Studio Art: Ceramic Unit Part 2: Pinch

In hindsight, I supposed I probably should have done this project before the slab project...next year.  For this project, I was first looking for perfection.  I know, I know...perfection in art class?  For this, it was doable and every single student succeeded in my opinion!  For this two-part sphere challenge, students were asked to create the most perfect sphere out of two pinch pots.

The first step was to make two pinch pots of about the same size and score and slip them together.

Next, students used a ruler to slap and shape their hollow ball of clay.

Some rolled their spheres on the table to help smooth the surface, others used a wooden rib tool to scrape and smooth the edge.  I did not encourage the use of an elephant ear sponge and water to smooth the spheres.  The only students who used that as an option were students whose clay started to crack towards the end.

 Once everyone completed their spheres...we invited the administrators into the classroom to judge them.  This is the challenge part.  I offered, to the winner, the choice of being able to opt out of a quiz, a homework assignment or for me to buy them a king size candy bar.  Amazingly, I think both winners opted for the candy bar!  Since all of the students did such an awesome job, I did buy some bags of candy and planned on giving them a free day before February break (of which we ended up having a snow day...go figure!).

Students lined up their spheres on a number so the administrators could pick the winner from each class.

The "part-two" of this project is this: students had to carve a non-objective line design into the surface of their sphere.  We will glaze these using the glazes I have specifically for red clay. ***It's also really important to note that before these were set out to dry, students had to poke at least one hole with a needle tool through the surface of the sphere.  This way, the air inside as a route to escape so the spheres don't all blow up in the kiln!***

Part three of the ceramic unit has not been started yet...upon return from February break, students will glaze these projects for firing and then we will work on the last project of the ceramics unit, coils!

Studio Art: Unit 1 Complete!

Today we had the unit quiz (I'm calling them quizzes because I want the projects to be more important to the kids then the tests) for the first unit in Studio Art.  Look back at this previous post to see my unit overview and the unit infographic project here...

When the previous art teacher ordered sketchbooks from our Boces bids, they sent us these little 5"x7" sketchbooks...and not of the best quality either.  It's always hit or miss on those Boces bids as to whether or not you actually get what you ordered!  The students have already complained that they're too small, and pages are already falling out, even though we've only technically had one sketch assignment!  

Anyways, I had the students put a Table of Contents into their sketchbooks so that it's easier for me to do "sketchbook checks" to make sure they are keeping up with bell ringers and sketch homework.  (And, ironically, the one student sketchbook I took a picture of has their page numbers wrong already!)

For the Studio Art's first sketchbook assignment, I gave them a non-objective line drawing (the above drawing is mine).  Since we were talking about the elements, and line is one of the most important elements, I figured this was fitting.  Unfortunately, I didn't have enough time on my mind to get a generic rubric created for their sketchbooks (since tonight is open house, I'll probably have plenty of time to get that done today!).  Like my zentangle students, I was extremely happy when a few students came in and said they did more than one because they had fun with them!  These are some of the really strong ones that were turned in.  Our critique turned into me giving students my guidelines that a sketch assignment should have at least an hour spent on it (which shouldn't be a big deal since they get them on the weekends).

The last thing we learned about in this unit was the credit line that is always under an artwork that is published in a textbook, in a museum, etc.  For their last exit slip, I had students create a credit line for their non-objective line sketch and stick the Post-It note in their sketchbook.

Art Elective: Zentangle Unit

So I decided to start out my first unit with my art elective as Zentangles.  Originally I had planned to incorporate the zentangles with the graffiti unit for 7th graders, but as I dove into planning that unit, I realized I already had a lot of content to cover with the graffiti techniques and styles.  I gave the art elective students (10th and 11th graders) a survey to fill out on the first day, and unfortunately the students really did not give me much to go off of.  I received a lot of requests for photography (which is not my strong suit, especially film photography), so I'm going to stay away from that request just a little bit until I get my three computers in my classroom to do digital photography.

I think the zentangles are a great way to start out because (1) it's nearly impossible to mess them up and they can be confidence boosters and (2) it's a good way for me to assess what these students already know about the elements and principles.  At first, they seemed a little hesitant and not enthused by the idea of zentangles...but after their sketchbook assignment over the weekend, I think the ladies in the class really got into them!  Right now we are three days into the zentangle unit and here is what we have done so far.

The first thing I did was make a packet with some vocabulary and all of the information students would need about zentangles.  Unfortunately, I did not write down my sources (eek, bad teacher!) but if you're interested in seeing the packet, feel free to let me know and I can send it to you and the original documents I saved (some of the documents have links to websites and such).  I picked and pulled my packet pieces from three different sources.  (Vocabulary included the elements and principles, shading vocabulary and the zentangle vocab, including the four steps to zentangle: (1) Draw a border, (2) Draw the string, (3) Fill with patterns, (4) Add value).

For the first "mini project", we created a zentangle tile.

The first one here is mine, and the group picture are the tiles made by the seven students in the class.

Following the zentangle tiles, I assigned the students the following sketchbook assignment last Friday:  Draw a contour drawing of an unusual object and fill it with zentangles.  This one is mine (it's my goal to always try and do any sketch assignment I assign any class...it's been so long since I've done drawing just for myself, I figure this is a good way to get back into it!):

And even though I only asked them to do one drawing, a few of the girls got into and did multiple drawings.  This student didn't quite understand the contour part of the assignment, but she experimented a lot with color.

The top two are done by two different students...I love the lamp one!  I'd say she was one of the more creative ones when it came to picking an unusual object to draw.  The bottom two were done by the same student.

These four were done by the same student.  She REALLY got into the zentangles...and did a really nice job!  Everyone thought her apple was the best one during critique.

So, our first zentangle project is to design an alphabet.   This is the handout students received for the project.  They must choose 9 consecutive alphabet letters.  Some decided to free-hand their letters and other printed off their favorite font to use.  I allowed them to use the light box to trace the letters onto the heavy vellum paper we are using.

These are my starting letters...(Ravie is my favorite font!)

And to my surprise, one of the students took her letters home and FINISHED them all!!!  Love it!

 We are going to mat these professional.  Since one student was finished, I was going to help her mat them, but when I pulled out the mat cutter that was in the high school room, I discovered it was horribly sliced up and beat up!  Luckily for me, I bought a brand new mat board cutter last year for the elementary room using the extended day grant money, so I sent to girls down to the other room and the finished student helped me put it together.  Next class I anticipate that we will be ready to mat a bunch of these...the ladies seemed eager to get them done at home!

For the final project in the zentangle unit, I want students to bring in a random object.  We'll prime it with gesso and zentangle it.  Well, I was thinking of having them bring in an object or I might bring in bowling pins for each one to zentangle, as I have 10 boxes of 10 pins in my garage at home!  Having them bring in an object would be pretty cool to do...but I think the bowling pins would look awesome zentangled too!

What's your thoughts?