New Lesson , Document + Reflection

I created a lesson that I am really excited to do, but am not going to be able to create it with my students until January or February. Instead, I designed a different lesson that I was able to implement and reflect on within the time frame I was given.

Grade Level: 1

Goal of Lesson: To allow students to explore and play with a medium they do not have access to every day. Students will receive a pumpkin shape of clay and use texture and carving techniques to create their own design.

Lesson Objectives: Students will learn:

1. What texture is

2. how to make their own artistic decisions to their pieces

3. How to create without having step by step instructions (ex: paint the sky blue)

National Standards:

VA:Cr1.1.3a Elaborate on an imaginative idea

VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes and materials

Pennsylvania Department of Education Standards:

9.4.3 D: Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities

9.3.3. B: Know that works in the arts can be described by using the arts elements, principles and concepts

Materials:

Per Student

clay

stamps with various designs

finger stamps, paint stamps, stamp strips

clay tools

early finisher centers

Motivation:

 I find myself making decisions and questioning practices in the classroom that are based off of what I've been learning. I find myself trying to let students have more choice and "play" through their work, or more specifically: learning through play. This has been the main topic in the current course, Tch Studio Activity/ ARTED 7604.

I was having first graders make spiders out of Crayola Model Magic. Normally at the end of a class or if students finish early, I let them "play" with an oil based clay. 

Since we were already creating with a clay like material, I asked my first graders if they would call this playing. I said "Would you say that you are playing with clay?" Most of them paused because they hadn't really thought about it. I gave them a second and I had some who didn't answer, some who said no, and some who said not really. I asked them why, but they didn't really have an answer. 

This made me start to think about how I can integrate TAB into the elementary classroom. Personally, I'm torn between wanting to have beautiful, thematic artwork to display in the halls, and between letting students explore, create, and "play" with materials. 

At the end of classes or when students finish early and they have time for the oil based clay I mentioned earlier, I found I can let them "play" by giving them an art challenge.  I think having a choice in what to make, or even the way the task is presented, makes it easier for students to think of it as playing vs working.  

Art Production: Lecture/Demonstration

DISCUSSION: We didn't have a ton of discussion with this project has I didn't want to deliver it in a way that felt like there were a lot of restrictions or a right or wrong way to complete the task given to them. I did talk to them about clay and how it is likely to break if it's too thin. I showed them the difference between applying pressure with the stamps versus "smashing" their clay.

DEMO: I showed students how they were able to press and overlap textures if they wanted, and showed them how they could create a pumpkin face if they wanted.

Evaluation: Did the students learn:

I evaluated the students based off if they applied texture to their pumpkins and did not "smash" their pieces. Even if they were smashed, they still looked quite successful.

Adaptations:

Students may need to use various sized stamps (that are supplied to them) based off of fine motor skills

Documentation

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These were the pumpkins that the students created. I think they have a playful and joyful quality about them.

The following pictures are images of my students working in the early finishers stations, as the pumpkins didn't take very long for many of the students. I didn't want to push them to go back and rework parts of the pumpkin as I thought it would take away the "playfulness" of the lesson.

Students playing with polymer clay, playdough, and deciding what tools and materials to use to draw with

A close up of students working with playdough

Students working with markers on the carpet

Reflection

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I was unable to document the actual process of students creating their clay pumpkins as I was busy passing out the clay pieces and assisting students in writing their initials and class code on the back once they were finished. I think it was challenging for me when it felt like students were rushing through their project. They seemed to really enjoy it, and it wasn't a difficult task, but I wish I was able to encourage them to slow down and enjoy the process. However, I think that is what playing for students can sometimes look like - being fast and not necessarily putting in a lot of thought to decisions. I'm also sure that serious thought can look different in this scenario between myself and first grade students. They clearly chose what texture they wanted and where. Each pumpkin is as unique as the student who created it. I think I find more success in the centers when students are done. It is amazing to see students so engaged when I haven't given them specific direction beyond "choose which center you would like to go to. You have the choice of play dough, free drawing, reading, and "clay" (it is an oil based clay they love to play with). I think this proved to me that I can implement TAB practices into my classroom, I just need to scaffold them in a way that students know what is expected of them at each station and how they can use the materials provided to them. I think the environment has the potential to inspire them to think "What can I make today" vs "What are we making today".

I'm thankful that my district is extremely flexible when it comes to our art curriculum. It basically tells us to teach the elements and principals of design, and the way we do that is up to us. I am thankful I have the freedom to experiment with lessons with my students and do not have to follow a set of approved lessons at specific times. This lesson lets the students play with a material that they aren't used to on a daily basis (as opposed to pencils, markers, and sometimes even paint). I think beyond teaching them elements and principals of art, clay lets students use their hands, build fine motor skills and hand/eye coordination.

This experience has encouraged me to try to create lessons that allow students to play with their art. I noticed that at the end of this lesson, I didn't have the majority of students bringing me their pieces saying "is this good?" or "am I done?" I told them when they finished their piece to bring it to me for their initials and then set it on the windowsill to dry. I loved the independence the students had, and the success they felt when completing their "task". I want to give them lessons that teach them how to be independent and creative thinkers.