Visual Arts Sample 4: Grade 6

Topic:

Prescribed Learning Outcomes:

Image-Development and Design Strategies

(Creating/Communicating)

• develop and make 2-D and 3-D images:
  • using a variety of design strategies, including point of view
  • using various styles
  • to communicate concepts and messages
  • that engage more than one of the senses

Context

(Creating/Communicating)

• create images that:
  • express beliefs and values
  • reflect art styles from a variety of social, historical, and cultural contexts

Visual Elements and Principles of Art and Design

(Creating/Communicating)

• create images:
  • using particular elements and principles to solve specific design problems
  • using the elements and principles to produce a variety of effects and to convey mood

Materials, Technologies, and Processes

(Perceiving/Responding)

• analyse the use of materials, tools, equipment, and processes in a variety of artworks

• select materials, tools, equipment, and processes to make images

Overview

Planning for Assessment and Evaluation

• The teacher displayed ceramic vessels from a variety of countries (e.g., Japan, Peru, Nigeria, Mexico). Students compared the vessels and considered what the decoration and styles revealed about the cultures of these countries. They looked at various features, including symbols, surface treatments, shape, pattern, and design. The class brainstormed a list of functions for the vessels and discussed qualities that made different vessels suitable for different purposes.
• Students were each given a fist-size piece of clay. They focussed on techniques of slab (even thickness, no air bubbles), coil (even rolling of sausage shapes, scoring, and slip jointing at joints), and pinch (even pulling and surface quality). They learned about surface scoring and the use of slip for joining. They also explored textures, using found objects and tools, and incorporated features from various cultures. Students viewed one another's work and discussed the processes.
• The teacher encouraged students to look for additional objects at home that could be used as tools for creating texture. The class speculated about the tools and objects artists from different cultures might have used to create the textures for their vessels.
• Each student then chose a vessel to create for a particular function. They used sketches to plan their work. The teacher encouraged students to develop one aspect (e.g., handle, pouring spout, foot of the vessel) in an ornate fashion (e.g., with claws, rosettes, animal features) consistent with the chosen culture. Students added fine detail to enhance the impact of the pieces. Before beginning construction, they also consulted with the teacher to ensure that their choices and plans were appropriate.
• Each student started with a small slab of clay as a base. They added coils of clay, one on top of another, after scoring and applying slip to each new layer. After every five or six coils, they used their fingernails and popsicle sticks to blend them into a smooth surface, both inside and out.
• Students used found objects and tools to create texture, referring to their planning sketches. The vessels were then dried slowly until they were bone dry. This greenware was then stacked in the kiln and fired.
• After the first firing, students returned to their planning sketches and used pencil crayons to plan colour application.
• Students glazed their vessels, following rules and procedures for glazing and firing.
• Students displayed their vessels and completed self-assessments of their work.

Defining the Criteria

• well-constructed­evenly pinched walls, coils firmly attached to one another and to the base, added pieces securely joined
• vessel works for the intended function
• detail and decoration enhances form and reflects a culture
• glaze is skilfully applied

Assessing and Evaluating Student Performance

Key: 3­Good
     2­Satisfactory
     1­Some Evidence
     0­Criteria Not Evident

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