Ceramic Food

Ceramic Food

Elisabeth Wilder
High School Art: Ceramics unit
Lesson: Ceramic Food
Time allotted: 1-2 weeks
Michigan Visual Arts Standards:
Performing CS: 1.1, 1.2, 1.3
Creating CS:2.1, 2.2, 2.3, 2.4, 2.5

Background and Preparation

1. Talk to the students about the different types of hand building
2. Have the students begin by thinking about what they want to make and make sketches in their sketchbooks
3. Go over where supplies are, how to get them, how to use tools and proper cleanup procedures

Rationale
This lesson expands on the basic hand building techniques used in earlier classes and challenges students to re-create ordinary and realistic food from a non traditional media.

Materials:

• Clay--approximately 2-3 lbs - depending on size of pots.
• Cloth covered table or board (Canvas cloth)
• Board or bat for carrying pot
• Plastic bag--large enough for storage of work in progress.
• Rolling Pins, Clay Slip and Brushes.
• Scoring and Modeling Tools - Pottery Tool Kit - Wire Loop Tools
• Small container of water to moisten hands.
• Kiln
• Clay Tools
• Glaze or acrylic paint

Demo (10-15 minutes)
After reviewing methods and techniques for working with clay have a short discussion about different types of food students could make. Show the PowerPoint with examples. Check that students know what they are to do and have them start.
Objective
After watching the demonstration on how to make coil pots, students will create a coil pot with smoothed coils. This pot should have smooth walls on the inside and outside with a symmetrical shape emphasizing unity form and balance. It should be 8 inches in at least one plane. Once assembled, they will decorate the surface with sgraffito designs that enhance the form and utilize personal symbolism texture or designs and set it out to dry. Once fired, students will finish their work with glaze.

Directions (over a few days)

1. You must have a plate that measures 8 inches.
2. One food item must measure 6 inches.
3. You must create at least 3 food items.
4. They must all be realistic as possible
5. You may use any technique you want or can to create realistic looking food.
6. At the end of each day, materials are to be put away and your work space cleaned up.
7. When you are done, Let your piece dry so it can be fired.
8. Once fired, paint it using acrylic paints to look as life like as possible.

Understanding
Throughout the lesson and work time, I will be around for students to ask questions and to provide suggestions and input.
Closure
At the end of each day I will let students know how they are doing and what the plan for the next day is and allow students to ask any other questions they may have.

Rubric

Assessment Rubric
Student Name:						Class Period:
Assignment: Ceramic Food						Date Completed:
Circle the number that best shows how well you feel that you completed that criterion for the assignment.	Excellent	Good	Average	Needs Improvement	Other	Rate Yourself	Teacher’s Rating
Criteria 1 – Thought and planning went into what food types to make  and how to make them	10	9	7-8	6	0-5
Criteria 2 – forms are well made and look realistic	10	9	7-8	6	0-5
Criteria 3 – surface treatment-paint or glaze-enhances the overall appearance of the work	10	9	7-8	6	0-5
Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?	10	9	7-8	6	0-5
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?	10	9	7-8	6	0-5
Total Possible: 100 points (Average score x 10)						YOUR TOTAL	Grade

Color Theory

Color Theory

I wanted to do a unit on color theory both at the high school and middle school levels. A similar but slightly modified lesson.

Creative Color Wheel (High School)

Create an image that incorporates all the primary, secondary and intermediate colors. There should be 12 separate colors.

You may use some black, grey or white since they are neutral colors. The colors should stand out and be most prominent.

Make all your colors using only the 3 primary colors-red, yellow and blue.

When you mix colors, start with the lighter color. For instance, when making orange, start with yellow and add red in small increments.

Colors may be made by mixing the colors on either side as it appears on the color wheel. Secondary colors are made by mixing the primary colors on either side. i.e. orange is made from red and yellow. red orange is made by mixing red and orange.

Primary colors are connected on the color wheel by a solid line.

Secondary colors are connected by a dashed line.

Grade level:  MS
UNIT:  Tempera painting - Color
Name of Project:  12 part color wheel motif

Materials: Heavy paper (I use card stock or Tag Board) 12 x 18 (30.5 x 46 cm) Watercolor Pape Tempera Paint - primary colors and black Scissor Paint Brushes

*

Objective:
Students will be able to produce a 12 x 18 (30.5 x 46 cm) color wheel that contains primary, secondary, and tertiary colors. Students must also mix all colors needed from just the primary colors.   
Approximate time line:      4-5 days
Procedure To Follow For Studio Project:

Day 1:

Create a simple motif that is easy to duplicate and works well with different sizes

1.   Draw motif in small, medium and large sizes, cut out of tag board.

2.   Trace down the large sizes first- only 3 times- one for each primary color

3.   Overlap the medium motif at least once over the large traced motifs. You should trace the medium motif three times and try to overlap as much as possible (if possible). The medium motif is your secondary colors.

4.   Last but not least, the small motif will be your tertiary colors and should be traced in 6 different locations around the picture. They may not overlap any of the other motifs. They may go off the paper.

Day 2-3:

1.   Begin to paint the primary colors (but not where the medium motif overlaps).

2.   Do the same for the secondary colors that you mix paint in the medium motifs, but not where you overlap the large motif.

3.   Mix the tertiary colors and paint in where the primary and secondary colors over lap. You should have 6 small motifs, for each motif paint one of the tertiary colors.

Day 5-6:
Repaint areas that are light. The heavier or more solid your motif areas are, the better it looks. One everything is dry and painted solidly, paint the background in black. Repaint areas that dry light, the heavier the black, the better it looks.