They will place the prints on the drying rack and clean up the workspaces.  Students will then have a closing conversation. The teacher will facilitate questions about the carving process and the printing process.  They will discuss discoveries, successes, and failures.  The teacher will also facilitate questions about how each student used contrasting light and dark patterns in the carving/design process, and then how it came out in the printing process. Can you see the contrast between the light and dark? Can you see the clashing patterns in your design? Did you create a design that was inspired by nature and shows symmetry or repetition? Students will go around the room and describe their design and patterns to the class as a way to self reflect and as a means for the teacher to asses their engagement, understanding, and completion of their artwork. In addition, students will be given a reflection sheet. The reflection sheet (below) will give the teacher the ability to understand the students’ thoughts and feelings towards their artwork, their experience in the studio, and their feelings toward the teacher.

8 Weeks have passed and we have created Palette Knife Paintings, Linoleum Block Prints, and Self Proposed Projects! For Ms. Lehman’s last day at Falk please answer in a few short sentences…

1.    What is something you learned?

2.    What is something we did in the studio that you loved?

3.    What is a tip you have for me as a teacher?

THE CLASSROOM AS A THIRD TEACHER

The classroom will be set up with three large tables and stools around the room. Students are able to work wherever they feel comfortable in the room.  At the front of the room will be a board with the question “What element from nature are you creating in your print design?” and a checklist of the goals for the class. At the beginning of class students will gather to each answer the opening question.  This allows for students to remind themselves what they are working on, but also to have an understanding of what other artists are creating in the studio.  Students create an art dialogue and learn about one another through what they create and express in their artwork.  Students will also gather around the front board to watch a demonstration from the teacher for completing the carving process, and then beginning the inking and printing process. Students will be able to reference the checklist through out the entire class and also during the demonstration.  Throughout the room the materials will be placed for students to easily access and work. In the beginning of the class almost all students will be continue to carve their blocks, so on the tables will be carving tools and wooden blocks.  As students finish, we will designate a table for inking.  On this table will be block ink, inking plates, brayers, and numerous colors of cardstock. Throughout the class all students will finish carving and the studio space will be all for printing. Students will place their prints on the drying rack. The open studio space allows for students to work at their own pace, while also having the freedom to move their bodies and create art in a dynamic way.

ASSESSMENT

1.     Students will be assessed on their ability to listen respectfully to presentation, instructions and during demonstration. Students are actively told in the art studio to “practice the art of respectfully listening” and are set to a high standard when it comes to this expectation in the classroom because the majority of the class students are able to engage independently in their art making and artistic conversation.

2.     Students will be assessed on their engagement in their art practice. In the hour and 35 minute class period, they will have enough time to complete their art work and create a piece of artwork that they are proud of, nor did not rush to complete. This also includes a student’s ability to follow all safety procedures through out the class period.

3.     Students will be assessed on their ability to follow the instructions that are presented and demonstrated for them in the beginning of class.

4.     At the end of the class, students will be assessed on their ability to engage in artistic and intellectual conversation about their artwork, the process, and the content they learned about radial symmetry.

ACCOMMODATIONS FOR INDIVIDUAL STUDENTS

Student 1: The first student with a student support plan in this class needs support for executive functioning, fine motor handwriting skills, dyslexia, and self-advocacy skills. To help this student to understand instructions I will keep the goals list on the front board clean and easy to read.  I will also explicitly show Reed how to perform the tasks in a group demonstration and then also one-on-one once he has set up his work space and has all of his materials ready.  I will show him how I do it and then allow him to perform the tasks as I offer further advice and encouragement.  Through out the demonstration I will have provided a written representation of the goals, a visual demonstration where I physically perform the tasks, and an auditory description of the steps and goals. Throughout the class I will encourage this student to seek additional clarification and support from the teacher to assist his self-advocacy skills. To support this student’s environmental adaptations I will have him/her placed in the room near the source of instruction and away from other students in the class who cause distractions. I will also walk around the room frequently to assess his comprehension and understanding of the processes.