Lesson 4
Home: Structure of Self
Indicate the type of LFS lesson:
X Acquisition (A) _ Extended Thinking (ET) _ Acquisition w/ET Lesson Materials: Earthenware clay Tools Slip Reference pictures Lesson Artists: Frank Lloyd Wright Ed Rice Ed Rice's blogspot (click here) Edward Hopper Extension References: Frank Lloyd Wright (CBS documentary) |
Standard/Element:
VAHSVAMC.2Finds and solves problems through open-ended inquiry, the consideration of multiple options, weighing consequences, and assessing results. VA8CU.1 Discovers how the creative process relates to art history. VA8CU.2 Investigates and discovers personal relationship to community, culture, and world through making and studying art. VA8PR.4 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop and preserve ideas in order to produce works of art. VA7C.2 Develops fluency in visual communication. |
Essential Questions:
How are artists' projection of self reflected in their work? What symbols represent you? How would you represent an emotion through shape, form? Lesson objectives:
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Description of Activator (links prior knowledge):
Students will review Edward Hopper and be introduced to Ed Rice a local artists who works with the house structure. Students will note the artists' use of shapes, structure. Then, students will view photographs of local home facades from their community and compare them to the architectural designs of contemporary architect, Frank Lloyd Wright. These facades will reflect the historical, urban, and rural styles typically found in Waynesboro. Ga and juxtaposed them to contemporary designs.
After review students will discuss some of the architecture characteristics of the homes.
Then students will view homes from others areas and time periods.
Some prompts will be addressed:
Students will review Edward Hopper and be introduced to Ed Rice a local artists who works with the house structure. Students will note the artists' use of shapes, structure. Then, students will view photographs of local home facades from their community and compare them to the architectural designs of contemporary architect, Frank Lloyd Wright. These facades will reflect the historical, urban, and rural styles typically found in Waynesboro. Ga and juxtaposed them to contemporary designs.
After review students will discuss some of the architecture characteristics of the homes.
Then students will view homes from others areas and time periods.
Some prompts will be addressed:
- How does the home reflect a personal sense of self?
- Is a particular culture noted on the homes?
- Is there a common style with time period, geographic region, or culture?
- Is the home an extension of self?
- Think about how you would depict your home if you were expressing a sense of self, personality, or reflection of culture.
Description of Task:
Facade the false front
Students will be creating slab clay facades that reflect their identity, community, or culture. Prior to using clay students will draw sketches of different home facades. Students will learn that a façade is located on the front of the house and sometimes it can be an illusion. A false façade is a fake front typically associated with a movie production's set. The front of a building is created projecting the illusion that an entire house is present, however it just the front. The unseen back of the building is raw lumber and often is not a building structure at all but a support for the façade.
This could be symbolic for students and their projection of self. Sometime people project a “false front” giving an illusion of self. Many times, especially teenagers, struggle with identity and their sense of belonging. This clay façade home could represent the dual struggle within.
Clay Relief / Facade PowerPoint will be shown (Click for download)
Activity Steps:
Stages of Clay
Facade the false front
Students will be creating slab clay facades that reflect their identity, community, or culture. Prior to using clay students will draw sketches of different home facades. Students will learn that a façade is located on the front of the house and sometimes it can be an illusion. A false façade is a fake front typically associated with a movie production's set. The front of a building is created projecting the illusion that an entire house is present, however it just the front. The unseen back of the building is raw lumber and often is not a building structure at all but a support for the façade.
This could be symbolic for students and their projection of self. Sometime people project a “false front” giving an illusion of self. Many times, especially teenagers, struggle with identity and their sense of belonging. This clay façade home could represent the dual struggle within.
Clay Relief / Facade PowerPoint will be shown (Click for download)
Activity Steps:
- The students will be given a template to sketch on creating a home that symbolically represents them.
- The house should still look like a building with windows and dormers, etc. but a “personality” or emotional presence created.
- To assist students in seeing beyond the obvious a children’s picture book will be used. The book, Alphabet City by Stephen T. Johnson will be used as an exemplar. Johnson’s illustrations are paintings based on structures in New York. The illustrations looked for visual clues to convey the alphabet. Students can use this technique to create a face to expression on their home façade. A handout with different facial expressions will also be available. (See PDF download)
- Students will need to use their handout to determine what sense of self the house façade will represent. For example if a person is confident, strong, and vocal they could depict a house that is vertical and long, made with metal beams and a smoke stack billowing with smoke.
- The back side of the structure will be used for their opposite façade. The clay will be etched into with tools, since this side will rest against a wall it will not have a attachments or relief parts.
- Once the designs are worked out students will roll out clay slabs. Clay attachments will be added with scoring and slip. This slab will hang on the wall and holes will be added so string can be looped.
- The class will review the clay drying stages, a handout and PowerPoint will be given.
- Once all their clay house parts have been added the back of the house will be carefully carved into. Students will be reminded to symbolically represent self, culture, or community without to use of hearts, stars, peace signs, etc. A symbolism worksheet will be used as a guide, students can also refer back to their concept web developed in previous lessons.
- Clay will dry, be fired, and glazed appropriately.
Stages of Clay
- Slip--watered down clay in a muddy form used to attach clay pieces
- Plastic--workable stage; molding stage; can recycle; can join to other pieces
- Leather-hard--stiff and will hold its shape; join to other pieces; carve into; recycle
- Greenware--bone dry; can be carved into; very fragile; can recycle
- Bisqueware--fired once in kiln; cannot be recycled; glazing stage
- Earthenware (Glazeware)--second fire-low fire; cannot be recycled
Element of Differentiation:
_ Grouping: How? _ By Content x By Process (additional time) x By Product (assistance in clay usage) _ Not Applicable Today Student Reflection(s): _ Q&A with feedback: Ball Toss reflection. Q and A based on teacher prompted ball toss. _ Class Discussion (collaborative discussion based slides and exemplars) _ Final lesson reflection sheet _ Other Final lesson reflection |
Description of Summarizer:
Synectics: Students review the topic they have studied by comparing to a familiar object or situation. In this four part organizer students will respond to the prompt: How is Home a reflection of self, community, or culture? Click for PDF download |
Lesson Assessment(s):
x Diagnostic (activators and summarizers) x Formative (in-process work on thumbnail, sketches, symbolism, collaborative work, personality of house design, self-reflection, activators and summarizers) x Summative (clay facade, project rubric) Enrichment: A house in the “round” can be created for students would like to continue development of their house. Students would use a milk carton and attach rolled clay slabs to form walls. RTI/Response TO Intervention: 504 Accommodations _ Not Applicable x Preferential seating x Frequent breaks _ Small group x Extended time x Remediation/ Rework _ Other: |