anatomical portrait study lesson

The first sheet of the assignment,
the skull and the eye balls. 

Description: Our art class will study and illustrate the basic structure of the human head for this assignment. Students should accurately diagram and label the bone and tissue layers beneath the skin on three separate pieces of drawing paper.

      Human anatomy, which, with physiology and biochemistry, is a complementary basic medical science is primarily the scientific study of the morphology of the adult human body. Anatomy is subdivided into gross anatomy and microscopic anatomy. Gross anatomy is the study of anatomical structures that can be seen by unaided vision. Microscopic anatomy is the study of minute anatomical structures assisted with microscopes, which includes histology and cytology. Anatomy, physiology and biochemistry are complementary basic medical sciences which are usually taught together.

      In some of its facets human anatomy is closely related to embryology, comparative anatomy and comparative embryology, through common roots in evolution; for example, much of the human body maintains the ancient segmental pattern that is present in all vertebrates with basic units being repeated, which is particularly obvious in the vertebral column and in the rib cage, and can be traced from very early embryos.

      The human body consists of biological systems, that consist of organs, that consist of tissues, that consist of cells and connective tissue.

      The history of anatomy has been characterized, over a long period of time, by a continually developing understanding of the functions of organs and structures in the body. Methods have also advanced dramatically, advancing from examination of animals through dissection of preserved cadavers to technologically complex techniques developed in the 20th century.

      Generally, physicians, dentists, physiotherapists, nurses, paramedics, radiographers, artists, and students of certain biological sciences, learn gross anatomy and microscopic anatomy from anatomical models, skeletons, textbooks, diagrams, photographs, lectures, and tutorials. The study of microscopic anatomy can be aided by practical experience examining histological preparations under a microscope; and in addition, medical and dental students generally also learn anatomy with practical experience of dissection and inspection of cadavers A thorough working knowledge of anatomy is required by all medical doctors, especially surgeons, and doctors working in some diagnostic specialties, such as histopathology and radiology.

      Human anatomy, physiology, and biochemistry are basic medical sciences, which are generally taught to medical students in their first year at medical school. Human anatomy can be taught regionally or systemically; that is, respectively, studying anatomy by bodily regions such as the head and chest, or studying by specific systems, such as the nervous or respiratory systems. The major anatomy textbook, Gray's Anatomy, has recently been reorganized from a systems format to a regional format, in line with modern teaching methods.

Subjects: Medical Illustration

Instruction Time: Approximately three class periods

Materials needed:

• Three sheets of drawing paper
• Scissors
• Colored pencils and pens
• Stencil of skull
• Photographs, diagrams, and pictures of human skulls and muscular structure to make a reference to

Objective(s): Show-Me Content Standard: Visual Art Standards for Missouri Schools 2009

Strand I: Product/Performance – Select and apply two-dimensional techniques, and processes to communicate ideas and solve challenging visual arts problems for 7th, 8th, 9th, and 10th Grades

• Create smooth, continuous value through even pressure
• Create a range of 4 smoothly graduated values through varied pressure
• Define edge through variations in pressure or angle
• Use media in various ways to create simulated and invented textures
• Demonstrate proficiency using a single drawing media
• Blend values/colors to create new values/colors

Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies

Show-Me Science Curriculum Guide Human Anatomy and Physiology – Characteristics and Interactions of Living Organisms: 1. There is a fundamental unity underlying the diversity of all living organisms

• Define anatomical and directional terminology to appropriate structures.

Phase 1: Clarify goals and establish set

• Students will study the differences between anatomical portraits and regular portraits.
• Students will learn about the necessity of anatomical drawings in scientific study.
• Students will draw their own versions of anatomically correct portraits to the proficiency of 80% required by the State of MO.

Phase 2: Demonstrate knowledge or skill

Task Analysis:

• Students should visit the web sites provided by the teacher in the following bibliography.
• Students will then work from a variety of pictorial references supplied in the classroom for the assignment.
• The first drawing will illustrate a human skull, the second the muscle tissues of the human head, and the third the outside skin and hair of a anatomically correct human portrait.
• Correct placement of eye, nose and mouth holes are demonstrated in the classroom sample and should be also cut from student drawings in a like manner
• Anatomical portraits should be colored in naturalistically.
• Staple all three drawings together in order of their appearance in real life skulls

Phase 3: Provide Guided Practice

• The instructor will provide materials needed to describe visually the muscles and bone structure of the human head.
• The instructor will describe and write out the details concerning the process of an anatomical portrait study.
• The instructor will demonstrate the process involved with the layered drawing requirements.

Phase 4: Check for understanding and provide feedback – A standardized rubric will be used to analyze and critique each individual student’s artwork.

Phase 5: Provide extended practice and transfer – Students will be encouraged to create even more projects at home. Materials used during class may be duplicated in their own home. A handout for children to take home and color will be provided.

Reflections: Reflections are attached to rubric. There is room enough for both the instructor and student to respond.

Human Anatomy Bibliography:

• The accurate depiction of skeletal muscles and muscle groups from The Internet Encyclopedia of Science
• Skull Models
• Medical Illustration

Resources: The lesson plan adaptations and written content, excluding State Standards, is written and copyrighted by Kathy Grimm, 2009. The use of the ideas and 10% or less content constraint on previously published materials is met in accordance to United States copyright law. Some scientific definitions come from public domain resources. Interested parties may visit the following link to read about Fair Use and Teachers http://home.earthlink.net/~cnew/research.htm#Purpose%20of%20use

audubon's legacy lesson

Description: Audubon, a French-American ornithologist, hunter, and artist, developed his own methods for drawing birds. First, he killed them using fine shot. He then used wires to prop them into a natural position, unlike the common method of many ornithologists, who prepared and stuffed the specimens into a rigid pose. When working on a major specimen like an eagle, he would spend up to four 15-hour days, preparing, studying, and drawing it. His paintings of birds are set true-to-life in their natural habitat. He often portrayed them as if caught in motion, especially feeding or hunting. This was in stark contrast to the stiff representations of birds by his contemporaries, such as Alexander Wilson. Audubon based his paintings on his extensive field observations.

      He worked primarily with watercolor early on. He added colored chalk or pastel to add softness to feathers, especially those of owls and herons. He employed multiple layers of water-color, and sometimes used gouache. All species were drawn life size that accounts for the contorted poses of the larger birds as Audubon strove to fit them within the page size. Smaller species were usually placed on branches with berries, fruit, and flowers. He used several birds in a drawing to present all views of anatomy and wings. Larger birds were often placed in their ground habitat or perching on stumps. At times, as with woodpeckers, he combined several species on one page to offer contrasting features. He frequently depicted the birds' nests and eggs, and occasionally natural predators, such as snakes. He usually illustrated male and female variations, and sometimes juveniles. In later drawings, Audubon used assistants to render the habitat for him. Going beyond faithful renderings of anatomy, Audubon employed carefully constructed composition, drama, and slightly exaggerated poses to achieve artistic as well as scientific effects. Read more...

• Audubon Society - Visit the legacy of James Audubon

Subject: Fine Art/Biology

Instruction Time: Three sessions at least

Materials needed:

• White drawing paper
• Audubon prototype
• Colored pencils and watercolors

Objective(s):
Show-Me Visual Art Standards for Missouri Schools
Strand I: Product/Performance – Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems for all high school grades.

• Select and apply drawing media and techniques that demonstrate both sensitivity and subtlety in use of media and informed decision making

Strand IV: Interdisciplinary Connections, Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies

• Explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods.

Show-Me Standards for Biology
Strand 7: Scientific Inquiry – Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking

• Concept B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations. - Determine the appropriate tools and techniques to collect, analyze and interpret data.

Phase 1: Clarify goals and establish set

• Students will study the watercolors and drawings of the famous orinthologist John James Audubon by observing a slide presentation, reading the attachment about him following this lesson plan and visiting web sites.
• Students will copy prototypes of Audubon’s work and develop their skills in watercolors and colored pencils.

Phase 2: Demonstrate knowledge or skill

Task Analysis: rewrite below

1. Students will research the life of Audubon through a selection of provided materials.
2. Students will select a prototype of James Audubon.
3. Make tracings or stencils to transfer the prototype to fine watercolor paper and paint.

Phase 3: Provide Guided Practice

• The teacher will show a slide presentation of John James Audubon’s life.
• The teacher will assign to each student a prototype to work from.
• The teacher will demonstrate methods of watercolor and drawing to the class during the sessions.

Phase 4: Check for understanding and provide feedback – A standardized rubric will be used to analyze and critique each individual student’s artwork.

Phase 5: Provide extended practice and transfer – Students will be encouraged to create even more projects at home. Materials used during class and the research conducted on their own computers at home may be duplicated in their own home environment at very little expense.

Reflections: Reflections are attached to rubric. There is room enough for both the instructor and student to respond. Copies of reflections are returned to students to keep in their three ring binders. (phase 4 above)

Resources: The lesson plan adaptations and written content, excluding State Standards, is written and copyrighted by Kathy Grimm, 2009. The use of the ideas and 10% or less content constraint on previously published materials is met in accordance to United States copyright law. Some scientific definitions come from public domain resources. Interested parties may visit the following link to read about Fair Use and Teachers http://home.earthlink.net/~cnew/research.htm#Purpose%20of%20use

ceramic lesson plans: pinch pots with animal features

Drawing of simple pinch pot ideas.

Title: Ceramic Pinch Pots With Animal Features

Topic: learning to work with clay, sculpture

Goals & Objectives:

• Students will model clay with control.
• Students will build upon past knowledge in order to craft an original, three-dimensional artwork.
• Through observation, investigation and discipline, students will create an art object demonstrating the use of the elements and principles of design.
• Students will use ceramic vocabulary when referring to the processes of shaping clay objects.

GLEs:

Strand I: Product/Performance for Sculpture, Ceramics, Other Media

A.2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Grade K - Uses scissors with control, Modeling with clay or a similar material to create a sphere

Strand I: Product/Performance for Subject Matter: Functional Art

B. 3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 - Create a container (e.g., paper box, clay pot, fiber basket)

Strand II: Elements and Principles – Shapes

B. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade K - Identify and use shapes, Categorize shapes as large and small

Grade: kindergarten and 1^st

Population: At Ellisville Elementary School there are approximately 110 first graders and 100 kindergarteners. 90% of these students are white and 50% of them are female. Approximately 5% of the students in both grades is African American and the remaining 5% is either Asian, Hispanic or Indian (from India).

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class period

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs
• Kiln for firing porcelain ceramic pinch pots

Resources Needed:

• "Children of Clay: A Family of Pueblo Potters" by Rina Swentzell
• Tips for beginning potters by Murry's Pottery. This video collection is appropriate for very young students. Murry shows basic techniques, child appropriate language, kind voice, secular presentations, excellent visuals and explanations. (15 videos) 
• Video from theartproject by Chad Brown
• Sample illustration for the chalkboard/interactive whiteboard at top of the page

Materials Per Student:

• Both a large and small paint brush
• A selection of glazes in egg carton, one carton per four students
• A large container of water, one per four students
• A paper towel
• Amount of clay approximating the size of a tennis ball per student is used for the modeling of this object
• A variety of clay printing and modeling tools (wood chips, shells, pencils, clay stamps, etc...)
• Each student will need one burlap placemat to keep his/her working space clean and also to prevent clay from sticking to their counter space while he/she works

Vocabulary/Terminology:

1. pinch - to form clay between the fingers and the palm
2. coil - a rope-like formation of clay
3. slab - a evenly rolled or pressed layer of clay
4. bisque - is clay that has been fired but not yet glazed
5. ceramics - are objects created from stoneware, porcelain or terra cotta
6. clay - soil, water and sand
7. fire - is the name for the heat that is used in a kiln
8. glaze - a glass paint used on pottery
9. kiln - a special oven used for hardening clay
10. greenware - pottery that is not yet fired in a kiln
11. leather hard - the hard condition of clay when it is almost air-dry
12. score - roughen the clay's surface so that a bond may be formed between two surfaces
13. sculpture - a three-dimensional art work
14. slip - a liquid clay used to glue two pieces together
15. texture - press into the clay surface with objects to create a pattern, design or rough surface

Motivation- Looking and Talking Activity: The teacher will demonstrate the process of first making a pinch pot and then adding on animal features.

Step-by-Step Studio Activity Specifics:

1. Roll the moist clay ball between your palms.
2. Use your thumbs to make a shallow dent no deeper than ½ inch into the clay ball.
3. Remove your thumb and insert it again into the shallow hole slowly and push deeper into the clay ¼ inch.
4. Remove your thumb and insert it again into the hole slowly pushing deeper into the clay approx. ¼ inch deeper.
5. Remove your thumb.
6. Hold the clay ball with your left hand if you are right-handed or with your right hand if your are left-handed.
7. Insert your dominant hand’s thumb into the hole and wrap your four remaining fingers over the top of the clay ball. Keep these fingers together and pinch with your thumb on the inside of the hole towards your fingers. This will make the interior wall of the clay ball thinner as you gently turn the ball while pinching slowly. Teachers can demonstrate this movement also at this time by using a plastic, transparent cup to show students what they can only feel (not see) while pinching into clay. See photo just above Step-by-Step for reference.
8. Once the hole is widen enough to fit both of your thumbs into it, switch to pinching with both hands simultaneously. Wrap both sets of four fingers around the clay ball and continue to pinch and turn until your ball looks more like a pot. (The teacher may refer to this step as “driving a car” for very young students.)
9. Once the walls of the pot are an even thickness, (approx. ½ inch) shape the bottom of your pot by gently tapping it on your desktop to form a flat surface.
10. Divide a second lump of clay into five equal parts. Use all of the clay up until it is gone.
11. Roll all five lumps into five smooth balls.
12. Turn pinch pot upside down.
13. Scratch the bottom.
14. Fill the scratches with drops of water.
15. Press four of the five balls into the scratches to create four feet on the bottom of your pinch pot.
16. Turn the pot right side up.
17. Scratch the edge of the top.
18. Fill the scratches with water droplets.
19. Press the fifth ball into place where ever you wish the head to go.
20. Form tail, ears, and any other features and then attach in the same way.
21. Carve in facial features.
22. Your teacher will fire the pot.
23. Glaze three coats of every color in order to properly cover ceramic pots.
24. Try not to apply glaze to the bottom surface edges of footed pots if it can be helped.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Health & Safety Concerns: There are no health and safety concerns for this project.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: The informal assessment is made during class. The teacher watches the students closely during class and grades them for their participation, dexterity  and enthusiasm.

Student rolling out "legs" for her pinch pot animal.

pinch pots in kiln after firing

all articles and lesson plans are copyrighted 2011 by Grimm

ceramic lesson plans: animals

Above are clay animals by young students.

Title: Ceramic Animals

Topic: learning to work with clay, sculpture

Goals & Objectives:

• Students will model clay with control.
• Students will build upon past knowledge in order to craft an original, three-dimensional artwork.
• Through observation, investigation and discipline, students will create an art object demonstrating the use of the elements and principles of design.
• Students will use ceramic vocabulary when referring to the processes of shaping clay objects.

GLEs:

Strand I: Product/Performance for Sculpture, Ceramics, Other Media

A.2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art  problems.

Grade 2 - Manipulate paper to create low relief (e.g., curling, folding, tearing, and cutting), Modeling with clay or a similar material:, Roll coils: flatten material into a slab

Grade 3 - Manipulate paper to create forms (in-the- round), Cut a symmetrical shape from a folded piece of paper, Modeling with clay or a similar material:, Create applied and impressed textures

Strand I: Product/Performance for Subject Matter: Functional Art

B. 3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 - Create a container (e.g., paper box, clay pot, fiber basket)

Strand II: Elements and Principles – Form

C. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and use geometric forms: sphere, cube, cylinder, and cone

Grade 3 - Identify and demonstrate sculpture-in-the-round

Strand II: Elements and Principles – Texture

D. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and use actual texture

Grade 3 - Identify and use invented textures

Grade: 2^nd and 3rd

Population: At Ellisville Elementary School there are approximately 100 3^rd graders and 100 second graders. 90% of these students are white and 50% of them are female. Approximately 5% of the students in both grades is African American and the remaining 5% is either Asian, Hispanic or Indian (from India).

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: 3 class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs
• Kiln for firing ceramic animals

Resources Needed:

• Download the Mexican folk art article from hearstmuseum.berkeley.edu/outreach/pdfs/mexican_folk_art.pdf
• Power point based upon the article from the Hearst Museum

Materials Per Student:

• Both a large and small paint brush
• A selection of glazes in egg carton, one carton per four students
• A large container of water, one per four students
• A paper towel
• Amount of clay approximating the size of a tennis ball per student is used for the modeling of this object
• A variety of clay printing and modeling tools (wood chips, shells, pencils, clay stamps, etc...)
• Each student will need one burlap placemat to keep his/her working space clean and also to prevent clay from sticking to their counter space while he/she works

Vocabulary/Terminology:

1. pinch - to form clay between the fingers and the palm
2. coil - a rope-like formation of clay
3. slab - a evenly rolled or pressed layer of clay
4. bisque - is clay that has been fired but not yet glazed
5. ceramics - are objects created from stoneware, porcelain or terra cotta
6. clay - soil, water and sand
7. fire - is the name for the heat that is used in a kiln
8. glaze - a glass paint used on pottery
9. kiln - a special oven used for hardening clay
10. greenware - pottery that is not yet fired in a kiln
11. leather hard - the hard condition of clay when it is almost air-dry
12. score - roughen the clay's surface so that a bond may be formed between two surfaces
13. sculpture - a three-dimensional art work
14.  slip - a liquid clay used to glue two pieces together
15. texture - press into the clay surface with objects to create a pattern, design or rough surface

Motivation- Looking and Talking Activity:

•         Tips for beginning potters by Murry's Pottery. This video collection is appropriate for very young students. Murry shows basic techniques, child appropriate language, kind voice, secular presentations, excellent visuals and explanations. (15 videos)  http://www.youtube.com/watch?v=F5O2mJELhRg&feature=mfu_in_order&list=UL

Step-by-Step Studio Activity Specifics:

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Health & Safety Concerns: There are no health and safety concerns for this project.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: Fill out the formal scoring guide included below according to age appropriate standards.

all articles and lesson plans are copyrighted 2011 by Grimm

ceramic lesson plans: turtle

( a sample ceramic turtle)

Title: Ceramic Turtle

Topic: learning to work with clay, sculpture

Goals & Objectives:

• Students will model clay with control.
• Students will build upon past knowledge in order to craft an original, three-dimensional artwork.
• Through observation, investigation and discipline, students will create an art object demonstrating the use of the elements and principles of design.
• Students will use ceramic vocabulary when referring to the processes of shaping clay objects.

GLEs:

Strand I: Product/Performance for Sculpture, Ceramics, Other Media

A.2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art  problems.

Grade 2 - Manipulate paper to create low relief (e.g., curling, folding, tearing, and cutting), Modeling with clay or a similar material:, Roll coils: flatten material into a slab

Grade 3 - Manipulate paper to create forms (in-the- round), Cut a symmetrical shape from a folded piece of paper, Modeling with clay or a similar material:, Create applied and impressed textures

Strand I: Product/Performance for Subject Matter: Functional Art

B. 3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade 3 - Create a container (e.g., paper box, clay pot, fiber basket)

Strand II: Elements and Principles – Form

C. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and use geometric forms: sphere, cube, cylinder, and cone

Grade 3 - Identify and demonstrate sculpture-in-the-round

Strand II: Elements and Principles – Texture

D. 1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and use actual texture

Grade 3 - Identify and use invented textures

Strand II: Elements and Principles – Balance

A.2. Select and use principles of art for their effect in communicating ideas through artwork.

Grade 4 - Identify and use radial balance

Strand V: Historical and Cultural Contexts That Describe A Period or Culture

A.1. Compare and contrast artworks from different historical time periods and/or cultures.

Grade 2 - Identify works of art from:

· United States

· (Native American)

· Egypt

Grade: 2^nd and 3rd

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: three class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs
• Kiln for firing ceramic turtles

Diagram for Ceramic Turtles

Resources Needed:

• “How and Why: The Painted Turtle – Sauk” from American Indian Mythology by Marriott and Rachlin
• Tips for beginning potters by Murry's Pottery. This video collection is appropriate for very young students. Murry shows basic techniques, child appropriate language, kind voice, secular presentations, excellent visuals and explanations. (15 videos)  http://www.youtube.com/watch?v=F5O2mJELhRg&feature=mfu_in_order&list=UL
• Sample for the chalkboard/interactive whiteboard

Materials Per Student:

• Both a large and small paint brush
• A selection of glazes in egg carton, one carton per four students
• A large container of water, one per four students
• A paper towel
• Amount of clay approximating the size of a tennis ball per student is used for the modeling of this object
• A variety of clay printing and modeling tools (wood chips, shells, pencils, clay stamps, etc...)
• Each student will need one burlap placemat to keep his/her working space clean and also to prevent clay from sticking to their counter space while he/she works

Vocabulary/Terminology:

1. pinch - to form clay between the fingers and the palm
2. coil - a rope-like formation of clay
3. slab - a evenly rolled or pressed layer of clay
4. bisque - is clay that has been fired but not yet glazed
5. ceramics - are objects created from stoneware, porcelain or terra cotta
6. clay - soil, water and sand
7. fire - is the name for the heat that is used in a kiln
8. glaze - a glass paint used on pottery
9. kiln - a special oven used for hardening clay
10. greenware - pottery that is not yet fired in a kiln
11. leather hard - the hard condition of clay when it is almost air-dry
12. score - roughen the clay's surface so that a bond may be formed between two surfaces
13. sculpture - a three-dimensional art work
14. slip - a liquid clay used to glue two pieces together
15. texture - press into the clay surface with objects to create a pattern, design or rough surface
16. radial design – a type of design based upon a spinning, circular pattern

Motivation- Looking and Talking Activity: The teacher will read aloud a Native American folk tale, “How and Why: The Painted Turtle – Sauk”

Step-by-Step Studio Activity Specifics:

1. Roll your clay ball in the palms of your hands, do not flatten the clay but compact it into a smooth firm ball for two minutes.
2. Gently press and turn, press and turn the ball into a hamburger shape onto your burlap mat. Repeat this process until the hamburger shape is a bit larger than the palm of your hand.
3. If your clay shows signs of cracking, you may add water droplets to the surface of the clay and rub them into the clay as you work.
4. Slowly press in the middle of the clay shaped hamburger then turn the clay clockwise, pressing down and out to shape a pancake like slab. Do this step repetitively, and slowly until the round slab shape measures approximately five to six inches in diameter.
5. Press into the clay with a variety of clay printing tools to create a radial design.
6. Now take the second ball of clay that your teacher gives you and divide it evenly into five equal parts.
7. Roll all five parts into five, smooth little balls.
8. Then slightly roll out those five little balls into five “worm shaped” coils. Not snake shapes! Stubby worm shapes are what you need.
9. Turn your larger turtle shell slab over and place it in the middle of your burlap placemat.
10. The teacher should demonstrate with her own sample to his or her students how to score the clay with a pencil and then add tiny drops of water to the scored surface, pressing the attached legs and head with the palms of their hands spread flat against the clay joints.
11. Crush soft paper towels and place a firm wad on top of the undecorated slab shell surface.
12. Turn the pancake shaped slab over.
13. Shape the turtle shell into a “taco” like shape.
14. Gently position the legs and head of the turtle to your satisfaction.
15. Carve a little smile and dot two eyes on your turtle’s head.
16. Pinch a little tail at the back end of it’s shell.
17. Do not remove the crushed paper until the turtle hardens over night.
18.  Remove the paper before firing the greenware.
19. After the turtle has been fired, students may glaze three coats of every color at the very least in order to properly cover ceramic pots.
20. Try not to apply glaze to the bottom surface edges of the turtle feet if it can be helped.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Health & Safety Concerns: There are no health and safety concerns for this project.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: Fill out the formal scoring guide included below according to age appropriate standards.

Close up of ceramic turtle

Bottom of ceramic turtle

Glazes are kept moist with water misting everyday inside of these foam egg cartons

Student is pressing out a turtle shell.

Parts of a turtle shell

The finished project

Directions for Ceramic Turtles, for the whiteboard

 all articles and lesson plans are copyrighted 2011 by Grimm