Extended Long Form Lesson Plan

Clinical Teacher Name: BellaRosa Deiure
Clinical Teaching Dates:

Day 1: Tues 10/3/23
Day 2: Tues 10/10/23
Day 3: Tues 10/17/23
Day 4: Tues 10/31/23
Day 5: Tues 11/7/23
Day 6: Tues 11/11/23
Lesson Title: Problem Solving Animal-Object Hybrid Clay Sculptures

Grade Level: 5th Grade
Number of Students: 10
Time available for this Lesson: six 40-minute sessions
Central Focus (Big Idea):

Students will learn that art can be used to creatively solve real world problems and that 3D sculpture plays a
significant role in a large variety of career and skill fields with the prototyping of new inventions and ideas.
i. Interpreting art: Students will analyze Surrealism artists and characteristics to understand its uses and
develop ideas of how they can integrate Surrealism characteristics into their innovation hybrid clay
sculptures.
ii. Developing works of art/design: Students will use clay tools and clay building techniques to actualize
their hybrid prototypes into clay sculptures.
iii. Relating art to context: Students will relate to personal experience and social influence by using
objects they have used in their lives to improve upon and use their own associated meanings with the
animals and objects in their innovation hybrids.
Social Issues/Concepts of the Lesson Essential Questions:
• How is art related to innovation?
• How can the concept of hybrids be used to make something better?
• What characteristics of the Surrealism movement correspond to the hybridization of animals and
objects?
• Why is it important to make prototypes of inventions and innovations before making the final product?
• How can you use hybridization and innovation to make an object better by using the physical
attributions and associated meanings of an animal to improve upon it?

Illinois Arts Learning Standards:
Anchor Standard #1: Generate and conceptualize artistic ideas and work. VA:Cr1.1.5 Combine ideas to
generate an innovative idea for art making.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.
In this lesson: Students will combine two separate things (an animal and an object) to create an innovative
object that solves a problem or enhances the original objects’ abilities.
Anchor Standard #2: Organize and develop artistic ideas and work. VA:Cr2.3.5 Identify, describe, and visually
document places or objects of personal significance
Enduring Understanding: People create and interact with objects, places, and designs that define, shape,
enhance, and empower their lives.
In this lesson: Students will improve an object found in everyday life through the design of adding animal
characteristics.
Anchor Standard #7: Perceive and analyze artistic work. VA:Re7.2.5 Identify and analyze cultural
associations suggested by visual imagery
Enduring Understanding: Visual imagery influences understanding of, and responses to, the world.
In this lesson: Students will be tasked with identifying associated characteristics of animals and objects,
sometimes these characteristics are physical and literal, and other times they are associated through
perceived notions, cultural norms, and symbolism. Students will utilize their analytics skills to identify and
correlate certain characteristics to conceptual meaning when combining elements of the animal and the object
to create their problem-solving hybrid animal-object clay sculptures.
Anchor Standard #2: Organize and develop artistic ideas and work. VA:Cr2.1.5 . Experiment and develop
skills in multiple art-making techniques and approaches through practice.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts,
media, and art-making approaches.
In this lesson: Students will experiment with working with different clay processes and using a variety of
techniques to create their sculptures. Students will work in a makerspace like environment and experiment with
techniques to solve problems to create their desired goals.
Anchor Standard #3: Revise, refine, and complete artistic work. VA:Cr3.1.5 Create artist statements using art
vocabulary to describe personal choices made in art making.
Enduring Understanding: Artists and designers develop excellence through practice and constructive
critique, reflecting on, revising, and refining work overtime.
In this lesson: Students will reflect on their work and their concept and write out artist statements that
correlate with their sculptures and reflect on their journey through making the piece.
1. Objectives IALS Goal Codes
1.1 Conceptual/Cognitive Objectives:

OBJECTIVE I: Given a presentation on Surrealism, hybrids, VA:Re7.2.5
Innovation, Wang Ruilin, Redmer Hoekstra, and Salvador Dali,
students will thoughtfully engage in critical analysis of Surrealism
hybrid art by analytically contributing their thoughts, opinions,
observations, or questions at least twice in classroom discussion.
OBJECTIVE II: Given a presentation on hybridity and two
thinksheets, students will thoughtfully reflect upon daily life objects VA:Cr1.1.5
that they have encountered problems or struggles with and think
about ways that they could enhance the object’s abilities by giving it
the characteristics of a specific animal.
OBJECTIVE III: Given completed thinksheets and a thumbnail
handout as well as a number 2 pencil and eraser, students will VA:Cr2.3.5
innovatively conceive 1-3 sketches that utilize features of both an
object and an animal of their choice to propose solution hybrids for
their final problem-solving hybrid animal-object clay sculptures.
1.2 Artistic Skills Objectives:
OBJECTIVE IV: Given a presentation on clay building methods: coil VA:Cr2.1.5
building, pinch pot creation, slab construction and scoring and
slipping, and a teacher demonstration on clay building methods,
students will effectively implement at least one of the three clay
building techniques in the construction of their problem-solving
hybrid animal-object clay sculptures.
OBJECTIVE V: Given a presentation on adding final details and VA:Cr2.1.5
under glazing techniques, students will thoroughly apply an
underglaze to their completed problem-solving hybrid animal-object
clay sculptures.
OBJECTIVE VI: Given a presentation on how to write an artist VA:Cr3.1.5
statement, a group discussion and peer edit, students will
conceptually write artist statements about their sculptures.
2. Assessment Criteria:
ASSESSMENT CRITERIA I: Student engaged in critical analysis of Surrealism hybrid art by analytically
contributing their thoughts, opinions, observations, or questions at least twice in classroom discussion.
ASSESSMENT CRITERIA II: Student reflected upon daily life objects that they have encountered problems or
struggles with and thought about ways that they could enhance the object’s abilities by giving it the
characteristics of a specific animal.
ASSESSMENT CRITERIA III: Student conceived 1-3 sketches that utilized features of both an object and an
animal of their choice to propose solution hybrids for their final problem-solving hybrid animal-object clay
sculptures.
ASSESSMENT CRITERIA IV: Student implemented at least one of the three clay building techniques as well
as used slip and score in the construction of their problem-solving hybrid animal-object clay sculpture.
ASSESSMENT CRITERIA V: Student applied an underglaze to their completed problem solving hybrid animal-
object clay sculptures.
ASSESSMENT CRITERIA VI: Student wrote an artist statement about their sculpture.
3. Learner Characteristics
3.1 Developmental Rationale:
Based on Yardsticks (2007), students around the age of 10 are very group minded and collaborative, they work
well with their hands and are engaged in learning in the classroom. This lesson utilizes small group activities, is
a hands-on engaging activity, and has students critically thinking about problem-solving in their art making.
In Wachowiak (2001) it discusses how children in 5th-6th grade are developing their critical thinking skills and
begin to relate their personal experiences to the world around them. This lesson is all about problem solving in
creative methods and gets students to think about innovative ways to improve the world around them.
3.2 Students with Disabilities:
• Adaptive tools for students with impaired fine motor skills
• Use of air-dry clay for students with allergies or sensory issues
• Use of audio and image-based instruction for those with reading or cognitive impairments or for those
with physical sensory impairments
• Use of emojis or assisted guidance for writing an artist statement for those with intellectual or cognitive
impairments
• Allowance for noise cancelling headphones or headphones playing music for those with sensory
impairments or behavioral issues.
• Use of adaptive safety tools and materials for those with behavioral disabilities
4. Literature
4.1 Rationale of this Lesson:
The art classroom plays a pivotal role in growing the creative minds of students and developing their
ability to create and design. In this lesson, students will learn to be innovative and creative through
the hybridization of animals and objects. This lesson will foster innovative skills in students that will
last with them for a lifetime and will benefit them in any knowledge area they go into in the future.
This lesson not only gets students thinking critically and imaginatively to solve problems through
innovation and hybridization, but it also gets students to explore creativity through the tactile creation
of clay sculptures. Using information from sources, such as “Art and Innovation in Education” by
Smith (2018) and “The Role of Hybridity in Contemporary Art” by Jones (2020), the lesson can be
rationalized through the use of art, innovation, and hybridity. Smith concludes that using innovation
alongside art education helps students develop cognitive skills and helps them grow their critical
thinking skills. Jones encourages the use of hybridity in art as it can help young artists find their
unique voices. These points of views help create a rationale foundation for the lesson, including
cognitive and critical thinking skills that help students create unique elements in their sculptures.
Drawing on Vygotsky’s socio-cultural theory and Dewey’s experiential learning, this lesson employs a
constructivist approach. Students engage in hands-on sculpting, with teacher guidance and their
development of their concept to create clay sculptures that integrate theory into practice. Students
play an active role in their learning process that helps grow a deeper understanding of artistic
innovation. Overall, this lesson empowers students to become innovative artists by hybriding animals
and objects into clay sculptures to solve a problem. Supported by scholarly research, this lesson is
rationalized with the significance of creativity and experimentation in art education. By giving
students a space to explore the media and the topic of hybridization, this lesson allows students to
enhance the quality of their artistic expression.
4.2 Background of the Topic:
This lesson plan combines elements of the Surrealist movement and clay sculpture to help grow
student creativity and understanding of artistic movements. The Surrealism art movement that
started in the 20th century, was an art movement based in irrational, imaginative, and avant-garde
elements. By using these characteristics into an art lesson on innovative hybrid sculptures, students
not only use historical art movements in their art, but also explore the creative problem-solving
process by creating surreal prototypes of their problem-solving concepts. Drawing rationale from
scholarly sources such as “Surrealism and the Exotic” by Thompson (2016), this lesson utilizes
important Surrealist concepts. Thompson’s analysis highlights the Surrealism movement’s use of
juxtaposing elements, which is a suitable rationale for a lesson based on hybridization of two
differing elements. Surrealist artists such as Salvador Dali, Wang Ruilin, and Redmer Hoekstra, who
are driven by the subconscious and dreams, sought to break free from the natural and conventional
norms and create art that is a great example to show students to help them broaden their creativity
and push their own artwork to break norms. Informed by “Sculpture: Principles and Practice” by
Johnson (2019), this lesson emphasizes the importance of the hands-on, experimental nature of clay
sculpture. Johnson argues that working with clay feeds artists to be more interactive with the media
in a dynamic way. Using this outlook towards clay media into the curriculum helps the lesson be a
space for students to bring their concepts of their hybrid creatures to life through the hands-on
manipulation of the clay media to create a sculpture. This combination of media and concept creates
a more unified connection between the student artist and their ideas to create their final prototype
form. By combining both Surrealist principles and clay sculpture into this lesson, it creates a
connection between the tangible and real media, and the dream-like elements of the Surrealism
movement. This intersection helps guide students to solving a conceptual problem: creating a hybrid
creature that serves a purpose. This concept can be rationalized by using concepts found in
“Creativity in Art Education” by Davis (2017), such as the emphasis on innovation in art and how it
involves problem-solving and experimentation of original and unique ideas. Looking at it through this
perspective, students not only produce innovative clay sculpture, but also actualize their hybrids as
prototype sculptures, combining the real and the imaginative in a multi-disciplinary way. In
conclusion, this lesson intersects the vibrant history of the Surrealism movement with the real-life,
tactile, and hands-on expressive medium of clay sculpture. Using scholarly perspectives, this lesson
aims to inspire kids to think outside of the box to solve problems in everyday objects by using animal
characteristics in a Surrealistic manner to create actual prototypes of their creations, which is a
useful design skill needed in many academic disciplines.
5. In-Class Activities:
Teaching Day 1
Time Learning Activities Purpose
Orientation/Engagement/Motivation: Students will get introduced to their art
instructor for the semester and learn their
name and what to call them. Students will
Pull up PowerPoint Presentation also be given name tags, and they will teach
the teacher what their names are and how to
1 minute say them. This will begin to build a classroom
“Good morning, class! It is nice to meet you community.
all, I am your art teacher for this semester,
Instructor Deiure. I am extremely excited to
see what ideas and creations you all come
up with this semester! I will now hand out
your name tags. When I call your name
come up and grab your name tag from me.
This will help me learn your names faster
and is something I will ask each of you to
bring and wear in class every time we meet.
Go to slide on PowerPoint about
classroom management.
Students will learn the behavior guidelines
and classroom expectations to follow to
ensure the classroom is a safe and organized
“Before we get into learning about the big
environment and so that students can create
idea for the art project we will be working on,
and learn in the most productive, creative,
5 minutes I want to first set some ground rules for
and welcoming way.
classroom expectations. When I am talking
everyone is silent and has their eyes on me,
I will wait until everyone is finished speaking
before talking and that will only waste time in
class that could be used on working. I want
everyone to engage in classroom
discussion, no question, comment, or
opinion is wrong, we treat each other,
including me, with respect and kindness.
You may talk to your classmates while
working and ask for their opinion or advice
on what you are creating, but you should be
the only one actually making your art. Off
topic classroom discussion with peers is
allowed while making as long as it is school
appropriate, not too disruptive to your work,
and the overall classroom volume is not too
loud. Handling of classroom materials is
taken seriously, no one goofs around with
sharp tools, no one takes wet materials
anywhere other than their designated areas
for working, and if there is a spill or mess
you let someone know right away so it can
be cleaned up quickly.”
10 Presentation/Explicit Instruction:
minutes
Go to slides on PowerPoint presentation
about the big ideas and vocabulary for
the project. Students will be introduced to the big ideas of
the lesson and attempt to define the
vocabulary before being given the definitions.
Topic Question:
What are hybrids?
Answers like:
When two things are combined into one, a Students will learn the key concepts:
mule, a spork, etc. Innovation and Hybrid.
“Hybrids are…”
Topic Question:
What is innovation?
Answers like:
Thinking of something new, fixing a problem,
the process of creating an invention,
innovative technology, etc.
“Innovation is…” Students will better understand what daily life

objects are and be shown some examples of
them.
“Daily life objects are…”
Association Question:
Have you ever been using an object, tool, or Students will think about issues with daily life
technology and had problems with how it objects they have dealt with in their lives.
worked? What was the object and what was
the problem with it?
Answers like:
I once used a remote and it would not work
unless I was close to the tv.
“Redmer Hoekstra uses hybrids in his Students will be shown images of surrealism
drawings, here is some of his work.” hybrid art.
Association Questions:
Can someone tell me what they see in these Students will relate the concept of hybrids
drawings? with modern surrealist artists.
Answers like:
I see an octopus, I see a hot air balloon, I
see a hybrid, etc.
Are these drawings realistic/ would you see
these things in the real world? Why or why
not?
Answers like:
These are not realistic, I do not think you
would see these in the real world as animals,
octopi cannot be hot air balloons for real,
etc.
“(Wang Ruilin also uses hybrids in his art but

creates 3D art rather than 2D).”
What do you think the artist's intended
meaning is by combining animals and Students will consider conceptual meaning in
landscapes in these sculptures? using hybrids in the artists’ example artwork
to later include these concepts in their own
artwork.
Answers like:
That animals are a part of nature, that
landscapes and animals are important and
should be protected, etc.
If the artist used technology instead of
landscape in their sculptures how might that
change the meaning of his art?
Answers like:
I would think about global warming, how
technology helps us learn about animals
better, how technology can be used to help
endangered animals or animals who need
rehabilitation, etc.
Topic Question:
What is surrealism?
Answers Like:
Something that isn’t real, an art movement, a
dream-like reality, etc.
“Surrealism is an art movement that…”

“Characteristics of Surrealism art are…”
“Salvador Dali was a very famous surrealism Students will be introduced to the Surrealism
painter…” art movement and learn about the different
characteristics seen in Surrealism art.
Association Questions:
What characteristics of Surrealism do you
see in these paintings?
Answers like:
Students will learn about the famous
I see dream-like images, he uses symbolism Surrealism artist, Salvador Dali, consider how
a lot, it looks almost realistic but not like his artwork makes them feel and explain why
something you would see in real life, he uses they think it is based on what they see.
optical illusions, etc.
How do these paintings make you feel?
What about the painting makes you feel that
way?
Answers like:
It makes me feel weird, it’s very eerie, they
images are kind of spooky, the legs on those
elephants creep me out, the melting of the
clock is ominous, etc.
“The project you will be working on is

Problem Solving Hybrid Animal-Object Clay
Sculptures…”
Can someone else tell me a time when a
daily-life object gave you trouble? Students will learn what the project for the
class is and what they will be doing
throughout the semester.
Answers like:
I was using a pencil sharpener, but it was Students will again think about daily life
super hard to keep sharpening it by hand objects and times they have faced problems
and it took a long time, and my pencil was with them. This will get them thinking about
still kind of dull after a while of sharpening. the big idea again and think about ideas for
their final project.
Visualization Question:
What would that object look like now if you
made it a hybrid of it and a lion? What does
it look like in your own words?
Answers like:
Well, I guess the sharpener would have a
big, long mane of hair like a lion, and eyes
and a nose like a lion; the sharpener part Students will start thinking visually about
would be the mouth and teeth because a lion what a hybrid of a daily object and an animal
has sharp teeth. The bottom of it has a tail would look like. Students will practice
too like a lion, or paws like a lion too. visualizing hybrids of animals which will help
them come up with concepts for their finals
and ideas on how to draw their sketches. This
Start short demo on how to sketch. is an easy practice on visualizing the
combination of physical characteristics of
two things.
“Using your thumbnail worksheets draw up
sketches of your ideas for your animal-object
hybrids. If I am doing a remote and an owl, I
might draw one version where the remote
body is the base with buttons and a sensor
at the front that are two big owl eyes, I might
add wings to the sides and a beak at the
front as well. In a different version I might
2 minutes draw the owl body as the base of my
sculpture with the eyes and the beak as
buttons of the remote and the wings and feet Students will see how to sketch from the
as different buttons as well. You can use this teacher demonstration and learn what
as a way to visually experiment with how you expectations are being looked for in these
want your final product to look, think about drawings.
the physical characteristics of both things
being used in the object and the associated
meanings behind it. Why would owl eyes
make the remote better? To see farther or
work from further distances. Okay so use the
eyes as tool to make the remote better and
make that be seen in your sketches.”
“The goals for today are work with your

thinksheets and independent research to
choose an animal and an object you would
like to use for your final project, sketch 1-3
drawings for ideas of your project, and share
your ideas with your tablemates and give
feedback to each other.”
Students will understand what they are to be

doing for the rest of class and how what they
just learned is important for their in-class
activities
Structured Practice/Exploration:
1 minute “One your tables there will be a few Students will learn that this will be the
handouts for you all to utilize and work on for method for handing out and receiving
today. One is a thinksheet about different materials in this class.
animals and their physical characteristics
and associated meanings. One is a
thinksheet about daily life objects and their
physical characteristics and associated
meanings. The last handout is a thumbnail
handout that you will use to sketch out your
designs once you have chosen an animal
and an object and have an idea of what your
innovation hybrid is.”
“I want everyone to read through the

thinksheets and put a star next to animals/
5 minutes objects that you think you might want to use
for your final project. I personally find it
easier to look at the objects first and identify Students will do individual research on
problems with them and then go over to the animals and daily life objects to decide on an
animals and find one that has characteristics object and an animal to use for the basis of
that could fix the problem in the object, but if their project.
you want to start with the animals first and
find a characteristic that you think is really
awesome and could fix a lot of potential
problems and then find an object that would
be benefitted by combining the animal you
chose, feel free to work that way as well.
Think about the characteristics of both things
while you’re doing research and how they
might visually look when you combine them.
If you want to use your Chromebook for
more research, you may do so as well.
Maybe you look at the thinksheet of objects I
gave you and nothing really stands out, you
can google daily life objects and find a ton of
more examples there. Or say you chose
lightbulb on the list of daily life objects, but
you don’t see an animal on the thinksheet
that really works well, you can google
animals that glow or animals that light up at
night, you can find different animals that
glow in the dark that might help you choose
an animal. You can also choose to use an
object or animal that you can think of on your
own that you know of from experience, you
may do that as well, but make sure to check
in with me to make sure that it’s acceptable
for your final project.”
I will walk around and find a student who has
started working on their sketches and is
doing a good job. I will tell the students that
they are progressing well and ask them if I
can show their sketch to the class.
“Eyes on me (wait for silence). Everyone

look up here at this student’s work. They are
doing a great job of sketching their animal-
object hybrid. See how they use (example)
in their sketch, keep this in mind when you
start working on your sketches. That’s all
you may go back to working.”
After 5 minutes have passed, students will

be given a reminder from the teacher that
they have 6 more minutes to work on their
sketches before going into group Students see good examples of their peers’
discussions. work that follows the guidelines and meets
the expectations given. Students will be
reminded of what they need to do and think
I will walk around and stop by students while about how they can make their sketches well
they are working on their research and that also follow those guidelines.
6 minutes drawings to see if they have any questions
or need clarification while they work through
brainstorming and sketching. Students will know that they have limited time
left and that they must prioritize their
remaining time to get their drawings done.
“Okay students that is time up, that means
put your pencils down, hands on the table,
eyes on me, and volume down. Alright at this
point you should have picked your animal
and your object and drawn 1-3 sketches of Students will receive one-on-one feedback
your animal-object hybrid sculpture. from the teacher on their research and
sketching to help guide their progress.
Students know that time is up for researching

and sketching and that it is time to move on
to something new. Students will have finished
conceptualizing their final projects by making
thumbnail sketch ideas that combine the
animal and daily object they chose from their
research.
5 minutes Guided Practice/Feedback:
“We will now break into small groups to Students will get peer feedback on their work
discuss the ideas you came up with for the and get the opportunity to see what their
project. Since there are nine of you and classmates came up with for their designs
three tables with three students at each table and give feedback to them in return.
that is how we will break you up for today’s
activity. So, at your table make sure each
person gets time to talk about their ideas,
you will have 5 minutes to discuss total, so
that means there is only about a minute or
two for each person to talk. Explain the
animal and object you chose, how they work
better together as a hybrid, and show your
drawings to your groups. Use vocab words
to discuss your drawings and your table-
mate’s drawings as well. Make sure to
comment on each other’s work and give
polite feedback.”
The teacher will walk around and give input

Students will have the opportunity to get
to each of the three groups’ discussions with
teacher feedback on their ideas and gain
their own feedback.
clarity on what they should work on next.
“Eyes on me (wait for silence). You have one

Students will know they need to wrap their
minute left in group discussion, make sure
discussions up, and make sure everyone has
everyone gets a chance to share and that
time to talk about their ideas and get
everyone gives everyone feedback/ thoughts
feedback from their peers.
on their ideas.”
“Eyes on me (wait for silence). That’s all the

time we have for sharing your ideas in your Students will know that time is up and that it
groups, we will now move on to the final is time to move on to the next thing.
activities for the day.”
3 minutes Closure:
“For the last activity of the day we will do Students will be instructed on closing
some group discussion to review the big practices for this class and how they will be
ideas from today’s lesson. This is how we dismissed each week. Students will also be
will be dismissing you every day of class so reminded of classroom behavior expectations
keep this in mind. I am going to ask the class and being respectful while others are talking.
a question, you will have 2 minutes to
discuss and come up with an answer with
your tablemates and choose someone from
the table to be your spokesperson to give
the response when I call on your table.
When your table is finished answering your
question you may pack up and line up at the
door. Please keep in mind that the other
tables are still answering their questions and
be quiet and courteous while packing up and
lining up. You should still be listening to the
answers of your classmates and be paying
attention even while packing up and lining up
at the door.”
Closing Question:
How does the concept of hybrids correlate Students will think critically about the topics
with the Surrealism art movement? discussed in class and be reminded of the big
ideas and vocabulary words and how they
Answers like: relate to the project. Students will work
together in groups of three to come up with a
Hybrids can be a great way of making
response to the closing question.
almost realistic things that you wouldn’t see
in real life, hybrids are dream-like just like
surrealism, hybrids can be found in a bunch
of Surrealist artists work like Wang or
Redmer, etc.
“Eyes on me (wait for silence). Okay

everyone, that is time for discussion. I will
now call on each table, you will give your Students will give their responses and be
response and then line up at the door when I dismissed one table at a time.
dismiss you. Let’s start with table 1, what is
your response?”
“Table 1 that’s great (give short comment

about response), you are dismissed, please
be quiet and listen as you move. Table 2,
what is your response?
“That’s wonderful (give short comment about

response), you are dismissed, please be
quiet and listen to table 3 and you pack up.
And last but certainly not least, Table 3, what
is your response?”
“Fantastic response (give short comment

about response), you are dismissed as well,
you may join the rest of your class at the
door. You all did such an amazing job today,
I am super proud of you guys so far, I can’t
wait to see you put your drawings into clay
sculptures, I saw some cool ideas already,
so this is going to be fun. Please make sure Students will be fully dismissed from class
to bring your thinksheets, sketches, and and be given feedback by the teacher on their
name tags with you to class for next week as work so far in the class.
well. That is all for today everyone, have a
good rest of your week, so you next week!”
Teaching Day 2

Orientation/Engagement/Motivation
:
5 minutes
“Good morning class! If you don’t Students will hear what the topic for
remember my name, it is Miss Deiure. today’s class is and get ready to
Who is ready to learn about clay start learning about it.
today?”
Students will review big ideas of the

“Before we move on to learning about lesson from last week’s class to
clay, let’s review a little bit about what check for understanding of the
we talked about last week in class.” topics.
Vocab Review/ Topic Question: Students will show they understand

Who can tell me what hybrid Means? the big idea: hybrid, by giving the
definition and examples of hybrids.
Answers like:
Hybrids are the combination of two
different things to create a new thing,
when you make something with
features of two different things, the
product of combining two or more
things together to create a new thing,
etc.
What are some examples of hybrids?
Answers like:
Mules, hybrid cars, the surrealism art
we saw last week, etc.
Vocab Review/ Topic Question: Students will show they understand

and remember the big idea:
Can anyone tell me what Innovation innovation, by giving the definition.
is?
Answers like:
Innovation is coming up with ways to
improve upon already existing objects,
innovation is thinking about ways to
create an invention or prototype, etc.
Visualization Question:
If I had a pair of sunglasses that I Students will apply their knowledge
wanted to combine with a bat to of innovation in their visualization
innovate them into night vision skills by describing visually what the
sunglasses, what might the hybrid combination of a bat and a pair of
look like? Describe the features it has sunglasses would look like in their
from both the animal and the object. mind.
Answers like:
It would have bat wings coming out on
the sides, with super dark lenses that
are shaped like bat eyes, they have
the base shape of sunglasses with the
lenses shaped like bat wings/eyes,
etc.
Vocab Review/ Topic Question:

Who remembers what Surrealism is Students will show they understand
and can give me a summary of it? and remember the big idea:
Surrealism, by giving a brief
summary of the definition.
Answers like:
Surrealism is an art movement,
surrealism is dream-like reality,
surrealism is something almost
realistic but not something you would
see in real life, etc.
Transition Question:
What characteristics of Surrealism
might you use in your sculptures?
Students will apply the big idea:
Surrealism, into their final projects
Answers like: by thinking about how they will use
Surrealism characteristics in their
Dream-like reality, symbolism, projects.
hybrids, etc.
“That was great! Awesome responses

from everyone. It’s good to see we all
remember what we talked about in the
last class. I am now going to go
through a lot of instruction today, so Students will know that the
please try your best to pay attention introductions are over and that it is
and follow along. You may take some time to move on to the instruction
notes as we go through if that helps part of class.
you remember things, but it isn’t
required.”
Presentation/Explicit Instruction:
10 Open PowerPoint on clay tools and

minutes methods
” What is clay…”
Students will get introduced to the
clay media and learn what it is.
“These are the clay tools you will use
in this project; this is what they do…”
Students will learn what different
clay tools are and what they can be
used for
“Slab making is…”
Students will learn the three clay

“Coil building is…”
building methods that they can use
for the project.
“Pinch pot building is…”
“To attach any two clay bodies Students will be introduced to the
together you use the slip and score slip and score method of attaching
method, the slip and score method clay bodies to each other.
is…”
“Now that we have learned the

definitions of the tools and processes
of clay, I will now do a demonstration
on the clay building methods for you
to see how they work in person.”
Teacher demo on clay building Students will now be able to take the
methods begins. knowledge that they just learned
10 from the PowerPoint presentation
minutes with them into the teacher
“I will first show you the slab method demonstration of clay building and
of building…” connect what they learned with what
they see the teacher doing.
Question:
Students will recall what they just
Who remembers what the method of learned in the PowerPoint
attaching two slabs together is presentation and see it done in
called”? person.
Answers like:
The slip and score method.
“I thoroughly score both slabs where

they will connect and apply slip to
each side as well. I then apply
pressure and stick them together.”
“This method should be what you

should do for your project if your
object is a square or a rectangle
shape.”
“Now I will show you the coil building
method of clay building.”
Question:
Who can tell me what a coil is?
Students will show understanding of
content by explaining to the teacher
Answers like: what a coil is before seeing the
method done.
A wire like thing of clay, a snake
shaped piece of clay, a rolled coil of
clay that is used to build a clay
structure, etc.
“You can choose to smooth out the

edges or choose to leave them with
them bumps made by the stacked
coils depending on what you want
your final product to look like.”
“This method is best used if your

shape is a cylinder shape like a cup or
a can of soda, but keep in mind this
method takes the longest to build.”
Question:
Who can tell me what the last clay
building method was?
Students will be engaged in
remembering the three clay building
Answers like: methods and responding with what
the last method is.
Pinch pot building, pinching clay to
make a bowl, etc.
“The last method is pinch pot building;

this is achieved by slowly pinching
sides of the clay until you get the
desired thickness on all sides and
create the shape you were going for.”
Question:
Who remembers and can tell me what
the thickness of the sides of your clay
should be?
Now that students can see the clay
directly in front of them, they can
more directly relate and understand
Answers like: the “thickness of a little finger” to
what that looks like.
The thickness of your little finger
‘It is important that you do not go any

thicker or thinner than about that pinky
finger size otherwise problems like
cracking or breaking can occur.”
“This method of clay building is best to

use in your project in your object is
more of a circle or bowl like shape,
this method is also the quickest
method of building so keep that in
mind as well.”
“Now that you have learned about

clay tools and methods and have
seen me demo all three building
methods, think about which one of the
three building methods will work best Students will consider, with what
with the object you have chosen and they have learned and seen
which method will be the most demonstrated about clay building
efficient and effective, otherwise the methods, what clay building method
fastest method that also works the would work best for their project
best for what you are doing” idea.
2 minutes Structured Practice/Exploration:
While teacher is giving demonstration, Students will be able to jump right
teaching assistant will place plastic into experimenting with the clay
tablecloths on the three tables for without spending time gathering
students to work at and place a materials.
materials bin at the center of each
table as well that has all the tools and
materials (including the clay) that
students will need for the class in it.
“Okay now students, it’s time for you

to start building with clay. Think Students will look over their
carefully about which one of the three thinksheets and sketches and decide
building methods you will choose for on which of the methods they just
your project before diving in. It is a saw demonstrated that they will use
good idea and I highly recommend for their project.
you all to look over your thinksheets
and sketches to help you decide.”
Transition Questions:
Which of these models works best for
your idea? How will you use the
building technique to make your
hybrid animal/object?
“Everyone please thank the teacher

aid for setting up your materials for Students know where to get the
you while I was demonstrating the materials to begin working.
clay materials (wait for response and
for the quiet down before adding on),
she has put down plastic tablecloths
for the tables, so you don’t get the
messy and a bin with all of your
supplies in it, there are enough tools
for 3 students at each table.”
Students know how much time they

“You will have 8 minutes to start have to work and understand that
working with the clay, you likely won’t they likely won’t get anywhere far.
get very far today, but that is okay.
What I want to see from you is that
you have chosen a clay building
method for your sculpture and that
you are at the beginning stages of
building the base of your sculpture. I
want to start working on create the
base shape of your sculpture.” Students are reminded about
material management and classroom
behavior and are less likely to get
“You will be wearing smocks or messy or misuse class materials.
oversized t-shirts to protect your
clothes, but keep in mind that clay can
be a messy medium. Clay doesn’t
typically stain darker clothes, but it
may leave a stain on lighter or white
clothes. Try to keep the mess on the
tables to a minimum as well and if
something spills or falls onto the floor,
please try to clean it up right away or
let one of the teachers know so we
can help you clean it up. We are
borrowing this space from the science
teachers, which we are very thankful
to be able to use, we want to keep it
clean and nice so that they continue
to allow us to use this space. Please
be respectful and clean up any
messes as you make them.”
8 minutes Independent Practice/Application:
Students will be given independent Students get to apply the knowledge
workshop time to start building their they learned in class today by
sculptures, starting with the building working hands-on with the clay.
the base shape of their structure.
The teacher will walk around the class Students will ask for and receive
and assist students if they need help feedback from the teacher on what
and give helpful feedback and tips. they are working on.
“Reminder, students you have five Students will know they have half the
more minutes of independent work time left to work.
time.”
“Listen up, (wait for students to get

quiet) you have two more minutes to Students will consider where they
work, so wrap things up and get to a are in their making and find the best
good place to finish and then we will way to wrap up their work to finish
begin cleaning up.” for the day.
5 minutes Closure:
“Alright students, time is up, that Students will know that when time is
means materials down, and eyes up up that means materials are put
at me for instruction on clean-up.” down and worktime stops.
“First thing, before you begin putting

your materials away, make sure to put Students will make sure their
your clay sculpture on to the plate with sculpture is labeled with their name
your name on it. This is so we know plate.
whose sculpture belongs to who. At
this stage, they don’t necessarily look
that different from one another and we
want to make sure when we come
back next class everybody is handed
back the clay sculpture that belongs to
them.”
“Take your clay piece and place it on

your wooden bat, take the plastic
bags from the bin and the spray
bottle. There is only one spray bottle
per table so make sure to share.
Spray the inside of the bag once or
twice, do not directly spray your clay
though that could cause cracks to
form in your clay.”
Who can tell me why we are spraying Students will show retention of skills
the bag with water? from the presentation by recalling
why we are doing the process of
spraying the bags with water.
Answers like:
So that the clay stays wet so we can
keep working with it, so that the clay
doesn’t dry out, so the clay wetness is
consistent when we add more to it
next week, etc.
“Also take a piece of tape and write

your name on that in sharpie and put
that on your plastic bag so that we
can easily hand back your pieces for
next class.”
“Have one person from each table at

a time come up and place their
bagged wooden bats with their clay
into the storage bins in the front of the Students will learn the methods of
class.” clean-up and material organization
for the end of every clay workday.
“Please wipe up any excess clay from

your tools and your table with a
sponge and neatly place all of your Students will practice classroom
materials back into the material bins management by cleaning up their
at your tables.” space.
“I’m looking for tables that are all

cleaned-up, have turned their clay into
the storage bins, and are sitting
quietly for me to excuse to line up at Students will be engaged and excited
the door. Which table is going to clean to clean up quickly and thoroughly to
up the fastest? I will be checking that get to line up first.
your materials are put away nicely
before I excuse you.”
“To be excused you must have done

all your tasks and then I will ask each
table a question about what we
learned today before you can line up.”
Ex: What is the score/slip method? Students will recall methods we
learned in class today before leaving
What is the reason we spray the as a last-minute thought to take with
bags? them.
What are the three clay building
methods?
“That is all for today. Thank you

everyone for your hard work today.
We will continue working with clay
next week. You are all dismissed!”
Teaching Day 3
1 minute Orientation/Engagement/Motivation
:
Students will feel greeted by the
teacher and know what they will be
doing for the day.
“Good morning class, who is ready for
another workday with the clay?”
“The quicker you get seated and quiet Students will be reminded of
down the sooner we can get started classroom management
with review and the sooner you can expectations and quiet down quicker
start building so you have the most so that class may begin.
time of class possible to work on your
projects. I will wait to start until
everyone is quietly seated with their
eyes on me and no one is touching
any materials or tools to begin the
review.”
5 minutes Presentation/Explicit Instruction:
“For the most part today will be a Students will review topics learned in
workday without a large presentation the previous classes by answering
or demo, but before we get started, I some questions to check for
will ask a few questions to make sure understanding and retention of
we remember what we have learned material.
already, you may look at the visual
board here as well to help you
remember.”
Question:
How do hybrids relate to Innovation?
Answers like:
Hybrids combine two things to make a
new thing innovation is making
something better, you can combine
two things to make them both better
when put together.
Question:
What are daily-life objects, and how
are we using them in the project?
Answers like:
Daily-life objects are things that can
be found in everyday life, we are
using daily-life objects by making
hybrids with animals to improve their
function, etc.
Question:
What are the three clay methods of
building?
Answers like:
Slab building, coil building, and pinch
pot building, also slip and score.
(Student aid will place table

material bins on each table during
questions/ introductions) Students see how materials will be
handed out for the class.
“Great! Keep the things we just

reviewed in mind today when you are Students will once again be
working. I will be walking around to reminded of classroom behavior
help with any questions and give expectations.
feedback while you work. Make sure
to keep volume to a medium to low
level so that students can hear me Students will know what the teacher
give feedback and so you can hear will be doing during the class.
me give announcements with tips or
reminders about time left in class.
Does that sound good to everyone? Students are engaged with the
Can I get a thumbs up from everyone teacher in classroom behavior
so that I know we all understand what expectations by visually or verbally
the behavior expectations are for acknowledging that they understand
today? (Wait for thumbs ups, nods/ the behavior guidelines with a
replies) Awesome, then let’s get thumbs up or with a verbal response.
started!”
“Your material bins have been placed Students know where the materials
on each of the 3 worktables by the are stored and where they can get
Teacher aid, thank you Miss (fill in them from.
name)! But we still need to hand back
your wooden bats with your sculptures
on them. So, I need one person from Students feel seen by the teacher
each table to help; let’s have (point to when they get called out by name to
and call by name on person from each help.
table “blank, blank and blank”) to
come up to the storage bins here at
the front of the class and one at a time Students get involved in material
pass back your table’s sculptures. hand out to expedite the process,
Their names should be labeled on a make things easier for the instructor,
piece of tape on the plastic bag. and allow the students to feel
Thank you very much for your help involved in the classroom
students!” management.
“You will have about 20 minutes to Students understand what is

work on these so you do have a good expected of them to complete for the
amount of time today to work but day.
remember these clay sculptures can
take a while to create, so please
prioritize your time early on so you Students hear how long they have to
don’t have to rush in the next few work today in class and overall, for
class meetings. I expect most of you the project and can plan their time
should be fully completed or almost management on how and what they
fully completed with the basic work on accordingly.
structure of the sculpture today, that
means you have your basic slab, coil,
or pinch base finished by the end of
class today so keep that in mind, I will
remind everyone of how much time
we have in class as we work as well
to help keep us on track.”
“If you need some assistance or forget

something about a process there are Students think about and observe
many tools available for you to use: the classroom for tools to help them
if they have questions and think
ahead about where they can go to if
they need help with something.
Question:
“Can someone tell me one of them?” Students recall the learning tools in
the room which reminds students
that they are there and will help them
Answers like: The visual board, the be more likely to interact with them if
final product finished teacher they need more information.
example, the teacher examples of the
3 clay building methods from the
demo from last class, asking the Students start to think about each
teacher aid, asking the teacher, other as learning tools to help them
asking one of their classmates, using figure out problems which boosts the
their thinksheets or thumbnails for maker space environment.
reference.
Students know they are allowed to

“Utilize the tools in the classroom to walk up to and interact with learning
help you if you need, you may walk up materials during their worktime.
to the front of the classroom to look at
the examples or the visual board if
you need to”
20 Independent Practice/Application:
minutes
“Today I want everyone to focus on Students will get feedback from the
creating the base body of your teacher on things they need help
sculptures. By the end of today you with.
should be fully or almost complete
with the main structure of your
sculpture. That would be a finished
slab build, coil build, or pinch pot
build.” Students are reminded of how much
time is left to work and can adjust
Teacher will walk around and help accordingly.
students one on one. The teacher will
be available to answer any student
questions.
Students will learn that if their
“Eyes on me! (Wait for students to artwork is well done and progressing
quiet down) You have 15 minutes left to a good point that they have
to work.” potential to be used as a student
example to be shown to the class.
The teacher will find a student who is

making good progress on their Students will get the chance to see
sculpture with good technique and ask where their classmate’s art progress
the student if they are okay with the and receive helpful feedback to
teacher using their art as an example guide their own creation.
for the class.
Students get to be involved as
“Can I have everyone’s attention for learning tools as well which includes
just a moment? (Wait for all eyes on students more into the curriculum.
me and quiet class) This student here
has made great progress on their
sculpture and is right where they need
to be for today. Notice (explain
positive attributes of work) in their
piece. They have done a great job
with that. Remember you should be The student is thanked and shown
almost complete if not fully complete that their work is appreciated and
with the base of your sculpture for the that they are doing a good job so far.
end of class today. Thank you for your
attention, everyone, you may go back
to working, keep those tips in mind!”
Students are reminded of how much

The teacher will thank the student for time is left to work and can adjust
letting them use their example for the accordingly.
class and give some extra feedback
for them before moving on to another
student.
Students know they only have 5
minutes left to work and will adjust
“Eyes on me! (Wait for students to
quiet down) you have 10 minutes left their work accordingly to make sure
to work.” they finish on a good ending point in
their sculpture for the day.
“Eyes on me! (Wait for students to
quiet down) you have 5 minutes left to
work. This means you should be
wrapping up on your building and
coming to a good place to end for the
day.”
Closure: Students understand classroom
management behaviors and know
“Alright students time is up for
that when time is up their hands are
working, that means tools down with
free and tools are down.
your hands free on the table. Can I
have all eyes on me. (Wait for this and
for noise to quiet down).”
The class receives feedback with two

“Alright great job today everyone. good things that they have shown so
(Compliment what you have seen that far and one important thing for them
was good, give one piece of feedback, all to work on for next time.
give another compliment)”
Students are incentivized to work

“Everyone please make a thorough fast and well to complete clean-up.
4 minutes and speedy clean-up of materials and
sit down quietly when you are all
done. Tables that finish clean-up first
will get to line-up at the door first at
the end of class.”
“What I’m looking for: tables wiped up, Students know exactly what is
tools wiped down and placed neatly in expected of them to complete to a
the material bins, clay sculptures high degree for them to be dismissed
placed on bats with sprayed plastic first.
bags covering them, and a seated and
quiet table.”
Students know they do not have to

“For now, just leave your bats on your get up during this time and learn how
tables and I’ll have you each bring the dismissal process will go.
your piece up to the storage bins after
I dismiss your tables to go line up at
the door.”
Students work fast and get excited to

“I see (x table) is ready you’ll be first compete against other tables and
to line up today, I see (x table) is also feel a sense of gratification when
now ready, you guys will be second to they are being praised for quick and
line up, we’re now just waiting on (x thorough work.
table) to clean-up.”
Students get a more in-depth

“Great job with that everyone, now I explanation of the dismissal process
will give you one question for your and are reminded of classroom
table to discuss and come up with an management and behavior
answer for as your exit question. expectations.
5 Minutes Once your table gives your response
you may walk up with your bat, place
it nicely into the storage bins and go
line up at the door. But please be
respectful of your classmates, just
because you cleaned-up first and
answered and are waiting at the door,
that does not mean you can start
talking or be disruptive, please pay
attention to your classmates’
questions/ answers as they are things Students feel acknowledged when
all you should be understanding and called on and feel pride when they
thinking about. Starting with the table finish answering and get to line up at
that cleaned up the fastest (x table) the door.
…”
Students reflect on the key concepts

Table 1 Exit Question: and big ideas discussed in class for
How can hybrids and the art element a final reflection to tie in everything
unity be linked in this project? they have done so far and leave them
with something to think about as
they leave this class and go on to the
Answers like: next.
Unity is about how all elements work
together to create a whole. Hybrids
are two things combined to make a
new thing, they are similar in that and
if the hybrid is done well then unity
should easily be achieved.
Students feel acknowledged when
called on and feel pride when they
“Now for the second fastest table (x finish answering and get to line up at
table) …” the door.
Table 2 Exit Question: Students reflect on the key concepts

How does the concept of your piece and big ideas discussed in class for
relate to the physical features and a final reflection to tie in everything
associated meanings of your objects/ they have done so far and leave them
animals? with something to think about as
next.
Answers like:
The associated meanings of a bat are
darkness and nighttime, sunglasses
have tinted lenses to block out
sunlight, bats are also nocturnal and
don’t come out at night. The concept
of night-vision with the relationship of
the characteristics of both items relate
to each other, etc.
Students feel acknowledged when

“And finally (x-table) …”
called on and feel pride when they
finish answering and get to line up at
the door.
Table 3 Exit Question:

Students reflect on the key concepts
How does the form of your sculptures
and big ideas discussed in class for
help the viewer interpret what they are
a final reflection to tie in everything
seeing? they have done so far and leave them
with something to think about as
Answers like: next.
The form is the 3-dimensional shape
of the sculpture, the form is the hybrid
of an animal and object, this should
be easily interpreted as a hybrid by
the viewer. The meaning behind the
innovation should be seen in the use
of the features of each thing.
“Okay that’s everyone, thank you so

much for another awesome class! I Students know that they are done for
will see you all next week! You are this class and are dismissed by the
dismissed!” teacher to leave.
Teaching Day 4

Less than Orientation/Engagement/Motivation:
1 minute
“Good morning students! Let’s get in Students prepare for the class and
and get settled quickly please! We know where they will be starting the
have a lot to do today, so let’s not period.
waste any time! We have another
demo for today so when you come in,
please set your stuff down at your
tables and come gather around the
demo station so we can get started
right away and give you guys as much
time to work as possible.”
About 10 Presentation/Explicit Instruction:
minutes
“Okay students, welcome in. I know Students focus on the presentation

we all just got here and its early in the and prepare for a quick paced day.
morning, but I need your full attention
so we can get through this demo
quickly and so you guys can have time
to use what I show you with your
sculptures in class today.”
“Today, I will be showing you how to Students learn what the
attach, mold, or carve features demonstration topic for the day is.
onto/into your basic constructions to
help make them appear like the
object-animal hybrids you have come
up with.”
“Here I have a basic wing shape that I

created by making a slab and then Students see first-hand experience
carving a wing shape into it with my of the methods being taught being
needle tool. You want to make sure implemented in real work.
that anything you are attaching is
shaped in the way you want before
putting it on. It can be very difficult to
try to reshape an attachment after it’s
been attached to the base and if you
try to do this you might break it, un-
attach it, or make a hole in your base
structure that you don’t want. So, you
want to shape your attachments, but
don’t worry about details or textures
because those might get messed up in
the attachment process and then you
would have to redo those details again
which would be a waste of time.”
Question:
Now who among you can remind me Students recall the previous teacher
what we used to attach two slabs demo and relate those skills to the
together or two coils together? current one being taught.
Anyone?
Answer like: Slip and score method
“Yes, the slip and score method is

correct, lucky for you guys that is how
we attach features to our bases as Students understand that this is the
well and you guys already know how same process as slip as score for
to do that!” building.
“So, what I want to do first before I

start scoring anything is I want to line
up my wing to the remote and place it Students learn the best method for
where I think I want it to go. Now while lining up clay so that it is most
I hold it there, I take my needle tool, accurately attached to the base in
and gently scratch a thin line (make the desired location.
sure not to go too deep with these
lines) on either side of where it is on
the base. Now I can put this wing to
the side and grab my scoring tool. I
will now score within the lines I
marked on the base and on the side of
the wing that is being attached to the
base. Make sure when you are making
your attachments that you consider
the side that is going to get scored and
attached to the base and make sure it
is flat and not too big of a side. I then
slip both sides and push them together
firmly to attach them. After it dries a
little bit, I then go in and smooth out
the sides that are attaching so the
seams blend together and look like
one object.”
“Since we all know how to slip and

score already, I feel pretty confident
that you guys will be able to attach
things relatively easily.”
“As for molding your bodies, this can

be a bit tricky and take some time. I
hope most of you considered your
shape while building your base so you
Students learn how to mold clay into
don’t have to do too much molding,
other shapes.
but you can use your hands and the
wooden clay tool to bend or shape
your base a little bit. Please be careful
while doing this because you can
cause tears in your attachments and
your bases are a bit drier now and
aren’t as easy to bend and move. Do
this as needed and with care.”
“To carve features into your bases you

can use your finger, your needle tools,
and your wooden clay tool to slowly
carve into the clay. I will show you this
Students learn methods of carving
by making an indent in my remote
shapes or features into the clay.
where the light in the front would go. I
will take my tool and slowly dig into the
clay. Again, please take this slowly
and be careful. Look at how thick my
sides are, I have plenty of clay to dig
into here to carve things into it. Do not
carve anything into sides that are too
thin if you don’t want to cut a hole into
your piece. You can choose to cut
holes into your piece if it makes sense
for your object, and this can be done
by first slowly carving into the side of
the base and then smoothing the
edges to be the desired hole shape.”
“That is all for this demo. Thank you

for paying attention, let’s get you guys
back to your tables and we can start Students know that the demo is over
working.” and where they are going and what
they are doing next.
1 minute Structured Practice/Exploration:
While students watched the teacher Students will have materials set up
demonstration, the teacher aid and ready for them on their tables so
passed out the material bins, put they can start working right away
plastic tablecloths down on tables and can spend the most amount of
and passed back wooden bats with time possible working on their
students’ work on it to their seats at sculptures.
their tables.
“Okay students your materials should

be set up for you on your tables Students are aware of how much
already thanks to the teacher aid. Get time they have to work in class
started working as quickly as you can. today and what expectations are
You’ll have about 20 minutes to work expected of them to accomplish by
today. Try to get as many attachments the end of class.
created and attached as you can by
the end of today, do not worry about
little details, we will focus on that for
class next time.”
minutes
“The goals for today are to fully form Students know what is expected of
your attachments and add them onto them to accomplish by the end of
your base bodies. You should be the day.
adding in the features of both your
object and animal today. Try to get as
much of this done as possible. There
will not be much time for adding on or
molding in the next class, we will only
focus on small details and
underglazing in the next class so
please work hard to finish up any
building and additions today.”
Teacher will walk around and help Students will receive feedback from
students one on one. The teacher will their teacher about their progress
be available to answer any student with the project.
questions.
“Students, can I have eyes on me for

just a second (wait for students to
quiet down) you have 15 minutes left Students are reminded of how much
to work.” time is left to work and can adjust
accordingly.

making good progress on their
sculpture with good technique and ask
the student if they are okay with the
teacher using their art as an example
for the class.
“Can I have everyone’s attention for

just a moment? (Wait for all eyes on
me and quiet class) This student here Students will get the chance to see
has made great progress on their where their classmate’s art progress
sculpture and is right where they need and receive helpful feedback to
to be for today. Notice (explain guide their own creation.
piece. They have done a great job with
that. Remember you should have most
of your attachments built and added to
your base by the end of class today. Students get to be involved as
Thank you for your attention, learning tools as well which includes
everyone, you may go back to students more into the curriculum.
working, keep those tips in mind!”
The teacher will thank the student for

letting them use their example for the
student.

quiet down) you have 10 minutes left
to work.” Students are reminded of how much
time is left to work and can adjust
accordingly.
work. This means you should be Students know they only have 5
wrapping up on whatever you are
minutes left to work and will adjust
working on and coming to a good their work accordingly to make sure
place to end for the day.”
they finish on a good ending point in
their sculpture for the day.
8 minutes Closure: Students understand classroom
management behaviors and know
that when time is up their hands are
working, that means tools down with
free and tools are down.
your hands free on the table. Can I
have all eyes on me. (Wait for this and
The class receives feedback with

“Alright great job today everyone. two good things that they have
(Compliment what you have seen that shown so far and one important
was good, give one piece of feedback, thing for them all to work on for next
give another compliment)” time.
“Everyone please make a thorough Students are incentivized to work

and speedy clean-up of materials and fast and well to complete clean-up.
sit down quietly when you are all done.
Tables that finish clean-up first will get
to line-up at the door first at the end of
class.”
“What I’m looking for: tables wiped up,

tools wiped down and placed neatly in Students know exactly what is
the material bins, clay sculptures expected of them to complete to a
placed on bats with sprayed plastic high degree for them to be
bags covering them, and a seated and dismissed first.
quiet table.”
“For now, just leave your bats on your

tables and I’ll have you each bring
your piece up to the storage bins after Students know they do not have to
I dismiss your tables to go line up at get up during this time and learn
the door.” how the dismissal process will go.
“I see (x table) is ready you’ll be first to Students work fast and get excited
line up today, I see (x table) is also to compete against other tables and
now ready, you guys will be second to feel a sense of gratification when
line up, we’re now just waiting on (x they are being praised for quick and
table) to clean-up.” thorough work.
“Great job with that everyone, now I

will give each table an exit question to
Students get a more in-depth
discuss together and give me an
explanation of the dismissal process
answer. Once you are done
and are reminded of classroom
discussing the answer to your table’s
management and behavior
question, sit quietly and have one
expectations.
person from your table raise their hand
to answer. Once your table gives your
response you may walk up with your
bat, place it nicely into the storage
bins and go line up at the door. But
please be respectful of your
classmates, just because you cleaned-
up first and answered and are waiting
at the door, that does not mean you
can start talking or be disruptive,
please pay attention to your
classmates’ questions/ answers as
they are things all you should be
understanding and thinking about. Students will collaboratively discuss
Starting with the table that cleaned up their questions and come up with an
the fastest (x table) …” answer together.
Table 1 Exit question: Students will think critically about

the topics discussed in class
What kinds of physical features are through exit questions on the big
being used in these sculptures and ideas of the lesson.
why?
Answer like:
The special abilities of animals, good
eyesight, strength, long necks, sharp
teeth, they are like super-powers when
combined with daily life objects and
innovate them to make them better.
“Now for the second fastest table (x

table) …”

How could Surrealism be a tool for
Innovation?
Answer like:
Surrealism is a great way of thinking
about things in a new and different
way that we wouldn’t see in real life. If
applied a bit more practically to
inventions, it could be used to create
new objects in a creative way, etc.

How does the process of clay building
relate to form and concept?
Answer like:
Clay building is the process of creating
form, therefore it is the direct
correlation to creating meaning for the
viewer to look at. Form and concept
are related through the hybrid being
the form and the hybrid being the
innovation, which is the concept, etc.
“Okay that’s everyone, thank you so Students will say goodbye and leave
much for another awesome class! I will for their next class.
see you all next week! You are
dismissed!”
Teaching Day 5

1 minute Orientation/Engagement/Motivation:
“Alrighty class, welcome! Today is
another day of demo as the first step Students hear what they are doing at
of class, so drop off your stuff at your the start of class and know where
tables and then come on over to the they need to be for class to begin.
demo station.”
Presentation/Explicit Instruction:
10 “Today’s demo is about under glazing
minutes your clay. Underglaze is like paint for Students learn about underglaze and
clay.” consider how to best define their
animal features through color
choice.
“The tools you will need are a bamboo
paint brush, underglaze, and your
finished piece.” Students learn the tools required for
this skill.
“You must be completely finished with

your pieces before under glazing.” Students realize they need to finish
construction before moving on to
the underglaze.
“In order to properly underglaze you
must apply it in layers. 2-3 coats are
required for it to show up opaque and
bright. This shouldn’t be taken by
doing one very thick coat, because Students will learn the method of
that can drip or cause cracking. 2-3 layering underglaze to get opaque
thin coats that overlap should do just colors.
fine. First start off with covering large
areas first with a larger brush, then go
in with a smaller brush to add details.”
“Your materials should be set up at
your tables by now for you to finish
your clay building. All clay building Students know where materials are
for the day and what their goals are
must be completed by the end of
to have achieved for the day.
today, there will be no opportunity to
add, mold, or add details to your clay
in the last class.”
“For today, there will be extra supplies

on your tables for both clay building Students understand that they must
and for underglazing. You must get their final piece approved by the
complete all the building and teacher before moving on to the next
underglazing today so please work step of under glazing.
fast, but also make sure you are doing
everything with care. Before you can
underglaze and use any underglaze
materials you must check in with me
and show me your piece before I will
approve you to start using the under
glazing materials to start working on
that.”
minutes
Students will be able to get feedback
from the teacher about their
Teacher will walk around and help
progress.
students one on one. The teacher will
be available to answer any student
questions.

just a second (wait for students to Students will be reminded of how
quiet down) you have 10 minutes left much time is left to work and adjust
to work.” accordingly.

making good progress on their
sculpture with good technique and ask
the student if they are okay with the
teacher using their art as an example
for the class.
“Can I have everyone’s attention for

just a moment? (Wait for all eyes on Students will get the chance to see
me and quiet class) This student here where their classmate’s art progress
has made great progress on their and receive helpful feedback to
sculpture and is right where they need guide their own creation.
to be for today. Notice (explain
piece. They have done a great job with
that. Remember you should have most
of your attachments built and added to
your base by the end of class today.
Thank you for your attention, Students get to be involved as
everyone, you may go back to learning tools as well which includes
working, keep those tips in mind!” students more into the curriculum.
The teacher will thank the student for

letting them use their example for the
student.

work.”
Students will be reminded of how
much time is left to work and adjust
“Students, can I have eyes on me for accordingly.
wrapping up on whatever you are
Students will be reminded of how
working on and coming to a good
much time is left to work and
place to end for the day.”
attempt to wrap up what they are
working on to get to a solid end
place.
10 Closure:
minutes
working, that means tools down with Students will know that worktime is
your hands free on the table. Can I over and that it is time to start
have all eyes on me. (Wait for this and cleaning up.
“Alright great job today everyone.

(Compliment what you have seen that
was good, give one piece of feedback,
give another compliment)”
“Everyone please make a thorough

and speedy clean-up of materials and This will motivate students to clean
sit down quietly when you are all done. up quickly and thoroughly so they
Tables that finish clean-up first will get can be dismissed first.
to line-up at the door first at the end of
class.”
“What I’m looking for: tables wiped up,

tools wiped down and placed neatly in Students know what the teacher is
the material bins, clay sculptures looking for and what expectations
placed on bats with plastic bags are being put on them.
covering them, but this time you will
notice there are no spray bottles, once
they clay has been underglazed we
will not spray them or get them wet
again. Once all of that is completed, I
will look for those who are seated and
quiet.”
“For now, just leave your bats on your

tables and I’ll have you each bring
your piece up to the storage bins after
I dismiss your tables to go line up at
the door.” Students know what to do with their
materials.
“I see (x table) is ready you’ll be first to

line up today, I see (x table) is also
now ready, you guys will be second to
line up, we’re now just waiting on (x
table) to clean-up.” This gets students competitive and
ready to clean up quickly.
“Great job with that everyone, now I

will give each table an exit question to
discuss together and give me an
answer. Once you are done
discussing the answer to your table’s Students are reminded of classroom
question, sit quietly and have one behavior expectations.
person from your table raise their hand
to answer. Once your table gives your
response you may walk up with your
bat, place it nicely into the storage
bins and go line up at the door. But
please be respectful of your
classmates, just because you cleaned-
up first and answered and are waiting
at the door, that does not mean you
can start talking or be disruptive,
please pay attention to your
classmates’ questions/ answers as
they are things all you should be
understanding and thinking about.
Starting with the table that cleaned up
the fastest (x table) …”

How did modelling and attaching the
clay physical features onto your base
affect the form?
Students will work collaboratively to
discuss exit questions about the big
Answer like: topics and vocabulary relating to the
lesson.
It gave it more meaning and
dimension, before it was just the base
of an object or an animal, but now it’s
more of the hybrid with the details of
the physical characteristics of both the
object and the animal, etc.
“Now for the second fastest table (x

table) …”

How do the associated meanings of
the physical features being added to
the sculpture help emphasize the
innovation concept?
Answer like:
The associated meanings are why the
physical features are the superpowers,
lucky rabbit feet and energizers bunny
are associated meanings with a rabbit
and when adding it to a slow running
computer, it makes it go faster and
work better because it’s related to
being fast and lucky. Therefore, its
improving the quality, which is
innovation, etc.

What characteristics of Surrealism are
being used in your animal-object
hybrid sculptures?
Answer like:
Hybrids, dream-like sense, creating
something that wouldn’t be found in
the real world. Making something eerie
that makes viewers feel something,
etc.
“Okay that’s everyone, thank you so

much for another awesome class! I will
see you all next week! You are
dismissed!”
Students will be dismissed and are
free to move onto their next class.
Teaching Day 6

1 minute Orientation/Engagement/Motivation
:
Students will know that the day will
“Welcome students, come on in. start with a presentation and to be
Today we will have a PowerPoint seated and ready to learn.
presentation to go over on artist
statements. Please be seated at your
table and be quiet so we can get
started”
6 minutes Presentation/Explicit Instruction:
“An Artist statement is…”
Students will learn about what an
artist statement is, what goes into an
“Key elements of an artist statement artist statement, and how they help
are…” artwork.
“This is how you write an artist Students will learn what needs to be
statement…” included in their artist statements.
“This is what is expected to be

included in your artist statement…”
“Here is an example of the artist

statement I wrote for my piece…”
Question:
How does an artist statement help Students will think critically about
your art? the purpose of artist statements and
give responses based on their
thoughts.
Answers like:
It can give more context into the
reason why the artist made it, what it
took to create it, the process of
making that occurred, a deeper
explanation of the concept of the
piece in words, helps add more
significance to the piece, etc.
“Can I have a student help pass out Students will help pass out handouts
these artist statement handouts? and clay sculptures to get the
These need to be completed by the worktime started and materials
end of class today so I can display passed out.
them alongside your sculptures, so
make sure to prioritize time.”
“Can I have another student pass

back these completed and fired
sculptures to the class?”
minutes
Students will know how much time
they have to work and what tools are
“You have 10 minutes to work on your
at their disposal to help them write
artist statements, look at your piece,
their artist statements.
the thinksheets, and any other
handouts to help you write your artist
statement.”

just a second (wait for students to Students will be reminded of the time
quiet down) you have 8 minutes left to left to work and adjust accordingly.
work.”
Students will be reminded of the time
“Students, can I have eyes on me for left to work and adjust accordingly.
work.”
Students will be reminded of the time
left to work and finish their artist
“Students, can I have eyes on me for statements.
wrapping up the last bit of your artist
statements.”
20 Closure:
minutes
“Get into your table groups and sit Students will know that the time is up
down quietly so I can give you for writing and that it is time to move
instructions.” on to the next activity.
“We will be doing a bit of a critique Students will learn what a critique is
now. Remember to be respectful and the behavior expectations that
when giving feedback and quiet while are associated with it. Students will
others are talking. Everyone will show be told what they need to be doing
their piece, read their artist statement,
and tell us about their concept. Then
your classmates can give comments during the critique and what their
and feedback on the piece. To do so participation in it needs to be.
you may raise your hand and I will call
on you. Everyone should participate in
giving comments or feedback at least
twice. I will also give my own
feedback to each of you as well. This
is supposed to be a safe and Students will get feedback directly
welcoming environment where we talk from the teacher as a bit of an
about are pieces, there is no informal assessment of the work
pressure, and no one is being graded. they have done over the last 6
You should all feel very proud of the classes.
work you did and be able to share that
with your classmates.”
“Think about the project as a whole,

how were you able to utilize all of the
concepts and skills in order to create
a new innovation?” Students will reflect on the project
and all of the skills and concepts
they learned in order to create an
“I will now give you all one last closing innovation.
question to be dismissed. This time I
want a response from everyone. So,
when you have an answer, raise your
hand and I will call on you to be Students will understand that there is
dismissed.” one final question being given to all
the students to respond to. Students
understand how the final dismissal
Closing Question: process will go.
How are innovation, hybrid, and
surrealism connected, and how did
you use the three big ideas in your
piece?
Students will think about the class as
a whole and how they were able to
use the three main big ideas in their
Answers like:
artwork to achieve a goal.
Innovation is making something new
better this can be done through
hybrids that are the combination of
two things to create a new thing, using
Surrealism thinking and implemented
out of this world concepts into real-life
innovation can be a fantastic way to
produce new ways of improving upon
daily-life objects. I used the three in
creating a new innovation on a daily-
life object by creating a hybrid of it
and an animal in a surrealistic
sculpture, etc.
“Thank you all for all your amazing

work, I am truly proud of everything
you were able to accomplish this
semester. Thank you for being such a
wonderful class”
Students will be praised and said
goodbye to and be dismissed for the
last time.
6. Lesson Information and References

6.1 Art Terms/Vocabulary/Higher Level Thinking Verbs:
Slab- A clay body that has been flattened with a rolling pin. Slabs are flat sections of clay the width of your little
finger.
Coil- A rolled up piece of clay into a wire or snake shape. These can be used to build clay sculptures by
stacking them up and attaching them together using the slip and score technique.
Pinch Pot Building Method- A clay building technique that is done by first pinching a hole in the center of the
clay and then slowly thinning out the sides and forming the shape of the sculpture using pinching motions with
the fingers and hands.
Slip- A mixture of water and clay to make a slimy consistency called slip. Slip is used along with scoring in the
slip and score technique of bonding two clay bodies together.
Score- The process of carving overlapping scratches into a clay body. Scoring can be done with a scoring tool,
a needle tool, or even a metal or plastic fork. This is used in the slip and score technique of bonding two clay
bodies together.
Daily Life Objects- Any object, tools, or technology found in your everyday life or environment, something you
use frequently and may find one around you easily.
Associated Meaning- Associated meaning is the correlation between an object and what society or an
individual feels about that object. For example, a stop sign is red, as a society we associate red with stopping
or danger. We see a red light we stop; we see a red stop sign we stop, we see red tape over a door we do not
go into it, we see a red x over a word or image we know it means we do not like or accept that thing. Red is
associated with stopping, but it is also associated with love. We see red hearts, red roses, red valentine’s day
decorations. One person might say red means danger, and another person might say red means love, they
both may be right, but it’s based on the way they associate certain aspects of something with a certain
meaning.
Physical Characteristics- Physical characteristics are the actual parts of a person, place, or thing. The
physical characteristics of a basketball are that it is round, it is orange, it has a bumpy texture, there are
indented lines all around it, it is light, it is bouncy, it is the size of if not larger than people’s heads. These are all
physical parts of the object that are true and are universally understood and not questioned by most people.
Invention: an invention is something brand new that came about through imagination. An invention refers to
the physical object, device, or process that was created.
Innovation: Innovation is the process of taking an already created object, device, or process, and making
changes or enhancements to it to make it work or function better or more efficiently.
Prototype- a prototype is the first model of an invention. Prototypes are mock-ups of the final product.
Industries around the world in every field use prototypes or models when creating something new. Shoe
brands, car companies, phone companies, inventors, landscapers, architects, engineers, all use prototypes to
create a sample of what the final product might look like.
Hybrid- The product (or end result) of combining two or more different things together to make one new thing.
Surrealism- Surrealism is an art movement and style in which ideas, images, and objects are combined in a
strange way, like in a dream.
Form- Form describes the physical shape of a 3-dimensional object. How does the object take up space, the
actual object itself. What about the form of the artwork makes it significant or adds to the concept.
Concept- The idea, inspiration, or message behind a piece of artwork. What the artwork means, what idea it
was based off on.
Unity- Unity in art is achieved when all parts and elements of the piece work well together to create a cohesive
whole/ satisfying result.
Emphasis- A method used in art to make certain aspects of the piece more noticeable, more important, and
more impactful. This can be done with the use of color, size, shape, texture, or any other art element that
would make a certain aspect pop out more than the surrounding elements of the piece. Emphasis is used to
signify the most important message or part of an artwork; it is something the artist wants the audience to easily
notice and view. By giving emphasis to a part of the piece makes it have more significance or have a bigger
meaning.
Compare/Contrast- Compare and contrast is when you take two (or more) things, put them next to each
other, identify the similarities and differences between the two things. Doing this can help us understand how
two things are alike or different from each other.
Interpret- To interpret is to create meaning based on given context. When you look at a person who has their
head down, is walking slowly, is by themself, and isn’t smiling, you can interpret from that context that the
person might be sad. While that is a very plausible interpretation, another person might look at that person and
think they were tired. Both are interpretations of the situation they are looking at, neither are necessarily
incorrect, but they are different based on the opinions and views of different people and how they chose to
interpret what they were seeing. We use interpretation in art when trying to figure out the meaning in an
artwork, we all might have different answers, but no one might be more accurate than another, they are simply
how we each interpreted the art based on what we saw.
Analyze- To analyze is to view and intake information on something specific and figure out all parts of it. You
must analyze art and all of its parts to figure out how to interpret it. Analyzing comes first and often bleeds right
into interpretation. Analyzing is the viewing of the parts that give meaning. I analyzed the person walking in
front of me and noticed they were walking slowly, saw they weren’t smiling, noticed they were alone. That is all
analyzing the context. We then use what we have analyzed to interpret meaning from it.
Critique- Critique often sounds like a scary or mean word, but critique should almost never be bad. To critique
is to give feedback on something. When you critique, you analyze, question, describe, and interpret what you
are seeing, and then based on that you give advice, praise, or comments on the thing you are seeing. We
critique in art classes at the end of an art project to wrap up the project and reflect on the process. Often,
students will show their work to the class and the teacher, read their artist statement, give a brief explanation of
the process of how they made the art and why they chose to do certain things, give things they struggled with
and things that they found easy. Peers will then say what they noticed about the piece, what they liked, things
they think could be improved, or give their opinions or interpretations of the piece. Teachers will also critique
the piece, and this is a part of their assessment of the artwork. The teacher will give feedback on what was
successful and what could maybe be worked on for the next project. Feedback is a good thing to help you
grow, never meant to be something to simply point out flaws or be mean, it is to encourage you to keep
improving and to try new things.
Question- To question is to wonder and challenge the information we are receiving. In other words, asking
who, what, when, where, why, and how about the art or information being given.
6.2 Art Materials for the Lesson

-Clay
-Scoring tool
-Slip
-Wooden clay tool
-Rolling pin
-Plastic tablecloths
-Plastic cups
-Underglaze
-Bamboo glaze brushes
-Pencils
-Erasers
-Storage bins
-Plastic bags
-Spray bottles with water
-Wooden bats
-Small sponges for manipulating clay
-Large sponges for wiping off plastic tablecloths
-Bucket for water for wiping tables
-Needle tools
6.3 Description of Visual Examples:
Artwork Images Information
“Dreams-Ark No. 1”
Wang Ruilin
2012
Size: 200×67×53 cm
Material: Copper & Painting
“Dreams- Floating No.1”

Wang Ruilin
2013
Size: 100×35×65 cm
“Dreams-Crocodile”
Wang Ruilin
2013
Size: 120×46×120 cm
“Owl Book”
Redmer Hoekstra
2012
Fineline Ink Pen
“Gitaar”
Redmer Hoekstra
2012
Colored Pencil
“Octoballoon”
Redmer Hoekstra
2013
Fineline Ink Pen
“The Elephants”
Salvador Dali
1948
Oil on Canvas
49 cm × 60 cm (19 in × 24 in)
“The Persistence of Memory”

1938
Salvador Dali
Oil on Canvas
24 cm × 33 cm (9.5 in × 13 in)
6.4 Information about Related Artists, Styles, Movements, or Cultures

Resource 1
Redmer Hoekstra
Redmer Hoekstra is a modern Surrealist illustrator from the Netherlands. He creates these unique ink-drawn or
color pencil-drawn images that combine animals with different objects to create hybrid Surrealism. Although
this artist only creates 2-dimensional drawings, his concept relates so directly to the core of this lesson that he
is a great example to use to show students what animal-object hybrids are.
https://www.redmerhoekstra.nl/about-cv/
Resource 2
Wang Ruilin
Wang Ruilin is a modern Surrealist sculptor from Japan. He creates 3-dimensional artwork that uses hybrids of
animals and landscapes. Although the objects are replaced with landscapes, this artist’s work is a great
example of 3-dimensional hybrid Surrealism art. Students will be able to see the ways of adding to a 3-
dimensional form by combining physical features of two separate things into one.
https://www.behance.net/wangruilin
Resource 3
Salvador Dali
Salvador Dali is the father of the Surrealism art movement. He was a Spanish artist in the 1900s and created
the most famous pieces of Surrealism art ever. To teach about Surrealism without mentioning Dali would not
be painting the full picture. His work shows great examples of altering animals to look or appear a different way
and are great tools to have students analyze and think about art. His paintings are also great ways to teach
about the common characteristics found in Surrealism art. Using his paintings as examples, students can
analyze and interpret the different meanings and attempt to point out the many characteristics seen in his
paintings that reflect the characteristics of the Surrealism art movement.
6.5 List of Instructional Resources, Materials, and References:

Wachowiak, F. (2009). Emphasis art: A qualitative art program for elementary and
middleschools (9th Ed.). Allyn & Bacon, Inc.
Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. Northeast Foundation for
Children
7. Integration/Connecting Links (interdisciplinary links such as geographical maps, word games,

historical figures, contemporary issues, periodicals, etc.)
7.1 Idea Mapping (For Extended Lesson Only)

8. Management and Safety Issues:
Certain clay tools can be sharp and can potentially cause harm to students, a serious conversation on proper
tool handling will be added into presentations and fair warnings will be given as to how to safely use tools.
8.1 Organization of Supplies:

Day 1- Thinksheets will be handed out to students by the teacher aid, students should have their own pencils
and erasers.
Day 2- Tablecloths will be placed on the tables by the teacher and teacher aid at the beginning of class, clay
tools will be in designated bins/buckets at the front of the class and students will be instructed on where they
can get those tools, clay will be handed out directly to each student by the teacher or the teacher aid.
Day 3- Tablecloths will be placed on the tables by the teacher and the teacher aid at the beginning of class,
clay tools will be in designated bins/buckets at the front of the class just as last class, clay will be handed back
to students on their wooden bats by the teacher or teacher aid.
to students on their wooden bats by the teacher or teacher aid.
to students on their wooden bats by the teacher or teacher aid, under glazing materials will be set up at three
stations by the teacher and teacher aid for groups of three to work at together. Handouts will be handed to
each student by the teacher aid.
Day 6- Handouts will be handed out by the teacher, students should have their own pencil and eraser.
8.2 Clean-up of Supplies:

Day 1- students will keep hold of their handouts, no materials need to be put away or turned in at the end of
class.
Day 2- students will turn in their clay tools to the respective bins they were taken from, students will properly
place their clay on a wooden bat, cover it in a s bag and spray the inside of the plastic bag and bring it up to
the front where the teacher will place it into the storage bins. Students will wipe up their plastic tablecloth, fold,
remove the cover, and bring it to the front of the class to be put into the bag it goes in.
place their clay on a wooden bat, cover it in a plastic bag and spray the inside of the plastic bag and bring it up
to the front where the teacher will place it into the storage bins. Students will wipe up their plastic table cover
and fold and remove the cover and bring it to the front of the class to be put into the bag it goes in.
place their clay on a wooden bat, cover it in a plastic bag and spray the inside of the plastic bag and bring it up
to the front where the teacher will place it into the storage bins. Students will wipe up their plastic tablecloth,
fold, remove the cover, and bring it to the front of the class to be put into the bag it goes in.
place their clay on a wooden bat, cover it in a plastic bag but will not spray it this time then they will bring it up
to the front where the teacher will place it into the storage bins. Students will wipe up their plastic tablecloth
and fold and remove the cover and bring it to the front of the class to be put into the bag it goes in. under
glazing materials will be left on the tables for the teacher and teacher aid to collect.
Day 6- Students will turn in either a paper copy of their final artist statement or email a digital copy to the
teacher by the end of class.
9. Critical Comments and Reflections:

I think my teaching day at St. Mary’s went well for the first day. I kept a good pace and was very well organized, my
students seemed very engaged and gave amazing critical responses to questions and analyzed the artwork to a
high degree of understanding. I do think I could have slowed down a bit when presenting and elaborated a bit more
on instructions for the class activity, but overall, it was a successful first day.
In the first lesson I discussed the key terms: innovation, invention, prototype, hybrid, Surrealism, daily-life objects,
animals, physical characteristics, associated meanings, sketch, concept, and compare and contrast. I think I could
definitely have used more skill based terminology and more critical analysis based vocabulary in the first day lesson.
I realized I used a lot of concept based terminology in my first day lesson and only one term for skills and one term
for higher level thinking. The skill based activities for students were not that intensive, but I still could have used 2-3
more skills terms in my lesson. As for the higher level thinking terminology, I definitely could have had students
using more vocab during the review of Surrealism artists and definitely plan to introduce those terms in the next
day’s lesson plan.
For my second teaching day I plan to review the terms used in the first day lesson. I will be using an interactive
activity with my visual board and play a little game with my students to get them to review the big ideas and
vocabulary we already discussed at the top of class. As for the vocabulary being taught on the second day I think it
will be quite intensive, but hopefully I can teach it well so students understand all the terms and vocabulary. I will be
giving a presentation on clay materials as well as a teacher demonstration on clay building methods.
Day two was a successful learning day. While I had originally planned on having a powerpoint presentation and then
the students begin to work with the clay, I quickly realized that the presentation would take up too much of the class
time. The students are very receptive to my teaching and are good at understanding complex lesson topics and
remembering them. My students were very good at following classroom management and would be quiet when I
waited for silence to continue speaking. The lesson on clay methods, tools, and the history of clay sculpture went
very well and students seemed very engaged in the questions being asked as well as the images of clay sculptures
throughout history. I was surprised to find out that a lot of the students were familiar with the ancient Egyptian
canopic jar sculptures. It goes to show that they are being educated to a high degree and retained the information
because it was interesting to them. Moving forward however I would maybe shorten the lesson slides or spend less
time on them. Although the lesson went well and the students were engaged, I ended up not getting as far as I
would have liked to.
I chose Will as my focus student. Will was missing for a few days of class and needed to catch up a bit on his work. I
gave him the thinksheets that his classmates had on the previous days, and he seemed to catch on really quickly,
which seemed to be very encouraging. I explained the concept of the project to him and gave him instructions on
what to do for his sketch and he followed through with ease. I spent one on one time with him and made sure to
check in to see that he was figuring everything out. Overall I still struggle a bit with timing and progressing farther in
the project. Another day has gone without the students having worked much on their clay projects. They did need to
re-sketch their drawing ideas, but the short 40 minute lessons do pose a bit of a time crunch for a clay building
project. My classroom management seems to be working well however, I have been able to successfully gain
students’ attention and keep them engaged. I plan to have more meaningful closure moving forward, while I do have
students reflect briefly before class, it isn’t well thought out or carefully paid attention to. I would like to have more
meaningful discussions, but with time management and clean-up it can be difficult
Day four was a success, students finally got some significant time to spend on their clay projects. It was exciting to
see them start to work more on developing their sculptures. For day 5 I get to have a double period with my students
to work more on the project so the preparation beforehand will be a bit more extensive than on previous days. I
believe I will be set up in the hallway to have students work on their projects. This is because the other two
classrooms will be occupied by fellow classmates’ classes. I will have to be more meaningful with my material set up
and organization of classroom arrangement. An example of a time I changed my teaching style in the moment
based on student needs was when all the students seemed to be struggling with securely attaching their slabs
together. I made sure to go by each student to give helpful tips on how to best move forward on their sculpture.
I plan to display the student artwork on boxes covered in construction paper. The table will be covered in a butcher
paper of one color, while the colored boxes will be placed on the table in various colors. I plan to print out colorful
and well-designed artist statement handouts in the color-scheme of my display so that when students are done
filling them out I can just place them aside their work and it looks put together with minimal effort to make them look
professional or colorful afterwards. I plan to place my visual board in the middle of the table with a sign for my class
taped up on the wall. I decided to choose a lot of greens, blues, and yellows for my theme as I am sharing a hallway
with Roxanna’s class and her project is about environments and uses a lot of those colors, so for it to look cohesive,
I decided to go with a similar color palette.
Overall the six lesson days were amazing. My students were so clever and so smart and I loved seeing them get
excited about the project and be engaged in learning. They always remembered the concepts I taught the next
weeks and were very clever in their analysis and conceptualization of their projects. Overall I had a wonderful
experience teaching this class. I would definitely not try to teach a clay project like this again with only 6 days to
teach it, as the time management and rush is not ideal, but the students were still able to create amazing, quality
works that represent their ideas well, which makes me incredibly proud. When I had a brand new student come to
class on the last day of clay building I worried that she wouldn’t get enough attention or be able to complete the
project, but thanks to the assistance of my fellow teacher classmates and her peers, she was able to construct an
entire sculpture in just one day. It goes to show that this lesson was fitting for the age group and even without the
knowledge of all the big ideas, she was still able to construct an animal-object hybrid clay sculpture. Which is truly
magnificent.
.
Task 1 Part C:
1. Scoring Rubric and Assessment Tools
Objectives Low Level Medium Level High Level
Score Score Score
Objective I: Given a Student did not Student sometimes Student thoughtfully
presentation on engage in analysis of engaged in critical engaged in critical
Surrealism, hybrids, Surrealism hybrid art analysis of analysis of
Innovation, Wang and did not or barely Surrealism hybrid art Surrealism hybrid art
Ruilin, Redmer contributed their by basically by analytically
Hoekstra, and thoughts, opinions, contributing their contributing their
Salvador Dali, observations, or thoughts, opinions, thoughts, opinions,
students will questions in observations, or observations, or
thoughtfully engage classroom questions once or questions twice or
in critical analysis of discussion.
Surrealism hybrid art
by analytically twice in classroom more in classroom
contributing their discussion. discussion.
thoughts, opinions,
observations, or
questions at least
twice in classroom
discussion.
Objective II: Given a Student did not Student briefly Student thoughtfully
presentation on reflect upon daily life reflected upon daily reflected upon daily
hybridity and two objects that they had life objects that they life objects that they
thinksheets, students encountered had encountered had encountered
will thoughtfully problems or struggles problems or struggles problems or struggles
reflect upon daily life with and did not think with and thought with and thought
objects that they about ways that they about a way that they about a few ways
have encountered could enhance the could enhance the that they could
problems or struggles object’s abilities by object’s abilities by enhance the object’s
with and think about giving it the giving it a abilities by giving it
ways that they could characteristics of a characteristic of a the characteristics of
enhance the object’s specific animal specific animal. a specific animal
abilities by giving it
the characteristics of
a specific animal.
Objective III: Given Student poorly Student adequately Student innovatively
completed conceived 1 sketch conceived 1-2 conceived 1-3
thinksheets and a that ineffectively sketches that sketches that
thumbnail handout as utilized features of decently utilized successfully utilized
well as a number 2 both an object and an features of both an features of both an
pencil and eraser, animal of their choice object and an animal object and an animal
students will to propose a solution of their choice to of their choice to
innovatively conceive hybrid for their final propose solution propose solution
1-3 sketches that problem-solving hybrids for their final hybrids for their final
utilize features of hybrid animal-object problem-solving problem-solving
both an object and an clay sculptures hybrid animal-object hybrid animal-object
animal of their choice clay sculptures clay sculptures
to propose solution
hybrids for their final
problem-solving
hybrid animal-object
clay sculptures.
Objective IV: Given a Student poorly Student adequately Student effectively
presentation on clay implemented one of implemented at least implemented at least
building methods: coil the three clay one of the three clay one of the three clay
building, pinch pot building techniques building techniques building techniques
creation, slab (coil building, pinch (coil building, pinch (coil building, pinch
construction and pot creation, and slab pot creation, and slab pot creation, and slab
scoring and slipping, construction) and construction) as well construction) as well
and a teacher sloppily used slip and as used slip and as a carefully used
demonstration on score in the score in the slip and score in the
clay building construction of their construction of their construction of their
methods, students problem-solving problem-solving problem-solving
will effectively hybrid animal-object hybrid animal-object hybrid animal-object
implement at least clay sculptures. clay sculptures. clay sculptures.
one of the three clay
building techniques in
the construction of
their problem-solving
clay sculptures.
Objective V: Given a Student crudely Student adequately Student thoroughly
presentation on applied an applied an applied an
adding final details underglaze to their underglaze to their underglaze to their
and under glazing completed problem- completed problem- completed problem-
techniques, students solving hybrid solving hybrid solving hybrid
will thoroughly apply animal-object clay animal-object clay animal-object clay
an underglaze to sculptures. sculptures. sculptures.
their completed
problem-solving
clay sculptures
Objective VI: Given a Student poorly wrote Student adequately Student conceptually
presentation on how an artist statement wrote an artist wrote an artist
to write an artist about their sculpture. statement about their statement about their
statement, a group sculpture. sculpture.
discussion and peer
edit, students will
conceptually write
artist statements
about their
sculptures.
2. Handouts
Animals Physical Characteristics Associated Meanings/
Symbolisms
Lion Mane(hair), Fur, Tail, Paws, King of the Jungle, Pride,
Sharp Teeth, Big Mouth, Big Courage, Power, Fast, Strong
Body, Four Legs, Cat-like Nose,
Round Ears, Loud Roar
Tiger Stripes, Fur, Tails, Paws, Sharp Cunning (Tricky/ Smart),
Teeth, Big Mouth, Big Body, Courage, Power, Fast, Strong
Four Legs, Cat-like Nose,
Round Ears, Loud Roar
Giraffe Tall neck, Hair, Spots, Ossi Tall, Gentle, Elegant, Peaceful,
cones (antler-like/ horn-like Happy, Slow
lumps on head), Ears, Hooves,
Long Purple Tongue, Four Long
Legs
Cheetah Spots, Fur, Tails, Paws, Sharp Fastest Land Mammal, Cheetos,
Teeth, Slender Body, Four Legs, Agile, Fast, Intelligent (Smart),
Cat-like Nose, Small Round Power
Ears
Dolphin Slick Skin, Dorsel Fin (Fin on Intelligent (Smart), Fast
top of body), Pectoral Fins (Fins Swimmer, Mammal of the Sea,
on side of body/ where arms Entertainment–Dolphin Shows,
would be), Tiny Teeth, Fun, Freedom, Helpful
Blowhole, Small Eyes, Long Guidance, Kind, Friendly,
Tail, Dolphin Chirp Peaceful, Harmony, Breath Air
Owl Big Eyes, Wings, Feathers, Intelligent (Smart), Wisdom
Hallow Bones, Beak, Lays Eggs, (Great Knowledge), Cunning
Talons, Hoots (Tricky/ Smart), Great Eyesight,
Fast Flyers, Create Nests-
Motherly
Bat Leathery Skin, Fur, Boney Vampires, Bloodsuckers,
Wings, Claws on Wings, Two Halloween, Night Vision,
Legs, Two Small Feet, Tail, Darkness, Nighttime,
Sharp Teeth, Pointy Ears, Small Death/Rebirth, Nurturing
Eyes, Night Vision, Small Head, Caregivers, Communication,
Tiny Nose, Screeching, Sleep Mammals, Fear
Upside Down
Snake Scales, Long body, Small Evil, Garden of Eden/
Slanted Eyes, Sharp Teeth, Temptation, Fast, Cunning
Venomous, Long Tails, Small (Tricky/ Smart), Hypnotizing,
Heads, Unhinged Jaw, Long Transformation, Slippery, Fear
Split Tongue, Rattle Tail
(Rattlesnakes), Shedding Skin,
Hisses/ Slitters Tongue
Cat Fur, Whiskers, Oval Pupils, Cat- Cunning (Tricky/Smart), Agile
Eyes, Small Nose, Sharp Teeth, (Light on their feet), “A Cat
Small Mouth, Four Legs, Paws, always Lands on Its Feet”,
Toe Pads, Scratchy Tongue, Trickster, Black Cat-Bad Omen,
Sharp Claws, Tail, Slender Nimble (Can move around
Body, Meows obstacles easily), Pets
Monkey Two Arms, Two Hands, Legs, Cunning (Tricky/Smart), Can
Two Hand-like Feet, Fur, Big Use their Tails like a Hand,
Mouths, Big Teeth, Round Ears, Hang from Tails, Hang from
Strong Tails, No-Apposable Trees, Open Banana with Feet,
Thumb, Monkey-Call (Ooo-Ooo Playful, Fun, Mischief (gets into
Eee-Eee Ahh-Ahh) trouble), Innocence, Closely
Related to Humans
Rabbit Big Ears, Fur, Little nose, Four Lucky, Easter, Birth/ Rebirth,
Legs, Four Small Feet, Fluffy Fertility, Hopping, Trickster,
Tail, Beady Eyes- Sometimes Eats Carrots, Has Good
Red, Big Front Teeth Eyesight, Gentle, Fast, Tortoise
and the Hare (Rabbit)
Polar Bear White Fur, Black Skin, Big Endangered Animal, Lives in
Nose, Four Big Legs, Four Cold Environment, Overcomes
Paws, Big Body, Sharp Claws, Obstacles, Coca-Cola
Growls, Sharp Teeth, Small Tail Commercials, Strong, Calm,
Cuddly, Teddy-Bear, Playful,
Protective
Turtle Scaley Green Skin, Four Fins, Swims Fast, Symbol of Hawaii,
Small Head, Hard Shell, Small Protected Animal, Turtles in
Eyes, Lays Eggs, Hard Bite- Finding Nemo, Lays Eggs on
Snapping Turtles Beach, Wisdom (Great
Knowledge), Patient, Protective
(Shell), Overcomes Obstacles,
Good Luck, Long Life
Tortoise Scaley Dry Green Skin, Four Slow Moving, Tortoise and the
Legs, Toes with Toenails, Hard Hare, Long-living, Old, Wisdom
Shell, Small Head, Small eyes, (Great Knowledge), Protective
No Hard teeth, Strong Jaws, (Shell), Lives on Land
Lays Eggs
Firefly Six Legs, Wings, Small Red Freedom, Dreams, Lucky, Light
Head, Long Antenna, Small Bug in the Dark, Fun, Magical, Small
Eyes, Glowing Butt but Bright, Shine your Light
Penguin Black and White Body, Long Waddles, Flightless Bird, Good
Beak, Oily Feathers, Orange Swimmers, Mate for Life, Can
Webbed Feet, Two Fins, Two Hold their Breath for a Long
Legs Squawk, Lays Eggs, Small Time, Lives in Cold
Eyes, Tail Environment, Endangered
Species, Happy-Feet Movies,
Playful, Fun, Curious, Friendly,
Overcomes Obstacles,
Community
Eagle Sharp Beak, Feathers, Long Freedom, Protected Animal,
Wings, Hollow Bones, Sharp United States of America,
Talons, Small Heads, Small Makes Nests, Strength, Power,
Eyes White Feathers on Head- Spirit, Bravery, Wise, Smart,
Bald Eagle, Lays Eggs, Loud Bossy, Pride
Caw, Large Body for a Bird,
Two Legs, Tail Feathers
Parrot Colorful Feathers, Wings, Sharp Can Mimic Words, Can Talk,
Beak, Sharp but Small Talons, Inteligent (Smart), Spirit,
Tail Feathers, Small Bodies, Freedom, Fun, Playful, Pets,
Small Eyes, Hard Tongue Colorful, Puffed Feathers on
Neck
Goat Horns, Long Head, Long Ears, Good Mountain Climbers, Fight
Big Eyes, Oval Pupils, Big Each Other, Playful, Strong,
Teeth, Big Tongue, Four Legs, Determined, Aggression, Good
Four Hooves, Tail, Bleats Luck
Shark Slick Skin, Sharp Teeth, Big Scary, Jaws- The Movie,
Mouth, Small Eyes, Big Head, Danger, Predator, Never Stops
Dorsel Fin (on top of body), Swimming, Power, Strength,
Two Pectoral Fins (on side of Loan Shark, Aggressive
body where arms would be),
Long Split Tail, Gils
Fish Small Round Eyes, Pectoral Not very Smart, Swimmers,
Fins, Tail Fins, Gils, Small Finding Nemo, Pet, Goldfish,
Bodies or Large Bodies Freedom, Ocean, Fishing, Luck,
(Depending on Fish) Peaceful, Balance
Butterfly Small Bug Eyes, Long Antenna, Metamorphosis (Changing into
Six Legs, Two Colorful Wings, something new), Change,
Small Head, Long Body, Starts Freedom, Life, Love, Peaceful,
off as Caterpillar Beautiful, Transformation,
Hope, Faith
Elephant Two Big Ears, Big Head, Long Intelligence (Smart), Largest
Trunk, Two Big Ivory Tusks, Land Animal, Health, Love,
Big Body, Four Large Legs, Protection, Spiritual, Guidance,
Leathery Gray Skin, Small Eyes, Strong, Elephant in the Room,
Toes with Toenails, Tail, Remembers Everything, Luck,
Trumpet Noise Wisdom (Great Knowledge),
Protection, Family
Horse Long Mane, Hair, Four Legs, Form of Transportation, Sports,
Four Hooves, Long Hairy Tail, Racing, Fast, Calm, Peace,
Long Head, Round Eyes, Big Strong, Cowboy, Freedom,
Teeth, Neighs Spirit, Courage
Pig Pink Leathery Skin, Large Dirty, Pig Sty, Livestock, Farm
Round Nose, Pointy Floppy Animal, Charlotte’s Web-
Ears, Four Legs, Four Split Movie, Glutton (Eats a lot),
Hooves, Tail, Tusks if wild, Fur Kind, Social, Truthful, Large
if Wild, Small Eyes, Big Head, Sense of Humor (a Ham)
Oinks
Chicken Feathers, Small Head, Small Can’t Fly High, Farm Animal,
Eyes, Small Beak, Small Livestock, Head Stabilizes,
Chicken Feet, Wings, Lays eggs, Easter-Chicks, Birth/Rebirth,
Chirp, Roosters Cock-a-doodle- fertility, Something in Need of
doo Shelter, Needy, Bossy, Hens in
the Hen House,
3. Visual Board and Teacher Example
4. Visual Examples for Instruction
Day 1 PowerPoint Presentation
Day 2 PowerPoint Presentation
5. Students’ Artwork Examples and Artist Statements (For Extended Lesson Only)
6. Class Photos and Clinical Teaching Exhibition Photos (For Extended Lesson Only)

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Clinical Teacher Name: BellaRosa Deiure

Clinical Teaching Dates:

Lesson Title: Problem Solving Animal-Object Hybrid Clay Sculptures

Time available for this Lesson: six 40-minute sessions

Central Focus (Big Idea):

Social Issues/Concepts of the Lesson Essential Questions:

• How is art related to innovation?

• How can the concept of hybrids be used to make something better?

attributions and associated meanings of an animal to improve upon it?

1. Objectives IALS Goal Codes

1.1 Conceptual/Cognitive Objectives:

4.1 Rationale of this Lesson:

4.2 Background of the Topic:

“Innovation is…” Students will better understand what daily life

“(Wang Ruilin also uses hybrids in his art but

“Surrealism is an art movement that…”

“The project you will be working on is

“The goals for today are work with your

Students will understand what they are to be

“I want everyone to read through the

“Eyes on me (wait for silence). Everyone

After 5 minutes have passed, students will

Students know that time is up for researching

The teacher will walk around and give input

“Eyes on me (wait for silence). You have one

“Eyes on me (wait for silence). That’s all the

“Eyes on me (wait for silence). Okay

“Table 1 that’s great (give short comment

“That’s wonderful (give short comment about

“Fantastic response (give short comment

Time Learning Activities Purpose

Students will review big ideas of the

Vocab Review/ Topic Question: Students will show they understand

Vocab Review/ Topic Question: Students will show they understand

Vocab Review/ Topic Question:

“That was great! Awesome responses

10 Open PowerPoint on clay tools and

Students will learn the three clay

“Now that we have learned the

“I thoroughly score both slabs where

“This method should be what you

“You can choose to smooth out the

“This method is best used if your

“The last method is pinch pot building;

‘It is important that you do not go any

“This method of clay building is best to

“Now that you have learned about

“Okay now students, it’s time for you

“Everyone please thank the teacher

Students know how much time they

“Listen up, (wait for students to get

“First thing, before you begin putting

“Take your clay piece and place it on

“Also take a piece of tape and write

“Have one person from each table at

“Please wipe up any excess clay from

“I’m looking for tables that are all

“To be excused you must have done