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Art Learning Segment Plan Template

TCNJ ART edTPA LEARNING SEGMENT PLAN

Overview
Teacher Name Marisal Finamore and Emily LaPersonne
Artwork *to be included*
Example
Learning *to be included*
Segment Title
Central Focus This lesson highlights the divide between commercialization and individualization as it seems impossible for both to exist
(Visual Art together. Students will explore both ideas of commercialization and individualization in creating a set of two similar, yet
Concepts) diverse cups. Students will use juxtaposition, texture, color, and concepts/themes to explore this interaction. In learning
about other artists, like Ehren Tool, who utilize these ideas in their functional ceramic work, students will investigate and
engage in slab construction and glazing.
Focus of
Learning Create Visual Art Present Visual Art Respond to Visual Art
Segment
Component(s) Interpreting art (analyzing art-making approaches, theories, art forms, genres, etc., used to convey meaning)
of Learning Developing works of art/design (using techniques, methods of experimentation, or investigation)
Segment: Relating art to context (personal, social, cultural, or historical perspectives)
Making personal choices (of content, methods, or styles)
Art Form 2-D: 3-D: 4-D: Other:
Grade Level 9-12
Class Name Pottery I
Class Size 13
Time Avg. 90 Minutes, 2-3 Days/week, 5 Total Lessons (or Days)
Class There are 8 females and 5 males. The students are diverse. The class is mostly split between African American and
Demographics Caucasian students with a small majority of Latino students.

Big Idea and Understandings

Big Idea Commercialization Versus Individualization
Essential What is commercialization? Individualization?
Questions Why is commercialization important? Why is individualization important?
How do both commercialization and individualization impact our everyday lives?
What role do they play in art?
Enduring Commercialization is an ever-growing aspect of our world today. With the ubiquity of technology and the fast-paced world
Understanding we live in, commercialization is becoming all the more popular. It allows us to have what we need as soon as we need it,
although this often comes at a price. It is with commercialization that an emphasis on quantity is placed rather than quality,
as companies prioritize profits and efficiency rather than individualization and craft. When the time is taken to make
something, attention to detail allows for a development of character in that individual item. Rather than just being
mechanically assembled, it is made by hand with care and consideration an influence that becomes extremely evident
in the final form.
Key Questions How does Ehren Tool include individualization, but also commercialization, in his artmaking?
How does slab construction change the mood/feeling evoked by a cup (as opposed to a machine made cup)?
What role/influence can glaze have on a piece?
How does the functionality of a work play into its design?

Learning Objectives
Objectives Lesson # (when taught)
1. The student will demonstrate individualization by designing a pair of related cups. 1-4
(Conceptual/Thematic)
2. The student will employ clay slab construction in both of their cups. (Technical/Formal) 2, 3
3. The student will construct at least one pulled handle for their cup(s). (Technical/Formal) 3
4. The student will analyze Ehren Tools artmaking in an in-class discussion about 1
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Art Learning Segment Plan Template

individualization. (Contextual/Aesthetic)

Standards
Standards Objective
New Jersey 1.2.12.A.1 Cultural and historical events impact art-making as well as how audiences respond to 1
Visual Art works of art.
By focusing on the increasing commercialization of the world today, students will come to develop an
Standards appreciation for the hand-made and individualized. Through the artmaking process, students will study
the character their set of cups develop and analyze them compared to the factory-made mugs we are so
commonly exposed to.
1.3.12.D.1 How individuals manipulate the elements of art and principles of design results in 1, 4
original portfolios that reflect choice and personal stylistic nuance.
Students will consistently employ personal choice and style in creating their set of individualized
cups. It will be their decision as to how large their cups will be, the shapes they will take, how glaze will
be applied, etc.
1.4.12.B.3 Art and art-making reflect and affect the role of technology in a global society. 1, 2, 3
Students will experiment with the concept of individualization through their set of hand-made cups. In
doing so, students will be enlightened as to how much of their worlds are fabricated by technology as
products of commercialization.
National Visual Anchor Standard 2: Organize and develop artistic ideas and work. 2, 3
Art Standards Enduring Understanding: Artists and designers experiment with forms, structures, materials,
concepts, media, and art-making approaches
Essential Question(s): How do artists work? How do artists and designers determine whether a
particular direction in their work is effective? How do artists and designers learn from trial and error?
HS Accomplished VA:Cr2.1.IIa
Through experimentation, practice, and persistence, demonstrate acquisition of skills and
knowledge in a chosen art form.
Interdisciplinar 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think 1
y Connections analytically about how past and present interactions of people, cultures, and the environment
shape the American heritage. Such knowledge and skills enable students to make informed
(Non-Art NJ
decisions that reflect fundamental rights and core democratic values as productive citizens in local,
Standards)
national, and global communities
Technological developments and unregulated business practices revolutionized transportation,
manufacturing, and consumption, and changed the daily lives of Americans.
C. Economics, Innovation, and Technology
Analyze the economic practices of corporations and monopolies regarding the production and
marketing of goods, and determine the positive or negative impact of these practices on individuals
and the nation and the need for government regulations. 6.1.12.C.5.a
This lesson is based around the concepts of commercialization versus
individualization. It addresses the pros and cons of commercialization within our lives as many
of the products we interact with daily come from a conveyor belt within a factory. Without the
constant advancement technology, our lives would be incredibly different than it is today.
21st Century Critical Thinking and Problem Solving 1, 2, 3
Skills Make judgements and decisions
Reflect critically on learning experiences and processes
Once they have completed making and glazing both of their mugs, students will be
required to self-grade their work using the same rubrics provided the first day of the lesson.
This will allow them to be honest in critiquing themselves and their work. Additionally,
students will be expected to write a short paragraph reflecting on the process.

Materials and Artist

Teacher Clay
Instructional Slab roller
Plastic bag (for storage)
Materials Ware board (for storage)
Fettling Knife
Loop, Wire, Ribbon, Pin tools
Wooden Modeling tools
Water cup/bowl
Sponge
Wire cutting tool
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Art Learning Segment Plan Template

Powerpoint shown on first day of lesson included the following images:

Also included short clip of key artist that can be viewed here: https://www.youtube.com/watch?v=A9Gpr7mjCnE
Teacher *to be included*
Artwork Include the teacher artwork title, size, material(s), date, and 1-2 sentence explanation (i.e., what are you trying
to communicate through the artwork? This should connect to the big idea. It should show a firm understanding of the
Example objectives).
Student Clay
Materials Slab roller
Plastic bag (for storage)
Ware board (for storage)
Fettling Knife
Loop, Wire, Ribbon, Pin tools
Wooden Modeling tools
Water cup/bowl
Sponge
Glaze (will vary)
*Specific ceramic tools may vary depending on student project*
Key Artist and
Artwork
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Art Learning Segment Plan Template

Ehren Tool
Ehren Tools ceramic work is often untitled and is mainly comprised of cups. In regards to his artmaking, Tool can be
quoted as saying, The images on the cups are often graphic and hard to look at. You may be for or against a particular
war but I think it is too easy for us to look away. I think we as a country and as humans should look at what is actually
going on. I would like my work to vindicate the principles of peace and justice in the world. That is a lot to ask of a
cup Tool uses the overlying theme of war, drawing on personal experiences seeing as he is a war veteran. He also
hints at commercialization through the immense quantity of cups made (15,000 since 2001) but makes each one unique
in its own way, adding a touch of individualization.

Vocabulary and Language Acquisition

Vocabulary Slab (artmaking technique): a thick plate or slice (as of stone, wood, or clay).
A flat piece of a material that could vary in thickness
i.e slab of clay or concrete
Slab Roller (artmaking process): A machine that presses clay into a flat, even slab for use in pottery. It consists of a large,
flat table with a cylindrical roller which is rolled over the clay using a handle or wheel attached to a set of gears.
A piece of equipment that rolls clay into a flat, even slab
Individualization: (big idea): to make individual in character.
Treating/noticing someone or something separately from a group
i.e helping a student one-on-one rather than making a blanket statement
Commercialism (big idea): to debase in quality for more profit.
A focus in quantity over quality while prioritizing profit
i.e mass producing t-shirts rather than sewing them by hand
Texture (element of art): the surface quality that can be seen and felt. Textures can be rough or smooth, soft or hard.
Textures do not always feel the way they look; for example, a drawing of a porcupine may look prickly, but if you touch
the drawing, the paper is still smooth.
The feeling or visual look of a surface of a work of art
i.e Vincent Van Goghs Starry Night
Juxtaposition (postmodern principle): images and objects from various realms and sensibilities coming together
Manipulating contrast in a way that challenges or furthers the connection between different things
i.e Robert Rauschenbergs Tracer painting from 1964

Art Learning Segment Plan Template
Language Analyze- Students will analyze Ehren Tool and his artmaking in an in-class discussion after watching a
Function video interview on the first day. At the end of their artmaking, students will create an artist statement
(Choose only one) analyzing their own works and the choices they made in creating them.
Objective/Criteria Exemplary (A)
(4 points)
The student will The student successfully and
demonstrate their creatively unifies their two mugs
understanding of as a set. The two cups share at
commercialization least 2 similarities (i.e similar
textural carvings, same usage of
and
colored glazes with the same
individualization in application, etc.)
the set of cups
created.
(Conceptual/Thematic) The student successfully and
creatively individualizes both of
their cups. The two cups have at
least 2 differences (i.e different
handle styles, different
application of handles, same use
of colored glazes but applied
differently, etc.)
The student will The student successfully and
utilize clay slab creatively utilized the slab
construction in construction technique in
both of their cups. creating both of their cups.
(Technical/Formal) Seams in the slab are addressed
with care and consideration (i.e.
you cannot tell where the slab
was cut/pieced together). It is
evident that the slab used in both
cups is even throughout.
The student will The student successfully pulled
apply their and attached a handle on at least
understanding of one of their cups. The handle
the process of clearly demonstrates the
students understanding of the
pulling handles in
process. The handle is securely
at least one of their and neatly adhered to the cup.
cups.
(Technical/Formal)
The student will The student actively participated
analyze Ehren in in-class discussions. The
Tools artmaking student demonstrated firm
in an in-class knowledge about the artist and
concepts/vocabulary
discussion about
surrounding his artwork as well
individualization. as their own.
(Contextual/Aesthetic)
The student successfully and
Glaze creatively employed glaze(s) on
both of their cups. Use of glaze
shows extreme care and
consideration.
RUBRIC
Good (B)
(3 points)
The student somewhat
creatively unifies their two
mugs as a set. The two cups
share at least 1-2 similarities
(i.e similar textural carvings,
same usage of colored glazes
with the same application,
etc.)
The student somewhat
creatively individualizes both
of their cups. The two cups
have at 1-2 differences (i.e
different handle styles,
different application of
handles, same use of colored
glazes but applied differently,
etc.)
The student utilized the slab
construction technique in
creating both of their cups.
Seams in the slab are
addressed with some care and
consideration (i.e. you can
somewhat tell where the slab
was cut/pieced together). It is
evident that the slab used in
both cups is somewhat even
throughout.
The student pulled and
attached a handle on at least
one of their cups. The handle
demonstrates some of the
students understanding of
the process. The handle is
somewhat securely and
neatly adhered to the cup.
The student somewhat
actively participated in in-
class discussions. The student
demonstrated some
knowledge about the artist
and concepts/vocabulary
surrounding his artwork as
well as their own.
The student employed
glaze(s) on both of their cups.
Use of glaze shows some care
and consideration.
Satisfactory (C)
(2 points)
The student minimally
unifies their two mugs as
a set. The two cups share
one similarity (i.e similar
textural carvings, same
usage of colored glazes
with the same application,
etc.) It is not evident upon
first glance the similarity.
The student minimally
individualizes their cups.
The two cups have 1
difference (i.e different
handle styles, different
application of handles,
same use of colored
glazes but applied
differently, etc.)
The student struggled to
utilize the slab
construction technique in
creating their cups. Seams
in the slab are addressed
with little care or
consideration (i.e. you
can tell where the slab
was cut/pieced together).
It is evident that the slab
used in the cups is not
even throughout.
The student pulled a
handle for at least one of
their cups. The handle
clearly demonstrates the
students understanding
of the process. The handle
was not securely adhered
to the cup and fell off.
The student barely
participated in in-class
discussions. The student
demonstrated little
knowledge about the
artist and
concepts/vocabulary
surrounding his artwork
as well as their own.
The student employed
some glaze(s) on one of
their cups. Use of glaze
shows little care or
consideration.
5
Needs Improvement
(1 point)
The student does not
unify their two mugs as a
set. The two cups are
extremely different and
do not share even one
similarity. The cups do
not relate to each other in
any way, shape, or form.
The student does not
individualize their cups.
The two cups are very
similar (i.e same handle
styles, same application
of handles, same use of
colored glazes and
applied similarly, etc.)
The student did not
utilize the slab
construction technique in
creating their cups.
Seams in the slab are
addressed with no care or
consideration (i.e. you
can tell where the slab
was cut/pieced together).
It is evident that the slab
used in the cups is not
even throughout.
The student did not pull
or attach a handle on
either of their cups.
The student did not
participate in in-class
discussions. The student
demonstrated no
knowledge about the
artist and
concepts/vocabulary
surrounding his artwork
as well as their own.
The student did not
employ glaze(s) on either
of their cups.

Art Learning Segment Plan Template
The students artistic process and
final set of cups illustrate an
exemplary amount of effort. The
Effort student demonstrated proper care
and usage of art materials.
The student showcases
exemplary craftsmanship. All
aspects of both cups demonstrate
Craftsmanship care and consideration. All clay
is adhered together securely and
neatly. No cracking is evident on
either pieces.
Total Points or Grade: ___ out of 32
Teacher Comments:
The students artistic process
and final set of cups illustrate a
considerate amount of effort.
The student demonstrated
some proper care and usage of
art materials.
The student showcases some
craftsmanship. Most aspects
of both cups demonstrate care
and consideration. Clay is
adhered together somewhat
securely and neatly. Some
cracking is evident on pieces.
The students artistic The students artistic
process and final set of
cups illustrate little effort.
The student rarely
demonstrated proper care
or usage of art materials.
The student showcases
little craftsmanship. Few
aspects of both cups
demonstrate care and
consideration. Clay is not
adhered together securely
or neatly. Cracking is
evident on pieces.
6
process and final set of
cups illustrate no effort.
The student did not
demonstrate proper care or
usage of art materials.
The student showcases
no craftsmanship. No
aspects of cups
demonstrate care or
consideration. Clay is not
adhered together securely
or neatly. Cracking is
extremely evident on
pieces.