Service Learning Lesson Plan

Title: Additive, Reductive, Texture

Lesson Idea and
Relevance: What are you
going to teach and why is this
lesson of importance to your
students? How is it relevant to
students of this age and
background?

Group/Date: 11/1/16

In this lesson, I will introduce the students to the possibilities of surface design on
clay through additive, reductive, and textural decoration. This lesson is important
because it introduces students to new ways that they can work on their clay
surface in order to make it more interesting and as a way to add to the aesthetic of
the body of the form.

Essential Understanding (s): What are the big ideas? What specific

Essential Question (s): What provocative questions will foster

understandings about them are desired?

inquiry, understanding, and transfer of learning?

Artists use textural elements to improve the

aesthetic of a clay pieces form.

How can a clay bodys surface be improved by

adding a textural surface design?

Artists use additive, reductive, and found object

technique to create textural surface design in clay.

How can texture be used effectively to improve the

aesthetics of a piece?
Does a clay piece have to use a textural surface
design in order to be successful?

Outcomes - Students will be able to...What key knowledge and skills will students acquire as a result of this unit? ...Art history and culture;
expressive features and characteristics of art; art materials, tools, and techniques? What should they eventually be able to do as a result of such knowledge and
skill? ...Compare and contrast art work; analyze sketches?

Students will be able to

1.) Given clay, SWBAT create a textural surface design using additive, reductive, and
found object techniques.
a.) I can create a surface design on my clay piece using techniques I have
learned in class
2.) Looking at examples, SWBAT identify different types of surface design methods
accurately.
a.) I can identify additive, reductive, and found object surface design textures

Student Reflective Activity: Through what authentic performance

Assessment Instrument (s):

task(s) will students demonstrate the desired understandings? How will

students reflect upon and self-assess their learning?

understanding be judged?

By what criteria will performances of

In their sketchbook, students will write a brief description of

how they achieved each different type of surface design
method in their own test piece. This will be followed up with
a 3-2-1 response:

See Attached Rubric:

Write 3 things you learned in the process of

exploring these different surface design methods.
Write 2 questions that you still are
wondering about after this activity.
Write down the 1 most important part of this
activity that you would incorporate into your actual
project.

Pre-assessment:

How will you help the students know where the unit is going and what is expected? Help the teacher know where the students are
coming from (prior knowledge, interests)?

N/A

Motivation:

How will you hook all students and hold their interest?

Ideation:

How will you equip students, help them experience the key
ideas, and explore the issues to generate ideas for their art work?

Students will perform an ideation sketch exercise in order to

explore possibilities with textural surface design. Each
student will make 2 sketches for each method (2 additive, 2
reductive, and 2 found object textures). These sketches will
inform their later work on how they will carve, add, or press
texture into their clay in order to successfully change the
aesthetic of the piece.
After the students have finished their sketches, they will pick
one from each texture building method. They will then create
3 clay test tiles. Each test will be where they experiment with
the different surface texture building methods to re-create
their ideas from their ideation sketches.

Say: This piece of work used a special technique for building

surface design. Does anyone know what this technique is
called? Or maybe someone knows what the artist did to make
this piece?

Procedures: How is the lesson organized to maximize initial and sustained engagement as well as effective learning? Provide opportunities to rethink and

revise their understandings and work? Allow students to evaluate their work and its implications? Include literacy and numeracy?

DAY 1:
Introduction: 10 mins
In the introduction, I will introduce the students to the various types of textural surface
building techniques and examples of each one through a powerpoint. The three methods are:
Additive: Additive is when you create a texture, or design, on the surface of
a clay piece by adding small amounts of clay to the surface and attaching it through
scoring and slipping.
Reductive: Reductive clay building is when you use tools to take away and
carve from the clay to leave a 3-Dimensional shape where you have taken the clay away.
Found object: Found object texture is when you take objects and press or
roll them on the surface of your clay to create a unique, and repetitive, texture
Video Example: 5-6 mins
Show the students a small video that furthers their understanding of what
each method looks like when applied to clay.
https://www.youtube.com/watch?v=pC-1ihlIXss
https://www.youtube.com/watch?v=Plkz3OPqUcI
Ideation activity: 20 mins
Students will perform an ideation sketch exercise in order to explore
possibilities with textural surface design. Each student will make 2 sketches for each
method (2 additive, 2 reductive, and 2 found object textures). These sketches will inform
their later work on how they will carve, add, or press texture into their clay in order to
successfully change the aesthetic of the piece.
After the students have finished their sketches, they will pick one from each
texture building method. They will then create 3 clay test tiles. Each test will be where they
experiment with the different surface texture building methods to re-create their ideas from
their ideation sketches.
Teacher Demo: 10 mins
Show the students a more up close and personal form of demo to let them
see exactly what each method looks like in person, as well as to introduce new tools and
techniques that have not already been shown in the videos.
Class work time: Rest of class period before cleanup
Students will work to build their clay test tile examples using additive,
reductive, and found object techniques to creature surface design/texture.

Materials and Resources: What is needed to complete the learning plan? List materials and resources in a bulleted format.

Clay
Carving tools
Slip/water
slab rolling tools
sketchbooks

Preparation and Safety: What do you need to prepare for this experience? What safety issues need to be addressed? List steps of preparation and
safety in a bulleted format.

Proper work stations

clean classroom
smart board on and ready for presentation
prepared slideshow
Safety: Do not eat the clay. Use tools correctly so as to avoid injury.

Accommodations:

How is the lesson tailored (personalized) to the different needs, interests, and abilities of learners? ...Access (Resources and/or
Process) and Expression (Products and/or Performance)?

Access: I will provide visual, physical, and auditory examples for all students so that all the different
learning styles are met.
Expression: Students will be provided a wide array of techniques so that they can choose which method
they use to complete the project.

Ideation:

Advanced (4)

Proficient (3)

Developing (2)

Basic (1)

Students

Students

Students

Students

developed multiple
ideas for each
project. Students
explore multiple
views and
possibilities in
detailed sketch
drawings

developed
required amount
of ideas for each
project. Students
explore required
amount of views
and possibilities in
detailed sketches

developed some
ideas for each
project. Students
explore a couple
of views and
possibilities with
some detail in
their sketches

developed very
few ideas for each
project. Students
explored very little
possibilities and
include very little
detail in their
sketches

Additive:

Students have
properly applied
multiple forms of
additive texture to
their clay tile

Students have
properly applied a
few forms of
additive texture to
their clay tile

Students have
applied one form
of additive texture
to their clay tile

Students have
barely applied any
form of additive
texture to their
clay tile

Reductive:

Students have
properly applied
multiple forms of
reductive texture
to their clay tile

Students have
properly applied a
few forms of
reductive texture
to their clay tile

Students have
applied one form
of reductive
texture to their
clay tile

Students have
barely applied any
form of reductive
texture to their
clay tile

Found Object:

Students have
properly applied
multiple objects
and forms to
create texture to
their clay tile

Students have
properly applied a
few objects and
forms to create
texture to their
clay tile

Students have
properly applied
one object and
form to create
texture to their
clay tile

Students have
barely applied any
objects and forms
to create texture to
their clay tile

TOTAL: __/16

Total:

Total:

Total:

Total: